3rd Potential Area of Inquiry: After School Technology Program · Web viewSupplementary after school classes dealing with technology are non-existent in my middle school. This seems

Promoting Technology Integration 1

Promoting Technology Integration

Cole Bielak

University of Colorado at Denver

IT 6720: Research in Information and Learning Technologies Spring 2009


Introduction

As a licensed teacher in Jefferson County Schools I am endorsed to teach

grades kindergarten through 6th grade. I began my career in Jefferson County

Schools teaching 6th grade in an elementary setting. However, after only one

year of teaching in an elementary school, I found my calling as a 6th grade math

teacher at Evergreen Middle School. This transformation from elementary to

middle school took place due to my passion for working with children in an extra-

curricular setting.

I am blessed to have found a home at Evergreen Middle School for many

reasons. One of the most important reasons being the after school sports

program that EMS offers throughout the school year. Ram Ahead sports is held

in highest regards throughout the Evergreen community. This program has

opened many doors for students in Evergreen by offering them a chance to

dabble in sports that are not often found at other middle schools. Activities that

are offered in the program range from rock climbing to advanced archery. The

program does a wonderful job covering a full spectrum of sports however, an

extra curricular program should demand more that just physical education.

Supplementary after school classes dealing with technology are non-existent in

my middle school. This seems to be an issue considering that Evergreen Middle

School is a leader when it comes to technology integration in Jeffco Schools.

How is it that students at Evergreen Middle School are expected to be proficient

in the use of technology when there seems to be limited opportunities outside of

the classroom for them to excel?


Evergreen is host to one of only three middle schools in Jefferson County

School District. The student population is quite large with grade levels sixth

through eighth holding over six hundred students on average. Demographics in

the Evergreen area include the upper end of the socioeconomic spectrum.

However, just under 10% of the student population receives free and reduced

lunch. One positive thing about our demographics is the tremendous amount of

parent support that we receive from the community. Without a doubt, parent

involvement and an excellent teaching staff can be credited for the success of

students at Evergreen Middle.

With over one hundred thousand dollars recently spent on hardware and

software alone, teachers and students at Evergreen Middle School are really

excited about the new additions. Each classroom has been equipped with new

hardware that includes a SMART Board, document camera and laptop.

Essentially, our classrooms at EMS have transformed into places of 21st century

learning overnight. After much discussion with teachers who are considered

technology leaders at EMS, it became obvious that the initial use of this recently

purchased technology will subside over time. Many teachers, including myself

worry that students will not use the schools technology to its fullest potential.

Historically, it seems to be the case that whenever the “brand new” effect and

initial applications of technology settle down, use of the equipment begins to

decline. Both the SMART Board and document camera have way too many uses

between them for this factor to ever take place. Especially if there is a program

that is pushing each piece of software to its fullest potential. I believe that Ram-


Ahead sports is the perfect home for an after school technology program to help

promote 21st century learning at Evergreen Middle School.

As I near the end of my degree in Technology Integration, I feel that it is my

duty to act as coordinator for an after school technology program. As coordinator

for this program I will help create the curriculum as well help instruct the courses.

The focus of an after school tech program includes promoting awareness of

shareware technology and its uses, and building students interest in the

technology and peripherals surrounding them. Most importantly, the greatest

outcome of this program will be creating core curriculum for future generations to

build on. Many students in my building are extremely tech savvy. However, there

seems to be some students who lack basic computer skills. An afternoon tech

program could teach topics such as blogging, internet safety and computer

etiquette, which in turn could help students become exited, and more comfortable

when working in class.

Research Questions

What new computer programs and applications can I offer students to

prepare them as 21st century learners and future professionals?

What programs can be put into place that will help my students identify the

many ways technology can be exciting, and most importantly applicable for

use within projects in the classroom?


How do I continue to receive additional hardware and software to supplement

the needs of this program?

What assessment tools are most beneficial when helping measure the

success of each individual participant?

Methods

The design of study for this project was completed through a field study

lasting over 2 months. The program was provided to any student interested in

learning more about the technological environment that surrounds them each

day. Initially, my method of collecting data actually came from the participants

themselves. Course evaluations were provided to all students who took a

course in the program. These evaluations helped with the progression of

courses being offered, as well as promoting new ideas for future courses in

the program.

