Increasing Independent Usage Increasing Independent Usage of Technology of Technology

at Shiloh Elementaryat Shiloh Elementary

The “ADDIES”The “ADDIES”Melanie Argiro, Mary Forehand, Jean PirkleMelanie Argiro, Mary Forehand, Jean Pirkle

Troy Perkins, Wanda TaylorTroy Perkins, Wanda Taylor

EDIT 6170 Summer 2004EDIT 6170 Summer 2004

Needs AnalysisNeeds Analysis Data was collected through Data was collected through

surveys, interviews, and surveys, interviews, and

research of literatureresearch of literature..

Results of the data Results of the data indicated a need for indicated a need for refresher training and an refresher training and an initial positive response to initial positive response to the idea of a reference the idea of a reference guide.guide.

Problem StatementProblem Statement

Shiloh Elementary School does a Shiloh Elementary School does a good job in initial training of their good job in initial training of their teachers in the area of technology teachers in the area of technology and associated use of available and associated use of available software. However, Shiloh software. However, Shiloh Elementary does not provide the Elementary does not provide the support required for retention of the support required for retention of the skills learned during staff skills learned during staff development training.development training.

Audience and ContextAudience and Context Our target learners are the Shiloh Our target learners are the Shiloh

Elementary teachers with diverse Elementary teachers with diverse educational backgrounds, teaching educational backgrounds, teaching responsibilities and computer skills.responsibilities and computer skills.

The setting of the training will be a Shiloh The setting of the training will be a Shiloh computer lab and/or the individual computer lab and/or the individual teacher’s classroom.teacher’s classroom.

Voluntary refresher sessions will be on-Voluntary refresher sessions will be on-going throughout the school year.going throughout the school year.

Course DesignCourse Design

Terminal Objective:Terminal Objective:– Shiloh Elementary teachers will demonstrate Shiloh Elementary teachers will demonstrate

how to independently generate materials, how to independently generate materials, perform administrative tasks, and locate perform administrative tasks, and locate information using technology and software information using technology and software available through their school and county available through their school and county network.network.

Attitudinal Objective:– Teachers will choose to use the WAN and LAN

to help them accomplish daily tasks.

Course DesignCourse Design

Course: A User’s Guide Through the Course: A User’s Guide Through the GCPS WAN and the Shiloh LAN.GCPS WAN and the Shiloh LAN.

Unit 1: Traveling to the Land of LAN Unit 1: Traveling to the Land of LAN and WANand WAN– Teachers will be able to demonstrate the Teachers will be able to demonstrate the

ability to independently produce, save, ability to independently produce, save, locate and retrieve materials in various locate and retrieve materials in various locations within the school and county locations within the school and county networks.networks.

Unit 2: Taking the Sass Out of SASIUnit 2: Taking the Sass Out of SASI– Teachers will be able to independently generate Teachers will be able to independently generate

reports and locate data using the SASI database reports and locate data using the SASI database as related to attendance, discipline, class as related to attendance, discipline, class schedules, grade history, and student schedules, grade history, and student information.information.

Unit 3: Be a Pro at IGProUnit 3: Be a Pro at IGPro– Teachers will be able to demonstrate the ability Teachers will be able to demonstrate the ability

to create a grade book, input grades and export to create a grade book, input grades and export grades independentlygrades independently

Course Design

Unit Design Unit Design Be a Pro at IGProBe a Pro at IGPro

Lesson 1: Creating a New Grade book in Lesson 1: Creating a New Grade book in

IGProIGPro Lesson 2: Maintaining Class Rosters and Lesson 2: Maintaining Class Rosters and

Grades in IGProGrades in IGPro Lesson 3: Creating Reports in IGProLesson 3: Creating Reports in IGPro Lesson 4: Creating End-Of-Term Reports Lesson 4: Creating End-Of-Term Reports

and Exporting Grades in IGPro.and Exporting Grades in IGPro.

Instructional Strategies and MediaInstructional Strategies and Media

All Lessons are available in three forms.All Lessons are available in three forms.– A Quick-Reference Resource Guide (QRRG) will A Quick-Reference Resource Guide (QRRG) will

allow teachers to create and perform tasks allow teachers to create and perform tasks independently at a time and place of their independently at a time and place of their choosing.choosing.

– Voluntary refresher sessions where the Voluntary refresher sessions where the teachers will given a brief PowerPoint overview teachers will given a brief PowerPoint overview of the QRRG and time to use it with help of the QRRG and time to use it with help available.available.

