“2022. Año del Quincentenario de Toluca, Capital del Estado de México".

ESCUELA NORMAL DE AMECAMECA

ACTION RESEARCH PROJECT

Primer semestre
Ciclo 2022-2023

Innovation taking place in the classroom of the secondary school

0751 “Tierra y Libertad”.

Pérez Muñoz Karen Edith

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INDEX

Page
I. Problem statement 3

II. Justification 4

III. Objetives (general and specific) 4

IV. Research questions 5

V. Theorical framework 5

VI. Methodologic framework 9

VII. Proposed Innovation, intervention and strategy 10

Data collection tools

Action Plan work and timelines

VIII. Results 11

IX. Conclusions 12

X. References 13

XI. Appendixes (interviews, surveys, material, samples, students’ exercises). 14

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I. PROBLEM STATEMENT

The official secondary school 0751 “Tierra y Libertad” is located in San Juan
Tehuixtitlan, Atlautla municipality, State of Mexico. Its location could consider as semi-
rural since around there the houses are big and are more separated that we usually
know as houses should be, but also the families still being or having old thoughts as
the perspective of the education even the use of the technology, but between these
thoughts and the variety of the families we could found those and other with update
knowledge about how do use the technologies, even families that they have to the
reach these resources but they don’t know their correct use.
The school has around two thousand thirty students and 15 teachers more or less.
The classroom and the seats are in good condition, even the yard has a big roof, but
some classrooms still having blackboards, and any of them has projectors or
technological tools to improve the learning process of the students.
As a graduate from this school, I have known, at least while I studied there, there were
some problems with the administration and any one stayed with the role of the
director.
Then, one director arrives and he stayed there.
The administration improved, I supposed, but talking about the technological tools the
school still being poor.
The problem should be the use of innovative in the classroom within reach
technological tools.
They have a computers room but it is only for the use of the technology class, and in
the science laboratory there is a projector, and it is for the disposition of all teachers,
but it is a little bit complicated because you cannot use the laboratory in whole classes
and also you have to consider always that you can use the projector, that they will be
sitting together.
So, the problem here and with all this context is going to be how to improve or
implement the innovation in the English class through activities that call the attention of
the students and active the interest of learn another language.

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II. JUSTIFICATION

The importance to pay attention into implement the innovation in the classroom is to
improve the learning process of the students, their environment, how they can use the
technologies in a useful way, facilitate the performance of the teacher as creator of
dynamic and innovative activities and make them understand that not always we have
to use the technology to make innovative activities, in addition to the fact that they
could interest more into learn another language.
Another reason is to don’t use always the same traditional way to teaching something.
The innovation at all, don’t come about the idea to use technologies if not that create,
develop or use activities or material that don’t be typical, that be attractive, that make
students engaged with the learning process in any subject, but sometimes the
technology facilitates this process if they used it correctly.
It looks like it could as easy as difficult since they didn’t have English classes around 2
years ago because of the online classes and because the teacher that they have died,
so they could be excited to return the English classes or they might have lost what little
interest they had.

III. OBJECTIVES

General:

The principal purpose of this action research is that it is designed to work with the
innovation as a tool to think in attractive activities to teach English in the secondary
school “Tierra y Libertad”, located in San Juan Tehuixtitlan, in a semi-rural area, with
students of first and third grade that involves student from 11 to 14 years old.

Specifics:

- Improve the learning environment of the student

- Facilitate the performance of the teacher as creator of dynamic and innovative
activities through search different methodologies and proposals.
- Don’t use always the same traditional way to teaching something.

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- Apply the innovation in the material that we as teachers design.

- Wake up the interest of the students to learn another language.

IV. RESEARCH QUESTION(S)

1. What type of technology can teacher uses in the classroom?

2. How much innovative activities can teacher implements without
technology?
3. How is the interaction of the students when they are working in
interesting activities?
4. What are the learning approaches and methodologies that focus on the
innovation?
5. How will the use of innovation in the classroom be reflected in their daily
life?

V. THEORICAL FRAMEWORK

What is innovation?

One important point to consider when we have to give a meaning to the innovation
from my point of view is the creativity.

Creativity is thinking up new things. Innovation is doing those new things. And with this
creativity also is a synonym of design, plan, invent and discover.
Creativity is defined as the “tendency to generate or recognize ideas, alternatives, or
possibilities that may be useful in solving problems, communicating with others, and
entertaining ourselves and others”. (Robert E. Franken)

In order to be creative, you need to be able to view things in new ways or from a
different perspective. Among other things, you need to be able to generate new
possibilities or new alternatives.

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Be creative also helps you to be more independent and when you demonstrate or
promote the creativity it will means that you are in the correct place to develop your
abilities.

Creativity is thinking up new things. Innovation is doing new things (Theodore Levitt).

So, creativity is related with the innovation, more focused in the educational innovation
when we are planning to our students, our ideas about those innovative activities
comes of our creativity and we try to capture all of them in our lesson plan.

