Final action research project report julie salinas

STUDENT USAGE OF PERSONAL COMMUNICATION DEVICES IN THE CLASSROOM 1

Student Usage of Personal Communication Devices in the Classroom and

Their Effects on Participation and Grades

Julie Anne Salinas

Lamar University


Abstract

During a lunch conversation, one of my co-workers began discussing her son's recent trip to a

university campus in Texas. She explained that the university gave each enrolled student an iPod.

The iPod was to be used on the campus to take attendance (the students would just "push a

button" to prove attendance), download assignments/books, etc. The campus depended on the

students to use their iPods. This is the way of the future. The engaging conversation with my co-

worker sparked the idea for this Action Research Project. As an adult, I use communication

devices for just about everything. To better prepare our student for this "electronic world," we

should teach them to use their devices to their advantage - especially when it comes to

academics. These devices are more than just phones, cameras, and games...they are also

calendars/planners, books, and educational tools. Every English class at Earl Warren High

School (English I, English II, English III, and English IV, both regular, pre-advanced placement

“Pre-AP, and advanced placement “AP”) is required to read at least one classic novel as part of

the curriculum. During English classes, students are provided with a novel to check out and carry

with them or, if the novel is located in the Literature textbook, they are to carry their Literature

textbook with them and bring them to class each day while the lesson focuses on the novel.

Once the novel is distributed, students are responsible to carry it with them to do class- and

homework assignments. If a student forgets their novel, they must listen to lectures and/or

complete assignments without the use of their novel. Students who are reluctant to become

engaged in reading assignments, who are not responsible to carry/travel with their novels, or who

do not like to read are more likely to not bring their novel, thus increasing the probability of

falling further behind in their assignments.


Student Usage of Personal Communication Devices in the Classroom and

Their Effects on Participation and Grades

Introduction

As years go by, technology becomes more readily available to students and adults alike.

Currently, classic novels are free to download onto most personal communication devices

through the use of iTunes’ iBook , or other applications, which is free. The majority of students

on the high school campus bring a personal communication device to school. Although students

have previously not been allowed to use/utilize their devices in class, with the availability of

such classics novels, students can carry their novels with them and access them quickly and

easily.

The reasons in which students disconnect with academic assignments, fall behind in

class- or homework, and make poor or failing grades can be due to a variety of extraneous

circumstances. We, as teachers, often feel that failing students lack focus and motivation and if

they had these, their performance would improve in the classroom, thus engaging appropriately

and making better grades. In the English classroom, many students make poor or failing grades

due to: not bringing their novel to the classroom, not partaking in the reading assignments,

disengaging from the novel curriculum and not completing the required assignments. Freshman

and Senior students many engage or prefer to use technology in different ways and with different

intended purposes.

During this Action Research Project, students will voluntarily sign-up to be a part of the

project with the criteria that they must own (and have parental permission to bring to class) a

personal communication device that allows free downloadable iBooks. Freshman English I


students will download Homer’s The Odyssey to their personal communication device. Students

will be surveyed and monitored to determine if the accessibility of the novel on the device

improves engagement in active reading assignments and grades.

The purpose of this research is to determine if there will there be noticeable changes in

comprehension, knowledge, understanding and grades if students are allowed to download free

iBooks onto their electronic communication device.

Most students bring their electronic communication device(s) to campus every day, such

as an iPhone, iPod, etc. With technology readily available (and often free), students should be

allowed to use their device to download these books/novels and use the technology to their

advantage. I have put this idea into action and performed my action research project on this

topic.

My focus is freshman English I students at Earl Warren High School. The purpose of this

study is to determine if students using personal communication devices in the classroom

(specifically in the English I classes), will become more engaged in the readings/lessons thus

improving their grades.

Today, school-age generations are using technology in ways that would have sounded

unthinkable 50 years ago. It is important, as our society changes, to change with it. Students have

personal communication devices available and accessible to them that can help them in the

classroom. Teachers, administrators, and parents have the ability to allow students to use these

devices to their advantage.

In today’s society, the majority of high school students own or carry an iPod, iTouch,

iPhone, and/or a similar personal communication device. I would like to allow students (on a


voluntary basis) to download one of these novels onto their device to have the option of reading

the novel either by book or on their personal communication device.

Students who will not carry a novel around will more likely read from their device, the

excuse of “I forgot my book” will be less likely, and the student who are “too cool” to read in

public may actually feel that they can read without appearing to do so.

During the novel reading units in English classes at Earl Warren High School, students

are issued paperback or hardcover books to carry around with them for approximately six weeks.

They are given reading assignments as homework at least 3 days during the week and over the

weekend as well. As previously observed, in freshman English classes, a group of students (not

necessarily friends with one another) who would forget their book and/or not do their assigned

homework. As a result, these students would not pay attention to the lesson (in which they were

unfamiliar), turn in incomplete or incorrect class work, and inevitably fall behind which often

lead to failing the grading period.

