Blog Reflection 3

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

I located information about two models of evaluation that can be used independently, however when used simultaneously can yield deeper evaluation.

Goal Based Evaluation-In simple terms is an evaluation that is based on specific goals and objectives. These goals and objectives are clearly stated and known by the evaluator.

v  A state clear goal for your project and your evaluator is aware of these goals.

v  Link to program goals any overall or higher goals that have been determined.

v  Determine how you want to achieve your goal?

v  Determine how you will determine if you met your goal. What specifically will you observe that will show you met your goal? Results are looked at from the idea of did they meet the intended goal.

http://www.evalguide.ethz.ch/project_evaluation/introduction/goalbased_evaluation_EN

Goal Free Evaluation-As the name illustrates this model of evaluation does NOT set clear goals from the beginning. The evaluator is looking more at the overall outcomes in general rather than comparing it to specific goals set out from the beginning. It is looking at all the results.

v  The evaluator is not aware of any intended goals prior to the project

v  The evaluator studies observes all processes and outcomes

v  The evaluator asks what does the program do instead of what was it meant to do.

v  The evaluator looks at the relevance of the outcomes to the learner.

http://www.wmich.edu/evalctr/eval_cafe_archive/goal-free.pdf

The research I read indicated that when these two methods are employed a deeper, more informative evaluation can occur. The goal free learning model can bring to light information, both positive and negative, that may have never been consider with the rigidity of the goal based learning. However, if only goal free evaluation is used it may be more difficult to pinpoint what is considered a success.

I could use both of these to evaluate my instruction in the classroom. I would want 2 independent people to observe a particular lesson. One person would be aware of the stated goal and purpose for the lesson, perhaps be given a specific TEK that I am covering. The other person would be asked to analyze the learning taking place, but not be aware of the specific TEK being taught.  An evaluation piece would be administered to the students for more data.  The data and the insight of both evaluators would help provide insight into my instruction. This evaluation would help me to determine processes that are working and maybe even become of aware of things that I had not even determined as a goal prior to instruction.  

Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

A most recent technological innovation within my social system (elementary school) has been the addition of a smart board in many classrooms, including mine.

PERCIEVED ATTRIBUTES OF SMARTBOARD INNOVATION

Relative Advantage The Smart board is meant to replace a traditional whiteboard, while offering interactive tools as well. This innovation is better than the traditional use of white boards and projectors to engage students in learning experiences.	Assist or Hinder I believe this attribute has assisted with the adoption of this innovation.  All the tools and other capabilities are very intriguing to most classroom teachers that desire to increase engagement.
Compatibility The smart board has a lower level of compatibility when you define compatibility as consistency to past experiences and habits.	Assist or Hinder I believe that some of the major technological leaps from using traditional white board/ projector to all the amazing things a smart board can do has led to a small hindrance from potential users.
Complexity Parts of the smart board are very simple, however there are so many different ways to use the smart board I feel that it has a high level of complexity	Assist or Hinder At first I thought the smart board would be extremely simple to use and implement in my classroom. However, once it was installed I felt a bit overwhelmed by it and avoided using it for a while.  Based on this experience I would say that the complexity of this innovation led to a hindrance.
Trialability There was no trialability available with this innovation. Once it was installed it was there to stay.	Assist or Hinder This feeling of permanency was a hindrance to acceptance of this innovation in the classroom.  I often felt regret that I had it installed.
Observability The observability of the benefits of the smart board is probably its best attribute. When watching students working on the smart board you can sense the engagement level of the students increase.	Assist or Hinder This attribute definitely assists in the overall process of acceptance of the innovation. It was this observability that increased my desire for training and gaining knowledge about the innovation.

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

A recent change in our school district has been the beginning of the MyWyFi program.  All schools have wireless internet access, much like a Starbucks and students are encouraged to bring their own internet connected device to school. With this being the first year for the program there are some teachers that are resisting this advancement and others that are jumping in with both feet. Regardless of how each teacher “feels” towards the program training is needed for it to be successful. I believe a series of professional development sessions focusing on technology using the Situational Leadership Model would prove to be extremely helpful.

Phase 1: I believe that teachers have for a long time, observed and picked up tips informally from each other and that is one main way we become better teachers. If a teacher is resistant to technology from the start an involuntary professional development is NOT going to change the attitude. Because of this I believe that in phase 1 I would begin by offering the professional development to teachers that want to be there. I would attempt to motivate by offering reasons why teachers should use technology.

http://www.youtube.com/watch?v=rvyP-cwpHN8&feature=related

Once I have my group together I would begin by being very detailed about what we would be learning and what the expectations for them would be throughout the sessions.

Phase 2:  Hopefully, after meeting, motivating and setting expectations those teachers would have an even stronger buy-in to using technology in their classroom. I would assist each person with using a wikispace for collaboration. If we are going teach using technology for our students we should use it for ourselves as well. I would clarify concerns and answer questions about our specific tasks (for example using Jing for our first project) In this phase I believe it would be important to model, model and model some more. This would help teachers see what the technology can do in their classroom

Phase 3: At this point teachers would be receiving instruction on how to use specific technologies within their classroom and sharing their work on our Wiki.  I would be able to see the results and offer feedback, collaboration and encouragement.

Phase 4: Once teachers began to feel more confident in the use of technology, it would less about me being in charge and giving specific technology tasks to try in the classroom. It would become more about offering ideas and letting them try it more and more independently. The goal is that the ideas and use of technology would continue through the Wiki without my prompting and rewarding. The other reward is that the teachers that are reluctant to even attend a technology training would begin to observe the wonderful ideas being used by the other teachers that even they decide it might be worth a try.