Running Head: Complete Title of Thesis Top Margin= 1 inch
RUNNING HEAD: GREEK MYTHOLOGY
Greek Mythology for Elementary GATE Students
A Capstone Project
Submitted to Everett Beckwith
By
Cory Day
In partial fulfillment of the requirements for the
Master of Science in Educational and Instructional Technology
National University
Online
10/28/07
The Capstone Project entitled Greek Mythology for Elementary GATE Students by Cory Day is approved
Signature__________________________________ Date___________
Everett Beckwith, Ed.D., EDT 695 Instructor
We certify that the Capstone Project of Cory Day entitled Greek Mythology for Elementary GATE students, in our opinion, is satisfactory in the scope and quality as a Capstone Project for the degree of Master of Science in Educational and Instructional Technology in the School of Media and Communications, National University.
Signature_______________________________________________ Date___________
Tim Langdell, Ph.D. Chair, Department of Media
Signature________________________________________________ Date___________
Debra Schneiger, M.F.A., Dean, School of Media & Communications
Copyright © 2007 by Cory Day
All Rights Reserved
Table of Contents
Title Page…………………………………………………………………………............ 1
Abstract…………………………………………………………………………………... 4
Chapter 1: Introduction……………………………………………………………………5
Chapter 2: Review of the Literature………………………………….……….………….10
Chapter 3: Research Design……………………………………………………………...23
Chapter 4: Data Analysis and Discussion………………………………………………..28
Chapter 5: Summary and Conclusions…………………………………………………...32
References………………………………………………………………………………..34
Appendices
A: ASSURE Model Storyboard…………………………………………………...37
B: Usability Evaluation Plan...…………………………………………………….40
C: Instructional Evaluation Plan…………………………………….…………….50
Abstract
This Capstone Project is designed to target the needs and characteristics of Gifted and Talented Elementary students in the area of Greek Mythology through online course work on the free website . The course utilizes various technological modalities to differentiate, compact, enrich, and motivate this particular population while meeting the CA Content Standards for Language Arts. The course is asynchronous and allows the student to navigate at an individual rate as peers interact and the teachers facilitate.
CHAPTER 1
Introduction
Instructional technology can be used to significantly enhance the curriculum for elementary gifted and talented students by allowing them to explore topics at a greater intensity. They will be exposed to several modes of instruction on the language arts concepts including: reading materials, online blog discussions, video clips, Power Points, web links, an online multiple choice, true and false and short answer exam, a creation template for their own myth, and the tools to construct a culminating project with Microsoft Power Point, Microsoft Photo Story 3, and/ or Audacity. All in all, the language arts curriculum will be differentiated and compacted via the Internet for the gifted and talented students and they will be able to access information at their own pace. They will be able to design a meaningful project that shows their depth of understanding in the subject area using a constructivist approach while hitting several levels on Bloom’s Taxonomy.
Some of the barriers to this learning environment have been the No Child Left Behind Act (2001) because of its emphasis on underperforming students. Attention and funds were focused on bringing up the scores of those individuals who fell below the proficient mark on standardized testing for the state. Thus, high performing individuals remained stagnant if curriculum was not made challenging. Teaching toward the test has actually created less quality and motivation in instruction, (Gentry, 2006).Technology has assisted this population by offering advanced courses online for students at the elementary level all the way up to the graduate level. Courses can be taken simultaneously and do not require the instructor to be present at all times. Thus, the instructor can still teach to the test if that is what school districts are requiring. Most of the courses require private funding, but there are scholarships.
Background of the Project
Gifted and Talented learners are identified in numerous ways. They are said to be above average intelligence, creative, and committed to tasks according to Renzulli (2007). These learners share similar characteristics that require distinctions in instruction in order for them to make steps forward in their education. Winebrenner (2001) declares that gifted students are curious in nature, can multi-task, are abstract thinkers, learn new material quickly, don’t need review, and are born leaders. This resume demands a special kind of instruction. Teachers cannot have all of the answers. They must turn to the World Wide Web to gather resources for these advanced students. The goal for all teachers is to create self directed lifelong learners. One way to do that is to keep students interested in the material. As Betts (2004) maintains, this cannot be done with prescribed curriculum and instruction. The curriculum must be differentiated by the teacher and or the student.
Online education has enabled students from the elementary level to the university level to access advance course work that meets their individual needs. They have been able to interact with peers at their level to create a virtual community. Their interest level has also been sparked due to the fact that they have had the opportunity to share their ideas with the global community. It has also allowed students who live far away from universities to complete coursework from the comfort of their bedroom via the Internet. Students are able to use the constructivist approach to erect their own meanings based on the experiences they undergo in the process of their educational career.
Statement of the Effectiveness of Educational or Instructional Technology in the Subject Matter Chosen
In the past, online courses had mostly been used in higher education and with students who were located in rural areas. Today, more and more students are gaining access to richer curriculum via the Internet in the classroom and at home.
Purpose of Your Project
The purpose of using the online course on Greek Mythology is to extend the opportunities for gifted and talented learners to gain advanced knowledge on the subject matter and to portray and impart their insights on the material in a creative way.
Definitions
For purposes of this study, the following words are defined:
ASSURE Model: a procedural guide for planning surrounding the actual classroom use of media and technology using Gagne’s research stages which include: arousal of students’ interest, present new material, involve students in practice with feedback, assess their understanding, and go on to follow-up activities, (Smaldino, 2005).
Blog: Web-based journals that allow multiple entries to be saved from multiple users
Bloom’s Taxonomy: Six levels of thinking and learning that range from the least to the most complex (Knowledge, Comprehension, Application, Analysis, Evaluation, and Synthesis), (Winebrenner, 2001).
: The California Virtual Academy is a state approved distance learning program for grades K-12
Constructivism: a theory that considers the engagement of students in meaningful experiences as the essence of learning, (Smaldino, 2005).
Compacting: Condensing a year’s worth of learning into a shorter time period, (Winebrenner, 2001).
Differentiation: providing gifted students with different tasks and activities than their age peers-tasks that lead to real learning for them, (Winebrenner, 2001).
Distance Education: courses on the Internet that are conducted synchronously or asynchronously
Epgy.stanford.edu/: Stanford offers e-learning courses for gifted youth in mathematics and English from the elementary level to the secondary level
Gifted and Talented Education Program(GATE) in California: The California Department of Education (CDE) administers the Gifted and Talented Education (GATE) Program, which provides funding for local educational agencies (LEAs) to develop unique education opportunities for high-achieving and underachieving pupils in the California public elementary and secondary schools. Each school district’s governing board determines the criteria it will use to identify students for participation in the GATE program. Categories for identification may include one or more of the following: intellectual, creative, specific academic, or leadership ability; high achievement; performing and visual arts talent; or any other criterion that meets the standards set forth by the State Board of Education (SBE). The GATE program is authorized under Education Code (EC) sections 52200-52212Education program, (California Department of Education, 2007)
Gifted and talented student: someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression, (National Association for Gifted Children, 2007).
: a Canadian Internet company that allows teachers to create portals to build and host online courses on the web for free. It also allows you to enroll and track ten students at no additional cost.
Rezulli : an individualized website search engine that puts students in touch with engaging, individualized resources and activities specially chosen for their interest areas and learning styles for a fee
You Tube: a video sharing website where users can upload, view, and share video clips for free
Summary
To debrief, assistive technology can be used to significantly enhance the instructional content for elementary gifted and talented students by playing toward their attributes by using fast paced, independent environments, community discussion boards, and creative outlets for multimedia projects to show understanding of the content. Subsequently, the second chapter will review the current literature on the topic to confirm the need and direction for the project.
CHAPTER 2
Review of Literature
The continued growth of the World Wide Web since 1992 has influenced many areas in society. Its development has made the world a smaller place. The WWW has allowed for faster communication, publication, and collaboration between people throughout the world for: business, educational, political, and social purposes. This paper and project specifically target the impact and potential it has had for the education of the gifted and talented population of the 21st century.
