Académique Documents
Professionnel Documents
Culture Documents
Michael Allen
ITEC 899
BACKGROUND............................................................................................................ ...............2
DESCRIPTION.......................................................................................................................................2
PURPOSE.............................................................................................................................................2
OBJECTIVES.........................................................................................................................................2
TARGET AUDIENCE...............................................................................................................................2
METHODS............................................................................................................................................2
SAMPLING PROCEDURES........................................................................................................................3
SAMPLING DESIGN.................................................................................................................................3
SPECIFICATIONS FOR INSTRUMENTS AND PROTOCOLS...............................................................................3
FINDINGS.................................................................................................................................. ...6
RECOMMENDATIONS................................................................................................ ..............6
Background
Description
The principal at Susan B Anthony Elementary School wants to increase the use of
technology at the school. As part of school improvement plan she would like all teachers
to have classroom websites. Her vision is for parents, teachers and students to
communicate using computers/technology.
Purpose
The purpose of this needs assessment is to assess the current technology skills of teachers
and to identify the current interest levels teachers, students, and parents of the school
community. Since these websites are part of the principal’s vision of technology
integration at the school, teacher participation will be required. Training and guidance
will be given to the teachers to support them as they create their own websites.
Objectives
1. Assess the current technology skills of teachers
2. Identify interest levels of school community members
3. Identify the levels of computer usage, computer accessibility, and tools used for
communication by teachers, parents, and students
4. Determine what types of support will be necessary to implement the project
Target Audience
There are three distinct groups that comprise the target audience. Each group has
different needs and types of involvement in the project. The first group is the teachers of
the school. Since each teacher will be required to have a website, it is important to
determine the current technical and interest levels of the faculty. The two other groups
are the students and their parents. It is these two groups of individuals that that make up
the end users of the websites. Their input is needed to identify the types of information
they would like to see and to what extent is their access to computers with Internet
accessibility.
Methods
Information was gathered by using questionnaires. Since the information needed varied
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from group to group three different surveys were created. The surveys consisted of a
variety of different types of questions. The types of questions used were yes/no, short
answer, and Likert Scale.
Sampling design
An optimal sampling group would be to survey all members of the SBA community,
however due to time constraints the information gathering will use convenience-sampling
procedures. Two teachers from each grade level were asked to complete the questionnaire.
The students from two fifth grade classrooms were chosen to complete the student
questionnaire. The parent questionnaires were given to the PTA president for distribution.
It was then the PTA president’s responsibility to find parents to partake in the survey.
Data Analysis
Survey Results: Teachers
Determining the teachers’ accessibility, comfort level, and interest with using computers
is essential. These results are based upon on 11 out of 12 surveys being returned. All
teachers surveyed use computers and the Internet. All but 2 teachers had Internet
accessibility at home. But for those teachers, they will be able access the Internet at
school. All teachers spent time on the computer for at least 1 hour a week. The majority
of teachers 10 out of 11 spent at lease 3 hours a week. All teachers use the computer for
some reason during the week. Due to this experience using the computer this project is
not asking them a machine that is unfamiliar to them. It will only be the software
program that will be new.
Correspondence between classroom teachers and parents is something that is found in
every classroom throughout the school. Currently communication is conducted through
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face-to-face meetings and written methods such as newsletters and notes. It was noted
for the most part that teachers send notes home more than parents send notes to the
teacher, but it was something that every teacher does.
All but three teachers showed some interest in the project. While three wanted it very
much the rest of the teachers were only somewhat interested. Most of the teachers
seemed to be enthusiastic about the project when talked to about it, but it would have to
be a structured learning process and support given. While the majority of teachers
wanted to create classroom websites, most only wanted to spend 1hour or less per week
maintaining it. Three said that they would spend up to three hours per week.
There were several different topics they would like to be present on their websites. The
top three items were Homework, Classroom News, and a Calendar of Events. Some of
the other items included were supply lists, rules, and website links. There is some
consensus on what topics should be included on the sites so with compromise a
standardized list for all teachers will be easy to agree on.
All parents indicated that they communicate with their child’s teacher at some point
throughout the year. About 80% receive written notices from their teacher often and
about half of the parents send notes to their child’ teacher.
There were an overwhelming number of parents that indicated a strong interest in having
classroom websites. 60% indicated that they “have to have it” and the rest checked that
they wanted it “very much”. There was a wide range of items that they would like to see
posted on their child’s classroom website. The top three items were progress reports,
homework and current events. Other categories of information desired were teacher wish
lists, field trips, and email capabilities.
There was an approximate return rate of 50%. All of the students indicated that they use
the computer at school and all but one use the computer at home. The number one
activity that students used the computer for at school was research. Other activities
included typing, games, and skill reinforcement. Conducted research was also the
number one reason for using the computer at home. The students indicated a wide
variety of other computer usage activities. These included games, homework, and
searching for music. The majority of students (9) spent more than 5 hours a week. The
other students’ usage ranged from 1 to 4 hours.
All but two of the students receive notes from their teacher and they all would like to be
able to read those notes on line instead of the paper notes. All of the students were given
homework and all but one wanted to be able to access their homework assignments on
line. About 75% of them wanted other people outside of their class to be able to see what
was going on in their classroom.
There was a high percentage (85%) of students that wanted a classroom website with the
majority indicating that they “have to have it”. They indicated a variety of things that
they would like to see on the site. The top two items were their weekly homework
assignments and information about the subjects/content they were learning. Other top
items were grades, weekly notes, and previews of what was going to be taught next.
