Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?

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For this Discussion you will develop a working definition of “evidence-based practice” after reading different perspectives on what it means for practices to have a strong evidence base. This definition will assist with future modules as you explore what evidence-based practice looks like in academic and social-emotional instruction within special education.

To prepare:

· Review this module’s Learning Resources and analyze the perspectives for what makes a strategy evidence-based.

· Develop a definition of “evidence-based practice” based on the information gathered from the readings.

· Select two peer-reviewed articles written within the past 3 years that report on a study using evidence-based practices to support your definition.

· Review the Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidence article in the module’s Learning Resources.

· Review the CEC Standards for Evidence-Based Practices in Special Education.

· Review the CEC evidence-based practice news release.

Post your “evidence-based practice” definition and an evaluation of your selected articles addressing the following:

· A citation for each article and an explanation as to why it was selected

· How would you evaluate the findings based on the checklist? How do the articles measure up to the standards addressed in the checklist?

· How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?

· In what ways might there be differences in the interpretation of what evidence-based specialized instruction is, depending on the particular disability area?

Support your responses with specific references to the Learning Resources and outside resources, as well as personal experience.

Learning Resources

Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.

  • Chapter 1, “Introduction”
  • Chapter 2, “Characteristics of Students with      Diverse Learning and Curricular Needs”

Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43(1), 3-11.

Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71-82.

Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.

Test, D. W., Kemp-Inman, A., Diegelmann, K., Hitt, S. B., & Bethune, L. (2015). Are online sources for identifying evidence-based practices trustworthy? An evaluation. Exceptional Children, 82(1), 58-80.

Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf

Council for Exceptional Children. (2014). CEC releases evidence-based practice standards [Press release]. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/CEC%20Evidence%20Based%20Practice%20News%20Release.pdf

Note: Students will use this as resource for the remainder of the course.

U.S. Department of Education. (2003, December). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Retrieved from http://www2.ed.gov/rschstat/research/pubs/rigorousevid/guide.html#title

Note: Look for the PDF download link.

What Works Clearinghouse. (2008). Procedures and standards handbook (version 2.1). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v2_1_standards_handbook.pdf

Required Media

Laureate Education (Producer). (2012b). Introduction to specialized instruction [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Read the STAR Sheets on the possible strategies listed above.

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IRIS Center for Faculty Enhancement

Welcome to the IRIS Center

101 Hill Student Center, Peabody College

Vanderbilt University

Nashville, TN 37203

1-866-626-IRIS, iris@vanderbilt.edu

U.S. Department of Education Project #H325F010003

ENCOURAGING APPROPRIATE

BEHAVIOR Created by

Christina M. Curran

Central Washington University

 

 

1HTTP://IRIS.PEABODY.VANDERBILT.EDU

To contact the IRIS Center:

MAIL: Deborah D. Smith, Ed.D., Project Director IRIS Center for Faculty Enhancement 101 Hill Student Center Peabody College Vanderbilt University Nashville, TN 37203

PHONE: (615) 343-6006 (866) 626-IRIS [626-4747]

FAX: (615) 343-5611

E-MAIL: iris@vanderbilt.edu

ONLINE: http://iris.peabody.vanderbilt.edu

Contents: Page

Case Study Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Case Study Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Case Study Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Case Study Level B, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Case Study Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

STAR Sheet: Specific Praise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-9

STAR Sheet: Criterion-Specific Rewards. . . . . . . . . . . . . . . . . . . . . . . . . . . 10-12

STAR Sheet: Choice Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14

STAR Sheet: Effective Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-17

STAR Sheet: Contingent Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-20

STAR Sheet: Group Contingency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-23

Faculty Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-29 For a faculty guide to this case study unit please e-mail the IRIS Center at

iris@vanderbilt.edu with your full name, title and institutional affiliation.

