Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

1.            The first model of evaluation I researched is called the Bates’ ACTIONS Model.  It was developed at the British Open University and was designed to specifically to help in analyzing and selecting appropriate technology. This would seem to be extremely useful for the educational setting. The steps in this model of evaluation involve access, cost, teaching and learning, interactivity and user-friendliness, organizational issues, novelty, and speed. The first thing to consider is access. Does the technology fit the learners, and is it accessible to them? In other words, there is no point in writing lesson plans using iPads if they are not available to students. The next notion to consider is cost. Is the purchase of this technology in the budget? What is the cost of the technology per student? How does the cost of this technology compare to another type of technology? Teaching and Learning involves the marriage of the technology to what needs to be learned. What objectives are being met by using this technology? Next is interactivity and user-friendliness. Will students learn to use the new technology rather easily? Will it encourage interaction among students? Organizational issues concern the ability of the campus to incorporate the new technology and possible barriers that need to be overcome, while novelty considers the newness of the technology and its technical capabilities. Lastly is the speed lessons can be created with this technology. This model would be a great tool for evaluating possible new technologies to a campus. It takes into account aspects such as practicality, cost, and ease of use.  

                The second evaluation model I researched is called the Program Action-Logic Model. The first aspect to consider is INPUT, or what we are willing to put into or invest in our learning program. These could include staff, time, money, materials, etc.  Next to be considered are the OUTPUTS, or the activities and participants. What we do and who we reach. In a school setting, this would concern the delivery of the lesson and the students who benefits from the lesson. Lastly, the OUTCOMES IMPACT is considered. It can be considered in terms of its short term and long term impacts. What skills have been learned? Have attitudes been changed? What knowledge have students acquired? This seemingly simple model could be easily applied to lessons in any classroom. It breaks it down to very basic components. To me, this would be a good tool, for say, new teachers.

2.            A recent technological innovation to our campus is iStation. iStation is an on-line reading program with curriculum based assessments. Each student sets up his own account and is able to track his progress. Each classroom computer has iStation. It is a campus initiative that each student be logged onto iStation for a certain number of minutes each week. The number of minutes is determined by grade level. The relative advantage is very obvious; students will improve their reading and comprehension levels. There is no problem with compatibility. Each classroom has 3 or 4 computers that will run the program. Teachers have committed the time for students to rotate on the computers. There is no issue with complexity. iStation is very straightforward and easy to use and navigate. There was some apprehension when teachers found out they were responsible for downloading the program and installing the program. As far as trialability is concerned, the software had already been purchased by the school district. The observability aspect would be seeing the benefits of students using the program to improve their reading and comprehension. Overall, teachers have reported seeing improvement in DRA scores.

3.            Situational Leadership is a four-phase model for developing leadership skills and influencing individuals (Reiser & Dempsey, 2007).  It uses a four cycle approach based on the maturity of your project team.  So, if I was to develop a series of professional development sessions focusing on technology use in the classroom for teachers and dealing with an inexperienced staff, I would initially have to be very hands-on, detailed, and have a very directive leadership style, while at the same time avoiding coming across as overly demanding or difficult. As time goes by and the team is feeling more confident with the use of the technology, I would not need to be as hands-on or directive as I was initially. My job would be to simply explain and clarify. Hopefully, the staff is starting to really believe in this initiative and starting to feel more at ease. This allows the staff to use the technology more and more on their own.  My role as leader would continue to change. I would start to focus more on results and ensure that the teachers are encouraged and receive positive feedback for their efforts and hard work. As the teachers continue to master their technology use, I would have less involvement and would simply monitor. The teachers are functioning and producing on their own. I was there to hold their hands, so to speak, at the beginning, but they are now able to work without close supervision. Communication is very vital at each transition to less and less direct supervision, and this will help to ensure that team members feel comfortable at each stage.