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Designing Professional Development to Increase Technology Integration in the Workplace

MSU-MAETMay 2007

CEP 894D: Practicum in Education PsychologyReflective Teaching with Technology

Technology through Professional Development 2

TABLE OF CONTENTS

STATE OF PROBLEM 2-5

REVIEW OF RELATED RESEARCH AND INFORMATION 5-17

INSTRUCTION PLAN 17

RESEARCH PLAN 18

SPECIFIC RESEARCH QUESTIONSDATA SOURCESDATA ANALYSIS

CONCLUSION 20-21

REFERENCES 21-23

ANNOTATED BIBLIOGRAPHY 23-27

APPENDICES

LETTER TO ADMINISTRATIVE STAFF 28ATTITUDE SURVEY I 29-31SURVEY II 32-34POWERPOINT QUESTIONNAIRE 35-36POWERPOINT 101 37-42SURVEY I RESULTS 43-46SURVEY II RESULTS 47-50METS TECHNOLOGY STANDARDS 51-54

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MSU-MAET 2007

Barbara BloemersCEP 894: Practicum in Education PsychologyReflective Teaching with Technology Products

Designing Professional Development to Increase Technology Integration in the Workplace

Statement of Problem

There is a wide range of opportunities available for motivated adults to continue or begin

technology training. Classes are offered at libraries, schools, computer training schools and on-

line through the Internet. Within the business world, employers may promote professional

development by offering training or the time off to take the training and shoulder the financial

cost for the employees desiring the training. However, many employers are not so forward

thinking and do not facilitate technology training to their employees. These adults need to seek

training on their own time.

Adults in the workforce are competing for positions from high school and college who

have grown up with technology from an early age. According to the Michigan Merit Curriculum

research 38 million full-time workers in the nation have Internet access at their jobs and two-

thirds of them (67%) go online at least once per day. Seventy-two percent of full-time workers

with Internet access at work say it has improved their ability to do their job. Computers and the

ever changing technology are issues that need to be addressed.

As I work for a large Michigan-based corporation that encourages professional

development, I am encouraged by the opportunities made available to its employees. The

employees of various job classifications take mandatory professional development and are

offered a myriad of optional technology classes. The corporate structure of the Lansing, MI is

comprised of approximately 250 employees with the following job titles:

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Director, Managers, Team Leaders, Administrative Assistants, Analyst, Customer Service

Representatives, Group Service Representatives, Medical Review Specialists, Performance

Evaluation Specialists, Trainers, Technicians, Pricers and Clerks.

Mandatory classes are taken during the course of the normal workday and can, and often

does, cover weeks and months of training. There are also opportunities for employees to take

various skills training that would enhance their technology skills. The two-day off-site training

classes should be job related and subject to their supervisor’s approval or on-line training

available before or after work. The workforce is comprised of a wide-range of age and education

with the majority of employees not having had the earlier elementary, junior or senior high

school exposure to technology.

The technology training at BCBSM includes the following computer skills:

Microsoft Office 2003: o Accesso Excel o Outlooko PowerPoint,o Project o FrontPageo Word

Business Skills (Microsoft)o Beyond the Spreadsheet: Managing Financial Information Using MS Access o Building Better MS Office Word 2003 Documents in Less Timeo Creating Effective Presentations Using MS PowerPoint 2003o Forecasting and Trend Analysis Using MS Office Excel 2003o Managing Critical Business Information Using MS Office Access 2003o Setting Up Projects for Success Using MS Office Project 2003o Summarizing MS Office Excel 2003 Data to Make Better Business Decisionso Time and Task Management Using MS Office Outlook 2003o Aspect System Management Suiteo PVCS Version Managero Introduction to OSCAR Query Writing Using Access

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It is difficult for adults once out of the school setting, to keep up with the continuing

changes and advancements of technology. Technology is an integral part of our lives whether

we are speaking of the business world, or education. Adults need to know how to keep learning

and make effective and innovative use of what they know throughout their lives, it doesn’t stop

once formal education has been completed.

Not only do we need to know the basics of technology but we also need be updated.

There are several obstacles to overcome in a business setting regarding being computer literate.

By identifying the obstacles of learning and through a variety of learning strategies, we can look

into addressing the educational technology needs of our diverse staff. Assessing the needs of

staff to determine levels of technology knowledge their attitude towards technology and their

specific needs will be the first step. Training will be through a variety of means such as

PowerPoint demonstrations, project-oriented lessons and one-on-one instruction all followed up

by technology and attitude assessment.

Review of Related Research and Information

In review of the literature regarding professional development, technology training, adult

education, mentoring and training, I found many similarities in the research findings that can

encompass both the corporate business world and in the education fields. One common

statement is that professional development, technology in particular, is an ongoing task (Salpeter,

2003). There are many common problems and issues in facing the integration and training of

technology to staff members including time, course material to fit a range of abilities and

financial. Training can be most effective if done willingly and is something that the individual

finds useful either personally and professionally. Another issue is the broad spectrum of

technology savvy of staff. It is difficult to disseminate information in an all at once lesson to

everyone with varying abilities and knowledge because you either are losing the interest of those

who already know the material or are going too fast to reach the student with elementary needs.

The most effective professional training will be achieved with a well-thought out program that is

able to scaffold learning and build on prior knowledge.

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It is a well-known fact that adult students remember approximately 20% of what they

hear and 10% of what they read versus 30% of what they see. Therefore, if they hear, read, and

see material, the chance of remembering gets progressively better. In order to fulfill the promise

of continuing education, a student has to have a reason to continue to expand computer use on

his/her own. An instructor can’t possibly teach everything in an hour a day or year. In addition,

there are constant rapid changes in technology. Information and communication technology

(ICT) literacy is the ability to use technology to develop 21st century content knowledge and

skills. We must be able to know how to learn, think critically, solve problems, using

information, communicate, innovate and collaborate. (21st Century Skills)

Reviewing the various standards of our schools today to prepare our students for life after

high school, clearly demonstrates that technology education for those who haven’t been in school

for the last 5-10 years need to upgrade their skills to be competitive with younger, more

technologically experience people coming into the workforce. The Michigan Educational

Technology Standards (METS) shown below describe the technology education students in 9th –

12th grade are to receive. (See complete version in Appendices)

1. Basic Operations and Concepts

a. Students demonstrate a sound understanding of the nature and operation of

technology systems.

b. Students are proficient in the use of technology.

2. Social, ethical, and human issues

a. Students understand the ethical, cultural, and societal issues related to

technology.

b. Students practice responsible use of technology systems, information and

software.

c. Students develop positive attitudes toward technology uses that support life-

long learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

a. Students use technology tools to enhance learning, increase productivity, and

promote creativity.

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b. Students use productivity tools to collaborate in constructing technology-

enhanced models, prepare publications, and produce other creative

works.

4. Technology communication tools

a. Students use telecommunications to collaborate, publish, and interact with

peers, experts, and other audiences.

b. Students use a variety of media and formats to communicate information and

ideas effectively to multiple audiences.