 

 

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ENCOURAGING APPROPRIATE BEHAVIOR Level A • Case 1

BACKGROUND Student: Sam

Age: 14.2

Grade: 8th

SCENARIO Sam is an 8th grader who is not finishing his work due to his off-task behaviors. According to

his records, this has been an ongoing problem since third grade. His grades have become progressively worse this year. His academic grade in his social studies class (and in most of his other classes) is at 65% because assignments are rarely completed or are done very haphazardly. When Sam does start an assignment, he often rushes quickly through the assignment, making a number of errors and overlooking information. His teacher reports the following types of off-task behaviors: reading books and magazines, drawing and doodling, daydreaming, and talking to friends and neighbors. These behaviors occur most often during independent work times and rarely during large group/whole class activities. Based on the assignments he completes and his class participation in group activities, Sam’s social studies teacher believes he is capable of the grade-level work. From the information gathered, his teacher has decided that Sam will achieve the following goals within six weeks:

• Increase the number of independent assignments completed • Earn 80% or higher on all completed assignments

POSSIBLE STRATEGIES • Specific Praise • Criterion-Specific Rewards • Choice-Making

! ASSIGNMENT 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Sam meet one or more of his goals.

 

 

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BACKGROUND Student: Heather

Age: 8.1

Grade: 3rd

SCENARIO Heather is a third grader in Ms. Reyes’ classroom of 24 students. Heather enjoys school and often

arrives early so she can spend time with friends on the playground. Ms. Reyes, however, is concerned because Heather is disrupting the class. She reports that Heather calls out answers during lessons, speaks over others during class discussion, and talks to neighbors during group and independent work. For 25 minutes each day, Heather and two peers receive resource room support in math. Heather’s resource room teacher has not noticed any of these behaviors. Ms. Reyes decides to set these goals for Heather for the next nine weeks:

• Raise her hand and wait to be called before speaking • Decrease interruptions and wait for others to finish before adding to discussions • Complete independent work quietly

POSSIBLE STRATEGIES • Effective Rules • Contingent Instructions • Group Contingency

! ASSIGNMENT 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Heather meet one or more of her goals.

Encouraging Appropriate Behavior Level A • Case 2

 

 

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BACKGROUND Student: Doug

Age: 7.9

Grade: 2nd Grade, 2nd Semester

SCENARIO Doug loves science and hands-on activities. He is extremely interested in dinosaurs and robots,

and enjoys using the computer for games. Doug has shared that he likes putting together “Lego” sets and has brought several in to the classroom to share. Doug, however, is not performing well at school. His teacher and his parents are concerned. He is failing grade level requirements in reading and math, yet he has tested at grade level in these areas. Doug does have an identified learning disability and receives resource room assistance in written expression.

Doug gets easily frustrated when he has to copy and write assignments in any subject. He does have a computer available to use in the classroom as needed. His second grade teacher, Mr. McGrady, believes Doug is capable of the work required in class. Mr. McGrady has noted that Doug participates in class discussions and hands-on activities; however, he avoids and rarely starts assignments by himself. Mr. McGrady reports that while other students begin assignments, Doug can be found fiddling with “Lego gadgets” and drawing robots. Getting Doug started on most independent work activities is like pulling teeth. Based on this information, Mr. McGrady has selected these goals for Doug to achieve within the next three months:

• Begin independent work assignments promptly • Increase the number of completed assignments

POSSIBLE STRATEGIES • Specific Praise • Criterion Specific Rewards • Choice-Making • Effective Rules • Contingent Instructions • Group Contingency

! ASSIGNMENT

1. Read the STAR Sheets on the possible strategies listed above. 2. Select one strategy you feel would best address Doug’s goals. 3. State why you selected this strategy to address the goals. 4. Describe how you would implement this strategy in your classroom and any cautions for its use.

ENCOURAGING APPROPRIATE BEHAVIOR Level B • Case 1

 

 

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ENCOURAGING APPROPRIATE BEHAVIOR Level B • Case 2

BACKGROUND Student: Ellie

Age: 14

Grade: 9th grade, 1st semester

SCENARIO Ellie is a 9th grader who has just moved to the community from another city. She is quiet and

withdrawn and doesn’t appear to have made many new friends. She often sits alone in the back of the classroom and doesn’t volunteer responses, ideas, or engage in class discussions. While she does most, if not all, of the independent work required of her, she does not actively participate in any partner or cooperative activities. She avoids group contact by reading or drawing quietly or asking to be excused to go to the restroom, locker, or office. From all the information the teachers have gathered and their observations, Ellie appears to be able to read and write on grade level.

