Presentation on theme: "NEEDS ASSESSMENT ARI WILBER ROONEY Dr. Kevin Pyatt Education 533."— Presentation transcript:
NEEDS ASSESSMENT ARI WILBER ROONEY Dr. Kevin Pyatt Education 533
Innovation Need Rationale Eastern Washington University English Department has made the use of technology in the English 101 and 201classroom a requirement, and part of the standard curriculum, requiring every instructor to not only be comfortable, but able to teach a variety of technologies that will be used by each student in the composition process and the delivery of their work. Following recommendations of the National Council for the Teachers of English, it is recognized that the composition and delivery of written material using technology is a skill that is essential in the workplace and in life. Furthermore, communication through technology is a subtext of our current culture; embracing and assisting this emerging way of communication is an essential teaching opportunity. The Innovation Need was selected in order to support teachers in the effective delivery of this technology training. In order to be effective in this new curriculum component, each teacher needs extensive training in several different technologies. As shown in the 2007 survey of all 36 English 101 & 201 instructors, the technological skills are wide, ranging from nonexistent to expert; none self-identify as masters in all technologies discussed.
Instructional Need Year One Training will occur in a two-year arc, with curriculum corresponding to training. Year One curriculum will focus on the following technologies Microsoft Powerpoint in the delivery of research materials Internet Research using Google to find valid sources (in addition to library databases already available) Interactive citation software (Refworks) to keep track of sources Integration of Refworks and Microsoft Word for citation accuracy Use of Blackboard as a resource for communication and information exchange in the classroom. All learning will take place in the EWU Teaching and Learning Center computer labs, with ongoing training available. Additional courses in basic training are available for any instructor that needs it. This will be assessed by the TLC staff during the training, and additional courses will be assigned as needed.
Instructional Needs Year One (continued) Year One training will occur the summer before school starts, focusing on technologies corresponding to the curriculum: Microsoft Powerpoint (2 day intensive course) Internet Research using Google to find valid sources (2 day intensive course) Interactive citation software (Refworks) to keep track of sources &Integration of Refworks and Microsoft Word for citation accuracy ( 2 day intensive course) Use of Blackboard as a resource for communication and information exchange in the classroom. (1 day course)
Non-Instructional Needs Lack of Resources & Funding Many of the English 101 & 201 staff of graduate students and are, therefore, not officially faculty – making them ineligible for institutional laptops. It is difficult to require the use and integration of technology when the instructor does not have the access to the technology required by the class, making it difficult or impossible to instruct as needed and keep up with day-to-day technological needs. TLC is working to bridge that gap by working with the library to allow for quarter-long computer checkouts, as well as grant funding for a pool of laptops for this express purpose. In the interim, laptops are available to all graduate students as week-long checkouts in the library. While not optimal, it is available. The idea of an additional stipend for technology purchases is being discussed.
Learning Environment Campus & Community This initiative is heavily supported by all aspects of EWU administration, who understand the benefit of technology-savvy graduates. This training is a collaborative effort of EWU adminstration, the Teaching and Learning Center, and the EWU Technology program. English 101 & 201 are required of every EWU student; this is the only place in which a writing-centered technology instruction can feasibly occur. This effort is funded by EWU, TLC and grants from several community-wide corporate sponsors, such as Itron and KeyTronix. There is wide community support for this effort, as they want graduates who are not only comfortable, but confident in this technology. At the community level, there may be discomfort with the idea of technology; by ensuring that every single student is taught how to communicate with technology, there is an expectation that much of this discomfort will be alleviated.
Learning Environment Classroom The instructors have a wide range of technological savvy, ranging from novice to expert. This training will be a new addition to existing curricula, which must be integrated into nearly every lesson plan. This is a paradigm adjustment, in which instruction will go from nearly paper-only to a technology-rich environment. To support students, instructors will have access to campus-wide computer labs. These labs can be reserved by the instructor specifically for class use and have the latest hardware and software for students’ use. In addition, students have access to additional labs as well as the availability to check out laptop computers so that they can complete their assignments. When not conducting class in a computer lab, each English classroom has a media cart available, with a laptop computer and a projector so that the entire class can view and benefit from a teacher-guided lesson. This initiative is heavily supported by all aspects of EWU administration, who understand the benefit of technology-savvy graduates.
Learners From a variety of backgrounds Adult, non-traditional Traditional students High School Running Start students Urban and Rural, with wide and varying technological backgrounds and skills.
Now is the time! Training for the present Preparing for the future Providing students with the best instruction available