Phase 3: Designing Effective Integration
Strategies
The effective learning environment not only consists of carefully planned objectives, which ultimately produces a favorable outcome that is accurately measured by the use of carefully selected measuring tools, but also an implementation plan that is prepared so that the lesson is carried out in a sensible and successful order. As stated in the Roblyer textbook, decisions are made according to the type of learning environment (Roblyer, 2006). For instance, is the learning environment one in which the instructor presents the information to students (primarily directed), or one where the students interact in hands-on activities (primarily inquiry-based or constructivist)? Will this lesson cover a single subject or multiple subjects (interdisciplinary)? These factors must be considered before one can begin to develop the effective implementation plan. In this case, the interdisciplinary approach was used in conjunction with a combination of primarily directed and constructivist activities.
To start the lesson, the instructor used the primarily directed methods as she presented to the students; using the electronic whiteboard, the basic computer functions, parts, and programs. Upon completing this presentation, the instructor provided the students with worksheets that enabled them to identify the parts, functions, and the programs that are available on the computer. This part of the lesson fulfilled the section in the “Introduction to Computers” segment of the curriculum, which required that the students learn:
- Components of the System Unit
- Application Software
- Internet and World Wide Web
The interdisciplinary approach, in conjunction with a combination of the inquiry-based and primarily directed methods, was best to use as this lesson was implemented in a restrictive setting. The goal of this lesson was to help the students learn how the internet is used to prepare for job searching, create resumes and cover letters, and then to use those tools to apply for jobs, and communicate to other individuals using asynchronous communication (e-mail). Once the students attained sufficient knowledge and skills on the components of the system unit and application software, we moved on to the segment which introduced them to the “Internet and World Wide Web.” It was imperative that the students learn the basics of the computer before moving on to the more advanced features, such as the internet, which is why the instructor chose to integrate into this lesson, short segment lessons on the content of each of the above subjects.
Further, the lessons required that the students use at least one application software program to build their resumes and cover letters as they successfully completed this lesson. The use of directed methods were widely used throughout this lesson because in this particular setting, adult students are being taught, and because this is a college course, of which participation is voluntary, the students are more than likely highly motivated to learn the content that is taught in this computer course. While some students did not have sufficient experience using computers, short lessons were presented to the students to prepare them for the major project. While the time was allotted for those prerequisite lessons, the nature of the environment made time sensitive in that the unpredictability of the environment due to lock downs, institutional operations, etc., made it necessary for the students to learn the skills in a prompt and orderly manner. Upon completing the prerequisite lessons, the students did not have a problem determining how their knowledge and skills of computers can be applied to real-world applications. For students to adequately learn the featured applications and tools, the opportunity to participate in hands-on assignments during this project was highly encouraged.
A positive learning environment contributes to higher levels of student involvement, personalization, student cohesiveness, and individualization. In addition to those benefits, the positive learning environment has a significant impact on attendance, student satisfaction with the course, and overall student performance (Hughes, 2002). With that, it is important to analyze the learning situation thoroughly so that the grouping approach is carefully determined. The computer lab setting for this project allowed the instructor to be flexible in the grouping approaches that were needed for this project. A combination of grouping approaches was used as this lesson was conducted. The instructor started off using the “Whole Class” approach as she introduced the students to the new materials and lesson segments. The individual approach was used as the students conducted the research, and as they created their resumes and cover letters. Peer tutoring was highly encouraged in the Microcomputer Applications class, and during this project. For those students that desired to engage in peer tutoring (the more advanced students assisting the lesser advanced students), the “Pairs Approach” was used. Part of the project required that the students be divided into small groups to review one another’s resumes and cover letters prior to their submission of the documents to their job search sites. After the resumes and cover letters were revised as needed, the students submitted them to the job search site. The final task for this project was for the students to send an e-mail to their point of contact to confirm receipt of the resume and cover letter, and to express their interest in the selected job posting.