5. Technology research tools

a. Students use technology to locate, evaluate, and collect information from a

variety of sources.

b. Students use technology tools to process data and report results.

c. Students evaluate and select new information resources and technological

innovations based on the appropriateness to specific tasks.

6. Technology problem-solving and decision-making tools

a. Students use technology resources for solving problems and making

informed decisions.

b. Students employ technology in the development of strategies for solving

problems in the real world.

The International Society for Technology Education (ISTE) Standards for Grades 9-12

similarly propose to prepare the student for the current technology needs of their future.

According to these standards, prior to the completion of 12th grade, students will:

Identify capabilities and limitations of contemporary and emerging technology

resources and assess the potential of these systems and services to address personal,

lifelong learning, and workplace needs.

Make informed choices among technology systems, resources and services.

Analyze advantages and disadvantages of widespread use and reliance on technology

in the workplace and in society as a whole.

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Demonstrate and advocate for legal and ethical behaviors among peers, family, and

community regarding the use of technology and information.

Use technology tools and resources for managing and communicating

personal/professional information (e.g., finances, schedules, addresses,

purchases, and correspondence).

Evaluate technology-based options, including distance and distributed education, for

lifelong learning.

Routinely and efficiently use online information resources to meet needs for

collaboration, research, publication, communication, and productivity.

Select and apply technology tools for research, information analysis, problem solving,

and decision making in content learning.

Investigate and apply expert system, intelligent agents, and simulations in real-world

situations.

Collaborate with peers, experts, and others to contribute to a content-related

knowledge base by using technology to compile, synthesize, produce, and

disseminate information, models, and other creative works.

There are parallel points of teaching adults and children according to Linda Masek. She

states that when teaching adult professional students:

Never forget that knowledge proceeds from the known to the unknown.

Find out what the student knows, and then build on

Have a flexible lesson plan that can be adjusted for the unexpected.

Adult students come in a wide range of technical abilities.

The average attention span of an adult is between 30-40 minutes. People

absorb less and less the longer the instructor teaches after 60 minutes. To

compensate, give the class a break, change the direction of the presentation,

change the type of instruction (i.e., hands-on, slides, blackboard/whiteboard).

Schools as well as businesses are affected by maintaining a well-educated trained staff.

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As wireless technology takes hold in school districts, the biggest challenge is getting teachers to

embrace it, to take student learning to a new level. As an involved parent, I, too need and want

to keep abreast of what technology is available and being used by children.

According to Alice Owen, executive director of Technology for the Irving School District

(TX), it’s critical to support their educators in learning the technology, and to know that having

well-trained teachers always translates into better educated students down the road. Technology

always should be a catalyst for change, but you can’t change anything if your teachers don’t

understand how to use the technology first. One of the biggest pieces (of wireless technology) is

getting teachers prepared for the change that happens in their classroom when you put a

connected device in the hands of every student. The Irving School District begins every school

year with three (3) days of workshops, seminars, and best-practice-sharing sessions devoted to

wireless use and how to incorporate it into the classroom. Owen furthers states that instructing

teachers to operate the technology can be an easier task than making sure they turn around and

use it. In many cases, teachers have been teaching the same subject with the same resources for

years. (Milner, 2005)

Bette Manchester, director of special projects for the Department of Education in Maine,

emphasizes, that you have to expect teachers to use technology and then reassure them that

you’re providing them the help and professional development to make (wireless) part of their

routine. One of the biggest problems in providing professional development has been getting

teachers to carve out time for detailed training sessions. Many teachers are already

overcommitted, with tight schedules at work and busy lives at home. The educator time is at a

premium, making timely in-depth training difficult. (Milner, 2005)

In the article, “Technology Professional Development: long-term effects on teacher self-

efficacy,” George Watson discusses the importance of professional development to improve

teachers feelings of value and worth. There are hardly any fields of employment outside of

education that don’t require some form of technology to be used as technology is becoming

integral in all we do. Although the following study included teachers, other occupations could

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be identified with similar results. The workforce too needs to experience the feelings of

efficiency and usefulness in the work they do.

Self-efficacy is defined as a belief in one’s own abilities to perform an action or actively

to achieve a goal or task. Studies have shown a link between a high level of teacher self-efficacy

and higher student achievement. (Ross, 2001)

The West Virginia K-12 RuralNet Project was a NSF (National Science Foundation)

funded program to train in-service teachers on integrating the Internet into the science and

mathematics curriculum. The program involved training in-service teachers through an intensive

summer workshop and optional supplemental online courses. The summer workshop covered

basic skills as well as classroom integration issues. Teachers learned the basics of using the

Internet, e-mail and hot to find information using search engines. In addition, they learned how

to effectively integrate the Internet into the lesson planning and teaching process.

The optional online course also served to reinforce basic skills as well as begin the

process for teachers to develop technology integrated unit plans. Two courses were taken

consecutively and covered the entire academic year (fall/spring). The data from the RuralNet

Project indicates that teachers who completed the workshops and online courses had improved

their feelings of self efficacy to the point that any college credit courses taken in the years since

the treatment had no effect on it (self efficacy). College credit courses taken by the teachers after

RuralNet added content knowledge but were nonfactors to feelings of confidence by the teachers.

This is not to imply that college credit courses are not worthy endeavors, but that the added

online courses and connection to the summer workshop removed feelings of inadequacy. The

one-week summer workshop by itself did not completely eliminate any preworkshop feelings of

self-efficacy, but the workshop with the added online courses did. (Watson, 2006)

In the article, “Professional Development: 21st Century Models”, Judy Salpeter

discusses technology and professional development. She states that face-to-face presentations,

some of them including hands-on lab sessions, are still the core of most professional

development programs involving technology. However, in recent years, these professional

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development offerings have evolved in several key ways. The focus now is on instructional

strategies and needs.

Perhaps the biggest “thing” that has changed about technology-related professional

development over the years is the recognition that it needs to be on-going. Let me repeat, there

is a definite need for sustained professional development. Research has shown that sessions

must be followed up with regular classroom visits to provide support and mentoring.

According to experts, another key element of sustained professional development is

teamwork. “You must have a team to design, implement and follow-up on professional

development. It cannot be a one person job says Eileen Gallagher of the Montefiore School,

Chicago. Technology and Learning contributing editor David Warlick, “I believe the best

professional development is that which happens casually as teachers share with teachers what

they are learning on an ongoing basis. (Saltpeter, 2003)

Motivation is a huge factor in successful professional development. Older adults who

decide to purchase a computer and learn how to use it are referred to as the “early adopters.”

They are likely to be self-directed life-long learners—individuals with the motivation and

curiosity to follow their own learning project, in this case, how to use computers and technology.

