Section 3: So..what did we learn?

Evaluation Models
The ADDIE Model consists of 5 phases:
1.Analysis-Identify the problem or goal and set steps to achieve it or find a solution.What are your learner's needs?

2.Design- Detailed plans are made and written out or shown graphically.

3. Development- Using the plans from your design phase to create lesson materials.

4. Implementation- Your plan is put into action. The lesson is delivered to students.

5. Evaluation- This is an important phase. Revision is an intregal part of the ADDIE graphic, so one must constantly be evaluating at each phase to make the necessary revisions. In the ADDIE model feedback from the learner is also considered to evaluate instruction.

I use this type of model very regularly. I determine what my students need to be working on. I use those needs to create a lessonplan and I adjust it according to changing student needs, behaviors, pacing, and scheduling. I also use student participation, attitudes, and results to evaluate whether my lessons are effective.

Formative Evaluation (Flagg)  is about judging your instruction while it is happening. It focuses on the process. It is also about gathering continuous feedback from the learner.

I use formative evaluation when teaching throughout the day. By constantly tracking my student's visual cues such as body language, attention, attitude and sometimes verbal cues ("Can I go to the bathroom?" "When's lunch?") lol. This tells me whether I should continue with my lesson, if it is effective and if I should use simliliar activities in the future.



 A Technical Innovation in my Social System= Ipads in my preK classroom

The text states that "people are more likely to adopt an innovation if it:...

"offers a better way to do something"
(relative advantage)
Ipads offer an advantage for the students because they are fun, entertaining and they hold their attention. The advantage for me is that my students are interactively learning with me having to do so much prep work (cutting, copying, making homemade games). Another advantage is that there are several different apps, so students at all levels have something to work with.

"is compatible with their values, beliefs and needs"
(compatibility)
The ipads are compatible with my students' active learning style and addresses their needs. The apps are also compatible with the educational goals I have for my students.

"is not too complex"
(complexity)
The ipads were not hard for me to use because I have been using them for testing. Some of my students that have lower fine motor skills did have trouble with games that require them to move the objects around. Many of the students caught on quickly how to start a game, move to the next game and exit.

"can be tried out before adoption"
(trialability)
I used them with a few students before implementing them during centers and small group time.

"has observable benefits"
(observability)
Ipads are definitely a benefit to my classroom because they keep students engaged and help instruction be more individualized.




Project Management
I think if I was conducting the technology sessions with teachers on my campus it would be hard to decide my approach during Phase 1 because I would be starting with a mix of experienced and inexperienced technology users.Although, this is a daily challenge in the classroom as well! I would probably focus my first sessions on making the inexperienced users feel that it is possible for them to implement technology in the classroom and I would use the experienced learners as "table teachers". At the end of this session I would take a survey that targets what areas of technology use the teachers feel most comfortable with and interested in. The results would be compiled before the next session and determine what direction we would go in. Seeking their individual interests would help the teachers "buy in" to what I am teaching, as Chapter 12 suggests.I would then teach them basic usage of the technologies they were interested in and give them time to explore individually or with a "table teacher" to add more confidence and minimize some of my guidance. In Phase 3 I would let the teachers form groups based on which technology tool they found most useful. Then they would brainstorm and share how this tool can be used in the classroom. I would "reward for effort" by giving postive and constructive feedback about their conclusions. In Phase 4, I would have the teachers use work together (to take off some uneasiness that might still be there for some) to present their technology tool to the class and demonstrate an example of a lesson in which it would be helpful or ways to incorporate it for daily use. I would work as a monitor as the groups are working on this presentation, as the text mentions. I think one of the best ways to learn something is to approach it as if you have to teach it to someone else and I hope that this approach would help the teachers learn something useful.