Mr. Salinas, Ellie’s English teacher, is quite concerned because her nonparticipation in group activities is beginning to cause some resentment from her peers. Some students have stated they don’t want to be placed in a group with Ellie because, “She won’t help out and it just drags us down. It’s like she doesn’t even know we’re there.” Academically, this is also impacting Ellie’s grade in English class because several of the semester competencies and assignments require peer and group interaction. There are upcoming small group literature discussion activities and peer editing/writing support groups. Mr. Salinas believes Ellie is capable of the work and sets the following goals for her to achieve by the end of the semester:

• Increase her participation in class discussions and conversations • Effectively interact within literature discussion activities and peer editing/writing groups

POSSIBLE STRATEGIES • Specific Praise • Criterion Specific Rewards • Choice-Making • Effective Rules • Contingent Instructions • Group Contingency

! ASSIGNMENT 1. Review each of the STAR sheets on the possible strategies listed above. 2. Select one strategy that you feel would best address Ellie’s goals. 3. State why you selected this strategy to address the goals. 4. Describe how you would implement this strategy in your classroom and any cautions for its use.

 

 

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BACKGROUND Student: Zach; Patrick

Age: 10.10; 11.4

Grade: 5th grade, 2nd semester; 5th grade, 2nd semester

SCENARIO Patrick and Zach are 5th graders in Mrs. Anderson’s class of 25 students. The class has 13 boys

and 12 girls. Three students in the class have identified disabilities and receive resource room support. Zach is one of these students and has a specific learning disability in reading. He receives 30 minutes of resource room support daily to address reading goals. Zach enjoys math. He especially enjoyed the geometry unit the class just completed. He is typically a quiet worker during independent work time. It’s not unusual for Zach to come in during recesses or stay after school to feed the class guinea pig.

Patrick, another student, likes participating in classroom skits and plays. He enjoys telling funny stories and “being in the limelight.” Patrick is an average student academically. He participates in community sports and especially likes softball. Other students say he “doesn’t stop talking.”

Mrs. Anderson is about ready to pull her hair out because of a growing number of disruptions that have been occurring in the classroom. Patrick and Zach seem to be magnets for these disruptions. Mrs. Anderson has observed that Patrick and Zach appear to be “at each other” constantly. Not only do they get off task at these times, but the rest of the class is drawn into spectator sport. Unfortunately during these disruptions, little classroom work or instruction gets done. Mrs. Anderson has noted the following behaviors of concern:

Zach Patrick Responds angrily to teasing by yelling back and sometimes even crying

Teases Zach (and other students at times) by name calling, comments, etc.

Argues with Patrick Calls out during class or gives unrelated or inappropriate informa- tion during class discussion when called on

Pushes Patrick if he doesn’t re- spond to his requests or comments

Argues with Zach (or other stu- dents) when asked to stop teasing or halt other undesired behavior

! ASSIGNMENT 1. Create a priority list of 2 critical goals each for Patrick and Zach. 2. Identify 2-3 strategies you could use to address the goals you listed. 3. Provide a rationale of why you selected these strategies. 4. Choose 1 strategy to implement immediately and justify your selection and discuss what information

you used to support this. 5. Describe how you would implement this strategy if you were the classroom teacher, and any possible

cautions or considerations that you should be aware of.

ENCOURAGING APPROPRIATE BEHAVIOR Level C • CASE 1

 

 

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WHAT IT IS… Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational.

WHAT THE RESEARCH AND RESOURCES SAY… • Praise can be used to build positive relationships with students and assist in creating a supportive

classroom environment (Brophy, 1998; Emmer, Evertson, & Worsham, 2003; Shores, Gunter, & Jack, 1993).