The significance of students using what the students already have and are familiar with

will lead to their advantage when it comes to academics and education. If students are more

inclined to read and follow through with assignments because it is convenient to them, we should

consider how to use this technology to improve academics in other classes/areas as well.

Homer’s The Odyssey will be read during 2011-2012 school year. Classic novels are

available for free on the iBooks application downloadable onto most personal communication

devices. I plan to perform my action research project in a freshman English I class to research the

differences in the outcomes. This class is currently a collaborative course, which offers two

highly qualified teachers to teach together during each course. One of these teachers is highly


qualified in the subject area (in this case, English 8-12) and the other teacher is highly qualified

in the subject area as well as Special Education “Early Childhood” EC-12.

Additionally, this Action Research Project will also examine whether students are more

inclined to complete assignments on time, study for tests prior to taking them, and keep up with

their projects and class work if they are allowed to use their calendar/planner on their

communication device.

Prior to beginning this Action Research Project, five potential challenges that might be

seen throughout the project were discussed. The following challenges are listed below:

Challenge #1: Students using the devices in English class only (where the English

teachers will be monitoring their usage) and not in any other class. Students might want to use

their devices in other classes, but will not be allowed. Other classroom teachers will not be

responsible for monitoring these devices, as, at this time, it is to benefit the students' English

curriculum/grades. Talking with the students to make them aware of the rules and having

students and parents sign a "Supplemental Resource Usage" contract and permission slip will

help reduce unauthorized usage.

Challenge #2: Number of student participation. It might seem easier to allow only a

certain number of students per class for results purposes; however, to be fair and equal to all

students, the device-usage will be open to all students.

Challenge #3: Monitoring the students using their devices. English teachers will be

responsible to do this for the participating students in their classes, but the more students that

participate, the more monitoring will need to be done by the teachers. With this challenge, I may

be able to "step-in" and help the teachers (as time permits).


Challenge #4: Gathering data. Reviewing grades will be only a small part in gathering

data regarding the results of this project. Creating a survey will be extremely important and large

part of gathering the type of data I am looking for. The survey will be broken down into

categories (i.e.: reaction, usefulness, etc.) and will be written very carefully.

Challenge #5: Students who have devices versus those who do not. Although most

students have access to a device (such as an iPhone), some students do not own one (or are not

allowed to bring it to school). For now, only students who have one can participate. As written in

the permission slip and contract, if the student loses their device or gets it taken away, they will

only have access to the paper novel. This project does not ensure that student can and will bring

their devices to school. The devices are only supplemental resources and ALL students

(participating or not) will be given a paper novel in their English classrooms.

Each potential challenge was discussed in detail with Earl Warren High School’s

Assistant Principal, Mr. Paul Black. The stated (above) challenges have stated solutions. It was

decided that the Action Research Project may potentially observe additional challenges. To

prevent unnecessary challenges, such as these, the Action Research Project Timeline and Plan

proactively created to discuss the challenges with the teachers and students involved in this

project so they are aware and understand potential challenges and ways to solve challenges

and/or problems that might occur as to not impact the study.

Statement of the Problem

In the English I classes, a consistent problem was that students are assigned to check out

and read a novel (such as Shakespeare’s Romeo and Juliet and Harper Lee’s To Kill a

Mockingbird). Every year at Earl Warren High School, in the English I classes during the novel


unit, a group of students would have to read their book/novel for homework, but not take their

novels home. This would cause the students to get behind with their readings, fall behind during

class discussions, and eventually make very poor or failing grades. Teachers have tried to find

ways to engage students in the book/novel in such a way that they want to read and are not

falling behind.

All English teachers on campus are seeing the same students, from one English class to

the next, continuously falling behind in their reading assignments, thus disengaging in class

discussions, lessons, and activities. These students come from all backgrounds, various cultures,

and various needs. High school students throughout the community are more likely to be seen

with a personal communication device tucked in a pocket, stuffed in a backpack, or being

operated in their hands, then they are to be seen reading or engaging in a classic novel.

Purpose of the Study

To better prepare our student for this "electronic world," we should teach them to use

their devices to their advantage - especially when it comes to academics. These devices are more

than just phones, cameras, and games...they are also calendars/planners, books, and educational

tools.

This Action Research Project is designed to give all students an opportunity to become

engaged in class lessons, lectures and discussions, while becoming academically successful in

their grades and their understanding of the readings assigned.

The objective of this project is to reveal improvement in students’ engagement,

understanding, and overall grades when allowed to download a copy (free) of their book/novel

onto their own personal communication device.


Significance of the Study

In an online article, Diane Trim discusses the benefits of students using their electronic

devices, such as cellular phones to engage students in the classroom. Trim (2010) states, “It’s

time to start teaching students how to harness the phones’ power for education, not just for

sending photos or texting about just how bored they are. Students will bring their phones with

them wherever they go, despite all the rules we give them. Using the mobile devices’ allure

brings our content into the 21st century and adds an engagement piece to our lesson plans.”

