Evaluation Report

District Website Site Conversion Project An Evaluation of Its Progress

For Teton County School District #1

Jackson, Wyoming

Michelle Jenkins July 28, 2011

Final Project Edtech 505-4173

 

 

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Table of Contents

Cover page 1 Table of Contents 2 Learning Reflection 3 Executive Summary 4 Evaluation Purpose 5 Background Information 6 Description of Evaluation Design 10 Results and Discussion 12 Conclusions and Recommendations 20 Appendix

 

 

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Learning Reflection As an educational technologist, implementing projects are a common occurrence. Being able to set and achieve attainable and meaningful objectives will provide a solid base and better chance of success for any project. When working with teachers to integrate educational technology, being able to identify the problem, the reason for using technology as an instructional method, is the smart way to challenge students with tech. Setting up an evaluation process to occur as a program takes place, will make efforts more productive and meaningful. It also brings a professional aspect to a project that may earn the activities more support from administrators and other stakeholders. The evaluation process is flexible; the plan of evaluation can and should be designed to fit the needs of the project staff. The evaluator guides those involved in a program through discussions or activities that spell out questions that the group needs to answer. Objectives are studied to make sure that common criteria for success of the program are agreed upon. Whether an evaluation is designed to be formative, coinciding with the program activities, or summative, a study that begins once the program concludes, the evaluation process must compare what happened in the project with the criteria for successful completion of the program.

Evaluating a project means collecting data. There are lots of ways to collect information about a project, and using well-designed data instruments is crucial to trusting if your evaluation is valid and reliable. If at all possible, work with a data expert to guide the evaluation team as they design, prepare for, and carry out surveying and interview activities. Having confidence in the results of an evaluation is priceless. By spending time studying the components of evaluation and valuing the importance of well-crafted instructional design, means that a teacher or administrator can define and improve almost any educational situation. You don’t have to lose time and effort worrying about external impacts when you understand how to implement grounded educational design.

 

 

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Executive Summary Teton County School District began a program evaluation of its website conversion project in June, 2011. The school district decided to connect with a new web hosting service to offer a more robust and reliable website to its community of users. The school district has a web site team that consists of a technology director, a contracted website consultant, and individual site webmasters for each school in the district. Two months after the launch of the live site on May 1, 2011, the web site team worked through an evaluation process to determine if the school websites are fulfilling their design as an information center for each school. The evaluation also analyzed the content of each teacher’s classroom webpage, to find out how teachers are using their websites, and what training should be offered to expand the development of these sites. Through a staff survey, and a complete analysis of every classroom website and school homepage, the evaluation reveals that the classroom websites are not communicating substantial information about the activities and products of the students, but the teachers have provided contact and scheduling information. The launch of the website at the end of the school year is an attributing factor for the status of the classroom webpages. Data show that one-sixth of the teacher homepages are empty. The analysis of the school home pages shows that the majority of school site masters are posting current and accurate information in a timely manner via the website calendaring and news feed tools. Survey responses and lack of content on class pages suggest more training opportunities should be offered to keep the website conversion project on track, and expand options for classroom use of the new website features.

 

 

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Purpose of the Evaluation Rationale for Evaluation

During the past year, Teton County School District contracted with a new web-hosting company to redesign all the school district websites. The web site team spent a limited amount of time planning for new web content, and receiving training in the functionality of the web-based editing tools. The website went live on May 1, 2011, and in the 60 days of use, the sites began to take shape. It is the intent of the school district that all classroom teachers will have a functioning website, and that the school websites be a central source of information. To get an accurate view of what has been accomplished so far, an evaluation will be conducted to determine what are appropriate next steps in the development of the websites and need for future staff training. Evaluation Questions

The web site team has selected three central questions that should be investigated and answered to provide feedback on the progress of the web site migration project. These questions will identify the current state of the project, as compared to what the team expects it to be. 1. What has been successful in the switch to the new website?

