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Running Head: INSTRUCTIONAL UNITS 1 1

Instructional Unit 1

The Learners, their Environment, and the Instructional Goal

Mariela T. Trevino

The University of Texas at Brownsville

EDTC 6321.01-(Spring 2014)

INSTRUCTIONAL UNITS 2

Table of Contents

Overview………………………………………………………………………………………………………………… 3

Background……………………………………………………………………………………………………………… 4

Learning Environment……………………………………………………………………………………………… 5

Learning Context………………………………………………………………………………………………. 5

Performance Context……………………………………………………………………………………….. 5

Intended Audience…………………………………………………………………………………………………… 6

Demographics………………………………………………………………………………………………….. 6

Experience Level, Skills, and Attitude……………………………………………………………….. 6

Overarching Instructional Goal…………………………………………………………………..……………. 6

Specific Goal……………………………………………………………………………………………………………. 7

Explanation of Specific Goal to Selected Members of Targeted Audience………………… 7

Summary…………………………………………………………………………………………………………………. 7

References………………………………………………………………………………………………………………. 8



The Learners, their Environment, and the Instructional Goal

Overview

The constant and rapid change in the development of technology for educational purposes has

created many opportunities as well as many challenges for educators in K-12 schools. Some the

opportunities that the use of technology offers educators are: easy access to beneficial multimedia

content, available wide-range of mobile computing devices with internet capabilities, and the high

growth in the use of social networking tools for learning and professional development. If educators

gained the required knowledge or skills on how to use those valuable resources, classroom instruction

would be more productive.

However, the development and constant integration of technology in schools can create

substantial challenges. Some of those challenges are the limited access to fast technical support for

common problems with hardware and software in the classroom, the available equipment may not be in

accessible sites, and the most important challenge the lack of time and motivation from the educators

to learn the technology skills required. Focusing on educators at middle school level, in most cases or

schools, do not have enough time in their already very busy schedule of paperwork, deadlines and

lesson plans to keep up with the constant integration of technology in a regular working day. Because of

educators’ busy schedule, it is important for the school districts to develop and provide effective

trainings that will inform and motivate them on the benefits of integrating technology in their everyday

classroom instruction.

Due to individuals learning at different rates and have personal needs to meet while learning

new skills, the development of professional training on technology should be flexible but cover a wide-

ranging set of skills (Gahala, 2001). Before professional training is design and implemented educators’

level of technology skills will be determined by using the “appropriate instrument like the Educational

Technology Foundations for All Teachers which was developed by the National Educational Technology

Standards”. Or Self-assessment is also an appropriate instrument with the technology learning goals

required by the school or district. These instruments will be used to determine the skill level at which

each individual educator stands and “their needs for professional development” (Gahala, 2001). Once

the educators have identified their level of skills, it is expected for administrators, educators, and


technology support staff to work together to determine the “support and resources” educators need to

improve their technology skills for effective teaching (Gahala, 2001).

This Instructional Unit will introduce the education system with professional training on improving

the technology skills of educators. To develop an effective training, the following questions:

What current trainings are being offered in technology to educators?

If any trainings are offered, how are they being offered? (online, in-person, after work, during

work, in groups, individual)

Is the appropriate equipment available for the educators’ training process?

These questions are intended to learn more about the current environment the educators are working

in and to identify some of the needs and constraints.

Background

The development and integration of technology for educational purposes could be

dated back to World War II when the need of new effective trainings opened the doors to new research

and developments. For example, the use of media for educational purpose implemented innovative

developments in the 1930s like the use of radio for instruction. The use of radio and film became a

widespread practice of communication and entertainment in society as well as an innovated method of

delivery effective instruction in public schools. Soon after that, came the development of computers

and the internet that have continued to improve the delivery of instruction in the classroom. According

to Goldman, Cole, and Syer (1999), after twenty years of having computers in classrooms, there have

been major advancements, for example; most schools have computer labs and a computer in every

classroom. More than 90 percent of schools have internet accessibility (wired connection), and more

than 1/3 of the educators have access to the internet in their classroom. However, educators do

acknowledge not using these beneficial tools to its full potential.

Learning Environment

Learning Context

The training will be offer in different dates or times that won’t interfere with a regular school

day. Some of the possible dates are during professional staff meetings/ in-service, early releases, and

weekends. It will have to take place in a computer lab in where the trainer will have access to


computers, internet access, and a projector (smart board) to have the learners participate hands-on.

The trainings will be offer and presented by the Media Service or Technology department of the district.

This training could also be available to educators through the district website for easy access when

needed to refer back.

Train will be divided into two sessions:

First session will present the educator with information on how to get fast technical support and

where to find easy access sites.

Second session will present the benefits of using or incorporating technology during instruction

(motivation support approach).