Educators of adults have been involved for some time in experimenting with new

technologies, telecommunications, and learning. Despite predictions that these technologies

would change the face of learning, they have yet to make a great impact on how learning is

delivered to older adults. (Timmermann, 1998)

For the older adult education market, there is relative failure of home study (print, audio

or video). Many adults are self learners who might relish the idea of taking courses on CD-ROM

or online. Learning in a classroom is a social as well as a growth experience for many older

learners. In fact, on of the main reasons older adults enroll in courses is to meet others who

share their interest. Home study can be an isolating experience except for highly motivated

individuals.

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Inroads in computer-based instruction are also being made in corporate America.

Training divisions of the Fortune 500 companies are experimenting with new forms of learning

such as interactive CD Rom courses, Internet based training, online collaborative learning, and

other innovative uses of information technology. Many of the courses are designed for self-

study, with the built in incentive of job advancement or the earnings of continuing professional

education units to maintain certification with occupation groups. The private sector earmarks

financial and human resources to development, test, and evaluate new modes of instruction.

There is no single answer, theory or model of adult learning that explains what is known

about adult learners, the various contexts where learning takes place and the process of learning

itself although this has been studied for more than 80 years ever since adult education was

founded as a professional field of practice in the 1920’s. (Merriam, 2001)

The two theories of adult learning do stand out are andragogy and self-learning.

Andragogy is a model of adult learning based on self-directed learning. Instructors in an

andragogy-oriented training program are facilitators not teachers. This is in contrast to pedagogy

or youth learning which is teacher directed.

It has been known for centuries that adults learn as a part of their daily lives, however,

not until the early 20th century was adult learning studied systematically. Early research focused

on whether or not adults could learn. In the book Adult Learning (1928) adult learning was

looked at from a behavioral psychological perspective in that subjects were tested under times

conditions focusing on learning and memory.

There were mixed findings from this research. Under timed conditions, older adults were

tested against younger people. The results made it appear that being younger made one a better

learner (Lorge 1944, 1947). Later interpretation of this study pointed out that adult test scores

were not related to age but rather related to previous education and skills, not age. Since older

adults had less formal training and less test-taking skills, it only appeared that adults were less

capable learners. When Lorge focused on adults’ ability to learn rather than on speed or rate of

learning, adults up to age 70 tested as well as younger adults.

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When intelligence tests were developed, it was noted that students scored well when

compared to adults as well as young adults compared to older adults. Today it is recognized that

adults score better on some aspects of intelligence as they age and worse on others, resulting in a

fairly stable composite measure of intelligence until very old age (Schaie and Willis, 1986)

In l968, Malcolm Knowles proposed the new label for the distinction between adult

learning from preadult schooling called andragogy. He defined andragogy as the art and science

of helping adults learn. He named five assumptions underlying andragogy which describe the

adult learner as

has an independent self-concept and who can direct his or her own learning

has accumulated a reservoir of life experiences that is a rich resource for

learning

has learning needs closely related to changing social roles

is problem-centered and interested in immediate application of knowledge

is motivated to learn by internal rather than external factors

There was much debate in the 70’s and 80’s as to the validity of andragogy as a theory of

adult learning but rather a model of assumptions about learning. Knowles later revised his

assumptions to include andragogy and pedagogy as appropriate approaches to both children and

adults. Cyril Houle, Knowles’ mentor and author of numerous books on adult education cites

that was is significant that educators should involve learners in as many aspects of their

education as possible and in the creation of a climate in which they can learn.

Self-directed learning (SDL) is another model that helped define adult learners as

different from children. Self-directed learning is widespread, occurs as part of adults’ everyday

life and is systematic yet does not depend on an instructor or a classroom.

Both andragogy and SDL, which appeared about the same time, were the first two

attempts by adult educators to define Professional Development that comes in many forms.

Research shows that face-to-face presentations, including hands-on sessions, are still the core of

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most professional development programs. (Salpeter, 2003, p.1) However, in recent years

professional development has evolved in several key ways from being about ‘how to’ to

instructional strategies and needs. An increasing number of school districts have abandoned the

‘how to’ instruction altogether and offer lessons in a “just in time” fashion. The technology used

is as simple as a PowerPoint presentation or a PDF file with textual instructions and diagrams.

Still other school districts have concerns about scheduling and release-time problems and have

professional development instructors turn live presentations into online multimedia workshops

for just-in-time learning.

In addition, some of the most popular presentations have been offered in a lab where the

voice and computer displays are recorded digitally. Usually, the sessions are live, with some

audience members in the lab and others at remote sites from where they can submit questions via

e-mail or use polling software to respond to queries sent by the instructor to their computer

screens. After these live sessions, the video version becomes available and is published on the

Web as a resource. Of course, the creation process can be, and usually is, very time consuming.

Many school districts across the country, virtual course delivery systems are used for both online

instruction and ongoing collaboration among teachers. A number of face-to-face professional

development activities are supplemented with follow-up discussions.

Tapped In, (ti2.sri.com) is an example of online professional development site. It offers

a meeting place for educators, complete with virtual offices and classrooms, conference rooms,

and a help desk. URLs can be posted for the participants to view examples of the topics being

discussed.

Over the years, the biggest change in technology-related professional development is the

recognition that it needs to be ongoing. It has been stated that federal No Child Left Behind

funds that are earmarked for professional development comes with the stipulation that they

cannot be used for one-day or short-term learning experiences.

Technology can be an important tool to help with collegiality and sustained learning. As

the authors of No Dream Denied stated, “Technology is perhaps the most important and most

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underutilized tool for providing teachers access to the targeted professional development they

need, when and how they need it. Online course, informal support groups, and other network-

supported resources open the door to professional development opportunities far beyond what

any school or district might be able to offer.”

How adults learn has concerned scholars and practitioners since the founding of adult

education as a professional field of practice since the early 1920’s. Eighty years later, there is no

single answer, no one theory of adult education that explains all that is known about adult

learners, contexts where learning takes place and the process of learning itself . In early research

on adult learning it was determined that adults learn as part of their daily lives. When adult

learning was studied more systematically in the early twentieth century, research was centered on

adult learning as whether or not adults could learn. After years of research and testing, the

question of whether adult could learn was no longer the focus; rather the new research focus was

what was different about adult learning? It is known that there are mosaics of theories, models,

sets of principles and explanations that, when combined, compose the knowledge base of adult

learning. Two important pieces of this mosaic are androgogy and self-directed learning.

Androgogy is a mode of adult learning based on self-directed learning. The instructors in an

androgogy-oriented training program are facilitators not teachers as opposed to pedagogy or

youth learning which is teacher-directed.

Possible Solutions

Two obstacles have been identified that affect teachers’ ability to adopt and integrate

technology within schools, external (i.e., lack of equipment) and internal (e.g., lack of

confidence). In overcoming these barriers, a technology coach program, has been suggested as a

possible solution, particularly internal factors. (Sugar, 2005) The technology coach, mentor,

counselor, or a technology learning coordinator function is to provide technology support and

guidance to a group of assigned teachers. Similar to this concept is to link experienced teachers

with novice teachers for professional development.