• Powerful, appropriate praise is: nonjudgmental; specific and descriptive; contingent and immediate; and sincere (Brophy, 1998; Duncan, Kemple & Smith, 200; Weinstein, 2003).

• A variety of types of praise should be used to avoid overuse and satiation (Brophy, 1998). In some cases praise should be used in conjunction with other types of reinforcements or rewards (Duncan et al., 2000; Kerr & Nelson, 2002).

• All students need to experience success. Ensure that each student receives some form of sincere and accurate praise or recognition (Evertson, Emmer, & Worsham., 2003).

• Some students, particularly adolescents, do not find public praise reinforcing or pleasant (Emmer et al., 2003; Maag, 2001; Weinstein, 2003).

• Teachers must adjust their use of praise and how it is delivered for individual students. Some students have long histories of obtaining attention through misbehavior rather than appropriate conduct. For these students, combining praise with other forms of reinforcement and behavior strategies may be needed. (Piazza et al., 1999).

• The effectiveness of the praise depends on the “richness” of the reinforcement currently available in the student’s enviroment (Sulzer-Azaroff & Mayer, 1991).

TIPS FOR IMPLEMENTATION… • Deliver Effective Praise Statements

a. Be nonjudgmental. Praise the student’s accomplishment, or behavior, not his/her achievement when compared with that of others.

Example: “Doug, you really did a great job of being prepared for class today by bringing your pencils and notebook.”

Nonexample: “Doug I’m glad you brought your supplies today like everyone else.”

 WHAT A STAR SHEET IS… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

encouraginG appropiate behavior

specific praise

 

 

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• Be specific and include detail.

a. Avoid global positive statements. Example: “Wow, Keesha! You used several vivid terms in your paragraph to describe the

story setting. Your use of adjectives has really increased.”

Nonexample. “Wow, Keesha! Great writing today!”

• Be sincere and credible.

a. Use statements that underscore the student’s actual efforts and accomplishments. Make sure your voice and body language match the content of your message. Example: “Hector, you set up the multiplication problem correctly, placing all numbers

in the appropriate columns. You are ready now to work on the next part of the problem.”

Nonexample: “Hector, you really did a great job solving your multiplication problems today.”

• Deliver immediate praise in close proximity to the student for whom the praise is intended. Move around the classroom frequently so you can be prepared to “catch them being good.”

• Utilize a variety of verbal and written praise. • Give praise to several students at the same time. Or, provide praise privately to avoid the embarrassment

some students feel when being singled out in public situations.

• Evaluate and Adjust Praise

a. Take time to evaluate if your praise is working. Ask yourself:

– Is the praise effective? Do the students seem to like the attention provided when I praise?

– Do they maintain or improve the praised behavior?

– Do I provide each student some form of praise daily?

– Do I maintain a positive balance of positive to negative statements in my classroom?

– Do I include variety in my use of praise?

b. Revise the type, delivery, or frequency of praise as needed based upon individual student responses or needs.

c. Use frequent praise when new behavior and skills are taught. As the skill is mastered, this frequency should be gradually reduced to a more intermittent schedule.

KEEP IN MIND… • Effective praise can be used to create a positive classroom atmosphere and enhance relationships with

students. When it is effectively used it may prevent certain types of behavior. • Effective praise should be individualized for students in its content and delivery. • Teachers must ensure that positive exchanges and statements occur more frequently than reprimands in

their interactions with students.

 

 

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RESOURCES… Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw Hill.

Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally appropriate early childhood classrooms. Childhood Education, 76, 194-203.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003) Classroom management for secondary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003) Classroom management for elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom (4th ed.). Columbus, OH: Merrill Prentice Hall.

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173-186.

Piazza, C.C., Bowman, L. G., Contruci, S. A., Delia, M. D., Adelinis, J. D. & Goh, H. L. (1999). An evaluation of the properties of attention and reinforcement for destructive and appropriate behavior. Journal of Applied Behavior Analysis, 32, 434-449.

Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion. Behavioral Disorders, 18, 92-102.

Sulzer-Azaroff, B. & Mayer, G. R. (1991). Behavior analysis for lasting change (2nd ed.). Fort Worth, TX: Harcourt Brace.

Determine the type of evaluation approach that is most appropriate for your project

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Assignment 3: Final Instructional Design Project

Due Week 9 and worth 225 points

The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity. Note: The cover, abstract, and reference pages do not count toward the final page number. The total page count should be fifteen to twenty (15-20) pages.

Compile the previous assignments and:

  1. Create a quarter-page (1/4) informative abstract for your final project.
  2. Revise your “Project Analysis and Instructional Objectives” Assignment, incorporating any feedback that you received.
  3. Revise your “Design Processes and Delivery Strategies” Assignment, incorporating any feedback that you received.

Write a six to eight (6-8) page paper in which you:

  1. Create an evaluation plan that clearly correlates to the three (3) instructional objectives you developed in Assignment 1. Specify the measures that best fit each objective.
  2. Prepare a five- (5-) question test that correlates with the learning objectives from Assignment 1. Design the test so that it reflects multiple levels of Bloom’s Taxonomy.
  3. Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
  4. Select a learning theory that applies to the instructional design of the project. Provide a rationale for your selection.
  5. Determine three (3) learning theory principles and specify how they apply to your project.
  6. Examine the information gaps that still exist within the project. Determine the information that would be necessary in order to complete the project more effectively. Provide a rationale for your response.
  7. Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation, and food.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcome associated with this assignment is:

  • Design an instructional product that integrates analysis, design processes, and assessments to address an instructional problem.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric

.

 

The following are notes for assignment 3 instead of making a video so it’s important that you read this entire message and note the instructions I give below regarding this week’s written assignment. Do not complete the assignment without reading my instructions below. There will be no second chances with the assignment if I grade you down for not following my instructions below with this major assignment worth 260 points (pay close attention to all the highlighted areas below).

This final project must be between 15 -20 pages and will include all the following: If any of the items I listed below are missing from your paper the grade will suffer and there will be no retries for this assignment.

Compile the previous assignments and:

  1. Create a quarter-page (1/4) informative abstract for your final project.
  2. Revise your “Project Analysis and Instructional Objectives” Assignment, incorporating any feedback that you received.
  3. Revise your “Design Processes and Delivery Strategies” Assignment, incorporating any feedback that you received.

Then you will write six – eight NEW pages in which you: (Everyone knows what NEW means)

  1. Create an evaluation plan that clearly correlates to the three (3) instructional objectives you developed in Assignment 1. Specify the measures that best fit each objective.
  2. Prepare a five- (5-) question test that correlates with the learning objectives from Assignment 1. Design the test so that it reflects multiple levels of Bloom’s Taxonomy.
  3. Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
  4. Select a learning theory that applies to the instructional design of the project. Provide a rationale for your selection.
  5. Determine three (3) learning theory principles and specify how they apply to your project.
  6. Examine the information gaps that still exist within the project. Determine the information that would be necessary in order to complete the project more effectively. Provide a rationale for your response.
  7. Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation, and food

Note: In this assignment, I expect to see all the level one headers from assignment one and two then the new level one header’s for assignment four to correspond for the assignment topic’s instructions.

Running head: TECHNOLOGY IN EDUCATION 1

 

 

TECHNOLOGY IN EDUCATION 5

 

 

 

 

 

 

 

 

 

 

 

 

Technology In Education

Lauren Klevis

Strayer University

EDU 533

Dr. Manuel B Johnican, Sr

February 1, 2020

 

 

 

 

 

 