Research Questions

Data Source 1 Data Source 2 Data Source 3

What new computer programs and applications can I offer students to prepare them as 21st century learners and future

Pre-program interest survey that will help determine what classes are offered in the program. This survey will allow the students voices to be heard as the curriculum for each session in designed.

Interview with teachers in the building regarding whether or not students technology use has risen in the classroom.

Post-Program survey for students that identifies what classes in the program are most relevant and beneficial for success in the classroom.


professionals?

What programs can be put into place that will help my students identify the many ways technology can be exciting, and most importantly applicable for use within projects in the classroom?

Pre-program interest survey that will help determine what classes are offered in the program. This survey will allow the students voices to be heard as the curriculum for each session in designed.



How do I continue to receive additional hardware and software to supplement the needs of this program?

Embedded assessment for eighth grade technology assessment scores in comparison with previous years.



What assessment tools are most beneficial when helping measure the success of each individual participant?

Pre-assessments to evaluate skill levels of each participant.


Post-assessments to measure growth of each participant within their original skill level.

The most valid and reliable model used when collecting data was Sagor’s

comparing students to themselves approach. “Was this the type of growth I

would have normally have expected from these students had I not used the

innovative program? One way to answer that question would be to look at the

past performance of these same students (Sagor 2000 pg.151)” Essentially, I

compared my participants in the program to themselves as they performed in


the classroom. This allowed me to metaphorically compare “apples to

apples” when compiling my data. In order for this type of data to be reliable I

needed full cooperation from my participants’ classroom teachers. I relied on

the teachers for support as they helped document this data. Collection of

data in the classroom happened several different ways. First, the classroom

teachers completed evaluations rating the competency of their student’s

technological abilities before they entered the program. Second, I needed

these same classroom teachers to reevaluate the participating students after

the course had subsided. This evaluation exhibited students’ ability to convey

a concept through the use of technology. What I was looking for was

increased technology use in the classroom from students in my program.

This entailed students replacing traditional methods of informal assessment

with 21st century models using the new technology they have learned through

the program.

Participants

Without the collaboration and efforts of the IT Site Coordinator, Chet

Andes, this project would not be possible. As a partner and collaborator in

this project, Chet helped with the design and framework, as well as actually

instructing some of the classes. Participants in this pilot program also

included any student who completed a survey used to help guide the design


of each class. Staff input was also taken into account as the program

evolved.

Schedule

February 28th Action Research Proposal DeadlineMarch 2nd – 8th Continue gathering and reading literature for

program

Networking with other schools in the district about successful technology clubs.

March 14th Data collection plan dueMarch 16th – 20th Begin collecting data from interest surveys

representing the student body March 16th – 20th Meet with It coordinator and school

administrators to sketch out program curriculum and software

April 6th – 10th Administer pre-assessments to program participants

April 11th Literature review dueApril 13th -17th Program courses are written and designed April 20th-24th Pilot courses are taught and evaluated

April 25th Data analysis dueMay 16th Final action report due

Environmental impact statement:

Even though this program is considered extracurricular and will only be

offered after school, the excitement and awareness of 21st century learning

will spread through out the entire school and community. This program will

gain tremendous popularity as students realize how exciting, yet applicable

the material is when tying it back to their core classes. A majority of the

material offered in each class will carry relevant duality for students as they

practice what has been learned both at home and in the classroom.


Literature Review:

As I near the end of my fourth year teaching 6th grade at Evergreen Middle

School I can admit that I am finally starting to deal with change pretty well.

When I refer to change, I mean the kind of adjustment that requires me to work in

a noisy construction zone, teach an entirely new content area while implementing

Response to Intervention, and at the same time becoming proficient in learning to

operate a 21st Century classroom. I believe that I have handled this paradigm shift

rather well as I have come to embrace my new classroom that is finally up to date

in terms of technology.

