Report+One

Needs Assessment:

When using technology in the classroom, instructional time is wasted as students are unable to continue classroom activities utilizing wireless laptops because they do not have a basic knowledge of common trouble shooting strategies. Students sit and wait for teacher intervention that directs them to quick and common strategies to fix the most common errors of log in and network connectivity. However, wait time increases for all students as individual connectivity issues increase in a one versus twenty five plus scenario. If students only sought teacher intervention for serious issues, less instructional time would be wasted as students solve their own connectivity issues. Students need training in common troubleshooting techniques in order to solve these issues.

Goal Statement: When experiencing log in or network connectivity problems, the learners will be able to diagnose and implement solutions to the problems without teacher intervention.

Goal Analysis & Subskill Analysis :   



Entry Behaviors: Students will have acquired the following skill set from elementary and middle level classroom instruction as well as home computer use.  · Learners will be able to apply basic computer vocabulary in authentic situations.  · Learners will be able to control the computer through manipulation of accessories (i.e. mouse and keyboard).  · Learners will be able to control computer through application of basic computer functions such as power button and start menu.

Description of Learner Interview:

The target population for this instructional goal is high school students in grades 9-12 who have been scheduled into classrooms across content areas with laptop carts that have wireless access to the school’s network. Students step into the educational environment with varying ability levels and access to technology. A survey of students will be given to determine prior knowledge and ability level.

Written technology survey given to students



Verbal interview with previous teachers in all technology classrooms, hardwired and wireless

Observations of students in authentic classroom setting

Verbal interviews of students in authentic classroom setting

General Description of Learners Learner Characteristics for Troubleshooting Instruction in a Secondary Classroom Setting
 * **Info Categories ** || **<span style="font-family: 'Cambria','serif'; font-size: 12pt;">Data Sources ** || **<span style="font-family: 'Cambria','serif'; font-size: 12pt;">Learner Characteristics ** ||  ||
 * **<span style="font-family: 'Cambria','serif';">I. ****<span style="font-family: 'Cambria','serif';">Abilities ** ||
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">A. Entry Skills || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Written technology survey given to students

<span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Verbal interview with current and previous teachers in all technology classrooms, hardwired and wireless

<span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Observations of students in authentic classroom setting

<span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Verbal interviews of students in authentic classroom setting || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Students in grades 9-12 · <span style="font-family: 'Cambria','serif';">are utilizing wireless laptop carts for the first time in a classroom setting · <span style="font-family: 'Cambria','serif';">are unable to maximize productivity when an error message pops up because they wait for teacher intervention to solve the error · <span style="font-family: 'Cambria','serif';">are unable to diagnose root cause of technology issues based on error message · <span style="font-family: 'Cambria','serif';">are unable to correct errors using common troubleshooting strategies because they have never been directly taught what these messages mean or what steps to take to solve them · <span style="font-family: 'Cambria','serif';">do have a basic knowledge of computer vocab, set up and use · <span style="font-family: 'Cambria','serif';">are able to control laptop and desktop computers through use of the mouse, keyboard, start menu, icons and power button · <span style="font-family: 'Cambria','serif';">have a basic knowledge of word processing and internet programs || · <span style="font-family: 'Cambria','serif';">a basic knowledge of desktop computer vocab, set up and use · <span style="font-family: 'Cambria','serif';">control of desktop computer through use of the mouse, keyboard, start menu, icons and power button · <span style="font-family: 'Cambria','serif';">basic knowledge of word processing and internet programs <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">In previous classrooms, students have used these skills to create authentic products based on content learning both in and out of the classroom. <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Most students use technology at home both for educational and personal use which adds to their skill set above. <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">However, there are several students per grade level who do not have computers at home. The skill sets of these students consist mainly of those acquired and practiced in the classroom setting. || · <span style="font-family: 'Cambria','serif';">All levels of students have basic computer skills and are able to control computer functions through the above mentioned in the entry skills. · <span style="font-family: 'Cambria','serif';">All students have the ability to recall and apply general troubleshooting strategies after direct instruction is performed. ||
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">B. Prior Knowledge || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Same as above || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Students have completed elementary and middle school grades which has provided them with
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">C. Educational and Ability Levels || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Same as above || · <span style="font-family: 'Cambria','serif';">Students in each grade levels 9-12 with laptop access make up a heterogeneous group that ranges in ability from below average to above average. Ability level ranges due to accessibility to technology at home.
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">D. General Learning Preferences || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Observations of students in authentic classroom setting

