Capstone Project: Part I Proposal

EDTC 6332 Practicum in Educational Technology (Summer 2012)

Eddie Mathews

For the Capstone Project, I will address a real life human performance situation that has been identified by a professional development instructor in our school district. I will work as the instructor designer in conjunction with this instructor, who is also the subject matter expert (SME) for this project.

Performance Problem

Technology integration (TI) is currently a strong goal for every public K-12 classroom in our district. Teachers are being told by district and campus administrators to make TI a priority in their classroom. For many teachers, TI is a difficult task due to the lack of skills in using available technologies at their campuses or on the Web. One aspect of TI that has caught the attention of many administrators, department chairs, and school teachers is the growing need for better communication tools designed for the classroom.

In recent professional development classes offered by our district, a common thread emerged during discussions that indicated a need for teachers to have access to better classroom-related communication tools. According to some teachers, the shift towards student-centered learning and the pressure to keep homebound students better connected has created a need for more effective communication on four levels: first, between teachers and their students regarding assignments; second, between students working with other students in collaborative groups; third, between teachers and their students’ parents who desire to know what is happening in the classroom; and fourth, between teachers and other teachers within their department who desire to coordinate lesson plans and resources. A few teachers asked if they could have a classroom-based webpage.

Shortly after the summer training session, the professional development instructor met with the high school’s campus technology coordinator and the district’s Chief Technology Officer. The three of them reviewed the summer course feedback sheets, the last TEA-mandated STAR Chart that reports on how teachers perceive their own use of technology in the classroom, and the recent in-district “Teachers and Technology” survey conducted by the district’s Instructional Technology department. They all agreed that the survey data validated the perceived needs of teachersthat better classroom-related communication tools were needed, and pointed to a legitimate educational problem that impacts classroom performance. They also agreed to work as a team to find a solution.

Instructional Solution

With documented support from campus and district administrators, the team decided a web-based solution, such as Google Sites or Edmodo, best servesthe teachers’ identified classroom-related communication needs. The team also recognized a performance gap between teacher skills and the two viable solutions, so an instructional designer was asked to help them develop an instructional solution. The recommendation is an e-learning module that will train teachers how to create and setup a classroom-based website using Google Sites.

ViableSolution

Solution 1: Google Sites / Solution 2: Edmodo
Description of the solution /
  • Teachers receive training to learn how to use Google Sites via a self-guided e-learning course available to them in website format
  • An optional pre-course orientation session will be offered in the first week of August 2012
  • An optional one-to-one support sessionwith the instructor can be scheduledafter e-course has been completed
  • Teachers are allowed to visit website as many times as needed to review lesson materials
/
  • Teachers receive training to learn how to use Edmodo via a summer professional development class in early August 2012
  • Teachers must sign-up for course by July 6 so class location and training facilities can be secured
  • An optional one-to-one support session with the instructor can be scheduled after class has been completed
  • Teachers will be given a web link where class notes can be downloaded for later review

Internal (personal) strengths in relation to the solution /
  • Experienced in creating web pages and managing websites
  • Skilled in using web-authoring tools
  • Knowledgeable about the features & functions of Google Sites
/
  • Experienced in using web-based learning platforms
  • Skilled in using web-based programs
  • Knowledgeable about the common uses of Edmodo in the classroom

Internal (personal) weaknesses in relation to the solution /
  • Infrequent use of Google Sites makes it hard to offer expert advice
  • Tendency to complicate web page design due to personal preferences
/
  • Limited experience in using Edmodo
  • No experience in using Edmodo in K-12 classroom settings

External (environmental) opportunities in relation to the solution /
  • Both the e-courseand Google Sites can be accessed from any school or home computer with Internet connection
  • Google Sites can be used by teachers, students, and parents if granted permission
  • Homebound students can stay better connected
/
  • The professional development class can use lab-based classrooms that have identical computers and software
  • Edmodo can be accessed from any school or home computer with Internet connection
  • Homebound students can stay better connected