To determine how effectively the websites are presenting information to the web audience.

2. How are teachers using their classroom webpages? To determine the effectiveness of the training workshops that occurred during the first 60 days of the project.

3. How will the new web tools from the website software benefit the users?

To determine the impact and results of switching to a new company, and evaluate how the website is providing solutions to classroom communication needs.

Impact of this Evaluation

This project began in August, 2010, and is continuing. The web site team will be provided data and feedback from this evaluation that will enable the team to set a realistic goal for the completion of the project. This report is prepared for the web site masters at each school, the web site consultant, and the technology director. The results will show details about what has been accomplished in the website conversion, and where the weaknesses are. It will directly affect planning for future training needs, both for faculty users and for the web site

 

 

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masters. The evaluation will indirectly impact the faculty contributors to the website, as the report’s recommendations will direct the creation of lesson content and design of additional training workshops.

Background Information School District Website Conversion

Teton County School District is located in Northwest Wyoming, a rural valley surrounded by mountain ranges. The district serves the entire county, with most of the population contained in the town of Jackson. The district is comprised of one high school, one middle school, two large elementary schools in town, and four small elementary schools in other areas in the county. The student enrollment is approximately 2600, and growing. The school district is progressive in 21st century communication tools, and uses a variety of electronic communication media. All email and some document sharing among the staff and administration is performed with Microsoft Live mail services. Parent email and newsletters are also transferred via email. An online student information database is used for grading and student records, and is accessible to teachers, parents, and students. The school district and each school have used some type of website for about 16 years. With all of the other electronic media in place, having a web presence has been a priority for the school district.

The school district borders on Grand Teton and Yellowstone National Parks, and it also a well-known winter sports and skiing destination. There are dozens of websites that advertise the area, and due to seasonal visitors, and its remote location, the school district strives to project its image mission and important enrollment information to potential school families and employees. Staff and student use of the website has increased, and there is demand for more functionality for the school websites. For several years, the district employed a web hosting company called Sharpschool to host its websites, provide technical support, and a web-based simplified web-authoring software. Due to various limitations with this option, the school district contracted with a new web-hosting company in 2010, and prepared for the conversion of all the school websites. District Website Mission and Objectives Teton County School District maintains a three-year cycle on its district technology plan. The plan outlines and details how instructional technology and technology infrastructure are maintained and employed throughout the district.

 

 

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Teton County School District uses mission statements and a cycle for continuous improvement in its technology plan to provide an atmosphere for educational achievement for students. The following are excerpts from the technology plan 2010-2013.

The Technology Department’s mission statement and goals: “Our mission is to effectively and efficiently provide technical support, training and guidance to TCSD utilizing exemplary professional practices. Our improvement goals are: To ensure customer satisfaction, to demonstrate visionary leadership in the planning and implementation of technology, to collaborate and communicate effectively, and to utilize exemplary professional practices.”

Teton County School District Instructional Technology Mission Statement: Provide an efficient and effective learning environment where all individuals are equipped with the necessary 21st century skills and competencies to become successful life‐ long learners and users of information, ideas, and technology.

The school district website serves as an information hub for each school and for the district. The school district main website contains all district documents for public viewing, school board documents, and district policies and procedures. The websites are designed to keep current school events and calendars available at all times. The website is a jumping off point, linking parents, students, and teachers to various web links to online databases, class information, and resources. Each school is expected to maintain a website with specific information and calendars for that school. Each teacher has a website, where contact information and schedules for each class are posted. The school district wishes to expand the use of classroom websites to include assignment information, photo galleries, student-published work, web 2.0 applications, and other classroom and school events. Previous Website Formats

Over the last decade, the school district has worked on continuously improving the functionality of the website. In 2000, teachers or staff would submit content to a single webmaster and this person would update all the content on all the pages. Although each school had a website, they were not updated very often. In 2004, the school district upgraded to a web-hosting company that offered a built-in web editor. Some teachers were trained to use the software, and a new hierarchy was established for maintaining the websites. One person at each school site received a stipend contract to be the site-webmaster. This person keeps the website info pages up-to-date, adds calendar info, assists

 

 

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teachers in posting photos and information, and provides training workshops for staff.

