Reverse Mentoring in Tech Playgrounds: An Action Research Plan

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The previous three years have been challenging for students and teachers. Teachers are emotionally exhausted and feel they have too much on their plate, leaving little time to focus on teaching with best practices. Over the years, my school has also become increasingly diverse, with new students coming to our campus from all over the world. Many of these students arrive with limited English and need digital tools for support as they expand their academic English.

 

My innovation plan is to institute a student technology team on a junior high campus. The team aims to improve campus culture and climate through technology support. As outlined in my first review of the literature, one of the possible benefits of instituting student technology teams is the opportunity for reverse mentoring. According to Downes (2017), one of the benefits of reverse mentoring is that it will help teachers improve their digital skills, making them more willing to experiment with technology and innovative teaching methods. Additionally, teachers who consulted with students about teaching and learning gained new perspectives on students, a plan for improving instruction, and renewed excitement in their teaching practice (Downes, 2017, p.28).

 

Fundamental Research Question

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The research question I am exploring through action research is: "What is the effect of junior high Emergent Bilingual (EB) and Dyslexic students participating in reverse mentoring on implementing digital tools for support in the classroom?" This question arises from two significant observations. First, teachers are under a lot of pressure to integrate technology into their teaching methods, especially in our junior high school, which has a diverse student body from all over the world, many of whom are learning English. Taking advantage of digital tools could be of great help to these students in improving their language skills and comprehension of the course material. Second, existing literature, including findings from Demski (2010), indicates that teachers prefer to learn about technology through interactions with students rather than through adult-led training. A staggering 95% of teachers believe that collaborating with students is an effective way to learn about technology. Given this background, the importance of my research question is underscored by its potential to bridge the technological gap between teachers and students, enhance the classroom experience for EB and Dyslexic students, and provide teachers with the tools and confidence to embrace digital tools in their classrooms.

 

Summary of the Literature Review

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Reverse mentoring is an innovative approach to education that flips the traditional mentor-mentee dynamic, with students acting as technology guides for educators. This method originated in the corporate world but has found relevance in K12 education, given the rapid pace of technological advancement and the need for teachers to effectively integrate digital tools. In traditional mentoring, the experienced person imparts knowledge to the novice. In reverse mentoring, the learning process is reciprocal. Younger people, who are typically more familiar with digital technology, help their older counterparts navigate technology while also benefiting from the latter's organizational insights and life experiences. This method not only equips educators with essential tech skills but also fosters an environment of mutual growth, collaboration, and intergenerational understanding. The literature highlights the immense potential of this model, especially in bridging generational knowledge gaps and promoting inclusivity in classrooms.

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However, implementing reverse mentoring is not without challenges. Issues such as time constraints, maintaining the integrity of the student-teacher relationship, and finding suitable student mentors can be difficult to overcome. Additionally, while the existing literature emphasizes the benefits of reverse mentoring, more in-depth research is needed, particularly in school environments. Despite these barriers, reverse mentoring is a cost-effective and impactful model for professional development in modern education. By leveraging students' inherent digital strengths and combining them with the expertise of educators, reverse mentoring can help create a more harmonized and forward-thinking educational future.

 

Research Design 

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To determine the impact of reverse mentoring on using digital tools to support EB and dyslexic students, I will collect qualitative data from teachers through surveys. I will conduct an initial survey to find out and then a follow-up survey four weeks later. This will allow me to compare the teachers' responses before and after the reverse mentoring program. I will ask about the teachers' questions, concerns, their use of digital tools for instruction, and their perceptions of the impact of digital tools on EB and dyslexic students. I will also include observation of interactions between mentors and mentees during our technology playground featuring digital specific to the needs of EB and dyslexic students.

 

Data Collection and Analysis

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To fully understand the impact of the reverse mentoring program, I will focus on collecting qualitative data. This type of data provides insights into the complex dynamics of how teachers engage with students and digital tools. It also reveals the participants' emotions, experiences, and perceptions, essential for drawing subtle conclusions.

