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The powerpoint above is a preliminary step that I designed that is now a resource going into this process.....

http://ltms500-fa09.wikispaces.com/zHWax-instructplan12.15.09 “ TogetherWe Can” work as partners in a diverse community to ensure all students graduate prepared to meet high expectations and serve as responsible citizens in a global society. See Needs Analysis Report for further info.


 * - Not enough time for professional development / training on equipment
 * - students have limited keyboarding skills and our computer skills classes have been slashed in favor of "integrating tech into the curriculum."
 * - not enough funding for time outside of school day
 * - not enough time in teacher's schedules to implement what they learn
 * - PSSA's scores below safe harbor
 * - not enough equipment at middle school
 * - teachers not using whiteboards interactively
 * - teachers teaching with teacher centered classrooms
 * - behavior problems in classrooms
 * - moodle too expensive on the IT side to implement
 * - no course management system; however, we are using wikis and blogs.
 * - no accountability or curriculum or expectations for technology usage in curriculum.

=Section 1 - Need Analysis Report=

Executive Summary
// Write a brief description of the organization and it's mission. Identify what performance problem exists and any causes of the problem that have been identified. //

The School District of Lancaster is an inner city school district in Lancaster, Pennsylvania. The district is made up of 13 elementary schools, 4 middle schools, and one high school campus consisting of two distinct school buildings. Schools within the district regularly struggle to reach Adequate Yearly Progress as measured on standardized state tests, and graduation rates and student behavior are also ongoing issues for the district. The district also serves a large population of at-risk students, a substantial number of which receive free lunch through the federal free lunch program. Additionally, many students are non-native English language speakers; however, the primary language of instruction at SDOL is English.

In reference to technology, SDOL has participated in the state-run CFF program and states a strong commitment to the tenets of that program, outfitting over 60 high school classrooms with mobile laptop labs and interactive white boards, while at the middle and elementary levels the EET grant program has outfitted most of the schools with CPS clickers and a few mobile labs. Funding however is a major issue, and cutbacks at that level have reduced the number of technology coaches from 4 to 2 for the current school year. Professional development time in all areas has been reduced by half as well, and classes at the middle school which formerly taught keyboarding and basic MSoffice skills have been eliminated. Despite these obstacles and challenges, SDOL aims to prepare students for the 21st century, as the mission of SDOL is to educate all students to a level at which they can compete and excel in our society, becoming, "responsible members in a global society."

At the high school level, teachers with laptop carts need meaningful ways to integrate technology into their curriculums. Web 2.0 has been identified as a desireable technology to meet this outcome, as well as software packages that lend themselves towards student-created projects. Administrators have stated that during most classroom drop-ins, they are not seeing computers being used by students. Approximately 1/3rd of our former CFF teachers implement technology activities as an ongoing feature of their teaching, while another third occasionally implement technology, and the final third rarely implements technology. Teacher surveys reveal that teachers do not feel competent and confident in their use of technology in the classroom, and feel it is often a hindrance to their teaching rather than an enhancement.

Business Need
// Clearly state the purpose of the project and how performance will be improved. Here is where you will define what the current performance levels are. Include a single statement of the need my project will address. (eg, building a website) //

After this training, teachers will be able to understand the value of the Photo Story tool in classroom instruction, and independently create a Photo Story template for use by students in their subject area classroom. Currently, teachers at SDoL are unfamiliar with the Photo Story 3 software and are not using the software. The purpose of this training is to teach teachers how to create template using Photostory 3 for student projects in their subject areas.

Learning Opportunity
Here you will describe what type of training solution is being proposed. (eg...scenario vs real life, ...more about how than where....how are they going to do what they want to do..)

The proposed learning opportunity will be delivered via a combination of lecture and hands-on instruction. The learner will have an opportunity to see the value of using the Photo Story 3 tool for learning by seeing example projects created by other classes. The learner will engage in using the keyboard and mouse in a claThis will take place in a learning environment in a classroom setting with no students present. The learning solution is lecture and hands-on instruction. Materials will be located on a wiki during a whole group instruction, and teachers will with engage in think-pair-share with partners. Teachers will be introduced to Photo Story 3 as an instructional tool by being shown examples of student projects, and then will be given the tools to create a Photo Story project-starter of their own, and will create their tool during class.

Expected Benefits
Define or list the benefits to the organization that this project will provide. Describe what the desired performance outcomes are. This is where the question "is it worth fixing?" is answered.

The benefits will take place on two levels: teachers and students. Teachers will become more confident and adept at using this one tool as a meaningful integration of technology within their curriculums. Students will be more engaged and motivated to interact with their own learning of subject matter material as teachers become more confident in using this alternative to traditional instructional methods. Students will also have the opportunity to process the information they are learning in their classes on higher levels of Bloom's taxonomy as they create Photostory projects.