Introduction
The purpose of this project is to provide traditional, public school, gifted and talented learners in the general education classroom with the opportunity to expand their knowledge in the Language Arts Curriculum for Greek Mythology by taking a self-paced online course. This will provide these advanced students with an enriched, differentiated, and compacted curriculum which will allow them to express their knowledge in a more creative way using higher order thinking skills via the virtual learning environment’s components. This chapter will provide you with background information on technology and its influence on Gifted and Talented education in the United States. It will also discuss the theories behind the two, as well as studies that have been done.
Impact of the Internet
Since the mid 1990’s, the Internet has gained public popularity in numerous fields including education. It has allowed its users to access current information, connect with other users from around the world, provided entertainment, and offered more efficiency at specific tasks. In regards to education, it has had a significant effect on Gifted and Talented Education. The Internet has expanded learning opportunities for both teachers and students in the following ways: they can have access to differentiated and more multifaceted material, apply critical thinking skills to real life situations, level the publishing playing field, have admittance to creative software, and allowed them to use it as a tool to view and process information more quickly. Technology fits the needs and characteristics of the gifted teacher and learner. Hoctor (2005) states that some of the characteristics of gifted learners are: the ability to learn rapidly, intense curiosity, extreme focus on topics they are passionate about, and advanced abilities in academic areas compared to their peers. Gifted and Talented Education students need the chance to explore, evaluate, and synthesize information at their own pace and level. “Due to the accessibility of vast amounts of information, websites permit teachers to vary the depth and content of any lesson,” (Besnoy, 2006, p. 28). Students can in turn use multiple mediums to create and show understanding of the topic via the Internet with various software programs, chats, e-mail, websites, courses, and blogsites.
In order for teachers to meet the needs of their identified gifted and talented population in the general education classroom they have to look for resources that will extend the required curriculum for these exceptional students while also meeting the needs of the non-identified students in the classroom.
As Armstrong (2002, p. 200) aptly stated,
No longer “sages on the stage” but not merely “guides on the side,” skillful educators are still center stage. They are the hub of their students’ learning and gather a growing number of learning resources, including books, computers, the Internet, and other adult experts. They bring the larger world to their students; which in turn, expands their own knowledge of the subject.
The Internet is there for the taking. It gives gifted students and educators a wider range of prospects for free. This will help alleviate the frustration that teachers have about coming up with new material for the diverse needs of their students within the classroom walls. According to Winebrenner (2001), “The level, pacing, amount, and type of learning activities that benefit average learners are as inappropriate for gifted learners as they are for students who are working significantly below grade-level expectations,” (p.3). This is where the Internet has impacted the level to which teachers can differentiate curriculum and allow learners to access it twenty-four hours a day.
The capability of publishing content on the World Wide Web has evened the playing field. Students have more power than they did before. Their opinions and ideas can be heard around the world for free on sites like , , and online course discussion boards. This peaks the interest levels of the gifted and talented learner because it lets them feel like they are making a bigger contribution to society, not just completing an assignment for their teacher. Their voice counts and can be heard or read by millions, including their peers. As Lewis (1998) states, “The Internet is a powerful vehicle for information dissemination, partly because it demolishes physical and social barriers that have traditionally limited communication between individuals and groups,” (p. 34). The gifted education teacher can now become the facilitator or “guide on the side” instead of the “sage on the stage” who feels obligated to distribute all of the knowledge in the classroom. Students can now take on a more active role in their learning and truly create a deeper meaning of the content. They have access to diverse learning groups as well, ones that go far beyond the school walls into other cultures and countries that they may never have the chance to visit in person. The Internet is allowing the gifted and talented learner to be involved in the larger picture, a global community.
“While intelligence tests often include bonus points for fast processing, educators during the past quarter century have downplayed the importance of speed in learning. In the 21st century speed counts in important ways. With the invention of the Internet it matters,” (Siegle, 2004, p. 34). Gifted students are usually able to process large amounts of information quickly. This makes the Internet a useful personal tool, but there are still a lot of new concepts that they must learn as their experience grows. First of all, students must learn how to find information, decide if it is reliable, determine its value, know how to use it appropriately, and know when they have enough. (Siegle, 2004, p. 34). There are several resources available to teachers and students that educate about copyrighting and plagiarism on websites such as . There are also sites that help give tips on better searching such as: starting with a narrow search, finding exact phrases, trimming back the URL, and looking for similar pages on .
Technology has now become part of our definition of literacy in the 21st century. (Siegle, 2004, p. 34). Students have to learn these skills if they hope to be successful in the future. The workforce will demand this proficiency. There are even students who are now being considered gifted and talented in technology. According to Siegle (2004):
Gifts and talents come in a variety of forms. One possible area is technology. Technology expertise often occurs in two types of technology activities. One area is computer programming and the other is expertise as a technology consumer using hardware and software. They are able to apply technology in creative and effective ways. (p.30)
Talents should not be neglected. Instead, they should be nurtured and developed. Technology has provided educators and students with the opportunity to expand our intellectual capacities with the invention of the Internet. If you think back ten years ago, a lot has changed in how we do our daily living. Students are growing up in the digital age and need to learn how to use these tools appropriately to maximize their potential. Students need to understand that although information is at their fingertips, they still need to work hard and not abuse it.
All in all, gifted and talented students need to be challenged at their independent and instructional level. The Internet gives educators and students access to a realm of possibilities. This is why it is imperative that educators are on board with this technology. “Coordinators of gifted programs, administrators, and other lead personnel are charged with addressing the attitudes and practices of teachers, many of whom are struggling with the effective, purposeful integration of technology into the curriculum,” (Shaunessy, 2005, p.53). Many teachers who are currently in the classroom are not comfortable with the new demands that technology brings and thus shun it. Technology is not going away and if used correctly it can continue to have profound effects on our students and our world.
This brings us to the state of gifted and talented education in the United States and the need for more avenues in meeting the needs of this particular population.
Historical Overview of Gifted and Talented Education and Online Learning
Gifted and talented students in the United States are identified by standardized IQ testing or parent and teacher recommendation. According to the National Association for Gifted Children (2007), this process selects the students who show, or have the potential for showing, an exceptional level of performance in one or more areas of expression. They are said to be at an advanced level, usually in the top 5% in their age population, and require additional services that are not provided in the regular curriculum to reach their capacity.
In contrast to this belief, other theorists such as Howard Gardner (2004), propose other areas of intelligence beyond the traditional mathematical and linguistic skill sets that are normally identified on IQ tests such as the Ottis-Lennon. He proposed that students learn and interpret the world in at least seven different ways through these intelligences: Linguistic, Logical-mathematical, Spatial, Musical, Bodily-kinesthetic, Interpersonal, and Intrapersonal. Thus, traditional instruction in the classroom won’t meet the needs of this diverse group of learners. He stresses the importance of educational programming that presents a medley of opportunities that reflect the seven intelligences to acquire and demonstrate aptitude in academic and behavioral areas.
Renzulli (2007) offers another definition of being gifted which requires the individual to possess three traits. They are above average ability, creativity, and task commitment. Renzulli also created an Enrichment Triad Model to offer an advanced level of learning to gifted students. It includes exposing them to new material, completing activities to acquire the knowledge, and then applying the knowledge in a creative or meaningful way.
Since the 1920’s, two-thirds of U.S. cities have had some type of educational programming for gifted students (Reis, 2007). This comes in many forms that include pull-out programs, differentiated curriculum by teacher and student interest, heterogeneous or homogenous grouping, individualized learning plans, home schooling, independent study contracts, acceleration, and advanced classes.
Recently, many educators have turned to the WWW to provide free differentiation in the classroom for gifted learners in the public general education classroom because the gifted population has suffered from the No Child Left Behind Act of 2001. This act focuses on standardized testing and proficiency, not excellence. According to the White House (2007):
“States that fail to make adequate yearly progress for their disadvantaged students will be subject to losing a portion of their administrative funds. Sanctions will be based on a states failure to narrow the achievement gap in meeting adequate yearly progress requirements in math and reading in grades 3 through 8.” (p.10)
This has created too much emphasis and monies allocated to bringing up the scores of disadvantaged students to the proficient level on standardized tests. This act ignores the gifted and talented student when it comes to this population learning new information and moving beyond the proficient band. According to Growth in Distance Learning (2004, p. 1), “more than half of the states require the districts to offer gifted programs, but few provide enough state aid to cover the costs”. It makes it hard to meet the needs of GATE learners when your funding is decreasing and when you are penalized for not meeting the needs of the Basic, Below Basic, and Far Below Basic populations. Most administrators and teachers are caught in a quandary because in California the State Board of Education recommends the following standards for Gifted and Talented students:
I. The program is articulated with the general education programs
II. A differentiated curriculum is in place, responsive to the needs, interests, and abilities of gifted students
III. The differentiated curriculum for gifted students is supported be appropriate structures and resources
Educators and administrators are looking for the resources and in the 1990’s online education became a new way to supplement education and now in 2007 it has become widely accepted by itself for its numerous resources.
