Needs AssessmentNeeds Assessment

EDTC 6140: Planning for TechnologyEDTC 6140: Planning for Technology

Cristina ThompsonCristina ThompsonMary TrotterMary Trotter

Janice RussellJanice Russell

ECU Elementary Vision For ECU Elementary Vision For TechnologyTechnology

ECU Elementary, in order to encourage students ECU Elementary, in order to encourage students to become life-long learners in the 21st century, to become life-long learners in the 21st century, will strive to provide and utilize innovative will strive to provide and utilize innovative technology that continuously promotes high technology that continuously promotes high academic achievement through the use of subject academic achievement through the use of subject oriented software, multimedia tools, and effective oriented software, multimedia tools, and effective practices.  In addition, technology will be used to practices.  In addition, technology will be used to increase the efficiency in the management of data increase the efficiency in the management of data for administrative purposes through instructional for administrative purposes through instructional support programs.support programs.

Needs Assessment GoalNeeds Assessment Goal

The goal of the Technology Plan is to access The goal of the Technology Plan is to access the current state of the ECU Elementary the current state of the ECU Elementary School’s overall technology. The main focus will School’s overall technology. The main focus will be on equipment, staff development and be on equipment, staff development and curriculum in order to determine specific needs curriculum in order to determine specific needs related to future purchases and training for related to future purchases and training for proper implementation.proper implementation.

IntroductionIntroduction

The Needs Assessment for ECU Elementary The Needs Assessment for ECU Elementary School is based on a school-wide assessment of School is based on a school-wide assessment of a typical elementary school. a typical elementary school.

The analyzed data comes from actual surveys, The analyzed data comes from actual surveys,

along with general information related along with general information related to equipment, staff development, to equipment, staff development, observations and interviews as observations and interviews as conducted by our team members.conducted by our team members.

ObjectivesObjectives

1.1. Evaluate student proficiency and growth as Evaluate student proficiency and growth as measured by state achievement tests and AYP measured by state achievement tests and AYP expectations.expectations.

2.2. Evaluate the effectiveness of follow-up training Evaluate the effectiveness of follow-up training and support for professional development.and support for professional development.

3.3. Evaluate the resources available to determine Evaluate the resources available to determine if they are ensuring and demonstrating high if they are ensuring and demonstrating high ethical standards and student achievement.ethical standards and student achievement.

4.4. Evaluate the access to digital communications Evaluate the access to digital communications for students and employees.for students and employees.

School EnvironmentSchool Environment• ECU Elementary has is a large campus located in rural North Carolina.  The K-5 student population exceeds eight hundred each year.  A variety of teachers, administrators, specialists, teacher assistants, transportation managers, cafeteria workers, and custodians compose the staff.  The students' population includes 30% free and reduced lunch students, 8% ESL students, and 25% AIG students.  Many members of the staff have their own personal children at the school and the PTA is highly involved. • The school has 3 wings with 77 classrooms.  Wing A houses kindergarten, first grade, and the art room; Wing B houses second grade, third grade, and the music room; and Wing C houses fourth grade, fifth grade, and the school’s only computer lab.  The office, media center, cafeteria, guidance office, art room, music room, and gym are centrally located.  • Every classroom has 2 computers (1 teacher and 1 student).  Each of the classroom wings has 1 centrally located laser printer to which all computers on the wing are networked.  Each wing also has one ActivBoard which can be moved from room to room and a cart equipped with a projector and laptop.  The computer lab has 30 computers networked to a color laser printer. • In the office, each administrator, the secretary/receptionist, the financial secretary and the data manager has a computer at his/her desk.  There is one color laser printer located in the office.  The cafeteria has 2 computers with a shared laser printer.  The media center has one computer used for inventory and book check out and one system where 5 computers are linked to one CPU used for research.  There is 1 laser printer in the library.

SurveySurvey Details:Details: Faculty, Staff and Faculty, Staff and

StudentsStudents

Things to ConsiderThings to Consider1. For the 5th grade tech-literacy test the following hardware is

needed to administer the test: keyboard, mouse, monitor, Internet Explorer SP2 or later, Netscape Safari, 56k modem or better, 64 MB RAM, and Windows 98 or better.

2. Teachers will need access to the web site to complete the school level survey.

3. Parents, Students, Teachers, and administrators can all take part in the Speak Up Survey as long as they have access to the web.

