Action Research Reflection
As I reflect on my action research findings throughout my MSED program at Walden University, I find that I am ready to implement serious changes in my professional practice. These changes are the fruit of much thoughtful investigation and evidence, and with them I aim to refine my teaching strategies and create a collaborative environment among my peers. Grounded in the SMART goal-setting frameworkspecific, measurable, attainable, realistic, timely, and tangiblethese goals will guide my actions and ensure their effectiveness in my educational practice.
The first major change involves the use of technology in the classroom. The action research underscored the pivotal role of technology in boosting student engagement and facilitating personalized learning experiences. Therefore, my specific goal is to integrate more educational technology tools to enrich learning outcomes. I will measure the success of this initiative through a targeted 20% increase in student engagement scores, as reported in end-of-semester feedback surveys. To attain this, I will undergo training in at least two new technology platforms by the end of the next academic year, leveraging the school's recent investment in digital resources. This goal is realistic and supported by the institutional framework, ensuring that I have the necessary resources at my disposal. The timeline set for this goal is the beginning of the next school year, with semester-wise reassessments to track progress and make...
These SMART goals are designed to capitalize on the insights derived from my action research. In focusing on technological integration, improving assessment techniques, and creating professional collaboration, I want to advance my educational practices significantly. These changes will not only benefit my personal and professional growth but will also contribute positively to the overall educational environment…
References
Dhamdhere, S. N. (2015). Importance of knowledge management in the higher educationalinstitutes. Turkish Online Journal of Distance Education, 16(1), 162-183.
Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology?enhanced inquiry tools inscience education: An emerging pedagogical framework for classroom practice. Science education, 91(6), 1010-1030.
Wiliam, D. (2011). What is assessment for learning?. Studies in educational evaluation, 37(1), 3-14.
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