External (environmental) threats in relation to the solution /
  • Various web browsers like Internet Explorer, Chrome, and Firefox may have display issues
  • Dependence on Internet connection to work
  • Internet bandwidth may suffer as teachers and students use classroom-based websites
  • Teachers may grow frustrated if they get stuck on a particular lesson and no one is immediately available to answer their questions
/
  • Various web browsers like Internet Explorer, Chrome, and Firefoxmay have display issues
  • Dependence on Internet connection to work
  • Internet bandwidth may suffer as teachers and students use social learning platforms
  • Teachers may not give up summer vacation days to attend the P.D. training class in early August
  • Inflexible training days will limit participants

Your chosen solution / Solution 1: Google Sites
Reasons / Using Google Sites as the instructional solution makes the most sense for the following reasons:
  • flexible training opportunities since each teacher can select the best date, time, and location to complete the e-course lessons (compared to a fixed date for a professional development class)
  • no scheduling of physical space on campus is required (which saves time for campus techs and custodians)
  • pre-existing training materials on Google Sites are already available can be repackaged for new e-course (no pre-existing training materials exist for Edmodo)
  • Google Sites does not require a password/passcode to access classroom-based websites (Edmodo does require the use of a passcode)
  • Google Sites will be easier for both teachers and visitors to use since most people are already familiar with various types of web pages (Edmodo is a special program that will require some training and practice to learn how to use it properly)
  • Google Sites offers many templates which can be customized for particular classroom needs (Edmodo has customized options but is designed to be used in specific ways)
  • Google Sites is part of the Google Apps for Educators so resources are better managed within the suite of Google Apps (and the district has already setup accounts so every teacher can login with their current ISD email address and password)

Deliverables

The materials used in the e-course are designed for self-paced learning, which is perfect for independent learners or busy teachers. A web-based solution will serve as the method for course management using a private-owned web hosting account.

The course will be divided up into seven sections:

  1. Home
  2. Introduction
  3. Lesson 1
  4. Lesson 2
  5. Lesson 3
  6. Lesson 4
  7. Summary

A variety of course elements will be included on the training website:

  1. Hyperlinked Menu. A description of the overall course with intuitive navigation.
  2. Schedule. A course schedule will be provided with suggestive deadlines.
  3. Lessons. A place for lesson instruction and related resources.
  4. Assessment. A place to take quizzes to test what is being learned.
  5. Submissions. A place to submit completed projects (in form of URLs).

A variety of media have been selected as seen in the following list:

  1. Web Pages. A web-based learning object provides an easy format to delivery the learning object to the learners and allows for a self-paced learning.
  2. Videos. Short training videos show how to perform specific steps, such as, logging into Google Sites, setting up a new website, adding pages and files, etc. These videos will either be embedded or hyperlinked to the web location.
  3. Flow Chart. A visual aid is a powerful tool for both instructors and learners. During the training, learners will see a diagrammed flow chart of all the main steps so they know how well they are progressing through the lessons.

Instructional Goal and Objectives

Using Bloom’s taxonomies, the instructional goal is stated, the overall goal is translated into four terminal objectives, and each terminal objective includes three enabling objectives.

Goal / Terminal Objective / Enabling Objective
After completing this e-learning module, Kerrville ISD high school teachers will be able to create a classroom-based website with Google Sites and use it to communicate with their students and guide student collaboration groups. / Objective 1:
Learner will setup a new website using Google Sites / 1.1 Access Google Sites through KISD educational account
1.2 Create a new site using the Google Sites setup process
1.3 Choose the classroom template designed for teachers
Objective 2:
Learner will add additional pages and delete unwanted template pages / 2.1 Locate the “Create page” button and add desired pages
2.2 Name the new pages and link them to existing pages
2.3 Locate the “Delete page” function and remove unwanted pages
Objective 3:
Learner will edit and customize pages to reflect teacher and classroom / 3.1 Locate the “Edit page” button and edit all template pages
3.2 Edit the sidebar by adding, deleting, or moving items
3.3 Replace or delete example text and photos
Objective 4:
Learner will upload class-related files to “Forms and Docs” page / 4.1 Locate the “Forms and Docs” page and edit summary text
4.2 Locate the “Add file” button and add at least one file
4.3 Delete the unwanted template files or replace them with real ones

Action Plan

The following table represents the action plan for a self-guided e-course.The activities reflect the student’s role during each objective with the instructor available by email.

