Analysis+Document


 * Analysis Document **

**//Project description//****// : //**

Technology is creating a “flat” world, where connected knowledge pools allow anyone with the resources and requisite skills to collaborate and mine unlimited data (Friedman, 2005). Cloud computing, shared resources and applications distributed across the internet, enable people worldwide to harness computing power, storage capacity, and applications more economically and expeditiously. Cloud computing is the way people work, collaborate, and communicate today (Johnson et al., 2009).

“Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines” (Johnson et al., 2009). Not only do today’s workers need to know how to use technology to connect to the world around them, but they also need to know how to locate, assess and disaggregate the vast stores of data at their disposal.

This course is designed to motivate K-12 teachers to integrate cloud computing into their classrooms and to give teachers the skills to apply cloud-based technologies to enhance instruction. The technologies covered in the instruction are YouTube and wikis. As a result of the instructional program, teachers will explain the rationale to use cloud computing in the classroom and will develop one or more applications to enable students to use cloud based tools in the classroom in a way that mirrors how technology is used in the world at large.

References Friedman, T. (2005). It's a flat world, after all. The New York Times. Retrieved from [|http://www.nytimes.com].

**//Needs analysis//****// : //**

According to the 2009 Horizon Report, today’s students are different, but education is largely unchanged (Johnson et al., 2009). Outside of school, kids are connected through the internet, cell phones and hand held devices. They are networking, gaming and communicating on line often at the same time, but when they enter the school building, they are forced to shut down all their connections (Gersh, 2009; Prensky, 2008). Students are learning 21st Century skills outside of the classroom, while inside the classroom, the curriculum and tools have changed little since the 20th century.

Our students are digital natives; they speak the digital language. Meanwhile most of our teachers are digital immigrants; they speak with an accent and are rooted to their past (Prensky, 2001a). Examples of this accent are going to the internet second rather than first for information, printing out email, and printing out a document to edit it. In contrast students are used to getting information fast, with lights, music, pictures and motion. Immigrants think linearly. Natives think in parallel. Immigrants are deliberate and methodical. Natives are fast and multi-task. Immigrants are accustomed to working alone. Natives are networked and crave interactivity. Scientists argue the two minds just do not think alike (Prensky, 2001b).

Unfortunately, when students enter the school building, they leave their digital world behind. If schools were future oriented, Prensky argues, students would be learning and practicing global communication, team work, and innovation (Prensky, 2008). “This is less about teachers mastering specific tools or techniques – such as electronic games, blogs, or search engines – than their being willing to allow students to use these tools to find information and create products” (Prensky, 2008, p. 45).

Rogers(1995) used a normal distribution model to describe the adoption and diffusion of technology, with innovators/early adopters and laggards forming opposite tails of a bell curve (as cited in Butler and Sellbom, 2002). The majority, approximately 68% of people fall in between. Chizmar and Williams (2001) identified three barriers to adopting technology, lack of institutional support, lack of financial support, and lack of time to learn new technologies (as cited in Butler and Sellbom, 2002). An instructional program cannot address these barriers. However, in a study conducted at Ball State University (Butler and Sellbom, 2002), factors cited included reliability of the technology, knowledge of how to use the technology, and belief the technology improves or enhances education. This instructional program is designed to address the last two concerns.

References

Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology for teaching and learning. //Educause Quarterly//, 2, 22–28.

Gersh, S. (2009). Global projects and digital tools. //MultiMedia & Internet@Schools//, 16(1), 10-13.

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from []

Prensky, M. (2001a). Digital natives, digital immigrants. //On Tthe Horizon//, 9(5).

Prensky, M. (2001b). Digital natives, digital immigrants part II: Do they really think differently?, //On The Horizon//, 9(6).

Prensky, M. (2008, March), Turning on the lights. //Educational Leadership. 65(6), 40-45.//

**//Learner Analysis//****// : //**

"Just as people differ in many respects, so do ways in which they learn " (Morrison, Ross, Kalman and Kemp, 2011, p. 56).

The following is the learner analysis for the group of learners that will be included in the training course:


 * Primary Audience: **


 * K-12 teachers of all subjects
 * IT personnel


 * Secondary Audience: **


 * Heads of Departments
 * Directors
 * Section Supervisors


 * General Characteristics ** :


 * Age: 22 - 60+
 * Gender: Mixed category of men and women (women are more than 50%)
 * Education: College degree - Teaching Diploma/Certificate - Post Graduate Degree (all have proficiency level of written and spoken language)
 * Work experience: 1week - 40 years
 * Cognitive skills: High cognitive skills and critical thinking abilities


 * Entry Characteristics ** :

//__ Prerequisite skills and knowledge: __//


 * All learners are knowledgeable in computer basics.
 * All leaners have the minimum technological expertise needed for the course.
 * Most learners understand technological and computer terminology.
 * All learners have sufficient language proficiency to attend the course.