Performance Context

Upon completion of this training, it is expected for educators to incorporate the use of

technology as an everyday tool for instruction (improvement in technology skills), have better

knowledge on technical support when needed in the classroom (unexpected situations), and better and

effective use of equipment. It is also expected for educators to be able to assist students to have a

better knowledge of how to use technology for educational purpose, for example, be able to save a

document on a USB, create or develop a power point presentation, and use the internet and equipment

effectively.

Intended Audience

The intended audience of this training is for all educators at middle school level from the lower

Rio Grande Valley (cities like Weslaco, Donna, Alamo, and Elsa) that need improvement in their

technology skills to keep up with the constant integration and development of technology use in the

classroom. This training will beneficial for all educators of any gender and age. However, this training

could be beneficial to other employees within a school district for knowledge and motivational purposes

like administrators and school counselors.

Demographics

Educators that may most benefit from this training are teachers working with 6th, 7th and 8th

graders in the lower Rio Grande Valley (middle school level). The middle schools around the lower RGV

area usually have about 50 educators employed per school. More than 50% of educators in the lower


RGV are Hispanic which includes males/females ranging from 23 to 60 years of age. Each school district

may have from 2 to 4 middle schools with a total of about 200 educators.

Experience Level, Skills, and Attitude

The intended audience for this training will be made up of professionals or educators that have

the skills on the basic use of technology. As an educator, it is expected for him/her to have a bachelor’s

degree in education or a bachelor’s degree in other area but has completed a teaching certification

program. Finally, it is expected for the educator to have a positive attitude on learning and

implementing technology in the classroom for instruction.

Overarching Instructional Goal

The overarching instructional goal would be improve the knowledge and skills on how to use

technology equipment by the educators. By reaching this goal, classroom instruction could be improved

and more productive. Also, the students would benefit from available technology resources in their

school.

Specific Goal

The specific goal would be for the educator to take advantage of the many beneficial

opportunities that constant change and development of technology can offer by improving their skills

through professional development training.

Explanation of Specific Goal to Selected Members of Target Audience

The specific goal has been mentioned to one of the members of the target audience who has

been in the field for about 10 years. The educator agrees that specific training on the available

technology and the many benefits could be a successful approach. The educator mentioned that lack of

time and motivation are big challenges for them to keep up with the most recent technology. A second

member suggested that this training should be put into lessons by levels and have available online for

educators that have already attended the required training to review at other times when needed. Both

members were excited to the idea of having more training on the use of technology.


Summary

Through the participation of this training, educators will learn about the opportunities that the

incorporation of technology has to offer the educational environment as well as their skills level. But

most important, it is the opportunity to participate in the training without taking the time from a regular

work day filled with many other duties.


References

Goldman, S., Cole, K., & Syer, C. (1999). The Technology/Content Dilemma. The Secretary’s Coference on

Education Technology-1999. Retrieved February 3, 2014, from:

http://www.ed.gov/rschstat/eval/tech/techconf99/whitepapers/paper4.html

Gahala, J. (October 2001). Critical Issue: Promoting Technology Use in Schools. North Central Regional

Educational Laboratory. Retrieved February 3, 2014, from:

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm

http://www.ed.gov/rschstat/eval/tech/techconf99/whitepapers/paper4.html




The Task Analysis and Instructional Objectives

Mariela Trevino

University of Texas at Brownsville

EDTC 6321.01—Spring 2014


Table of Contents

Introduction………………………………………………………………………………………….……………………………..3

Specific Goal…………………………………………………………………………………………………………………………3

First-Level Task Analysis………………………………………………………………………………………………………..3

In-Depth Task Analysis………………………………………………………………………………………………………….4

Domain of Learning Goal………………………………………………………………………………………………………4

Summary of Peer Review………………………………………………………………..……………………………..……..4

Summary………………………………………………………………………………………..……………………………….…….5

Flow Chart………………………………………………………………………………………………………………………….….6

References……………………………………………………………………………………….…………………………………….7



The Task Analysis and Instructional Objectives

Introduction

This instructional unit is being developed to assist educators of the lower Rio Grande Valley to

attend pre-training registration for future professional training (District Training Program) on improving

their technology skills. Educators will be taking an assessment that provides them with their current

level of skills in technology. After the professional designer(s) or trainer(s) of pre-training have gain the

required information, educators will register to already on schedule professional trainings to assist them

on improving their skills in implementing and using technology as a regular method of teaching in the

classroom. This specific IU is composed of the Specific Goals of training, the steps in the First-Level Task

Analysis, In-Depth Task Analysis (flow chart found at end of report), the Domain of Learning Goal, a Peer

Review Summary, and conclusion Summary.