– On-line PowerPoint version of the QRRG will On-line PowerPoint version of the QRRG will allow teachers to practice at a time a place of allow teachers to practice at a time a place of their choosing.their choosing.

Formative EvaluationFormative Evaluation Our assessment tools include one-on-one Our assessment tools include one-on-one

interviews, post-activity surveys, instructor interviews, post-activity surveys, instructor observations and LSTC accuracy checks of final observations and LSTC accuracy checks of final products.products.

The interviews, instructor observations, and post-The interviews, instructor observations, and post-activity surveys follow the one-on-one and small activity surveys follow the one-on-one and small group trials. The accuracy checks occur during the group trials. The accuracy checks occur during the field trial through out the school year.field trial through out the school year.

The types of assessment are in response to the The types of assessment are in response to the type of learning activity (a self-paced quick type of learning activity (a self-paced quick reference guide), the target audience (Shiloh reference guide), the target audience (Shiloh teachers), and the goal (independent users of the teachers), and the goal (independent users of the guide). guide).

Formative Evaluation ResultsFormative Evaluation Results The interviews give information about attitude The interviews give information about attitude

toward and usability of the QRRG.toward and usability of the QRRG.

The survey gives valuable information to revise The survey gives valuable information to revise and refine the guide.and refine the guide.

The check list will assess the effectiveness of The check list will assess the effectiveness of having easily accessible, independent having easily accessible, independent instructions. It also evaluates the clarity of the instructions. It also evaluates the clarity of the instructions themselves.instructions themselves.

RecommendationsRecommendations

Enlarge the print of the instructions.Enlarge the print of the instructions.

Add screens showing the additional “Yes/No” Add screens showing the additional “Yes/No” screen that pops up occasionally asking if you screen that pops up occasionally asking if you want to continuewant to continue

Clarify where to click on the spreadsheet screenClarify where to click on the spreadsheet screen

ReferencesReferences

Dick, Walter, Lou Carey, & James O. Carey. Dick, Walter, Lou Carey, & James O. Carey. The Systematic Design of The Systematic Design of Instruction 5Instruction 5thth Edition. Edition. Addison-Wesley Education Publishers Inc., 2001Addison-Wesley Education Publishers Inc., 2001

Gahala, Jan. “Critical Issue: Promoting Technology Use in Schools.” Gahala, Jan. “Critical Issue: Promoting Technology Use in Schools.” October 2001. 18 June 2004. October 2001. 18 June 2004. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htmhttp://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm

Moursund, Dave, Talbot Bielefeldt, and Siobhan Underwood. “Computer Moursund, Dave, Talbot Bielefeldt, and Siobhan Underwood. “Computer Technology and Professional Development: Suggestions for Schools.” Technology and Professional Development: Suggestions for Schools.” Research Projects/ Road Ahead. 19 June 2004. Research Projects/ Road Ahead. 19 June 2004. http://www.iste.org/research/roadahead/pd.cfmhttp://www.iste.org/research/roadahead/pd.cfm

Sviba, K. “How Teacher Training and Comfort Influence the Utilization of Sviba, K. “How Teacher Training and Comfort Influence the Utilization of Technology in the Classroom.” Spring 2002. 20 June 2004. Technology in the Classroom.” Spring 2002. 20 June 2004. http://www.ic.sunysb.edu./Stu/ksviba/EST%20571%20-Research%20Paper.http://www.ic.sunysb.edu./Stu/ksviba/EST%20571%20-Research%20Paper.htmhtm

Gwinnett County Public School. Gwinnett County Public School. SASI and IGPro: The Elementary Report SASI and IGPro: The Elementary Report Card User Guide.Card User Guide. 17 June 2004. 17 June 2004.

Shiloh Elementary School. Vivian Stranahan, Principal. Shiloh Elementary School. Vivian Stranahan, Principal. Shiloh Elementary Shiloh Elementary Local School Plan for Improvement. Local School Plan for Improvement. 2003-2004. 17 June 2004.2003-2004. 17 June 2004.

Dickey, Valerie. LSTC: Kahoheda Elementary School, Lawrenceville, GA. Dickey, Valerie. LSTC: Kahoheda Elementary School, Lawrenceville, GA. 29 June 2004.29 June 2004.

Strananhan, Vivian. Principal: Shiloh Elementary School, Snellville, GA. 27 Strananhan, Vivian. Principal: Shiloh Elementary School, Snellville, GA. 27 June 2004.June 2004.