Then, as García, 2015 focus in a text, other important thing to take in consideration we
are talking about the education and it is directly linked with the innovation is the
motivation about how the students answer to our innovative activities, because it
sometimes could occur that sometimes we plan to ours and we think about activities
that we would like as students, but since there, we have to pay a lot of attention and
focus on what do they really need.

García always mention that motivation is an arduous task for adolescents, since they
need "continuous motivation" in times of permanent and constantly changing
stimulation, easily accessible and which inevitably leads to dispersion.

This is because we have to taking account their needs and talking about the
innovation and the creativity in the activities, they must to keep motivated during the
majority of the class to see the real meaning of those innovative activities to have a
meaningful learning and wake up their interest in the English language.

To innovate is to look beyond what we are currently doing and develop a novel idea
that helps us to do our teaching process in a new way.

To produce a considerable, transformative effect, the innovation must be put to work,

which requires prompt diffusion and large-scale implementation.

Thus, innovation requires three major steps: an idea, its implementation, and the
outcome that results from the execution of the idea and produces a change. In
education, innovation can appear as a new pedagogic theory, methodological
approach, teaching technique, instructional tool, learning process, or institutional

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structure that, when implemented, produces a significant change in teaching and

learning, which leads to better student learning.

The strategy supports human-centered innovation in the use of technologies for

education to help ensure equitable and inclusive quality education and lifelong learning
opportunities for all. Technology should be designed to serve people in accordance
with internationally agreed human rights frameworks and principles.

So, now, what is the importance of the technology in the innovation and why we
always related both things.

The educational process relies on the use of technology and the active involvement of
the student to acquire new knowledge and, therefore, constitute examples of virtual
education (Avila, P. & Tama, C. 2017).

The educational process relies on the use of technology and the active involvement of
the student to acquire new knowledge and, therefore, constitute examples of virtual
education.

The strategy supports human-centered innovation in the use of technologies for

education to help ensure equitable and inclusive quality education and lifelong learning
opportunities for all. Technology should be designed to serve people in accordance
with internationally agreed human rights frameworks and principles.

Here we can observe that from their point of view of these authors is that the
innovation is of the hand of the technology and always related both, but if we pay
attention about what did they talk in his text, but in all their information in this work, we
can choice and rescue what is useful to use in our classroom about the type of
activities that we can use correctly in our classroom.

Ordinary tasks become exciting challenges and virtual medals are rewards that
motivate the student to stay in the game and, consequently, to keep learning. In these
environments, there is always a recognition of the student's achievement, through the
publication of the points and prizes won, in a player ranking system that can be shared
on social networks. (Avila, P. & Tama, C. 2017).

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According to Fuegel 2000 we understand innovation as the collaborative improvement

of teaching practice, and it is not only a process of extreme change, but also internal
change of the agents in this process such as teachers and students.

To talk about innovation, we must also talk about attitudes and habits, promote
strategies, know the processes, create environments of effort and some other things
that we can use as innovation, and to start off on the right foot, according to this
definition it is not necessary to use technological resources to implement innovative
activities in a classroom.

The school is the institution that has been entrusted with the lofty mission of guiding
the thigh mission of guiding the formation of the young generations for whom it directs
the teaching-educational process; therefore, it prepares children and young people for
life in correspondence with the possibilities created by the revolutionary social
environment and with a view to responding to the needs to respond to the needs of
their development.

An innovative practice is defined as:

The set of actions that are carried out to contribute to the achievement of the expected
learning proposed in the curricula, in order to improve a specific situation of
coexistence in the classroom or school center, or in pedagogical management;
through the incorporation of elements or processes that are original or novel in the
specific context in which they were planned and carried out (INEE, 2017).

With whole these elements tot taking account when we are talking about using the
innovation in the classroom from this framework, analyzing and comparing information
of many different authors we can say as a conclusion, that most of them have the
notion of what is innovation and the relevance of the use of the technology that we
don’t always need technological resources at the classroom to make our activities.

Even, some authors also think that the technology is something very important and the
innovation always go with the technology.

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VI. METHODOLOGY

The methodology carried out in this project is the qualitative method to analyze and
interpret the data collected, based on the needs of students in the group with
descriptive characteristics. In this way It could be easier to the teacher to analyze and
interpret the group development and also the individual development.

To have in consideration what types of activities we can do with the students, what
kind of activities we can do.

If they like work in teams, if they have the best provision to do the activities, if they like
stay in movement or they prefer only keep in their place all the class, how much they
know about the language, we cannot ask the for create a history in a warm up if they
only know some vocabulary and they had never been asked to use it before.

The tool that I used to observe the groups was the teacher journal. To observe the first
grade and third grade.

Both groups are very talkative but they work very well at the same time, in the first
grade they are excited to learn new things and have the best layout to do it, they still
have emotion for the activities where they have to compete and they give the best of
them.

But the third grade is anxious to go to the high school and they aren’t motivated to
work in activities with a lot of movement.