Specific Goal

Upon completion of this pre-training of the training program on pedagogical opportunities that

constant change and development of technology can offer, 50 educators at A.P. Solis Middle School (6th

to 8th grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the

training program by: (1) identifying own prior knowledge of the covered content and (2) registering for

appropriate level of the district training program. The pre-training will be take place in a computer lab

that is equipped with 50 Dell (OptiPlex 7010), Windows 7 Professional, internet access (Firefox web

browser) and ELMO projector or Smart Board screen for visual steps.

First-Level Task Analysis


The steps for the first-level task analysis were developed with the support of the technology

department of Donna ISD and approval from the administration office.

1. Logon to the district website

2. Complete Skills Level Assessment

3. Register for appropriate level of training(based on level of skills)

4. Attend pre-training

5. Get online access to lessons after completion of pre-training

In-Depth Task Analysis

The In-Depth Task Analysis flow chart could be found at the end of this report. This flow chart

provides the sequence of tasks and subordinate skills.

Domain of Learning Goal

The goal statement will be properly classified into one of the four learning domains which are:

intellectual skills, psychomotor skills, verbal or attitude. Based on the development of this Instructional

Unit, it requires the trainee to use an intellectual or cognitive domain. The trainees are required to

remember and relate the information of pre-training for the upcoming training in effectively using

technology in the classroom instruction. It is also anticipated for educators to recognize the importance

of technology and develop the knowledge of effective incorporation in their teaching methods.

Summary of peer Review

The identified first-level task analysis and the in-depth task analysis were both reviewed by a

college instructor, previously a middle school math educator, who has experience in attending different

required technology trainings. He stated that the first-level task analysis had a clear sequence of steps


to follow. He also stated the steps were very relevant to most educational trainings on both secondary

and higher education. However, he had no experience in the in-depth task analysis flow chart.

Summary

This Instructional Unit provides detailed information on the specific goal, task analysis, and

domains of learning. IU3 will provide educators with a better understanding on what is expected of

them from the pre-training a prerequisite before attending the actual training in the effective use of

technology in the classroom. As technology is constant and rapid change, this pre-training will be the

starting point of training on improving educators’ methods of incorporating technology in the classroom

by identifying their level of skills and receiving the proper training.


Flow Chart- In-Depth Task Analysis

----------------------------------------------- Entry Level Skills Shown Above ------------------------------------

2. Logon to district

website

1. Attend pre-

training

4. Register for

appropriate

training

3. Complete Skills

Level Assessment

Educators have required

education (Bachelor’s degree) Educators have basic skills in

technology use

1.1 use reliable

device (computer

lab)

1.2 active username

and password

2.1 Click on

Teachers Support

link & look for

Assessment

2.2 Complete

assessment

2.3 Save

assessment

3.1 Registration

available through

district website

3.2 Print out

receipt

Specific Goal:

Upon completion of this training, educators will be able to become ready for the training program by: (1) identifying own prior knowledge of the covered content and (2) registering for appropriate level of the district training program.

2.4 Print results

and submit to

supervisor

5. Get online access

to lessons after

completion of pre-

training

4.1 Sign-in

(Certification of

Completion)

4.2 Participation

required


References

Gahala, J. (October 2001). Critical Issue: Promoting Technology Use in Schools. North Central Regional

Educational Laboratory. Retrieved February 3, 2014, from:





Performance Objectives and Assessments

Mariela Trevino

University of Texas Brownsville

EDTC 6321.01—(Spring 2014)


Table of Contents

Introduction……………………………………………………………………………………………………………………………3

Specific Goal…………………………………………………………………………………………………………………………..3

Steps in Achieving the Instructional Goal……………………………………………………………………………….4

Final Rubric…………………………………………………………………………………………………………………………….6

Summary………………………………………………………………………………………………………………………………..6



Performance Objectives and Assessments

Introduction

Instructional Unit 3 is a comprehensive development of the task analysis steps presented in

Instructional Unit 2. IU2 was composed of the first-level task analysis, in-depth task analysis, and

domain of learning goal. As a continuation of IU2, IU3 is composed of the steps in the first-level task

analysis that will provide the required support in achieving the instructional goal. These tasks will be

followed by the performance objectives that will identify the Condition (C), Behavior (B), and Criteria

(CR) and will conclude with an assessment for each performance objective. After the completion of IU3,

Media Service or Technology Department will be able to give the training to educators at middle school

level and educators will be able to successfully complete the four points of the instructional goal.

Specific Goal

Upon completion of this pre-training of the training program on pedagogical opportunities that constant

change and development of technology can offer, 50 educators at A.P. Solis Middle School (6th to 8th

grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the training

program by: (1) identifying own prior knowledge of the covered content and (2) registering for




Steps in Achieving the Instructional Goal, Performance Objectives, and Assessments

CN=Condition, B=Behavior, CR=Criteria

Instructional Goal Instructional Goal with Assessment


Performance Context

Goal: 50 educators at A.P. Solis Middle School (6th to 8th grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the training program by: (1) identifying own prior knowledge of the covered content and (2) registering for appropriate level of the district training program.