4. Paper-pencil survey could be distributed to more than just students if the participation in the on-line surveys are low.

Teacher SurveyTeacher Survey

Questions:Questions:

1. How would you categorize yourself as a technology user?1. How would you categorize yourself as a technology user?

2. How often do you use technology to cover a new concept?2. How often do you use technology to cover a new concept?

3. How often do you use technology to review a concept?3. How often do you use technology to review a concept?

4. How often do you use a projector or TV to view visual media in the classroom?4. How often do you use a projector or TV to view visual media in the classroom?

5. Which multimedia tools would increase the use of technology in your classroom lessons?5. Which multimedia tools would increase the use of technology in your classroom lessons?

6. What assistance is needed to increase the use of technology in classroom lessons?6. What assistance is needed to increase the use of technology in classroom lessons?

7. What activities do you regularly do using technology?7. What activities do you regularly do using technology?

8. What is/are the major obstacles when using technology in the classroom?8. What is/are the major obstacles when using technology in the classroom?

Teachers will complete an Teachers will complete an on-line survey about their use of technology in the school to improve student achievement. The response to multiple-choice answers will be evaluated.

Student SurveyStudent SurveyWe would like to know what you think about education. For example, how you are using technology. We would like to know what you think about education. For example, how you are using technology. Complete the survey to tell us more about what you think by circling your answer.Complete the survey to tell us more about what you think by circling your answer.1. Think about the other students in your class, do you know…

a. More about technology than mostb. The same about technology as mostc. Less about technology than most

2. What devices are available for you to use at school?a. Desktop computerb. Laptop computerc. MP3 or IPODd. Video Game Boxe. Other __________

3. How do you use the computer for school work?a. Complete writing assignmentsb. Create slide show or moviec. Emaild. Listen to a podcaste. Get help from the Internetf. Play Educational gamesg. Use Internet for Researchh. Take a test onlineI. Communicate with students from other states/countries

4. What keeps you from using computers more at school?a. Computers are not always availableb. I can’t access my personal webpage/emailc. My teacher doesn’t know how to use themd. Programs are not good enoughe. Other __________________

Pre-Existing Data for EvaluationPre-Existing Data for Evaluation 5th Grade End of Year Technology Test Scores from ABC Report Card.5th Grade End of Year Technology Test Scores from ABC Report Card. This test asks questions related to students use of technology in various areas:  This test asks questions related to students use of technology in various areas: 

Systems, Social & ethical, word processing, spreadsheets, multimedia & presentations, Systems, Social & ethical, word processing, spreadsheets, multimedia & presentations, telecommunications & Internet, and Databases. telecommunications & Internet, and Databases.  According to the data reported for our According to the data reported for our school, students performed poorly on social and ethical uses related to technology.  school, students performed poorly on social and ethical uses related to technology.  Also, students did not do as well on spreadsheet questions as the other areas.  The Also, students did not do as well on spreadsheet questions as the other areas.  The students performed the best on questions related to multimedia/presentations and students performed the best on questions related to multimedia/presentations and telecommunications/Internet, getting over half of the questions correct in these two telecommunications/Internet, getting over half of the questions correct in these two area.area.

The 2007 STNA survey results is available to help school-level decision making about The 2007 STNA survey results is available to help school-level decision making about technology uses for teaching and learning from the data collected.  After reviewing the technology uses for teaching and learning from the data collected.  After reviewing the response percentages, this survey shows that the few teachers who are using response percentages, this survey shows that the few teachers who are using technology are not getting recognition.  It is felt that the amount of money being spent technology are not getting recognition.  It is felt that the amount of money being spent for technology is not sufficient.  There is not an evaluative practice in place for for technology is not sufficient.  There is not an evaluative practice in place for tracking professional development in the area of increasing the use of technology in tracking professional development in the area of increasing the use of technology in the classroom.  Most importantly, teachers are not using the technology in place to the classroom.  Most importantly, teachers are not using the technology in place to enhance, learner-centered teaching strategies.  In fact, the data shows that students in enhance, learner-centered teaching strategies.  In fact, the data shows that students in the classroom are not using the same tools that professional researchers use.  It seems the classroom are not using the same tools that professional researchers use.  It seems that the survey shows that the school is falling short of having students actively using that the survey shows that the school is falling short of having students actively using technology in the classroom for learning and evaluating, but the technology in place is technology in the classroom for learning and evaluating, but the technology in place is being used for communication, record keeping, and teacher/staff administrative being used for communication, record keeping, and teacher/staff administrative working.working.

