Instructional Unit 1 The Learners, their Environment, and ... · Instructional Unit 1 The Learners,...
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Running Head: INSTRUCTIONAL UNITS 1 1
Instructional Unit 1
The Learners, their Environment, and the Instructional Goal
Mariela T. Trevino
The University of Texas at Brownsville
EDTC 6321.01-(Spring 2014)
INSTRUCTIONAL UNITS 2
Table of Contents
Overview………………………………………………………………………………………………………………… 3
Background……………………………………………………………………………………………………………… 4
Learning Environment……………………………………………………………………………………………… 5
Learning Context………………………………………………………………………………………………. 5
Performance Context……………………………………………………………………………………….. 5
Intended Audience…………………………………………………………………………………………………… 6
Demographics………………………………………………………………………………………………….. 6
Experience Level, Skills, and Attitude……………………………………………………………….. 6
Overarching Instructional Goal…………………………………………………………………..……………. 6
Specific Goal……………………………………………………………………………………………………………. 7
Explanation of Specific Goal to Selected Members of Targeted Audience………………… 7
Summary…………………………………………………………………………………………………………………. 7
References………………………………………………………………………………………………………………. 8
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Instructional Unit 1
The Learners, their Environment, and the Instructional Goal
Overview
The constant and rapid change in the development of technology for educational purposes has
created many opportunities as well as many challenges for educators in K-12 schools. Some the
opportunities that the use of technology offers educators are: easy access to beneficial multimedia
content, available wide-range of mobile computing devices with internet capabilities, and the high
growth in the use of social networking tools for learning and professional development. If educators
gained the required knowledge or skills on how to use those valuable resources, classroom instruction
would be more productive.
However, the development and constant integration of technology in schools can create
substantial challenges. Some of those challenges are the limited access to fast technical support for
common problems with hardware and software in the classroom, the available equipment may not be in
accessible sites, and the most important challenge the lack of time and motivation from the educators
to learn the technology skills required. Focusing on educators at middle school level, in most cases or
schools, do not have enough time in their already very busy schedule of paperwork, deadlines and
lesson plans to keep up with the constant integration of technology in a regular working day. Because of
educators’ busy schedule, it is important for the school districts to develop and provide effective
trainings that will inform and motivate them on the benefits of integrating technology in their everyday
classroom instruction.
Due to individuals learning at different rates and have personal needs to meet while learning
new skills, the development of professional training on technology should be flexible but cover a wide-
ranging set of skills (Gahala, 2001). Before professional training is design and implemented educators’
level of technology skills will be determined by using the “appropriate instrument like the Educational
Technology Foundations for All Teachers which was developed by the National Educational Technology
Standards”. Or Self-assessment is also an appropriate instrument with the technology learning goals
required by the school or district. These instruments will be used to determine the skill level at which
each individual educator stands and “their needs for professional development” (Gahala, 2001). Once
the educators have identified their level of skills, it is expected for administrators, educators, and
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technology support staff to work together to determine the “support and resources” educators need to
improve their technology skills for effective teaching (Gahala, 2001).
This Instructional Unit will introduce the education system with professional training on improving
the technology skills of educators. To develop an effective training, the following questions:
What current trainings are being offered in technology to educators?
If any trainings are offered, how are they being offered? (online, in-person, after work, during
work, in groups, individual)
Is the appropriate equipment available for the educators’ training process?
These questions are intended to learn more about the current environment the educators are working
in and to identify some of the needs and constraints.
Background
The development and integration of technology for educational purposes could be
dated back to World War II when the need of new effective trainings opened the doors to new research
and developments. For example, the use of media for educational purpose implemented innovative
developments in the 1930s like the use of radio for instruction. The use of radio and film became a
widespread practice of communication and entertainment in society as well as an innovated method of
delivery effective instruction in public schools. Soon after that, came the development of computers
and the internet that have continued to improve the delivery of instruction in the classroom. According
to Goldman, Cole, and Syer (1999), after twenty years of having computers in classrooms, there have
been major advancements, for example; most schools have computer labs and a computer in every
classroom. More than 90 percent of schools have internet accessibility (wired connection), and more
than 1/3 of the educators have access to the internet in their classroom. However, educators do
acknowledge not using these beneficial tools to its full potential.
Learning Environment
Learning Context
The training will be offer in different dates or times that won’t interfere with a regular school
day. Some of the possible dates are during professional staff meetings/ in-service, early releases, and
weekends. It will have to take place in a computer lab in where the trainer will have access to
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computers, internet access, and a projector (smart board) to have the learners participate hands-on.
The trainings will be offer and presented by the Media Service or Technology department of the district.
This training could also be available to educators through the district website for easy access when
needed to refer back.
Train will be divided into two sessions:
First session will present the educator with information on how to get fast technical support and
where to find easy access sites.
Second session will present the benefits of using or incorporating technology during instruction
(motivation support approach).
Performance Context
Upon completion of this training, it is expected for educators to incorporate the use of
technology as an everyday tool for instruction (improvement in technology skills), have better
knowledge on technical support when needed in the classroom (unexpected situations), and better and
effective use of equipment. It is also expected for educators to be able to assist students to have a
better knowledge of how to use technology for educational purpose, for example, be able to save a
document on a USB, create or develop a power point presentation, and use the internet and equipment
effectively.