Having the opportunity to complete the pre-training in a lab scenario (CN), it would allow for immediate assistance on questions and concerns regarding(B) how to complete skills assessment and registering for district training program (CR).

During the training, learner (educator) will be allowed to ask questions and answer questions regarding skills assessment and registration. Access to a computer during the training will allow the learner to complete skills assessment and registration support from the trainer. A final rubric will be used to evaluate the effectiveness of the pre-training according to the leaners.

Steps in Instructional Goal Performance Objectives Assessment

1. To log in to gain access to District’s training portal

In a computer lab scenario, the educator will be able to log in to district training portal by using employee username and password (B) and navigate through district website (CR).

Does the learner have an active username and password?

Does the learner have the skills to navigate the website?

2. To complete Skills Level Assessment and identify the difference between own existing entry behaviors and required entry behaviors

The educator will go to Teacher Support link for assessment (CN). The educator will be able to complete and identify the difference between own existing entry behaviors and required entry behaviors (B); will save and print out assessment results (CR).

Once the learner has completed and printed out assessment results, he/she is ready to move on to next step. Trainer will answer any questions or concerns as the training continues.

3. To register for personalize pre-training

The educator will now be able to register online for personalize pre-training (CN). The learner will be required to print out receipt (B) for registration conformation (CR).

The educator will now register for appropriate training level which will be determined by the results of the Skills Level Assessment. The registration conformation form will be needed to keep and present at district training program.

4. To attend pre-training The educator attends pre-training (CN) in a computer lab that will allow a hands-on

The learner will be required to answer a questionnaire (created by the department responsible


experience, completion of skills assessment and registration (B). The educator will be able to demonstrate all the required pre-training skills (or entry behaviors) (CR).

for giving the training) at the end of training. The questionnaire will include the following questions:

1. Was the training presented in an effective manner by trainer? Yes or No

2. Is the training presented in an adequate amount of time? Yes or No

3. If No, is more time needed or less time? Please explain.

4. Provide feedback for improvement of training?

5. Rate overall effectiveness of training from a scale of 0 - 5, 0 being not effective and 5 being very effective.

5. To get access to formal training

After completion of pre-training (CN), the educator will be able to demonstrate (B) the ability to access the formal training (CR).

Does the learner have regular use of online lessons?

Do the lessons provide the adequate support?

Are learners ready for the district training program?

Final Rubric

Criteria Description Points Earned points/Comments

Attendance to pre-training

The educator attended the pre-training as expected or

required. 20

Completion of Skills Level Assessment

(15 points)

The educator completed and gain knowledge of prior skills in technology use.

20

Registration to appropriate training

(15 points)

The educator registered for the appropriate training based on the assessment

20


results.

Printed out the required paper work

The educator needs to print out assessment results and registration conformation.

20

Questions or concerns during pre-training

The educator asked questions or had concerns related to the pre-training

20

Total points: 100

Summary

This Instructional unit will presented by Media/Technology Department or by training designers

of the Donna School District of the lower Rio Grande Valley with descriptive information on how to

successfully go about the pre-training. Farther more, each of the steps in instructional goal are followed

by the performance objectives which provide detailed information on what is expected of the educator

to successfully complete the training. The final rubric also provided in this IU will be a resourceful tool

to assess the expected outcome of the training. After the completion of IU3, we will continue to IU4. In

IU4, there will be three parts: instructional strategy, media selection and delivery system, and first draft

materials. It will also contain a peer feedback and an evaluation by using the required rubric.



The Instructional Strategy

Mariela Trevino

University of Texas Brownsville

EDTC 6321.01—(Spring 2014)


Table of Contents

Introduction…………………………………………………………………………………………………………………………… 3

Specific Goal…………………………………………………………………………………………………………………………… 3

Instructional Strategy……………………………………………………………………………………………………………… 3

Pre-instructional Activities……………………………………………………………………………………..…….. 4

Content Presentation……………………………………………………………………………………………….…… 4

Learner Participation………………………………………………………………………………………………….… 4

Assessment…………………………………………………………………………………………………………………... 5

Follow-through Activities………………………………………………………………………………………………. 5

Media Selection and Delivery System…………………………………………………………………………………………. 5

First Draft Materials…………………………………………………………………………………………………………….……. 5

Summary…………………………………………………………………………………………………………………………….……. 5

Appendix I……………………………………………………………………………………………………………………………..…. 6

Appendix II………………………………………………………………………………………………………………………………. 6

Appendix III……………………………………………………………………………………………………………………………... 8

Appendix IV……………………………………………………………………………………………………………………………… 9



The Instructional Strategy

Introduction

Instructional Unit 4 continues with the development of pre-training that will lead to a district

training to assist educators in improving their skills and knowledge on technology benefits in the

classroom. In this IU, the instructional strategy will be presented as well as the media selection,

delivery system, and first draft materials that will be used in following the instructional strategy

activities.

