The Impact of Technology on Learning Sharif Omar Nova Southeastern University

 
 
 
 
 
 
 
 
 
 
 
The Impact of Technology on Learning
Sharif Omar
 Nova Southeastern University
EDU 708

Dr: Bonnie Ronson

Chapter 4
         IMPLEMENTATION PLAN, MATIRIX AND EVALUATION
 
 
 
Chapter 4: Evaluation Plan
Evaluation implies taking care of the advantages of the material used, its strengths and faults as a learning tool. It comprises many features of concern for example practicality, size, and ease of handling, attractiveness, novelty, relevance and economy. In evaluating the impact of Technology on learning amongst students in Sabha University in Libya, several yardsticks will be employed. In this context, the judgements will worry the scholastic worth of novelties, or the rationality of introducing new resources as well as techniques of teaching.
To begin with, both the qualitative and quantitative methods will be used in evaluating the implementation process. In this regard, Patton’s utilization-focused evaluation which stresses on evaluation being a means to an end, rather than an end in itself shall be used. Beside the Utilization-focused evaluation, participative evaluation shall be employed in order to shift power from the evaluator and make the process collaborative. As for the progress of the project as well as the final outcome, formative and summative evaluation methods shall be applied at different points across the technological education cycle. Formative evaluation shall track the progress of the students along the way while summative evaluation shall be used at the end of the project to determine the final outcome. Formative evaluation shall be iterative to allow the modification of the project while on the go.
When deciding who will be performing the evaluation and how evaluators will be been selected, it is important to recognize that the project is a learning and teaching process mediated by technology and for it to produce desired results, rather than technology itself, the evaluation need to examine the potential of students, teachers , and institution. With reference to that, we rule out policy makers as not suited for being evaluators because they tend to leave the evaluation of educational technology to evaluation professionals. However, for this project, evaluators and policy makers shall work in collaboration to circumvent stumbling blocks associate with the project. On the basis of their interests in the project, stakeholders, evaluators and policy makers from the institution’s location will be selected to participate in the evaluation process.
Clearly defined criteria shall be used in guiding evaluative judgments about students performances related to the overall project goals set before its onset. Owing to the complexity of the target performances, multiple criteria as employed in the objectives will be applied in the evaluation process too. The four criteria comprise impact, content, quality and process.  Clearly, in this project, impact is at the core of what we seek in realistic performance tasks; that is, did the performance work? Did it achieve the desired result—irrespective of effort, attitude, methods used?  Content means the degree of understanding or proficiency evident in student work. This category includes such indicators as accuracy, thoroughness, and quality of explanation. Was the final answer or work on target? Was the content correct or complete? Quality refers to such elements as attention to detail, craftsmanship, mechanics, neatness, or creativity in the product or performance. Was the paper grammatically sound? And lastly, process refers to the approach taken or the methods used in performance or in preparation for performance. Were directions followed?
Data is customarily gathered through quantitative and qualitative approaches. Qualitative methods aim at addressing the ‘why’ and ‘how’ of a program and are inclined to employ unstructured techniques when collecting data to entirely search the subject. Questions used in qualitative approach are flexible for instance ‘why do students enjoy using the computers?’ and ‘How does the project aid in increasing self-esteem for students?’ Qualitative approaches comprise interviews, group discussions, and focus groups. Quantitative methods, in contrast answers the ‘what’ question of the project. They employ a standardised methodical methodology besides employing approaches like surveys and ask queries like ‘what activities did the project run?’ and ‘what skills do staff need to apply the project successfully?’ For the project, a mixture of both methods shall be used. Data shall be collected through surveys, interviews, focus groups, documentation, triangulation and creative strategies.
A need assessment instrument was used in this project and its aim was to determine if the populace of Sabha accessed modern technology in learning. A specific population composed of 10 males and 10 females were approached and asked questions from a questionnaire that comprised 1.    Is every student able to access a computer? 2.    Does e-learning work to every student? 3.    Do we have affordable modern learning devices? 4.    Does your school offer these tools to students for free? 5.    How do you view modern technology in education? And 6.    What are the negative effects of technology in learning?
In the first step, a question is posed. Second step involves answering the question asked in the first step. For the case of this project, the question is what to measure and how. Generally measurement refers to the assigning of numbers to indicate different values of variables. In the third step, what happens is collection of data. Once there is a decision on what type of data is needed for the project, the next step is to determine whether the data can be gathered from existing sources or new information is needed. The next step , is the fourth one and it involves summarization of data and final display. The final stage of this process is the analysis of data and interpretation of results.
The data collected will aid in knowing how successful or not the project is. By creating predictable routine in class, the success of the project will be determined. After getting the required data, before each day starts, announcements should be made and attendance of the students taken. One should also ensure that students understand more than they can pronounce orally (Echevarria, Short, & Powers, 2006).
The process of evaluation will be used for improvement of program by implementing what lacking and cutting off what isn’t required. As the educator, I’ll look for other ways of making the students read and write what they can say. Abundant oral practices need to be availed to the students so as to enable them to make the first step of creating language. If the students are not able to orally produce an idea, they will thus not be able to write it. Students will always be able to write only that which they can speak. The best readers and writers are those who have got the highest level of spoken language. This can only be attained by encouraging students to study hard using modern technology equipment like computers. If a students’ performance in all subject improves, the model is successful and vice versa
 
