Weebly



Mini ProjectbyDonnette FerdinandStudent ID: 308003507A Paper Presented in Partial FulfilmentOf the Requirements ofEDID 6505: Systems Approach to Designing Instructional MaterialsTrimester II, 2015-2016Email:donnette.abbottferdinand@open.uwi.eduUniversity:University of the West Indies Open CampusCourse Facilitator:Dr. LeRoy HillCourse Coordinator:Dr. LeRoy HillTable of ContentsIntroduction …………………………………………………………………………………3Needs Assessment …………………………………………………………………………..4Task Analysis and Performance Objectives ………………………………………………...7Learner and Contextual Analyses …………………………………………………………..8Instructional Strategies and Lesson …………………………………………………………8Assessment ………………………………………………………………………………….9Reflection …………………………………………………………………………………...9List of Appendices:Appendix A – Needs Assessment Plan ……………………………………………………12Appendix B –Task Selection Worksheet ………………………………………………….17Appendix C – Procedural Analysis ………………………………………………………..19Appendix D – Prerequisite Analysis……………………………………………………….20Appendix E – Contextual Analysis Worksheet …………………………………………...21Appendix F – Instructional Strategies and Lesson ………………………………………..24Appendix G– Assessment Tools …………………………………………………………..27IntroductionThe issue of technology in education has been topical within recent times, and in the Eastern Caribbean, governments’ thrust has been towards the integration of information communication technologies across the curriculum. It is evident that ICT’s are here to stay, and that their inclusion in the school’s curriculum can yield tremendous benefits. Hawkridge (1990, in Latchem & Jung, 2010) contends that ICT integration is essential because technology is omnipresent in society; thus students must be immersed in it. Additionally, ICT has the potential to enhance the teaching and learning process, and the overall performance of schools (Hawkridge, 1990, in Latchem & Jung, 2010). In St. Vincent and the Grenadines, the government’s “One Laptop per Child Initiative” has highlighted significant shortcomings within the education system with regards to teachers’ apparent lack of preparedness in effectively utilizing these and other technological devices within the teaching and learning environment.This paper seeks to bring the matter of ICT integration under scrutiny and presents an instructional design approach which stakeholders will find useful. It includes a needs assessment plan, learner, contextual and task analyses, crafting of suitable instructional objectives and development of for instructional strategies and assessment. All of these are contextualized within a modern Caribbean classroom environment.Needs Assessment Plan for the Fairhall Government SchoolVarious methods of data collection will be employed in the needs assessment. These include interviews, informal discourses, observation, and survey questionnaires (See Appendix A). Data were gleaned from key stakeholders, namely, teachers, heads of departments and the school’s principal. This approach is in keeping with standard practice in instructional design. Barbazette (2006) establishes that “observing and interviewing subject matter experts, master performers, and typical target population representatives is critical to making an accurate observation” (p. 86), in what can otherwise be a problematic exercise. Both qualitative and quantitative data will be utilized in drawing conclusions about the current state of participants and the learning environment. Work EnvironmentThe Fairhall Government School is a modern primary educational institution that is equipped with many of the technological tools and facilities that are needed for the integration of ICT across the curriculum. These include a computer laboratory, a multi-purpose room, reading center and library. Despite this, only a minute percentage of teachers at the school utilize these facilities on a regular basis and with enough thought and planning to make an impact.Target AudienceThe members of staff of the FGS range in age from the early twenties to the mid fifties. Levels of education and professional training also differ significantly. Entry level staff members possess CSEC of CAPE qualifications; others have received formal training in teacher education, while the more seasoned teachers have under graduate and graduate degrees. The target group will consist of fifteen teachers and the principal of the school – a total of sixteen educators. Of these, only one member of staff has received formal training in ICT integration procedures and methods. PurposeThe purpose of the needs assessment is to research the reasons why members of staff do not, on a consistent basis, plan and deliver ICT enabled lessons, and to identify their specific areas of training needs.In terms of training, the staff identifies training in ICT integration as their greatest challenge, and the area that they feel least competent and in need of training. The government’s recent “One Laptop per Child Initiative” has brought the changing roles of teachers into focus; hence there is a need to provide training in bringing the curriculum in line with the technology in order to improve student performance. Although several workshops have been conducted by the school’s IT Coordinator in the field, there has been limited follow up and there has not been