Intended Audience
The intended audience of this training is for all educators at middle school level from the lower
Rio Grande Valley (cities like Weslaco, Donna, Alamo, and Elsa) that need improvement in their
technology skills to keep up with the constant integration and development of technology use in the
classroom. This training will beneficial for all educators of any gender and age. However, this training
could be beneficial to other employees within a school district for knowledge and motivational purposes
like administrators and school counselors.
Demographics
Educators that may most benefit from this training are teachers working with 6th, 7th and 8th
graders in the lower Rio Grande Valley (middle school level). The middle schools around the lower RGV
area usually have about 50 educators employed per school. More than 50% of educators in the lower
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RGV are Hispanic which includes males/females ranging from 23 to 60 years of age. Each school district
may have from 2 to 4 middle schools with a total of about 200 educators.
Experience Level, Skills, and Attitude
The intended audience for this training will be made up of professionals or educators that have
the skills on the basic use of technology. As an educator, it is expected for him/her to have a bachelor’s
degree in education or a bachelor’s degree in other area but has completed a teaching certification
program. Finally, it is expected for the educator to have a positive attitude on learning and
implementing technology in the classroom for instruction.
Overarching Instructional Goal
The overarching instructional goal would be improve the knowledge and skills on how to use
technology equipment by the educators. By reaching this goal, classroom instruction could be improved
and more productive. Also, the students would benefit from available technology resources in their
school.
Specific Goal
The specific goal would be for the educator to take advantage of the many beneficial
opportunities that constant change and development of technology can offer by improving their skills
through professional development training.
Explanation of Specific Goal to Selected Members of Target Audience
The specific goal has been mentioned to one of the members of the target audience who has
been in the field for about 10 years. The educator agrees that specific training on the available
technology and the many benefits could be a successful approach. The educator mentioned that lack of
time and motivation are big challenges for them to keep up with the most recent technology. A second
member suggested that this training should be put into lessons by levels and have available online for
educators that have already attended the required training to review at other times when needed. Both
members were excited to the idea of having more training on the use of technology.
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Summary
Through the participation of this training, educators will learn about the opportunities that the
incorporation of technology has to offer the educational environment as well as their skills level. But
most important, it is the opportunity to participate in the training without taking the time from a regular
work day filled with many other duties.
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References
Goldman, S., Cole, K., & Syer, C. (1999). The Technology/Content Dilemma. The Secretary’s Coference on
Education Technology-1999. Retrieved February 3, 2014, from:
http://www.ed.gov/rschstat/eval/tech/techconf99/whitepapers/paper4.html
Gahala, J. (October 2001). Critical Issue: Promoting Technology Use in Schools. North Central Regional
Educational Laboratory. Retrieved February 3, 2014, from:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
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Instructional Unit 2
The Task Analysis and Instructional Objectives
Mariela Trevino
University of Texas at Brownsville
EDTC 6321.01—Spring 2014
INSTRUCTIONAL UNITS 10
Table of Contents
Introduction………………………………………………………………………………………….……………………………..3
Specific Goal…………………………………………………………………………………………………………………………3
First-Level Task Analysis………………………………………………………………………………………………………..3
In-Depth Task Analysis………………………………………………………………………………………………………….4
Domain of Learning Goal………………………………………………………………………………………………………4
Summary of Peer Review………………………………………………………………..……………………………..……..4
Summary………………………………………………………………………………………..……………………………….…….5
Flow Chart………………………………………………………………………………………………………………………….….6
References……………………………………………………………………………………….…………………………………….7
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Instructional Unit 2
The Task Analysis and Instructional Objectives
Introduction
This instructional unit is being developed to assist educators of the lower Rio Grande Valley to
attend pre-training registration for future professional training (District Training Program) on improving
their technology skills. Educators will be taking an assessment that provides them with their current
level of skills in technology. After the professional designer(s) or trainer(s) of pre-training have gain the
required information, educators will register to already on schedule professional trainings to assist them
on improving their skills in implementing and using technology as a regular method of teaching in the
classroom. This specific IU is composed of the Specific Goals of training, the steps in the First-Level Task
Analysis, In-Depth Task Analysis (flow chart found at end of report), the Domain of Learning Goal, a Peer
Review Summary, and conclusion Summary.
Specific Goal
Upon completion of this pre-training of the training program on pedagogical opportunities that
constant change and development of technology can offer, 50 educators at A.P. Solis Middle School (6th
to 8th grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the
training program by: (1) identifying own prior knowledge of the covered content and (2) registering for
appropriate level of the district training program. The pre-training will be take place in a computer lab
that is equipped with 50 Dell (OptiPlex 7010), Windows 7 Professional, internet access (Firefox web
browser) and ELMO projector or Smart Board screen for visual steps.
First-Level Task Analysis
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The steps for the first-level task analysis were developed with the support of the technology
department of Donna ISD and approval from the administration office.
1. Logon to the district website
2. Complete Skills Level Assessment
3. Register for appropriate level of training(based on level of skills)
4. Attend pre-training
5. Get online access to lessons after completion of pre-training
In-Depth Task Analysis
The In-Depth Task Analysis flow chart could be found at the end of this report. This flow chart
provides the sequence of tasks and subordinate skills.