To gather this information, I will use two data collection methods. First, I will use structured surveys to capture the more cognitive and reflective aspects of the participants. An initial survey (see Appendix A for the initial survey) will be administered before the technology playground session to measure teachers' attitudes toward technology and their teachers' views of their students' technological skills. This will shed light on their current comfort levels and any existing preconceptions or concerns about integrating digital tools into their teaching methods

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Second, I will observe the technology playground session. These observations (see Appendix B for the observation chart) will provide a live view of teacher-student interactions. I will use them to gauge teachers' adaptability to new technologies, their immediate reactions, and any potential roadblocks or challenges they might encounter. A follow-up survey (see Appendix C for the follow-up survey) will be conducted four weeks after the technology playground session. This will help me to determine if teachers' attitudes have changed, document how comfortable they have become with digital tools after receiving mentorship, and evaluate how these tools are being used in their classrooms to improve student learning outcomes.

Together, the observations and surveys will give a full picture of how our reverse mentoring program is doing. This approach will help me assess the impact, benefits, and potential areas for improvement of the reverse mentoring program.

 

Timeline

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Early January 2024

• Present the concept of reverse mentoring and technology playgrounds to faculty. 

• Ask teachers to sign up for the technology playground.

• Reserve downstairs library for technology playground.

 

Mid-January 2024

• Send and collect teacher initial surveys.

• Ask 8th grade US History to announce the technology playground and ask students to volunteer to be mentors and provide training to teachers.

• Meet with students during Advisory to discuss plans.

 

February 2024

• Train students on digital tools.

• Design swag, handouts, and decor for the technology playground.

 

March 2024:

• Prepare the downstairs library.

• Present technology playground in the downstairs library.

• Record observations on the chart.

 

April 2024 (Four Weeks After Technology Playground)

• Send and collect teacher follow-up surveys.

• Analyze teacher surveys and observational charts.

 

May 2024:

• Present findings to faculty and administration.

• Present findings to the district instructional technology team.

• Make plans for the future of technology playgrounds for the 2024-2025 school year.

 

 

Sharing and Communicating Results

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I plan to share the findings of my action research using platforms familiar to our educators. Since our teachers frequently use Google Forms for data collection throughout the year, I have used it for both the initial and follow-up surveys. This ensures a consistent user experience and easy access for all participants. Additionally, all observations made during the technology playground sessions will be documented in a Google Doc. Once the data has been analyzed, the findings will be presented to the faculty and administration of our school to ensure that they are aware of the research's conclusions and implications. I will also share my findings with the instructional technology team in our district. Sharing the findings with these specific groups ensures that the research findings are in the hands of those who can make impactful decisions based on the data.

 

Final Reflection 

After completing my action research, I must reflect on the entire research process. Analyzing the successes and challenges encountered during the research will provide a more thorough understanding of the results and a roadmap for future reverse mentoring opportunities through tech playgrounds. I will examine the methods used, from surveys and observations, to assess their effectiveness in capturing genuine teacher-student interactions and teacher adaptability to new technologies. Self-reflection will also consider feedback from faculty, administration, and the instructional technology team. Considering their insights and the study's findings, I will consider the next steps in further improving the reverse mentoring program. Ultimately, reflection will serve as a tool for both personal and professional growth, as well as a way to improve and perfect my innovation plan for the betterment of our school.

 

 

References

 

Demski, J. (2010). They’re taking requests: Student techs command the help desk. T.H.E. Journal, 37(8),36–40. http://thejournal.com/articles/microsites/classroom-magic_10a/theyre-taking-requests-student-techs-command-the-help-desk.aspx

 

Downes, J. M., Bishop, P. A., & Nagle, J. F. (2017) Tapping the experts in effective practices: Students as educators in middle grades professional development, Middle School Journal, 48:4, 27-35, DOI: 10.1080/00940771.2017.1343057