Competencies for the
Action Research Project

Here is a link to the University of Colorado at Denver, ILT Competencies

Action Research Report

Competencies:

Reflective Practice

1. Take a systems view

When choosing to research the use of PowerPoint software, I considered how easy it would be for teachers to use, especially those who do not currently use technology as a poduction tool for students in their classrooms. I also wanted to research something that was already in use, but which according to some, had tenuous connections to the state or district educational standards or curriculum.

2. Use cycles of reasoning as tools for problem solving (with documentation for accountability and shared reasoning)

The survey instruments used in the research probes the enthusiasm, confidence, attitude and whether students felt that the software helped them work together if in a group. They may be used at any grade level and repeated when it is appropriate to make comparisons if students are making oral presentations with and without the use of PowerPoint software. For the presentations that were done in my class, I also kept teacher evaluations that could be used to compare to similar groups of students at a later date.

3. Promote collaboration, partnerships, and relationships for full inclusion with stakeholders, clients, subject matter experts, team members, etc.

The use of a presentation board or large display in the UCD classroom made it easy for me to show and explain the results to my fourth grade team. When other teachers are using PowerPoint the surveys could be used again, which would help to insure that we are moving students toward meeting and exceeding the standard for public speaking for the state and district.

4. Be a lifelong learner and professional

I plan on repeating the research at an appropriate time to verify the results and will stay involved in thinking about any related projects. The research process has helped me to use some of my previous knowledge from the social sciences and will make it easier for me to conduct future inquiries.

Planning and Analysis

5. Conduct a needs assessment for learning or performance interventions

As a classroom teacher I often assume that I must justify some of the methods I use to teach in my classroom. The "Challenge" and "Current use of PowerPoint" sections of the Introduction

6. Conduct a learning or instructional analysis

My analysis of the use of PowerPoint software for classroom presentations starts with research of what others have written about the current use, criticism, and praise by others. My own research investigates the effectiveness of the software in student efficacy and therefore its place in the classroom in improving student achievement.

Evaluation and Assessment

11. Evaluate effectiveness of programs, products, or practices

The results of the preliminary survey served as an formative assessment of the current practices, methods and activities that we are using to teach public speaking in my classroom. The final surveys provide a summative assessment of my research activity, but also provide insights into an assessment of the students' performance.

12. Assess student/participant learning

The preliminary surveys provided a student self-assessment of attitudes and confidence in public speaking or presenting to their classmates. The post surveys provided data on attitudes, satisfaction with performance, and confidence after presenting to the class or other audience.

13. Utilize research methods to investigate a learning or performance problem, issue, or trend

The "Discussion" section of the report explains the results of the research and the "Conclusion" explains that the software was useful for increasing the confidence and enthusiasm for public speaking. Students also thought it helped them to organize and present their information.

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Contact Stan Sameshima at stans67@gmail.com. Last updated on April 20, 2008 .