Domain of Learning Goal
The goal statement will be properly classified into one of the four learning domains which are:
intellectual skills, psychomotor skills, verbal or attitude. Based on the development of this Instructional
Unit, it requires the trainee to use an intellectual or cognitive domain. The trainees are required to
remember and relate the information of pre-training for the upcoming training in effectively using
technology in the classroom instruction. It is also anticipated for educators to recognize the importance
of technology and develop the knowledge of effective incorporation in their teaching methods.
Summary of peer Review
The identified first-level task analysis and the in-depth task analysis were both reviewed by a
college instructor, previously a middle school math educator, who has experience in attending different
required technology trainings. He stated that the first-level task analysis had a clear sequence of steps
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to follow. He also stated the steps were very relevant to most educational trainings on both secondary
and higher education. However, he had no experience in the in-depth task analysis flow chart.
Summary
This Instructional Unit provides detailed information on the specific goal, task analysis, and
domains of learning. IU3 will provide educators with a better understanding on what is expected of
them from the pre-training a prerequisite before attending the actual training in the effective use of
technology in the classroom. As technology is constant and rapid change, this pre-training will be the
starting point of training on improving educators’ methods of incorporating technology in the classroom
by identifying their level of skills and receiving the proper training.
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Flow Chart- In-Depth Task Analysis
----------------------------------------------- Entry Level Skills Shown Above ------------------------------------
2. Logon to district
website
1. Attend pre-
training
4. Register for
appropriate
training
3. Complete Skills
Level Assessment
Educators have required
education (Bachelor’s degree) Educators have basic skills in
technology use
1.1 use reliable
device (computer
lab)
1.2 active username
and password
2.1 Click on
Teachers Support
link & look for
Assessment
2.2 Complete
assessment
2.3 Save
assessment
3.1 Registration
available through
district website
3.2 Print out
receipt
Specific Goal:
Upon completion of this training, educators will be able to become ready for the training program by: (1) identifying own prior knowledge of the covered content and (2) registering for appropriate level of the district training program.
2.4 Print results
and submit to
supervisor
5. Get online access
to lessons after
completion of pre-
training
4.1 Sign-in
(Certification of
Completion)
4.2 Participation
required
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References
Gahala, J. (October 2001). Critical Issue: Promoting Technology Use in Schools. North Central Regional
Educational Laboratory. Retrieved February 3, 2014, from:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
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Instructional Unit 3
Performance Objectives and Assessments
Mariela Trevino
University of Texas Brownsville
EDTC 6321.01—(Spring 2014)
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Table of Contents
Introduction……………………………………………………………………………………………………………………………3
Specific Goal…………………………………………………………………………………………………………………………..3
Steps in Achieving the Instructional Goal……………………………………………………………………………….4
Final Rubric…………………………………………………………………………………………………………………………….6
Summary………………………………………………………………………………………………………………………………..6
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Instructional Unit 3
Performance Objectives and Assessments
Introduction
Instructional Unit 3 is a comprehensive development of the task analysis steps presented in
Instructional Unit 2. IU2 was composed of the first-level task analysis, in-depth task analysis, and
domain of learning goal. As a continuation of IU2, IU3 is composed of the steps in the first-level task
analysis that will provide the required support in achieving the instructional goal. These tasks will be
followed by the performance objectives that will identify the Condition (C), Behavior (B), and Criteria
(CR) and will conclude with an assessment for each performance objective. After the completion of IU3,
Media Service or Technology Department will be able to give the training to educators at middle school
level and educators will be able to successfully complete the four points of the instructional goal.
Specific Goal
Upon completion of this pre-training of the training program on pedagogical opportunities that constant
change and development of technology can offer, 50 educators at A.P. Solis Middle School (6th to 8th
grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the training
program by: (1) identifying own prior knowledge of the covered content and (2) registering for
appropriate level of the district training program. The pre-training will be take place in a computer lab
that is equipped with 50 Dell (OptiPlex 7010), Windows 7 Professional, internet access (Firefox web
browser) and ELMO projector or Smart Board screen for visual steps.
Steps in Achieving the Instructional Goal, Performance Objectives, and Assessments
CN=Condition, B=Behavior, CR=Criteria
Instructional Goal Instructional Goal with Assessment
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Performance Context
Goal: 50 educators at A.P. Solis Middle School (6th to 8th grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the training program by: (1) identifying own prior knowledge of the covered content and (2) registering for appropriate level of the district training program.
Having the opportunity to complete the pre-training in a lab scenario (CN), it would allow for immediate assistance on questions and concerns regarding(B) how to complete skills assessment and registering for district training program (CR).
During the training, learner (educator) will be allowed to ask questions and answer questions regarding skills assessment and registration. Access to a computer during the training will allow the learner to complete skills assessment and registration support from the trainer. A final rubric will be used to evaluate the effectiveness of the pre-training according to the leaners.
Steps in Instructional Goal Performance Objectives Assessment
1. To log in to gain access to District’s training portal
In a computer lab scenario, the educator will be able to log in to district training portal by using employee username and password (B) and navigate through district website (CR).