Many schools currently have individuals employed whose sole job function is to provide

technology assistance to teachers and administrators. They perform two main roles. One role is

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troubleshooting problems with technological hardware and to resolve technical problems of the

school. The other role focuses on supporting the teachers and administrators in effectively

instructing students using an assortment of technologies.

There is considerable criticism that existing professional development programs need to

be revised as teachers report that attending professional development workshops was not meeting

their needs. Citing the traditional sit-and-get training sessions without follow-up support has not

been effective in preparing teachers to integrate technology into their classrooms. In a 2000

survey conducted by the US Department of Education of public school teachers, approximately

one-third of the teachers report feeling well prepared or very well prepared to use computers and

the Internet for classroom instruction. This being said, the report alludes to the two-thirds of

public school teachers who do not feel confident in using computers and other technology tools

in their instruction. Situated professional development can be the link between staff

development and implementation of technology. This approach focuses on particular technology

needs that teachers would like to learn and integrate in their classroom as opposed to the dictated

technology competencies.

In a 2001 study exploring the role of a technology coach which consisting of six female

teachers and three male teachers assessed their skills and attitudes towards technology. The

participants were selected based three factors: content area, experience with specific

technologies (e.g., e-mail, WWW, computer graphics PowerPoint, etc.), and gender. The

technology coach was a recent Instructional Technology graduate and middle school History

teacher. The topics discussed in the face-to-face coaching meetings were initiated by the

individual teacher. Other than the meetings, the coach maintained e-mail communications with

some of the teachers for the purpose of providing follow-up information and resources pertaining

to the sessions.

The coach performed a range of activities during his coach meetings with teachers which

were classified into four main categories: skills, technical, resources, and projects. Of interest

was that almost all of the participants had similar technology needs. The majority of teachers did

not want to be trained about the latest and sophisticated instructional technologies, but needed

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guidance with simple technology skills (e.g., changing a printer’s cartridge, creating a

PowerPoint presentation, using a digital camera, etc.)

From this study, the situated professional development for technology training appears to

be a better alternative to the traditional, in-service technology workshops. Each of the

participants voiced value on being trained with their own individual classroom technologies, as

well as being able to personalize their technology questions. In addition, having an empathetic

and supportive relationship with the technology coach who has patience, describe technology

terminology in a non-threatening way to help teachers overcome affective domain barriers (lack

of confidence), and was crucial to the success of this study. “It is apparent that an ideal

technology coach doesn’t need to possess technical skills as much that an ideal technology coach

would need to possess “people skills.” (Sugar 2005, pg. 558).

Instructional Plan

The administrative staff who participated in this research project consisted of two data

analysts, a registered nurse, four team leaders and a manager, and two peers who were interested

in upgrading their technology skills. Profiles of the participants are as follows:

TITLE SEX APPROX.

AGE

HIGHER

EDUCATION

TECHNOLOGY

LEVEL

Manager Female Mid-forties BA Degree in Math Sophomore

Team Leader DH Male Mid-30’s Associates Degree Freshman

Team Leader MH Female Mid-30’s BA Degree in

Business due

Summer 07

Junior

Team Leader TH Female Early 30’s Associates Degree Freshman

Team Leader BS Male Late 20’s B.A. Degree in

Business

Junior

Sr. Analyst KH Female Late 30’s Freshman

RN Analyst KS Female Early 50’s Nursing Degree Freshman

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Analyst PD Female Late 40’s Sophomore

Marketing

Analyst TW

Male Early 40’s Associates Degree Junior

Admin Asst. BN Female Late 40’s Masters Degree Junior

My goal was to assist them in becoming more technology savvy in the workplace and to

develop an interest to pursue personal development in this area. My plan of action was using our

weekly staff meetings to introduce PowerPoint tasks which they will be able to use for company

projects and also for their own personal use. They began by answering a needs survey of tasks

they would like to learn or review. From this survey it was determined that PowerPoint would

be explored. The survey results also found that the majority of staff preferred the classroom

setting for instruction. Rather than using the weekly staff meeting for the instruction, I reserved

a computer classroom allowing for each individual to have direct access to a computer.

Research Plan

Specific Research Questions

1. How does participation in a customized, project-based technology training program

using PowerPoint and other office productivity applications influence staff use of

and attitudes about technology?

a. How does skill in one technology application impact the use of other programs?

b. Will those administrative staff members (team leaders) with immediate reports

encourage or seek training for their own staff?

Data Sources

To begin the intervention, an attitude questionnaire was used to determine staff feelings

about technology in general and their need for further learning. Review of this feedback an on-

line assessment (SurveyMonkey) determined the following:

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1. My attitude towards technology.

2. My attitude towards technology in

general.

3. Kinds of MS Office programs used.

4. Location where MS Office is accessed.

5. Which MS Office program desired to be

learned or reviewed.

6. Assessing one’s own PowerPoint ability

7. Assessing one’s own Excel ability

8. Assessing one’s own word processing

ability

9. List of other software interested in

learning

10. Manner of learning technology

From the results of this assessment further training was identified. Several methods of

instruction were offered where staff was encouraged to discover principles (skills) by themselves

from a constructivist viewpoint. The Introduction to PowerPoint is followed by the student

creating their own presentation from the results of another staff member’s answers to an informal

survey entitled, “It’s All About Me.” Bruner is attributed to the theory that learning is an active

process where the learner takes information, constructs hypotheses makes decisions while

relying on cognition. The idea of learning through community is supported by his theory on the

role of culture in shaping growth. The social interaction and the “zone of proximal development”

as stated by Vygotsky, are of value in this informal classroom setting and existing community of

this administrative staff. The administrative staff, already being a cohesive group, was able to

benefit greatly from the ZPD as interaction and learning by peers was achieved.

Data Analysis

Information derived from the initial questionnaire (technology assessment) identified the

particular technology needs of the administrative staff by reflecting upon their own technology

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skills. Skills that were included in the survey were word processing, e-mail, Internet,

PowerPoint, spreadsheets, computer maintenance, digital camera, web page and database.

Data from the second questionnaire was compared to data collected after the PowerPoint

training and subsequent training derived from the assessments. From the results of the data, the

following questions were answered:

1. Does attitude toward technology and/or its use change after additional training?

From the survey results, 60% of the staff felt that although they were familiar with

PowerPoint, they did learn something. This was an exceptionally high percentage as there were

not too many “Junior” levels in the training. In addition 40% felt they were now more confident

using PowerPoint.

2. Does use of technology tools increase?

There was an increase in stated uses for PowerPoint, those being presentations, graduate

slide show, notifications to staff, e-mail, in workgroups, school and the annual report. It has

been observed that three of the four Team Leaders are now using PowerPoint to notify staff of

their monthly meetings.

3. Does the staff request additional support?

When asked the manner in which staff would seek additional support if assistance was

needed, 80% said that they would refer to the handout presented at training. This handout was

the training steps discussed in class in addition to more detailed functions of PowerPoint. Also,

40% of the staff would try working out the problem by themselves and/or use the HELP button.

