Section 3 Evaluating,Implementing and Managing Instructional Programs and Projects

1.   The ADDIE model  which is used by instructional designers and training developers includes five phases: analysis, design, development, implementation, and evaluation.  The analysis phase identifies the learner's background knowledge, learning environment and sets goals.  The design phase is basically lesson planning.  During the development phase the materials are created for the lesson.  This is where technology is integrated and designed for the lesson.  Throughout the implementation phase, procedures for training the facilitators and the learners are designed.  This is also where the equipment is accounted for.  If they need books, tools, software, etc., they make sure they have it and it is in working mode. This evaluation phase includes formative and summative evaluations.  Formative is present during each part of the ADDIE model.  The summative evaluation consists of tests designed for domain specific criterion-related referenced items and provides opportunities for feedback from the users.

This model is similar to how I plan my lessons and evaluate them. I am continuously using formative evaluations from my student such as data analysis to drive my instruction.  I also gather feedback from my students to gauge the type of activities to plan.  As educators we know that for learners to learn, it has to be meaningful and interesting to our audiences.   One of the Summative evaluations given in Kindergarten is the TPRI (Texas Primary Reading Inventory).  This evaluation assesses reading skills.

 References

• Molenda, Michael (May/June 2003). "In Search of the Elusive ADDIE Model". Performance improvement 42 (5): 34–37.  Amended version available at the author's web site at Indiana University (Bloomington).
• Strickland, A.W (2006). "ADDIE". Idaho State University College of Education, Science, Math & Technology Education. http://ed.isu.edu/addie/index.html. Retrieved 2006-06-29.Analysis Phase

Smith and Ragan use a Summative Evaluation model which includes the following phases:  determine goals of evaluation, select indicators of success, select orientation of evaluation, select design of evaluation, design evaluation measures, collect data, analyze data and report results.

I would use this type of evaluation if I taught TAKS grades.   This type of Summative Evaluation reminded me of the simulation tests and TAKS tests we give in the older grades.  This is an evaluation that the state uses to evaluate the students success in a grade and to see if the students are prepared for the next grade.

2.  One of the technological innovation that was recommended in my district several years ago was doing a distant lesson with another classroom.  We were asked to do at least one a year.  This innovation was not institutionalized.  I did a lesson with another teacher across the district.   However, I have not done one since.  The idea was that we would eventually do more of these lessons.  I believe two of the reasons that this innovation did not succeed was due to time and lack of training on using the equipment.  It did take more time to prepare the lesson and discuss it with the other teacher.  I also did not take the time to be trained on how to use the equipment.  Our lesson did have a glitch and we had to rely on the librarian to help us.   I do think it was a great opportunity for my students to see the peers in another school and have the chance to learn from another teacher.

3.   If I was assigned to develop a series of professional development sessions focusing on technology for classroom teachers, I would try to learn about my audience.  I would need to know how much already know or don't know about the technology being taught.  Then I would probably develop different levels or phases of staff development.  Two levels should cover the audience if it was broken into beginners and intermediate.  Since resources are scarce, I would ask administrators if their experienced technology teachers could help facilitate the staff development.