Using Non-Live Internet Tools to Build Student Skills in a Restrictive Setting. By: Kenyatta K. Robertson

Evaluate and Revise Integration Strategies 

Overview 

In concluding this integrative capstone project, phase 5 is introduced. Phase 5 is the phase in the project where the conductor of this project evaluates the effectiveness of this technology-based lesson, and then makes revisions as necessary to improve the lesson. One of the most important questions that the conductor of the project can ask themselves as they complete the phase is: "Was the identified problem solved?" The answer(s) to this question will be shown through various data displayed below:    

Summary Data 

This chart is a representation of the classes that are directly or indirectly involved in this project. Directly involved, meaning that they actively participated in this project. Indirectly involved, meaning that they were a part of one of the previous classes that were used for comparison to measure the effectiveness of this project. Category 1 represents the Introductory and the Advanced Microcomputer Applications classes that are directly involved in this project. Category 2 represents the Introductory and Advanced Microcomputer Applications classes that are used for comparison, but were not directly involved in the project. Column 1 is a representation of the 15 students that were in the Introductory Microcomputer Applications class in the previous semester; and column 2 is a representation of the 13 students that are in the class in the current semester, and that stayed with the class to complete the project in its entirety, out of the 15 students that were enrolled at the beginning of the class. Column 3 is a representation of the 20 students that were in the Advanced Microcomputer Applications class in the previous semester, who weren’t directly involved in this project, but used for comparison to the 15 students (represented in column 4), who were directly involved in this project, and who completed the project through to the end out of the 20 students that were initially enrolled in the class. 

Were objectives achieved?

Objectives:

1. Students will demonstrate their ability to accurately identify parts of the basic computer.

2. Students will describe the functions of the parts of the computer, as well as perform specific skills to demonstrate their knowledge and understanding.

3. Students will identify components of the internet, such as the domain name, and its parts, the internet toolbars, search engines, etc.

Students met these four objectives as they used a diagram in their textbook, along with the "Google" screenshot to identify the components of the internet; demonstrated that they could perform the skills listed on the "Connecting with Others (Internet Skills Checklist)" and "Evaluating Information on the Internet" checklist, using the "Google" screenshot to go through the motions of performing an internet search to locate cover letter and resume samples, created their resumes and cover letters, used the "Monster/HotJobs" screenshot to go through the motions of searching for a job of interest, and then posting their resume to the site, and then used Corrlinks to e-mail an outside point of contact to inquire about their position of interest.

What do students say?

·         Students’ comments

Picture Reference:

samanthika.wordpress.com 

Link to Voicethread

http://voicethread.com/share/1558415/

Data Interpretation

How well has the technology integration strategy worked?  

·         Achievement data

 Again, in representing the achievement data, category 1 represents the Introductory and the Advanced Microcomputer Applications classes that were directly involved in this project, while category 2 represents the previous Introductory and Advanced Microcomputer Application classes that are being compared against. The chart is displaying in category 1, that 13 of 15 students in the Introductory Microcomputer Applications class successfully completed this project, which is roughly 87% of the students. That percentage of students in the class completed this project because some of the students failed the class, while some dropped the Introductory Microcomputer Applications class due to lack of interest, transfers, release, etc. As for the Advanced class, 15 of 20 (75%) of the students successfully completed this project. The reasons for the percentage of students to successfully complete the project were similar to those of the Introductory Microcomputer Applications class. The category 2 classes, those from previous semesters that did not participate in this project shows that 15 of 18 (83%) of the students in the introductory class successfully completed the course, while in the Advanced Microcomputer Applications class, 15 of 20 (75%) successfully completed the previous course just as in the current semester. The data shows that there was a slight increase in the achievement of students in the Introductory Microcomputer Applications course than that of the previous semester, while the achievement percentages stayed that same for the Advanced Microcomputer Applications course.

·         Attitude data

Recommendations – Part 1  

Could improving instructional strategies improve results?

From the data shown above, there was a slight improvement in the completion rate for the Introductory Microcomputer Applications class, while the percentages for the Advanced Microcomputer Applications class stayed the same. As stated by Karlowicz in the article, “Development and Testing of a Portfolio Evaluation Scoring Tool,” it is important to document evidence of student achievement and competence, and use that data to change or improve the existing lesson(s) and/or curriculum (2010). With that, the major focus should be on the class of which the percentages stayed the same, the Advanced Microcomputer Applications class. The advanced class only received a portion of the project. Because of the different curriculum requirements and goals set for the class, they did not explore the project as thoroughly as the Introductory Microcomputer Applications class. The advanced class was only required to complete the portion of which they reviewed the basic computer components, and then used WordPerfect to create personalized resumes and cover letters. Based on the comments, requests, and input from students in the advanced class, if the instructional strategies were improved, with the Advanced class exploring further into the lesson, perhaps adding the “Internet and the World Wide Web” to the curriculum, then it is highly likely that the interest and the attitudes of the students may change, which may improve the results in future classes.

Could improving the environment improve results?

Learning objects are often used in the instructional environment for the purpose of increasing the effectiveness of learning by making content more readily available, while at the same time reducing the cost and effort to produce quality content so that it can be shared more easily, among colleagues, as well as the students that are directly involved in the lessons that are implemented in the classroom (Kurilovas & Dagiene, 2009). To improve the environment, which is likely to contribute to improvement of the results shown above, the instructor has to carefully evaluate the objects that are used in a lesson, and modify those objects as necessary. In evaluating the learning objects, the instructor must review and consider factors such as the interoperability, location, and accessibility of the objects needed for the lesson to be successfully carried out. She must also consider the adaptability of the students, as well as the instructor, personalization factors, and extensibility (Kurilovas & Dagiene, 2009). In this particular lesson and setting, the improvement of the interoperability, that is, “the ability of a system or a product to work with other systems or products” (answers.com), may significantly improve the environment, which in turn, would improve the results. For instance, without limited access to the internet, the students in this setting will not be able gain exposure to the ability of the internet to the fullest; they were however, given limited exposure to some of the abilities of the internet through props, role-play and “going through the motions,” and per their comments, they enjoyed engaging in the lesson. With that, the location of the classroom is definitely a factor that contributes to the outcome because those students who take similar courses on the college campus typically has more access than those who take the course in a restricted setting, such as at the United States Penitentiary, and therefore; the more access that the student has to learning objects, the better the results. With that, it is recommended that a proposal be made that the students at the United States Penitentiary be granted limited and restricted internet access for the purpose of enhancing the quality of instruction, which would in turn improve results, as well as meeting the requirements of the curriculum.  

Recommendations – Part 2  

Has technology been integrated well?

To answer this question, one must ask themselves Judi Harris’ question: “Is it Worth it?” According to Judi Harris, to answer this one question, one must ask themselves a cluster of questions, such as: “Will your students learn more?”; “Is all of this worth the time and the energy that it takes?”; “Does the students learn something new and worthwhile from this technology-based lesson…something that could not have otherwise been achieved through the use of traditional methods”(http://virtual-architecture.wm.edu/About-This-Site/index.html)? In the case of this project, the answer is “yes” to many of these questions. Yes, the students involved in this project did learn more than those that participated in the previous semesters as they were introduced to new tools that better familiarized them with the uses and/or the abilities of the internet. In addition to that, using the available technology in the classroom, they learned how to conduct research using the internet tools, create resumes and cover letters, using resources that they obtained from the internet, and gained skills and experience on communicating via the internet, using e-mail, to accomplish a personal goal. The satisfaction displayed by the students, as well as the increase in the percentage of those that successfully completed the project  for the Introductory Microcomputer Applications class made the time and the energy that was put forth to create and implement this project well worth it. The use of the computers and internet tools were needed to successfully complete this project. This exact project could not have been implemented without the use of technology. The fact that the students were not focused on learning how to use the technology alone, but was focused on their need to meet a personal goal through the use of the technology, indicates that technology has been integrated well.  

What could be improved to make it work better?

·         Scheduling

In this study, the project was completed over the course of a 4-week period, with there being breaks due to institutional operations, holidays, etc. The project may be more enjoyable and effective if it can be started earlier in the semester to allow for more flexibility of the layout, as well as sufficient time to complete the tasks.  

·         Technical skills

The preview of the modules, “Components of the System Unit,” “Application Software,” and “Internet and the World Wide Web,” provided the students with the opportunity to enhance their technical skills as they completed assignments that allowed them to review the modules and progress throughout the project. The improvement of their technical skills will only progress as the students continue to build on the foundation of what they learned in the Introductory and Advanced Microcomputer Applications classes.  

·         Efficiency

Throughout the project, it has been stressed of how important it is to the instructor for the students at the United States Penitentiary to gain valuable skills that will enable them to be released back into free society as productive law-abiding citizens, that can positively contribute to their communities. In completing this project, the students achieved the ability to use technology and internet tools to achieve a desired result; with that, this lesson was an effective and efficient lesson as the students prepared to seek employment using technology resources and tools. The likelihood of the students using their skills and abilities learned from this project, and succeeding in the search of employment make it highly likely for them be released back out into society and achieve success in their endeavors.  

Conclusion 

Whether conscious or unconscious, teachers make decisions that affect their behavior and that of their students. Planning a lesson involves the application of the teachers’ skills, abilities, and efforts as they create various activities, offering a differentiated learning environment by meeting the diverse needs of the students while at the same time, catering to their individual needs. In the development of these lessons, the quality is based on the ability of the teachers to effectively apply learning and instructional theories, such as those introduced by Bloom, who developed the taxonomy of learner outcomes (Panasuk & Todd, 2005).  Throughout this project, the instructor used various strategies to achieve her goals and/or objectives of the instructor, as well as to make sure that the students were able to achieve their goals/objectives even in the restrictive setting. Thorough planning, creativity, and the effective application of knowledge, skills, and abilities were required to successfully complete this project with the many obstacles that were in place. However, the goal was achieved, and the instructor was able to achieve her goal for this project, which was to “Use Non-Live Internet Tools to Build Student Skills in a Restrictive Setting.” 

References