Final Reflection
I learned that repetition and skill reinforcement are key in this particular learning environment when changing my practice.. Before, my focus was on the quantity of information presented. I wanted my students to be exposed to many concepts, not realizing initially that they were not grasping all of these concepts. Now, I endeavor to ensure that my students understand a limited number of basic concepts by going over and over each such concept until they all understand it. I have slowed down everything, including my speech, my walk, how I present things on the caulk board. I move at the pace of my students, instead of trying to force my normal pace on them.
In regards to my changed view of practice and ideas, I reflect more on my intended outcomes, before formulating my teaching plan. Instead of utilizing my previous “try anything” approach, l now carefully reflect on (i) the program’s administrative personnel, (ii) which personnel I need as allies, (iii) which personnel might be resistant to changes that I would like to incorporate. I am much more of a team player now. I have learned to be more flexible and accepting of the administration’s program objectives. I better understand the need to acknowledge and consider different points of view.
I, as well as others, have a positive view of myself. I have been told that I am more calm in my approach to teaching, which I feel translates to my having greater confidence in my teaching abilities. I see myself as a very good teacher, who now anticipates and makes adjustments to meet the individual needs of her students. This was a lofty goal for me to achieve. Meeting various ranges of needs within a classroom sounds far easier than it actually is, especially in an intergenerational learning environment. I am still learning and growing, and am enjoying the challenges this presents.
When I began teaching, I placed value on making my lessons interesting, relevant, and clear, and assumed that everyone in the class would learn what was being presented. My objectives were important and challenging to achieve on a daily basis, but they did not go far enough. I quickly realized that for my group of 37 students, I was going to have to put more thought into their individual needs and abilities. In that group, there were at least three students functioning at an advanced level, another three who were functioning at a low-basic level, and the other students were somewhere in the middle academically. I trained the advanced level students to function as my teaching assistants and aid me in helping the other students. I incorporated the Constructivist Theory as the foundation of my lesson plans. I created opportunities for the students to bond and gain trust in their fellow students and in me using project based learning and self efficacy. The younger students learned to have more tolerance in helping the older students, and the older students learned to have more patience with and trust in the younger students. The culmination of my efforts have resulted in somewhat of a closure of the generational gap, increased tolerance, increased collaboration and participation among students of all ages, and increase in technological literacy and comfort across all participants. The intergenerational lab setting is one in which personal growth and development is fostered.
Organizational Transformations
Along the lines of organizational transformations, the first thing I learned, concerning group processes, was that the person who I thought was “in charge” (my direct report) lacked decision making authority. It is important to know from the onset who the person with decision making authority is, yet still respecting the chain of command when making requests. I also learned the importance of staying above the administrative fray and maintaining my focus on my goals and objectives for my students.
Roles within the program administration changed rather frequently. For instance, the person that I originally reported to in the Systems Division was highly knowledgeable in technology, business and computing. Suddenly, he was transferred to another department and replaced by someone with less technology skills and experience. I was familiar with the new boss and I worked to develop a good working relationship with her.
The people in my work group learned to teach computer technology in an informal classroom setting. These teachers are all highly skilled and experienced in the technology field. Their backgrounds include engineers, computer scientists and technology educators.
Scholarly Level
I feel I have created many ideas that my colleagues value. I've learned that it is possible to create an intergenerational learning environment that welcomes and engages older students, stimulates the interests of the youth and fosters interaction between these two age groups. To achieve this, I cautiously constructed projects that embraced and unified the two groups while simultaneously allowing students to assist one another. In addition, I took into account issues that may arise when older students use technology, like impaired vision, hearing problems, mobility/ dexterity problems, and limited exposure to technology. I also provided the youth with projects relevant to them, such as the use of social media, access to gaming, listening to music on the computer and using the computer to create art. I also implemented a rewards system, which entitled students to win prizes based on their contributions to help others in the class.
There are a few things that other action researchers might value that I have brought up. I introduced technology to my students from the standpoint of its usefulness in their daily lives. For example, the older students expressed a sense of loneliness and isolation in their lives. Using technology helped to fill such voids as they learned to use it for communicating with others, keeping abreast with news and current events, conducting on-line banking, ordering products like medication and groceries, renewing their driver’s license and assisting with other necessities. As for the youth, they learned the power in using technology to search and apply for jobs, apply to colleges and seeing the world outside their limited scope of South Los Angeles.
With this experience comes abetter understanding of one's self. I recall telling a student to close his window; he took a look around stated, “The window is already closed,” referring to the physical window in the wall. I was functioning in the virtual world, which he had yet to comprehend. It took me some time to comprehend that I had to learn how to look at the world through their eyes, to slow the pace at which I taught and to make the lessons relevant to their world. These were critical lessons for me to learn.
In conclusion, I learned that action research is a fluid process. As soon as you reach one outcome, you delve in again to continue your search for more answers, more outcomes. It is also participatory and requires you to collaborate with other action researchers.