Specific Goal








Instructional Strategy

The instructional strategy is the process of transferring the content and skills of the training to

the leaner. It allows for the learner to understand and complete the performance objectives stated in

IU4. The instructional strategy is composed of five sequences categories which are the following:

1. Pre-Instructional Activities

2. Content Presentation

3. Learner Participation

4. Assessment

5. Follow-through Activities


Pre-instructional Activities

The purpose of the pre-instructional activity in this training is to present a brief overview of why

is important to complete a skills assessment as well as to motivate the learner in upcoming activities.

The pre-instructional activity will be presented with a short 10 minute power point presentation that

will be access through the district website once logged into district portal and projected on the smart

board or Elmo by trainer. This power point presentation will be created by trainer in an attempt to

motivate and engage the learners in the pre-training by identifying the benefits of the skills level

assessment and registration to further training program to improve their technology skills. Refer to

Appendix II to review the power point text, images, and animation.

Content Presentation

This instructional unit will take place in a computer lab scenario with the support or the Media

Services or Instructional Department staff of the district. However, the learners will be expected to

work independently on particular sections of training. The content presentation will follow a sequence

order of tasks for the success, effectiveness and completion of training by the learner. The tasks will be

divided as followed:

1. Log in to district portal- the learner will log in to the district website (portal) by using username

and password. Appendix I

2. Overview of pre-training- A power point presentation with an overview and motivational

engagement of pre-train will be available to the learner through district website and by trainer

on smart board or Elmo available in computer lab.

3. Complete skills level assessment- The assessment will be provide through district portal.

Learners will have 20 minute to complete assessment. Appendix III

4. Register for district training- After results of assessment are generated for learner, he/she will

now register for personalized district training.

5. Concerns or questions and closing to training- The pre-training will have closure by reviewing

the material presented, allowing learners to state questions or concerns and a small final survey

for feedback on training effectiveness. Appendix IV


Learner Participation

With the support of Media Services staff and multimedia equipment, the learner will be able to

successfully complete the pre-training.

Assessment

The skills level assessment that the learner will complete during pre-training will be evaluated by

the trainer to assist with appropriate registration of district training. The skills level assessment will be

selected by the Media Services Department that will determine the best and most reliable sources.

Refer to Appendix II for a sample skills level assessment.

Follow-through Activities

The expect follow-through activities from the pre-training is the attendance to the district

training which assist with improving the use of technology in the classrooms by the educator.

Media Selection and Delivery System

This instructional unit will be presented in a computer lab that is equipped with 50 Dell (OptiPlex 7010)

computers with Windows 7 Professional, internet access (Firefox web browser) and Elmo projector or

Smart Board screen for visual steps.

First Draft Materials

Please refer to Appendices I-IV for details on the first draft materials of the instructional

strategy activities.

Summary

This instructional unit presents the development of the instructional strategy with the support

and combination of the previous instructional units. In IU4, educators will be able to successfully follow

the instructional strategy activities with the support of the first draft materials to engage in the pre-

training instructional goals. As we continue to IU5, the educators will have the opportunity to evaluate

and review the instructional strategy, the media and delivery system selection, and the first draft


materials. This will give the educators the opportunity to submit changes and recommendations to the

instructional designer.

Appendix I: Log in to District Portal

Welcome to this pre-training. As professionals in the education system, it is important for us to

be current with the rapid and constant changes in the use of technology. In this pre-training, you will

identify the difference between own existing entry behaviors and required entry behaviors for further

improvement of technology skills in the classroom.

Let’s start! Please feel free to ask questions or express any concerns.

Step 1: sign-in to

pre-training

Step 2: Find computer

station

Step 3: Log into district

portal

Step 4: Open power

point presentation

Appendix II: Introductory Power Point Presentation

Information: Finding the time and the motivation to attend required trainings can sometimes be

challenging in already very busy schedule. However, it is important to keep up with the many changes

and benefits that technology has to offer in the classroom and as part of regular instruction.

Motivation Slide:

As technology is in constant and rapid, it is important for educators to

keep up. With the support of your district office and Media Services


staff, educators will be able to enhance their teaching methods with the

support of technology.

Benefits of Pre-training slide:

Educators will be able to take and complete skills level assessment with

the support of a trainer. This pre-training will prepare the educator for

the upcoming district training

Assessment slide:

The skills assessment will assist the educator identify the difference

between own existing entry behaviors and required entry behaviors.

This will avoid for educators to attend unnecessary trainings.

Registration to district training:

After the results of the skills level assessment, the educators will have

the opportunity to register for personalize training at pre-training. The


educator will have the support of the Media Services staff to complete

registration properly.