Reliability of Data
The data collected represents a very small group of the targeted population, and further
data collection would increase the probability of getting valid, reliable data. As with any
qualitative analysis, the biases of the analysts could affect the data. The interpretation of
the data could be skewed, based on past experiences of the analysts.
The data collection process was not conducted exclusively by the designer of the data
collection instrument. The designer was responsible for administering the teacher survey.
The other surveys were the PTA president’s responsibility to distribute the parent survey,
and two classroom teachers were chosen to distribute the student survey. The surveys
were distributed, administered and returned when completed
To assist in judging if the data is reliable, it would be important to know how the parents
were selected to participate in the survey. In addition, reliability of the data could be
assessed further if participation in the survey by individual students was voluntary or
mandatory and to know how the teachers presented the survey to their students. Other
factors affecting the reliability of data are prior group discussion of the topic, ability of
participants to view each other’s answers, and attitude of the parents and students when
handed the survey. The amount of emphasis, usage, and frequency of computer use in the
chosen classrooms might effect the students’ familiarity with and desires for classroom
websites.
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Findings
All of the teachers use a computer for some reason or another whether at school or at
home. Also, all of the teachers have access to an Internet connected computer. It was also
determined that all teachers have the basic keyboarding skills required to participate in
the project. They are all quite familiar with basic software programs and all are able to
learn new software programs. All teachers have previous experience in attending
professional development workshops to learn and implement a new skill.
All members of the learning community will need support. However, the types and
frequency of support will vary depending on each specific target audience group.
Teachers will need training, practice, and access to the software program used to create
the websites. Parents will need to be made aware of how to access the sites from a
computer. It is quite possible that some parents might not have computer access at home
and will need to be given some alternative methods of website access. Basic computing
instruction could be given to help parents who might have access to a computer but not
know how to use one. All students have had formal computer usage training in school so
they will be prepared to learn how to access their classroom websites.
Recommendations
Training workshops for teachers, parents, and students need to be created and
implemented
Teacher Training needs to consist of an introduction, guided instruction, and time
to practice skills learned
Parent Workshop needs to consist of an introduction to and practice with
accessing and using the websites
Student Workshop needs to consist of an introduction to and practice with
accessing and using the websites
Teachers need time to create their websites, after which a follow up workshop to address
and troubleshoot problems
Support and guidance needs to be provided to all participants throughout the when
needed
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Question Yes No
Do you have computer access at home? 9
Do you have computer access in another location? 9
Do you have Internet access at home? 9
Usage: read email 9
Usage: write/send email 9
Usage: view websites 9
How often do you speak with your child’s teacher face to face?
Never Rarely Sometimes Often Always
3 3 3
How often do you receive written notes from your child’s teacher?
Never Rarely Sometimes Often Always
2 4 3
How interested are you in a classroom website that is easy to use and access?
What kinds of information would you like to see posted on your child’s classroom
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website?
Current events 3
Teacher wish list 2
Grades 3
Field trips 2
Homework 4
Progress report/Grades 6
Behavior reports 1
Email 1
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Research 14
Reading 1
Science 1
Class work 1
Typing 2
Games 1
Research 9
Listen to music 2
Games 7
Homework 4
Ebay 2
Chatting 1
Typing 1
Cartoons 2
Question Yes No
Does your teacher send notes home with you? 14 2
Would you like to read your teacher notes on line? 14 2
Does your teacher give you homework? 16 0
Would you like to find your homework assignments on line? 15 1
11
Would you like other people not in your class to see what you are
12 4
doing on line?
How interested are you in creating a classroom website that is easy to use and access?
12
If your classroom had a website you could view, what kind of things would you like to
see?
How often do you speak with your student’s parents face to face?
Never Rarely Sometimes Often Always
2 2 3 4
How often do you send written notes home to your students and their parents?
Never Rarely Sometimes Often Always
2 4 5
How often do you receive written notes from your students’ and their parents?
Never Rarely Sometimes Often Always
3 1 5 2
How interested are you in creating a classroom website that is easy to use, aces and
update?
Not at all Somewhat Very Much Have to Have it
3 5 3
14
What kinds of information would you like to see posted on your classroom website?
Homework 7
Weekly Letters/Classroom news 4
Calendar/upcoming events 5
Announcements 1
Supply lists 1
Contact information 1
Rules/Expectations 2
Website links/Suggested reading 2
What kind of support would you need in order for you to create, use and implement?
Training 2
Access to computer/internet 1
How much time are you willing to invest to maintain your classroom website (per week):
1 hour or less 2 -3 hours 4-5 hours More than 5 hours
6 3
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Parent Survey
How often do you speak with your child’s teacher face to face?
How often do you receive written notes from your child’s teacher?
How interested are you in a classroom website that is easy to use and access?
What kinds of information would you like to see posted on your child’s classroom
website?
_______________________________________________________________________
_
_______________________________________________________________________
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_______________________________________________________________________
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_______________________________________________________________________
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Student Survey
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
Would you like to see what you are doing on line? Yes No
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How interested are you in creating a classroom website that is easy to use and access?
If you classroom had a website you could view, what kind of things would you like to
see?
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
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Teacher Survey
How often do you speak with your students’ parents face to face?
How often do you receive written notes from your students’ parents?
How interested are you in creating a classroom website that is easy to use, aces and
update?
What kinds of information would you like to see posted on your child’s classroom
website?
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
What kind of support would you need in order for you to create, use, and implement a
classroom website?
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
How much time are you willing to invest to maintain your classroom website (per week):