Spring 2008 Spring 2008 Dissertation ProposalDissertation Proposal

ASU @ the West campusASU @ the West campusAction ResearcherAction Researcher

Andrea TovarAndrea Tovar

mTechnology: A Teacher Tool for mTechnology: A Teacher Tool for Growing a Community of Practice Growing a Community of Practice

within an RtI Processwithin an RtI Process2

Affordance, first defined by James Gibson (1977) links the physical properties of an object to characteristics of a living breathing ‘animal’. More clearly understood is the language initiated by Kirscher (2002) which connects the educational experience (in this case, mTechnology) to the learner’s skills and aptitude for knowledge progression in real time.

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“Everyone talks about how great technology is; why aren’t we using more of it?”

(Personal communication, RtI Spring 2007 Site- Based Meeting)

“When we’re finished with this training, we’re getting trained on how to use Pocket PC’s to do this, right?” (Personal communication,

Site-Based DIBELS Training, Fall 2007)

“I love this, but it scares me!” (Personal communication, mTechnology Session I, Site-Based P/D, Spring 2008)

This study is designed to answer the This study is designed to answer the following research questions:following research questions:

RQ 1 How can the use of m-technology inform the development of a data-driven model for Sky View Elementary’s K-2?

RQ 2 How do kindergarten teachers progress in their adoption of an assessment technology to increase student early literacy development?

RQ 1 How can the use of m-technology inform the development of a data-driven model for Sky View Elementary’s K-2?

RQ 2 How do kindergarten teachers progress in their adoption of an assessment technology to increase student early literacy development?

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This action plan will be implemented according to the following agenda and will include all kindergarten teachers at Sky View

Elementary:

This action plan will be implemented according to the following agenda and will include all kindergarten teachers at Sky View

Elementary:

TimeTime ActionAction InterventionIntervention

Early September I Review Fall DIBELS

Benchmark data.

Schedule progress monitoring window.

Mid-September IIDiscuss results from first progress monitoring window. Plan for small group intervention with at-risk profile data.

Early September IIIDiscuss results of small group intervention. Plan next progress monitoring period.

Mid-October IVReview PM data implication form last progress monitoring period. Review effects of small group intervention.

End of October VDiscuss the results of small group intervention. Plan next progress monitoring (post study completion).

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mTechnology Data SourcesmTechnology Data SourcesmTechnology Data SourcesmTechnology Data Sources

Timeline Tools/Instruments ActionEarly September Levels of Use Branching Interview I Observable Behavior

Mid-September DIBELS Progress Monitoring

I

Initial Sound Fluency & Phoneme Segmentation Fluency

Early October Levels of Use Branching Interview II

Observable Behaviors

Early October Levels of Use Branching Interview

II

Initial Sound Fluency and Phoneme Segmentation Fluency

Mid-October DIBELS Progress Monitoring

III

Initial Sound Fluency & Phoneme Segmentation Fluency

End of October to Early November

DIBELS Progress Monitoring

IV

Initial Sound Fluency & Phoneme Segmentation Fluency

Early to Mid-November

Levels ofUse Branching Interview III

Observable Behavior

Mid-November Stages of Concern Questionnaire III

Affective/Feelings/Perceptions10

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“Knowledge must come through action.”Sophocles (420 B.C., Trachiniae)