<span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Verbal interviews of students in authentic classroom setting. || · <span style="font-family: 'Cambria','serif';">Students demonstrate preference of working on a laptop computer to paper and pencil activities when there are no wireless or technology failures. · <span style="font-family: 'Cambria','serif';">Students prefer working in small group setting with members of their choice rather than independently. ||
 * **<span style="font-family: 'Cambria','serif';">II. ****<span style="font-family: 'Cambria','serif';">Attitudes ** ||
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">A. Attitudes Towards Content || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Verbal interview with current and previous teachers in all technology classrooms, hardwired and wireless

<span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Observations of students in authentic classroom setting

<span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Verbal interviews of students in authentic classroom setting || · <span style="font-family: 'Cambria','serif';">Students are a part of the digital generation and so consistently demonstrate high comfort level when manipulating a computer due to technology immersion in their academic and professional lives when there are no technology errors. · <span style="font-family: 'Cambria','serif';">Most students report general preference to using laptops in the classroom to pencil and paper activities when there are no technology failures. · <span style="font-family: 'Cambria','serif';">When technology fails to expedite learning, most students report immediate frustration with both the lack of productivity and lack of knowledge regarding how to fix it. · <span style="font-family: 'Cambria','serif';">Students report that they would be more enthusiastic about technology based projects if frustration level decreased and a knowledge as to how to correct their own problems increased. · <span style="font-family: 'Cambria','serif';">Teachers report demonstration of high frustration levels and low productivity levels in students in correlation to technology errors. · <span style="font-family: 'Cambria','serif';">Teachers also report high frustration levels in themselves when technology fails to yield results in the classroom. || <span style="font-family: 'Cambria','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 0.75in;">(ARCS) || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Same as above || · __<span style="font-family: 'Cambria','serif';">Attention __<span style="font-family: 'Cambria','serif';">: Most students remain completely on task during activities that utilize the computer. They will not take advantage of the technology and demonstrate off task behaviors (i.e. using the internet) when it is not required for the task. However, when wait time increases due to error, students may display off task behavior that is not singular to the technology including distracting classmates. · __<span style="font-family: 'Cambria','serif';">Relevance __<span style="font-family: 'Cambria','serif';">: Classrooms with laptops carts and wireless access utilize these resources on a regular basis to construct, enrich and extend learning. This cannot take place if students are unable to use the technology effectively. · __<span style="font-family: 'Cambria','serif';">Confidence __<span style="font-family: 'Cambria','serif';">: Currently, students do not have assurance that they will do the right thing when error messages are displayed. They wait for intervention, thus increasing wait time and potential off task behaviors. As they encounter situations more than once, the confidence level increases in their ability to effectively correct the error. · __<span style="font-family: 'Cambria','serif';">Satisfaction __<span style="font-family: 'Cambria','serif';">: Once students are able to effectively diagnose errors and implement the correct strategy to fix the error once, they will be able to continue the process on a consistent basis in wireless classrooms across content areas. || · <span style="font-family: 'Cambria','serif';">Some students enjoy the school environment more than others. · <span style="font-family: 'Cambria','serif';">Those who dislike the environment carry that negative bias towards most classroom activities including those which utilize technology. || · <span style="font-family: 'Cambria','serif';">Students have yet to receive and will need direct instruction of strategies in order to be able to incorporate their use into common practice. · <span style="font-family: 'Cambria','serif';">Students generally display a high motivation for class activity when technology is involved. · <span style="font-family: 'Cambria','serif';">However, students also display frustration when technology fails. ||  ||
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">B. Attitudes Towards Potential Delivery System || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Same as above || · <span style="font-family: 'Cambria','serif';">All students who encounter frequent errors are eager to expedite the troubleshooting process by implementing common strategies on their own in an effort to minimize wait time.  ||
 * <span style="font-family: 'Cambria','serif';">C. <span style="font-family: 'Cambria','serif'; font-size: 10pt;">Motivation for Instruction
 * <span style="font-family: 'Cambria','serif'; font-size: 10pt;">D. <span style="font-family: 'Cambria','serif';">Attitudes Toward Training <span style="font-family: 'Cambria','serif'; font-size: 9pt;">Organization || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Same as above ||  · <span style="font-family: 'Cambria','serif';">Most students demonstrate a positive appreciation of a classroom environment rooted in technology.
 * **<span style="font-family: 'Cambria','serif';">III. ****<span style="font-family: 'Cambria','serif';">General Group Characteristics ** ||
 * <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Overall Impressions || <span style="font-family: 'Cambria','serif'; line-height: normal; margin: 0in 0in 0pt;">Same as above || · <span style="font-family: 'Cambria','serif';">All 9-12 students have entry skills when it comes to computers.