Does the learner have an active username and password?
Does the learner have the skills to navigate the website?
2. To complete Skills Level Assessment and identify the difference between own existing entry behaviors and required entry behaviors
The educator will go to Teacher Support link for assessment (CN). The educator will be able to complete and identify the difference between own existing entry behaviors and required entry behaviors (B); will save and print out assessment results (CR).
Once the learner has completed and printed out assessment results, he/she is ready to move on to next step. Trainer will answer any questions or concerns as the training continues.
3. To register for personalize pre-training
The educator will now be able to register online for personalize pre-training (CN). The learner will be required to print out receipt (B) for registration conformation (CR).
The educator will now register for appropriate training level which will be determined by the results of the Skills Level Assessment. The registration conformation form will be needed to keep and present at district training program.
4. To attend pre-training The educator attends pre-training (CN) in a computer lab that will allow a hands-on
The learner will be required to answer a questionnaire (created by the department responsible
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experience, completion of skills assessment and registration (B). The educator will be able to demonstrate all the required pre-training skills (or entry behaviors) (CR).
for giving the training) at the end of training. The questionnaire will include the following questions:
1. Was the training presented in an effective manner by trainer? Yes or No
2. Is the training presented in an adequate amount of time? Yes or No
3. If No, is more time needed or less time? Please explain.
4. Provide feedback for improvement of training?
5. Rate overall effectiveness of training from a scale of 0 - 5, 0 being not effective and 5 being very effective.
5. To get access to formal training
After completion of pre-training (CN), the educator will be able to demonstrate (B) the ability to access the formal training (CR).
Does the learner have regular use of online lessons?
Do the lessons provide the adequate support?
Are learners ready for the district training program?
Final Rubric
Criteria Description Points Earned points/Comments
Attendance to pre-training
The educator attended the pre-training as expected or
required. 20
Completion of Skills Level Assessment
(15 points)
The educator completed and gain knowledge of prior skills in technology use.
20
Registration to appropriate training
(15 points)
The educator registered for the appropriate training based on the assessment
20
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results.
Printed out the required paper work
The educator needs to print out assessment results and registration conformation.
20
Questions or concerns during pre-training
The educator asked questions or had concerns related to the pre-training
20
Total points: 100
Summary
This Instructional unit will presented by Media/Technology Department or by training designers
of the Donna School District of the lower Rio Grande Valley with descriptive information on how to
successfully go about the pre-training. Farther more, each of the steps in instructional goal are followed
by the performance objectives which provide detailed information on what is expected of the educator
to successfully complete the training. The final rubric also provided in this IU will be a resourceful tool
to assess the expected outcome of the training. After the completion of IU3, we will continue to IU4. In
IU4, there will be three parts: instructional strategy, media selection and delivery system, and first draft
materials. It will also contain a peer feedback and an evaluation by using the required rubric.
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Instructional Unit 4
The Instructional Strategy
Mariela Trevino
University of Texas Brownsville
EDTC 6321.01—(Spring 2014)
INSTRUCTIONAL UNITS 23
Table of Contents
Introduction…………………………………………………………………………………………………………………………… 3
Specific Goal…………………………………………………………………………………………………………………………… 3
Instructional Strategy……………………………………………………………………………………………………………… 3
Pre-instructional Activities……………………………………………………………………………………..…….. 4
Content Presentation……………………………………………………………………………………………….…… 4
Learner Participation………………………………………………………………………………………………….… 4
Assessment…………………………………………………………………………………………………………………... 5
Follow-through Activities………………………………………………………………………………………………. 5
Media Selection and Delivery System…………………………………………………………………………………………. 5
First Draft Materials…………………………………………………………………………………………………………….……. 5
Summary…………………………………………………………………………………………………………………………….……. 5
Appendix I……………………………………………………………………………………………………………………………..…. 6
Appendix II………………………………………………………………………………………………………………………………. 6
Appendix III……………………………………………………………………………………………………………………………... 8
Appendix IV……………………………………………………………………………………………………………………………… 9
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Instructional Unit 4
The Instructional Strategy
Introduction
Instructional Unit 4 continues with the development of pre-training that will lead to a district
training to assist educators in improving their skills and knowledge on technology benefits in the
classroom. In this IU, the instructional strategy will be presented as well as the media selection,
delivery system, and first draft materials that will be used in following the instructional strategy
activities.
Specific Goal
Upon completion of this pre-training of the training program on pedagogical opportunities that
constant change and development of technology can offer, 50 educators at A.P. Solis Middle School (6th
to 8th grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the
training program by: (1) identifying own prior knowledge of the covered content and (2) registering for
appropriate level of the district training program. The pre-training will be take place in a computer lab
that is equipped with 50 Dell (OptiPlex 7010), Windows 7 Professional, internet access (Firefox web
browser) and ELMO projector or Smart Board screen for visual steps.
Instructional Strategy
The instructional strategy is the process of transferring the content and skills of the training to
the leaner. It allows for the learner to understand and complete the performance objectives stated in
IU4. The instructional strategy is composed of five sequences categories which are the following:
1. Pre-Instructional Activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through Activities
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Pre-instructional Activities
The purpose of the pre-instructional activity in this training is to present a brief overview of why
is important to complete a skills assessment as well as to motivate the learner in upcoming activities.