Every classroom at Evergreen Middle School now comes complete with a

SMART Board, document camera, lap top and media player. All of this hardware is

administered through a brain panel on the wall topped off with a P.A. system and

mounted L.C.D. projector. The amazing part about this alteration is that the students

have handled this transition better than the staff. It is almost like the students have

expected this type of system to be in place long before the teachers. Since the

technology upgrade has taken place, it seems like both the students and staff are

settling in and becoming more comfortable with the new hardware and software. It

has been satisfying to watch the teachers become more relaxed in using the new

technology, but there needs to be more opportunities for students to interact with the

technology on a daily basis. Students need time during daily instruction to familiarize

themselves with both the hardware and software that will allow them to be successful

in all content areas. Implementing a comprehensive technology program in my school


will prepare students for both the classroom and professional world as they learn to

master technology skills expected in the 21st Century.

Findings:

Are Schools Preparing Students for the Professional World?

Research has shown that schools are not preparing students enough in the area of

technology for the working world ahead. Even the most simple of jobs today require

the understanding of basic technology skills. “It simply will not be possible for

schools to resist the increasing influence of computer technology in our society. The

marketplace will grow increasingly insistent that schools prepare students to be the

workers and consumers of a networked society. Educators and educational

institutions must rise to this challenge or become increasingly irrelevant” (Ferguson

2005 pg.3). Technology has revolutionized the professional world including the

entertainment industry. Without technology, especially the World Wide Web,

businesses would not have been able to represent a global market. The internet has

empowered businesses to internationally coincide with one another while building

more productivity each year. Computers have completely modernized the working

world in which we live. Without the advancement in technology driving the work

place, society would cease to evolve.

How is it that we expect children to be prepared for this type of future when they

are given limited opportunities to master new technology in the classroom? “It is

incomprehensible that anyone today would argue that banks, hospitals, or any


industry should use less technology. Most young people cannot understand arguments

that schools should limit technology use. For them, use of the Internet, for example,

plays a major role in their relationships with their friends, their families, and their

schools.” (Valdez 2003 pg.1). It is apparent that many students have familiarized

themselves with text messaging and networking websites such as Facebook, Twitter

and Myspace. Students are yearning to integrate technology into their lives in any

way possible. Many of these popular social networking sites actually require skills

such as uploading files, embedding videos and some html code. Theses skills are

what most companies expect as an adequate level of proficiency in their workers. In

many cases when kids are at home playing on the computer they are actually fine

tuning many valuable skills that are supporting their education as well preparing them

for a career

Does Technology In the Classroom Increase Student Achievement?

While there seems to be a plethora of anecdotal evidence claiming that technology

in education is increasing student achievement, many researchers believe that there is

very little scientific evidence in existence proving this theory. “Given the lack of

evidence that technology increases academic achievement, it’s not surprising that

some observers are asking whether the resources and time devoted to technology

might produce more significant increases in academic achievement if focused on

other education needs” (Foltos 2003, pg. 2). Despite many critics’ disapproving

thoughts on the chance that technology does increase student achievement, new tools

in the classroom have always been questioned throughout history. For instance,


during the mid 1990’s when the dry erase board began replacing the chalkboard,

many critics questioned this paradigm shift. Some believed that this transition from

chalk to marker was absurdly expensive for something that did the same thing.

However, the dry erase board has virtually taken over in every classroom to alleviate

allergy conditions as well as making clean up easier. The evolution of the dry erase

board is just one example of technology improving the academic experience. While

there is very little scientific evidence that proves that dry erase boards increase

student achievement across the board, some students have been positively affected by

this technology.

Twenty-first Century technology in the classroom such as interactive white boards

and document cameras are no different than the introduction of the dry erase board.

These technological tools were designed to modify instruction thereby better meeting

the needs of all students. While interactive white boards and document cameras may

not alleviate all allergy conditions, they do help teachers differentiate their instruction

as they strive to meet multiple intelligences and learning styles. "It is found that when

you put the two, (inquiry based learning and true technology integration) together

there's a synergy created that really boosts students' learning" (Foltos, 2003, pg. 2).