As instructional technology use grew in the classrooms, there was more demand for posting media and photos on the school websites. At the same time, the web hosting company began experiencing more technical difficulties that created down times and errors in the school district sites. In 2010, the district decided to switch to a new web hosting company, SchoolCenter / ThinQEd. During 2010, the company began transferring many existing pages from the current website, to new pages. The new website format contains all the school sites as part of one large site with a common URL, instead of several different sites with unique URLs. The district hired a web consultant to facilitate meetings at each school to choose a “brand” and logo for each school site that would give it a unique identity, while maintaining a common format scheme. After several delays, detailed below, the website went live May 1, 2011.

Web Site Team and Users

Each school has a staff person or teacher designated as the site master for the school. Several of these people have worked on the website for several years, while there has been difficulty recruiting a site master for the high school. This group meets occasionally for training. The school district technology director is official in charge of the website, but this job is often overshadowed by other facets of district administration. An outside web consultant was hired in 2010 to aid in the transition to the new site, and coordinate some design features. This person has been contracted to continue on to help with further implementation. It is uncertain how long this consultant will be working with the web site team.

 

 

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Website Project Characteristics

The website project has two sections, the actual website pages, structure, and maintenance of the site; and the web site team, the training process, and the teaching staff users. When the website was switched in May, it was known that large sections were a work-in-progress. Even though many of the district content pages were copied over by the new web-hosting company, the arrangement and navigation among the pages was not satisfactory. Several weeks were needed to fix these glitches. To allow for new content, only a few of the 175 teacher pages were migrated to the new site; the rest were blank. While there were introductory level trainings offered at all the schools during May and June to help teachers learn to use the new software, the end of the school year proved to be a difficult time for web training for teachers.

At this point, the web site masters have worked on keeping a similar structure for common information such as school events and lunch menus, so that families with children in more than one school level can find information easily on each site. Some teachers have participated in test-runs of the media sharing tools, and have found success posting student media and audio files for class projects, and creating book review blogs. The website has remained live, online, and error free since May 1. This is a great improvement in the reliability of the district website, and already the decision to contract to a new hosting company has been proven to be a good choice.

The web site team is needs improvement in organization and procedures. There have been no scheduled meetings of the web site team since the launch. Some email communication has occurred, and a shared document was used to note items to be fixed by the consultant or web hosting company. Some of the web site masters were able to secure training time for the staff during the end of teacher workdays, and some were not. There is uncertainty about what trainings will occur during August, at the end of the summer break, but there is a definite need.

 

 

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Description of Evaluation Design

In this project, the main task was to launch the new school district website,

with information communication being its main purpose, and include the teaching staff as contributors to its content. The school district expected that the homepage for each school would immediately become the central information point in communication between the school and its community. The district also expects that all teaching staff will use a designated classroom webpage set incorporated with class activities. This evaluation is designed to show what has happened so far, what has been accomplished, and what are the next steps in the project. The evaluation answers the three focus questions identified to direct the evaluation: 1. What has been successful in the switch to the new website? 2. How are teachers using their classroom webpages? 3. How will the new web tools from the website software benefit the users?

This evaluation follows the discrepancy model of evaluation. This model is employed to research and reveal what has happened in the project, as compared to what was expected to happen. This evaluation model enables the evaluator to look at the project objectives established by the website team, and design a process and evaluation tools to determine if these objectives have been met. The results of the evaluation will set a path for the web site team as they continue on with the district website improvement project. Three data instruments were created, an audit and examination of the classroom web pages, a data sheet about the school home pages, and a survey of staff that have been assigned a classroom or teacher website. Objective One: What has been successful in the switch to the new website?