Many students bring an iPod, iTouch, and/or similar devices onto campus on a daily

basis. This Project would allow students (on a voluntary basis) to download one of these novels

onto their device to have the option of reading the novel either by book or on their

communication device. Through the iTunes iBook application, classic novels like these can be

downloaded onto these devices for free.

Technology is ever-expanding and growing and we, as teachers, may as well embrace

these changes in our classrooms and teach our students how to use their personal electronics for

academic gain. Students will benefit from utilizing their personal communication devices on a

daily basis to become further involved and responsible for their education. Additionally, teachers

will benefit from students utilizing their personal communication devises in the same way.

Definition of Terms

There are several terms that need to be identified as their definition has adapted and/or

evolved as society changes and new technological products become available.

A “Personal communication device” allows individuals to communicate, as a phone, text


messaging, Internet, apps, etc. Examples of these devices are: Cell phones, Smart Phones,

iPods, MP3 Players, Kindle, game systems that communicate with other systems or have Internet

access, etc.

A “novel” will be referred to as any classic novel, whether in novel/book form or as part

of a textbook.

A “collaborative classroom” will be referred to as a classroom consisting of two teacher

throughout each class every day. These specific classes offer two highly qualified teachers to

teach together during each course. One of these teachers is highly qualified in the subject area

(in this case, English 8-12) and the other teacher is highly qualified in the subject area as well as

Special Education “Early Childhood” EC-12.

A “participant” will refer to the students volunteering to participate in the Action

Research Project and use their personal communication device during their English I class as part

of the study.

Literature Review


Today, it is easy to find an almost infinite number of websites, articles, publications, and

research papers discussing the pros and cons of students using their personal communication

device in the classroom. Parents and their children have their own opinions and well. As our

society changes and improves, technology being utilized to improve medical advances,

communication, scientific research, engineering infrastructures, and, some might argue, learning

in the classroom.

In Lincoln Journal Star, Erin Andersen (2009) states, “Now, students -- with heads bowed

and thumbs hopping -- text madly as they shuffle between classes and relax at the lunch table”

(p. 1). It is becoming the norm to see students carrying and using their personal communication

device such as a cell phone or similar personal communication device. Although it is students

who are often caught using their device at inappropriate times on a school campus, parents are

contributing to the issue.

Many parents purchase a personal communication device for their child and allow them to take it

everywhere. Andersen (2009) continues to state, “Parents and kids rely on it for communication.

Some use it as their clock, camera, planner, entertainment system, news source and

encyclopedia. The phone is only a tiny component of this high-tech palm-sized computer.”

The majority of students with these devices exposed in class might not be doing anything

against school policy; however, cheating can be a concern when students are allowed to use their

devices with so much capability. USA Today’s Greg Toppo reported on an on-line poll

conducted by Joel Benensen for Common Sense Media, a San Francisco-based education

company.

Toppo (2009) reported, “The survey of 1,013 teens — 84% of whom have cell phones —

also shows that a significant number have stored information on a cell phone to


look at during a test or have texted friends about answers. More than half of all

students say people at their school have done the same. Only about half of teens

say either of the practices is a ‘serious offense,’ suggesting that students may have

developed different personal standards about handwritten information vs. material

stored on cell phones” (p. 1).

This does not mean that students bring their personal communication devices to school

for the sole purposes of cheating or breaking the rules. Many students and adults carry personal

communication devices because they can carry, manage, and organize information they benefit

from using on a daily basis. Daniel A. Domenech wrote and article for the American Association

of School Administrators (AASA). In his article, he discusses the changes he has seen among

society, students and adults, and their dependence on cell phones and other similar devices.

Domenech (2009) states, “The integration of technology into learning is no longer the province

of the desktop or the laptop. Handheld devices like cell phones, iPhones, BlackBerrys and

iTouch are beginning to offer applications that enhance classroom learning by engaging kids to

use tools they are constantly using anyway” (p. 2). Clearly, times are changing and technology is

changing, too. Fifteen years ago the majority of high school students did not bring cell phones to

school. Today, a student without a cell phone is in the minority group.

Domenech (2009) reminisces, “Today, technology is an integral part of our daily

routines. Just recently I left home in a rush and forgot my BlackBerry. I would

have just as soon forgotten my shoes. I felt completely cut off from the world. I

had an anxiety attack realizing that hundreds of e-mails were coming to me,

unanswered” (p. 1).

Teacher, parents, and students alike, no matter what the occupation or status, have


encountered the feeling of having forgotten something of valuable or necessary and been without

throughout the day. The demographics of students carrying cell phones or similar devices have

narrowed. Today, almost all students have them no matter what campus they attend, what district

they are in, or the socio-economic status they come from. Domenech (2009) states what he

learned from a superintendent, “Chip Kimball, superintendent of the Lake Washington School

District outside of Seattle, told us at the summer conference he had visited a high-poverty school

in his district and, while visiting a classroom, had inquired as to how many kids owned a cell

phone. Every hand in the class went up” (p. 2).

