Graduate Division of Educational Research
Faculty of Education
University of Calgary
Assignment #3
June 25, 2001
Final Project
Educational Technology Integration and
Assessment Plan
Purpose
For my final project I have created an Educational Technology Integration and Assessment Plan for St. Kevin’s Elementary School. Newfoundland and Labrador schools strive to meet objectives outlined in the Foundation for the Atlantic Canada Technology Education Curriculum validation draft. This document “provides a vision for technology education” (page1). As this guide is in draft form only, I would like to address the need to integrate the stated outcomes into the existing curriculum and create adequate assessment techniques to ensure the success of such integration.
Background
It
is important to address the adaptation of the Foundations Technology Education
document because, in my experience, many teachers are not aware of the existence
of such objectives or they do not know how to incorporate them into their
classroom. The document outlines
objectives to be met in technology education at each grade level but provides
little assistance in how to do so. It
is my fear that teacher intimidation of such technology as well as to a long
list of objectives will cause a lack of implementation in Newfoundland schools.
It is my hope that addressing such issues in St. Kevin’s Elementary can
help avoid further disregard of such an important aspect of our students’
educational experience.
St. Kevin’s Elementary School is one of three schools in the community of Goulds. 740 students attend the school in grades 4 to 8. There is one computer lab found in the facility consisting of 40 computers. Each class can access the lab at least once a week, however the trend has been that some teachers do not access the lab at all, while others more frequently. The lab is housed in the junior wing of the building, which connects to the elementary wing through the gymnasium. Considering the time required to walk to the lab, the elementary grades rarely “drop into” the lab. This lack of ability to access technology without preplanning sees a decline in elementary grade use and a rise in the junior high grade’s access to the lab.
Preliminary Notes
St. Kevin's Elementary School has one Learning Resource teacher who handles the Curriculum center as well as the computer lab. Although there is not a technology course in place at the school, the LR teacher will often assist teachers in their technology needs. For the 2001/2002 school year, the school will employ, for the first time, a full-time technology resource teacher. This teacher will work in conjunction with the LR teacher to plan and initiate all technology activities and classes throughout the school. This project assumes a collaboration of effort between these two individuals as well as with the rest of the staff at St. Kevin's Elementary. It has also been the school's policy to employ work term students from College of the North Atlantic who are finishing diplomas in Information Technology, Computer Studies and Computer Programming. Three students are slated to join the staff in the fall semester and two in the winter. They will be directly supervised by the technology resource teacher. For the purposes of this proposal, it is assumed that these students would be very involved with the implementation of the program.
Goals
1.
Identify areas in each grade level at St. Kevin’s Elementary where
technology objectives can be met in conjunction to subject area objectives.
Rationale: As the Foundations document outlines technology objectives at the grade level only, it is important to identify objectives within the subject areas that technology can be integrated. When planning an integration proposal at a school level, it is best to identify the areas appropriate for integration in advance. This can help avoid confusion that may be involved when groups of people are asked to come to mutual decisions. Having the areas already prepared will also negate the possibility that teachers feel overwhelmed and simply disregard the program.
Objectives
Ø
To identify become familiar with technology education objectives
listed in the Foundations document for Newfoundland and Labrador schools.
Ø
To correlate technology objectives with grade/subject objectives
for future integration.
Ø
To further match objectives into categories across subject areas
for possible resource unit.
Methods: It
is first critical to obtain curriculum guides for each grade and subject level.
Using the Foundations document, search for relevant objectives that
correspond with those listed for technology education.
List each technology objective and with it, correspond as many grade
level outcomes that can possibly integrate.
Once completed, create documents consisting of each subject and grade
level integrated objectives for quick referencing and copying.
2.
Develop and implement a questionnaire to identify perceived needs on the
part of staff and administration at St. Kevin’s Elementary School.