Kids living in the Twenty-first Century identify with technology. It seems like

second nature for most adolescence when operating any sort of gadget or apparatus

that deals with technology. Students become more excited about learning when

technology is implemented during instruction, naturally resulting in higher student

achievement. “There is growing evidence that technology is having a positive

impact on student achievement. There was some evidence of impact in the 99/00


data. Since then, this district has implemented a number of new initiatives that appear

to be increasing that impact. This district’s score improved from 2.0 to 2.9 on a scale

of 1 to 4. The score was determined by reviewing student impact data from the

survey, observations, and focus groups and then matching those to the same rubrics

that were used last year” (Foltos, 2003 pg. 4).

Student Impact

What Are Other School Districts Doing to Improve Students’ 21st Century Skills?

Schools districts are finding a multitude of ways to prepare their students for the

future. The most popular trend found involves school districts across the nation

incorporating technology into their existing curriculum. Software companies are taking

advantage of this trend by providing school districts with programs that teach to both the

core curriculum as well as technology standards. Three of the most prevalent software

companies involving technology integration in schools include ArcView, Easytech and


the popular, Microsoft. “ArcView is a complete software package that engages students

and enables them to perform spatial analysis, classify data, integrate imagery, interact

with the web and create their own publication-quality maps” (Arcview 2009). ArcView

recognizes technology as a foundational skill to be developed in every subject area and

grade, along with literacy, communication, problem solving and human relations.

“Engaging and interactive, EasyTech improves student learning outcomes in core

curriculum subjects while it provides students with the skills they need for success in the

21st Century”( Easytech, 2009). Easytech seems to be the most assessable and user

friendly. In fact, you can create an account and start setting up students as site users in a

very short amount of time. Lastly, Microsoft has realized that a large market in software

now exists in secondary education. This renowned company has recently revamped their

collegiate software to fit the needs of high school students as well. “Microsoft announced

the expansion of the successful Microsoft DreamSpark student program to include high

school students worldwide. DreamSpark, originally available only to university students,

makes professional-level developer and designer tools as well as training available at no

charge to students to support and advance their learning and skills through technical

design, technology, math, science and engineering activities. Microsoft believes that

giving people the right technology skills and the tools to translate their talent into

business success is critical to stimulating the future growth of local and global

economies. These programs are supported through the Microsoft Unlimited Potential

program.” (Microsoft 2009). These software companies share a common goal as they

strive to prepare students for the professional world ahead. Centering technology on core

curriculum is the trend that these companies plan to revolutionize.


Listed below are a set of technological objectives that have been found to intertwine with

all core subject areas:

Basic Technology Skill Documentation Multimedia Presentation Use presentation software to create electronic slide shows and to generate overheads.

For these three competencies, students must design a presentation which contains at least 15 slides upon which there are a variety of graphics, animation, charts, sounds, and pictures.

Import graphics, charts, and pictures into presentations. Connect and operate technology needed for presentations. Electronic and Internet Resources Able to send and receive email messages and attachments.

Students send an email containing an attachment.

Able to subscribe, participate in, and search electronic discussion lists.

The students submit evidence of subscribing to and participating in ICN and Indiana’s counselor discussion list, Counselor_Talk. Students also submit evidence of searching the ICN archives on a specific topic.

Able to search the Internet, analyze, filter and appropriately reject non-relevant electronic information in relation to the desired outcome.

Students submit the results of an “advanced” Internet search on topic which contains less than 100 “hits.”

Properly cite electronic sources of information.

Students submit an annotated review of five web sites on a particular subject. The site must be properly cited, using APA style, and the annotation must contain a general review of the site and a critique/rating which includes a description of the site’s content, ease of navigation, aesthetics, and organization.

Able to objectively review and informatively annotate web sites.

View, download, decompress, and open documents and programs from Internet sites, while demonstrating an understanding of appropriate protocols to protect the computer from viruses.

Students are required to download an instant messaging program and describe the anti-virus software that they have on their computer.


Able to effectively use electronic library search technology.

Students must submit documentation of an “advanced” search conducted on the ISU library electronic catalog, LUIS, and ERIC, both from the ISU library web site and through an Internet site; and, full text databases on ISU’s library Internet site which include Proquest and Inspire/EBSCO Host.