2007 End of Year working conditions survey  Teacher Working Conditions Survey2007 End of Year working conditions survey  Teacher Working Conditions Survey Current Technology Inventory AMTRCurrent Technology Inventory AMTR

InterviewsInterviews

Interview Group

AdvancedTechnology User5th Grade – Teacher5th Grade – Teacher4th Grade – Teacher4th Grade – Teacher

SecretarySecretaryCurriculum SpecialistCurriculum Specialist

AverageTechnology User

2nd Grade – Teacher2nd Grade – TeacherKindergarten- TeacherKindergarten- Teacher

PTA – PresidentPTA – PresidentAdministratorAdministrator

NoviceTechnology User

3rd Grade – Teacher3rd Grade – Teacher1st Grade – Teacher1st Grade – Teacher

EC/ESL – ESL TeacherEC/ESL – ESL Teacher

Interviews…Who and Why?Interviews…Who and Why?TeachersTeachers

It would be important to interview various teachers through ECU Elementary in order to gain an It would be important to interview various teachers through ECU Elementary in order to gain an understanding of the technology needs and challenges they are facing. From this interview group theunderstanding of the technology needs and challenges they are facing. From this interview group theTechnology Team discovered:Technology Team discovered:

There is a huge gap between the knowledge base of the teachers. Some have no technology There is a huge gap between the knowledge base of the teachers. Some have no technology experience and in fact, feel lost, while others are quite proficient. Some are podcasing, creating experience and in fact, feel lost, while others are quite proficient. Some are podcasing, creating webpages, and striving to integrate technology into their own curriculums while others are avoiding webpages, and striving to integrate technology into their own curriculums while others are avoiding the use of technology altogether. the use of technology altogether.

It is important that professional development is provided that is designed to address these different It is important that professional development is provided that is designed to address these different levels of need.levels of need.

Teachers Selected for Interview:Teachers Selected for Interview:1.1. 5th Grade – Teacher.5th Grade – Teacher.    Recently participated in QTL and is trying to learn more about integrating technology into her Recently participated in QTL and is trying to learn more about integrating technology into her

classroom.classroom.    Represents those who are eager to learn, but don’t know much about using technology in the Represents those who are eager to learn, but don’t know much about using technology in the classroom.classroom.

2.2. 4th Grade – Teacher.4th Grade – Teacher.    Recently won a grant for IPODs to use for podcasting and e-books. Represents those who Recently won a grant for IPODs to use for podcasting and e-books. Represents those who use technology with every lesson to improve student learning and 21st century skills.use technology with every lesson to improve student learning and 21st century skills.

3.3. 3rd Grade – Teacher.3rd Grade – Teacher.    Is afraid of technology.Is afraid of technology.    She usesShe uses    the computer only to record grades, send email, and keep the computer only to record grades, send email, and keep her web page current,her web page current,    which she has been trained in thoroughly. To represent teachers who want easy and which she has been trained in thoroughly. To represent teachers who want easy and reliable technology.reliable technology.

4.4. 2nd Grade – Teacher.2nd Grade – Teacher.    Tries to use technology as a reading center by using software programs on the computer.Tries to use technology as a reading center by using software programs on the computer.     Otherwise, she uses the computer only for record keeping and administrative duties.Otherwise, she uses the computer only for record keeping and administrative duties.     To represent teachers that To represent teachers that use technology with students to review concepts taught, but don’t incorporate it into the lessons/instruction.use technology with students to review concepts taught, but don’t incorporate it into the lessons/instruction.

5.5. 1st Grade –1st Grade –    Teacher.Teacher.    Has difficulty keeping her web page current and often forgets her own passwords.Has difficulty keeping her web page current and often forgets her own passwords.     She She avoids the computer.avoids the computer.    Represents the teachers lost when it comes to technology.Represents the teachers lost when it comes to technology.

