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Increasing Independent Usage of Technology at Shiloh Elementary

Increasing Independent Usage of Technology at Shiloh Elementary. The “ADDIES” Melanie Argiro, Mary Forehand, Jean Pirkle Troy Perkins, Wanda Taylor EDIT 6170 Summer 2004. Needs Analysis. Data was collected through surveys, interviews, and research of literature .

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Increasing Independent Usage of Technology at Shiloh Elementary

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  1. Increasing Independent Usage of Technology at Shiloh Elementary The “ADDIES” Melanie Argiro, Mary Forehand, Jean Pirkle Troy Perkins, Wanda Taylor EDIT 6170 Summer 2004

  2. Needs Analysis • Data was collected through surveys, interviews, and research of literature. • Results of the data indicated a need for refresher training and an initial positive response to the idea of a reference guide.

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

  4. Audience and Context • Our target learners are the Shiloh Elementary teachers with diverse educational backgrounds, teaching responsibilities and computer skills. • The setting of the training will be a Shiloh computer lab and/or the individual teacher’s classroom. • Voluntary refresher sessions will be on-going throughout the school year.

  5. Course Design • Terminal Objective: • Shiloh Elementary teachers will demonstrate how to independently generate materials, perform administrative tasks, and locate information using technology and software available through their school and county network. • Attitudinal Objective: • Teachers will choose to use the WAN and LAN to help them accomplish daily tasks.

  6. Course Design • Course: A User’s Guide Through the GCPS WAN and the Shiloh LAN. • Unit 1: Traveling to the Land of LAN and WAN • Teachers will be able to demonstrate the ability to independently produce, save, locate and retrieve materials in various locations within the school and county networks.

  7. Course Design • Unit 2: Taking the Sass Out of SASI • Teachers will be able to independently generate reports and locate data using the SASI database as related to attendance, discipline, class schedules, grade history, and student information. • Unit 3: Be a Pro at IGPro • Teachers will be able to demonstrate the ability to create a grade book, input grades and export grades independently

  8. Unit Design Be a Pro at IGPro • Lesson 1: Creating a New Grade book in IGPro • Lesson 2: Maintaining Class Rosters and Grades in IGPro • Lesson 3: Creating Reports in IGPro • Lesson 4: Creating End-Of-Term Reports and Exporting Grades in IGPro.

  9. Instructional Strategies and Media • All Lessons are available in three forms. • A Quick-Reference Resource Guide (QRRG) will allow teachers to create and perform tasks independently at a time and place of their choosing. • Voluntary refresher sessions where the teachers will given a brief PowerPoint overview of the QRRG and time to use it with help available. • On-line PowerPoint version of the QRRG will allow teachers to practice at a time a place of their choosing.

  10. Formative Evaluation • Our assessment tools include one-on-one interviews, post-activity surveys, instructor observations and LSTC accuracy checks of final products. • The interviews, instructor observations, and post-activity surveys follow the one-on-one and small group trials. The accuracy checks occur during the field trial through out the school year. • The types of assessment are in response to the type of learning activity (a self-paced quick reference guide), the target audience (Shiloh teachers), and the goal (independent users of the guide).

  11. Formative Evaluation Results • The interviews give information about attitude toward and usability of the QRRG. • The survey gives valuable information to revise and refine the guide. • The check list will assess the effectiveness of having easily accessible, independent instructions. It also evaluates the clarity of the instructions themselves.

  12. Recommendations • Enlarge the print of the instructions. • Add screens showing the additional “Yes/No” screen that pops up occasionally asking if you want to continue • Clarify where to click on the spreadsheet screen

  13. References • Dick, Walter, Lou Carey, & James O. Carey. The Systematic Design of Instruction 5th Edition. Addison-Wesley Education Publishers Inc., 2001 • Gahala, Jan. “Critical Issue: Promoting Technology Use in Schools.” October 2001. 18 June 2004. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm • Moursund, Dave, Talbot Bielefeldt, and Siobhan Underwood. “Computer Technology and Professional Development: Suggestions for Schools.” Research Projects/ Road Ahead. 19 June 2004. http://www.iste.org/research/roadahead/pd.cfm • Sviba, K. “How Teacher Training and Comfort Influence the Utilization of Technology in the Classroom.” Spring 2002. 20 June 2004. http://www.ic.sunysb.edu./Stu/ksviba/EST%20571%20-Research%20Paper.htm • Gwinnett County Public School. SASI and IGPro: The Elementary Report Card User Guide. 17 June 2004. • Shiloh Elementary School. Vivian Stranahan, Principal. Shiloh Elementary Local School Plan for Improvement. 2003-2004. 17 June 2004. • Dickey, Valerie. LSTC: Kahoheda Elementary School, Lawrenceville, GA. 29 June 2004. • Strananhan, Vivian. Principal: Shiloh Elementary School, Snellville, GA. 27 June 2004.

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