Asking another staff member was 40% of the staff. As of this writing, I have not been asked for

support in PowerPoint.

Conclusion

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In review of my survey finds and observations and my review of the research

substantiates that there are many problems to overcome and consider when teaching the adult

learner.

The following results of my research support the fact that teaching the adult learner is

unique. The first obstacle observed and to overcome was find the time to schedule training for a

time when there would be the least amount of negative impact on the staff’s job demands or

personal time. Monday is the busiest day of the week and should be avoided for this type of

“optional” training in order to be most effective and stress free. Additionally, staff members

have the option of compressing their work week (working the full 77.50 hours in any two week

pay period in an extended day/s in order to take a day off). Friday is usually the day most people

take off from work. Then there is the mandatory training that may take staff out of the office

during the week. Lastly, there are numerous meetings and town halls, depending on your job

and whether you are a union or non-union employee. During the course of the three months of

attempting the schedule the instructional plan within these parameters, the class itself was

rescheduled, at the last minute, three different times.

Numerous staff changes was also an obstacle. During this period of research, my

manager and I were transferred to another department. Once established in the new department,

one team leader left to take a job in Chicago, another retired, one was promoted and went to

another department. All these changes happened separately and required vast amounts of delays

due to interviewing and hiring the replacement new employees. Staffing change was a problem

in that when a team leader leaves their position, the remaining team leaders share job functions,

making their job more demanding of their time.

There were two types of reluctant learner. One being the person who thought she already

knew PowerPoint and the other learner with little experience. The first reluctant learner felt that

she did not need further training. Quoting her, she learned on her own. She was also the staff

member whose manager wasn’t aware that she wasn’t planning on attending the

PowerPoint/Team Building Session. This session wasn’t an optional training class. Ironically,

there was another staff member who also rated his PowerPoint expertise at the Junior level who

21


was anxious to attend in order to learn even more. The other reluctant learner had a last minute

conflict and wasn’t able to attend the session. Her comments during the scheduling process was

always that she was too busy with job demands to take the 2-hour class despite her self rated

Freshman level expertise with PowerPoint. I made myself available at any time, before or after

work or my lunch hour, to tutor her on the session and the exercise that she missed. She has not

responded to the availability of desk-side tutoring.

So what have I concluded from this research? Technology trainers who plan professional

development opportunities should know to ask the recipients their preferences to what, when,

where and how regarding these sessions. Both peer-to-peer learning and direct instruction are

successful delivery modes.

I am excited about continuing to learning and teaching technology.

References

Research Bibliography

Brown, A. H., Benson, B., & Uhde, A. P. (2004, Summer). You're Doing What with Technology? An Expose on "Jane Doe" College Professor [Electronic version]. College Teaching, no3 (52), 100-4.

Bruder, I. (1989, November/December). New Ideas for Professional Development;Teacher Education [Electronic version]. Electronic Learning, v9 (n3), p22 (7).

Donlevy, J. (2005, January). The Future of Work: Technology Beckons[Electronic version]. International Journal of Instructional Media, no3 (32), 2001-4.

Dunn, K. (2000, May). Rutgers University Creates Culture of Lifelong Learning[Electronic version]. Workforce, no5(79), 108-9.

Eisinger, J. (2000, December). Education Evolution [Electronic version].Association Management, no 13(52), 52-9.

Feldman, J. (2005, June). Professional Development Strategies: Beyond theClassroom -- Training is just the first step toward molding your team into a lean and mean IT machine ... [Electronic version]. Network Computing, p59.

Fidishun, D. (2000, Spring). Teaching Adult Students to Use Computerized

22


Resources: Utilizing Lawler's Keys to Adult Learning and Make Instruction More Effective [Electronic version]. Information Technology and Libraries, 19(no3), 157-8.

Huang, H.-M. (2002, January). Toward Constructivism for Adult Learners inOnline Learning Environments [Electronic version]. British Journal of Educational Technology, no1(33), 27-37.

King, K. P. (2002, November/December). Creating their Futures—The TransformativePossibilities for Women Using Technology in their Professions [Electronic version].TechTrends, 46(no6), 37-41.

Levy, F., & Murnane, R. J. (2004, June). A Role for Technology in Professional Development? Lessons from IBM [Electronic version]. Phi Delta Kappan, 85(i10), 728.

Masek, L. E. (2000, March). Advice for teaching hands-on computer classes to adult professionals. Computers in Libraries, v20(i3), p32. Retrieved September 13, 2006, from http://web3.infotrac.galegroup.com

McCarthy, E. H. (2006, March). When Teachers Take Staff Development Personally [Electronic version]. The Education Digest, (no7), 45-9.

McCaslin, N. L., & Parks, D. (2002). Teacher education in career and technical education: background and policy implications for the new millennium. Journal of Vocational Education Research, 27(no1), 65-103. Retrieved September 13, 2006, from http://firstserach.oclc.org

Merriam, S.B. (2001). Androgogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education. 89, 3-14.

Milner, J. (2005, November). Warming Up to Wireless [Electronic version]. T.H.E. Journal, no4(33), 28-9, 32-5.

Salpeter, J. (2003, August 15). Professional Development: 21st Century Model.Techlearning. Retrieved August 9, 2006, from http://www.techlearning.com/shared/printableArticle.jhtml?articleID=13000492

Sugar, W. (2005) Instructional technologist as a coach: Impact of a situated professional program on teachers’ technology use. Journal of Technology and Teacher Education. 13(4), 547-571.

Timmermann, S. (1998, Spring). The role of information technology in older adult learning. New Directions for Adult and Continuing Education, no77, 61-71. RetrievedSeptember 3, 2006, from http://firstsearch.oclc.org

Watson, G. (2006, Spring). Technology Professional Development: Long-termEffects on Teacher Self-Efficacy [Electronic version]. Journal of Technology and Teacher Education, v14(1), p115(15).

23


Wenger, E. C., & Snyder, W. M. (2001). Communities of Practice: The Organizational Frontier. In The Harvard Business Review on Organizational Learning (pp. 1-20). Boston, MA.Harvard Business School Press.

Annotated Bibliography

Brown, A. H., Benson, B., & Uhde, A. P. (2004, Summer). You're Doing What withTechnology? An Expose on "Jane Doe" College Professor [Electronic version]. College Teaching, no3(52), 100-4.

This article discusses professional development of three college professors who wish to improve their technology skills. Faculty development issues regarding learning and the use of technology, key questions that higher education faculty and administrators need to address, as well as the support institutions need to provide. The results of this report demonstrate that the “typical” Jane Doe college professor needs to be “systematically and individually supported” in the development of contemporary educational technology use. Institutions must take an active role to provide resource, time and equipment support.

Bruder, I. (1989, November/December). New Ideas for Professional Development;Teacher Education [Electronic version]. Electronic Learning, v9(n3), p22(7).