Appendix III: Skills Level Assessment

Instructions: Please read each question carefully and to the best of your knowledge. The

purpose of this assessment is to identify the difference between own existing entry behaviors and

required entry behaviors. Upon completion of this assessment, you will be able to register for further

improvement on the areas needed in the effective use of technology in the classroom.

You will have 20 minutes to take and complete the following assessment:

Select response that best

applies.

Question

What is your knowledge of computer operating system? Can you:

Yes or No Able to Navigate a desktop and/or laptop?

Yes or No Able save and retrieve files?

Yes or No Identification and appropriate use of text, graphic, image, audio and video

files?

Yes or No Able to connect to and print from a network?

Yes or No Able to connect to and search the internet?

Yes or No Able to use e-mail as a method of communication?

What is your knowledge with work processing and publishing? Can you:

Yes or No Create a new document from a blank page or a template?

Yes or No Able to use the Save, Save As, and Save as Web Page (different name,

location, or format)?

Yes or No Able locate and open an existing document?

Yes or No Able to insert WordArt, clip art, and images (graphics) into a document?

Yes or No Able to print a document?

What is your knowledge with spreadsheets and charting? Can you:

Yes or No Able to use basic functions like AVERAGE, SUM, COUNT, MIN, and MAX?

Yes or No Able to modify row, column size, and alignment of cell content?


Yes or No Able to insert and delete rows and columns?

Yes or No Able to create and modify a chart?

Yes or No Able to preview and print worksheets or entire workbooks?

What is your knowledge with multimedia and presentations? Can you:

Yes or No Able to create a linear or nonlinear presentation?

Yes or No Able to insert a hyperlink?

Yes or No Add picture and sound from Clip Art or a file?

Yes or No Able to insert a video?

Yes or No Able to save and print the presentation (in different formats)?

Do you have knowledge on the impact of technology in society and future careers?

Do you know:

Yes or No Understands internet Safety and Value to Education?

Yes or No Understands invasion of Privacy?

Yes or No Digital Divide: Student access to technology?

Yes or No What is the impact or effect of technology on future careers?

Appendix IV

The learner will be required to answer a questionnaire (created by the trainer) at the end of training.

The questionnaire will include the following questions:




______________________________________________________________________________

_______________


______________________________________________________________________________

________________

10. Rate overall effectiveness of training from a scale of 0 - 5, 0 being not effective and 5 being very

effective. 0 1 2 3 4 5



Formative Evaluation

Mariela Trevino

University of Texas at Brownsville

EDTC 6321.01—(Spring 2014)


Table of Contents

Introduction……………………………………………………………………………………………………………3

Specific Goal…………………………………………………………………………………………………………..3

Subject Matter Expert Review………………………………………………………………………………..4

Introduction……………………………………………………………………………………………...4

Subject Matter Expert Review Summary……………………………………………….….4

Synopsis……………………………………………………………………………………………….……5

One-to-One Evaluation…………………………………………………………………………………….……5

Introduction………………………………………………………………………………….……….…5

One-to-One Evaluation Summary…………………………………………….……………...6

Synopsis…………………………………………………………………………………….……………..7

Small Group Evaluation………………………………………………………………………………………….7

Introduction………………………………………………………………………………………….…..7

Small Group Evaluation Summary………………………………………………………………8

Synopsis……………………………………………………………………………………………………..8

Summary………………………………………………………………………………………………………………..8

Reference……………………………………………………………………………………………………………..10

Appendix I through IV………………………………………………………………………………………11-15



Formative Evaluation

Introduction

As stated by Branch (2009), ADDIE is an application of learning design that is generative,

responsive and validating. It is generative process due to its application of concepts and theories to

particular contexts. The use of an ADDIE Model within the educational environments is promoted to

enable the development of knowledge and skills during events of guided learning (p. 3). Through the

development of this pre-training, the 5 instructional units have been guided by the ADDIE Model. In the

Instructional Units (1-3), the learning environment, intended audience, overreaching instructional goal,

specific goal, task analysis, and domains of learning were identified. In previous Instructional Unit 4, the

instructional strategy, delivery system and first draft materials were identified. In this final instructional

unit 5, the formative evaluation will be identified and presented with the support of the following

information: a subject matter expert review, one-to-one evaluation, and small group evaluation of first

materials draft. Changes to the instructional unit will be made as needed.

Specific Goal








Subject Matter Expert Review

Introduction

The Subject Matter Expert that assisted with the review of this training is a six grade teacher.

Mrs. Hernandez has been a six grade teacher for 4 years in a local middle school of the Lower Rio

Grande Valley. Mrs. Hernandez graduated from a local college with a degree in Technology

Management. She then decided that she wanted to become a teacher and went through a teaching


certification program. During the process of working on her bachelor’s degree, she learned the

importance that technology plays in the educational setting.