any significant change in the way that teachers use the technological tools at their disposal. Interestingly, most teachers possess basic computer literacy skills, and have, in many instances, the latest mobile devices, which they use in their personal lives. This does not however translate into effective and meaningful integration of ICT into their daily practice. Consequently, many of the technological tools and resources with which the school has been equipped lay ic of InstructionICT Integration across the CurriculumFormatsA face-to-face approach will be used, with emphasis on collaboration and teamwork, along with an infusion of various technological tools and devices. ObjectivesThe objectives of this needs assessment are to:Identify reasons why teachers do not integrate ICT’s in their daily classroom practice.Conduct a series of workshops aimed at familiarizing members of staff with the principles and skills that will enable them to efficiently and effectively integrate ICT in the classroom.What the Trainer Needs to Know:OPTIMALS Do the teachers in the target group possess the knowledge and skills that are needed for effective ICT integration?Do teachers use ICT tools in lesson planning and record keeping?ACTUALSHave teachers received formal training in ICT use and integration?To what extent do teachers use ICT tools in lesson planning and delivery?To what extent do teachers use ICT tools for administrative and record keeping purposes?FEELINGSIn establishing feelings, teachers’ philosophy of teaching and learning in general, and specifically the use of technology will be examined. Questions asked would include:What do teachers believe are: (a) their roles in the classroom and (b) the roles of their students?How do teachers view the use of technology in the classroom?Are teachers comfortable with technological devices?How confident are teachers in planning and executing ICT enabled lessons?How competent are teachers in planning and executing ICT enabled lessons?CAUSESWhy are teachers not integrating ICT’s in their classrooms?What accounts for the apparent reluctance among teachers to integrate ICT in the classroom?SOLUTIONSWhat do you need to know?Solutions to the problem will answer the question:What intervention is needed in helping teachers to effectively integrate the ICT tools at their disposal into their lesson planning and delivery on a consistent basis?What can or should be done to address teachers’ reluctance to integrate ICT in the classroom? Task Analysis and Performance ObjectivesFor the task analysis, a task selection worksheet (See Appendix B) was used in firstly selecting and prioritizing the tasks. One of the highest ranked tasks was then chosen, and a procedural analysis (See Appendix C) conducted. Based on this, a prerequisite analysis, which detailed each required skill, was done. Performance Objectives:Using Bloom’s Taxonomy as a guide, several performance objectives were developed. Considering that the target audience is made up of adults, efforts were made to ensure to target higher order skills.Terminal Objective:Upon completion of the series of workshops, teachers will successfully apply principles and skills of ICT integration in planning and delivering ICT-enabled lessons.Subordinate Objectives:By the end of the workshop, participants will:When prompted, confidently communicate their opinions and thoughts on the value of ICT integration across the school’s curriculum, and the barriers which exist in the institution with their peers. (Cognitive/Affective)Effectively incorporate various ICT tools/devices in planning at least three lessons in various disciplines. (Cognitive)Set up a multimedia projector and computer with no less than ninety percent (90%) accuracy, for lesson presentation. (Psychomotor)Efficiently create a PowerPoint presentation of no fewer than ten slides. (Cognitive/Psychomotor)Apply at least nine of ten criteria/categories in evaluating selected educational software and websites. (Cognitive)Learner and Contextual AnalysisThe instructional design process does not occur in a vacuum; rather, several variables are combined for a successful outcome. Among those are the learner and the context within which instruction is delivered and will be ultimately utilized. As such, an analysis of these key components of the process is important. A learner and contextual analysis (See Appendix E) was done, and information gathered was considered in designing instructional strategies.Instructional Strategies and LessonInstructional strategies for this project were grounded in Merrill’s First Principles of Instruction, and include activation of prior knowledge, demonstration of tasks, and opportunities for application and integration (See Appendix . In determining which strategies to use, the most important consideration was the learners’ specific characteristics. With this in mind, instructional strategies that are suited to the adult learner were selected. Decisions relative to instructional strategies were therefore made bearing in mind results from the learner and contextual analyses. Assessment The assessment of learning is a crucial component in any instructional design project. Jonassen, Tessmer and Hannum (1999) argue that assessment strategies need to be congruent with