Nine panelists at the Electronic Learning Second Annual Technology Conference (1989) agreed that teacher’s time for training during school hours. In addition, schools, universities and businesses must each cooperate with one another, and that both life and technical skills are necessary. Several problems were cited such as lack of teacher training, in-service training and leadership among school officials.

Dunn, K. (2000, May). Rutgers University Creates Culture of Lifelong Learning[Electronic version]. Workforce, no5(79), 108-9.

The future of work and the role of technology as well as the implications for school and teachers are discussed. With major trends referenced to help predict the future of work and the role of technology, schools can assist in helping students become more productive citizens with effective knowledge and skills.

Feldman, J. (2005, June). Professional Development Strategies: Beyond theClassroom -- Training is just the first step toward molding your team into a lean and mean IT machine ... [Electronic version]. Network Computing, p59.

The FMO (Facilities Maintenance and Operations Department at Rutgers University lagged behind in its technical studies. The FMO was the largest department at the university with nearly 800 employees on three campuses managing grounds keeping, maintenance and repairs services. I was determined that members of the staff were lacking basic reading, math and computer

24


literacy. Improving these staff skills, it was determined, would assist in the department’s continued success. The custom classes that were offered were so successfully attended that the college is adding to the program. Feldman, J. (2005, June). Professional Development Strategies: Beyond the Classroom –

Training is just the first step toward molding your team into a lean and mean IT machine that’s technically proficient but has a soft side too” [Electronic version]. Network Computing, p59.

Formal education is but the first step in many professions. One must constantly “tweak” technical skills. This report states that the answer to building a competent IT staff is a comprehensive professional development plan. Although time consuming, continued training is morale-boosting to the trainee that their organization is interested in the person “beyond his or her ability to deliver a quick tech hit.”

Fidishun, D. (2000, Spring). Teaching Adult Students to Use Computerized Resources: Utilizing Lawler's Keys to Adult Learning and Make Instruction More Effective [Electronic version]. Information Technology and Libraries, 19(no3), 157-8.

As adult students are found in most institutions of higher learning, educators (librarians) need to adapt their design instruction on computerized resources to the adult student as opposed to the traditionally aged student. These students find that the library has changed much. Card catalogs and paper indexes have been replaced with online catalogs and CD-ROM databases. This article uses Patricia Lawler’s six key principles to adult learning:

Understand and Reduce Anxiety Elicit and Incorporate Student Expectations Acknowledge and Utilize Student Experience Provide and Encourage Active Participation Identify and Incorporate Relevant Content Facilitate Change and Growth

The use of these keys can help librarians assist adult students enter the world of information technology and aid in the methodologies of library instruction.

Huang, H.-M. (2002, January). Toward Constructivism for Adult Learners in Online Learning Environments [Electronic version]. British Journal of Educational Technology, no1 (33), 27-37.

Educators need special techniques for online learning as well as meeting the special needs of adult students because of their special characteristics (job demands, varied life and work experiences and dependents at home. Researchers have suggested that constructivism be applied in distance education. Constructivism and adult learning theories are reviewed. Within the scope of constructivism in adult learning, instructional principles are discussed:

Interactive Collaborative Facilitating Authentic

25


Learner-Centered High Quality

The problems of traditional distance education (interactive or communicative) are decreasing gradually through advanced online technologies. Instructional designed need to consider constructivist principles to create learner-centered and collaborative environments to support critical reflection and experiential processes. Online discussion groups should be discussion-oriented, authentic, project-based, inquiry-focused and collaborative. Implementing these strategies will create better learning environments.

King, K. P. (2002, November/December). Creating their Futures—The TransformativePossibilities for Women Using Technology in their Professions [Electronic version]. TechTrends, 46(no6), 37-41.

Similar to the book, Composing a Life by Mary Bateson, who’s book portrayed the lives of five women and delved in the experiences of multiple careers, lives and multiple demands in their lives, this article looks at the life of one particular woman (adult learner) whose life scenario “deeply affected” the author in relationship to being woman in a technology-related field and as an educator of adults. There is an emphasis for alternative teaching and learning methods, the introduction of technology at earlier ages, providing mentors and role-models.

Levy, F., & Murnane, R. J. (2004, June). A Role for Technology in Professional Development?Lessons from IBM [Electronic version]. Phi Delta Kappan, 85(i10), 728.

The authors studied IBM’s approach to training new managers to capture lessons learned and apply to schools and districts to rely on technology to deliver professional development. The current method of holding workshops led by an outside speaker with little or no follow-up did not change how well teachers teach or children learn. There is a challenge to use technology more in the delivery of professional development. Existing programs that use the Internet in professional development have included TeachScape, LessonLab and the Center for Online Professional Education. In this article, IBM answered the following questions in the process of revamping its own training program for new managers:

What role should technology play in professional development? Can it substitute for face-to-face meetings that are expensive and hard to schedule? Can it make face-to-face meetings more valuable? Does it change how meeting time should be spent and require new skills of those who

facilitate these meetings?

McCarthy, E. H. (2006, March). When Teachers Take Staff Development Personally [Electronicversion]. The Education Digest, (no7), 45-9.

The end result for most schools of having professional development to raise student achievement levels. Teachers are complaining that professional development is a waste of time, not really what I need or time spent would be of better use in the classroom.These comments can be applied to the business world too. Teachers at a Fairfax County alternative high school in Virginia took a needs assessment survey to identify areas of perceived need. Several issues were suggested including technology training. The teachers specifically

26


requested information and training on the use of technology in the classroom. It was determined that the students often responded better to lessons that were technology based rather than book based. Through the use of Blackboard, a tool available to all schools in the district, teachers wanted to make their lessons and assignments available online and to create online surveys and tests... Staff was given two early-release days for staff development.

Milner, J. (2005, November). Warming Up to Wireless [Electronic version]. T.H.E. Journal, no4(33), 28-9, 32-5.

In a statewide program Freedom to Learn, a small school district in northern Michigan, Brimley Area Public Schools, technology was upgraded through funding. In addition to expanded the district’s network to wireless technology, every student in grades 6-12 were given a laptop to use during the school year. The first obstacle was to “persuade” teachers to be onboard with the wireless implementation citing that it’s critical for districts to support their educators in learning the technology. To acclimatize teachers to wireless, the ISD holds three days of workshops, seminars, and best-practice sharing sessions. It has been suggested the best way to prepare teachers is to do so from the bottom-up—identifying a technology stars among the teacher base and let them forge the trail for their colleagues to follow. Teachers are less reluctant to embrace new technology if they see someone who has had success.

Sugar, W. (2005) Instructional technologist as a coach: Impact of a situated professional program on teachers’ technology use. Journal of Technology and Teacher Education. 13(4), 547-571.

