Increasing Independent Usage of Technology at Shiloh Elementary

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 teachers
  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 Users 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/EST2057120-
  Research20Paper.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.