The pre-instructional activity will be presented with a short 10 minute power point presentation that
will be access through the district website once logged into district portal and projected on the smart
board or Elmo by trainer. This power point presentation will be created by trainer in an attempt to
motivate and engage the learners in the pre-training by identifying the benefits of the skills level
assessment and registration to further training program to improve their technology skills. Refer to
Appendix II to review the power point text, images, and animation.
Content Presentation
This instructional unit will take place in a computer lab scenario with the support or the Media
Services or Instructional Department staff of the district. However, the learners will be expected to
work independently on particular sections of training. The content presentation will follow a sequence
order of tasks for the success, effectiveness and completion of training by the learner. The tasks will be
divided as followed:
1. Log in to district portal- the learner will log in to the district website (portal) by using username
and password. Appendix I
2. Overview of pre-training- A power point presentation with an overview and motivational
engagement of pre-train will be available to the learner through district website and by trainer
on smart board or Elmo available in computer lab.
3. Complete skills level assessment- The assessment will be provide through district portal.
Learners will have 20 minute to complete assessment. Appendix III
4. Register for district training- After results of assessment are generated for learner, he/she will
now register for personalized district training.
5. Concerns or questions and closing to training- The pre-training will have closure by reviewing
the material presented, allowing learners to state questions or concerns and a small final survey
for feedback on training effectiveness. Appendix IV
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Learner Participation
With the support of Media Services staff and multimedia equipment, the learner will be able to
successfully complete the pre-training.
Assessment
The skills level assessment that the learner will complete during pre-training will be evaluated by
the trainer to assist with appropriate registration of district training. The skills level assessment will be
selected by the Media Services Department that will determine the best and most reliable sources.
Refer to Appendix II for a sample skills level assessment.
Follow-through Activities
The expect follow-through activities from the pre-training is the attendance to the district
training which assist with improving the use of technology in the classrooms by the educator.
Media Selection and Delivery System
This instructional unit will be presented in a computer lab that is equipped with 50 Dell (OptiPlex 7010)
computers with Windows 7 Professional, internet access (Firefox web browser) and Elmo projector or
Smart Board screen for visual steps.
First Draft Materials
Please refer to Appendices I-IV for details on the first draft materials of the instructional
strategy activities.
Summary
This instructional unit presents the development of the instructional strategy with the support
and combination of the previous instructional units. In IU4, educators will be able to successfully follow
the instructional strategy activities with the support of the first draft materials to engage in the pre-
training instructional goals. As we continue to IU5, the educators will have the opportunity to evaluate
and review the instructional strategy, the media and delivery system selection, and the first draft
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materials. This will give the educators the opportunity to submit changes and recommendations to the
instructional designer.
Appendix I: Log in to District Portal
Welcome to this pre-training. As professionals in the education system, it is important for us to
be current with the rapid and constant changes in the use of technology. In this pre-training, you will
identify the difference between own existing entry behaviors and required entry behaviors for further
improvement of technology skills in the classroom.
Let’s start! Please feel free to ask questions or express any concerns.
Step 1: sign-in to
pre-training
Step 2: Find computer
station
Step 3: Log into district
portal
Step 4: Open power
point presentation
Appendix II: Introductory Power Point Presentation
Information: Finding the time and the motivation to attend required trainings can sometimes be
challenging in already very busy schedule. However, it is important to keep up with the many changes
and benefits that technology has to offer in the classroom and as part of regular instruction.
Motivation Slide:
As technology is in constant and rapid, it is important for educators to
keep up. With the support of your district office and Media Services
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staff, educators will be able to enhance their teaching methods with the
support of technology.
Benefits of Pre-training slide:
Educators will be able to take and complete skills level assessment with
the support of a trainer. This pre-training will prepare the educator for
the upcoming district training
Assessment slide:
The skills assessment will assist the educator identify the difference
between own existing entry behaviors and required entry behaviors.
This will avoid for educators to attend unnecessary trainings.
Registration to district training:
After the results of the skills level assessment, the educators will have
the opportunity to register for personalize training at pre-training. The
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educator will have the support of the Media Services staff to complete
registration properly.
Appendix III: Skills Level Assessment
Instructions: Please read each question carefully and to the best of your knowledge. The
purpose of this assessment is to identify the difference between own existing entry behaviors and
required entry behaviors. Upon completion of this assessment, you will be able to register for further
improvement on the areas needed in the effective use of technology in the classroom.
You will have 20 minutes to take and complete the following assessment:
Select response that best
applies.
Question
What is your knowledge of computer operating system? Can you:
Yes or No Able to Navigate a desktop and/or laptop?
Yes or No Able save and retrieve files?
Yes or No Identification and appropriate use of text, graphic, image, audio and video
files?
Yes or No Able to connect to and print from a network?
Yes or No Able to connect to and search the internet?
Yes or No Able to use e-mail as a method of communication?
What is your knowledge with work processing and publishing? Can you:
Yes or No Create a new document from a blank page or a template?