<span style="display: block; font-family: 'Matura MT Script Capitals'; font-size: 14pt; margin: 0in 0in 0pt;">Description of Performance Context/Implications for Instruction <span style="display: block; font-family: 'Cambria','serif'; font-size: 10pt; line-height: 115%;">Performance and Learning Contexts for Troubleshooting Instruction in a Secondary Classroom Setting
 * <span style="display: block; font-family: 'Cambria','serif';">**Information Categories** || **<span style="font-family: 'Cambria','serif';">Data Sources ** || **<span style="font-family: 'Cambria','serif';">Performance Site Characteristics ** ||  ||
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Cambria','serif';">1. Managerial/ <span style="display: block; font-family: 'Cambria','serif';">Supervisory Support || <span style="font-family: 'Cambria','serif';">Verbal feedback from teachers across grade levels and content areas in wireless classrooms

<span style="font-family: 'Cambria','serif';">Verbal Feedback from consulting principals for those teachers || <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Principals encourage the continued use of technology in the classroom to construct, enrich and extend learning to make classroom activities relevant in the context of the 21st century as well as engaging for students. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Some teachers in varying grade levels and content areas actively pursue the use of technology in the classroom to construct, enrich and extend learning to make classroom activities relevant in the context of the 21st century as well as engaging for students. ||
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Cambria','serif';">2. Physical Aspects of the Site || <span style="font-family: 'Cambria','serif';">Verbal feedback from teachers across grade levels and content areas in wireless classrooms

<span style="font-family: 'Cambria','serif';">Verbal feedback from consulting principals for those teachers

<span style="font-family: 'Cambria','serif';">Interviews with building and district tech specialists || <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Students will utilize Thinkpad laptops or Netbooks in classrooms across grades 9-12 in varying content areas with wireless access to both the internet and school’s network. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Classrooms resources also include Promethean board, ActivStudio software, ceiling mounted projector, and speakers. ||
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Cambria','serif';">3. Social and Learning Aspects of Site || <span style="font-family: 'Cambria','serif';">Verbal feedback from teachers across grade levels and content areas in wireless classrooms

<span style="font-family: 'Cambria','serif';">Verbal feedback from consulting principals for those teachers || <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Students will receive direct instruction of common troubleshooting strategies in an authentic classroom setting across grades 9-12 in varying content areas with wireless access to both the internet and school’s network. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Training and support aids will be developed and distributed for students to reference during direct instruction and after initial instruction during classroom activities using technology when need arises. ||
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Cambria','serif';">4. A Description of Any Tools the Learners Will Have to Accomplish the Goal ||   || <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Cambria','serif';">Thinkpad laptops or Netbooks  ||