|
Factors
|
Description
|
Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or
Minimizing Negative Factors
|
|
Age
|
30
|
+
|
|
The teacher is enthusiastic
and anxious to master technology integration since she sees technology
integration as a skill she needs in her career.
|
|
Sex
|
female
|
+
|
|
She will be comfortable
working with me.
|
|
Skill Level
|
Bachelor’s degree in
elementary education
|
+
|
|
She got some training in
technology education in college.
|
|
Teaching experience
|
Five years
|
+
|
|
She has attended several
technology integration workshops and will have a clear vision about what
she wants to accomplish.
|
|
Disability or Impairment
|
none
|
+
|
|
She will experience no special
learning problems.
|
|
Attitude toward Subject
|
enthusiastic
|
+
|
|
She will be very open-minded
to the project and anxious to build on the experience.
|
|
Stage of Integration
|
Has not gone beyond word
processing
|
|
-
|
Her technology skills are
limited, but she realizes she needs to expand on her skills
|
|
Perception of Role as Student
|
Very willing learner
|
+
|
|
She will be very interested in
the project and will use the skills in the future.
|
|
Motivation for Learning
|
She wants to grow in her
profession.
|
+
|
|
She has high concern for the
achievement of her students.
|
|
Competitiveness
|
Very competitive
|
+
|
|
She is very proud of her
students’ achievement on standardized tests and sees technology integration
as a tool to continue that success.
|
|
Environment factors that
may impact learner-centered instruction.
Analyzing the environment is a means
to identify the issues that will impact the (a) process of the design and
production, (b) implementation, and (c) outcomes of the learning experience
|
|
Factors
|
Description
|
Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or
Minimizing Negative Factors
|
|
Design and Production
Factors:
|
|
Budget Available
|
There will be no cost for the
project.
|
+
|
|
The teacher will see the
activity as one that can be done without expenditure.
|
|
Materials Required
|
paper for the printer
|
+
|
|
The teacher will see the
activity as one that can be done without expenditure
|
|
Production Equipment Available
|
computer for each student and
printer
|
+
|
|
The teacher will need to use
the lab in the technology center, but it is only steps away from her
classroom.
|
|
Time for Design and Production
|
2 or 3 hours
|
+
|
|
The teacher will use the
project as a language arts assignment.
|
|
Department Technology
Requirements
|
The technology director will
facilitate with the posting of a web page and a video.
|
+
|
|
The technology director is
anxious for the elementary teachers to catch up with the technology skills
of the high school teachers.
|
|
Implementation Factors:
|
|
Class Size
|
20 students
|
+
|
|
Lab will accommodate 20
students.
|
|
Class Period Length
|
one hour
|
+
|
|
I will teach each new skill on
a separate day so students can practice the skill before going on to the
next one.
|
|
Location
|
Instruction will take place in
the classroom and in the lab.
|
+
|
|
The teacher computer is connected
to a large monitor mounted on the wall.
From that computer, I will teach the concepts. The students will use the skills in the
lab.
|
|
Seating Arrangement
|
typical classroom and lab
|
+
|
|
Students will have an orderly environment
for learning.
|
|
Lighting
|
adequate
|
+
|
|
|
|
Temperature
|
comfortable
|
+
|
|
|
|
Noise
|
minimal
|
+
|
|
|
|
Equipment
|
in good condition
|
+
|
|
Students should have few
technical problems.
|
|
Technology Support
|
The technology director is
aware of the project and will be available for assistance.
|
+
|
|
I will have technical
assistance if I experience any problems.
|
|
Outcome Factors:
|
|
State Requirements
|
The project will meet the
technology applications TEKS requirements.
|
+
|
|
The teacher is anxious to meet
the TEKS requirements.
|
|
Employer Needs
|
The administration wants
elementary teachers to make use of the 8 computers in each elementary
classroom.
|
+
|
|
The teacher wants to use the 8
classroom computers for activities other than drill.
|
|
Co-worker Needs
|
The teacher can serve as
mentor to her peers as she develops new technology integration skills.
|
+
|
|
Other elementary teachers need
the same skills.
|
|
Student Needs
|
The students need to have
better mastery of tables and graphs.
|
+
|
|
The teacher sees the project
as a way to help students raise achievement on the TAKS reading test.
|
|
Content factors that may impact
learner-centered instruction.
Analyzing the content is a means to
identify in general terms the topics to be addressed in your course and to
analyze these topics in terms of the requisite sub-topics, and degree of
learning difficulty
|
|
Main Topics
|
Sub-Topics (What Is Involved In Learning Each Main
Topic?)
|
Readiness To Learn (Prerequisites Mastered)
|
Degree of Learning Difficulty (Real / Imagined)
|
Possible Instructional Strategies to Reduce or Manage
Learning Difficulty
|
|
1collaboration skills
|
1. working in groups
2. choosing a spokesperson
|
have done a little group work
|
low difficulty
|
I will explain the topic of
discussion and give specific directions about what I want the groups to
accomplish.
|
|
2 composition organization
|
1. choosing a focus for the composition
2. paragraph development
|
have done a lot of writing
|
low difficulty
|
I will use the white board to
help them organize the compositions.
|
|
3 accessing a web page
|
1. using the Internet
|
have done some research on the
Internet
|
low difficulty
|
I will provide the web
address.
|
|
4 importing an image from a
web page
|
1. learning how to copy and paste from a web
page
2. learning how to format a graphic image in
a document
|
have not done this skill
|
medium difficulty
|
I will demonstrate and have
several students demonstrate with the teacher computer.
|
|
5 creating a table
|
1. learning how to format a table
2. learning how to add data to a table
|
have not done this skill
|
high difficulty
|
I will demonstrate this skill
and will have several video students available to provide one-on-one
assistance in the lab.
|
|
6 creating a graph
|
1. learning how to use Excel
2. learning how to format a graph
|
have not done this skill
|
high difficulty
|
I will demonstrate this skill
and will have several video students available to provide one-on-one
assistance in the lab.
|