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Using Technology in Elementary School Math Classes

Using Technology in Elementary School Math Classes
Using Technology in Elementary School Math Classes

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Part 1 – Needs Analysis
Target Content Area: • Science
Target Population: • Elementary School (grades 2-5)

You can use what write in GREEN but make sure revised it and make sure its answer all question regarding this part in red please.
• Use instructional design strategies to create educational software for individual use by students (students can complete “modules” with or without teacher guidance)
• Each module will include detailed, standards-aligned content, interactive activities tied to the content, and periodic assessments of different formats spread throughout the modules.
Problem Statement:
• When creating our educational goal, we took three distinct factors into account.
– The first factor that we looked at was the average scores from individual class units. This included all grade levels (grades 6-8) over the course of a five year period. We were looking for particular units, at each grade level, which collectively contained low outlier average scores.
– In the second step of this process, we sat down with each of the science teachers from the local high schools that our students feed into. In talking with them, our goal is to identify certain areas, or skills that our students were struggling with once they advanced to high school.
– Lastly, we went back and looked at the standardized test scores for our students for the previous five school years. We were looking for specific areas where our students are achieving low test scores.
• In looking at these three areas, we were hoping to identify areas of deficiency within the science department. Once those areas have been identified, we will then proceed to the analysis stage of this project. The analysis stage contains the task, learner, and learning environment analysis.

Initial Recommendations:

• To come up with instructional and non-instructional strategies and solutions to help solve this problem. Instructional solutions can be training or instruction, such as the current one in hand. Non-instructional strategies or aids can be represented in video clips, audiovisual documentaries, watching television, etc.
Part 2 – Task Analysis
Task Steps and/or Flowchart
The task analysis should be a list of the steps and an explanation for each step for the intervention. So if it is a procedure the learner needs, then list the steps. If it is knowledge, an outline works. See Brown and Green Chapter 4 for more information.

A task analysis typically includes a flowchart. If you’re familiar with flowchart software and would like to create one, that would be great, but is not required for this step. Instead, an outline format or listing of the steps will be sufficient.
Part 3 –Learner Analysis
Create a Learner Analysis for your Unit
The learner analysis is done to help you better understand the learners that you are designing for. There are many types of questions that could be asked here. Below are just a few about the learner. They will help you understand the people you are designing instruction for. It is very important if they are to be receptive of the instruction. (Optional – Brown and Green Chapter 5 reading)
a. What existing knowledge do the learners have about the subject or content?
b. What type of training delivery system are they most accustomed to (e.g., if they’re not users of the web, you might not want to design for the web)
c. What is their preferred learning style?
d. What is the geographical location of the learners? Are they centrally located or geographically dispersed?
e. What type of attitude do the learners have about attending training?
f. What prerequisite skills do your learners need to succeed?

Part4– Design (and Development) Plan
This step includes the following: Goal, Performance Objectives, Assessment Instruments, and Instructional Strategies – Complete the table below for the Objectives, Assessment, and Instructional Strategies. (Optional – Brown & Green chapter 6 may help)
What is the Learning Goal? The goal is a big, overarching statement of what you expect from the implementation of this unit.

Technology – Hardware (Click boxes of all equipment needed.)
0Computer(s)
0 VCR
0 Projection System0 Printer
0 Video Camera
0 35mm Camera0 Digital Camera
0 Scanner
0 Video Conferencing0 Television
0 DVD Player
0Microphone0 Other: Technology – Software (Click boxes of all software needed.)
0 Microsoft Word
0 Microsoft Front Page
0 KidPix0 Microsoft Excel
0 Microsoft Internet Explorer
0 Inspiration0 Microsoft PowerPoint
0 Worldbook Online
0 E-Library0Microsoft Publisher
0 LiveText
0Blackboard/WebCT0 Other:

Accommodation Options (addressing special needs or issues)
What population does this accommodation apply to? Describe the accommodation(s) that will assist this population. How are they helped by the accommodation(s)?
Add as many rows as you need here.

Part 5 Design Plan

Objective Instructional Strategy Assessment
What learning objective(s) are you addressing in the lesson or module? Complete this table for each of the lessons/modules in this unit. What instructional activities are necessary to achieve the objective(s)? How will you assess the learners’ success? (This must match the objective/outcomes!). What assessment tools will you use? (test, checklist, rubric, etc.)

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