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VII. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

With help of the internet and ideas on pinterest, and some other pages of the internet
according the interests of the students between eleven and fifteen years old, create
didactic material that motivates them to improve their learning process, even some
days ask for the science laboratory taking account the sitting arrangement or use it to
do activities in teams in platforms like bamboozle, a memory game, a role play, and
some others using the technology.

Even if they don’t have the motivation necessary start to implement dynamic activities
with the warm ups, then when they will be more active in the class because the last
activities call their attention the next time, they will be interested in what is coming for
the next class.

It’s important to think in activities at the same level, don’t produce a lot with a lot of
material, because they will be excited of what is for the next class if the last time, we
made an activity very produced. Each time will be difficult surprised them.

DATA COLLECTION TOOLS

Journal

Evidences portfolio

ACTION PLAN WORK AND TIMELINES

Activities September October November December January

Observe the group and their .
behavior
Planning according their
behavior and apply.

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Reorder all the process and

make a report and conclusions
about the results in all semester.

VIII. RESULTS

Taking account all the activities that we did it the result of whole activities was regular.

The activities that realized in an individual way went very well, they look attentive and
could solve their activities, sometimes take time to understand the instructions
because of their low level of English, but in both grades, there was one student for
each grade with a high level of English that helped their classmates and helped me
with the explanation try to translate for whole class.

There were some problems when they have to work in teams, because there, although
they were working, there they made a lot of noise, even how the relation between the
director and the main teacher wasn’t good, they always were monitoring him and in
one activity that they made in groups, the director went to the classroom and call the
attention for the noisy although they were really working.

I only planned one activity outside the classroom and they had to work in teams to
recollect papers, but it wasn’t really well neither, because they ran a lot and the
stations where the paper stayed were crowded and they could to stick to each other,
fortunately it didn’t happen, but also, they lost whole the papers and some members
didn’t have whole the papers to work.

I only did one activity using the projector and the internet and it was really attractive for
the students, they have the correct behavior when we were at the laboratory, but the
class didn’t flow very well, because of the internet and some technological problems
that take most time that the expected.

I could Improve the learning environment of the student to make them feel comfortable
in the English class, to participate more each time.

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At the same time, I work in my performance as teacher as creator of dynamic and

innovative activities searching different methodologies and work with my interaction
with the students,
I design material and exercises that students didn’t see as common and they could
lose the attention.
And I wake up the interest of the students to learn another language, this because I
could have the chance to observe that one student start to study for her own.

IX. CONCLUSIONS

Most of the activities went well and whole activities depends on how tolerant you are,
and mentalize yourself if they activity could be fine, don’t worry if they make noise
when they have to discuss, it is only for a part of the class and it is about they feel in a
good environment to development whole their English skills and they feel trust in the
English class.

One of the most important things to develop your classes and I felt that it was good
although all the activities didn’t perfect, is the attitude, how do you interact with your
students, you have to make with the best disposition and motivation if you want that
your students gave the same, and have a good relationship help you to your students
trust on you and feel comfortable to participate, pay attention and do their activities.

I would like to work of reflect more in their activities in group and how try to work in the
best way to catch their attention correctly, understand the instructions weekly and
avoid a disorder, try to did the activities in teams more organized.

Work with the innovation in a classroom in a school in a semi-rural area could work but
you have to take a lot of things in consideration, ask yourself how is the behavior and
how they could react in each activity, imagine until the impossible that they could make
during the activity.

If they can work in teams, how are they using technology, how they work alone and
how is their behavior if they work outside.

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X. REFERENCES

Ávila, P. y Rama, C. (Ed.) (2017). Internet y educación: amores y desamores. México:

INFOTEC.

Blanco, R. (2005). La escuela como centro de la innovación educativa. Red de

innovaciones educativas para América Latina y el Caribe

Canedo, C. (2018). Prácticas educativas innovadoras. Experiencias para documentar

y compartir. México: INEE.

Coll, C. (Coord.) (2010). Desarrollo, aprendizaje y enseñanza en la educación

secundaria. España: Graó.

García Andrés, J. (2015). La motivación. El punto clave de la educación. España:

Universidad de Burgos

INEE (2017). Documentación de Prácticas Innovadoras. Documento base. Dirección

de Innovación y Proyectos Especiales, Dirección General de Investigación e
Innovación

Rivas, A. (2017). Cambio e innovación educativa: las cuestiones cruciales.

Documento básico, XII Foro Latinoamericano de Educación. Buenos Aires
Santillana, 2017.

Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to
do about it?. Journal of Research in Innovative Teaching & Learning.

Soubirón, E., Rodríguez, D., Sanz, V. y Conde, A. (2011). La práctica pedagógica en

entornos innovadores de aprendizaje. Uruguay: Taller gráfico.

UNESCO. (2021) UNESCO Strategy on technological innovation in Education (2022-

2025) Executive board: Paris.

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X. APPENDIXES

Evidences of activities realized in the two practicum journeys of the fifth semester in
the bachelor's degree in teaching and learning English in secondary education.

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