Today, there are many virtual public schools for gifted and talented learners such as , , and . Unfortunately, the biggest barrier to these programs is additional tuition costs According to Growth in Distance Learning (2005)
The National Center for Educational Statistics has issued a new report , Distance Education Courses for public elementary and secondary school students, that shows significant growth in distance learning, with 1 of every 10 public schools in the country enrolling students in either Internet or video-conference courses. Frequently, schools offer online courses that are not available to students in school (e.g. Advanced Placement) or to reduce scheduling conflicts. For the most part, distance learning is offered at high school level, with 76% reporting distance-learning course. Only 7% of middle schools and 2% of elementary schools. (p.8)
With so few elementary students with access to online courses it is imperative that this project be completed so that advanced students are exposed to more opportunities to further their education with out having to come up with private funding.
Theoretical Literature
Gifted students of the 21st century require a different format than those who walked the halls of public institutions twenty years ago. The majority of today’s students, claimed by Prensky (2003) need to be engaged or they will become enraged with the traditional classroom which pales in comparison to the captivating devices they are manipulating outside the classroom such as cell phones, I pods, and computer games. This generation of students is used to multi-tasking through creative graphics and sounds. They want choices for every aspect of their life including school or some will just tune it out.
This is why the Internet is needed to provide more options when it comes to learning than a printed textbook or one teacher can provide. The teacher of the 21st century has to make sure students have access to the appropriate links that will fill the gap in their education.
According to Maeroff (2003),
Intellectually gifted students, another group with special needs, have received notoriously poor treatment in elementary and secondary schools. Online learning could make such children less dependent on regular classrooms to advance through material. Whether they seek enrichment or acceleration they could find online learning to their liking. Competition from online learning might force elementary schools to fashion fresh approaches in classrooms to the challenges of gifted education, an area they have typically neglected in the past. (p. 218).
The Internet has opened the door for teachers to take students anywhere they want to go. They can find out answers to their many questions without having to rely on the knowledge of the instructor or a published book. It can be accessed instantaneously. Every student does not have to be on the same screen at the same time when students are exposed to online curriculum.
According to Siegle (2004), technology is a seamless marriage for gifted and talented learners. In order for students to become literate in the 21st century they have to master certain technological skills. Learning to use technology will not only produce literate professionals, but it will complement their critical thinking skills, their quick processing, and their desire to produce creative outcomes. This leads into the studies that have been done in the area of online learning for the gifted and talented.
Studies
Online education is an ideal mechanism for meeting the needs of the gifted and talented population and is depicted in the studies below in regard to differentiating programs, improving achievement levels, increasing motivational levels, and removing location obstacles.
Students who used the Renzulli Differentiation Engine at which puts students in touch with engaging, individualized resources and activities specially chosen for their interest areas and learning styles for a fee benefited from the results in academic areas.
As stated by Renzulli Learning (2007):
An independent January study involving 198 middle school students and 185 elementary students, who used Renzulli Learning for 2-3 hours per week for 16 weeks, showed increased test scores over a control group who did not use the system. Compared to the control group, students using the system showed an increase of 32 percent in oral reading fluency, a 62 percent increase in social studies, and a 147 percent increase in reading comprehension.
When learning environments match student’s instructional level and spark interest in the subject, achievement levels increase. This was also seen in the next study.
Gifted students at the Northwestern’s Center for Talent Development enjoyed the distant learning courses for a variety of reasons. Attested by Distance Learning for Gifted Students (2005), using Survey results of 99 participants describing the best components, students reported that they enjoyed the pace, the interesting and stimulating course content, high level of challenge, the quality of instruction, the advancement in school, and setting higher academic goals for themselves.
Stanford’s online high also had similar responses. According to Landsberg (2007), Teens appreciated the unconventional methods used to teach the course that include interactive chat rooms, virtual whiteboards, instant messages, and video feed. They enjoyed the bonds they made with their online class mates as well.
Indicated by Belcastro (2002), rural gifted students have also benefited from this new technology which has broken down their location barrier and provided the services such as tutoring and advanced course work this population needs for college and high school students.
Cyr (2004) also demonstrates how online content acceleration has helped her meet the needs of her gifted elementary math student. In her study, she found that she was able to provide her fifth grade student, Ryan, with self-paced advanced CD-ROMs from a university in the area of mathematics to enrich his math curriculum in the elementary classroom. He was exhausting the classroom resources because he was so far ahead of the other students that the general education curriculum bored him and his progress was halted until he was given access to more complex material. After correcting many technical problems Cyr and monitoring Ryan closely she was able to expose Ryan to more concepts through the distance learning program than the junior high students in their textbooks. She also shared that a separate area away from the general education classroom would be best when the student is responding to the material. She also felt that funding and computer system requirements would need to be addressed if the program were to be used again for another student.
Finally, Oliver (2006) was able to use computer based learning to meet the individual needs of his advanced students with his large class size at the university level. His students used a project based mode of inquiry to interact with a heterogeneous group of peers to create a Visual Design Guide. The participants all enjoyed the project and their products were of high standard.
To wrap up the findings, distance education is a much needed outlet for teachers to turn to in order to meet the needs of every learner in a variety of subjects whether it is for an elementary or university student. Distance learning peaks the interest level of students and allows them the flexibility to move at their own pace. They are not put hold while the others catch up.
Summary
In conclusion, gifted education and online learning are a perfect fit. Online learning allows students the opportunity to learn at their own pace and go beyond the teacher and walls of the classroom. It has the potential of giving gifted and talented students equal access to information where they can construct their own meaning from the data and create products that demonstrate their understanding of the subject matter in a more meaningful way. It also provides a safe arena for shy students to express themselves and a place where students will not get ridiculed or feel uneasy about doing accelerated or more challenging work. This leads into the next chapter which will discuss the learning theory, content, population, and assessment methods behind the project design.
CHAPTER 3
Project Design
Learning Theory
The constructivist learning theory was used as a basis for designing this course. “Constructivists emphasize that learners create their own interpretations of the world of information. The shift is from passive transfer of information to active problem solving and discovery,” (Smaldino, 2005, p. 6). Gifted and talented fourth graders will be able to access the information on Greek mythology at their own pace, decipher it, and create a unique culminating product that demonstrates their understanding of the curriculum. They will also have the opportunity to use various learning styles such as visual and audio. In order to follow the constructivist approach, encompass all the levels of thinking in Bloom’s Taxonomy (comprehension, application, analysis, synthesis. and evaluation), and differentiate the instruction for the GATE learners, the educational modalities utilized in the project ensue:
1) Teacher-Directed Presentation: The Power Point Slide Shows, You Tube Videos, website links, reading assignments, and online quizzes that will be viewed by the students in order for them to acquire and demonstrate comprehension of background knowledge on the topic. Please see Appendix
2) Student-Directed Instruction: This includes the questions posted on the blog section that will initiate discussions between teacher and students, role playing while they are writing their own myth, and working individually or in a cooperative group to produce a culminating project via Power Point, Photo Story 3, or Audacity that exhibits their connection with the material.
Project Design
The ASSURE Model was used in designing the project. The ASSURE Model uses Robert Gagne’s stages to plan for effective instruction including: peaking students’ interests, presenting new material, engaging students with feedback, assessing their understanding, and moving on to follow-up activities (Smaldino, 2005). See Appendix A. The educational technology modalities that were incorporated into the project used visual mediums such as pictures, videos, Power Point presentations, online reading materials, questions, and blogs. Sound clips and videos were also used for audio learning styles. The modalities chosen were emphasized in order to peak student interest in the project so that curiosity in the topic will spawn a desire to gain new knowledge about Greek Mythology by moving beyond Bloom’s lowest level.