A state leader’s action guide to 21st century skills: A new vision for education. Partnership for 21st century skills from www.21stcenturyskills.org

27

http://www.21stcenturyskills.org/


Blue Cross Blue Shield of MichiganState of Michigan Service Unit

Date: October 10, 2006

To: SOMSU AdminStaff

From: Barbara Bloemers

Subject: SOMSU ~ Technology Training

As part of my graduate school program and degree in Educational Technology, I am focusing my research on Teaching Technology to Adults. To begin this program, I am asking each of you to fill out an on-line survey addressing the following:

your attitude towards technology, your comfort level with the many software programs commonly used, programs you would like to have more training. and preference to learning as being whole group, tutorial or individualized training.

The survey is located on Surveymonkey.com and should take approximately 5 minutes to complete.This survey will enable be to plan what direction I need to go into as far as addressing your technology needs.

28


Technology Attitude Survey ~ SOMSU Exit this survey >>

1. Introduction

This survey will assess attitudes and aptitude towards technology, and how to proceed with enhancing your technology skills.

1. My attitude towards technology can best be described as:

Been there, done that. No

interest.

I learn new technology only when I HAVE to at

work.

I enjoy learning new technology

skills.

I seek out new technology information.

2. My attitude towards technology in general can best be described as:

Use only when I have to

(usually at work).

Use at home only to check

e-mail.

Use minimally (less than 2

hours a day).

Spend most of my spare time

surfing the Internet.

3. I use the following Microsoft Office programs:

Microsoft

Word

29

http://surveymonkey.com/Users/19811729/Surveys/414712891727/16FDC2CC-E4A5-4987-B57B-F16A416000D6.asp?U=414712891727&DO_NOT_COPY_THIS_LINK#%23










PowerPoint

Excel

Access

4. I use the MS Office programs at the following locations:

Only at Work Home Work and Home

5. Which of the following would you like to learn or become more familiar?

Working with Presentations (PowerPoint)

Working with numbers/spreadsheets

(Excel)

Working with documents

(Word Processing)

6. My ability using PowerPoint can be best described at the following level:

Freshman Sophomore Junior Senior

7. My expertise using Excel can be classified at the following level:

Freshman Sophomore Junior Senior

30



















8. My word processing skills can be enhanced by learning:

Review basic skills

Using Auto Tools

Making Brochures

using columns/tables.

Reports/templates

9. I would like to learn more about the following software function not listed above. Please listing some area where you would like to learn about more.

10. I prefer to learn more about technology by:

Tutorial lessons

Classroom setting

Individual training

31









Technology Survey II Exit this survey >>

1. Please take time to answer questions thoughtfully.

1. Having taken the PowerPoint Class recently (February 16, 2007), I feel that

I still don't get it.

Now more confident using PowerPoint.

Already familiar with PowerPoint but did learn SOMETHING new.

Knew everything presented. This was just a review.

2. I use, or will use PowerPoint at work for the following kinds of projects. Please list at least two:

a. b. c.

3. The best part of the PowerPoint class was _______? Also, please explain why you think it was the best part.

32

http://surveymonkey.com/Users/54878069/Surveys/740643386284/EBD90D6A-9F35-46D0-8A4C-151726D8C808.asp?U=740643386284&DO_NOT_COPY_THIS_LINK#%23





4. If I am uncertain about implementing some PowerPoint function for a presentation that I am working on, I will most likely:

Refer to the handout given to me at the PowerPoint class.

Work in out myself using the HELP button.

Ask another staff member.

Forget the whole project as it is too much trouble.

5. The best time of the day for a 1-2 hour technology training class would be:

Morning Afternoon

Time of Day

6. The best day of the week for technology training would be:

Monday Tuesday Wednesday Thursday Friday

33








Day of the Week

7. The best week of the month (because of the demands of my job, report deadlines and/or inventory) would be:

Week of the Month

Week 1

Week 2

Week 3

Week 4

8. I would suggest improving future technology training for the SOMSU's Administrative Staff by doing the following:

9. I am interested in attending the next level of PowerPoint training.

34











Yes No

10. What do you still want to learn how to do using PowerPoint?

35




PowerPoint 101Practice: Questionnaire Name: _________________________

Q: What is your name given at birth?

Q: If you had to change your first name right now, what name would you choose for yourself?

Q: What is your hometown/town of birth?

Q: Where do you currently reside?

Q: What do you do?

Q: What is your hair color?

Q: Of all of the books you were assigned to read when you were in school, what are your favorites?

Q: If you could have any kind of a job in the entertainment industry, what do you think you would do best?

Q: Have you ever had a pet that was not a cat or dog? What was it?

Q: What was the last song you sang when no one else was around?

Q: What are 3 of your favorite TV shows?

Q: Where and what would you rather be doing right now?

Q: What is your favorite kind of music?

Q: What are your favorite sports to watch?

36


Q: What is your preferred ice cream

Q: Which single store would you choose to max out your credit cards?

Q: What do you do most often when you are bored?

Q: Name the person you are friends with that lives the farthest away?

Q: Last movie you saw in theater?

Q: If you were a crayon, what color would you be?

Q: What's your favorite sport and/or hobby?

Q: What scares you?

Q: What is the best day of the year?

Q: Do you like to dance?

Q: If you could change one thing about yourself, what would it be?

Q: Where would you like to retire?

Q: What is your favorite movie?

Q: What's your favorite color?

Q: What's your favorite flower?

Q: What is a personality trait in others that really irritates you?

37


38


39


40


41


42


43


Survey I Results1. Introduction

1. My attitude towards technology can best b

44


e described as:

Been there, done that. No interest.

Total Respondents (sk

45


ipped this question)

2. My attitude towards tec

46


hnology in general can best be described as:

Use only when I have to (usually at work).

47


Total Respondents (skipped this question

48


)

3. I use the following Microsoft Office

49


programs: Microsoft100% (10)100% (5)100% (8)

50


100% (6)

Total Respondents (skipped this questio

51


n)

4. I use the MS Office programs at the follow

52


ing locations:

Only at Work

Total Respondents (skippe

53


d this question)

5. Which of the following woul

54


d you like to learn or become more familiar?

55


Total Respondents (skipped this question)

56


6. My ability using PowerPoint can be best descri

57


bed at the following level:

Total Respo

58


ndents (skipped this question)

7. My expertise using Excel can be classified at the following level:

Response Percent

Response Total

Freshman 20% 2 Sophomore 40% 4 Junior 40% 4 Senior 0% 0

Total Respondents 10(skipped this question) 0

59


8. My word processing skills can be enhanced by learning:

Response Percent

Response Total

Review basic skills 20% 2

Using Auto Tools 30% 3

Making

Brochures using columns/tables.

40% 4

Reports/templates 10% 1

Total Respondents 10

(skipped this question) 0

9. I would like to learn more about the

60


following software function not listed above. Please list

61


some area where you would like to learn about more.