Audience Analysis
Describe any characteristics of the target audience that you already know. A secondary learner audience may be defined here, if applicable. If further audience analysis is required, state type of information and how it will be collected (surveys, focus groups, job/task analysis, interviews, etc.). (eg, describe teachers)

The immediate target audience is middle and high school core subject teachers. This group is varied in technological proficiency. Some are intimidated and frightened by technology and at times even become latently hostile about using technology. Others are optimistic and adventuresome, eager to try new things. Some have consistently requested that technology trainings go at a slow speed and allow a large amount of time for hands-on experimentation.

Most classroom teachers who currently have a laptop cart in their classrooms have had it for at least a year, and are being encouraged by administration to be using the technology regularly in their instructional processes. Some teachers do not have laptops available to them at all, and therefore must take students to an open computer lab when wanting to integrate computers into their course.

Further audience analysis will continue to be gathered through the use of technology usage survey, one to one interviews of representative sample audience members, and observation of classroom instruction.

Project Design
Here you can describe, in general terms, what type of learning solution you are proposing (an instructor-led class/synchronous, elearning/asynchronous, blended solution). You will also want to include any unusual aspects of the project design such as the need for a third-party to develop content, video, audio, photographs, etc. that will need to be considered. (more specific instructional description, such as small groups ....what are they going to do...)

We will be using Windows-based laptops that have internal microphones or a Windows-based computer lab with external microphones. An additional requirement is that the computers being used have an active internet connection, as well as a working installation of the Photo Story 3 software. This training also assumes the SDoL default file settings, in which "My Pictures" automatically pops up as the active file when saving a photo the internet to the computer. This training will be followed up with personalized one-on-one coaching from an instructional coach who is trained in this software and technology integration at the appropriate grade level.

Project Success Measures
Describe how learning will be measured (e.g., how will you know the training has been successful).


 * Within 4 months of training, there will be a noticeable increase in frequency of classroom teachers using Photo Story 3 with their students, without a coach needing to be present.
 * Students in classes with laptop carts will report on the PATI survey at the end of the year a greater measure of classroom technology usage and engagement with their class than they did at the beginning of the year. Students in middle school will score 5% higher on the EET technology survey as part of an ongoing improvement in tech literacy.

Out of Scope
The scope of this project does not include any other Web 2.0 applications or software packages that are within the scope of the CFF grant or EET grant. Basic computer usage is also not in the scope of this project, nor is course management environments such as wikis or Blackboard to be used for transfer of the Photo Story project to students.

Estimated Project Costs
Define the costs to the project (breaking down the costs into phases: analysis, design, development, implementation, evaluation) is helpful. Be sure to include direct and indirect costs and how long it will take to complete the project.

The project has various phases. We already have the Photo Story 3 software installed on most of our laptop computers so this is not an expense. Photo Story 3 is free to valid Windows license holders.

The initial training phase with teachers receiving professional development from me should take 4.5 hours, in three 1.5 hour sessions. The cost to the district for this is minimal or considerable - minimal in that no additional cost will be incurred than has already been allotted for training in technology this year, or considerable when one considers that we are each being paid roughly $30.00 an hour and there are approximately 20 teachers and one presenter taking part in this training. (30x20 =$600.00 dollars, times 3 hours = $1800.00 dollars.)

=Section 2 - Performance Analysis=

Section 3

Task --> Objective --> evaluation

focus on objective

MY JTA:
 * []

albert.unrath@millersville.edu

Jan - minnicja@mtwp.net

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=Section 3 - Design Document Template =



 Scope of Project**
//Here you will state the course goal and who the primary audience is, define what the delivery strategy will be (ILT, elearning, WebEx, blended), and how long the course is. Describe how the pilot will be delivered and how the pilot students were selected (if applicable).//

The goal of this course will be to expose teachers to the potential of using Photo Story 3 in their subject area with students, through the vehicle of teacher-created story-starter templates. The primary audience is middle and high school core subject area teachers who have access to computers for their classroom instruction. The delivery strategy will be lecture combined with hands-on learning opportunities. The course will be an hour and 15 minutes long.

Course Objectives
//You will state the learning objectives for each of the modules and any subordinate objectives that you have defined. Define clearly what performance levels are acceptable to pass the course and what the remediation plan is if these levels are not reached. ---// ​ Teachers will see the potential usefulness of Photo Story 3 in their subject area. Teachers will be aware that not all photos on the internet are legally available for use in student projects. Teachers will know how to find photos on the internet that are licensed under the Creative Commons licensure agreement. Teachers will know how to save photos that they find on the internet to their own computer. Teachers will be able to create additional folders in their "My pictures" folder for use with specific projects. Teachers will be able to import photos into Photo Story 3 in order to create a subject-appropriate "Story starter" that they can then give to their students to use in creating a Photo Story 3 project.