The age of students and children carrying cell phone or other personal communication

devices is changing. Now, young children are being asked by parents to carry their cell phones or

similar devices so parents can reach them at any time. Audrey Watters wrote an article about a

survey released in 2010 for Tomorrow.org. With over 300,000 students surveyed, the results

provided astonishing information. Watters reported, “The study found that 20% of kindergarten

through second graders said they owned cell phones. 29% of third through fifth graders do. 51%

of middle schoolers and 56% of high schoolers do” (p. 1). With so many students bringing cell

phones and/or other personal communication devices to school, it would benefit these students if

teachers helped to educate students in ways they can use their devices for educational gain.

Action Research Design

Subjects

The target population for the Action Research Project are freshman (grade nine) English I


students at Earl Warren High School in San Antonio, Texas. The sample size of this population

is over three classes totaling one hundred students. This sample size was chosen because of the

accessibility of these students and these classes in a collaborative classroom. The three classes

have a total number of one hundred students, which creates a manageable number for

questioning, inquiry, surveys/questionnaires, and reviewing guidelines of project.

Since cell phones and other electronic devices are not allowed to be used in class, the

campus administrative staff, to conduct this project, granted special permission for. I will allow

no more than ten students to volunteer to participate in the project and use their devices because

the students will need to be monitored closely.

Each of the three chosen English I classes totaled one hundred students and all one

hundred students completed a survey about the uses of personal communication devices at

school, to complete school assignments, and in the classroom. The Action Research Project took

place primarily during the novel lesson (The Odyssey, by Homer) where a total of twelve

students chose to participate in the project. Initially, I would like to have seen more students

participate in the project, especially since The Odyssey is located in the literature book; however,

the twelve students who participated in the project had met the prerequisite requirements as

stated prior to the start of the novel.

During the beginning of The Odyssey lesson, eighteen students expressed their desire to

participate and downloaded the free novel onto their personal communication device; however

six of these students were unable to complete the usage of their iBook due to a variety of

circumstances.

Procedures


The purpose of the Project is to research students using their personal communication

devices in the English classroom to download books/novels will positively impact their lesson

engagement, increase homework completion, and improve grades. Student academic success is

the ultimate goal and purpose.

The Action Research Plan Template (below) provides the organization of the project

including: action step(s)/activities, person(s) responsible, timeline, necessary resources/tools, and

evaluation strategies. As the book/novel being used in this project is free to download, monies

will not be necessary and other paper resources (such as paper used for surveys, questionnaires,

rules/regulations, and contract) will be minimal and provided by the English Department. Due to

the minimal paper products used, resource requests and allotments will not be necessary.

The strategies used during the creation of the Action Research Project were

collaboratively discussed and reviewed with one Assistant Principal at Earl Warren High School,

Mr. Paul Black. The original drafted Plan was used as a guideline for discussion, editing, and

revision. The needs assessment was the driving force behind each step and activity in the

Template. Financial resources (which were minimal) and tools were discussed and agreed upon.

Communication has been ongoing with all person(s) involved and responsible throughout the

Project. Every person who plays a part in the Action Research Project has been asked for

approval and agreed to participate. Consensus has been given from the administrative staff on

campus.

I will ultimately conduct the majority of the activities and steps involved in the Action

Research Project. I will also assess and determine the results of the Project. Support has been

given throughout the English Department and the administrative staff.


The Action Research Project timeline is provided:

Goal: Utilizing the capabilities of students’ personal communication device(s) to

improve students’ accessibility and/or likelihood to engage in reading assignments and

ultimately improve students’ English grade(s).

Timeline:
Action Step(s)/ Person(s) Needed
Evaluation
Activities Responsible Resources/Tools
Start/End
Approval and
Create inquiry for action January Idea(s) and inquiry
Julie Salinas recommendations from
research plan 2011 plan
cohort peers

Gather data regarding
how many students are
Review data to determine the
referred to the office due Julie Salinas Access to
January percentage of referrals for
to using a personal and Mr. Paul administrative
2011 devices versus other
communication device Black database
disciplinary concerns
inappropriately on
campus or in class

Seek approval for
Julie Salinas
possible action research January Action research
and Mr. Paul Approval from site supervisor
topics and tentative plans 2011 proposed plan
Black
with site supervisor

Obtain approval for
students to use Mr. Paul January Approval from administrative
Question/Inquiry
communication device in Black 2011 staff
class

Explain action research
plan to English Approval from English
Department Coordinator Mrs. Tracy September Question/Discussion Department Coordinator to
to implement action Winstead 2011 of purpose implement action research
research project in the project
English classroom

Explain action research
plan to freshman Receive approval from
(English I) teacher to Ms. Sandra September Question/Discussion English I teacher to
implement action Allen 2011 of purpose implement action research
research project in the project
classroom

Create revised Action
September Revised Action Plan timeline created for
Research Plan and Julie Salinas
2011 Planning Template implementation
timeline

Determine how many
Survey (created by
students have personal
Survey students in September Julie Salinas)
Julie Salinas communication devices, what
English I class 2011 performed in English
kind, if they have iBook
I classes
accessibilities

Gather feedback of how
Survey students in Survey (created by students feel about their
English I class to get October Julie Salinas) novel unit, carrying novels
Julie Salinas
feedback on the 2011 performed in English versus using an electronic
proposed plan I class iBook, and if parental
permission is necessary

Determine how many
freshman students will Discussion/questions Gather data and statistics to
October
be able/interested in Julie Salinas performed in English be used in action research
2011
participating in the I class project
project

Discuss district/school


This plan was created and revised several months before the novel assignment began.