Content Selection
The subject matter that was selected is mythology, specifically Greek. This was chosen because students in the 4th grade are expected to meet the following state criteria:
▪ Students read and understand grade-level-appropriate material including classical literature and online information.
▪ Compare and contrast information on the same topic after reading several passages or articles.
▪ Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
▪ Identify the main events of the plot, their causes, and the influence of each event on future actions.
▪ Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.
▪ Write responses to literature to demonstrate an understanding of the literary work and support judgments through references to both the text and prior knowledge.
Students will also meet the following National Educational Technology Standards:
▪ Students use technology tools to enhance learning, increase productivity, and promote creativity.
▪ Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
▪ Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
There are only a few examples of myths in our core literature selections which limits the opportunities. Unlike the textbook, the online course provides an endless amount of information on the topic and allows the student to explore the concepts at their own speed. They also have the chance to interact with a homogenous advanced group at anytime of the day. They don’t all have to be on the same page at once. This allows for the curriculum to be differentiated for each individual learner. They will also be able to construct meaning for themselves and build upon it with other students’ perspectives.
Population
The population consists of 4th grade public elementary gifted and talented students. They were chosen because the school clusters this population into one classroom and learning is expected to be differentiated within the general population and it also must follow the CA Content Standards. These students also have access to computers with the Internet in the classroom. The gifted and talented 4th graders were chosen because they would most likely benefit from the online course for mythology because this specific population tends to have the characteristics that are nurtured in this type of learning environment. As acknowledged by the National Association for Gifted Children (1990), some of the general characteristics that gifted and talented students share are: the ability to problem solve quickly, being curious, learns information rapidly and maintains it, gets excited when challenged, is creative, and can concentrate for long periods of time. These are not all the distinctions that identify a gifted student, nor does one student possess all of these traits. However, they do help the individual to thrive in a self paced online course atmosphere.
Assessment Methods
The following assessment methods will be used to evaluate the effectiveness of the course content: consist of multiple choice online quizzes, rubric graded blog responses for instructor supplied questions, comments on peers’ responses, an original myth, and a culminating Power Point presentation or Audacity project on the theme in ancient or modern times. Also, a Usability test will be administered as well as Evaluation forms to provide feedback for revisions. Please see Appendix
Summary
To wrap up this chapter, the project was designed using the ASSURE model which focused on the Constructivist approach in creating and choosing the Greek Mythology content and modalities for the 4th grade online course for GATE students. There was a need for this outlet for this particular population because differentiation was not occurring at as high of a level as desired in the general education classroom because of the intense pressure the No Child Left Behind Act of 2001 has put on certain populations meeting the requirements. The assessments chosen to validate the course modalities included a variety of choices to show understanding of the material as well as usability tests to create revisions.
CHAPTER 4
Project Description and Discussion
The online project on Greek Mythology can be accessed at with the following address: , with the email: Day4th@ , and password: cvrdg. The course number is 123. This e-learning portal will require the 4th grade GATE student to read assigned readings, answer blog questions, respond to other students’ blog comments, watch videos, view Power Points, browse links, write an original myth, take an online test, and create a multimedia culminating project, and evaluate the course and peer projects.
Project Description
The course will start out with an overview on Mythology, Greek Mythology, and Greek Geography. It will then delve into the classic Greek myths which include the following gods, goddesses, monsters, and heroes: Zeus, Hera, Theseus, Arachne, Athena, Demeter, Apollo, Hermes, Hephaestus, Aphrodite, Pandora, Narcissus, Echo, Cupid, Psyche, Daedalus, Icarus, Midas, Perseus, Medusa, Atalanta, Pygmalion, Aphrodite, Callisto, Hercules, and Odysseus. The ten week course will require students to complete two units per week. Each unit will require the student to read assignments from the following books: Heroes, Gods, and Monsters of the Greek Myths by Bernard Evslin, Greek Myth Mini Books by Danielle Blood, and Greek and Roman Mythology by Frank T.R. Edgar. They will also respond to two blog questions and reply to four students’ posts each week. They will also have to view Power Point Lectures, links, interactive sites, and You tube videos. At the end of the course, students will take a final exam including short answer, multiple choice, and true and false online. They will also have to write an original myth and create a multimedia culminating project on a Greek myth or Greek myths in modern times using Microsoft Power Point, Photostory, and/or Audacity. Students will also evaluate the course and each others’ work before grades are completed. Please see Appendix B and C
Data Presentation
The ASSURE model was used in creating the storyboard for this project. The first stage of the model was to look at the learners’ needs. The population that was chosen was Gifted and Talented fourth graders in the general education classroom. These targeted learners have access to computers and the Internet in the classroom and at home. They are eager to learn and need a challenging and creative learning environment where they can move at a faster pace. The objectives for the course correspond with the CA Content Standards for Language Arts for 4th Grade and the National Educational Technology Standards. The media that was selected follows the Greek Mythology theme and allows both visual and audio learners to benefit from the tasks which include: Power Points, interactive website links, blogs, videos, online tests, online papers, and reading material on the e-learning portal, which can be accessed on the Internet 24 hours a day. The media will be used independently. Students will have the chance to view other students’ responses and receive feedback on their responses, projects, and tests via the e-learning portal anywhere there is Internet access. They will be required to complete two units per week for 10 weeks and will be graded on their work by the instructor. After students have completed all of the assessment sin the required coursework they will be given a Usability test and a Reaction Questionnaire. Colleagues will be given this as well. The instructor will also evaluate all of the administered assessments which include: Usability test, Reaction Questionnaire, blog responses, online tests, an original written myth, and a multimedia culminating project. The instructor will take into account all of the feedback and apply this knowledge to any revisions made to course. Please refer to Appendix A, B, and C.
Discussion
The Greek Mythology content was chosen because the state standards require that fourth grade students understand the different genres including a myth. There were a handful of examples in their Literature Anthology that was adopted by the state so another source was sought out. The novel, Heroes, Gods, and Monsters of the Greek Myths by Bernard Evslin captivated the classic stories from ancient Greece and I knew students would become enthralled with the material. During the development of the storyboard, inventory was taken on classroom computers and I was able to apply for a Schoolpower grant to receive more computers, microphones, a digital camera, and scanner. This would allow me to provide students with access to the Internet for the online course if they could do so from home as well as create a multimedia project of their own. The constructivist theory was also the best fit with the population and project because it allowed students to create their own meanings based on their individual backgrounds and unique experiences.
The learning objectives for the course were based on the CA Content Standards for fourth grade. The students who will take this course will be able to identify the different characteristics of a myth, be familiar with classic Greek gods and goddesses in literature by taking an online test and responding to blog questions and replies, write an original myth, understand Greek Mythology’s influence on society today, and create a multimedia project that shows their depth of knowledge on the subject. The course will be evaluated by colleagues as well as student participants. The evaluations are included in Appendix B and C.
Summary
In summary, the project will cover a ten week period of instruction on Greek Mythology for Gifted and Talented participants. Media, theories, and assessments used to enhance the content were chosen and developed using the ASSURE model storyboard. The objectives for the course were based on the CA Content Standards for Language Arts for fourth grade.
CHAPTER 5
Summary and Conclusion
In closing, the WWW has had a tremendous bearing on what teachers are able to expose their students to in the 21st century. Each student’s curriculum can now be tailored to fit his or her needs. It has made the world a smaller place and has leveled the playing field for many classrooms to voice their opinions. This has in turn, created an extra incentive to participate in online courses. Students are extremely motivated by the fact that there are other people out there who are going to read their ideas besides their teacher.
Conclusions
This project has had a tremendous impact on my colleagues and my students. My colleagues and I have created additional courses on and numerous book blogsites in order to foster the love of reading within our students. These extensions to our curriculum have provided much needed outlets for our gifted and talented population who are included in clusters in our general education classroom. They are able to work at their own pace in a genre they are interested in. They also love having the freedom to create their own culminating project using the computer program of their choice.