During a meeting with the web site team, the evaluator asked for a description of what would characterize the new website launch as being successful. The team expects these items to be present or occurring as indicators of success:

• The homepage of each school has functional navigation links • The homepage of each school has a current calendar feed • The lunch menu is available from the homepage with one click • The news feed tool is being used • Upcoming information can be found via the calendar or news feed • The homepage uses the design and format decided upon by the team • Information is current, not out of date

 

 

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Each school’s homepage was audited for these items, and the data was recorded on a spreadsheet designed by the evaluator. See Appendix C Objective Two: How are the teachers using their classroom webpages?

In order to communicate and study the actual state of the new website, it was decided to inventory and audit each of the teacher webpages from all nine schools in the district separately. Studying only a sample of these pages might have given a snapshot of the contents, but it was decided that comparing the pages from different school levels might not give an accurate representation. Each school site includes a main page where all of the classroom teacher websites are listed and categorized. There are currently 175 teacher pages. Based on discussions with the web site team, a list of typical and desired web content items was made. These items were arranged in a spreadsheet tool, by the evaluator. The classroom websites were analyzed during the week of July 3, 2011. As each webpage was reviewed, the page was inventoried and which of the items it contained was noted. A rating of the quality of the content available was not made, just a quanitative notation if items were present or not. It was also noted if the page existed, but was still in its blank template form. See Appendix D

A survey of faculty use and opinion about their school webpages was used to measure teacher attitude about using a classroom webpage, and attitude about the importance of maintaining classroom website. A questionnaire was developed that gathered basic information of grade level, subject level, and previous use of electronic communications. Other questions included selecting web tools that they would use, and their knowledge of how students and teachers use classroom webpages. See Appendix E Objective Three: How will the web tools from the new website software benefit the users?

In meeting with the web site team, and using information contained on a list of teacher requests kept by the web site consultant, a list of items, deemed ineffective or missing from the previous website tools, was made. The most requested components include media sharing options: photo tools, photo album sharing pages, audio and video hosting capability, and video player tools. Also requested were page layout options, font choices, and more sophisticated page layout tools. During the evaluation, the web site team created a list of tools and features available on the new website editing software. The requests and responses of the teachers will be compared to the list of available features on the new website.

Using the faculty survey, several questions were designed to find out what pieces teachers want on their webpages, or intend to use on their web pages.

 

 

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Teachers were also prompted to give their opinion about the value of using a classroom website, and their reaction to the training that has been provided thus far on the website conversion project. The survey was distributed via the school district email system on July 10th, 2011. See Appendix E

The faculty survey was available online for two weeks, July 2-16th. A

reminder email with a link to the survey was sent on July 8th, to attempt to follow up with people who had not yet completed the survey. Since it is summer break, it is expected that the reply rate for the survey will be low. This is a factor that was considered in deciding to analyze each of the teacher websites, instead of just a sample. There will be actual data showing what teachers have done with the new webpages in the first 60 days of the project, instead of having to rely heavily on how teachers respond to the survey.

Results & Discussion

The following section contains the results of the website analyses and faculty survey. The evaluation of the websites was executed in a timely and error-free manor. There were no technical difficulties or interruptions with the website hosting service during the evaluation, and no interruptions reported by the web site team. The online survey was available for a two-week period, including a time period during which summer school was occurring for grades k-12. Eighteen people completed the staff survey. This is approximately 10% of the entire teaching staff. Given the low participation, the survey data shall be considered as one group throughout this report, and responses are not subdivided by grade level or subject level. Since the school district intends for all of the teachers to participate in web content creation, the data relay a snapshot of the typical teacher’s responses. Staff Survey Demographic Information There were 18 respondents to the survey. The respondents represented all grade levels and a representative sample of the core academic subject areas. Grade Level Number of Respondents Subject Area Elementary K-6 4 Elementary Classroom

teachers Middle School 6-8 6 2-math, 1-science, 3-

social studies High School 8 2-math, 1-science, 3-

social studies, 1-English Table 1

 

 

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What has been successful in the switch to the new website?

Each school homepage was analyzed using the website audit tool. (Appendix C) Overall, the school homepages contained the majority of the listed elements. Chart 1 shows the six elements that were measured. Seven of the nine schools websites’ (78%) contained all six of the elements required by the web site team. All of the school webpages had a functional navigation sidebar, school contact information is present, and had an event calendar in use. All of the schools have posted their school lunch menu. Since two of the schools do not offer a lunch program, this means that all the applicable schools are posting that information. Two schools do not have the news feed tool present on their homepages, and two schools did not have any future information or upcoming events posted on the homepage or calendar. All of the school home pages are functional, have a common navigation element, and have relevant and current information available to site visitors.    

 Chart  1      

 

 

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How are teachers using their classroom webpages? How will the new web tools from the website software benefit the users?

All 175 of the teacher homepages were analyzed, using the collection tool. Based on a list compiled by the web site team, nine items were identified as common elements that typically could be used by teaching staff on their websites. Two categories called “Other” were included to count additional items that teachers might include on their website. If the web page held only the generic template information, but had not been personalized by the teacher, this was also noted on the data instrument. Percent of Teachers Using Common Classroom Website Elements

Table 2 shows the items that were most commonly used on teacher web pages. First, it is noted that 13% of the teacher websites were blank, the generic template had not been personalized. This means a sector of the teaching staff have not been given access to their sites, or did not attend training, or could be new staff coming into the school this fall.

Table 2 While the majority teacher websites do include static information such as contact information and the year’s class schedule, 10% or less of the pages include dynamic information. None of the teachers have begun using the classroom calendar tool available on their webpage.

Heading info 87% Class schedule 59% Contact info 59% Website links 20% Blank template only 13% News 10% Picture 3% Assignments 2% Other1 2% Other 2 2% Parent info 1% Calendar 0%

 

 

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Chart 2 Chart 2 shows the actual numerical breakdown of the contents on the classroom homepages. While teachers edited the new web site to contain relevant information, few began using the webpage as a vital element in their classroom communication during the first 60 days of the new website implementation.

 

 

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Chart 3

From the staff survey, teachers were asked to report on their previous use of online communications. Chart 3 shows the number of teachers who responded to these questions. The data indicates that half of the teachers have used a webpage, blog or wiki to communicate from their classrooms, and half have not. When asked if they have used email to communicate with students, 72% have, and 22% have not. Information from the web site team states that all elementary school teachers are required to send a weekly email communication to parents, so the survey specifically differentiated to ask if teachers were designing items on a school webpage for parents. Student performance information is updated to middle school and high school parents periodically via an automatic notification in the student data system.

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Have  you  used  a  web  page,  blog,  or  wiki  to  communicate  

with  students  

Have  you  used  email  to  communicate  students  

Have  you  used  a  web  page,  blog,  or  wiki  with  parents?  

Teacher  Historical  Use  of  Online  Communication  Tools  

Yes  

No  

 

 

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Chart 4

On the survey, the respondents were asked to choose up to three choices, reporting which elements of a website do they consider most important. This question gauges teacher preferences about the available website options, and measures teacher attitude and beliefs about the purposes of classroom websites. Chart 4 shows that a majority of teachers value easy to use editing tools as the most important element from the list, and also want the website to serve as a repository of classroom files, documents, and other file resources. 45% deem quick tech support from the school or the website company to be very important. Only one respondent named fonts, colors, and styles as an important option.

 

 

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How will the new web tools from the website software benefit the users? Teacher Opinion Of Classroom Website Relevance

Teachers were asked two questions to gauge their attitude about the role of a classroom website in their classroom environment. When asked the question, “Using a website to communicate is important for me and my students,” 67% agree with this statement, 28% were neutral about this statement, and 0% disagreed. When asked the question, “Teachers should use a classroom website as an element of the 21st Century classroom,” 89% strongly agree with this statement, and 11% agree with this statement. No respondents were neutral or disagreed. These data results show that the district’s teachers are positive and willing to participate in classroom website development and additional training. The web site team reported that after initial work with the new web editor, media tools such as file managers, podcast players, and media formats all work effectively and have simple interfaces. Using A Classroom Website with Students To determine teacher attitude about using the website as a component of instruction, there were three questions related to student use of the internet. Teachers were asked if students have online access during class time. 50% of the teachers said yes, students have internet access. 28% of teachers report that there is not enough equipment or time to have enough computer access for their students, and 17% said the students could not have online access during class. Teachers were surveyed about their knowledge of students’ online access outside school. More than half the teachers report they believe students do have home access to the internet, while 40% were unsure if students have regular internet access. These data indicate that more than half the teachers might have doubts about relying on frequent, individual use of their classroom website as an integral part of classroom instruction. Teacher Opinion about Website Training Teachers were asked to comment about training they had participated in regarding the new website. Of note, 22% said they did not have any training for the new website, and almost half feel they need more training. These results show a need for improvement in training options for this project. Very  good     11%  Not  enough  training  is  offered  -­‐  need  more.   44%  I  did  not  participate  in  website  training  2010-­‐2011   22%  Adequate     17%  

 

 

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Financial Impact of the Project

The school district did not disclose the cost of the previous webhosting package, as compared to the new webhosting package. Two days of webinar training was offered to the site web masters, from the webhosting company, but no cost was given. The site masters performed all training of the each school’s staffs in workshops, as part of their required duties as the site master. The site masters receive an annual stipend of $1000 each for the large schools, and $500 for the small elementary schools. The stipend remains the same regardless of how many trainings are offered, in addition to the web site maintenance.

 

 

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Conclusions & Recommendations This evaluation worked with three focus questions: 1. What has been successful in the switch to the new website? 2. How are teachers using their classroom webpages? 3. How will the new web tools from the website software benefit the users? The following items are recommendations based on the data collected by the evaluator. Immediate Conclusions

• During the first two months of use, the web site team has successfully launched the school homepages as information hubs for the schools. Information is up-to-date and easily accessible.

• With 13% of the teacher web pages blank, the web site team should check all the assigned users in the database, and prepare to send out login information the week prior to teachers returning to work. Given the timing of the website launch, at the end of the school year, teachers may not have had time or motivation to start on a new website. A notice with login information may be motivational.

• A majority of classroom webpages contains only basic contact information, and are not being used to communicate student work.

• Classroom webpages are not yet being used as a platform for classroom learning activities.

• A refresher training for the web site team should be scheduled soon to review media tools of the website. This training should be taught by someone from web hosting company, to be certain the team receives the most up-to-date training.

• Website training should be scheduled into beginning of school meeting times, as training received the lowest rating on the staff survey. More than one format for training should be considered, to meet the needs of all staff.

Long Range Planning

• The web site team should prepare a mission statement for the website, and create a schedule of meetings for planning, coordination, and training of the web site team.

• The web site team should develop a model, or sample, classroom website, with multiple pages, as a showcase of the media sharing and file organization options that can be used on the new website. This model site should have a sample classroom assignment calendar, and a discussion board with sample topic discussions. The model site should be

 

 

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password protected, so that all editing users can view it. This will be a useful tool to be used in web training and workshops.

• A mid-year survey can be used each year in January to identify staff needs and attitudes.

• Contact the web hosting company about any evaluation tools they offer, and ask for further training or updates.

• The web site team should become proficient in using the online help tools offered by the web hosting company, and design a Frequently Asked Questions page for staff, so they can connect to the online help when training is not available.

Evaluation Insights

• The response to the staff survey was very small; this is attributed to the timing of the survey. Future surveys should be presented during the school year, or at the end of a school year.

• Although there were similarities in the responses on the survey, the evaluator recommends revising the survey and redistributing it to the staff at the end of September after a set of trainings have occurred. In adjusting the survey questions, we suggest creating 3 or 4 questions about what tools teachers use, instead of keeping all of the choices in a checkbox item in one question. With a question about organizational tools, a question about media tools, and a question about photo and file tools, this will return the survey results in separate categories that will be easier to sort and analyze.

 

 

Appendix A

EPD Evaluator’s Program Description

 

 

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Appendix B Project Evaluation Timeline Date Task 6/23/2011 Complete proposed evaluation project idea, EPD chart 6/25/2011 Edit proposal and submit on moodle 6/26/2011 Compiling survey questions 6/26/2011 Complete EPD doc, share EPD doc and timeline via GSS 6/27/2011 Design spreadsheet for auditing new website 6/28/2011 Begin sorting through webpages by school, record info on

spreadsheet 7/2/2011 Create survey in final form / distribute survey, write evaluation

design 7/6/2011 Project forecast due 7/7/2011 Compile data collection spreadsheet 7/11/2011 Create appendix in page form 7/11/2011 Final draft of EPD finished 7/14/2011 Write background and purpose 7/15/2011 Write summary, results section data analysis 7/16/2011 Write learning reflection 7/25/2011 Rough draft of entire eval document complete 7/26/2011 Editing of complete document 8/1/2011 Project Due

 

 

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Appendix C

Sample Screen of Teacher Website Data Collection Tool

 

 

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Appendix D Sample screen of Classroom Homepage Data Collection Tool

 

 

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Appendix E Staff Survey Questionnaire Teacher Website Survey What is your teaching level? *

• Elementary K-6 • Middle School 6-8 • High School 9-12

What are your subject areas? * If you are a classroom elementary teacher, just

type elem Have you used a web page, blog, or wiki to communicate with your students or publish their work? *

• Yes • No • Not sure

Have you used email to communicate with a group of students about class work?

• Yes • No

Have you used a web page, blog, or wiki to communicate with parents? - not including email to parents

• Yes • No

What items would you include on your classroom homepage? *

• Class news • Featured photo

 

 

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• Photo albums • Class schedule • Assignment calendar • Teacher contact info • Teacher personal info/bio • Audio message from teacher • Publish student written work • Publish student media • Website links • Daily or Weekly class content

• Other:

What is most important when working on your webpages? choose up to 3

• Easy to use tools • Lots of fonts, colors, and styles • Ability to add as many pages as I want • Quick tech support from the school or the web company • Workshops to learn about extra features of the website • A place to store class files, documents, or picture resources • Tools such as blogs, wikis, and discussion boards

• Other:

Using a website to communicate is important for me and my students. *

1 2 3 4 5 Agree Disagree Teachers should use a classroom website as an element of the 21st Century classroom. *

1 2 3 4 5 Agree Disagree Rate the training available at your school related to the school website.

 

 

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• Adequate • Too much training is required • Not enough training is offered - need more. • Very good • I did not participate in website training 2010-2011

Are your students able to access your classroom website during school hours?

• Yes • No • There are not enough computers / devices available daily • Student time on computers is already dedicated to other requirements • I don't know

Are your students able to access your classroom website at home?

• Yes • No • I don't know. • More than 50% of my students have difficulty with daily internet

access.

 

 

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Reference List Basic guide to program evaluation. (2011). Retrieved July 19, 2011, from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor4293321196 Boulmetis, J. & Dutwin, P. (2005). The ABCs of Evaluation. San Francisco, CA: John Wiley and Sons, Inc. Teton County School District Website. (2011). Retrieved July 1, 2011, from http://www.tcsd.org/