1. Integrating Technology into the Classroom Design Team: The Design Divas Kristen Sabo, Kelly Neville, Candi Chandler, Leigh Davis Instructional Design EDIT 6170 Dr. Lloyd Rieber Summer 2005

2. Needs Analysis Madison County High School The target audience is teachers who have a personal comfort level using technology, but are not using technology to its fullest potential in classroom instruction.

3. Needs Analysis Description of Instructional Needs Research -Madison County High School met AYP for the 2003-2004 school year, however, 22% of their students did not meet state standards and the graduation rate was only 57.5%. (http://www.doe.k12.ga.us)

4. Needs Analysis Description of Instructional Needs Teacher Survey Madison County teachers were surveyed and findings indicate that while teachers are on average somewhat comfortable when using technology for personal reasons, transferring use of technology to direct classroom instruction is more difficult for these teachers. See results of survey at right.

5. Problem Statement Teachers at Madison County High School are underutilizing the technology resources available to them.

6. Goal Statement The goal for this course is for the teachers of Madison County High School to incorporate technology in engaging and effective ways into their daily teaching.

7. Learner Analysis Teachers who range in subject area expertise. Have experience from 2-20 years in the teaching profession. Have at least a basic level of computer skills and are able to navigate Microsoft Office programs such as Word, PowerPoint, and Excel.

8. Course ICM

9. Unit ICM

10. Lessson One: Introduction to Webquests Instructional Goal: The teacher will be able to evaluate three given webquests according to quality by using a given rubric. Overview: Teachers will explore webquests and discuss their usefulness. They will then use a rubric to focus their attention on what makes a quality webquest.

11. Lesson One: Assessment Pre-Assessment: Teachers will discuss the obstacles they face in integrating technology. They will also have a chance to share any knowledge they have of WebQuests in group discussion as well. Post-Assessment: The teachers will evaluate 3 WebQuests using the rubric provided to them. They will then rank the 3 according to the rubric. A discussion of the results will allow each teacher to share their rationale in the evaluation process and further demonstrate their understanding of the process.

12. Lesson Two Instructional Goal: The teacher will be able to compile a list of web resources that will be used to create a webquest. Overview: The lesson begins with a brief group discussion of what the teachers already know about different web resources. The group as a whole will compile a brainstorm list of web resources already known to the teachers. The instructor presents a PowerPoint on the projector concerning the process of searching online for resources. Additionally, a list of “starter places” to look for web resources will be handed out, along with a copy of the presented PowerPoint. An example of using a search engine will be demonstrated online via the projector for the teachers to see. The teachers will choose a general topic for their research, and will compile a list of web resources that they have found online. The teachers will share their findings with the group, and will email their topic and list of resources to the instructor.

13. Lesson Two, Assessment Pre-Assessment: –A brief group discussion concerning what web resources teachers are already familiar with –A “brainstorm list” will be created as both a starting point for the teachers and as a measure of the level of familiarity the teacher have in term of online research. Post-Assessment: -The teachers will participate in a group discussion that shares their findings with the group. -The teachers will compile a list of web resources found online during this session, along with the teacher’s chosen topic, and email it to the instructor.

14. Lesson Three Instructional Goal: - Given prior knowledge from previous lessons teachers will appropriately generate and facilitate a webquest that includes an introduction, process, task, evaluation, conclusion, and teacher page. Overview: -After a quick review over prior knowledge is given teachers will begin to work on their own webquest given a PowerPoint template. As teachers begin to fill in each category in the PowerPoint template, the facilitator will circulate around the room. Teachers will be given a helpful hints worksheet to use during webquest creation. After webquests are created teachers will evaluate their own and their peers based on a given rubric.

15. Lesson Three, Assessment Pre-Assessment: -A brief review over the 6 categories in a webquest, pros/cons of a webquest, and making sure topic and resources were determined. Post-Assessment: - Creation of Webquest that contains all six categories.

16. Formative Assessment Subject Matter Expert: The Technology Specialist Technician for Madison County High School will review lessons based on content, accuracy, and quality of instruction. One-on-One: The instructors will assis t and observe the three participating teachers as they work through the lesson, taking note of what was in need of improvement. Each teacher will also complete an interview to discuss their experiences with the lesson. Small Group: Follow up interviews and written evaluations will help the instructors determine if changes made after the first stages have been beneficial. Field Trial: Written evaluations, checklists, interviews will be conducted with participants, observations made during instruction, and course evaluations completed by the participating teachers.