There were several changes made to the Action Research Project timeline throughout the project.

One change was made to the first survey listed (Survey students in the English I class to get

feedback on the proposed plan). When the timeline was created, it was assumed that a survey

would be the best action to gather this data; however, the project, timeline, and plan were

discussed in an open class discussion where data was gathered.

Data Collection

Gathering data is necessary to determine accurate finings for this Action Research

Project. Students were surveyed to determine their interest, their willingness to participate, and

their feelings toward the plan. Student’s grades were reviewed to finding out if the use of their

devices in class has increased their grades. I interviewed teachers to determine how tolerable

and supportive they would be with allowing students to use their devices in their classrooms for

educational purposes. Research (primarily through Internet services) was conducted to discover

others’ thoughts about students using their personal communication devices for educational

purposes. Gathering and carefully analyzing this data has provided results in the use of this

additional technology usage in the classroom.

The survey provided data from students in the English I classrooms regardless of their

participation or non-participation in the Action Research Project. This survey will be given to the

students after the reading assignments in the English I classrooms have concluded. The survey

data will be one of two main sources of data in this project. The other source of data will be the

results of the students’ grades.


Proposed Analysis of the Data

The three English I classes used as the intended participants for this Action Research

Project consisted of exactly one hundred students. These one hundred students participated in the

survey asking questions regarding the usage of their personal communication device. Each

student enrolled in any of the three classes participating in the study was given the opportunity to

volunteer to be a participant in the Action Research Project. The students were given the

guidelines and rules regarding the usage of their cell phones or communication devices

throughout the project.

Out of the one hundred students who were given the opportunity to volunteer as a

participant, only eighteen students agreed. I asked the students why so few of them wanted to

participate and received a variety of answers. The types of answers were as follows: “I am not

supposed to even have my phone at school and if my parents found out, I’d be in major trouble,”

“My cell phone screen just cracked and I can’t see a thing,” and “I don’t think I’ll read any book

from my cell phone.” The majority of the reasons I heard were similar to the latter.

Of the eighteen participants originally agreeing to be a participant, only twelve remained

in the project until completion. Out of the six that did not complete the project, three students

lost their personal communication device, one student dropped his device and could not see from

the screen, one student got her device taken away as a punishment, and the other student decided

she would prefer to read out of the text book after downloading the novel onto her device.

The survey given to the one hundred English I students provided useful data in

determining whether students can/should use their devices for educational purposes during their

classes. These results will be shown in a table format.


Finally, the participants’ grades were analyzed to determine if using their personal

communication device during class to read a novel would affect their participation and/or grades.

These results would be shown in a table format.


Proposed Evaluation

Evaluating the Results of the Study

The main evaluation of the study came from the survey given to one hundred English I

students. This survey was given at the end of the project after the students were given the

opportunity to participate in the Action Research Project. The reason it was given after and not

prior was because I wanted participants to answer the survey after using their devices as part of

the project. This would provide the most accurate results.

The top of the survey provided a definition of terms and stated that the word “device”

would be referred to as any personal communication devices such as: a cell phone, Smart Phone,

iPod, MP3 Player, or any other device that would allow downloading applications such as an

iBook.

The results from the following bar graph shows that the majority of all students surveyed

have access to a personal communication and bring their devices to school. Three-fourths of

students surveyed had a parent text or call them during the school day and only one percent of

students surveyed did not own a device. Although these results seem promising for the

possibility of device usage, 79% of students surveyed admitted to using their device when their

teacher is giving a lesson. As most teachers at Earl Warren High School do not allow students to

use their devices as part of the class lesson or assignment, this could means that the majority of

students using their device during class are not using it to advance in the class.


The results from the second survey provided data relating to students using their device

for classroom assignments or class reading assignments. A majority (73%) of students surveyed

currently do not read textbooks or novels from their device. A little more than half of the

students surveyed (59%) stated that they would more likely participate in the class lecture or

assignments if they had access to the readings from their device. A majority (82%) of students

stated that they might use their device for things other than the class assignment if they were

allowed to use their device during class time. A majority (67%) of students thought that their

grades would improve if they were able to read from their device during class time.

These results show that the majority of students might benefit from utilizing their devices

for reading assignments, such as textbooks and/or novels, during class. Additionally, students

who download a book onto their device will have access to the book while on campus or at

home.


Data from the participants in this project was analyzed to determine if their participation

and grades have improved with the ability to use their personal communication device to read

Homer’s The Odyssey. The chart below shows the analysis of participants’ grades in both a

previous English I novel reading lesson and the lesson given during the Action Research Project.