How Can Technology Best Support These Methods
The use of technology in every sector is rapidly expanding. What was normally done using the paper-based method can now be accomplished quickly and more efficiently through the use of technology. The mission of the instructor in this particular setting was to prepare the students as much as possible for their entry back into mainstream society after their being incarcerated for a period of time. The implementation of this interdisciplinary lesson, which consisted of the students being exposed and/or refreshed on basic computer skills, the use of software programs, the internet, and job searching; brought students up to par on how to effectively use technology tools to accomplish these tasks. The absence of technology while conducting this project may have disadvantaged the students in that they wouldn’t have been learning anything new, and as according to Judi Harris, the lesson wouldn’t be “Worth It” if no innovative skills were attained for the students to apply to the real-world setting (http://virtual-architecture.wm.edu/Foundation/wetware.html).
How Can I Prepare Students Adequately to Use Technologies
The best way to prepare the students adequately to use the technologies that are available to them was to provide them with a refresher on specific parts of the computer, and the programs (application software) that was used during the course of the internet project. The steps that are used during the implementation of the technology-based solution that has been identified in Phase 2, which addresses the question, “Can individuals be taught how to use the basic functions of the internet without live internet?” are displayed below:
Step 1: Created a schedule/timeline for the project, and distributed it to the students.
Step 2: Organized and ensured that the appropriate resources were available to successfully carry out the project. Made arrangements to obtain any lacking materials or resources, and planned to substitute what couldn't be obtained (Everything was successfully obtained).
Step 3: Informed students of the project. They were provided with a brief description of the project, the expectations of their performance and/or behavior during the project, and the student goals/objectives. Presented a PowerPoint presentation to the students that provided visual support to the overview of the expectations/requirements of the project.
Step 4: Distributed the necessary materials to the students to begin the project.
Step 5: Determined the student computer skills, which consisted of their knowledge and skills of the basic computer, software application programs, internet skills, research skills, and e-mail skills, through the use of available assessment tools.
Step 6: Ensured that the students were seated accordingly; based on the more advanced students to the lesser advanced students, as peer-tutoring for the purpose of the reinforcement of learning is highly encouraged.
Step 7: Provided refresher sessions in the areas that were needed based on the results of the student assessments (Components of the System Unit, Application Software, Internet and the World Wide Web).
Step 8: Upon completion of the review in the above listed areas, the students began their search on resume samples and cover letters using the search engines on the internet ("Google" screen shots were used for this portion of the project). Upon the selection of their chosen template, they created personal resumes and cover letters (using Microsoft Word or WordPerfect).
Step 9: Students were divided into 6 groups of 3 to exchange and proofread each other’s resumes and cover letters.
Step 10: Students made the necessary revisions and edits to their resumes and cover letters.
Step 11: Students conducted an internet job search, and posted their cover letters and resumes to the job site of their choice ("HotJobs/Monster" screen shots were used for this portion of the project).
Step 12: Students e-mailed their point-of-contact to inquire about their position of interest using the institution's e-mail system, Corrlinks.
Step: 13: Students evaluated their experiences and shared their thoughts on this project.
Timeline of Project Activities:
Week One: November 8th – 12th
Day One – Students were informed of the project. They were provided with a brief description of the project, the expectations of their performance and/or behavior during the project, and the student goals/objectives. The instructor presented a PowerPoint presentation to the students that provided visual support to the overview of the expectations/requirements of the project. The necessary materials were provided to the students to begin the project.
Day Two –The students were provided with the assessments to determine their computer skills, which consisted of their knowledge and skills of the basic computer, software application programs, internet skills, research skills, and e-mail skills, through the use of available assessment tools.
Day Three – Seated the students accordingly; based on the more advanced students to the lesser advanced students as peer-tutoring for the purpose of the reinforcement of learning was highly encouraged.
Day Four – Began the review on the segment, “Components of the System Unit.” Students started off by viewing the video that is displayed on the Phase 2 webpage.
Day Five – Students were provided with the “Labeling Worksheet of Computer Diagram”, to begin their activities of the lessons. This resource fulfilled the following objective:
- Students will demonstrate their ability to accurately identify the parts of the basic computer.
Upon completing the “Labeling Worksheet of Computer Diagram,” students were given the Matching Worksheet, as well as the “Basic Computer Skills Checklist,” in preparation for the upcoming skills assessment. These resources fulfilled the following objective:
- Students will describe the functions of the parts of the computer, as well as perform specific skills to demonstrate their knowledge and understanding.
Week Two: November 15th – 19th
Day Six – Students completed the “Matching Skills Worksheet.” Students and the instructor reviewed the “Matching Skills Worksheet” as a class. Upon completion of that assignment, the instructor presented a demonstration to the whole class of how to perform the skills that are listed on the “Basic Computer Skills Checklist.” Students partnered into pairs based on skill level, with the lower-level students being paired with the higher-level students to practice those skills listed on the checklist for the remainder of class.
Day Seven – Students were given 1 hr. to practice and/or review skills from the skills checklist. The instructor provided time for questions and/or any problems encountered, allowing 30 minutes to address any issues. During the last 1 hr. and 30 minutes of class, the students completed an assessment to measure their basic computer skills and knowledge. They were required to successfully complete and demonstrate that they can perform nine out of eleven listed skills that are applicable to them on the checklist.
Day Eight – The first hour of class was used for the students to complete their “Basic Skills Assessment.” Once that was completed, the instructor provided the students with a copy of the “Internet Contract for Acceptable Online Behavior.” Students read over and signed the contract in agreement to cooperate. Thereafter, the instructor displayed to students via the electronic whiteboard, a display of an internet webpage – the “Labeling Worksheet of Internet Display” (screen shot of Google). The following objective was introduced:
- Students will identify the components of the internet, such as the domain name, and its parts, the internet toolbars, search engines, etc.
Day Nine – The instructor displayed to the students via the electronic whiteboard, the screenshot of Google. She demonstrated to the students how to perform the skills listed on the “Internet Skills Checklist.”
Day Ten – The students grouped into their assigned pairs to practice the skills from the “Internet Skills Checklist.”
Week Three: November 22nd – 26th (this week was cut short due to holiday break)
Day Eleven – For the first thirty minutes of class, any issues and questions were addressed from the “Internet Skills Checklist.” The students individually completed their assessments to demonstrate their gained skills from the checklist. At least fifteen out of twenty tasks were successfully completed by the students. The following objective was met:
- Students will demonstrate that they can adequately use the components and the features introduced through the successful completion of at least fifteen out of twenty skills listed on the skills checklist.
Day Twelve – Students went through the motions of using the Google search engine to demonstrate their skills of searching for cover letter and resume samples. Upon locating their preferred resume and cover letter sample, they used Microsoft Word or Word Perfect to create their personalized resumes and cover letters. The following objective was met:
- Students will show their newly acquired internet skills as they (go through the motions) of using their newly acquired skills as they use the search engines to seek resources to assist them in resume and cover letter preparation. The “Internet Research Rubric by Ms. Donohue” (http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1507774&), was used to assess the student skills.
Day Thirteen – Students were seated with their paired partners, but worked individually to complete their resumes and cover letters. The instructor circulated the classroom to assist the students with any issues and questions as needed.
Week Four: November 29th – December 3rd
The following objective was met in this week’s activities:
- Students will demonstrate their newly acquired internet skills as they post their resumes and cover letters to offline job search sites, and e-mail the point-of-contact to follow-up on their position of interest. The “E-mail Rubric” (http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1119497&), by Mrs. Kittrell was used to assess student skills.
Day Sixteen – Students completed their resumes and cover letters. They were divided into six groups of three to begin proofreading and editing.
Day Seventeen – Students edited their cover letters and resumes as needed, and proofread them once more before (going through the motions of) posting them to the job search site.
Day Eighteen – Students went through the motions of posting their resumes and cover letters to the job search site.
Day Nineteen – Students e-mailed their point of contact to follow-up and/or inquire about their position of interest.
Day Twenty – The instructor lead a class discussion of the project and provided students with evaluations that gave them the opportunity to provide feedback on their experiences as they completed the project.
Approvals in Place:
A copy of the plan was provided to both interested parties, and an okay was given for me to continue with the lesson.
References
Hughes, J.C. (2002). Developing a classroom vision and implementation plan. New directions for teaching and learning. (92), 63-72. Retrieved from http://search.ebscohost.com/
Roblyer, M.D. (2006). Integrating educational technology into teaching. (4th ed.). Upper Saddle River, N.J: Pearson.