Able to join and participate in chat rooms.

Students participate in ISU course-related chat rooms and participate in Instant Message-type chatting.

(Laturno 2006, pg.3)

Data Collection:

As a sixth grade math teacher at Evergreen Middle School I only teach one sixth

of the schools population. However, the technology program I delivered this spring was

intended for any student in the middle school to participate. Most students at Evergreen

Middle School are eager to participate in extra curricular activities. Especially, activities

that will help them achieve more academically. In order to reach all grade levels sixth

through eighth I used the school broadcasting system to advertise interest surveys as well

as the program itself. Students were able to access my Google site and contribute their

thoughts and ideas about the program. This survey helped build the foundation of the

curriculum used in the first semester of the program. Students were able to visit my

Google Site and answer questions, as well as offer suggestions about what the program

should look like.

Many colleagues at the middle school also contributed a wealth of expertise to

this technology program. Various teachers throughout the building from all content areas


assisted in this process. As teachers were individually interviewed I collected viable

information that was done through face to face interviews. This process was refreshing

as I gained many insightful thoughts and ideas about what the program most needed.

Information collected from my colleagues was all taken into account regardless of the

skill level or expertise of the staff member. Each teacher answered the same set of

interview questions inquiring skill level and types of technology incorporated during

instruction. Once interviews were conducted the data collected was transferred into

Microsoft Excel where the results became obvious.

Keeping in mind that this program has been designed to evolve with each session

offered; a post survey was given for each participating student to complete. This survey

was accessed through Google Sites using Google Forms to administer the survey.

Students who have taken classes in the program once will most likely return or convince

friends to take a class as well. Essentially, every participant was asked to complete an

evaluation rating the class they attended as well as the program itself. All questions on

the survey were multiple choice, with exception of the last question. This question was

open ended and allowed each participant to elaborate on suggestions needed to make the

class more successful. The results offered thoughts and ideas about what works best for

the participants and what new classes should be offered. Students taking these classes

essentially determine the direction of the program. Using Google Forms made it very

easy to compare both the pre survey and the post evaluation side by side.

Data Analysis:


As an introductory program, I offered one class this spring on building wikis

through Wikispaces. Participants learned how to design their own wiki space as well as

embedding media and documents through html code. There were 31 students in

attendance that primarily represented the 6th grade. This pilot class met 1 hour a day for

an entire week. The class was a success as the kids had a lot of fun effectively using

prior knowledge to build their sites.

Essentially, all of the methods I used to collect my data came in the form of an

interview or survey. I found administering surveys through Pollcat and Google forms to

be very easy because of user accessibility. Students mentioned how easy it was to visit

my Google Site and open the link to both of my surveys. My face to face interviews

resulted in a little more leg work. Finding time to meet with teachers across grade levels

became a difficult task because of schedule differences. Once all interviews had been

conducted I used Microsoft Excel to compile my data into chart form. Both the online

surveys as well as the interviews I conducted resulted in very similar outcomes.

Originally the data from the pre survey was rather limited. As I posted the

advertisement about my interest survey on the school broadcast system very few students

found the time to take this survey. I guess I shouldn’t have found this surprising that

middle school students weren’t going to take the extra time to take this survey. I knew

that there still were many students that had very strong opinions about the creation of this

program. Some of these students were either reluctant to take this survey or hadn’t seen

the advertisement. To insure that I had enough participants to represent my data I met

with present and former students who have a strong interest in technology. After these

students had taken the survey I conducted a few follow up questions which allowed me


the chance to pick their brain about technology clubs or organizations that they have

meddled in. Out of 30 informal interviews only 2 of the kids interviewed participated in

technology clubs outside of school. Similarly, the results of the survey also pointed to

students with strong interests in technology, however very little formal experience

outside of their homes. Other fascinating results in the interest survey became apparent as

Google Forms allowed me to view the data in the form of a bar graph. The bar graph

made it very easy to see what software programs were of most importance to the students.