Implications for Teaching or Training
Other teachers could benefit from this project because most have access to the Internet and they can build an online course for free at on a topic of their or their student’s choice to give their class a channel to expand their knowledge in a fun and creative way. Students would be able to choose from a variety of assessments to show their progress and eventually, students could even make up their own courses online.
Implications for Other Courses
The techniques and multimedia applications could definitely be used to enhance other areas of the curriculum such as online courses to extend other 4th Grade Language Arts standards such as: Tall Tales, Fairy Tales, CA History, Rocks and Minerals, or student interests.
References
Armstrong, Sara, & Chen, Milton (Eds.). (2002). Edutopia: Success Stories for Learning
in the Digital Age. San Francisco: Jossey-Bass.
Belcastro, Frank P. (2002) Electronic Technology and its Use with Rural Gifted
Students, Roeper Review, 25, 14-16.
Besnoy, Kevin. (2006). How Do I Do That? Integrating Websites into the Gifted
Education Classroom. Gifted Child Today, 29, 28-34.
Betts, George (2004). Fostering Autonomous Learners Through Levels of Differentiation. Roeper Review, 26, 190-191.
Bush, George W. (2001) No Child Left Behind Act. Retrieved October 27, 2007, from
California Department of Education Language Arts Content Standards for 4th
Grade (2007) Retrieved on October 27, 2007, from
Cyr, Sylvia. (2004) Can Distance Learning Meet the Needs of Gifted Elementary
Math Students? Gifted Child Today, 27, 42-51.
Distance Learning for Gifted Students (2005). Gifted Child Today, 28, 8-9
Gardner, H. (2004). The unschooled mind, tenth anniversary edition. New York. NY:
Basic Books.
Gentry, Marcia. (2006). No Child Left Behind: Neglecting Excellence. Roeper Review,
29, 24-27.
Growth in Distance Learning (2004). Gifted Child Today, 27, 8.
Hoctor, Marge. (2005). The Internet-A Highway or a Maze? Gifted Child Today,
28, 32-38.
Landsberg, M. (2007). More Clicks than Cliques: Love of Learning Propels Gifted
Students from Around the World at Stanford’s Online High. Los Angeles Times, pp.A1
Lewis, Joan D. (1998). How the Internet Expands Educational Options. Teaching
Exceptional Children, 30, 34-41.
Maeroff, Gene I. (2003). A Classroom of One. New York, NY: Palgrave Macmillan.
National Association for Gifted and Talented (2007) Retrieved on October 27,
2007, from
National Association for Handicapped and Gifted Children (1990). Giftedness and
the Gifted: What’s It All About? Eric Digest. Reston VA: 1-6
Oliver, R. (2006). Exploring a Technology Facilitated Solution to Cater for
Advanced Students in Large Undergraduate Classes. Journal of Computer Assisted Learning, 22, 1-12
Prensky, M. (2005). Engage Me or Enrage Me: What Today’s Learners Demand.
Retrieved on October 27, 2007, from
Reis, Sally M. (2007). No Child Left Bored. School Administrator, 64, 22-26.
Renzulli, Joseph, & Reis, Sally M. (2007). Retrieved October 27, 2007, from
Shaunessy, Elizabeth. (2005). Assessing and Addressing Teachers’ Attitudes Toward
Information Technology in the Gifted Classroom. Gifted Child Today, Vol. 28,
45-53.
Siegle, Del. (2004). The Merging of Literacy and Technology in the 21st Century: A
Bonus for Gifted Education. Gifted Child Today, Vol. 27, Iss.2, 32-35.
Siegle, Del (2004). Identifying Students with Gifts and Talents in Technology. Gifted
Child Today, Vol.27, Iss. 4, 30-34.
Smaldino, Sharon E., & Russell, James D., & Heinich, Robert, & Molenda,
Michael. (2005) Instructional Technology and Media for Learning (8th ed.). Upper
Saddle River, New Jersey: Pearson Education, Inc.
Winebrenner, Susan. (2001). Teaching Gifted Kids in the Regular Classroom.
Minneapolis, MN: Free Spirit Publishing, Inc.
Appendix A
ASSURE Model Storyboard
Analyze Learners
The learners are 4th graders ranging from ages 9-10 whom have been identified as Gifted and Talented learners by the OLSAT test in which they scored 95% or higher in the third grade. They reside in the public general education classroom and have individual needs that have to be addressed at different paces. They have strengths and weaknesses, but most are highly motivated to be challenged in their learning. Their economic backgrounds are stable and affluent. Most of these students also scored in the Advanced level on their California Standards Test in both Math and Language Arts. They enjoy technology and have access to it.
State Objectives
Stimulate student interest in Greek Mythology via the computer and Internet to go beyond the standard requirements from the CA Content Standards for Language Art for Fourth grade which include:
▪ Students read and understand grade-level-appropriate material including classical literature and online information.
▪ Compare and contrast information on the same topic after reading several passages or articles.
▪ Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
▪ Identify the main events of the plot, their causes, and the influence of each event on future actions.
▪ Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.
▪ Write responses to literature to demonstrate an understanding of the literary work and support judgments through references to both the text and prior knowledge.
Students will also meet the following National Educational Technology Standards:
▪ Students use technology tools to enhance learning, increase productivity, and promote creativity.
▪ Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
▪ Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Select Methods, Media, and Materials
In order for content to be available at anytime and any place, an online course has been created on which is a free site for hosting and accessing distance learning. There will be a total of twenty units for the ten week course. A minimum of two units per week will be expected to be completed. Each unit will require reading and a blog response to a question. Many of the units will also contain links to sites that pertain to the subject matter, Youtube video clips, and Power Point lectures from the instructor.
Utilize Media and Materials
Access free interactive websites, downloads, and tutorials for areas such as: Microsoft Power Point. Photo Story 3, Audacity, Google Earth, You Tube,
Require Learner Participation
Students will log on to the online course from one of the eight classroom computers or from a home computer with access to the Internet.
Evaluate and Revise
Student learning will be assessed in the following ways: with a rubric created on on their blog responses, a multiple choice and true and false examination, an original myth, and a Power Point, Audacity project, or a Photo Story project showing understanding of Greek Mythology in ancient or modern times. They will also evaluate the course after its completion by taking the Usability Test and Reaction Questionnaire.
Appendix B
Usability Evaluation Plan for Greek Mythology Online Course
I. Introduction and Definition
There are several definitions for web usability that would pertain to the EDT 693 coursework. According to Krug (2006), “ usability really just means making sure that something works well: that a person of average (or even below average) ability and experience can use the thing-whether it’s a Web site, a fighter jet, or a revolving door- for its intended purpose without getting hopelessly frustrated” (pg. 5). Wikipedia states that, “Usability is a term used to denote the ease with which people can employ a particular tool or other human-made object in order to achieve a particular goal”. And finally, according to Webcredible, “Web usability is about making your website in such a way that your site users can find what they're looking for quickly and efficiently.” Basically, this appears as common sense to most web designers, but must be taken seriously in order to enhance the user’s experience.
For my final project, I am creating an online self-paced Greek Mythology course for Gifted and Talented Elementary students and will be evaluating its usability issues in this document.
II. Target User Profile
The target profile information for the gifted and talented elementary audience (students and instructors) who will be using the Greek Mythology course is shown in Table 1.
Table 1. Description of Learner Characteristics
|Information Categories |Learner Characteristics |
|1. Education |4th grade public general education GATE |
| |students/Elementary teachers with Bachelor |
| |degrees, credentials, and/or masters |
|2. Age |8-10 years old/22 and up |
|3. Cultural Background |Diverse |
|4. Sex |Male and Female |
|5. Prior Knowledge of Computers |Diverse |
|6. Prior Knowledge of Greek Mythology |Diverse |
|7. Economic |Middle to High |
III. The Tests
Assessment Test
The first test I will perform will be the assessment test. My goal is to get three upper elementary teachers to review the online course before I have students test it. This will show whether or not they understand the purpose of the site and how it works. In addition to this, they will also be asked to perform certain tasks and rate the navigation, content, and appearance of each. Suggestions will also be taken throughout the assessment. The test instruments will include: a test invitation, test script, tester instructions, observation form, and a posttest interview. See Appendix for test instruments.