//__ Attitudinal and motivational characteristics: __//

Leaners for this course are adults. “Adults are autonomous and self-directed… Adults are practical, focusing on the aspects of a lesson most useful to them in their work…Adults are relevancy-oriented” (Lieb, 1991). It is very important to work on increasing motivation, relevancy of the course to the learner’s field of work. The general characteristics that the learners of this course possess are:
 * Some learners are all highly motivated to use technology inside classrooms.
 * Most learners understand the benefit of technology usage improving student's performance and increasing motivation.
 * Some learners believe that it may be difficult to be able to apply what they learn from the first time.
 * Some learners believe that technological concepts might be difficult to understand.
 * Some learners feel intimidated of trying new educational methods inside the classroom
 * Few learners believe that technology usage can be time-consuming.


 * Prior experience: **

“Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education” (Leib,1991). Adult learners bring to class their own experiences and knowledge. It is very helpful when adults have prior experience that is related to the topic being covered. In this course:
 * All learners use technology for personal purposes.
 * All of the learners have their own emails.
 * Most of them are familiar with how to upload and download media files on YouTube.
 * Few younger learners have experience in setting up and using Wiki.
 * Few learners already use YouTube as part of their instructions inside the classroom.


 * Potential Misconceptions: **

// Technology usage is time consuming in a class period //

// Technology usage needs lots of practice to be mastered //


 * Learning Styles **

Adults learn in a way that is different than young children. Leiber (1991) explain that Adult learners must actively involve in the learning process. They like to assume responsibility over their own knowledge rather than get supplied with facts. Adult Learners need to see how the class will help them reach their goals and they tend to focus on the aspects of a lesson most useful to them in their work. Therefore, theories and concepts must be related to a setting familiar to the participants. Different learning styles should be taken into consideration. Instructions should include visual material as well as auditory instructions. Important information should be handed out in the form of hard copies. Practice activities should assimilate real work experience. Learners should be divided into teams of homogeneous groups according to the subject matter taught. Learners should be given the opportunity to apply and reflect on what they learned in relevance to the subject matter that they teach.

References

Lieb, S. (1991). Principles of adult learning. Retrieved from []

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

**//Performance gap analysis//****// : //**


 * Current Learner Performance: **

Learners have limited usage of the technology inside classrooms although it is required and evaluated in annual performance evaluations. They know how to use technology for personal purposes only. Most of the technology used is passive such as videos and voice lectures. Very few teachers use YouTube occasionally to present a short video. None of the teachers knows how to use a wiki for classroom educational purposes. Some teachers feel intimidated by the idea of using technology. They are afraid that they might commit errors in using it, others perceive it as a very complicated task. Most teachers still use the traditional teaching methods inside the classroom.


 * Desired performance level **

Learners need to feel comfortable and confident of using cloud-computing techniques as part of instructions. They need to become familiar and acquainted with using YouTube presentations as an interactive technique for educational purposes. They should be able to upload and download files on YouTube to be used as part of instruction. Learners should be able to establish wikis to facilitate collaboration for group project assignments

**//Contextual analysis//****// : //**


 * Orienting **

There is an assumption that K-12 teachers have technology integration as a component of their annual performance evaluations. Teachers will desire practical and engaging solutions to integrate technology into their classrooms. In addition to teachers, technology and supervisory personnel are attending the training. Technology personnel will be familiar with existing resources and need to know how best to accommodate the new technologies. Supervisory personnel will need to know how technology can be integrated and what to look for during their evaluations. To address these concerns, learners will view and discuss an engaging introductory video.


 * Instructional **

Instruction will be delivered in a computer laboratory or lecture room accommodated for adult learners. If instruction is in a lecture room, students will be advised to bring laptop computers and will be provided access to the site’s wireless network. The instructor will have access to a computer, data projector and electronic whiteboard or other projection screen and will also be provided with network access. All computers should have Internet access, Microsoft Office or comparable suite, and video editing software. YouTube and social networking sites must not be blocked. Digital cameras with video capability should be available at a ratio of 1 to every 6-8 students. Computers should be able to upload and edit video and images from the cameras.

The anticipated length of the course is 60 minutes. The instruction will be offered after school or during scheduled professional staff development. If offered outside the regular school day, arrangements should be made to allow for access to secure facilities, to alert and schedule necessary support staff, and to make sure lighting and air conditioning are on.

Each collaborative group will add create a group wiki and add a page to share their reflections, learnings, and products.


 * Transfer **

To be successful, meaningful, and lasting, learning must include practice, knowledge and context (Brown et al., 1989 as cited in Ertmer & Newby, 1993). The overall goal of the instruction is that teachers exit with the capability and intent to integrate technology into their classrooms. To facilitate the transfer of knowledge, the course will be designed using a constructivist model.

Today’s students are different and there is a growing need for literacy in emerging technologies (Johnson, Levine, & Smith, 2009). Cloud computing at its most basic level is using the internet to access, store, and share ideas and information. Plugging into the cloud in the classroom provides authentic experiences for the learner in the ways that people increasingly work and play today.

Constructivism is an ideal model for integrating cloud-computing technologies in the classroom. The basic assumption of constructivism is that people are active learners and must construct their own knowledge; while, social constructivism emphasizes the role of social interaction in learning (Ormrod et al., 2009). In the constructivist classroom teachers act as facilitators and design their instruction to actively engage students with content through manipulation of materials and social interaction (Ormrod et al., 2009).

