Contextual+Analysis


 * Team Member D2 (By A):**

**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, the 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. 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 3 to 4 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.

For ease of access, all instructional materials will be uploaded to a wiki. The instructor and learners will have editing access to the wiki and each collaborative group will add a wiki page to share their discussions, 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 uses for YouTube and wikis. (Research sites and articles will be provided by the instructor.)
 * 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 a class wiki, and sharing their key findings and plans to use the technology in a post to the wiki.
 * Create an application to use the technology in a K-12 classroom.

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.