Classroom Technology at Defense Language Institute English ... Classroom technology at defense language

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  • Running head: CLASSROOM TECHNOLOGY AT DEFENSE LANGUAGE INSTITUTE 1

    Classroom Technology at Defense Language Institute English Language Center (DLIELC)

    Charles Rich

    Student ID: 000539797

    Assessment Code: JNT2—Task 1 (Needs Analysis)

    Course Mentor: Dr. Michele Costanza

    Student Mentor: Samantha Spears

    April 17, 2016

  • Classroom technology at defense language institute 2

    Table of Contents

    Problem Statement.......................................................................................................................................3

    Discussion of Instructional Problem............................................................................................................3

    Current Conditions and Desired Conditions............................................................................................4

    Data Collection Process...............................................................................................................................4

    Discussion of Data Collection Instruments Used.....................................................................................4

    Discussion of Sources of Data.................................................................................................................5

    Data Gathered Through Other Sources....................................................................................................6

    Results of Data Analysis..............................................................................................................................7

    Data Analysis Techniques Used..............................................................................................................7

    Results of Analysis..................................................................................................................................7

    Table 1.................................................................................................................................................7

    Table 2...............................................................................................................................................10

    Table 3...............................................................................................................................................15

    Table 4...............................................................................................................................................16

    Table 5...............................................................................................................................................19

    Table 5.1............................................................................................................................................20

    Table 6...............................................................................................................................................21

    Table 7...............................................................................................................................................22

    Table 8...............................................................................................................................................25

    Table 9...............................................................................................................................................27

    Findings of Needs Analysis.......................................................................................................................29

    Need for Instruction...............................................................................................................................29

    Goal of Instruction.....................................................................................................................................30

    Appendix A: Data Collection Instrument 1 - Section Chief Interviews.....................................................31

    Appendix B: Data Collection Instrument 2 - Supervisor Interviews..........................................................31

    Appendix C: Data Collection Instrument 3 - Teacher Surveys.................................................................32

  • Classroom technology at defense language institute 3

    Problem Statement

    The teachers at the Defense Language Institute (DLI) are expected to "use technology

    effectively in the classroom" as a part of the core document (job description). Teachers' ability

    to use technology ranges from those who can't or won't use it to those who are technical

    gurus, with most falling somewhere in between.

    Discussion of Instructional Problem

    Our job requirements are based on a US Air Force Core Document that outlines job

    responsibilities and performance criteria. That document states that an effective teacher

    “Integrates use of the latest audio, video, and computer software, utilizing the latest educational

    technology delivery systems.” This document also states that teachers develops and evaluates

    training materials as needed.

    It has been established that not all of our staff uses technology effectively, for various

    reasons. A couple of the reasons cited is a lack of technologies provided to us through the Air

    Force systems and a lack of teacher training and experience in technology. So far, we have

    addressed these issues by creating an Educational Technology Working Group to analyze the

    problem at an organizational level (of which I am a member), I have created an Educational

    Technology Response Team, which uses tech savvy teachers to assist those who are less

    proficient, and we are in the process of developing in-service-training(IST) modules and

    seminars to further address technology training for our teachers. It is this last item that my design

    will likely address.

  • Classroom technology at defense language institute 4

    Current Conditions and Desired Conditions

    Current condition. Teachers at DLI exhibit varying degrees of technical ability in the

    classroom and training for this is not always relevant or effective.

    Desired condition. Teachers will be able to access and effectively use educational

    technology in the classroom.

    Data Collection Process

    Discussion of Data Collection Instruments Used

    For this analysis I have selected three collection instruments, Interviews with the section chiefs

    and the Unit supervisors, and an online survey for the teachers in the section.

    In the first interview I discussed the technology needs of the organization with three section

    chiefs. The questions in these interviews were crafted to obtain a better understanding of management

    expectations for effective use of technology in our classrooms. I covered three basic areas of Effective use

    of technology, training need, and new technologies the chief's felt we should adopt. See Appendix A for a

    list of the questions asked.

    I conducted a similar interview among four of our six section supervisors. The questions were

    essentially the same as for the chiefs with a few additional questions to try to better understand their

    observations of teachers' use of technology and what kinds of training teachers were seeking out on their

    own or through our in-service training. See appendix B for the questions used in these interviews.

    Due to the number of teachers in the organization an online survey was used to poll them on their

    use of technology. My questions for the teachers were more specific and asked which technologies

    teachers already used or knew something about. They were also asked for their input on the effectiveness

    of currently available technologies and for their ideas for new technologies. The questions for this

    survey are in appendix C.

  • Classroom technology at defense language institute 5

    The purpose of these instruments was to establish a baseline expectation from the chiefs

    and supervisors and a current state of use from the supervisors and teachers so that an idea of the

    gap in between could be established. This gap between expectation and reality is our training

    need.

    Discussion of Sources of Data

    I chose to narrow my research to one section of our organization due to differences in the

    student population and the style of delivery in these sections. This analysis covers only the

    Specialized English section which is concerned primarily with English for Specific Purposes

    (ESP) style training that concentrates on vocabulary and skills needed for advanced military

    training, versus the focus on grammar and mechanics skills taught in the other two sections. The

    difference in focus would likely result in very different answers from these unique groups.

    Due to recent changes in our organization and the timing of this analysis I ended up

    interviewing The outgoing section chief and the incoming one. Because of this I obtained two

    different perspectives where I initially expected one. The Interim Chief professed to having

    limited knowledge on the topic, though in speaking with her about the interview she expressed

    some of her opinions on the topic and gave me a pretty good idea of her stance.

    I was only able to interview four out of s