The instructions, first draft materials and a Subject Matter Expert review form were made

available to Mrs. Hernandez electronically (email). In the instructions as a highlighted detail, she was

notified to take under consideration the length of the pre-training and projected pre-training time of 45

minutes for best results in her review. Mrs. Hernandez responded with the review and observations of

the first draft materials the next day through email reply.

Subject Matter Expert Review Summary

The table below displays the information on the Subject Matter Expert review by Mrs.

Hernandez on the first draft materials.

Steps SME's Comments My Response

Step 1: Introduction

The SME commented that the introduction of pre-training is well developed and provides effective information.

No changes needed. The information here is to introduce trainer to the learners and begin training.

Step 2: Pre-Instructional Activities

The SME commented that the pre-instructional activities looked appropriate to content.

No changes needed

Step 3: Skills Level Assessment

The SME commented that the Skills Level Assessment was appropriate but may require more time than projected.

Changes will be done as needed after One-to-One Evaluation is completed.

Step 4: Final Evaluation The SME commented that final evaluation was brief and clear but it lack instructions on completing.

Changes will be done by adding instructions on top of final evaluation.

Overall The SME commented that pre-training was simple, logical, detailed and specific.

No changes need.


Synopsis

Mrs. Hernandez stated that overall the pre-training was well developed and beneficial to the

learners. She also stated that the use of a power point presentation for visual instructions as well as the

use other technology equipment and the support of the Media Services staff were beneficial tools. She

believes that the lack of motivation and appropriate trainings on the use of technology in the classroom

is very discouraging to many in her field. In overall, she made or suggested minor changes to the

instructional unit.

Revisions:

Carefully review the accuracy of time set for Skills Level Assessment with its length.

Instructions will be added to Final Evaluation

One-to-One Evaluation

Introduction

The One-to-One Evaluation was piloted with an eighth grade math teacher. He graduated with a

math degree and has previous experience as an adjunct college math instructor. He has knowledge on

the use of technology in the classroom setting through his experience as a college instructor. However,

agrees that school districts of secondary education lack proper trainings for teachers on the benefits of

technology in the classroom.

One-to-One Evaluation Summary

The table below displays the information on the One-to-One Evaluation review on the pre-

training content.

Steps My Observations My Response

Step 1: Introduction & log-in to

gain access to District’s training

portal

The evaluator of pre-training was

able to start training with a clear

understanding. Commented

that introduction was clear and

brief. It provided detailed

information the steps needed to

No changes needed.


log-in and complete assessment.

Power point presentation was

informational too.

Step 2: Complete Skills Level

Assessment

As evaluator tool the Skills Level

Assessment, it was observed

that the time given was

adequate.

No changes needed.

Step 3: Register for personalized

district training

Evaluator was able to register for

personalized district training

with no problem. Did ask a few

questions just for better

understanding of process.

No changes needed.

Step 4: Final Evaluation Evaluator made same comment

as SME on lack of instructions.

The appropriate changes will be

made to provide an introduction

with instructions to final

evaluation.

Synopsis

After completion of pre-training, the eighth grade teacher mentioned the importance of proper

trainings on technology use in the classroom. He also stated that trainings like this one helps the learner

understand and gain motivation on district trainings. As a final conclusion or suggestion, he stated that

brief trainings with effective information were appropriate for teachers because of their already busy

schedule to attend all day and irrelevant trainings.

Revisions:




Small Group Evaluation

Introduction

For the small group evaluation, I requested the support of a student currently in an education

program. She has substituted as a part-time job mostly at middle school level. The second candidate is

currently a development math college instructor with previous background in middle school teaching.

He is currently working on incorporating online learning lessons to his classes. As he is trying to do this,

he is learning that many of his students lack the knowledge on how to use technology for educational

purposes which goes back to their educational training in middle school and high school.

Small Group Evaluation Summary

The table below displays the information on the Small Group Evaluation review on the

pre-training content.

Steps My Observations My Response

Step 1: Introduction & log-in

to gain access to District’s

training portal

As a group, it was determined that there was a clear understanding of the introduction. The learners had a few questions that were easily answered but didn’t required changes to content.

No changes needed

Step 2: Complete Skills Level

Assessment

As a group, one member took 5 minutes more than other member to complete assessment but didn’t go over the set time.

No changes needed

Step 3: Register for

personalized district training

As a group, the members were able to register with minor questions but didn’t require changes.

No changes needed

Step 4: Final Evaluation As a group, the members also believe that final evaluation should have instructions.

Required changes will be made.


Synopsis

Again as the Subject Matter Expert and One-to-One Evaluator, the Small Group Evaluator also

agreed on the relevance and benefits of this pre-training. They both agreed that the time set for

training was appropriate.

