Logic Model
At the start of the 2012-13 academic year, I put together a logic model outlining my overall goals, assumptions, and impediments for my Action Research. While I had originally thought my focus would be with the 9th grade Humanities department, the approval of a sixth grade iPad program created a perfect need and opportunity for the assistance of an educational technologist. Despite this shift in focus within my school, the external factors and necessary inputs remain true. In reexamining my stated assumptions about this work I find them to be valid though incomplete. While I had "time" listed as an input and as an external factor, I didn't realize at the time just how significant of a factor time plays in the ability and willingness for a teacher to adopt any type of new practice. I had also written about my colleagues being necessarily overextended, but hadn't thought about the ways in which an integrationist can help to create time by curating options, overcoming hurdles, and cutting through the red tape. In the outcomes section of this model I also failed to include the changes in myself that would be a necessary result of this work. By engaging with faculty and becoming their advocate and support, friendships and professional relationships flourished which make technology integration seem easier. When an integrationist has a close relationship with a teacher, their suggestions and approach are much more likely to be inline with that teachers point of view.
Reception of Innovative Technnology in the Classroom: Curating Ideas Through Action Research
David Levin
Pepperdine University Learning Technologies Cadre 15
David Levin
Pepperdine University Learning Technologies Cadre 15