Action Research in Educational Leadership

In the required reading for course EDLD 5301, I have learned about the history of action research, who benefits, and potential applications of action research findings.
Prior to reading the texts, I was unsure as to the implications of the term “action research” and as Dana (2009) from Leading with Passion and Knowledge mentions, I immediately conjured thoughts of late nights at the library and dated theories (p.6).  However, Dana (2009) uses the term as a spring board that leads to the coining of other terms such as “practitioner inquiry”,”classroom research” and ”practioner research” to further describe the process (p.5-6).  As it turns out, the distinguishing characterisitic of action research is the proactive process in which practitioners cultivate a relevant question and actively take part in seeking and applying solutions.  In the past, educational research has either been disseminated by institutions who are far removed from the daily activities of schools and/or ignored the pivotal role the practioner plays in the inquiry process.  By contrast, action research demands that the practitioner internalize the process by use of reflection upon previous experiences and the examination of digestable and realistic goals.

As a teacher and a student preparing to be an educational leader, action research has several benefits and uses.  For instance, within teaching I could use action research to explore web tools for use in my subject matter, French language.  I could also use it to collaborate with other teachers on classroom management strategies.  As a student in educational leadership, I could use action research to explore common issues administrators face, such as finding funding for technology, creating hands on and effective professional developments, and reducing discipline referrals.

Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Blogging in Educational Leadership

In a traditional setting, educational leaders are limited to problem-solving and troubleshooting common issues within the confines of their school or district.  However, web tools such as blogging  are breaking down boundaries and fostering boundless environments for brainstorming and conversation. 


Blogging is an easy to use web tool that creates an open dialogue on issues of interest or concern for educational leaders. It allows followers to respond, critique and/or offer suggestions.  Educators and others wanting to communicate to stakeholders or school administrators can use this as a tool to voice their opinions, concerns and needs in a quick, informal and effective way (as blogs archive posts) in hope that a solution is developed or created.  Another way educational leaders can use blogs is to encourage best practices amongst teachers, by modeling and encouraging staff to use blogs as a reflective teaching journal.  Reflection fosters writing and and thought that sincerely consider the conveyed meaning and desired content of their queries, opinions and research.  Other uses include using blogs for professional development, and to communicate with parents.

Educational Technology Leadership 5306

Course Reflections

My decision to enter the Lamar University online Master’s Program in Educational Technology came to me after a few career centered setbacks last fall.  I wavered back and forth between a master’s in administration and a master’s in educational technology leadership.  I eventually chose educational technology leadership because I felt it was a dynamic program that had the leadership component I was looking for, but also introduced the concept of classroom technology integration, a subject of which I know little.  My decision revealed to me that I am still willing to embrace and engage in new and perhaps scary experiences.  Now that I am in the program, I am extremely pleased with the expectations of my professors, my ability to communicate informally about assignments and the content with this first course. 

I also understand now that I need to stay open to new classroom practices.  I have only been teaching for 3 years and consider myself to be progressive.  However, I learned that as progressive as I think I am, I still cling to some of the more traditional tenets of how to teach, how to manage a classroom and how students learn.  The web tools that I learned about in this course, I narrowly viewed as technologies for personal and entertainment use only.  I now understand the way these can be used to help revolutionize education for our 21^st century learners. 

Educational Technology Leadership 5306

Course Reflections

I’ve been fairly successful in fulfilling the requirements of my assignments.  I have learned that most crucial to success has been time management and keeping the pace of the course.  My first week, I didn’t expect the assignment to be as lengthy and time consuming and as a result didn’t set aside enough time to complete.  I worked until the last minute of my deadline and still didn’t finish.  I also, confused the due dates for my assignments.  My syllabus told me one date, but the software program for my coursework stated another.  Thankfully, I was able to submit my assignment again, but still managed to overlook one small section!  After my second week, I was able to effectively manage my time, review all parts to my assignment before starting and submitted work to the best of my ability given time constraints.  I hope to keep up the momentum in my next courses.

Educational Technology Leadership 5306

Course Reflections

It’s been a long time since I have been asked to write anything of significance.  In high school I do remember writing many research papers but I was required to use MLA as my guide to citing works.  In college, I’m not sure whether I used MLA or APA, either way, my knowledge of both is very limited.  Coincidently, as one of the topics discussed in this first course and one of the outcomes that I’ve struggled with in my coursework submissions, is the fact that resources for gathering research have drastically changed in the last decade.  Physical copies of books are what I am used to citing, but now there are online government publications, online journals, and blogs. As a result, mastering correct APA style and understanding the latest APA handbook will continue to be a work in progress and crucial to my successful completion of my graduate coursework.

Educational Technology Leadership 5306

Course Reflections

I am currently not working as a teacher, but I am doing some substitute work at a special needs school.  For the purpose of my coursework, I started using the school where I worked as a French teacher last year as my reference point.  I am now using a high school in a neighboring district as my resource as well as to satisfy my internship requirements. 

All aspects where I was asked to reflect upon my current teaching position or assess my schools’ needs proved to be frustrating, since I am not employed as a teacher.  Therefore, all of the tools that I want to apply and share I haven’t been able to do yet.  Hopefully, by next school year I’ll be teaching again.  When it does happen, I’ll be ready with a fresh new approach. In the meantime, I hope to sharpen my teaching skills by employing the concepts introduced in this course and using my work as a substitute teacher as a chance to observe a school where technology is embraced.

Educational Technology Leadership 5306

Course Reflections


My first course of my Masters in Educational Technology coursework is coming to a close.  As, I look back on the days before I began this program, I realize I didn’t know much about the program at all and consequently didn’t have many expectations!  I have learned about all sorts of Web 2.0. tools, started a blog, created a Wordle and I have subscribed to RSS feeds.  There are so many tools available for educational and personal use.


I also find myself talking about the tools, laws and concepts that I have read about or learned about throughout this course to friends and other educators.  It’s exciting because I know when my students are talking about a lesson with their friends or teachers, days or weeks after it’s happened, that it was a good, effective lesson.  That’s exactly how I feel about this first course.  It was overwhelming, but a very thorough introductory course into educational technology leadership. 

In that sense, this course has been a huge eye opening experience and I have immensely enjoyed.