Revisions:



Summary

This pre-training was developed with the support of the ADDIE Model through the process of:

Analyzing, Designing, Developing, Implementing and Evaluating. In Instructional Unit 5, the formative

evaluation review was conducted with the cooperation of the Subject Matter Expert, One-to-One

Evaluation, and a Small Group Evaluation. This review allowed me to make appropriate changes for

effective results. The feedback of the formative evaluation provides guidance to making the appropriate

corrections that may have gone unnoticed through the development process.


References

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.


Appendix I: Log in to District Portal

Welcome to this pre-training. As professionals in the education system, it is important for us to

be current with the rapid and constant changes in the use of technology. In this pre-training, you will

identify the difference between own existing entry behaviors and required entry behaviors for further

improvement of technology skills in the classroom.

Let’s start! Please feel free to ask questions or express any concerns.

Step 1: sign-in to

pre-training

Step 2: Find computer

station

Step 3: Log into district

portal

Step 4: Open power

point presentation

Diagram:

1. Attend pre-

training 4.1 Sign-in

(Certification of

Completion)

4.2 Participation

required

1.2 active username

and password

1.1 use reliable

device (computer

lab)

2. Logon to district

website


Appendix II: Introductory Power Point Presentation

Information: Finding the time and the motivation to attend required trainings can sometimes be

challenging in already very busy schedule. However, it is important to keep up with the many changes

and benefits that technology has to offer in the classroom and as part of regular instruction.

Motivation Slide:

As technology is in constant and rapid, it is important for educators to

keep up. With the support of your district office and Media Services

staff, educators will be able to enhance their teaching methods with the

support of technology.

Benefits of Pre-training slide:

Educators will be able to take and complete skills level assessment with

the support of a trainer. This pre-training will prepare the educator for

the upcoming district training

Assessment slide:

The skills assessment will assist the educator identify the difference

between own existing entry behaviors and required entry behaviors.

This will avoid for educators to attend unnecessary trainings.


Registration to district training:

After the results of the skills level assessment, the educators will have

the opportunity to register for personalize training at pre-training. The

educator will have the support of the Media Services staff to complete

registration properly.

Appendix III: Skills Level Assessment

Instructions: Please read each question carefully and to the best of your knowledge. The

purpose of this assessment is to identify the difference between own existing entry behaviors and

required entry behaviors. Upon completion of this assessment, you will be able to register for further

improvement on the areas needed in the effective use of technology in the classroom.

You will have 20 minutes to take and complete the following assessment:

Select response that best

applies.

Question

What is your knowledge of computer operating system? Can you:

Yes or No Able to Navigate a desktop and/or laptop?

Yes or No Able save and retrieve files?

Yes or No Identification and appropriate use of text, graphic, image, audio and video

files?

Yes or No Able to connect to and print from a network?

Yes or No Able to connect to and search the internet?

Yes or No Able to use e-mail as a method of communication?

What is your knowledge with work processing and publishing? Can you:

Yes or No Create a new document from a blank page or a template?

Yes or No Able to use the Save, Save As, and Save as Web Page (different name,

location, or format)?

Yes or No Able locate and open an existing document?


Yes or No Able to insert WordArt, clip art, and images (graphics) into a document?

Yes or No Able to print a document?

What is your knowledge with spreadsheets and charting? Can you:

Yes or No Able to use basic functions like AVERAGE, SUM, COUNT, MIN, and MAX?

Yes or No Able to modify row, column size, and alignment of cell content?

Yes or No Able to insert and delete rows and columns?

Yes or No Able to create and modify a chart?

Yes or No Able to preview and print worksheets or entire workbooks?

What is your knowledge with multimedia and presentations? Can you:

Yes or No Able to create a linear or nonlinear presentation?

Yes or No Able to insert a hyperlink?

Yes or No Add picture and sound from Clip Art or a file?

Yes or No Able to insert a video?

Yes or No Able to save and print the presentation (in different formats)?

Do you have knowledge on the impact of technology in society and future careers?

Do you know:

Yes or No Understands internet Safety and Value to Education?

Yes or No Understands invasion of Privacy?

Yes or No Digital Divide: Student access to technology?

Yes or No What is the impact or effect of technology on future careers?

Diagram:

4. Register for

appropriate

training

3. Complete Skills

Level Assessment

2.1 Click on

Teachers Support

link & look for

Assessment

2.2 Complete

assessment

2.3 Save

assessment

3.1 Registration

available through

district website

3.2 Print out

receipt

2.4 Print results

and submit to

supervisor


Appendix IV

The learner will be required to answer a questionnaire (created by the trainer) at the end of training.

The questionnaire will include the following instructions and questions:

Please indicate a response by circling either Yes or No. Provide additional comments as necessary on

spaces provided.




______________________________________________________________________________

_______________


______________________________________________________________________________

________________

15. Rate overall effectiveness of training from a scale of 0 - 5, 0 being not effective and 5 being very

effective. 0 1 2 3 4 5

instructional unit 1 the learners, their environment, and ... · instructional unit 1 the learners,...

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