Archive for the ‘classroom’ Tag

Resignation Hesitation

Wednesday, May 8th, 2013

In the beginning I was a teacher, I grew to be an educator and now find myself seeking to be respected as a professional. The following represents the motivating factors that influenced my decision to resign my role as a public servant and begin the transition into the private sector.

Oh Education, how I have loved being intertwined with your pedagogy, respected by your admirers, growing with each swing of the initiative paradigms, and experiencing the numerous, exuberant characters that entered my classroom each and every period of each and every single day. Education has provided for me the opportunity to coach sports teams to championships, guide Science Fair participants to record breaking gold medals and placements,  mentor youth at risk and aid in their finding a focus and purpose in life.

Parallel to serving the needs of students, Education as a career presented an opportunity to assist fellow educators become more efficient in their respective disciplines through various Professional Development sessions I was able to facilitate; Science Ideas that Motivate, Social Media in the Classroom, Web 2.0 Services for Educators, and BYOD (Bring Your Own Device). To top this all off lets go ahead and add in a Masters in Educational Administration degree and that my teacher evaluation holds me as a “Distinguished Educator” as measured by the diagnostic tool for my State.

I share all of this with you not to brag, but rather set the context for the remainder of this post so you may know that what is shared from this point forward is not from a jaded, do nothing, leech on the system individual just biding my time until tenure. I am not a teacher who was only in education for the “summers-off”.

Where to begin…?

Wages – I make less now then I did 6 years ago and have not received a raise in that same amount of time. Sorry, one caveat to that as there was a 1% raise that was accompanied by a 2% increase in Social Security deductions.  This reflects the statistic that being ranked 46th in teacher pay with the average NC teacher making $10,000 less then their cohorts in other states.

But wait, “teaching is not about the money!” and you’re right IT’S NOT!

Parents – Yes, parents can be stressful at times but when one takes into consideration that a parent’s most important job is to ensure the success of their child, one can appreciate the vigorous approach parents take towards education.

Students – No complaints here about the students. Yes, a few tend to annoy a person, but to complain about this a person would have to be a total jerk. They’re kids; get over yourself. I have had amazing students who provided constant checks and balances of ego, kept me up to date on the lingo/music/movies/dress etc… I will miss our daily interactions and professional dynamic the most.

Colleagues – Those with whom I work on a day to day basis have been some of the most innovative, respectful, caring, dedicated individuals I have ever met and tears will be shed for this loss. If you have a moment give the Lunch Crew a read and you’ll know what I mean.

What, then? What can be left…?

Leadership – Well, we have finally arrived to the heart of this post.


During the past four years the leadership that governed my day to day existence was one of a Leader, not that of a Boss (see above image for clarification). Now, we all have issues or disagreements in one area or another with coworkers and Leaders; there are people few and far between that may agree 100% with our thoughts and pedagogy, and that’s okay; we all should not think the same. I had freedom to create, innovate, expand, and push the limits of creativity in the classroom.  Because of this freedom and trust, I was willing to accept those things I didn’t agree with, and any discontent was marginalized through this filter of reciprocity.

If trust in the teachers is removed, innovation will be stifled. If the creative freedoms of educators are actively suppressed, the climate of engagement at a school will drastically change. The preceding examples correspond with a Boss mentality:

 Do as I say not as I do. Do it because I said so. I don’t have to explain my actions. Loyalty that is to rise but seldom does it trickle down and pleasantries are feigned only when a specialized skill set service is required and arbitrary decisions of restructuring are implemented.

All of the above qualifications are symptoms rather than the sickness. That which is lacking, the true sickness, is that of a mission, vision, purpose, focus; what is lacking, to bring it all under one concise term, is a Philosophy.

