Part 1: Evaluation Models
Purposes of Program Evaluation in Education
- Ensure teaching is meeting learner’s needs
- Identify where teaching can be improved
- Inform the allocation of resources
- Provide support to faculty and learners
- Diagnose and document program strengths and weaknesses
- Articulate what is valued by the institution
- Determine that educational objectives are met
The Flashlight Model has five steps for evaluation of using technology in instruction.
1. Overview and Confronting the Blob.
Brainstorming helps you think about what and why you are evaluating something.
2. From Blob to Issue
To narrow down the Blob you find which parts of the instructional design are most important to evaluate.
3. From Issue to Triad
Take these important parts and create Triads which use different technology (T), the activity the technology enables (A), and outcomes expected from the activity (O).
4. From Triad to Data
From the Triads, now questions are created to gather data about the Triads; these questions usually fall into one of 5 categories:
• Technology
• Interaction of Technology and Activity
• Activity
• Interaction of Activity and Outcomes
• Outcomes
5. From Data to Next Steps
After analyzing the data collecting and answering the questions created, modifications are made.
I would use the Flashlight Model to evaluate a lesson where I use technology to teach an objective. For example, if I used Gloggster for students to create an online poster about the American Civil War, I would then have them share it with a classmate and have them critique it. After completing the first two steps, I would focus on the issue, “Did it help the students learn more by sharing their work and reviewing others’ work?” My triad would be:
T—Gloggster (online multimedia poster)
A—critiquing another student's work
O—high student interest, appropriate feedback to improve writing
I would then develop questions for a survey.
Tyler Objective Model
Tyler’s Four Principles of Teaching
Principle 1: Defining Appropriate Learning Objectives
Principle 2: Establishing Useful Learning Experiences
Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect
Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective
I like Tyler’s Model because it is only has 4 steps. Tyler proposed that evaluation should be an important part of the curriculum development process. I could use his model for any lesson I planned. For example if I planned a lesson on the water cycle, I would follow the 4 principles.
Principle 1: Students will learn the stages of the water cycle.
Principle 2: Students will use a verity of resources (text, video, and Internet) to learn about the water cycle.
Principle 3: Students will follow a lesson plan that has an instruction, explore their learning using the different resources, and then have a final assessment.
Principle 4: The teacher will evaluate the steps in the lesson to see which parts work and which parts need to be changed.
Click the link below for a brief history of the evolution of the Tyler model:
Part 2: Influential Technology
Web 2.0 and Google Docs
Web 2.0 tools are for socially communicating online and are mostly free. Web 2.0 tools shift away from big, organizational control to more individual user control. They create more individual creativity and autonomy. Many Web 2.0 tools were not traditionally meant to be for education, but many educators use them. The number of higher education institutions offering blended or completely online courses is growing rapidly because more people want to take classes online. Institutions are becoming more educated on how to use e-learning delivery options, as well as Web 2.0 tools.
Google Docs is a wonderful tool for students and teachers because they work on any computer that has an Internet connection. They allow collaboration to multiple editors simultaneously. Changes/edits are seen by everyone immediately and are automatically saved.
Google Docs does have some disadvantages. You have to be online, so if there is a problem with the Internet, you will be unable to work on your documents. Also, when you create a Google document, there are limitations on the formats you can export it to.
Here is a video about Google Docs.
Part 3: Using Situational Leadership
The first thing I would do is ask the teachers what standards and benchmarks they wanted the students to learn. Once I knew what the students were supposed to learn, I would find an activity using age appropriate technology to facilitate them. I would be flexible and adjust my style to meet situations and followers’ needs. I would use technology that our school district already owns or free online resources. I would once again focus on what the teacher needs and try to meet their needs. In the beginning I would have a more hands-on approach to training and teaching, but once the teacher learned how to incorporate the specified technology, I would work more as a delegate.
"Opportunity is missed by most people because it is
dressed in overalls and looks like work." -- Thomas Edison
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