Validation Test
After revisions have been made from the Assessment testing, a validation test will be performed using upper grade elementary students before the course is officially offered. This will be exactly the same as the assessment test. The test instruments will include: a test invitation, test script, tester instructions, observation form, and a posttest interview. See Appendix for test instruments.
IV. Study Limitations/Constraints
Time and money will be a constraint. Teachers and students have a very busy schedule which includes extra duties and curricular activities, and of course family or personal obligations. Testing times will have to be flexible and may be done over the computer through email. A stipend will also not be awarded to participants so volunteers will be taken and not paid.
V. Appendix for Usability Evaluation Plan:
1. Invitation
Hi, you have been invited to participate in the usability test for the Greek Mythology Online Course for Gifted and Talented Elementary Students. The purpose of this usability test is to see what is working well and what is not working well on the site for a diverse group of users with the goal of enhancing the course before it is released to the specific target audience.
As a tester for this course, your job will be to perform the test as outlined in the “Assessment Test-Tester Instructions” file attached to this email and to complete a Post Test Questionnaire also attached to this email.
Course Goal
The goal of this course is to broaden the learning for Gifted and Talented Elementary students in the area of Language Arts with an emphasis in Greek Mythology by offering a self-paced interactive environment online at .
Audience
The audience for this course will mainly be Gifted and Talented Elementary students in fourth and fifth grade general education classrooms with basic knowledge of the computer and Internet. They will meet and go beyond the state requirements for Language Arts when fulfilling the course work.
Test Schedule
The schedule for the usability testing is ____________________. It should take
approximately______________ for you to perform the test.
Thank you for your time and I look forward to seeing your responses,
Cory Day
2. Test Script
Good Day,
My name is Cory Day and I want to thank you for volunteering to assist in the Assessment test for an online course I created for Gifted and Talented Elementary students in the area of Greek Mythology in Language Arts. I’m testing this course to see what it is like for instructors and students who operate this web material.
As you progress, I am going to ask you to write down your thoughts on your test instruction document or on your posttest questionnaire in the comments section. Also, please feel free to “think out loud”. You may ask questions even though a direct answer may not be given so as not to jeopardize the test’s purpose. The purpose being me observing you navigating the website independently. My goal is to use your ideas to revise and improve the quality of the site before it is officially offered to the targeted users.
Now, I am going to ask you to open the file I sent you attached to your email invitation titled Assessment Test-Tester Instructions. We will now begin testing.
3. Tester Instructions
Things to Think About When You Are Performing the Usability Test
▪ Overall appearance of site
▪ Content
▪ Navigation
Test Guidelines
Step 1- Home Page
▪ Access the home page by entering the URL:
▪ Locate Sign-in box, type in email: Day4th@
▪ Type in password cvrdg
▪ Click on course number: 123
▪ Review text and section headings
▪ Comment verbally and/or write down your thoughts below
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2- Introduction to Greek Mythology Syllabus
▪ Navigate to Syllabus and access
▪ Review information
▪ Provide comments
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step-3- Units
▪ Choose at least four of the twenty units to access and review information including text, links, Power Points, videos, graphics, etc
▪ Type a response in the blog section on at least one of the units
▪ Provide comments
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 4-Final Exam
▪ Access and review final exam questions and answer choices
▪ Provide comments
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Observation Form
User Name_________________________
Date______________________________
Site URL: email: Day4th@ password: cvrdg
|Time |Task Description |Observations/Comments/Notes |
|Start:____ |1. Access the homepage with URL |Experience with design: |
|End:____ |and sign-in measures |______________________________________________________________________________|
|Elapsed:_______ | |________________________________________________ |
| | | |
| | |How many times do they ask for |
| | |help:_________________________________________________________________________|
| | |_________________________________________________ |
| | | |
| | |Areas the user/tester needed help with: |
| | |______________________________________________________________________________|
| | |______________________________________________________________________________|
| | |____________ |
| | | |
| | |Number and description of errors tester made: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Site errors found: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Miscellaneous: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |What works well: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Head Slappers/Cheap Hits/Larger Problems: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
|Start:____ |2. Access and review the syllabus|Experience with design: |
|End:____ | |______________________________________________________________________________|
|Elapsed:_______ | |________________________________________________ |
| | | |
| | |How many times do they ask for |
| | |help:_________________________________________________________________________|
| | |_________________________________________________ |
| | | |
| | |Areas the user/tester needed help with: |
| | |______________________________________________________________________________|
| | |______________________________________________________________________________|
| | |____________ |
| | | |
| | |Number and description of errors tester made: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Site errors found: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Miscellaneous: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |What works well: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Head Slappers/Cheap Hits/Larger Problems: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
|Start:____ |3. Access and review at least |Experience with design: |
|End:____ |three curriculum units including |______________________________________________________________________________|
|Elapsed:_______ |text, graphics, Power Points, |________________________________________________ |
| |links, videos, and blogs | |
| | |How many times do they ask for |
| | |help:_________________________________________________________________________|
| | |_________________________________________________ |
| | | |
| | |Areas the user/tester needed help with: |
| | |______________________________________________________________________________|
| | |______________________________________________________________________________|
| | |____________ |
| | | |
| | |Number and description of errors tester made: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Site errors found: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Miscellaneous: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |What works well: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Head Slappers/Cheap Hits/Larger Problems: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
|Start:____ |4. Access and review Final Exam |Experience with design: |
|End:____ |questions and answer choices |______________________________________________________________________________|
|Elapsed:_______ | |________________________________________________ |
| | | |
| | |How many times do they ask for |
| | |help:_________________________________________________________________________|
| | |_________________________________________________ |
| | | |
| | |Areas the user/tester needed help with: |
| | |______________________________________________________________________________|
| | |______________________________________________________________________________|
| | |____________ |
| | | |
| | |Number and description of errors tester made: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Site errors found: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Miscellaneous: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |What works well: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
| | | |
| | |Head Slappers/Cheap Hits/Larger Problems: |
| | |______________________________________________________________________________|
| | |________________________________________________ |
5. Post Test Questionnaire
*I would more than likely have the test users record their results on so that they would automatically be tabulated.
Please circle the number below for each question.
Total Score out of /50 x2 = /100
1. Your level of expertise with computers
1 2 3 4 5
Low > High
2. Ability to navigate through the site/ease of use
1 2 3 4 5
Low > High
3. Relevant content(including links, Power Points, etc.) to theme
1 2 3 4 5
Low > High
4. Overall look and feel of site
1 2 3 4 5
Low > High
5. Proper use of grammar and spelling
1 2 3 4 5
Low > High
6. Relevance of site images to course
1 2 3 4 5
Low > High
7. Overall page layout and organization
1 2 3 4 5
Low > High
8. Were the naming and labeling of links clear?
1 2 3 4 5
Low > High
9. Would you recommend this course to another instructor or student?
1 2 3 4 5
Low > High
10. Overall rating of course
1 2 3 4 5
Low > High
Additional Comments:
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Again, thank you for your time,
Cory Day
References/Resources:
Krug, S. (2006). Don’t Make Me Think: A Common Sense Approach to Web Usability
Indianapolis, IN: New Riders.
Wikipedia:
Webcredible:
Appendix C
Instructional Evaluation Plan for Greek Mythology Online Course at
email:day4th@
password:cvrdg
I. Introduction
According to the University of Texas at Austin Division of Instructional Innovation and Assessment website, “Instructional assessment and evaluation involves the systematic collection of data using accepted methods of analysis as a basis for drawing conclusions and making recommendations about instructional activities, innovations or programs. Instruction includes any activity or program that supports the interaction between students, faculty and content with the aim of learning.” It is important to evaluate the Greek Mythology course in order to gather information on whether or not the site meets the intended goals for the targeted audience which would include Gifted and Talented Elementary students.
II. Instructional Goals
Upon completion of training the students will be able to:
o Read and identify the following from the Greek Myths: the main events of the plot, their causes, influence on future actions, character’s motives and actions, and morals or themes.
o Understand the structure of a myth.
o Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics.