Objective / Activity / Technology / Assessment
Objective 1:Learner will setup a new website using Google Sites / Lesson Overview 1:
Setting Up Website / Web Access
Supported Browser
PDF Reader
Embedded Video / Lesson Quiz 1
1.1 Access Google Sites through KISD educational account / S: Read Overview 1 to learn how to verify account
T: Available via email if needed / Video 1 tutorial / Quiz 1 test to see if learner can setup a new website successfully
1.2 Create a new site using the Google Sites setup process / S: Read Overview 1 to learn how to setup new site
T: Available via email if needed / Video 1 tutorial / Quiz 1 test to see if learner can setup a new website successfully
1.3 Choose the classroom template designed for teachers / S: Read Overview 1 to learn more about templates
T: Available via email if needed / Video 1 tutorial / Quiz 1 test to see if learner can setup a new website successfully
Objective 2:Learner will add additional pages and delete unwanted template pages / Lesson Overview 2:
Adding & Deleting Web Pages / Web Access
Supported Browser
PDF Reader
Embedded Video / Lesson Quiz 2
2.1 Locate the “Create page” button and add desired pages / S: Read Overview 2 to learn how to create web pages
T: Available via email if needed / Video 2 tutorial / Quiz 2 test to see if learner can create new pages successfully
2.2 Name the new pages and link them to existing pages / S: Read Overview 2 to learn how to name web pages
T: Available via email if needed / Video 2 tutorial / Quiz 2 test to see if learner can create new pages successfully
2.3 Locate the “Delete page” function and remove unwanted pages / S: Read Overview 2 to learn how to delete web pages
T: Available via email if needed / Video 2 tutorial / Quiz 2 test to see if learner can create new pages successfully
Objective 3:Learner will edit and customize pages to reflect teacher and classroom / Lesson Overview 3:
Editing Web Pages / Web Access
Supported Browser
PDF Reader
Embedded Video / Lesson Quiz 3
3.1 Locate the “Edit page” button and edit all template pages / S: Read Overview 3 to learn how to edit web pages
T: Available via email if needed / Video 3 tutorial / Quiz 3 test to see if learner can edit web pages successfully
3.2 Edit the sidebar by adding, deleting, or moving items / S: Read Overview 3 to learn how to edit menu sidebar
T: Available via email if needed / Video 3 tutorial / Quiz 3 test to see if learner can edit web pages successfully
3.3 Replace or delete example text and photos / S: Read Overview 3 to learn how to replace text/photos
T: Available via email if needed / Video 3 tutorial / Quiz 3 test to see if learner can edit web pages successfully
Objective 4:Learner will upload class-related files to “Forms and Docs” page / Lesson Overview 4:
Adding Class-Related Files / Web Access
Supported Browser
PDF Reader
Embedded Video / Lesson Quiz 4
4.1 Locate the “Forms and Docs” page and edit summary text / S: Read Overview 4 to learn how to locate forms & docs
T: Available via email if needed / Video 4 tutorial / Quiz 4 test to see if learner can edit text and add files to pages successfully
4.2 Locate the “Add file” button and add at least one file / S: Read Overview 4 to learn how to add files to site
T: Available via email if needed / Video 4 tutorial / Quiz 4 test to see if learner can edit text and add files to pages successfully
4.3 Delete the unwanted template files or replace them with real ones / S: Read Overview 4 to learn how to delete/replace files
T: Available via email if needed / Video 4 tutorial / Quiz 4 test to see if learner can edit text and add files to pages successfully

Timeline

After reviewing the objectives, the following milestones will occur through course development:

  • The first week was spent on the proposal and approval process.
  • The second week will be spent on the design plan and meeting with project team members and designated SME.
  • The third week will be spent on lessons and related instructional material.
  • The fourth week will be spent on videos and quizzes.
  • The fifth week will be spent finalizing details and presenting final product to the project team.

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