learning outcomes; hence, assessment for this particular instructional design unit was based on the stated objectives. A performance rubric (See Appendix G) was designed for use by learners in evaluating educational software. This will be used during the demonstration phase of instruction. Several multiple choice items (See Appendix G) were also constructed, and these were drawn from the subordinate objectives. The multiple choice items will be used for formative assessment. They will therefore be used during the period of instruction.ReflectionFor this project, I was required to apply the skills and techniques that I have acquired so far in this programme in the building of a workshop for a selected target group. I chose the staff of my school, which is comprised of a diverse group of teachers. Their diversity ranges from age, to years of experience and levels of training. Several instructional strategies were included in the project. The fact that the target group consists of adult, strategies include discussion, group and collaborative work, hands-on experiential learning activities and reflective learning. These strategies are outlined in the instructional strategies and lesson development component of the paper. I believe that these strategies are best suited for the process, given my knowledge of the individuals for whom the instruction is designed, as well as the subject matter.The development of the project was for me an extremely challenging endeavor. The difficulty for me occurred because of an initial lack of understanding of the process. Added to that was the personal setbacks that I encountered in getting some tasks completed on time in order to fully benefit from my peers’ feedback. However, whatever feedback that I received from both peers and tutor, went a long way in clarifying many misconceptions that I possessed. Given an opportunity to repeat this process, I will definitely approach this aspect of the task differently, as I am now keenly aware that instructional design is not a solitary endeavor. Collaboration and peer interaction will feature highly.I learned many instructional design lessons from this assignment. Perhaps the most valuable of them relates to the fact that the process of instructional design is really not linear in nature. I discovered, and this was towards the end of the process, that I was compelled to iterate on numerous occasions. Again, this would have been more meaningful if I had been able to better manage my time and meet deadlines.In summary, this experience was one that I will not readily forget, as it not only taught me my lessons about myself, but also of what instructional design entails. As a budding instructional designer, I look forward to repeating the exercise.ReferencesBarbazette, J. (2006). Training needs assessment: Methods, tools, and techniques. Vol.1. SanFrancisco, CA: PfeifferHawkridge, D. (1990). In Latchem, C. & Jung, I. Distance blended learning in Asia. New York, NY: RoutledgeJonassen, D.H., Tessmer, M. & Hannum, W.H. (1999). Task analysis methods for instructionaldesign. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Appendix A: Needs Assessment PlanObjectivesThe objectives of this needs assessment are to:Identify reasons why teachers do not integrate ICT’s in their daily classroom practice.Conduct a series of workshops aimed at familiarizing members of staff with the principles and skills that will enable them to efficiently and effectively integrate ICT in the classroom.What the Trainer Needs to KnowOPTIMALSWhat do you need to know?Do the teachers in the target group possess the knowledge and skills that are needed for effective ICT integration?Do teachers use ICT tools in lesson planning and record keeping?Why do you need to know?Information gained from seeking optimals will indicate the level of teachers’ competence, which can then be measured against the standard. When compared to data gathered when seeking actuals, the specific needs of the group can be established.Who has the information?All teachers, including Senior Qualified Assistant Teachers (supervisors), principal of the school and education officers based in the Ministry of Education can provide information for the optimals.How will the information be gathered?Information for the optimals will be gathered through survey questionnaires and interviews.How will the information be used?The information gathered will be used for informing the goals and objectives for the professional development workshops. ACTUALSWhat do you need to know?In attempting to establish actuals, the following questions will be asked:Have teachers received formal training in ICT use and integration?To what extent do teachers use ICT tools in lesson planning and delivery?To what extent do teachers use ICT tools for administrative and record keeping purposes?Why do you need to know?The data gathered while seeking actuals will be compared to that gathered from seeking optimals for establishing the specific needs of the target group.Who has the information?Information will be gleaned from teachers, who will indicate their levels of ICT training. Senior Qualified Assistant Teachers and the principal, who are responsible for checking lesson plans and monitoring lessons, will also provide information. How will