Once I was able to contact enough teachers across the grade levels for interviews

many common themes began appearing. With a total of 7 teachers interviewed from

grade levels 6th through 8th I was really trying to be as consistent as possible as I asked the

exact same 6 questions for each interview. Once I had compiled my data I needed a way

to sort out the various responses from each teacher. I decided to use Microsoft Excel as a

way to categorize each answer into a pie graph. The results from the interviews were not

too surprising as many of the same buzz words were repeated during the interviews. A

majority of the teachers vocalized that they were continually teaching the same lessons

on things that should be standard procedure in middle school. Tasks such as saving files

to the server, attaching documents to email and saving sites under the favorites menu

were just a few of the tasks teachers mentioned.

Participants had an opportunity to evaluate the program and offer suggestions

through a post session survey in Google Forms. A majority of the results were


constructive and added some great suggestions for the Fall session. The results were

positive as 28 out of 30 students indicated that it was a fun, positive learning experience.

In fact these 28 students also indicated that they would recommend a friend to take any of

the upcoming classes. Hopefully this means higher enrollment for the fall, which would

allow additional support from interested staff members. There were a number of

responses from the students that indicated learning gaming software as well as Photo

Shop should be top priorities for classes offered in the fall 2010 session. More

importantly the results of this survey reported that students would feel more apt to

incorporate technology into independent projects if they were given the option in class.

Findings and Conclusion:

The most practical way that I found to organize my findings was by comparing

my results to my original research questions. There really seemed to be two research

questions that I continually found my data answering through out the process. These

questions are as follows: What new computer programs and applications can I offer

students to prepare them as 21st century learners and future professionals? What

programs can be put into place that will help my students identify the many ways

technology can be exciting, and most importantly applicable for use within projects in the

classroom? These questions fist led me to my site IT coordinator to inquire about what

programs and applications our school and district would support. During my literature

review I also found support by reviewing what programs and applications have been


successful amongst middle school students in other schools. Once I narrowed down a list

of applications that both research and my district would support, all that was left to

decide was the student’s opinions. Once I posed the list of applications as questions in

the interest survey it was very obvious that the students had their minds made up.

What applications below would you be most interested in learning more about?

The most obvious and disappointing piece of this interest survey was that the most

educational applications such as Google Docs and SMART Board software were not as

popular as I thought they would be. When given the choice to choose it was apparent that

a majority of the students had no interest in taking a class that would help them create

academic presentations.

As I began to start piecing together common themes that surfaced during the

teacher interviews a few realizations hit me. The first realization being that the students

at Evergreen Middle School may not be as tech savvy as they appear. Once the data from


the interviews had been entered into a pie chart it was obvious what skills, in the

teacher’s opinions, students seem to be lacking when it comes to technology.

Lessons Being Taught to Prepare Students for the Computer Lab

The most surprising fact was that a multitude of students do not know how to save

to the server. When I first saw this data it made me wonder how many student


documents have been lost over the years in the computer labs. Another surprising fact in

this data was that many teachers were also concerned that a majority of their students

don’t know how to attach files when sending a document via e-mail. This is a very

serious problem considering most projects that students work on in the computer labs are

cumulative over a large span of time. Teachers also expect students to work on these

projects at home during the course of the unit. Not every student in school can affoard a

flash drive, resulting in email being the primary method in sending a project home to

work on.

I found much of the data collected during the teacher interviews to be rather

disheartening. According to my colleagues, a majority of the students in school lack

technology skills required to be proficient in the 21st Century. This data from the teacher

interviews definitely changes things as far as future courses go. With these findings in

mind I am going to change the structure of the whole program entirely. Granted, this

small chunk of data seems insignificant, however this is enough evidence to integrate a

mandatory technology class. With the master schedule drastically changing the look of

next year, every grade level in the middle school will be required to implement a 40

minute advisement period. The school administration is looking for ways to fill gaps in

the areas of literacy, math and technology. This 40 minute period will be a perfect

opportunity to rotate each advisement class through a technology awareness class. All of

the skills mentioned during the interviews as well as in my research will be implemented

once a week during advisement. With only offering a wiki class this spring many

students expressed interest in taking additional classes in fall 2010. During the post

survey that was offered students made it very clear what classes should be offered.