Yes or No Able to use the Save, Save As, and Save as Web Page (different name,
location, or format)?
Yes or No Able locate and open an existing document?
Yes or No Able to insert WordArt, clip art, and images (graphics) into a document?
Yes or No Able to print a document?
What is your knowledge with spreadsheets and charting? Can you:
Yes or No Able to use basic functions like AVERAGE, SUM, COUNT, MIN, and MAX?
Yes or No Able to modify row, column size, and alignment of cell content?
INSTRUCTIONAL UNITS 30
Yes or No Able to insert and delete rows and columns?
Yes or No Able to create and modify a chart?
Yes or No Able to preview and print worksheets or entire workbooks?
What is your knowledge with multimedia and presentations? Can you:
Yes or No Able to create a linear or nonlinear presentation?
Yes or No Able to insert a hyperlink?
Yes or No Add picture and sound from Clip Art or a file?
Yes or No Able to insert a video?
Yes or No Able to save and print the presentation (in different formats)?
Do you have knowledge on the impact of technology in society and future careers?
Do you know:
Yes or No Understands internet Safety and Value to Education?
Yes or No Understands invasion of Privacy?
Yes or No Digital Divide: Student access to technology?
Yes or No What is the impact or effect of technology on future careers?
Appendix IV
The learner will be required to answer a questionnaire (created by the trainer) at the end of training.
The questionnaire will include the following questions:
6. Was the training presented in an effective manner by trainer? Yes or No
7. Is the training presented in an adequate amount of time? Yes or No
8. If No, is more time needed or less time? Please explain.
______________________________________________________________________________
_______________
9. Provide feedback for improvement of training?
______________________________________________________________________________
________________
10. Rate overall effectiveness of training from a scale of 0 - 5, 0 being not effective and 5 being very
effective. 0 1 2 3 4 5
INSTRUCTIONAL UNITS 31
Instructional Unit 5
Formative Evaluation
Mariela Trevino
University of Texas at Brownsville
EDTC 6321.01—(Spring 2014)
INSTRUCTIONAL UNITS 32
Table of Contents
Introduction……………………………………………………………………………………………………………3
Specific Goal…………………………………………………………………………………………………………..3
Subject Matter Expert Review………………………………………………………………………………..4
Introduction……………………………………………………………………………………………...4
Subject Matter Expert Review Summary……………………………………………….….4
Synopsis……………………………………………………………………………………………….……5
One-to-One Evaluation…………………………………………………………………………………….……5
Introduction………………………………………………………………………………….……….…5
One-to-One Evaluation Summary…………………………………………….……………...6
Synopsis…………………………………………………………………………………….……………..7
Small Group Evaluation………………………………………………………………………………………….7
Introduction………………………………………………………………………………………….…..7
Small Group Evaluation Summary………………………………………………………………8
Synopsis……………………………………………………………………………………………………..8
Summary………………………………………………………………………………………………………………..8
Reference……………………………………………………………………………………………………………..10
Appendix I through IV………………………………………………………………………………………11-15
INSTRUCTIONAL UNITS 33
Instructional Unit 5
Formative Evaluation
Introduction
As stated by Branch (2009), ADDIE is an application of learning design that is generative,
responsive and validating. It is generative process due to its application of concepts and theories to
particular contexts. The use of an ADDIE Model within the educational environments is promoted to
enable the development of knowledge and skills during events of guided learning (p. 3). Through the
development of this pre-training, the 5 instructional units have been guided by the ADDIE Model. In the
Instructional Units (1-3), the learning environment, intended audience, overreaching instructional goal,
specific goal, task analysis, and domains of learning were identified. In previous Instructional Unit 4, the
instructional strategy, delivery system and first draft materials were identified. In this final instructional
unit 5, the formative evaluation will be identified and presented with the support of the following
information: a subject matter expert review, one-to-one evaluation, and small group evaluation of first
materials draft. Changes to the instructional unit will be made as needed.
Specific Goal
Upon completion of this pre-training of the training program on pedagogical opportunities that
constant change and development of technology can offer, 50 educators at A.P. Solis Middle School (6th
to 8th grade levels) in Donna, Texas (a city of the lower RGV) will be able to become ready for the
training program by: (1) identifying own prior knowledge of the covered content and (2) registering for
appropriate level of the district training program. The pre-training will be take place in a computer lab
that is equipped with 50 Dell (OptiPlex 7010), Windows 7 Professional, internet access (Firefox web
browser) and ELMO projector or Smart Board screen for visual steps.
Subject Matter Expert Review
Introduction
The Subject Matter Expert that assisted with the review of this training is a six grade teacher.
Mrs. Hernandez has been a six grade teacher for 4 years in a local middle school of the Lower Rio
Grande Valley. Mrs. Hernandez graduated from a local college with a degree in Technology
Management. She then decided that she wanted to become a teacher and went through a teaching
INSTRUCTIONAL UNITS 34
certification program. During the process of working on her bachelor’s degree, she learned the
importance that technology plays in the educational setting.
The instructions, first draft materials and a Subject Matter Expert review form were made
available to Mrs. Hernandez electronically (email). In the instructions as a highlighted detail, she was
notified to take under consideration the length of the pre-training and projected pre-training time of 45
minutes for best results in her review. Mrs. Hernandez responded with the review and observations of
the first draft materials the next day through email reply.