Rationale: In order to fully assess the needs of staff and administration as to technology, it is important to determine skills and areas that the learners feel important. Developing a questionnaire is a quick and easy way to identify skills to which staff are proficient, areas where they need assistance, and areas that learners feel are crucial to a successful integration of technology.
Objectives
Ø
To initiative initial draft of questions to determine present
technology ability of staff as well as areas of perceived need.
Ø
To receive final approval on questions based on the school’s
administration survey policy.
Ø
To provide questionnaire to staff and encourage participation.
Ø
To evaluate results in order to best meet technology needs of the
school and to ensure a successful integration program.
Methods: Initiate a quick needs assessment based on the objectives now outlined for integration. List as many skills as perceived necessary for successful intervention of technology objectives. Create a questionnaire asking if teachers have the primary skills, what skills they perceive as important, and any other technology competencies they have. Oversee the implementation of the questionnaire to avoid blank sections due to unanswered questions. Be prepared to defend the questionnaire and the purpose of the integration plan. In order to assure maximum feedback, it is suggested that questionnaire be handed out and responded to immediately at a staff meeting early in the school year.
3.
Set up technology workshops after school to meet the needs of staff
addressed on the questionnaire.
Rationale: In order to successfully integrate technology at the school level, staff must have various skills that are critical to the program. Sending staff outside of the school for training at their own willingness may result in many members simply not receiving the training. At St. Kevin’s mini workshops will be introduced on various topics according to need that teachers can attend after school. This will ensure that teachers are being in-serviced in areas that have previously been identified as lacking within the staff and also critical to the success of the program.
Objectives
Ø To ensure maximum participation of staff and administration.
Ø To encourage basic technological skills to foster communication within the school and promote integration program.
Ø To ensure staff feel comfortable with basic skills and foster a sense of confidence in the integration task ahead.
Methods: Using information gathered using questionnaire responses. Set up 30 to 45 minute workshops addressing skills deficient among staff member deemed necessary to ensure successful integration. Allow for lab time to initiate lessons and encourage full participation. Ensure the sessions address teacher concerns and work at a pace that will decrease frustration. Provide resources to further teacher understanding by providing relevant journals, articles and software recommendation.
4.
Work with teachers in each grade level identifying course objectives
that would be integrated with technology.
Rationale: As outlined in goal one, teachers need to be aware of areas within the curriculum that can be successfully integrated with technology. Once the identification of these areas is complete, teachers can now be trained in the objectives within their grade level, that can accommodate crucial technology objectives as outlined in the Foundations document. At this point the original areas can be modified based on teacher suggestion as they will be familiar with the curriculum and may identify problem areas or those that may have been ignored.
Objectives
Ø To train teachers in objective areas where technology may be integrated into the curriculum.
Ø To receive teacher feedback into correlated objectives as well as other curriculum areas.
Ø To involved teachers in the integration program as well as making them aware of their roles and duties.
Methods: It is now the time to introduce the objectives at grade level meetings. Allow the teachers to input their ideas into the implementation of these objectives and any other objectives they feel could incorporate technology integration. Ask the teachers for any previous units or activities they have implemented in the past that may be useful for program development. Ensure that teachers can relate their new technology skills into incorporation of the program reassuring them that they have the skills to make it a success.
5.
Create grade level “plan” to outline strategies for technology
implementation.
Rationale: Once the grade level meetings have occurred and teacher feedback taken into consideration, a plan can be developed outlining strategies for successful integration. It is important to outline such a plan because it can help assure that the integration will actually occur. Teacher workload is a problem in any area of educational programming, leaving the teachers to devise strategies to integrate may result in the program’s failure. This goal will also assist in consistency within the grade level that all students are receiving similar access to technology within the curriculum.
Objectives
Ø To identify strategies to successfully incorporate technology objectives into the curriculum.
Ø To work within each teacher’s ability to plan technology integration at each grade level.