62

http://surveymonkey.com/TextBreakdown.asp?SID=2891727&QID=36148909


6(ski

pped this question)

10. I prefer to learn more about technology by:

Response Percent

Response Total

Tutorial lessons 30% 3

Classroom setting 60% 6

Individual training 10% 1

Total Respondents 10

(skipped this question) 0

63


Survey II Results

1. Please take time to answer questions thoughtfully.

1. Having taken the PowerPoint Class recentl

64


y (February 16, 2007), I feel that

Total R

65


espondents (skipped this question)

2. I use, or

66


will use PowerPoint at work for the following kind

67


s of projects. Please list at least two:

a.

Tota

68


l Respondents (skipped this question)

I use, or will use PowerPoint at work for the following kinds of projects. Please list at least two: 1. presentations 2. graduation slide show 3. Notifications to staff 4. When I need to do a presentation

69

http://surveymonkey.com/DisplayDetail.asp?SID=3386284&RID=381462767





I use, or will use PowerPoint at work for the following kinds of projects. Please list at least two: 1. e-mail 2. TW workgroups?? 3. school 4. Presentations 5. Annual Report

3. The best part of the PowerPoint cla

70







ss was _______? Also, please explain why you thin

71


k it was the best part.

4(skipped this quest

72


ion)

The best part of the PowerPoint class was _______? Also, please explain why you think it was the best part. 1. The instructor. She was nice. 2. For me, learning where to find all the templates and special effects. These are the things that make

PowerPoint presentations stand out, so learning how to access them and use them helped in beginning to develop a sense of using PowerPoint for the first time.

3. Creating a PowerPoint presentation about my teammate. 4. I liked learning all the different things that you can do with your presentation, (sounds, message

flying on to the screen, etc.)

4. If I am uncertain about imple

73






menting some PowerPoint function for a presentat

74


ion that I am working on, I will most likely:

Refer to the handout given to me at the PowerPoint class.

75



76


5. The best time of the day for a 1-2 hour techno

77


logy training class would be:

MA

46

Total Responden

78


ts (skipped this question)

6. The best day of t

79


he week for technology training would be:

To

80


tal Respondents (skipped this question)

7. The

81


best week of the month (because of the demands of

82


my job, report deadlines and/or inventory) would be

83


:Week of the Month0% (0)100% (2)100% (4)0% (

84


0)


85


8. I would suggest improving future technology training for the SOMSU's Administrative Staff by doing the following:

3(skipped this question) 2

I would suggest improving future techn

86

http://surveymonkey.com/TextBreakdown.asp?SID=3386284&QID=42176532


ology training for the SOMSU's Administrative Staff by

87


doing the following: Not sure

training session

I think the

88


presentation was very good. May want to demonstrate a little m

89


ore. Hands on is the best way of learning in my onion.

9. I a

90


m interested in attending the next level of Power

91


Point training.

Total Respondents (skipped

92


this question)

10. What do you still want to learn how to do using PowerPoint?

3(skipped this question) 2

What do you still want to learn how to do using PowerPoint? 1. Some of the things Brad was doing with his PowerPoint while we were learning the basics. 2. Whatever there is to learn 3. The PowerPoint that Brad did had more things that we didn't go over.

Michigan Educational Technology Standards (METS) 9th to 12th Checklist

O = Teacher Observation P = Portfolio Evidence A = Formal Assessment1. Basic Operations and Conceptsa. Students demonstrate a sound understanding of the nature and operation of technology systems.

1. Students discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software).

2. Students identify the capabilities and limitations of emerging communication resources.

3. Students understand the importance of both the predictable and unpredictable impacts of technology.

93





4. Students identify changes in hardware and software systems over time and discuss how these changes might affect them personally in their role as a lifelong learner.

5. Students understand the purpose, scope, and use of assistive technology.6. Students understand that access to online learning increases educational

and workplace opportunities.b. Students are proficient in the use of technology.

1. Students will be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills.

2. Students understand the relationship between electronic resources, infrastructure, and connectivity.

3. Students will routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency.

4. Students assess and solve hardware and software problems by using online help or other user documentation and support.

5. Students identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav).

6. Students demonstrate how to import/export text, graphics, or audio files.7. Students proofread and edit a document using an application’s spelling

and grammar checking functions.2. Social, ethical, and human issuesa. Students understand the ethical, cultural, and societal issues related to technology.

1. Students identify legal and ethical issues related to use of information and communication technology.

2. Students analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses.

3. Students discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society.

4. Students discuss the possible consequences and costs of unethical uses of information and computer technology.

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O = Teacher Observation P = Portfolio Evidence A = Formal Assessment2. Social, ethical, and human issuesb. Students practice responsible use of technology systems, information, and software.

1. Students identify ways that individuals can protect their technology systems from unethical or unscrupulous users.

2. Students demonstrate the ethical use of technology as a digital citizen and lifelong learner.

3. Students explain the differences between freeware, shareware, and commercial software.

4. Students adhere to fair use and copyright guidelines.5. Students create appropriate citations for resources when presenting

research findings.6. Students adhere to the district acceptable use policy as well as state and

federal laws.c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

1. Students explore career opportunities and identify their related technology skill requirements.

2. Students design and implement a personal learning plan that includes technology to support his/her lifelong learning goals.

3. Technology productivity toolsa. Students use technology tools to enhance learning, increase productivity, and promote creativity.

1. Students complete at least one online credit, or non-credit, course or online learning experience.

2. Students use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence).

3. Students have access to and utilize assistive technology tools.4. Students apply advanced software features such as an application’s built-

in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations.

5. Students use an online tutorial and discuss the benefits and disadvantages of this method of learning.

6. Students develop a document or file for inclusion into a web site or web page.

7. Students use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work).

8. Students have the opportunity to participate in real-life experiences associated with technology-related careers.

b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

1. Students identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project.

95


O = Teacher Observation P = Portfolio Evidence A = Formal Assessment4. Technology communications toolsa. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

1. Students identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality).

2. Students use available technologies (e.g., desktop conferencing, e-mail, groupware, instant-messaging) to communicate with others on a class assignment or project.

3. Students collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications.

4. Students plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing).

b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

1. Students use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences.

5. Technology research toolsa. Students use technology to locate, evaluate, and collect information from a variety of sources.

1. Students compare, evaluate, and select appropriate internet search engines to locate information.

2. Students determine if online sources are authoritative, valid, reliable, relevant, and comprehensive.

3. Students distinguish between fact, opinion, point of view, and inference.

4. Students evaluate resources for stereotyping, prejudice, and misrepresentation.

b. Students use technology tools to process data and report results.1. Students formulate and use evaluation criteria (authority, accuracy,

relevancy, timeliness) for information located on the internet to present research findings.

c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

1. Students develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys).

6. Technology problem-solving and decision-making toolsa. Students use technology resources for solving problems and making informed decisions.

1. Students use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning.

2. Students describe the possible integration of two or more information and communication technology tools or resources to collaborate with

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peers, community members, and field experts.b. Students employ technology in the development of strategies for solving problems in the real world.

1. Students formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences.

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