the information be gathered?Information will be gathered through interviews with teachers and class supervisors, and from teachers’ performance appraisal records and lesson plans.How will the information be used?Data gathered will provide information which will determine specifically what the content of the intervention will be in order to bridge the gap between what currently obtains and what needs to be.FEELINGSWhat do you need to know?In establishing feelings, teachers’ philosophy of teaching and learning in general, and specifically the use of technology will be examined. Questions asked would include:What do teachers believe are: (a) their roles in the classroom and (b) the roles of their students?How do teachers view the use of technology in the classroom?Are teachers comfortable with technological devices?How confident are teachers in planning and executing ICT enabled lessons?How competent are teachers in planning and executing ICT enabled lessons?Why do you need to know?The determination of teachers’ feelings concerning ICT integration and their philosophy of teaching and learning will essentially go to the root of the issue. This information is crucial in deciding to what extent the problem which exists relates more to skills and knowledge or attitudes.Who has the information?Information regarding feelings will be drawn from the principal and teachers in the target audience.How will the information be gathered?The information will be gathered through interviews, informal discussions and observation.How will the information be used?This, along with information gathered regarding teachers’ competence will give valuable insight into the specific needs of the group. If teachers’ attitudes are negative, or if they lack confidence in the use of technology, then the intervention must necessarily address these concerns in a targeted manner. CAUSESWhat do you need to know?In seeking causes, the key question that needs to be asked is:Why are teachers not integrating ICT’s in their classrooms?What accounts for the apparent reluctance among teachers to integrate ICT in the classroom?Why do you need to know?Understanding the reasons why teachers do not integrate technology in the classroom will assist the designer in tailoring the content of the intervention to suit the particular needs of the learners. Who has the information?Teachers and administrators have the answers that are being sought concerning the causes of the problem.How will the information be gathered?Interviews and survey questionnaires will be used as tools for determining causes.How will the information be used?The information will inform the nature of intervention. If, for instance, the reasons relate to lack the inability to manipulate tools, then the intervention will focus mainly on getting teachers comfortable with using technological devices. If, on the other hand, the reasons relate to deficiencies in planning and delivering ICT integrated lessons, then the intervention will focus on pedagogy.SOLUTIONSWhat do you need to know?Solutions to the problem will answer the question:What intervention is needed in helping teachers to effectively integrate the ICT tools at their disposal into their lesson planning and delivery on a consistent basis?What can or should be done to address teachers’ reluctance to integrate ICT in the classroom?Why do you need to know?The response to the question asked essentially provides the solution to the ongoing problem which exists at the school.Who has the information?Teachers, school administrators and supervisors and experts who are trained in ICT integration across the curriculum have the information that is needed for the solution.How will the information be gathered?Interviews will be conducted.How will the information be used?This information will be crucial in determining how the problem will be solved and will form the basis for designing the intervention strategies. Appendix B: Task Selection WorksheetCriteria for Task Selection WorksheetCriticality40 ptsUniversality10 ptsFrequency10 ptsStandardization10 ptsDifficulty30 ptsTotal100 ptsNotesPriorityTASKS#1#2#3#4#5#6#7#8Completion of personal summaries detailing personal levels of competence in ICT integration307572069Having information the current levels of participants’ skills is critical in charting the way forward.7Exploration of factors which act as barriers to ICT integration307762070Awareness of barriers to ICT integration contextualizes the issue at hand and helps to define the current situation.6Planning ICT-enabled lessons408682587A necessary skill, since ICT-enabled lessons required specialized planning.1Setting up a multimedia projector and computer for classroom presentations256652062This is an important skill for participants to possess, since it determines participants’ levels of comfort in using them in the classroom.8Creation of a PowerPoint presentation 357872582These are basic lesson presentation tools and skills needed in ICT use.2Participation in professional community for the promotion and support of ICT integration efforts308762071Collaboration and teamwork are crucial to the process, since it provides opportunities for technical and moral support.5Selection and evaluation of educational software and online resources358782078This