As the chart demonstrates below, only one student, whose grade was not a 100 during the first

novel assignment, had their participation grade stay the same. Nine students who participated in

the study had their grades improve and two students who had a previous novel assignment

participation grade of a 100, remained at a 100 during the project.


Every student in the English I classrooms received six daily assignments (which is

weighted as 40% of the students’ overall grade) and one major grade (which is weighted as 60%

of the students’ grade). Each of the participant’s overall grades were analyzed in comparison

with the grades from their previous novel assignment. Overall, the participants’ grades, including

the totals from the daily and major grades, increased by 13%.

Although the percentage of participants was relatively small, this data proves that the

students had a positive outcome when participating in reading from their personal

communication device.

One of the main benefits, aside from students’ grade improving due to the usage of their

personal communication device for English I reading assignments, was the excitement the


students demonstrated as we begun a class discussion regarding the possibility of using personal

communication device while on campus. Most students made comments about being able to send

text messages during the day or play games in “boring” classes; however, several students

commented that they would benefit from using them and would use them as intended.

The excitement of the proposal of this Action Research Project created an outpour of

discussions and increased enthusiasm among administrators, teachers, and students. Teachers

and students recognize that they live and are entering a society where their devices are becoming

a necessity and preparing our students to be successful in their future will benefit them in every

way.

As our society has transforms into one highly dependent on ever-changing technology,

our campus has experienced similar changed in the classrooms. Personal communication

devices, although most administrators, teachers and students possess them, are not to be used or

seen in the classroom. One of the main objectives of a high school educator is to channel

students’ toward their post-secondary goals. The concern is that once students are out of high

school, they, too, will become highly dependent on technology and the Internet which, in most

cases, is through their personal communication device (such as: cell phone, iPhone, iTouch, etc.).

With technology reading available and easily accessible, giving the students the opportunity to

download the novels they are assigned and allowing them to read from their personal

communication device in the classroom will allow students to better engage in the

novel/assignments, keep up with the class- and homework, and make better grades.

Dissemination of the Results of the Study

There are two audiences that will serve as the main target when providing results of my

Action Research Project.


One of the target audiences is Earl Warren High School’s leadership team. The leadership

team is a collaborative team of individuals designed to share problems and make decisions.

Together, this team involves principals with others to gain insights of problems throughout the

school. Many benefits come from the team members coming together. Some include: seeing

problems from various points of view, engaging teachers and staff with administration, and

sharing the commitment to implement change. Our campus has a discipline leadership team that

is made up of individuals such as: the principal, and administrator, the academic dean,

coordinators, and teachers. The team meets regularly (every three to four months) to discuss

disciplinary problems or issues, make decisions collaboratively, plan changes, and oversee the

changes. This is a target audience because they can/will discuss the beneficial results of my

project and discuss the possibility of expanding the idea to other departments on our campus.

The second target audience is the campus’ Professional Learning Communities (PLCs).

PLCs create an environment of learning with and from others. This network of individuals meet

regularly to study teaching practices. The meetings are structured and are generally focused on a

certain topic for discussion. Often, PLCs conduct an inquiry, and then may share their findings or

suggestions outwardly. Earl Warren High School has PLCs for every department. Staff members

are not limited to participating with one PLC. Some individuals work with more than one

department (for example: special education and English) therefore will participate in more than

one PLC groups. The leader or coordinator for the PLC will get the group started on the agenda

and encourage participation from all group members. This is a target audience because PLC

groups can discuss using personal electronic devices as tools in their specific departments and in

their classrooms.

Throughout the duration of the Action Research Project, the goal has been to get solid,


results that can be shared. Once shared, the results can/should be used to make improvements to

our classes and campus, ultimately benefiting students. Others will see the purpose, rationale,

and intent of the project and view the results as a professional development vehicle as the results

are shared effectively.

Oral presentations, although common for sharing information, will be used as a “first-

step” in communicating the results of the Action Research Project. During the oral presentations,

I will ask a volunteer student to attend the meeting(s) and discuss what he/she liked about using

his/her personal electronic communication device in class as a tool for books and/or novels.

Hearing first-hand from a student will not only capture my audience’s attention, but also provide

a reference that change is beneficial.

Handouts will be given with and example of the surveys. Student testimonial examples

will also be provided in the handout as further emphasis of the project’s effectiveness and impact

on student success. PowerPoint slides will be used during the presentation to demonstrate graphs,

charts, and main points on screen. I will also be using the PowerPoint slides to give background

data and comparisons of the past and present trends in technological growth and development.

Contact information (including my blog site) will be provided for individuals who many have

further questions or inquiry.

At the end of my presentation, I will provide concluding thoughts. These thoughts will

include first and foremost, thanking the faculty and staff for allowing me to pursue the action

research project in the various classrooms. It is essential to thank the members of this team for

their time and attention. I will then propose that my action research does not end just because my

presentation does. Recommendations for further inquiry will be presented. I have additional


inquiries/ideas for future action research projects and wish to receive the support to implement

those plans as well. Additionally, I will propose the possibilities for future action research plans/

projects that will springboard from this one (such as: use of planner or calendars to improve

students’ assignment completion).