“Cognitive science research has found that embedding the instruction in a familiar context enhances both student achievement and student attitudes” (Boyd & Jackson, 2004; Ku & Sullivan, 2000; Papadoulos, Demetriadis, & Stamelos, 2009; PT3 Group at Vanderbilt, 2003 as cited in Morrison et al., 2011). Context is a critical component of problem-based learning.

As a result of the instruction, educators will understand the challenges that K-12 learners may face and will become better facilitators as a result. Educators will overcome their own doubts and fears about using technology in the classroom such as
 * The technology is too hard,
 * The technology is unreliable,
 * The technology is too time consuming, or
 * The technology takes lots of practice.

Second, educators will learn in the same context in which they will be expected to teach
 * Situated and relevant,
 * Problem-based,
 * Collaborative, and
 * Socially interactive.

To facilitate integration of cloud computing in K-12 educational settings, educators will receive instruction within a problem-based context. The learners will:
 * View an introductory video
 * Break into groups to research educational benefits of using cloud-computing such as YouTube and wikis.
 * Discuss and record pros, cons, and possible hindrances to integrating the technology
 * Practice using the technologies by creating an introductory video for their group, collaborating in creating a class wiki, and sharing their key findings by uploading the video on their Wiki and writing their reflection on how they plan to use technology inside their classes.

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism: Comparing critical features from an instructional design perspective. //Performance Improvement Quarterly//, 6(4), 50-71.

Johnson, L., Levine, A., & Smith, R. (2009). //The Horizon Report// (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from []

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). (Chapter 5).Hoboken,NJ: John Wiley & Sons, Inc.

**//Unit Goals//****// : //**

As a result of the instructional program, the learners will:
 * Gain an awareness of cloud computing technologies and their educational uses
 * Accept that cloud computing technologies add value to education
 * Know how to apply cloud computing technologies in constructivist approach

**//Topic analysis//****// : //**

A 50-60 minute instructional module will be developed to foster integration of cloud computing technologies in the K-12 classroom. Specific technologies that will be covered are YouTube and wikis. The following outlines the facts, concepts, principles and rules, procedures, interpersonal skills, or attitudes that will be addressed in the instruction.

I-Wiki

1. A fully editable website where members of a group collaborate knowledge


 * Students learn from one another
 * Develop higher level of critical thinking
 * Develop skills for negotiating conflict and facilitate teamwork
 * Build class community
 * Requires minimal technological knowledge
 * Educational Benefits

Empowers students to create knowledge

Encourages creativity

Prepares students for real world Provides a forum for collaboration and discussion

II-YouTube 1. Used to share videos 2. Requires minimal technological knowledge 3. Educational Benefits Use videos instead of paper and pencil More people see your work (globally) Enjoy experimenting with alternate forms of communication Students must think both logically and creatively Work is being published online
 * Students express greater creative freedom
 * Students have greater incentive to perform better
 * Fun
 * Challenges both left and right brain activity
 * Students gain a sense of accomplishment

**//Procedural analysis//****// : //**


 * ** Procedural Analysis **

The course is designed using a collaborative, problem-based instructional model. As feasible, to assure equitable distribution of knowledge and experience, groups should consist of at least one teacher, one technology professional, and one supervisor.

Create a wiki Add three pages and navigation link
 * I. Wiki **
 * What does the learner do?

Upload a video link from YouTube Post group observations and conclusions regarding the assigned technology

2. What does the learner need to know to do this step? Learner will need username and password for the group wiki Learner will need to know how to add and edit a page Learner will need to know how to edit the navigation

3. What cues inform the learner that there is a problem, the step is done, or a different step is needed? Success is group Wiki with: title of technology, three different pages with one for resources and one for reflections, assessment (pros, cons, considerations, and limitations), and reference list

What does the learner do? Plans and shoots a 3-5 minute video introducing the group members Uploads the video to YouTube Share the link on the class wiki 2. What does the learner need to know to do this step? Learner should know how to operate a digital camera Learner should know how to transfer video from the camera to the computer Learner will need to set up a YouTube account if they do not have one already Learner will need to know how to upload the video to YouTube Learner will need to know how to log in to the class wiki and insert a file. 3. What cues inform the learner that there is a problem, the step is done, or a different step is needed? Video is successfully loaded on YouTube Video is successfully linked to class wiki || **//Instructional objectives//** Expected learner outcomes are:
 * II. YouTube **

Affective domain: After reviewing and discussing an introductory video, gain an awareness/acceptance of cloud computing technologies and their educational uses.

Cognitive and psychomotor domains: Using a digital camera, produce a brief video, upload the video to YouTube, and share the link on the group wiki.

Cognitive and affective domain: Working collaboratively through course readings, assess the pros, cons, conditions and limitations of the assigned technology and share your evaluation in the group wiki. Using one or more of the technologies discussed, propose at least one technology application that can be used in relevance to the subject taught in a K-12 classroom and share the reflections on the group Wiki.

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