 
 
Implementation Matrix

Weeks Teacher Tasks Materials Teaching Strategies (What will the teacher do?) Learning Activities (What will the students do?) Evaluation Strategies
Prior to implementation: Review data and identify target students. Data, computer, printer, graphic organizers, and power point      
Week 1:   assessment Assemble results of Statewide Assessment and FAIR Testing Desktop computer, printer, paper, graphic organizers and student data results sheets. Compile Testing and Assessment Data on students. Complete reading interest inventories with students in target group. Students will complete reading interest inventories as a self-assessment measure. Place all data results onto an Excel Spreadsheet for each of use.   Compile results of interest inventories in order to gather needed reading materials for CWPT.
Week 2: Objective #2 Implementation of CWPT Program with target student class Gather needed materials for the CWPT and begin instruction on procedures for CWPT. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Instruct classes on procedures of CWPT. Place students in pairings for the CWPT.  Distribution of student composition books and reading materials for use during CWPT study period.  Teacher will keep anecdotal records of student behaviors and reading attitudes. Rehearsal of procedures for CWPT and beginning of CWPT. Students will complete initial writings in composition books. Teacher observations and corrections of procedures with students.  Teacher interviews of students to assess initial attitudes on in class reading instruction. Anecdotal record keeping to measure levels of competing behaviors.
Week 3: Objective #2 Implementation of CWPT Program with target student class. Continue to gather materials for student use in class. Assemble needed record keeping materials. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Continue to monitor students during tutoring sessions.  Make adjustments to student pairings as needed to improve the tutoring experience.  Ensure student completion of written assignments coinciding with tutoring program.  Continue with anecdotal records of behaviors and attitudes.  Make changes to the text being used with the student pairings based on student needs. Students get into tutoring pairs, assemble needed materials and continue with CWPT. Teacher observations and corrections of procedures with students.  Changes to students pairing as needed based upon behavioral observations.  Teacher interviews of students to assess and measure changes in student attitudes during CWPT.  Anecdotal record keeping to measure levels of competing behaviors.  Assess written samples in composition books to assess needs for further instruction based.
Week 4: Objective #2 Implementation of CWPT Program with target student class Continue to gather materials for student use in class. Assemble needed record keeping materials. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Continue to monitor students during tutoring sessions.  Ensure student completion of written assignments coinciding with tutoring program.  Continue with anecdotal records of behaviors and attitudes.  Make changes to the text being used with the student pairings based on student needs. Students get into tutoring pairs, assemble needed materials and continue with CWPT. Teacher observations and corrections of procedures with students.   Teacher interviews of students to assess and measure changes in student attitudes during CWPT.  Anecdotal record keeping to measure levels of competing behaviors.  Assess written samples in composition books to assess needs for further instruction based on student needs.
Week 5: Objective #2 Implementation of CWPT Program with target student class Continue to gather materials for student use in class. Assemble needed record keeping materials. Variety of text types based on student interest and reading levels.  Class set of composition books to be used for student writing of summaries and reflections. Continue to monitor students during tutoring sessions.  Ensure student completion of written assignments coinciding with tutoring program.  Continue with anecdotal records of behaviors and attitudes.  Make changes to the text being used with the student pairings based on student needs. Students get into tutoring pairs, assemble needed materials and continue with CWPT. Teacher observations and corrections of procedures with students.  Teacher interviews of students to assess and measure changes in student attitudes during CWPT.  Anecdotal record keeping to measure levels of competing behaviors.  Assess written samples in composition books to assess needs for further instruction based on student needs.
 
 
 
 
 
 
 
 
 

The best to know whether the project is successful is by creating a certain predictable routine in your class. The best procedure for doing this is by starting each day by taking the attendance, and making various announcements. One should also ensure that students understand more than they can pronounce orally (Echevarria, Short, & Powers, 2006). One should look for other ways of making the students can read and write what they can say. Abundant oral practices should be availed to the students so as to enable them to make the first step of creating language. If the students are not able to orally produce an idea, they will thus not be able to write it. Students will always be able to write only that which they can speak. The best readers and writers are those who have got the highest level of spoken language. This can only be attained by encouraging students to study hard using modern technology equipment like computers. If a students’ performance in all subject improves, the model is successful and vice versa.
Conclusion
The English language is one of the subjects that highly require many activities that are integrated. Learners need their attention to be drawn to major concepts and vocabulary in context so that they can be able to see the connection. Teachers need to emphasize on the main vocabularies and other concepts so create an excellent opportunity for the student to student interaction (Genesee, Lindholm-Leary, Saunders, & Christian, 2006). Teachers also need to keep on reminding their students of the objectives of the lesson as this is the best way to enhance the model. The overall result of following these instructions is teachers having students who can freely develop their academic language proficiency and then support the autonomy of the learner in other subjects that have got high demands for The English language like science
The model also helps students in other subjects as they can read and understand the content. Sciences and mathematics courses will be better applied in real life situations due to better understanding. Students will also be able to invent their technological equipment that will help in other sectors of the economy like communication and transport. It is, therefore, evident that the usage of technology in learning has got a significant improvement in not only performance of the student in class but also in the society as a whole. Parents, teachers, students and the government should, therefore, join hand to encourage its usage in learning. Technology has improved learning due to increased understanding, saving time and higher speed of syllabus coverage.
 
 
 
 
 
 
References
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