is important for determining relevance of ICT materials and resources3Reflection on professional development experience307662574Reflection is an essential component of adult learning, and is especially relevant here for evaluating the effectiveness of the training exercise4Appendix C: Procedural AnalysisOverall Goal: Reviewing and Evaluating Educational SoftwareDecide what are the subject needs and parametersDiscuss with stakeholdersIdentify subject areaDetermine the content areaOutline curricular goals and objectivesIdentify learner needs and contextConduct an analysis of learners’ needs, interests, learning styles and levels of performance in the specific subject areaDecide on evaluation criteria based on subject and learner analysesCreate evaluation instrumentTest with teachers and/or other stakeholdersConduct searches for suitable softwareReview existing reviews, evaluations, ratingsApply evaluation instrument to softwareConduct a field-test of software on sample student populationGather post-use feedback from teachersAppendix D: Prerequisite Analysis – Reviewing and evaluating software for classroom useIMPLEMENT within the instructional environmentTAILOR activities to learners’ needsCREATE an evaluation instrumentEVALUATE software DECIDE on evaluation criteriaREVIEW softwareSELECT software based on needsSEARCH for suitable softwareASSESS the specific needs of learnersDETERMINE needsIDENTIFY the subject needs/parametersAppendix E: Contextual Analysis WorksheetDirections: Identify relevant factors in categories (only where and when appropriate) and indicate the effect they will have by circling appropriate number. -2 Greatly impedes-1 Slightly impedes+1 Slightly facilitates+2 Greatly facilitatesOrienting ContextLearner Factors Learner Profile: Adult learners who are self-directed, purposeful and autonomous. Learners possess prior pedagogical knowledge and experience+2Goal Setting:Learners are capable of setting personal goals and work best at goal-oriented Tasks+2Perceived Utility: Do learners consider ICT integration training useful? How motivated are they to learn the material?+2Immediate Environment Factors Social support:To what extent is technical and pedagogical support available in supporting integrating efforts?-1Organizational FactorsIncentives:What incentives (promotion, stipend, recognition, etc.) are offered for participation in the workshops?+1Learning culture:What is the current learning culture of the institution? Are there learning support groups and collaborative teams?+1Instructional ContextLearner FactorsLearner role perception:What do learners perceive are their roles in the teaching? and learning environment? Are they willing to adjust these perceptions?-2Learner task perception:What degree of importance do learners place on learning tasks?-2Immediate Environment Factors Sensory conditions: Is the learning space conducive to teaching and learning? Are the material resources suitable and sufficient?-1 Instructor role perception; schedules: Is there compatibility between learners’ and instructors’ perceived roles? Is the time allotted for learning activities sufficient? -1Organizational FactorsLearning supports:Are collaboration and teamwork actively encouraged and rewarded?-1Teaching supports: Are instructors provided with the resources needed for efficient instructional delivery? Are there opportunities for follow-up sessions?+2Transfer ContextLearner FactorsUtility perceptions: Will learners motivated to apply knowledge and skills to daily practice?+2Perceived resources: Are learners aware of the available resources? Do they believe that they can access additional resources as needed?+1Transfer coping strategy:How will learners be supported in applying knowledge and skills? How will those who appear to lag be addressed?-2Immediate Environment Factors Transfer opportunities:Will learners have opportunities to practice? +2Social support:Are there face-to-face and online support groups? +1Organizational FactorsTransfer culture:To what extent will learners be allowed and encouraged to support each otherand collaborate within the school’s teaching and learning environment?+2Incentives:What incentives will be given for integration efforts?-1 Appendix F: Instructional Strategies and Lesson Ease of useGraphic OrganizerTechnical helpSuitable headingsSSubstancePedagogical helpEasily installedAccuracyClear installation requirementsSuitability NavigabilityContentSupportClearly statedAge appropriateAlign with curriculum goalsLearning Outcomes/ObjectivesActivitiesEVALUATION CRITERIAEngagingLearner specificInitial, renewal, upgrading costsQualifications statedReputable expertsReadable and attractiveSuitable sub-headingsWell organizedVariedAuthorityCostDesign/LayoutAppendix G: AssessmentObjective: Upon completion of the series of workshops, teachers will successfully apply principles and skills of ICT integration in planning and delivering ICT-enabled lessons.Pedagogical Skills/TasksBeginning (1 point)Developing (2 points)Accomplished (3 points)Distinguished (4 points)Reflecting on the use of technology in educationParticipant is uncertain of the role of ICT in education, and does not feel competent and confident in its use. Participant acknowledges that training in ICT integration is justified.Participant