If teachers are not successful at reaching these objectives, one-on-one coaching is available to them after the session.

SOME OF THESE LEARNING OBJECTIVES ARE FUZZY. HOW DO YOU MEASURE "KNOW" AND "AWARE". MUST USE ACTION VERBS (PERFORMANCE VERBS). SOME CLEARER OBJECTIVES MAY BE: TEACHERS WILL BE ABLE TO DESCRIBE HOW PHOTO STORY 3 CAN BE USED IN THEIR SUBJECT AREA TO IMPROVE STUDENT LEARNING. TEACHERS WILL BE ABLE TO SEARCH AND DOWNLOAD PHOTOS FROM CREATIVE COMMONS.

Costs/Timeframes
Describe how long the course development, pilot, revisions, and final deployment will take. Break down the program costs by each phase (ADDIE).

 Analysis - 1 day - $150 Design - 3 days - $450 Development - 4 days - $600 Implementation - 1 day - $1800 Evaluation - 1 day - $150  ---

Delivery
Describe how the course will be structured by topic (e.g., a syllabus). If possible, establish what the course timing will be.

The course will consist of one training session taught in a 1.5 hour time period. 1. Learners view two videos created by high school students using a teacher-created Photo Story 3 story-starter. 2. Instructor lectures on use of Photo Story 3 story-starters in classroom 3. Instructur lectures on copyright and Creative Commons. 4. Instructor models process for finding and saving photos while students follow in hands-on practice synchronously. 5. Learners then use what they learned to create their own story-starter for use in their classroom, while instructor circulates to answer questions and give assistance. 6. Follow-up help is available outside of the session with the instructor. ---

Outline
In outline form, list the topics for the course.

Module - Creating a Photo Story 3 Story-starter

- See how students demonstrate academic learning with this tool. What is Photo Story 3? What is a story-starter? Why use a story-starter? Copyright issues and photos What is creative commons? How to find a creative commons photo Saving a photo to your computer in a new folder for this purpose Opening PhotoStory3 Importing images into PhotoStory3 Saving your storystarter Looking ahead to class (some considerations about use and transfer of file.)

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<span style="font-family: Impact,Charcoal,sans-serif;">Learning Components/Materials
<span style="font-family: Impact,Charcoal,sans-serif;">Using the structure defined in the course outline, provide details as to what the course will cover and how long each topic will take to facilitate. Make sure that each learning objective and subordinate objective is included and the corresponding learning events noted. Include formative evaluation events as they would occur or separately but ensure that each evaluation event is clearly linked to a learning objective If the pilot will be different than the final course, note the differences here. ---

A good way to present this information is in a table with the following headers:

__Module ¦ Learning Objective ¦ Subordinate Objective ¦ K ¦ S ¦ A ¦ Learning Activity ¦ Assessment__

KSA = Knowledge, Skill, or Attitude. This is important to define because your learning activity and assessment will be different for each of these.

COMMENTS HAVE BEEN MADE TO THIS SPREADSHEET IN RED AND SENT TO YOU VIA EMAIL.

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<span style="font-family: Impact,Charcoal,sans-serif;">Administration and Evaluation
<span style="font-family: Impact,Charcoal,sans-serif;">Describe how the course will be administered and evaluated. Who will maintain learning records? Who will perform the summative evaluation? ---

The course will be administered by the technology coaching staff at SDoL. Specific groups of teachers will be trained by department/subject area. The technology coaching staff will maintain learning records by using sign-in sheets and learner-generated reflections at the end of each session. Reflections will be collected via Google forms. The summative evaluation will be conducted by building principals at the building level.

YOU WILL NEED TO BE VERY CLEAR IN YOUR FACILITATION GUIDE AND ADMINISTRATION GUIDE ON HOW TO RUN THIS LEARNING PROGRAM (E.G., WHO WILL TRAIN THE TECHNOLOGY COACHING STAFF AT SDOL TO TEACH THIS INFO TO THE TEACHERS?).

<span style="font-family: Impact,Charcoal,sans-serif;">Miscellaneous
<span style="font-family: Impact,Charcoal,sans-serif;">Include anything about the course not otherwise mentioned (e.g., course design/development team members, SMEs, resources used, etc.) --- PhotoStory3 is a new peice of software for our district, recently approved by our software commitee for use without our school district. As such, teachers have limited or no prior exposure to this software. Teachers being trained vary in computer skills from the extreme beginning user to advanced users, and unfortunately must be trained in heterogeneous groups in 1.5 hour sessions. For training purposes we will use laptops which have already had PhotoStory3 installed and have internal microphones.