Appendix A

Leadership Plan

As part of my internship or practicum, I was the leader in developing, implementing, monitoring,

and evaluating my Action Research Project. The following is a list specific actions in each of the

twelve areas I propose to do in order to:

Build trusting relationships – To build trusting relationships, others need to feel and

know that you are trustworthy. The dictionary provides a definition of trust as, “reliance on the

integrity, strength, ability, surety, etc., of a person or thing; confidence” (Merriam-Webster's,

2011). Throughout the proposal, implantation, data dissemination, and sharing of results, I must

prove that I am reliant and have integrity and strength. To do this, I will practice leadership

skills such as doing exactly what I say and/or promise. I will also show my strength by

following through with my proposed plans at all costs. Throughout every teachers’ school year,

they experience trials and challenges that often create the desire to slow down in the progression

of set plans or show signs of stress. This can often lead to creating shortcuts or shortfalls in

plans. To build trusting relationships, I will show that I can handle every challenge that may

come into my path and follow through with established plans and goal.

Create a shared vision – The shared commitment for this Action Research Project began

with a conversation between my site supervisor, Mr. Paul Black and myself. Upon his approval

and full support of the Project and its potential results, approval was also sought from the

English Department Coordinator and the freshman English Teacher who would be involved. Our

campus’ vision supports the increase and improvement of technology use in the classroom. Earl

Warren High School’s Academic Dean encourages teacher and student usage of technology.


Currently, the campus handbook does not allow students to use their personal

communication device in the classroom, but for this Action Research Project, special permission

has been granted by the Principal, Academic Dean, my site supervisor, the English Department

Coordinator, and the teacher involved. As many individuals were involved, provided feedback,

and approved this project, the sense of a shared vision was created.

Collaborate on decisions - Motivating teachers and staff members to “buy in” to the

project’s main objective occurred with verbal communication of the Project and reviewing the

visual Action Research Plan and Timeline. Communication strategies with participating students

will be conducted during the freshman English class. Parents will be aware of the Project as

willing-participant students will take home a contract describing the purpose and vision of the

project, what is and is not allowed for participating students, my contact information, and the

agreement for student participation. Students will have open communication with me regarding

their e-Book usage and feedback is encouraged. Prior to beginning the project, I spoke with

several teachers and administrators to gather their collaborative thoughts of my ideas. They

provided useful information that guided my decisions for creating the planning and timeline

process. Throughout the project, I have additionally asked for ideas and advice to make decisions

collaboratively.

Communicate effectively – At the start of the Action Research Project, I communicated

with the campus Principal, Academic Dean, my site supervisor, the English Department

Coordinator, and the English teacher involved to ensure all parties were aware and approve the

Plan. Upon completion of compiling and analyzing the Project’s and the Final Draft of the

Action Research Final Report is finalized, the results will be discussed with my site supervisor to

receive feedback and/or suggestions for campus implementation. After editing the Final Report, I


will submit the findings to the campus Principal, Academic Dean, my site supervisor, and the

English Department Coordinator in a presentation. Upon discussion and approval, I will ask that

the Principal and Academic Dean allow me to share the results during a staff development or

WELL meeting for campus Coordinators. This will assimilate the vision throughout our campus

and encourage other Coordinators to allow and support the use of student usage of personal

communication devices to download academically relevant information. Effective

communication has been essential in preparing for this project. Additionally, revealing the results

of this project will be equally as essential. Utilizing leadership communication skills is a

mandatory skill used in every aspect of this project.

Lead productive groups – As an upcoming school leader, I will lead many groups in my

future. This Action Research Project allowed me to gain experience leading small groups during

the consent of beginning the project, in the classroom with the students, as well as during the

communication of the project’s results. Leaders should capture the attention of their audience.

Because my Action Research Project’s topic is pertaining to using technology in the classroom,

the audience and groups I lead were focused and excited about this topic. Technology is

emerging and advancing and the school districts and campus goals are grow and change along

with technology.

Resolve issues or conflicts – During my Action Research Project, I anticipated

encountering issues and conflicts. It is understood that issues or conflicts occasionally occur

without warning. To prepare for issues or conflicts throughout the project, my site supervisor,

Mr. Paul Black and I discussed some potential issues and conflicts. We discussed several

solutions to many conflicts we proactively thought could occur during the project. It was

decided that the Action Research Project may potentially observe additional issues or conflicts at


any time. To prevent unnecessary conflicts, such as the ones we discussed, the Action Research

Project Timeline and Plan proactively created to discuss potential issues or conflicts with the

teachers involved in this project so they are aware and understand potential issues and ways to

solve challenges and/or problems that might occur as to not impact the study. Fortunately, my

Action Research Project did not experience any of the issues or conflicts that Mr. Black and I

discussed. I learned that being proactive is key to preventing or knowing what to do if/when a

conflict or issue arises. Although I did not experience any issues or conflicts during this Action

Research Project, I believe that it is important to be prepared.

