|
Factors
|
Description
|
Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or Minimizing
Negative Factors
|
|
Age / Academic Range
|
25 - 50
|
+
|
|
A wide range of age increases the
range of experience and attitudes brought to discussions.
|
|
Sex Distribution
|
Unknown, Estimate 70%
Female, 30% Male
|
|
-
|
A few men thrown into the mix increases
the range of experience and attitudes brought to discussions.
|
|
Racial, Ethnic Diversity
|
Unknown
|
NA
|
|
|
|
Educational Level
|
Bachelors or Masters
|
+
|
|
Similar educational experiences
will bring the group together.
|
|
Disability or Impairment
|
Unknown, most likely
ADD, dyslexia
|
|
-
|
Assistive technologies and varied
teaching styles will address learners of all types.
|
|
Developmentally Appropriate
|
All consistent with
age
|
+
|
|
No development barriers
|
|
Prerequisite Knowledge
|
Passing Level 1
SBEC-aligned Technology Competency Tests
|
+
|
|
All teachers will have laptops
and will have passed Level 1 Competencies.
|
|
Related Experience
|
Classroom Educator
All have laptops
|
+
|
|
All teachers will have laptops
and will have passed Level 1 Competencies.
|
|
Perception of Role as Student
|
Some willing to learn
Some present because it is require to
keep laptop
|
|
-
|
Facilitators will build on the
enthusiasm of some to increase enthusiasm in others.
|
|
Motivation for Learning
|
Many are there
because it is required
|
|
-
|
The goal is to make the laptop
sessions so productive that everyone will be motivated to come.
|
|
Attitude Toward Subject
|
Many are there
because it is required
|
|
-
|
The goal is to make the laptop
sessions so productive that everyone will be motivated to come.
|
|
Expectations from Unit
|
"I just want to
get thru my 6 hours."
|
|
-
|
We will offer
them more than they ever expected.
|
|
Competitiveness
|
Yes, highly among
learners
|
+
|
|
Sharing throughout sessionns will lead teachers to try their best.
|
|
|
|
Factors
|
Description
|
Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or Minimizing
Negative Factors
|
|
Budget Available
|
N/A
|
|
|
|
|
Materials Required
|
LCD projector
Laptops
Handouts
|
+
|
|
Every tool is readily available
|
|
Production Equipment Available
|
N/A
|
|
|
|
|
Time for Design and Production
|
1st session—45 min.
1 session for a year
|
+
|
|
Having
sessions once a month allows teachers to internalize and build on
knowledge.
|
|
Department Technology
Requirements
|
Teachers with laptops must
complete 6 hours of study group hours in a year.
|
|
-
|
Because the sessions are not
voluntary, motivation in some teachers will be low.
|
|
Facilitator
|
Lesson will be facilitated by a
variety of people
|
|
-
|
Detailed plans will
ensure consistency among campuses
|
|
Implementation Factors:
|
|
Class Size
|
5-15
|
|
-
|
Facilitator has to change style
and strategies to accommodate different class sizes.
|
|
Class Period Length
|
45 minutes
|
|
-
|
Facilitator will have to begin
promptly in order to use time efficiently.
|
|
Location
|
Library or classroom
|
+
|
|
Everyone brings their own
equipment.
|
|
Seating Arrangement
|
Informal
|
+
|
|
Teachers sit where they feel
comfortable.
|
|
Lighting
|
Florescent with windows
|
+
|
|
|
|
Temperature
|
comfortable
|
+
|
|
|
|
Noise
|
Varies with activities
|
+
|
|
Loud equals engaged—facilitator
will monitor discussions.
|
|
Equipment
|
LCD projector
Laptop computers
|
+
|
|
Every teacher brings own
equipment.
|
|
Technology Support
|
Facilitator will provide
|
|
-
|
Technical problems can interfere
with delivery of concepts
|
|
Outcome Factors:
|
|
State Requirements
|
SBEC Standards I-V
|
+
|
|
State requirements will be
stressed to increase motivation.
|
|
Employer Needs
|
Varies—some principals do
not require teachers to incorporate technology
|
|
-
|
Because technology is not
integrated consistently, those teachers that do integrate it have to work
harder.
|
|
Co-worker Needs
|
Many teachers feel no compulsion
to integrate technology.
|
|
-
|
Because technology is not
integrated consistently, those teachers that do integrate it have to work
harder.
|
|
Student Needs
|
Students need to consistently be
exposed to technology and make decisions with it to properly learn the TA
TEKS.
|
|
-
|
Because technology is not
integrated consistently, those teachers that do integrate it have to work
harder.
|
|
District Needs
|
According to the District
Technology plan, instructional practices involving technology must be
improved.
|
+
|
|
District support
will motivate some teachers.
|
|
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 prequisite 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
|
|
1.Constructivist Theory
|
What are the main principles of
Constructivism? Can I find and
recognize Constructivism examples?
Can I apply the principles of Constructivism in my classroom?
|
Level 1 Competencies, Proficiency
in using technology, Willingness to learn and change
|
Real- Some teachers may not want to do the work
Imagined-“I don’t know enough about
computers.”
|
Plenty of examples will be provided
to illustrate the benefits of Constructivism.
|
|
2. LoTi
|
What are the principles of LoTi? How can
they impact my classroom? What can
the LoTi Survey tell me?
|
Level 1 Competencies, Proficiency
in using technology, Willingness to learn and change
|
Real- Some teachers may not want to do the work
Imagined-“I don’t know enough about
computers.” “This survey is confusing.”
|
Plenty of examples will be provided
to illustrate the benefits of LoTi.
|
|
4. Using technology
to enhance student learning
|
How can I use technology as a
tool to implement higher order thinking skills? How can I avoid using technology as an
end rather than a means?
|
Level 1 Competencies, Proficiency
in using technology, Willingness to learn and change
|
Real- Some teachers may not want to do the work
Imagined-“I don’t know enough about
computers.” “What’s wrong with using nothing but Word
and Power Point?”
|
Peer coaching will be used to bring
teachers’ lessons to a higher level.
|
|
|
|
|
|
|