Subject Matter Expert Review Summary
The table below displays the information on the Subject Matter Expert review by Mrs.
Hernandez on the first draft materials.
Steps SME's Comments My Response
Step 1: Introduction
The SME commented that the introduction of pre-training is well developed and provides effective information.
No changes needed. The information here is to introduce trainer to the learners and begin training.
Step 2: Pre-Instructional Activities
The SME commented that the pre-instructional activities looked appropriate to content.
No changes needed
Step 3: Skills Level Assessment
The SME commented that the Skills Level Assessment was appropriate but may require more time than projected.
Changes will be done as needed after One-to-One Evaluation is completed.
Step 4: Final Evaluation The SME commented that final evaluation was brief and clear but it lack instructions on completing.
Changes will be done by adding instructions on top of final evaluation.
Overall The SME commented that pre-training was simple, logical, detailed and specific.
No changes need.
INSTRUCTIONAL UNITS 35
Synopsis
Mrs. Hernandez stated that overall the pre-training was well developed and beneficial to the
learners. She also stated that the use of a power point presentation for visual instructions as well as the
use other technology equipment and the support of the Media Services staff were beneficial tools. She
believes that the lack of motivation and appropriate trainings on the use of technology in the classroom
is very discouraging to many in her field. In overall, she made or suggested minor changes to the
instructional unit.
Revisions:
Carefully review the accuracy of time set for Skills Level Assessment with its length.
Instructions will be added to Final Evaluation
One-to-One Evaluation
Introduction
The One-to-One Evaluation was piloted with an eighth grade math teacher. He graduated with a
math degree and has previous experience as an adjunct college math instructor. He has knowledge on
the use of technology in the classroom setting through his experience as a college instructor. However,
agrees that school districts of secondary education lack proper trainings for teachers on the benefits of
technology in the classroom.
One-to-One Evaluation Summary
The table below displays the information on the One-to-One Evaluation review on the pre-
training content.
Steps My Observations My Response
Step 1: Introduction & log-in to
gain access to District’s training
portal
The evaluator of pre-training was
able to start training with a clear
understanding. Commented
that introduction was clear and
brief. It provided detailed
information the steps needed to
No changes needed.
INSTRUCTIONAL UNITS 36
log-in and complete assessment.
Power point presentation was
informational too.
Step 2: Complete Skills Level
Assessment
As evaluator tool the Skills Level
Assessment, it was observed
that the time given was
adequate.
No changes needed.
Step 3: Register for personalized
district training
Evaluator was able to register for
personalized district training
with no problem. Did ask a few
questions just for better
understanding of process.
No changes needed.
Step 4: Final Evaluation Evaluator made same comment
as SME on lack of instructions.
The appropriate changes will be
made to provide an introduction
with instructions to final
evaluation.
Synopsis
After completion of pre-training, the eighth grade teacher mentioned the importance of proper
trainings on technology use in the classroom. He also stated that trainings like this one helps the learner
understand and gain motivation on district trainings. As a final conclusion or suggestion, he stated that
brief trainings with effective information were appropriate for teachers because of their already busy
schedule to attend all day and irrelevant trainings.
Revisions:
Carefully review the accuracy of time set for Skills Level Assessment with its length.
Instructions will be added to Final Evaluation
INSTRUCTIONAL UNITS 37
Small Group Evaluation
Introduction
For the small group evaluation, I requested the support of a student currently in an education
program. She has substituted as a part-time job mostly at middle school level. The second candidate is
currently a development math college instructor with previous background in middle school teaching.
He is currently working on incorporating online learning lessons to his classes. As he is trying to do this,
he is learning that many of his students lack the knowledge on how to use technology for educational
purposes which goes back to their educational training in middle school and high school.
Small Group Evaluation Summary
The table below displays the information on the Small Group Evaluation review on the
pre-training content.
Steps My Observations My Response
Step 1: Introduction & log-in
to gain access to District’s
training portal
As a group, it was determined that there was a clear understanding of the introduction. The learners had a few questions that were easily answered but didn’t required changes to content.
No changes needed
Step 2: Complete Skills Level
Assessment
As a group, one member took 5 minutes more than other member to complete assessment but didn’t go over the set time.
No changes needed
Step 3: Register for
personalized district training
As a group, the members were able to register with minor questions but didn’t require changes.
No changes needed
Step 4: Final Evaluation As a group, the members also believe that final evaluation should have instructions.
Required changes will be made.
INSTRUCTIONAL UNITS 38
Synopsis
Again as the Subject Matter Expert and One-to-One Evaluator, the Small Group Evaluator also
agreed on the relevance and benefits of this pre-training. They both agreed that the time set for
training was appropriate.
Revisions:
Carefully review the accuracy of time set for Skills Level Assessment with its length.
Instructions will be added to Final Evaluation
Summary
This pre-training was developed with the support of the ADDIE Model through the process of:
Analyzing, Designing, Developing, Implementing and Evaluating. In Instructional Unit 5, the formative
evaluation review was conducted with the cooperation of the Subject Matter Expert, One-to-One
Evaluation, and a Small Group Evaluation. This review allowed me to make appropriate changes for
effective results. The feedback of the formative evaluation provides guidance to making the appropriate
corrections that may have gone unnoticed through the development process.