Methods: Using the teacher’s suggestions and getting further input during this process, develop specific strategies and activities to integrate technology into the current curriculum. Provide these interventions as suggestions so that teachers do not feel overwhelmed that they “have” to carry out the design as planned but make it specific enough that teachers do not feel they have to work a lot above and beyond their regular planning. Offer suggestions of time frames and general guidelines throughout the year.
6.
Create and implement one technology resource integrated unit per grade
level.
Rationale: During the first year of the Educational Technology Integration Plan, it would be useful to monitor the grade level in the incorporation of technology into the curriculum. Using the information garnered from the grade level plan, a resource unit may be developed to ensure that teachers are using the information and that students are having experience with technology. Providing staff with a list of demands without the resources obviously does not work considering the lack of implementation of the Foundations document to this point. Such units will provide excellent resources for teachers in experiencing how such units are developed. Initial guidance, though time-consuming will prove vital for future units in that teachers will have the skills and the experience to create them without assistance.
Objectives
Ø To work with teachers at each grade level to develop a technology resource unit using strategies from the grade level plan.
Ø To ensure that resource unit successfully meets at least 25% of technology objectives.
Ø To overview and assist with the implementation of each unit.
Methods: Using the grade level plan, work with teachers to implement a technology unit where all the activities center on work in the computer lab and various software. During the unit’s implementation, supervise the process allowing teachers the support of a technology resource. Suggest grade level communication and a team teaching approach so that teachers feel comfortable with areas of technology that once may have been frightening. It would be a good idea to have one grade level unit occurring at one time. This will allow for a more focused and monitored unit implementation.
7.
Develop plan of action to integrate technology into the Goulds community
by setting up a committee of parents, students and staff.
Rationale: In order to assist students in closing the digital divide, it is not enough to incorporate technology only within the school system. The Goulds community has a very close relationship with the school and past experience has proven that parents and community members demand knowledge and involvement with school programs. Since the Avalon East School Board instituted necessary School Councils in 1997, a council is already in place at St. Kevin’s consisting of administrators, teachers, parents and students. This council actively seeks areas to which they can take an interest relating to curriculum and community. Such a technology integration plan would be an excellent means to assist in program implementation as well as widening the experience of school and community involvement. If we truly hope to take the concept of digital literacy seriously, it would pay to inform community members on the notion.
Objectives
Ø To contact St. Kevin’s school council about technology integration into the community.
Ø To liaison with school councils of the other two school in the Goulds regarding program.
Ø To form a sub-committee consisting of parents, staff and students of all three schools in the Goulds.
Methods: It is first important to contact the school council committee and make them aware of the program’s intention and plan of action. Ask them for areas where they can be involved at the school/community level. Develop a similar questionnaire to be sent into the community and to parents of St. Kevin’s students. By asking questions as to community need and current skill, it will be possible to provide future workshops to meet this demand. It is also useful to assess community interest as well as let them know what is being planned for the students of the school.
8.
Meet the needs of the community by setting up workshops run by staff and
students of St. Kevin’s Elementary School.
Rationale: The implementation of similar workshops as those held for staff to assist community members will have multiple purposes. First, it would broaden the relationship between community and school by providing a service that is useful within our society. Second, it would provide an excellent opportunity for staff and students to hone their technological skills by instructing others in basic computer related objectives. Finally, it provides an excellent opportunity to assess the success of the technology integration plan, to observe learners providing new skills to others.
Objectives
Ø To develop workshops after school for community members to provide skills in technology.
Ø To train staff and students in the organization of these workshops.
Ø To advertise throughout the community on the existence of these workshops.
Methods: Once the questionnaires are assessed, develop a needs assessment plan based on current skills and goals. Develop workshops to meet the needs of the community and train teachers and students to implement the workshops. Ask for volunteers to oversee these workshops and ensure these volunteers have the skills necessary to run the programs. Offer full support and assistance so that those involved will not feel overwhelmed or isolated. Set up student committee to oversee program advertisement developing information packages to various places in the community. Oversee enrollment of the workshops.
9.
Create proposal for an eventual second computer lab to be housed in the
Elementary wing of the school.
Rationale: St. Kevin’s Elementary School consists of two separate wings joined only through the gymnasium. The single computer lab found in the school is housed in the junior wing, which is also the home to the grades seven and eight classes. Because it is such a long track from one side to the other, the elementary classes have consistently not had access to technology resources. There is a plan in place to renovate the school for the 2002/2003 school year. To successfully integrate technology across the curriculum and grade level there must be a second computer lab that is closer to the elementary classrooms. This will free up lab time for the junior high and provide “at a moment” access for the elementary.
Objectives
Ø To contact reorganization committee regarding the addition of new computer lab.
Ø To develop a needs assessment plan on the basis of technology necessity in the elementary wing.
Ø To present needs assessment plan to reorganization committee and on to the school board if need be.
Methods: Contact the school reorganization committee to assess their intent for recommendation for the next school year. Liaison with this group to provide information about school technology need. Develop an in-depth needs assessment plan detailing the current state of educational technology compared to ideal state. Offer recommendation for improvement in this area. It may be necessary to present findings to the school board on behalf of the reorganization committee.
10.
To house at least three computers in the staff room for instant teacher
access.
Rationale: The staff room at St. Kevin’s Elementary is housed in the elementary wing of the school. As each classroom does not have a computer, and the lab is across the school, teachers do not have quick access to the Internet and other software. Even on preparation periods, it would take too much time to walk across to the lab to work on the computers. If the staff room housed three computers it would be feasible for teachers to have easy access to the software and increase staff motivation to gather further technological skills.
Objectives
Ø To develop a quick needs assessment plan to present to school administration to influence the budget for the school year.
Ø
To set up and introduce these computers to staff at a weekly staff
meeting explaining computer use and benefits to teacher planning.
Methods: It is first crucial to get other staff members on board as far as this request is concerned. Discuss with other staff members, the importance of regular technology access to successful achievement of intended outcomes. Appeal to administration the need for several computers that are easily accessible for staff. Develop a quick needs assessment plan outlining the benefits of full staff access to computers throughout the day. Make an appeal for existing computers if there are no funds available for new technology to be introduced into the staff room. These old computers will serve the purposes as far as e-mail, web browsing, and software attempts are concerned.
11.
To assess student/teacher/administration satisfaction with technology
integration after goals have been met.
Rationale: It
is important to access the perceived success of the Educational Program
Implementation Plan on the part of those who have participated.
The results here will reveal vital information for future initiatives.
Objectives
Ø To develop a satisfaction survey on the integration of technology at St. Kevin’s Elementary school.
Ø To oversee the deliverance of survey throughout the school, addressing it’s purpose and need in the success of future technology programs.
Ø To use the information received to generate a report assessing the value of the program and make recommendations for future endeavors.
Methods: At this point in the Educational Technology Integration Plan, it is necessary to assess the perceived success by those involved. Survey the school on the positive aspects of the program also allowing for the recommendations of potential improvements for future use. Use this information to develop a report that can guide future endeavors into technology integration at the school level.
Resources
Atlantic Provinces Education Foundation. The Atlantic Framework for Essential Graduation Learnings in Schools. 1995.
Farell, Ali and Patterson, Jim. Understanding Assessment in Design and Technology. London: Hodder and Stoughton, 1998
Foundation for the Atlantic Canada Technology Education Curriculum. Technology Education Validation Draft. 2000
Jonassen, D., Peck, K., & Wilson, B. (1999). Learning With Technology: A Constructivist
Perspective. Upper Saddle River, NJ: Prentice Hall.
Newfoundland and Labrador Department of Education. A Curriculum Framework for Technology Education: Living in a Technological Society. Newfoundland and Labrador, 1996.
Norton, P., & Wiburg, K. (1998). Teaching With Technology. Orlando, FL: Harcourt Brace College
Publishers.
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