III. Evaluators of instructional material
The evaluators will include upper grade elementary teachers with Multiple Subject credentials who will be the subject matter experts. Some have CLAD certificates, clear certificates, and master degrees. All are tenured teachers. Elementary students with varying ability levels between the ages of 8 and 10 will also evaluate the site.
IV. The Evaluations
The instructional evaluations will include the Formative Evaluation Checklist, a Kirkpatrick Level 1 Reaction Questionnaire, and a Kirkpatrick Level 2 Learning Pre and Post Test on the content objectives for the Greek Mythology online course. Please see appendix 1, 2, and 3.
During design, the subject matter experts will use the Formative Evaluation Checklists to provide feedback for the designer during development. The training will be evaluated by elementary subject matter experts and elementary students after the site has been designed and developed. The subject matter expert will take the Reaction Questionnaire after walking through all of the course material. After the course has been reviewed, additional revisions may be made before the students evaluate the course. The Learning Greek Mythology pretest will be administered before the site is accessed to the elementary students. Then they will complete all of the course material and take the same test again on Greek Mythology. They will also complete the Reaction Questionnaire. Again, additional alterations may be made at this point before the target group (Gifted and Talented Elementary students) evaluates during implementation. The pretest will be administered to them as well as the post test at the completion of the course. These students will also create their own myth, respond to blog questions and complete a multimedia presentation as part of the course requirements. Please see appendix 4, 5, and 6.
V. Study Limitations/Constraints
Time and money will be a constraint. Teachers and students have a very busy schedule which includes extra duties and curricular activities, and of course family or personal obligations. Testing times will have to be flexible and may be done over the computer through email. A stipend will also not be awarded to participants so volunteers will be taken and not paid.
VI. Appendix for Instructional Evaluation Plan:
1. Formative Evaluation Checklists
Formative Evaluation Checklist
One-to-one formative evaluation is usually performed during initial design and development of ICW. It is an informal evaluation method used to identify problems in lesson elements and make changes early when it's least expensive. This checklist should be used by a sampling of students, instructional designers and specialists, subject matter experts, and training managers.
Instructional Adequacy
The instructional adequacy component evaluates the extent to which ICW lessons provide the necessary kind of support for learning and meeting the instructional objectives. There are four areas of instructional adequacy that may be addressed: design, procedures, clarity, and efficiency. Use the table below to assess these areas.
|Area |Topics |
|Design |Is the course content accurate? |
| |Is the course content logical and well organized? |
| |Are the course objectives clearly defined? |
| |Does the course content help to achieve the objectives? |
| |Are examples meaningful and helpful? |
| |Are questions presented clearly? |
| |Is the feedback for incorrect answers supportive and corrective? |
| |Does answering the questions help achieve the objectives? |
| |Are important points emphasized? |
| |Was the amount of information presented in each lesson comfortable? |
| |Is the sequence of information within each lesson logical? |
| |Are the lessons the right length? |
| |Are lessons free of gender, race, religion, or ethnicity bias? |
| |Do media elements fairly represent composition of career field in terms of gender and race? |
|Procedures |Are directions clear and easy to follow? |
| |Do the number of interactions in each lesson make learning easier? |
| |Are installation instructions easy to follow? |
| |Are instructions on how to run the program easy to follow? |
| |When a student is asked to respond, does the method used to respond make it easy to select the correct answer?|
| |Do students enjoy the course and want to continue learning via computer? |
|Clarity |Is the text clear and easy to read? |
| |Is the text easy to understand? |
| |Are course lessons attractive to look at? |
| |Do graphics make lessons easier to learn? |
| |Is sound and speech clear; not too soft or loud? |
|Efficiency |Is there any unnecessary information included in the lessons? |
| |Are there sufficient numbers of examples and practice items included in the lessons? |
| |Do the lessons help students learn the material? |
Cosmetic Adequacy
This component refers to what the lesson actually looks like. Areas of concern include font types, color palettes, and graphic styles. In the past, cosmetic adequacy has been the primary focus of formative evaluations, taking precedence over instructional adequacy. Although important, cosmetic adequacy is not as important as ensuring that the content taught is correct and effective. In general, there are two areas assessed within the cosmetic adequacy component: appearance and clarity. Use the table below to assess these areas.
|Area |Topics |
|Appearance/clarity |Are screens cluttered or too "busy"? |
| |Is it easy to see how the information on the screen is organized? |
| |Are graphics too simple or too detailed? |
| |Is animation interesting without being distracting? |
| |Is the text free of typographical errors? |
| |Are colors and graphics attractive and not distracting? |
| |Do colors and graphics aid in learning? |
| |Are screens consistent and easy to use? |
Program Adequacy
This component refers to the actual courseware itself. Topics that are addressed are: Is the software running as programmed? Are there any problems with the hardware or software? Does the lesson run like it was designed to run? The formative evaluation of this component may take the form of system testing and evaluation within three main areas of design, procedures, and proficiency. Use the table below to assess these areas.
|Area |Topics |
|Design |Do lessons include sufficient security for both students and the disk itself? |
| |Has the domain of appropriate responses been adequately anticipated? |
| |Is information displayed accurately? |
| |Are lesson components logically and systematically designed? |
|Procedures |Are lessons self-starting, requiring minimal manipulation by students? |
| |Are procedures for evaluating student input and performance adequate? |
|Proficiency |Do lessons run as intended? |
| |Are lessons free from programming and conceptual loops? |
| |Do lessons run efficiently (i.e., memory usage)? |
Curriculum Adequacy
This component addresses whether lessons are compatible with the styles of instructors and students, easily incorporated into existing curriculum activities and structures, and compatible with lesson activities and procedures already in place. There are two areas of curriculum adequacy: design and procedures. If curriculum adequacy is a concern during the design and development phases, the table below lists suggested topics that may be assessed during formative evaluations.
|Area |Topics |
|Design |Are lessons consistent with other related lessons? |
| |To the extent feasible and advisable, have instructor and user preference been included in the design? |
| |Can lessons be used as the basis for additional and related lesson development? |
| |Do lessons contain information likely to become quickly obsolete? |
| |Do lessons contain options that require specific hardware or software considerations? |
|Procedures |Are lesson procedures consistent with expectations of the users? |
| |Do lessons offer flexibility in how they can be used? |
2. Level 1-Reaction Questionnaire
Directions: Please circle the image you feel best fits your response to the statement or question in regards to the online course on Greek Mythology at
Relevance of Course Goals:
1) The course provides opportunities to read and identify the following from the Greek Myths: the main events of the plot, their causes, influence on future actions, character’s motives and actions, and morals or themes.
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2) The course explains the structure of a myth.
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3) The course explains the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics.
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4) Please list suggestions and/or comments related to the content and goals on the site.
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Interest Level:
5) Overall, my interest level in the course was:
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Interaction Level:
6) Overall, my interaction level with the course material was:
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Ease of Navigation through Course Material:
7) Overall, navigating through the course content was:
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Transferring Material to other Content Areas other than Language Arts:
8) Overall, the site content could transfer over to other areas in the classroom:
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9) Additional comments or suggestions on your interest level, interaction level, ease of
navigation, and/or transferability.
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3. Level 2-Learning Pre and Post Test for Greek Mythology
Directions: Please read each question and mark the correct multiple choice letter, true or false, or write/type your short answer.
Question 1
Narcissus was in love with (1.0 points)
[pic]a) a flower
[pic]b) Echo
[pic]c) himself
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Question 2
Arachne was punished by Athena because
(1.0 points)
[pic]a) she was a spider
[pic]b) she was an excellent weaver
[pic]c) she killed Hera
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Question 3
A myth is a story that tries to explain the natural world (1.0 points)
[pic]True
[pic]False[pic]
Question 4
The gods did not have any flaws.
(1.0 points)
[pic]True
[pic]False[pic]
Question 5
Psyche broke Cupid's trust. (1.0 points)
[pic]True
[pic]False[pic]
Question 6
It is ___________ when Persephone is in the Underworld. (1.0 points)
[pic]a) spring
[pic]b) summer
[pic]c) winter
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Question 7
Icarus tried to get too close to (1.0 points)
[pic]a) the sun
[pic]b) to his father
[pic]c) none of the above
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Question 8
Pandora's flaw was (1.0 points)
[pic]a) jealousy
[pic]b) greed
[pic]c) love
[pic]d) curiosity
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Question 9
Icarus listened and obeyed his father's words. (1.0 points)
[pic]True
[pic]False[pic]
Question 10
Pygmalion brought a woman to life from stone.