is vaguely aware that ICT can be used in enhancing student learning and is ready to explore its use. Participant researches and makes observations relative to how students use technology in learning.Participant is aware of the role of ICT in education.Participant reflects on and researches the best methods of ICT integration in the classroom and how best practices in the field can inform personal classroom practice.Participant is fully cognizant of the role of ICT in education.Participant reflects on, researches and shares findings on best practices in ICT integration with peers. Using and evaluating educational software and online material for lesson enhancement and student learningParticipant does not use educational software and websites as part of classroom instruction.Participant does not possess the skills needed for software evaluation.Participant uses basic ICT applications such as the word processor for lesson preparation.Participant occasionally uses some educational software as supplemental material in the classroom.Participant engages in limited software evaluation.Participant uses websites only for researching lesson content.Participant frequently uses educational software for the provision of drill and practice, research, simulations and tutorials.Participant engages in evaluation of software.Participant effectively uses software to enhance, enrich and promote student learning.Participant uses well researched and documented criteria in the evaluation of software and websites.Participant adopts software where necessary for classroom use. Using ICT tools and devices for classroom instructionParticipant is incapable of using technological tools and devices for lesson delivery.Participant recognizes the need for training.Participant uses some tools, such as the word processor and presentation tools.Participant is keenly aware of the need for training and support.Participant uses a range of tools and devices to enhance learning.Participant is constantly researching ways in which he/she can extend their use.Participant is able to use various technological tools and devices to enrich and enhance learning. Participant extends device use to record keeping and routine administrative duties.Assessing student learning with ICTParticipant assesses students using mainly summative and objective written tests. Participant is aware that ICT can be used to assess student achievement.Participant gathers artifacts of student learning (such as word-processed documents, graphics, and presentations) to show student achievement in student portfolios and parent conferences.Participant uses a wide range of technological assessment tools and strategies to evaluate student products and performances. Participant consistently uses technological representations of student learning in portfolios and parent conferences.Participant uses technology to conduct students’ assessment of and for learning. Participant uses creative means of engaging the technology in student assessment and communicates these to all relevant stakeholders, including students.APPLICATION ASSESSMENT ITEMS (Multiple Choice)Objective: Effectively incorporate various ICT tools/devices in planning at least three lessons in various disciplines. Item 1: At what stage of Welliver’s Instructional Transformational Model is technology an invisible tool that is seamlessly intertwined into the teaching and learning process?UtilizationIntegrationReorientationRevolutionObjective: Set up a multimedia projector and computer with no less than ninety percent (90%) accuracy, for lesson presentation. Item 2: Which of the following represents the correct order for ensuring that a computer correctly detects a projector when preparing for a multimedia presentation?Turn on the computer.Ensure that the display properties on Microsoft Windows are compatible with your projector.Ensure that all active switches are in the on position.Turn on the projector.Check that all cables are correctly connected and switches are set so that the computer connects to the projector.1, 4, 2, 3, 54, 5, 1, 2, 34, 3, 5, 1, 23, 1, 5, 2, 4Objective: Efficiently create a PowerPoint presentation of no fewer than ten slides. Item 3: Which of the following PowerPoint view is BEST for adding slide transitions??Slide sorter viewNormal viewSlide show viewNotes viewObjective: When prompted, confidently communicate their opinions and thoughts on the value of ICT integration across the school’s curriculum, and the barriers which exist in the institution with their peers. Item 4: Which of the following represents an example of a second order barrier to ICT integration?Insufficient time for teachers to plan ICT lessons.Teachers’ belief that ICT does not enhance learning.Lack of access to ICT tools.Limited technical and administrative support. Objective: Apply at least nine of ten criteria/categories in evaluating selected educational software and websites.Item 5: Mrs. Dopwell is evaluating educational software for her Grade Six class. Which of these questions should she ask when considering the “ease of use” criteria?Are there renewal costs?How challenging is the material?Is technical support readily available?Is the content current and up-to-date ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download