In a profession like education there are two distinct sides to the profession: instructional and administrative. Although in the past I may have vehemently disagreed with my next comment, I have come to see some truth in it. An Administrator is better off having classroom experience. The obvious caveat to this is in respect to those duties that tend to focus solely on the business side of education, those duties being strictly administrative in scope. However; when instruction and the overall vision of the school is at stake having a background in the classroom is essential. It is always quite apparent when a Boss lacks an Educational Philosophy because lacking, too, are viable explanations for decisions perpetrated on their staff.

It is really easy to create an environment where teachers feel undervalued, under-appreciated, underpaid, and under the bus: when teachers are met with over-zealous, over-reaching,  overt retributive actions by a Boss. I know; I’ve lived it and seen others around me drown in it as well. A Boss can count for only so long on the philanthropic nature of the classroom teacher until the stark malevolent reality must be addressed.

So what do teachers do in this situation? THEY LEAVE. A teacher may choose to transfer to a new school or they may even leave education altogether. Teachers with any years of experience know that, at heart, there is little deviation between school aged children of similar socio-economic status regardless of City, State, and yes even Country and having taught in another country I know this to be true.

I know what you’re all wondering, and the answer is YES, I too have now left Education after defining myself as an Educator for thirteen years. For me, it is about Leadership. It is about seeing the same traits in administrative Bosses time and time again and realizing that no matter how I could try to shoe horn myself into a Boss role, my philosophy will never match the foot print. Boundaries are self imposed limits to which one can choose to duck under the orange safety ribbon and abound in the pleasantry of freedom and innovation afforded by such an act. Or one could choose not to transcend into an unknown and stay on the beaten path or beaten on the path.

I choose to duck under that ribbon and I cannot wait to see what awaits. How about you?

The following are related articles and content that I just did not have the ability to address in this post. Please take the time to read what these Educators had to say about their experiences:

A Warning to Young People: Don’t Become a Teacher

Teacher’s resignation letter: ‘My profession … no longer exists’

A letter from a disgusted teacher: I QUIT



Monday, March 25th, 2013

Every role places us into an environment of expectations. Job, family, community, and to each of these a specific set of governing rules. In particular I d like to focus on the job and embedded expectation that accompany any workplace.
From a management perspective Compliance in the workplace may be leveraged in several ways; Investment by an employee in the total scope and purpose of the company, positive incentives such as monitary gains as interwoven in benchmarks and successful project completions, or the altruistic sense in assureing the success of your clients and the long term relationship gained. Knowing that the preceding list is far from comprehensive, all that I have mentioned is on the good side of compliance. Good as qualified by those actions that connect to a higher purpose in work and serving the needs of the client.
Now wouldn’t it be nice if we could end there and be happy? If only work life was so rose colored. Alas we too must delve into the mier of compliance as dictated by negative incentives; authoritarianism, threats, personal retributions, the arbitray restructuring of focus and support, and generated instability within the work force.
It is my hope that from those of you who read this post your day to day work life motivation is derived from the list of positives rather than being under the heavy weight of negative disincentives. However, for those fall prey to the latter, the rest of this post is for you…
“DO IT BECAUSE I SAID SO!” A simple utterance posited to nearly every child throughout history in an attempt to gain compliance from a parent. Well, I am not a child!
I am an adult with 13 years of experience in my discipline and have a track record of commitment, creativity, conscience and consultation (along with a little alliteration) to best achieve desired out comes. So why is it that I feel like a child when demands are levied upon me in the fashion of: “Do this, NOW!”
Personality defaults aside we all react in the same way when a higher up levies a demand in this manner and although some of you may be better at hiding your disdain at the time, the fumes of discontent eventually rise engulfing your demeanor and seep into the fibers of your being. As we sit in this fog of frustration along with the recollection of events playing back an ever present “who do they think they are?” Resounds and each echo carrying with it the expectation of respect and the violation held in the exchange.
What to do? Some will continue on doing their job with little to no affect, others may seek an alternative place of employment and others may subtly undermine the system though various forms of malfesient. However something worse may take hold; they just might meet expectations rather than exceeding as they once may have done. This last response, although sounding quite miniscule in retaliation, actually caries with it the most subtle and far reaching act of retribution in non compliance then those preceding it as optioned. I say this as not only has the individual made a conscience choice in opposition to the individual who is at the core of the disrespectful action but too those in proximity and that may request of the individual an extension into action that was once customary. The loss can be compounded depending on the size of the social leverage the new dissident carries as they may inspire others to inaction and a slow down of productivity.
Imagine all of this from an ill formed heiracically based command demanding conformity of action resulting in grotesque obsolescence of employee engagement when there are many other more positive ways to leverage action within the workplace.

Stay tuned for leveraging via resiprosity

I did what now?!

Friday, March 22nd, 2013

On leading…

“What you do speaks so loudly that I cannot hear what you say.” – Ralph Waldo Emerson

There are numerous articles and texts that a person can read that may provide guidance in developing leadership skills, unfortunately, this is not one. Rather this is an anecdote illustrating the impact of lacking such skills.

Throughout education training and classroom management skills development, the concept of treating those who enter your classroom as individuals with unique experience and thoughts to share is touted quite vehemently. Support their learning and encourage each individual and success will be achieved, easy enough right? Well, how about this situation? For those teachers out there reading this I would bet a month’s wage, just think you can get yourself a tank of gas and maybe a coke, that you have had this experience… A student is in proximity to other students who are misbehaving. Not fully knowing the breadth of the situation you pull the group together and reprimand them all guilty and not. You may have achieved your desired goal of setting those misbehaving students back on their academic course, however; are you aware of the unintended consequences of your actions?

Through your actions you have created a new dissident among your ranks. That one non guilty student whose guilt lies only in proximity to the event now sees their experience lined with distrust and Machiavellian actions governing their environment. Is there any way to reconcile these new found understandings dwelling within this student? Maybe, however; at its core there is no way to repair the damage done within the relationship. To be wrongly accused of an action and to receive no conciliatory acknowledgement has to be one of the most disengaging acts held between two people. Damaged as it may be a person well aware of the situational power dynamics that govern actions in hierarchical relationships realize that the outcome in action can be narrowed to only one end course of action, Compliance.

To be continued…

Keep an eye out for the upcoming posts:

On Compliance and On Reciprocity 


Info graphic on the connection between digital and deep learning

Friday, December 14th, 2012

Slightly Shumay School site

Wednesday, April 25th, 2012

Slightly Shumay School site

At the beginning of this school year my colleague Mr. Taylor added our school to Google Apps for Education allowing us to integrate Google tools and apps to use in our classroom (more on this to come soon). As a part of our initial set up I created a Google Site for our classroom and topics, check it out. 

Educational Technology Stack

Wednesday, April 25th, 2012

Educational Technology Stack

This is a stack of technology related links aimed at supporting teachers in their development and implementation of 21st Century skills in their classrooms. Share and pass along to your colleagues. Thanks 

Shifting the Paradigm

Saturday, March 26th, 2011

Here is another great animated short from RSA animating the shift in educational paradigm as seen by Sir Ken Robinson.

Kahn Acadamy

Sunday, March 20th, 2011

Great Video to generate some conversations about the ever changing approach to education.

Collaboration 2.0 Action Research

Monday, November 22nd, 2010

As a part of fulfilling a requirement for my research class I was to design a research proposal in an area of my choosing. Since I tend to you a lot of technology in my own classroom I am interested in the exploration of Collaboration using social media and the possible benefits of its use. Included in this post is the entire content of the research proposal. I hav not yet conducted the research as I was hoping to recieve some feedback and adjust as needed. I am hoping to carry through with this study and will keep you updated as progression happens.

Action Research Proposal
The progression of my professional growth as an educator has always been intertwined with technology. My role with technology has ranged from student facilitator to school consultant with responsibilities of hardware maintenance. Throughout the varying roles that technology had played within my career I had often wondered how technology would impact education at a classroom level. From my early experiences I quite often saw computer use as a reward and the subsequent game playing used as extrinsic motivation for assignment completion. Further along office applications took center stage as processing programs took root. All of this was great for productivity but besides having neatly typed assignments there seemed little academic benefit could be derived from the use of computers and education waited until the next emergence of education application programs. With the growth of web 2.0 technologies I began to see a connection emerging as to the use of these tools for collaboration and a shared learning experience. I took measures to alter one of my research assignments for a group of my students to allow for online sharing of research resources and any written material the students would like to share. Ten days and eighty two discussion posts resulted and while grading the paper of the students who posted the most often a perceived pattern emerged. It seemed students who were further into the discussions and sharing of content were scoring higher on the grading rubric than those students who did not utilize the online discussion forum. I wondered if there was a causal effect to the perceived pattern or whether it was corollary evidence observations. Were the students who utilized the online forum just displaying a higher level of familiarity with the content or was something more happening? I then turned my focus on the standardized tests given at the end of each school year and thought; Does a student using web 2.0 tools for collaboration translate into higher scores for the individual student on the states standardized science test?

When stating a hypotheses one must formulate a prediction and then formulate a second hypothesis that is mutually exclusive of the first and incorporates all possible alternative outcomes for that case. In research projects designs H0 refers to the null hypothesis and it describes all the remaining possible outcomes in opposition to the H1 or the research project hypothesis statement. (Shuttleworth, 2009) “The ‘null’ often refers to the common view of something, while the alternative hypothesis is what the researcher really thinks is the cause of a phenomenon” (Shutteworth, 2009).

In this research project the H1 is the examination of the impact of the current use of social media (web 2.0 technology) in a 7th grade middle school science classroom and its impact on Annual Yearly Progress (AYP) goals as measured by the state end of grade test. The H0

or null hypothesis for this study would be cited as; there will be no measurable impact on student end of grade test scores after having used social media (web 2.0 technology) in the classroom. In working to examine the research question one must remember that although a failure to prove the hypothesis (H1 ) can be observed as a failure of the whole research project it actually is a success. With every successive H0 or null hypothesis that is proven it brings research one step closer to an accurate portrayal or the factors producing the results that first drew interest (Shuttleworth, 2009).

Contextual Framework
My current teaching assignment is a seventh grade science class at a magnet middle school for Math, Science and Technology. My classroom has been outfitted with a Promethean Board for interactive technology use as well as the room being outfitted with six computers, one for each collaborative student group, which sets the stage for heavy use of technology in my classroom. I wanted to make sure student use of technology in the classroom was not superficial and the students could be provided with an opportunity for attaining measurable academic gains. End of grade tests are common practice in my current state of employment and part and parcel to this practice is quarterly summative assessments which are based on similar composition to the end of grade tests. As a conscientious educator I could not breakdown and teach to test questions in hopes of higher student test scores. I needed to find a way to engage students in the content and generate the same amount or greater familiarity with the course content. Social media is very much a part of middle school life outside of school so I wanted to explore the effect of this particular mode of communication as utilized in the classroom for the purpose of generating the familiarity needed by students to do well on end of grade tests or their quarterly equivalents.

In their book, “Turning Learning Right Side Up: Putting Education Back on Track”, authors Russell L. Ackoff and Daniel Greenberg acknowledge the serious flaws in the education system. They state that education focuses on teaching rather than learning (Ackoff, R., Greenberg, D., 2008). Ackoff and Greenberg challenge the education system and ask “Why should children — or adults, for that matter — be asked to do something computers and related equipment can do much better than they can? Why doesn’t education focus on what humans can do better than the machines and instruments they create?” (Ackoff, R., Greenberg, D., 2008). In approaching education in this manner they want to transform the education system to better reflect the intent of a wide variety of approaches being utilized to reach a far greater number of students learning styles. They write that the breakdown in education came when a generalized mass delivery of content needed to be established. In establishing such a class based industrial model for education it removed in part the focus education should have as a student based concept and created a expert based model of teacher delivered content. “Every word — teacher, student, school, discipline, and so on — took on meanings diametrically opposed to what they had originally meant” (Ackoff, R., Greenberg, D., 2008). Ackoff and Greenberg finish with placing education into two categories:
…one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called “people educated for the twenty-first century”; the second is the world of information, knowledge, and wisdom, in which the real population of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting one’s wisdom, among other things, to voluntary listeners (Ackoff, R., Greenberg, D., 2008).
Education needs to be about the empowerment of the student and providing various routes to the attainment of knowledge and technology may be a twenty-first century tool that can achieve this lofty goal. Technology has the ability to transform the classroom back to a teacher facilitated environment where student collaboration is at the center and the technology tools supply the forum for this educational transition.

Emerging questions for continued exploration
The primary focus of this study is on the impact of the current use of social media (web 2.0 technology) in a 7th grade middle school science classroom and its impact on Annual Yearly Progress (AYP) goals as measured by the state end of grade test. However, upon examination several questions emerged:

1. Does the use of social media in a classroom generate increased familiarity with content areas of study and therefore impact student scores on standardized end of grade tests?

2. Does collaboration via web 2.0 tools translate into higher test scores on state generated end of year exams?

3. Can the use of online course materials provide curricular differentiation to various levels of student ability groups and in doing so translate into higher test scores on state generated end of year exams?

4. What effect does the digital divide have on lower socio-economic groups with limited access to computer use?

5. Does cultural legacies effect demographic groups posting certain content on social media sites?

Literature Review

Michael Wesch thought the creation of a platform for participation that allows students to realize and leverage the emerging media environment that students see as tools not just playful programs is an important change in perspective. Within the platform that Michael presents there is an element of collaborating embedded in his presented use of technology. Michael sets the traditional classroom in opposition to web 2.0 learning theories in that traditional classrooms are designed to be a setting where; to learn is to acquire something, information is scarce and hard to find, students should trust authority for good information, authorized information is beyond discussion, obey the authority and follow along. Michael continues his presentation with how the educational assumptions of the past no longer provide an adequate education today. Critique and evaluation of content needs to be a part of the new learning environment and student generated collective intelligence is the ultimate aim in the web 2.0 classroom. Micheal puts forth a multi step approach to using technology in the classroom. The first being creating a grand narrative to provide relevance and context of learning. In doing so it allows students and teachers to address semantic meaning within learning. This approach also creates a learning environment that values and allows leverage of the newly formed understanding to the learner themselves as this addresses the personal meaning in education and creates value in learning. In addressing both the semantic and personal aspects of education in a way that realizes and leverages the existing media environment Micheal envisions students who can leverage the existing media environment for their learning needs and by doing so making the educational experience more personal and valuable. (wesch)

In contrary to Micheal Weschs’ exploration of technology a significant segment of the education community is currently exploring the use of web 2.0 tools in classrooms as a part of inquiry based learning. Researchers do not anticipate students attaining gains which can be translated into significant achievement in student growth. Along with the ability for students to conduct purposeful searches educators may believe they are providing an enriched working environment for their students. In a technology and media rich environment students can instantly scan, clip notes, save and post anything they find will in mid search. Educators and students may begin to feel somewhat like an authority in certain disciplines; however, this perception is not what some research is telling us. The article “The web shatters focus, rewires brain” by Nicholas Carr, a note worthy Dartmouth and Harvard grad and author of numerous articles such as “Is Google Making us Stupid and his book “The Shallows: What the Internet is Doing to Our Brains” shares neurological research done by psychiatrist and author Gary Small detailing specifically brain area reaction while individuals conduct Internet searches. Dr. Small’s research in the area of mapping brain response in the prefrontal cortex as subjects interact with google based searches works by measuring the blood flow to certain areas of the brain. Although there is a lot of brain activity, as measured by Whole Brain MRI machines, this does not mean that more is better. The current explosion of digital technology is not only changing the way we live and communicate,” Small concluded, “but is rapidly and profoundly altering our brains.” (Carr, 2010) Small contends that since the Internet allows us easy access to copious amounts of information and working through the vast reaches of cyberspace requires a different skill set. A skill set that tends to be more cursory and therefore turning its users into shallower thinkers. (Carr, 2010) Educators and students may be making new connections and it is important that research examines whether the new connections are beneficial to the learning process. As an educator contemplating in class use of technology this reading selection proved there is a need for further research on student achievement within web-based content inquiry.

A description of how data or artifacts are gathered
A quantitative approach to data gathering will be used to explore emerging trends in student achievement with a specific focus on increased standardized test scores in relation to time spent using social media or web 2.0 collaboration tools. The state generated Blue Diamond test is a system measure that shares similar attributes to the end of grade test being used as a year end measure. This test is given to all students and percentile comparison data is created that can be used to track student concept attainment in relation to state generated standard course of study. The data will be fed into the algorithm program that will compare student answers and provide a percentile comparison of each students concept attainment for the particular unit of study. Since the use of social media technology can be applied to an array of topics in the curriculum no one particular topic would provide more accurate data than another.
As student use of computers will be tracked at school using a daily log filled in by each student it is also important to gain an understanding as to computer use outside of the school setting. Surveys will be sent home to gather data on the availability of computers in students homes as this will allow researchers to assessing how often a student is on a social media site away from school. The more opportunities a student has to interact with the technology the more proficient they will become. In this case practice definitely makes perfect. The survey will include data gathering on time spent on the site, type of content added to the site, if the students main focus was image and/or video based, or if students were adding to the blog (written) section of the site. The variation in the content interaction is important as each require varying skill sets in visual, linguistic and critical thinking. Survey data can be interpreted through the use of graphs/data table comparing correlations between the survey data and test score achievement data gathered via the Blue Diamond assessments. A more in depth analysis of the data may include comparing the demographic subsets to the variations of content posted as to look for any trends between demographic groups and content interaction. The data may provide an insight into cultural legacies that draw particular demographic groups to post a particular content type and allows researchers to examine levels of content familiarity gained by various demographic subsets of the study.
When a study is designed to determine whether one or more variables of a program or treatment variable has a measurable cause and/or affect there may be one or more outcome variables (Smith, 2009). For this study I would focus on comparing the students in two similar classroom settings based on their ability groupings and achievement scores. In this research project the unit to be studied would be the individual child as you are able to generate test scores for each student. There would be an associated focus on the demographic group scores as an aggregate of classroom climate as a means to look at the whole picture. One must account for the variance of teacher approach to facilitating content delivery.

The time frame for the research would need to be long term. In using a longitudinal study that would take place over at least one school year this would allow the tracking of students through several topics as well as multiple variances of the Blue Diamond assessment. However, if time permitted a study over the course of the three years of middle would provide more complete data sets and therefore provide a more accurate measure of the impact social media use has on student achievement and raising standardized test scores. In utilizing a longitudinal approach for this study we have at least two waves of measurement. The first focus for measurement would be to examine the relationship within the variables being studied. In this project the relationship between the use of social media and student academic growth. The second wave of measurement would be in examining the causal focus. Looking at causality would allow the examination of the relationship between the event, use of social media and a second event, the achievement of higher standardized test scores, where the second event would be examined as a consequence of the first.

Within the data gathered one could look for a positive relationships emerging among the selected subject pools. In a positive relationship high values on one variable are associated with high values on the other. In this research the high value placed on gathering data on the effects of social media is correlated to the use of standardized test score data as both contain potential measures of student concept attainment. However, researchers may find a negative relationship connected to the data. A negative relationship implies that high values on one variable are associated with low values on the other. This is also sometimes termed an inverse relationship. In this study researchers may find more value being placed on the standardized test score data rather then the use of the social media as a means of increasing test scores.

Avoiding Fallacies
When conducting this research the research team must be aware of fallacies that may skew the results. The first such fallacy is an ecological fallacy where researchers make conclusions about individuals based only on the analyses of group data. For example one must be aware that a good class average on the standardized test does not translate into a broad finding of all individual students gaining an advantage from the use of social media. Secondly researchers need to acknowledge the exception fallacy. Exception fallacy occurs when a researcher makes a conclusion on the basis of an exceptional case. In the study of using social media to increase test scores there may be some outliers of exceptional gains in student test scores however, that may not be correlated to the use of technology as the student may have prior knowledge that skewed the results.

Variables to be considered:

Student groups to be explored: Black, Hispanic, White, Asian and other with both males and females in previously cited demographic categories. This allows a broader cross section of the student population to be explored with focus on the cultural legacies, which may effect research data. In examining the various demographic groups a more focused consideration can be given to the digital divide and its effect within the scope of this study. Also in an effort to avoid omitted variable bias in the research, researchers should look at the teacher effective index as data permits from the school districts Evaluation and Research site to explore various classroom teachers pedagogical approach in order to factor in its effect on the research data.

Research framework the experimental narrative
In this section, if I was to actually proceed with the research one would find the real world research examples of the process of answering the main focus being an examination of the impact of the current use of social media (web 2.0 technology) in a 7th grade middle school science classroom and its impact on Annual Yearly Progress (AYP) goals.

Included in this section would also be a description of the actual process of gathering the data including survey results, examples of student work, and snap shots of the summative assessments used to measure student growth. Along with the data I would include the data tables which highlight the correlated data sets from the research.
Provide evidence from research
In this section I would begin to discuss the emerging evidence from the gathered data in support of the research hypothesis. I would also tie into my research related research done in this field. In showing the parallel findings from various studies and my own I would hope to establish credibility through correlating the results from the various studies.
Conclusion and reflection of research
In the final section of reflection on the research performed I would seek to draw conclusions about the research and my findings. I would discuss the patterns in the data that work to support or refocus the original research question and examine the null hypothesis in relation to the data. In this section I would also discuss any unforeseen bias that may have emerged as a result of asking emerging questions from the literature review content. I would also explore ways to improve research in this field and offer suggestions for further research.
Acknowledgement of bias and precautions taken
I am a heavy user of technology in my own education so I believe there is value to the use of web 2.0 tools. I do see a cursory correlation of evidence that students do better in a classroom setting where they have access to computer use with a specific focus on standard course of study content. However, at this time my opinion comes without much tested data to support this belief. I am also cognizant of the digital divide separating segments of my demographic groupings allowing the more affluent students greater access to computer time out side of the school setting. In hoping to close the digital divide gap within the school setting I would set up class time in the computer lab at minimum of one day a week during the study to ensure at least a moderate level of balanced computer exposure. Although one day per week may not fully balance the digital divide inequality it would serve as a means to attempt a balance of computer exposure. Remember practice does make perfect.
End result
In this section I would draw a conclusion about whether the examination of the impact of the current use of social media (web 2.0 technology) in a 7th grade middle school science classroom has a positive impact on Annual Yearly Progress (AYP) goals in particular the summative state generated tests that measure student growth.

Carr, N. (2010, May 24). The web shatters focus, rewires brain. Retrieved from

Ackoff, D., Greenberg, D., (2008, August 20). Knowledge at Wharton, Retrieved from

Shuttleworth, Martyn (2009). How to Write a Hypothesis. Retrieved [October, 2010] from Experiment Resources:

Smith, M. (2009). Common mistakes in using statistics: spotting and avoinding them. Retrieved from

Is this the future of reading?

Wednesday, September 22nd, 2010

As I was scanning my twitter feed I came across a tweet from Alec Couros about the future of books. His link led me to the following video and after watching I reflected on the idea that this may be the new social media based approach to reading. Do you think this concept/ device carries with it the future of reading?

The Future of the Book. from IDEO on Vimeo.