(1.0 points)
[pic]True
[pic]False[pic]
Question 11
Athens is the capital of Greece.
(1.0 points)
[pic]True
[pic]False[pic]
Question 12
The following is a major sea near Greece: (1.0 points)
[pic]a) Aegean Sea
[pic]b) Mediterranean Sea
[pic]c) Ionian Sea
[pic]d) All of the above
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Question 13
Mount Olympus __________________. (1.0 points)
[pic]a) is where they claimed the gods lived.
[pic]b) is not in Greece.
[pic]c) is the highest mountain in Greece
[pic]d) Is both a and c
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Question 14
Crete is _______________. (1.0 points)
[pic]a) the largest island in Greece.
[pic]b) where Zeus was supposedly born.
[pic]c) where the Minotaur was kept
[pic]d) all of the above
[pic]
Question 15
Athena is the goddess of wisdom. (1.0 points)
[pic]True
[pic]False[pic]
Question 16
Hera is not the wife of Zeus. (1.0 points)
[pic]True
[pic]False[pic]
Question 17
When Pandora opened the box, evil things were released into the world. (1.0 points)
[pic]True
[pic]False[pic]
Question 18
Hermes is the messenger god. (1.0 points)
[pic]True
[pic]False[pic]
Question 19
Perseus did not kill Medusa. (1.0 points)
[pic]True
[pic]False[pic]
Question 20
________________ killed the Minotaur. (1.0 points)
[pic]a) Zeus
[pic]b) Achilles
[pic]c) Theseus
[pic]d) Perseus
[pic]
Question 21
A demi-god is half mortal. (1.0 points)
[pic]True
[pic]False[pic]
Question 22
___________ is the god of the ocean.
(1.0 points)
[pic]a) Apollo
[pic]b) Demeter
[pic]c) Poseidon
[pic]d) Pan
[pic]
Question 23
Myths are only found in the Greek culture. (1.0 points)
[pic]True
[pic]False[pic]
Question 24
Aphrodite is the goddess of beauty.
(1.0 points)
[pic]True
[pic]False[pic]
Question 25
Apollo is the sun god. (1.0 points)
[pic]True
[pic]False[pic]
Question 26
Greece is located on the continent of Europe. (1.0 points)
[pic]True
[pic]False[pic]
Question 27
___________ is the god of the underworld. (1.0 points)
[pic]a) Zeus
[pic]b) Apollo
[pic]c) Hermes
[pic]d) Hades
[pic]
Question 28
King Midas was obsessed with __________. (1.0 points)
[pic]a) gold
[pic]b) roses
[pic]c) children
[pic]d) none of the above
[pic]
Question 29
One of the three Gray Sisters lost their ________.
(1.0 points)
[pic]a) leg
[pic]b) eye
[pic]c) mind
[pic]d) none of the above
[pic]
Question 30
___________ punished Echo because she protected Zeus.
(1.0 points)
[pic]a) Arachne
[pic]b) Athena
[pic]c) Aphrodite
[pic]d) Hera
Ouestion 31:
Explain the moral of one of the following: 1) the fable of King Midas or 2) the myth of Daedalus and Icarus (5.0 points)
Question 32:
What overall theme or themes do you see in Greek mythology in general? (5.0 points)
Question 33:
Compare and contrast the significance of mythology in ancient times versus mythology in modern times. (5.0 points)
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4. Create Your Own Myth
CREATE YOUR OWN MYTH
Please attach this myth to the blog for Unit 18 and use the following checklist while writing your myth that is due this Sunday by midnight:
1. Your final copy needs to be at least two pages typed in Microsoft Word with 12 point font. It also needs to have a title and your name on it.
2. Come up with a natural event that you are going to explain in your myth.
3. Choose a hero or heroine for your story. Name and describe you protagonist or main character.
4. Choose a character with whom your character will argue or battle. This will be your antagonist.
5. Describe the setting of your myth (time, location, weather, etc.)
6. Come up with a conflict between these characters.
End with a resolution that explains your natural event.
Check out the Scholastic Myths Brainstorming Machine at to get your imagination flowing.
5. Blog Response Questions
Zeus and Hera
1) In what ways do the immortals in this story act like humans? What abilities do the immortals in this story have that humans lack?
Theseus & the Minotaur
2) Choose one of these quotes and explain its meaning:
• “Do not fear you enemy’s size, but use it against him. Then his strength will become yours.”
• “As you have done to travelers, so you are done by.”
• “You have made your bed, old man. Now lie on it.”
Arachne and Athena
3) What was Arachne's flaw? Do you think Arachne's punishment was just? Why or why not?
Demeter
4) What do the seasons represent in Greek mythology? What is your favorite season and why?
Apollo and Hermes
5) At first Zeus wasn't so sure that he had anymore realms and powers to assign to Hermes. If you were a Greek god, what would you be in charge of? What powers would you hold?
Hephaestus and Aphrodite
6) There is a famous saying that "Beauty is in the eye of the beholder". What do you think that means?
Pandora
7) What was Pandora's flaw? Do you think you would have opened the box? Why or why not? What would the world be like without hope?
Narcissus and Echo
8) What flaws did Echo and Narcissus hold? What was their fate? Which fate do think was worse? Why do you think so?
Cupid and Psyche
9) How does this myth make you feel? What do you think happened to Psyche? Do you think Eros was too harsh on her? What did you learn from this story?
Daedalus and Icarus
10) Do you think Daedalus deserved what happened to him? Why or why not?
Midas
11) What lesson did King Midas learn and how did he learn it? If you could have one wish what would it be and why?
Perseus and Medusa
12) If you suffered the fate of the three gray sisters, would you tell the secret to get your eye or tooth back? If you could only get one back which one would it be and why? What would life be like without the other?
Atalanta
13) What lessons might you learn from the gods and goddesses at this point?
Pygmalion
14) If you could make something out of stone come to life what would it be and why?
Callisto
15) What do you think is out beyond the constellations? Explain why you believe this?
Hercules
16) After reading the myth and watching the film clip, what is your definition of a hero? Why do you think so?
The Odyssey
17) What conclusions can you draw about Greek Mythology at this point? What modern things can you spot from the video clip?
|Blog Response Rubric |
| |
|CATEGORY |5 |4 |3 |2 |1 |
|Response demonstrates an |Strongly Agree |Agree |Undecided |Disagree |Srongly Disagree |
|understanding of the story | | | | | |
6. Multimedia Presentation
Courses > 123 > Curriculum > Unit 19
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Next » « Previous
A sample Power Point project is attached below for viewing.
Power Point Project (20 points)
This is the final project due by the last day of class. Using Power Point, you are going to create a presentation with at least four examples of how Greek Mythology has influenced our modern lifestyle in the media.
OR you may create a Power Point that reenacts a myth from the class or an original one narrated by you. Other program options that may be used are: Audacity with the free download at or Microsoft Photo Story 3 with the free download at .
You will need to have at least 5 slides that will be uploaded for the whole class to view. One of which will be a title slide. You must have text, graphics, transition, sounds, links, and a background on each slide.
Please click on the Power Point tutorial link to review the program if necessary. Use the Unit 19 discussion board to post any questions you might have about the project.
Be sure to email me your final project at Day4th@ and I will post them on Unit 21 for the class to see.
Greek Mythology in Modern Times.ppt
Questions about the project blog here.
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Course Power Points
What is Mythology?
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Greek Mythology
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Greek Geography
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Greek Mythology in Modern Times
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References/Resources:
Instructional System Development - Evaluation Phase - Chapter VI
The University of Texas at Austin Division of Instructional Assessment and Innovation:
Appendix B
Survey of DEF
Include pertinent data for review by the reader who may be interested in the specific details or raw data as collected.
Appendix C
Questionnaire on GH
Include pertinent data for review by the reader who may be interested in the specific details or raw data as collected.
Appendix D
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