INSTRUCTIONAL UNITS 39
References
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.
INSTRUCTIONAL UNITS 40
Appendix I: Log in to District Portal
Welcome to this pre-training. As professionals in the education system, it is important for us to
be current with the rapid and constant changes in the use of technology. In this pre-training, you will
identify the difference between own existing entry behaviors and required entry behaviors for further
improvement of technology skills in the classroom.
Let’s start! Please feel free to ask questions or express any concerns.
Step 1: sign-in to
pre-training
Step 2: Find computer
station
Step 3: Log into district
portal
Step 4: Open power
point presentation
Diagram:
1. Attend pre-
training 4.1 Sign-in
(Certification of
Completion)
4.2 Participation
required
1.2 active username
and password
1.1 use reliable
device (computer
lab)
2. Logon to district
website
INSTRUCTIONAL UNITS 41
Appendix II: Introductory Power Point Presentation
Information: Finding the time and the motivation to attend required trainings can sometimes be
challenging in already very busy schedule. However, it is important to keep up with the many changes
and benefits that technology has to offer in the classroom and as part of regular instruction.
Motivation Slide:
As technology is in constant and rapid, it is important for educators to
keep up. With the support of your district office and Media Services
staff, educators will be able to enhance their teaching methods with the
support of technology.
Benefits of Pre-training slide:
Educators will be able to take and complete skills level assessment with
the support of a trainer. This pre-training will prepare the educator for
the upcoming district training
Assessment slide:
The skills assessment will assist the educator identify the difference
between own existing entry behaviors and required entry behaviors.
This will avoid for educators to attend unnecessary trainings.
INSTRUCTIONAL UNITS 42
Registration to district training:
After the results of the skills level assessment, the educators will have
the opportunity to register for personalize training at pre-training. The
educator will have the support of the Media Services staff to complete
registration properly.
Appendix III: Skills Level Assessment
Instructions: Please read each question carefully and to the best of your knowledge. The
purpose of this assessment is to identify the difference between own existing entry behaviors and
required entry behaviors. Upon completion of this assessment, you will be able to register for further
improvement on the areas needed in the effective use of technology in the classroom.
You will have 20 minutes to take and complete the following assessment:
Select response that best
applies.
Question
What is your knowledge of computer operating system? Can you:
Yes or No Able to Navigate a desktop and/or laptop?
Yes or No Able save and retrieve files?
Yes or No Identification and appropriate use of text, graphic, image, audio and video
files?
Yes or No Able to connect to and print from a network?
Yes or No Able to connect to and search the internet?
Yes or No Able to use e-mail as a method of communication?
What is your knowledge with work processing and publishing? Can you:
Yes or No Create a new document from a blank page or a template?
Yes or No Able to use the Save, Save As, and Save as Web Page (different name,
location, or format)?
Yes or No Able locate and open an existing document?
INSTRUCTIONAL UNITS 43
Yes or No Able to insert WordArt, clip art, and images (graphics) into a document?
Yes or No Able to print a document?
What is your knowledge with spreadsheets and charting? Can you:
Yes or No Able to use basic functions like AVERAGE, SUM, COUNT, MIN, and MAX?
Yes or No Able to modify row, column size, and alignment of cell content?
Yes or No Able to insert and delete rows and columns?
Yes or No Able to create and modify a chart?
Yes or No Able to preview and print worksheets or entire workbooks?
What is your knowledge with multimedia and presentations? Can you:
Yes or No Able to create a linear or nonlinear presentation?
Yes or No Able to insert a hyperlink?
Yes or No Add picture and sound from Clip Art or a file?
Yes or No Able to insert a video?
Yes or No Able to save and print the presentation (in different formats)?
Do you have knowledge on the impact of technology in society and future careers?
Do you know:
Yes or No Understands internet Safety and Value to Education?
Yes or No Understands invasion of Privacy?
Yes or No Digital Divide: Student access to technology?
Yes or No What is the impact or effect of technology on future careers?
Diagram:
4. Register for
appropriate
training
3. Complete Skills
Level Assessment
2.1 Click on
Teachers Support
link & look for
Assessment
2.2 Complete
assessment
2.3 Save
assessment
3.1 Registration
available through
district website
3.2 Print out
receipt
2.4 Print results
and submit to
supervisor
INSTRUCTIONAL UNITS 44
Appendix IV
The learner will be required to answer a questionnaire (created by the trainer) at the end of training.
The questionnaire will include the following instructions and questions:
Please indicate a response by circling either Yes or No. Provide additional comments as necessary on
spaces provided.
11. Was the training presented in an effective manner by trainer? Yes or No
12. Is the training presented in an adequate amount of time? Yes or No
13. If No, is more time needed or less time? Please explain.
______________________________________________________________________________
_______________
14. Provide feedback for improvement of training?
______________________________________________________________________________
________________
15. Rate overall effectiveness of training from a scale of 0 - 5, 0 being not effective and 5 being very
effective. 0 1 2 3 4 5