Needs Analysis to Enhance Technology in Schools

There are many advancements in technology that need to be implemented in the education sector. They may help to enhance the relationship between students and their teachers while making the learning process fun and more meaningful. Technology has made life easier and better in many other aspects of our lives, however, when it comes to education, people often hesitate to implement it. However, it is believed that the implementation of technology can greatly improve the quality of education while preparing students for the real world. Due to lack of technology implementation in teaching, many students end up not being technologically savvy causing them to have a hard time when they get to the job market. This leads to many losses since vast resources have to be utilized to help them to learn the technologies that are being utilized. With the implementation of technology in teaching, the students will get to the job market aware of the existing technologies hence eliminating the need for training. There are many obstacles to the implementation even in areas where it has been proposed. The major obstacles include lack of experts that are able to implement these technologies and poor or total lack of integration plans. Therefore, there is need for this sectors to be catered for to ensure that the project is implemented successfully in the schools. This discrepancy further indicates that there is need to have a well laid plan with appropriate technology leadership to ensure adequate implementation of the project (Vatanartiran & Karadeniz, 2015).

Learner Characteristics

The learner characteristics for this identified need are varied depending on the age group it is being implemented in. Some types of technology have found their way into the class room, in addition to e-learning, electronic whiteboards, tablets and computers are also used within the classroom environment. The education system is struggling with an increase in the number of students and this further emphasizes the need to implement technology in education. To implement this, first people need to understand the technological knowledge possessed by the students. Basic knowledge on the use of either a computer or a tablet is important in the implementation of this project. There is also need to come up with appropriate ways of assessing the students if learning is taking place using the technological advancements. Instructional designers are very important in the implementation of the project as they are equipped with skills to analyze all the factors involved and come up with a system that is appropriate and beneficial for the students (United States department of education, 2017).

Instructional Objectives

The implementation of technology in education aims at achieving set targets for the students. In the cognitive domain, it aims at improving the application of learned concepts in real life situations. This will assist in the transformation from the classroom into the workplace since the students will already have had experience on what they will be working with. This can be achieved through collaborative learning rather than the traditional learning method where the teacher instructs the students. In the behavioral domain, the implementation of the project aims at improving the perception of objects or events by the students. Technology allows for a level of independence by the student especially in the case of e-learning. The students become more independent as they have to plan their time to complete the assigned work within the specified time. In the affective domain, it aims at getting the students exposed to technology consequently creating a good impression towards it. This is an important objective since technology forms a major part of our daily lives and it is important for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in the society (Clark, 2015).

Procedural Analysis Flowchart

 

 

Contextual analysis

Project implementation

Implement technology in teaching

Learner analysis

Need analysis

Maintain traditional teaching methods

Brainstorming

Requirement analysis

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Clark, D. (2015). Bloom’s Taxonomy of Learning Domains: The Cognitive Domain. Retrieved 1 February 2020, from http://www.nwlink.com/~donclark/hrd/bloom.html

United States Department of Education. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update.

Vatanartiran, S., & Karadeniz, S. (2015). A needs analysis for technology integration plan: Challenges and needs of teachers. Contemporary Educational Technology, 6(3), 206-220.

Clinical Field Experience

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Field Experience : Intervention Implementation  

Upon identifying an appropriate intervention tier and aligning intervention strategies, teachers can begin the implementation process. Implementing identified intervention strategies during instruction will help to not only meet the needs of students but help teachers to identify where to monitor and adjust instruction as needed. Implementation and evaluation of intervention is an ongoing process when working with all students.

Allocate at least 3 hours in the field to support this field experience.

Working with your mentor teacher, identify a math lesson or time during which interventions from the Clinical Field Experience C intervention plan can be implemented to benefit the previously identified students.

After implementing the intervention strategies, seek feedback from your mentor teacher about how it went. Continue discussion regarding the strengths and potential improvements of the students.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

After the math lesson or activity, summarize and reflect upon your experiences in 250-500 words, being sure to:

· Briefly describe the students identified needs and explain how interventions were selected. Rationalize choices in relation to the needs of the students.

· Describe how the students performed on the math activities and reflect upon your experience implementing the intervention strategies. Include possible changes you would make in the future when implementing these strategies.

· Describe how students could utilize one of the intervention strategies at home.

· Explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the  LopesWrite Technical Support articles  for assistance.