What courses would interest you most if offered in the fall?

After reviewing the results from the post survey I became more optimistic about

the future of this program. After all 33 students participated in the past wiki class, many

students seemed to be excited about becoming more proficient in Microsoft Word and

Power Point. The results from the post survey offers hope for students being able to

further their skills in technology while implementing these skills in course work. With

multiple courses being offered and plenty of teacher support, the program this fall should

be thriving. Furthermore, with plenty of research and data to support the technology

program, the future of Evergreen Middle School’s technology plan can only evolve.

Conclusion:

As I look back and reflect on the journey of this program I find it amazing how

many resources I needed to tap into to lift this project off of the ground. The birth of

this program really evolved with impeccable timing. With an administration pushing

growth in technology as well as newly equipped classrooms the culture I work in was


ready for change. Without a technological paradigm shift occurring at Evergreen

Middle School I would not have received as much support and backing from my

professional community on this project. This project was definitely welcomed by

many people that included the ET/IL committee, staff, administration and most

importantly the students. If I would have implemented this program a year earlier, I

would not have received the same amount of support. Honestly, without the right

timing and funding, this program would have been successful.

In order for this technology program to continue evolving, research for better

practices must still take place. Students in future program need to be introduced to

new computer applications as well as hardware updates. Active research needs to

continue in order for Evergreen Middle School to keep up with other technology

programs evolving in schools throughout the country. As technology standards are

further implemented, additional literature resources will become available to build

new curriculum on. As the program grows, many of these courses will most likely

evolve into elective classes offered during the regularly scheduled school day. This

type of system could offer more consistency as well as allow the entire student

population the opportunity to participate. I believe that this program will set the

standard for schools moving towards the 21st learning model. With further research

and dedication from both the instructors and administration, this program will

continue to prepare Evergreen Middle School students for the academic and

professional world.


References

Easytech. (n.d.). Retrieved April 1, 2009, from http://www.learning.com/EasyTech/

Learning In the Real World. (2007). Retrieved April 1, 2009, from http://www.realworld.org

Microsoft Helps Prepare Global Workforce . (2009, March 26). webwire. Retrieved April 7, 2009, from http://www.webwire.com

Technology: A Catalyst for Teaching and Learning In the Classroom. (2005). NCREL. Retrieved April 1, 2009, from http://www.ncrel.org

Technology and Academic Acheivment. (2002, December). New Horizons Learning. Retrieved April 3, 2009, from http://www.newhorizons.org

The Human Tendancy To Be Technical. (2007, Fall). Journal of Technology Education, 19(1). Retrieved April 1, 2009, from http://scholar.lib.vt.edu/ejournals/JTE/v19n1/pdf/hansen.pdf

Appendix

Extra Curricular Technology ProgramThank you for taking the time to complete this survey. Your voice will help determine the outcome of this program.

http://scholar.lib.vt.edu/ejournals/JTE/v19n1/pdf/hansen.pdf

http://www.newhorizons.org/

http://www.ncrel.org/

http://www.webwire.com/

http://www.realworld.org/


What courses would interest you most? Please check all that apply

Video Editing and Creation

Photo Shop

Photo Story

Google Docs

Google Sketch-up

SMART Board/ Notebook Software

Gaming Software

Other:

How long should each session last?

1/2 an hour

1 hour

2 hours

How many days a week should each course meet?

Once a week

Twice a week

Three days a week

How long should the program last each time it is offered?

1 week

2 weeks

1 month

6 weeks

2 Months

When should the program be offered? What time would you be able to attend a session?

Before school


During electives

After School

What computer applications are you comfortable operating.

Microsoft Word

Power Point

Windows Media Player

Windows Movie Maker

I-Tunes

I-Movie

Other:

How many students should be allowed in each class?

5

7

10

12

Other:

How much would you or your parents be willing to spend to register for a class?

20 Dollars

30 Dollars

40 Dollars

50 Dollars

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Documents

3rd Potential Area of Inquiry: After School Technology Program · Web viewSupplementary after school classes dealing with technology are non-existent in my middle school. This seems