Motivate others – Motivation was a large part of this Action Research Project because

the project required the others, especially students, to be the main participants in which results

would be derived. Without motivation, students might not want to participate and the results

might be skewed or altered. To motivate students to participate in the project, I initially provided

a clear and concise description of the goals of the project, then I described what their roles would

be if they volunteered to participate. Showing excitement upon my description as well explaining

the benefits they will experience, motivated students to consider participation.

Manage a positive culture and climate – This Action Research Project has a direct

impact on promoting a positive school culture. Technology is ever-expanding and growing and

we, as teachers, may as well embrace these changes in our classrooms and teach our students

how to use their personal electronics for academic gain.

I believe that the results/conclusions collected throughout this Action Research Project

will prove that students who are able to use their personal communication device in the

classroom for books, research, and/or related information will increase their engagement in the


classroom during lessons, increase reading in the class and for homework, and ultimately

improve student grades. This Action Research Project focuses on students’ future in education.

Understanding the components and the goals/objectives with this project will create a positive

culture and climate throughout the campus and among students.

Use appropriate leadership style – As the main organizer, manager, and leader of this

Action Research Project, I must utilize many leadership styles and skills learned throughout my

Masters degree plan in Educational Administration through Lamar University. I have learned

that I am a “people person” and one who is able to see the big picture, but also focus on the

details to reach end results. I will use the leadership styles that come naturally to me; however, I

recognize that other styles and skills will need to be practiced even if they do not come as

naturally. For example, I strive to manage time effectively and seek the advice and assistance

from others even through this does not come easily to me. To lead this project effectively and

successfully, I will need to use a collaborative leadership style as well as apply many appropriate

leadership skills.

Empower others – This action research project was almost entirely planned, leads,

managed, and concluded by me. The few others that were involved in the project played small

roles or had only minor responsibilities. As a future school leader, I plan to empower others with

more responsibilities. During the communication with other individuals on campus regarding this

action research project, I ensured that each person had full understanding of the project and it’s

components. Upon asking others for their contribution(s) to the project, maintaining

professionalism and striving for clarity in communication, I was able to utilize leadership skills

to instill buy-in. Additionally, the other individuals involved felt empowered as I continuously

asked for their opinions and/or ideas regarding the progress of the project.


Manage change – Changes occur during most Action Research Projects no matter how

much planning is done beforehand. One important part of managing and leading the project, is

responding quickly and appropriately to change. When change occurs, the project leader must

maintain composure and adequately review all components of the project in order to make

appropriate and productive changes. During this project, I found that the timeline created

originally needed adjustments to accommodate the way students preferred to respond. To quickly

manage this minor change, I verified the plan’s alteration with my site supervisor and continued

with the plan throughout the timeline without hesitation. If larger changes were needed, I would

have taken the same approach – verifying the changes, with all parties affected, prior to

continuation.

Evaluate self and overall study - Self-reflection and self-evaluation is a continuous

process that entails unending evaluation for continuous improvement. During my previous self-

assessments, I found that, generally, I am a people person. In conjunction with my leadership

style(s) and self-assessment results, I have conducted this action research project while growing

as a learner and leader. I lead this project and the majorities of actions performed throughout this

project were lead and performed myself. When evaluating the overall project, I realize the

evaluations focus on two main areas: how the project was managed and concluded overall and

how I managed and lead the project. As I have reviewed and evaluated the overall study, I feel

that my planning and organizational skills have shown throughout the planning, implementation,

and analyzing process. As I conduct, manage, and/or lead future action research projects, I will

use the self-evaluations done throughout this project to improve and aid in conducting another

successful projects.


Students will complete an agreement of participation, which is to be signed by a parent and/or

guardian. Data will be collected through teacher and student interviews, surveys, questionnaires,

grade collection, and observations.


References

Andersen, E. (2009, August 30). Cell phones in school: Tools or toys? Retrieved from Lincoln Journal Star:

http://journalstar.com/lifestyles/article_b851282e-941c-11de-b6d1-001cc4c002e0.html

Domenech, D. A. (2009, October). Harnessing kids’ tech fascination. Retrieved from American

Association of School Administrators: http://www.aasa.org/SchoolAdministratorArticle.aspx?

id=6884

Greg Toppo, U. T. (2009, June 17). Survey: Many teens use phones in class to text or cheat. Retrieved

from http://www.usatoday.com/news/education/2009-06-17-cellphones-in-class_N.htm

Merriam-Webster's collegiate dictionary (10th ed.). (2011). Springfield, MA: Merriam-Webster.

Trim, D. (2010, October 27). Should students be allowed to use digital devices at school? Inside the

school. Retrieved from http://www.insidetheschool.com/articles/should-students-be-allowed-

to-use-digital-devices-at-school/

Watters, A. (2011, April 3). What do kids say is the biggest obstacle to technology at school? Retrieved

from Read Write Web:

http://www.readwriteweb.com/archives/what_do_kids_say_is_the_biggest_obstacle_to_techn

o.php

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