6.6. Kindergarten – Teacher.Kindergarten – Teacher.    Is comfortable with creating web pages and using programs for teacher directed needs.Is comfortable with creating web pages and using programs for teacher directed needs.     Doesn’t have comfort with letting her young, kindergarteners using the computer.Doesn’t have comfort with letting her young, kindergarteners using the computer.     Represents the teachers of very Represents the teachers of very young children that have difficulty logging-in to the computer.young children that have difficulty logging-in to the computer.

Interviews…Who and Why?Interviews…Who and Why?ESL/EC DepartmentESL/EC Department

Students with special needs require technological resources that addressStudents with special needs require technological resources that addressthese needs in very specific ways and are normally documented in theirthese needs in very specific ways and are normally documented in theirIEPs. Since assistive technology is very specialized, it would be extremelyIEPs. Since assistive technology is very specialized, it would be extremelyimportant to include the IEP Team in the interview process. important to include the IEP Team in the interview process.

An interview of this type would provide the following:An interview of this type would provide the following: Hardware NeedsHardware Needs Software NeedsSoftware Needs Opportunities for Specialized TrainingOpportunities for Specialized Training

Teachers Selected:Teachers Selected:1. ESL Teacher. To represent the special needs of diverse learners. She could help to identify technology 1. ESL Teacher. To represent the special needs of diverse learners. She could help to identify technology tools that will help with translation to provide better communication with parents. She has little experience tools that will help with translation to provide better communication with parents. She has little experience with integrating technology in the classroom, but she uses translation programs frequently for newsletters.with integrating technology in the classroom, but she uses translation programs frequently for newsletters. 2. 2. LEA and EC Teacher. To represent the special needs of students with disabilities. She could help identify LEA and EC Teacher. To represent the special needs of students with disabilities. She could help identify technology tools that will help students with physical and learning disabilities. She has a lot of experience technology tools that will help students with physical and learning disabilities. She has a lot of experience with integrating technology and would like to write a grant for some peripherals that would help disabled with integrating technology and would like to write a grant for some peripherals that would help disabled students communicate through the computer.students communicate through the computer.

Interviews…Who and Why?Interviews…Who and Why?PTA PresidentPTA President

The PTA President would be able to provide information related to The PTA President would be able to provide information related to expectations from involved parents and teachers. In addition, the PTA expectations from involved parents and teachers. In addition, the PTA can be a source of funding so it would important to include information can be a source of funding so it would important to include information from the President in the overall interview process. from the President in the overall interview process.

The president uses the auditorium to conduct meetings and will The president uses the auditorium to conduct meetings and will need access to budget graphs and spreadsheets to project for the need access to budget graphs and spreadsheets to project for the parents and teachers in attendance. The president would also be parents and teachers in attendance. The president would also be able to discuss the maintenance of a web page to encourage able to discuss the maintenance of a web page to encourage community involvement in fundraising efforts (that would benefit community involvement in fundraising efforts (that would benefit the increase in technology tools).the increase in technology tools).

Interviews…Who and Why?Interviews…Who and Why?School Support Staff: NCWise School Support Staff: NCWise

Operator, Bookkeeper, Clerical Support, School NurseOperator, Bookkeeper, Clerical Support, School Nurse

There are others within the school environment thatThere are others within the school environment thathave technology needs. It is important to include thishave technology needs. It is important to include thisgroup in the assessment process. Interviewgroup in the assessment process. Interviewinformation obtained from this group would include:information obtained from this group would include:

Hardware and Software needed to maintain NCWise, Accounting Hardware and Software needed to maintain NCWise, Accounting Records, Student Files and RecordsRecords, Student Files and Records

Appropriate training where neededAppropriate training where needed

. .

Interviews…Who and Why?Interviews…Who and Why?Administration and Curriculum SpecialistAdministration and Curriculum Specialist

On the Administrative Level, Principals andOn the Administrative Level, Principals and

Curriculum Specialists can add a dimension toCurriculum Specialists can add a dimension to

the overall plan that includes important informationthe overall plan that includes important information

regarding legal issues that need to be considered asregarding legal issues that need to be considered as

well as best practices that can benefit the studentwell as best practices that can benefit the student

population as well as the faculty and staff. population as well as the faculty and staff.

Focus GroupsFocus Groups

There are certain items that cannot be accessed basedThere are certain items that cannot be accessed basedonly on quantitative data. There are times when qualitative only on quantitative data. There are times when qualitative information is vital to appropriately assess needs.information is vital to appropriately assess needs.

