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PERSONAL: To grow and discover my abilities and talents so that I can utilize them to enhance my teaching and motivate students to learn.  I wanted to  acquire both the methods and tools of leadership, teaching and technology and  implement  them into all facets of my life.

CLASSROOM: To provide an non traditional classroom environment  that would synergize learning, using various technology tools and mediums, while  forming a community of practice with in the classroom setting.  To make our fifth grade classroom a fun place to learn.

For the first time at our school we had internet access for almost all the IBOOKs in my classroom, and   i installed drivers  for an external digital camera, scanner, printers and  a zip drive. 

 I assigned an extensive country report with various methods of presentation which included, but  was not limited to a a display and a binder, a power point presentation, or a web page.  the work could be done collabertivley and every student was required to help each other. 

The  IBOOKs were brought in three to four times a weeks os so that students could utilize them to work on the country report, make graphics, research information for their country report, work on a Power Point presentation,  or build a web page.  The majority of the class spent most of their time researching information for their reports. 

 I started out with two students who were  "experts" in web building and Power Point. By utilizing their prior knowledge and having them tutor others, everyone had some experience or play in building or making a web page and a Power Point presentation. 

 A partner pair of  students were the technology helpers. They  went out and moved desktops and set them up in other teachers classrooms.  I spent time showing them  problem solving solutions so that they could assist other teachers with difficulties they might encounter. This helped to emphasize the concept of a community of learners. They became the experts and helped students and teachers use printers and scanners, as well as download pictures and perform other functions.  As a direct result, one  learner who was dyslexic and struggling with his self esteem was able to go home from school  feeling "special" because he realized he had an aptitude for computers and was able to find  solutions by playing. One of the student  assistants who had been with me for a year and a half, began to complete his assignments without constant reminder. He had such a strong desire to be involved with  technology that he was willing to put his other responsibilities in good order. 

The class went on a fieldtrip to the Tech Museum to learn more about technology and things work, and the County Fair to build relationships outside the classroom . We also had a pool party. These excursions helped us to bond.

My first cycle dealt  with setting up the IBOOK lab and changing my classroom environment to enhance more collaborative learning. I also went through a process of changing my own thinking as well. This was my first time with teaching fifth grade and I found myself unsure as I gave my students unconventional freedom to work and learn together. I have a tendency to lecture and fear loosing control of the situation. So little by little, I crept along allowing my students to collaborate and assist each other not only in technology based issues but curricula as well.
 

 I slowly allowed them to take on opportunities to become experts in different areas in the classroom. They led the whole class in corrections and solving math problems, and followed up well by explaining   how they got the answers. I took on more of a group approach to solving issues and allowed for a lot more focused discussion. I instituted the "Ask three before me rule."  My class partnered with the Kindergarten class for Lego Buddies and Key Pal helpers. 

During the second cycle and eventually the final phase, we moved into applying these practices in the field of learning software. I started with a few key kids whom I taught and mentored them as they became  the experts in showing others what to do. They  helped each other create graphics using Kid Pix's, Power Point presentations, Web Pages, animation's and , with the help of outside expertise they made IMOVIEs. 

During lunch we met for an informal tech club to learn new things. I began taking my students on virtual tours and suddenly history began to become real and parents expressed to me that their children were enjoying history more. I had them create projects that integrated multiple mediums and media.

My students would spend time helping other teachers with technology related issues such as printing and setting up computers. I spent most of the second cycle and almost all of the beginning of the third cycle trying to figure out how to make the IBOOKs setup work in my class. I had to load software, set up table, have outlets put in, extension cords run, network/internet cable run, hubs installed and patch cords made. I had one scanner, a digital camera and a digital video camera to share in my class. I had to problem solve file sharing since we had no external devices. I installed drivers on the set of 20 iBooks that would allow any student in my class to use the available external hardware. 
I grew frustrated when time was running out. It seemed like I finally had everything in place the last three weeks of school. In the midst of this, my key student who was helping a teacher build a web page got suspended and we lost a week with him out. 
I had graduation to plan and execute as well as the other teacher, who was collaborating with the  "expelled" student on learning how to build a simple web page. 
We had to finish her web page after school, with the help of different student. He was very patient, even at times when she was not.

I learned that I did have a lot to offer. Since my first year in teaching I always wanted a classroom where  students would feel safe, and enjoy learning and helping each other. I spent two years attempting this, had a hard time accomplishing this.  I  learned that the key to having a good classroom environment was building a Community of Practice.  Through implementation of activities which were based on my course work I was assisted in building a successful environment.  I learned that building a relationship with each child is the key to mutual respect and understanding. In fact, toward the end of the year, I had students opening up  and sharing painful things with the group because they felt safe and comfortable.  All of us left the classroom as very different people. 
I learned that we could have a wonderful learning environment without my  taking on a dictatorship role. I changed my style of teaching. 

I had always lived in fear of pleasing people, and worked my self to death trying to meet everyone's expectations for me. I often neglected  those good expectations I had for myself. I learned by reading Covey, and working through my own personal mission statement, that I could change and that it was okay to have limitations and boundaries. Somewhere along the line, I learned to be okay with me and with who I was as a leader and teacher. I identified those things I valued and  for which i will continue to strive. 

Given my long history of  being transient and over extending myself,  I realized it was time to slow down and reflect on my life. It was time to address those areas of a personal growth  that  I ahd so easily advoided by running around and keeping busy. It is time for more change; productive change  thanks to Covey and Who Moved My Cheese.
 
 

I was in turmoil the last two weeks of school as I  reflected over my life.  As I read the the 7 Habits of  Highly Effective People, and Who Moved my cheese,  and started to apply its truth to my life and suddenly see my life in a new prespective,  I realized I needed to move from dependency to interdependency.   Through building my personal mission, I had to evaluate who I  was, and where i wanted to go.   For the first time in my life I realized that I have limitations and it is okay to have them.  I also discover that Administraton is not the direction I want to travel right now. So with a heavy heart, I declined the new job offer from Santa Clara Christian School and now am on a search for a new place to work. 

Though SCCS graciously offered me a place to grow as an administrator, I realized by recounting the year through my ARP,  that what I really enjoyed was the relationship with my students and the ability to be a catalyst of learning and change for them.  To take on and admistration role would remove me from the very things I realized I loved and enjoyed.  OMET helped me to see that.  After I accomplish some of my personal goals, the time will be ready for me to move forward into that venue.

 This program, has taught me to see technology and myself differently. I know I have SHORTCOMINGS, and I see them, but when is all is said and done, I am a different person, wife,  teacher and leader. I know that my students of all abilities and levels will never forget their fifth grade year. They left loving to create, and enjoyed learning collabertivley. I am excited at the possibilities of what the future holds for all of us.
 
 

Bibliography:
You and Your Action Research Project Jean McNiff, Pamela Lomax, and Jack Whitehead
ISBN 0-415-14475-2
Routledge, London (1996, 1997, 1998, 1999

Research Methods in Anthropology: Qualitative and Quatatative Approaches  H. Russell Bernard
ISBN 0-8039-5244-9
AltaMira Press, Walnut Creek (1995)
 
 
 
 
 

-Heather Pozzi
CADRE 3B