To get this information, forums will be held with theTo get this information, forums will be held with thefollowing focus groups: teachers, the school’s supportfollowing focus groups: teachers, the school’s supportpersonnel, the PTA, and community groups during twopersonnel, the PTA, and community groups during twoopen sessions.open sessions.

Responses will be recorded during each forum. TheResponses will be recorded during each forum. Theresponses will be organized by similar content, tabulated,responses will be organized by similar content, tabulated,and listed with the most common responses listed first andand listed with the most common responses listed first andthe least common responses listed last.the least common responses listed last.

Important Open Ended Important Open Ended Items to DiscussItems to Discuss

The following questions could serve as promptsThe following questions could serve as prompts for the focus groups: for the focus groups: 1.1. What type of activities involving technology are What type of activities involving technology are

engaging to your children/students?engaging to your children/students?2.2. What type of technology skills are essential for What type of technology skills are essential for

2121stst century students as they further their century students as they further their education or enter the job market.education or enter the job market.

3.3. How do you feel about paperless How do you feel about paperless assignments?assignments?

4.4. What type of technology aside from computers What type of technology aside from computers do you feel is important to have in the school?do you feel is important to have in the school?

Reporting MethodReporting Method

The results of the recommendations for our The results of the recommendations for our technology plan will be sent to the school (principle to technology plan will be sent to the school (principle to share with staff) and the county office (superintendent share with staff) and the county office (superintendent and county technology coordinator). We will request and county technology coordinator). We will request feedback. feedback.

When all feedback is received, the Technology When all feedback is received, the Technology Planning Team will review it and make changes as Planning Team will review it and make changes as needed. A committee consisting of the principal, six needed. A committee consisting of the principal, six teachers (one from each grade level), the PTA president, teachers (one from each grade level), the PTA president, and two representatives from the county office will and two representatives from the county office will review and fine tune the revisions. The finalized report review and fine tune the revisions. The finalized report will be sent to the Board of Education for review and will be sent to the Board of Education for review and approval.approval.

Simulated ReportSimulated Report

1. 85% of teachers surveyed felt that they had average ability in technology.

2. 75% of teachers surveyed are using technology for new concepts infrequently.

3. 90% of teachers surveyed are using technology to review once a month.

4. 64% of teachers surveyed are using the visual media infrequently.

5. 97% of the tools requested are available on a multimedia cart: document camera, projector, mimeo.

6. 100% of the teachers surveyed wanted to collaborate with someone to either watch the process, plan or team-up.

7. 88% of the students surveyed felt that they knew the same as their classmates.

8. 82% of the students surveyed only have access to the desktop computer.

9. 90% of the students surveyed use the computer for getting help from the Internet, playing educational games, using the Internet for research, and taking a test online.

10. 70% of the students surveyed felt that computers are not available.

Upon the careful review and analysis of all data collected, the followingstatistics have surfaced from our needs assessment:

Simulated ReportSimulated Report

1.1. Technology workshops will be designed to help teachers improve their Technology workshops will be designed to help teachers improve their computer skills and develop lesson plans that use technology. computer skills and develop lesson plans that use technology. Teachers will be required to take at least 1 skills workshop and 1 Teachers will be required to take at least 1 skills workshop and 1 curriculum development workshop.curriculum development workshop.

2.2. New equipment will be purchased to provide at least 2 multi-media New equipment will be purchased to provide at least 2 multi-media carts per grade level. The carts will have grade appropriate equipment.carts per grade level. The carts will have grade appropriate equipment.

3.3. Professional Development funds will be set aside for at least 2 teachers Professional Development funds will be set aside for at least 2 teachers per grade level per year for the next 3 years to spend a day per grade level per year for the next 3 years to spend a day participating in a collaborative activity. This activity could be visiting participating in a collaborative activity. This activity could be visiting another classroom in another school, or planning with a colleague.another classroom in another school, or planning with a colleague.

4.4. One new computer lab with 30 computers and a color laser printer will One new computer lab with 30 computers and a color laser printer will be added to provide students with more access opportunity. be added to provide students with more access opportunity.

The following recommendations will help address the issues raised inThe following recommendations will help address the issues raised in the focus group forums:the focus group forums: