computer technology and literacy i: for college and career readiness
TRANSCRIPT
Running Head: COMPUTER TECHNOLOGY AND LITERACY I1
Computer Technology and Literacy I: for College and Career Readiness
Submitted to Dr. E. George Beckwith
By
Nicole Colyer
In partial fulfillment of the requirements for the
Master of Science in Educational and Instructional Technology
National University
San Diego
7/2015
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The Capstone Project entitled Computer Technology and Literacy I: for College and Career Readiness is approved by:
Signature_______________________________________________ Date___________George Beckwith, Ed. D.Capstone Faculty Advisor, School of Education
We certify that this Capstone Project by Nicole Colyer entitled Computer Technology and Literacy I: for College and Career Readiness, in our opinion, is satisfactory in the scope and quality as Masters of Science project for the degree of Master of Science in Educational and Instructional Technology in the School of Media and Communication, at National University.
Signature_______________________________________________ Date___________ George Beckwith, Ed. D., MSEIT Program Lead Faculty
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Copyright © 2015 by Nicole Colyer
All Rights Reserved
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Table of ContentsABSTRACT....................................................................................................................................5CHAPTER 1: Introduction..............................................................................................................6
Background of the Study.............................................................................................................7Statement of the Instructional/Training Problem........................................................................9Purpose........................................................................................................................................9Delimitations..............................................................................................................................10Definitions.................................................................................................................................11Summary....................................................................................................................................12
CHAPTER 2: Review of the Literature.........................................................................................13Introduction................................................................................................................................13Literature Review......................................................................................................................13Historical Background...............................................................................................................13Theoretical Framework..............................................................................................................14Current Research Developments...............................................................................................16Current Practices........................................................................................................................18Summary....................................................................................................................................19
CHAPTER 3: Project Design........................................................................................................20Learning Theory........................................................................................................................20Project Design............................................................................................................................21Procedure...................................................................................................................................23Ethical Considerations...............................................................................................................25Summary....................................................................................................................................25
CHAPTER 4: Project Evaluation and Discussion.........................................................................27Introduction................................................................................................................................27Project Evaluation......................................................................................................................28Data Presentation.......................................................................................................................29Discussion and Limitations........................................................................................................32
CHAPTER 5: Summary and Conclusion......................................................................................36Conclusion(s).............................................................................................................................36Implications for Teaching/Training...........................................................................................37Implications for Further Research.............................................................................................38
REFERENCES..............................................................................................................................39APPENDICES...............................................................................................................................43
Appendix A: Sample Technology Education Standards...........................................................43Appendix B: CTL’s Blended Learning Approach.....................................................................46Appendix C: Pre/Post Student Test...........................................................................................47Appendix D: Course Storyboards..............................................................................................52Appendix E: Exploratory Evaluations-Reaction Surveys..........................................................56Appendix F: Course Usability Evaluations...............................................................................62
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ABSTRACT
The digital shift of the 21st Century has unprecedented demands for change and adaptation in the
field of education. Today’s high school graduates are expected to have an in depth technology
education, with experience in a broad range of software, hardware, online and mobile
applications, computer programming, and computer science. The United States Department of
Education has implemented a variety of initiatives to aid in this movement, including STEM
Education (Science, Technology, Engineering, and Mathematics) and ConnectED, with President
Barack Obama promising “every child in America's classrooms (will have) access to the fastest
Internet and the most cutting-edge learning tools” (2013). However, there are no nationally
adopted Technology Education Standards in K-12 Education, and in many cases, little to no
adopted State Standards. Regardless of the difficulty or complexity of initiating, implementing,
and maintaining up-to-date national and state technology education standards, it is an undeniable
reality of the 21st century that technology education is an imperative element in the education of
every high school graduate. The course Computer Technology and Literacy: for College and
Career Readiness (CTL) provides the comprehensive technology education curriculum necessary
for student’s to become competitive contenders in today’s global market. CTL is intended to be
implemented using the instructional method Blended Learning, within a traditional high school
classroom. However, the course design is intentionally adaptable for a complete online delivery.
Every component of this course has been carefully selected to fulfill the demands of college and
career readiness in the 21st century. The design and development of this course is instructionally,
educationally, and theoretically based in best practices. CTL meets various technology standards
currently in place and is demonstrative of an effective use of a Blended Learning approach.
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CHAPTER 1: Introduction
Small changes over time, lend themselves to the progression, evolution, and, ideally, the
improvement, of all things. The innovations of the 21st Century have evolved quickly, with little
to no time to adapt to the infinite number of ways our society, and the global market, have
changed. The digital shift has affected nearly every aspect of our lives, particularly how we
interact with each other, therefore how we learn, and consequently, how we teach. Instructional
methods, along with learning approaches, are shifting to focus on depth of understanding and the
application of skills and knowledge. Embracing change has always been, and continues to be, an
imperative educational and instructional construct.
The purpose of creating an open source, online technology education course is to
provide an example that encourages and supports the benefits of the 21st Century instructional
delivery method Blended Learning. The course Computer Technology and Literacy: for College
and Career Readiness (CTL) delivers content and subject matter representative of a
comprehensive, high school technology education. The Common Core State Standards Initiative:
About the Standards, calls for every student who graduates from high school in this country to be
capable of succeeding “in entry-level careers, introductory academic college courses, and
workforce training programs” (2013). The design and development of the course CTL represents
the technological elements necessary in achieving this national requirement, even though the
United States of America currently has no required technology education standards. The course
CTL stands to support and exemplify two centrally connected constructs, both of which have
come about due to the technological evolution of the 21st Century. First, CTL supports and
exemplifies the implementation of Blended Learning across curriculums, through a
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comprehensive technology education curriculum. Second, CTL supports and exemplifies a call-
to-action for the National Standardization of Technology Education.
Background of the Study
Blended Learning, interchangeably referred to as the Flipped Classroom, is a relatively new
educational innovation. Blended Learning can be implemented in a variety of ways; simply, it is
any combination of online and face-to-face instruction. Typically speaking, a complete
implementation of Blended Learning delivers instruction outside of the classroom via online
sources, therefore transforming the traditional classroom setting into a unique, interactive
learning environment where the teacher is free to guide students as they apply the subject matter
in creative and engaging ways (Flipped Learning Network, 2014). Blended Learning is
commonly used “in higher education, and corporate and military training”, but has yet to take
hold on a broad scale in K-12 education (Januszewski and Molenda, 2008, p. 99). A barrier
exists among teachers, who are either unaware of the opportunity and benefits that exist with this
instructional method, or are limited by administrative policies to fully, and sometimes even
partially, integrate Blended Learning into their instruction. Blended Learning can naturally lend
itself to Project (or Problem) Based Learning (PBL). This instructional approach is built into the
classroom instruction during the implementation of CTL. Terry Heick of Teachthough.com
writes that PBL “is more closely associated with the 21st Century learning skills than perhaps any
other form of learning, and new technology in the classroom is improving its potential
exponentially” (2013).
Change is a process that takes time to be embraced, instructional and educational progression
doesn’t escape this truth. Teachers are implementing a modified version of blended-learning,
slowly changing the traditional direct-instruction method, to include multimedia sources in and
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outside of their classrooms. The re-gained popularity of PBL in modern times is linked to the
application of a teacher supported, student-led, constructivist approach to instruction and
learning that the Flipped Classroom is founded upon (Stanford Graduate School of Education,
n.d.). CTL is an example of how to effectively implement Blended Learning, including the
utilization of Project Based Learning, to achieve more dramatic learning outcomes than
traditional, direct instruction alone.
The underlying barrier addressed by CTL, is the lack of state or national technology education
standards in K-12 education; this is not to say that there are no educational technology standards
available. The International Society for Technology in Education (ISTE) has issued educational
technology standards for students, teachers, administrators, coaches, and computer science
educators. The Common Core State Standards (CCSS), Science, Technology, Engineering, and
Mathematics Education (STEM), and the New Generation Science Standards have utilized
ISTE’s standards for reference, guidance, and suggested implementation. However, educational
technology standards are not the same as technology education standards. Educational
technology standards are designed to enhance the teaching and learning process; whereas
technology education standards are designed “to develop technological literacy in students
through the ability to use, manage, understand, and evaluate technology in general” (ITEEA,
2011). Some state departments of education, along with some individual school districts across
the country, are drafting and implementing their own technology education standards. A barrier
exists because technology is constantly changing and evolving, therefore the standardization of
technology education presents a variety of obstacles, challenges, and complications. Regardless
of the difficulty or complexity of initiating, implementing, and maintaining current national and
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state technology education standards, it is an undeniable reality of the 21st century that
technology education is an imperative element in the education of every high school graduate.
Statement of the Instructional/Training Problem
Computer Technology is not required for high school graduation in the United States. The
problem caused by the lack of standardized technology education requirements, exists among
high school graduates, who do not have a consistent computer based skill set or knowledge base.
However, some states and/or school districts are offering Computer Technology courses. For
example, California offers Computer Technology as a Business or Career Technical course, an
elective that fulfills a state mandated graduation requirement under the category ‘Visual and
Performing Arts’ (CADE, 2014). Computer Technology is therefore classified as an optional
elective, not a requirement, for high school graduation.
Purpose
The purpose of the course CTL I, is to encourage and support the instructional delivery
method utilized within the Flipped Classroom; and provide a quality instructional course as an
example of material designed for the Flipped Classroom; with content and subject matter
representative of a comprehensive high school technology education.
There is a plethora of computer technology training courses available that utilize different
delivery formats; from traditional in-class direct-instruction to self-guided, fee-based eLearning.
Educational administration, across the country, recognizes the necessity for technology
education, the course of study and its relevance is not a new or debated concept. Conversely, the
concepts of the Flipped Classroom, along with standardizing technology education requirements,
are still being debated. However, the instructional product, CTL exists because it offers the
following attributes that other similar courses or products do not:
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Technology Education Standards based course and curriculum
Free: Open-Source (No tuition or subscription fees)
Web Based, Blended and Project Based Learning
All content components available on a singular platform with linear based delivery
Properly implemented laws of usability to optimize learning outcome
Suggests technology education standardization and it’s requirements
Delimitations
The delimitations of this course include the development of the sequel course CTL II,
designed to cover computer programming and computer science. CTL will provide adequate
support for the instructional and educational benefits of Blended Learning, as well as provide
sufficient examples of a comprehensive technology education.
This project will not discuss the debate that exists about standardizing education, nor will it
propose a set of technology education standards. Both of these topics are readily researched,
documented, and debated and exist outside of the scope of this project. Additionally, technology
education standards have been drafted by some school districts and states; therefore technology
education standards already exist and will not be re-drafted for this project. The 2014-2015 Elk
Grove Unified School District’s Technology Education Standards have been included for
reference (see Appendix A).
The intent of the course is to utilize a variety of instructional multimedia components blended
with Project Based Leaning during face-to-face instruction. The focus of this project is the web-
based portion of instruction, therefore detailed lesson plans for the PBL curriculum, will not be
included. Additionally, the complexity of some multimedia elements may be limited due to
financial constraints and time limitations.
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Definitions
For the purpose of this project, the following words and acronyms are defined:
Acronyms:
o CCSS-Common Core State Standards
o CTL-Computer Technology and Literacy
o ISTE-International Society for Technology Education
o NGSS-New Generation Science Standards
o CADE-California Department of Education
o ITEEA-International Technology and Engineering Educators Association
Concepts:
o Constructivist Learning Theory
“Constructivism is a theory of knowledge that argues that humans
generate knowledge and meaning from an interaction between their
experiences and their ideas” (Wikipedia, 2015).
“A Learning Theory is a conceptual framework describing how
information is absorbed, processed, and retained during learning”
(Wikipedia, 2015).
o Flipped Learning or Blended Learning
“a formal education program in which a student learns at least in part
through delivery of content and instruction via digital and online media
with some element of student control over time, place, path, or pace”
(Wikipedia, 2015).
o Project (Problem) Based Learning (PBL)
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“a student-centered pedagogy in which students learn about a subject
through the experience of creating (analyzing and solving) a problem”
(Wikipedia, 2015).
o Web 2.0
“World Wide Web sites that emphasize user-generated content, usability,
and interoperability” (Wikipedia, 2015).
Summary
The 2014 New Media Consortium (NMC) Horizon K-12 Report has concluded that the two
major trends taking place in schools and classrooms today are the changing roles of teachers and
students (p. 1). Teachers are becoming guides and facilitators of active learning experiences,
focusing attention on creating authentic learning opportunities; while students are taking charge
of their own education and personalizing their own learning. The digital shift of the 21st Century
has facilitated these changes, while the experiences of learning and teaching continue to evolve.
The implementation of Blended Learning, by utilizing technology in education, will support the
momentum of these trends. The development of the course CTL exemplifies how students can
actively participate in knowledge construction, through the application of technology in
education, to create authentic learning opportunities. Additionally, the standardization of
technology education will provide the definition of technological proficiency that the CCSS
created for Mathematics and Language Arts and the NGSS will create for Science.
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CHAPTER 2: Review of the Literature
Introduction
The review of the literature is focused on the historical background, theoretical framework,
and the current research and practices of the online delivery of instruction as an effective means
for teaching and learning. The literature review was conducted through research of Scholarly and
Peer-Reviewed articles, including case-studies, using the search terminology ‘effectiveness of
online education’; industry relevant books and textbooks; renowned online sources such as the
United States Department of Education, the National Academy for Technology Education
(NATE), the California State Department of Education (CADE), and the International Society of
Technology Education (ISTE); as well as a variety of course materials created for the Masters of
Educational and Instructional Technology program at National University.
Literature Review
Historical Background
The term eLearning was first used in 1999 at a CBT Seminar to define learning that takes
place over the internet or other electronic media, specifically utilizing interactive and even
personalized instruction. The evolution of distance education has resulted in the various forms of
eLearning we utilize today. Distance education dates back to the 19th Century when Isaac Pitman,
a certified teacher, taught students short hand via correspondence. In 1924, Ohio State University
Professor Sidney Pressey invented the first ‘Testing Machine’ which was supposed to allow
students the ability to test themselves. During the 1950’s and 60’s Computer Based Training and
Computer Aided Instruction were born culminating with the United States Department of
Defense commissioning the ARPANET in 1969, which ultimately led to the internet we know
today. During the 1970’s through the 1990’s, modern technology advanced quickly with new
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innovations from the mouse to the home computer, with email becoming the modern form of
communication. Perhaps the greatest technological innovation of all time was the public
availability of the World Wide Web in 1991, when Tim Berners-Lee introduced text sharing
through hypertext links. During the 2000’s businesses began using CBT with access to a wide
range of online learning opportunities becoming available. Today, the social media momentum
of the 2010’s has given birth to Web 2.0, the user-generated, interactive, and collaborative
platform that has enabled the eLearning opportunities that have quickly become ubiquitous in
professional training and education of all types and levels (Gogos, 2013).
Theoretical Framework
Constructivist learning theory focuses on the idea that real learning takes place when the
learner is actively involved in the learning process. A Constructivist’s view of learning is
outlined by four key principles, which are: Active Learning, Learning-by-Doing, Scaffolded
Learning, and Collaboration (Harasim, 2012, p. 68). These key principles are similar to the four
stages of Merrill’s First Principles of Instruction that ‘activate, demonstrate, apply, and integrate’
the student’s knowledge. David Merrill’s First Principles of Instruction exist symbiotically with
a Constructivists learning approach. Merrill suggests that learning is facilitated when the learning
cycle “activates relevant prior knowledge, demonstrates the new knowledge to be learned, …
applies the new knowledge to new specific situations,….and integrates the new knowledge or
skill into their everyday activities” (Merrill, 2002, p. 44). Blended Learning creates a learning
environment that emulates a blend of the characteristics of a Constructivist learning theory and
Merrill’s Principles of Instruction. These learning environments “emphasize authentic tasks in a
meaningful context rather than abstract instruction, out of context…(and) support collaborative
construction of knowledge through social negotiations” (Harasim, 2012, p.73).
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Blended Learning utilizes a variety of teaching methods while considering different learning
styles. In order to engage a diverse group of students in constructing meaning, personal
understanding, experience, and background knowledge is determined and discussed, to provide
the opportunity to evaluate and reflect upon those experiences, in relationship to new information
(Harasim, 2012, p. 60). Best practices of Blended Learning simultaneously approach curriculum
implementation from the key principles of both learning and instruction, maintaining focus on
achievement of the course learning objectives. Technology implementation is designed to assist
in leading students through these learning stages. For example, online instruction could include
links to pertinent webpages, YouTube videos, and interactive games that can be utilized to
‘activate’ student prior knowledge. Additionally, interactive online lessons, presentations, a
variety of multimedia elements, and instructional videos can be utilized for the ‘demonstration’
of information. The Constructivist’s Active Learning stage coexists with these two instructional
principles. Furthermore, Learning-by-Doing, Scaffolded Learning, and Collaboration come
together with Merrill’s ‘application’ and ‘integration’ of information in a vast array of options.
For example, students may collaboratively create a project, utilizing any array of technological
tools such as Google Slides to create a group presentation, every element of which can be carried
out online. Cole and Foster support the notion that Blended Learning implements face-to-face
classroom opportunities for constructs like Project Based Learning, which also enhances student
learning outcomes. They explain how delivering the majority of course content via online
instruction saves “course time for discussion, questions, and problem solving…and increase(s)
student learning by allowing students to engage in the material outside of class” (2008, p. 2-3).
Blended Learning utilizes online delivery of instruction, as an effective means for teaching and
learning, and creates opportunities for face-to-face problem solving, real-world information
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integration, as well as collaborative projects that provide the learning outcomes experienced
through social interaction (see Appendix B). Vygotsky’s Social Cognitive Development Theory,
states that social interaction is necessary to achieve, what is described as full cognitive
development. (This theory is discussed in more detail in Current Research Developments).
Current Research Developments
There are many elements that go into creating an effective online learning environment.
Research conducted by Dr. Jorge Gaytan of North Carolina A&T State University in 2009
suggests that the utilization of “progressive online multimedia…facilitate(s) the effective
delivery of online instruction,…(and) well-designed Internet-based instructional models…
support problem solving and allow detail-oriented instructional guidance using highly structured
tasks” (p. 73). In Gaytan’s article for the Delta Pi Epsilon Journal titled: Analyzing Online
Education through the Lens of Institutional Theory and Practice: The Need for Research-Based
and Validated Frameworks for Planning, Designing, Delivering, and Assessing Online
Instruction, he recommends a framework for eLearning based upon the American Psychological
Association’s (APA) nine domains of “good practices in distance education” (2009, p. 70). He
said, “Highly effective institutional structures must be developed in order to respond effectively
to the challenges of online education” (2009, p. 73). The APA domains include (1) Access, (2)
Interactions with the Learning Community, (3) Faculty Support, (4) Student Support, (5)
Curriculum and Instruction, (6) Evaluation and Assessment, (7) Institutional Context and
Commitment, (8) Facilities and Finance, and (9) Library and Learning Resources.
Online education is a relatively new instructional method, and therefore is still developing
widely accepted best practices. Instructors and institutions are still experimenting with online
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education and its merits are still being examined. Case Studies have revealed benefits and pitfalls
of online education, providing the opportunity for growth in both aspects.
The faculty at the University of Ontario: Institute of Technology conducted a case study,
comparing online versus face-to-face instructional delivery of undergraduate statistics
curriculum. They concluded that “online teaching delivery is as effective as a traditional face-to
face approach” when the student’s pre-existing academic achievement demonstrated a high level
of performance, with self-motivation being an integral aspect of their online achievement (Lu
and Lemonde, 2012). Conversely, students with a pre-existing lower academic achievement
level, “demonstrated… results that were significantly poorer…in the online delivery version
compared (with)…their counter-parts in the face-to-face delivery version” (Lu and Lemonde,
2012). Wang and Lockee of Virginia’s Polytechnic Institute and State University, in their content
analysis study of Virtual Worlds in Distance Education , said that “online education is not
without its pitfalls; the most notable (being)…the limited amount of interaction” (2010, p. 183).
The focus of their study was whether the implementation of Virtual Worlds in Distance
Education can provide the social encounters that can be lacking in online educational
environments. It is Vygotsky’s Social Cognitive Development Theory (similar to Bandura’s
Social Cognitive Learning theory) that describes full cognitive development requiring social
interaction. Preliminary research suggests that the use of Avatars and Virtual Worlds in online
education provides the social interaction necessary in achieving “full cognitive development”
(Tolbert, 2014). The Stanford Graduate School of Education, in a study conducted about the
presentation of social intelligence in online interactions, concluded that the use of Avatars in
online education “creates a more meaningful experience, increasing trust, satisfaction, memory
and learning, and a willingness to return for more learning” (Lippa, 2011). This study suggests
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that the utilization of Virtual Reality and Avatars in online education has the potential to bridge
the social interaction gap that can exist in online education, thereby achieving the ‘full cognitive
development’ that comes from interpersonal interactions.
Current Practices
The National Academy of Education (NAE) has addressed the standards-based educational
reform the United States of America has continually undergone, beginning in 1996 under the
direction of President Bill Clinton. Through cognitive science research, the NAE stands behind
the theoretical possibility for a standards based education to strengthen the depth of
understanding among a highly diverse population of students (2009). It is with this understanding
that we continue to reform the Elementary and Secondary Education Act (ESEA); under the
Clinton administration, the No Child Left Behind Act (NCLB) was adopted; and under the
Obama administration, the Common Core State Standards (CCSS) were implemented, along
with the integration of Science, Technology, Engineering, and Mathematics Education (STEM);
and still yet to be implemented, the New Generation Science Standards (NGSS) coming in 2017.
As a nation, we continue to strive for educational excellence through instructional and
educational standardization.
Online education is providing opportunities for all levels of learners and all types of
disciplines. The ubiquitous anytime, anywhere learning has wide reaching flexibility and has
created the opportunity for anyone with internet access, to continually further their education,
formally and informally. In 2011, the University of Lethbridge underwent a case study of their
informational literacy satellite campus program. The satellite locations originated in 1996, with
the intent of being a small, temporary program, with instruction being delivered via Skype;
“Instead, unanticipated program demand has led to rapid growth of the campuses” (Nicholson
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and Eva, 2011, p. 499). This is a common occurrence in the world of online education, and is
increasing the demand for e-Learning, therefore, the necessity of its instructional effectiveness is
essential. The effective instructional leadership phenomenon, defined as “engaging in improving
teaching and learning for the purpose of improved student achievement”, applies to the
improvement of online instruction and learning as much as it does to traditional face-to-face
instruction and learning (Guerra, 2014, p. 1). In reference to both traditional and online
instruction, Darlene Christopher says, “the magic is not found in the sophistication of the
technology but in how well the physical and virtual tools are used to create and facilitate an
engaging learning event” (2014, p. 4). Curriculum is the driving force behind all technological
implementations in education. In an article for Edutopia, Best says that a technological approach
in education “is really about discovering ways to use these tools to power the engine of learning”
(2009).
Summary
The instructional elements that emulate a Constructivist Learning Theory can support and
create a Blended and Project-Based Learning environment. By following Merrill’s four stage
learning cycle, based on his First Principles of Instruction, online learning environments can be
created that are instructionally, educationally, and theoretically sound. The review of literature
supports the validity of online instruction as an effective means for teaching and learning.
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CHAPTER 3: Project Design
Learning Theory
Computer Technology and Literacy combines the Constructivist Learning Theories of both
Piaget and Vygotsky, to demonstrate the effectiveness of online instructional delivery when
coupled with the collaborative construction of meaning and understanding that develops during
social encounters, through the implementation of Blended Learning. By utilizing a Constructivist
approach for the delivery of CTL, students are given the opportunity to apply and integrate their
knowledge and skills through Problem/Project Based Learning (PBL), to gain a deeper, more
meaningful understanding of the concepts delivered online.
David Merrill’s First Principles of Instruction support the Project-Based approach, often
utilized in a Flipped Classroom. Merrill’s instructional construct is repeatedly applied in CTL.
An example from the course that demonstrates how Merrill’s principles were implemented into
the instructional design of the course is the utilization of MS Publisher to create a Publication,
incorporating programs utilized in previous weeks, such as Microsoft Word, Excel, and
PowerPoint, as well as Google’s counterparts Docs, Sheets, and Slides. Students are given the
opportunity to apply and integrate their skills in the creation of a collaborative Publication. This
lesson plan calls for the activation of the student’s newly acquired knowledge and skill set for
Microsoft Office and Google Drive, thus strengthening and deepening their new found
understanding. A short review of these programs acts as the demonstration phase and initiates
this lesson, setting the stage for the next phase of instruction. Students are then shown how to
incorporate these programs to create a Publication using Microsoft Publisher. Students will be
given the opportunity to work collaboratively, in class and via Google Docs, choosing a topic
based upon a theme (for example, time travel) to create a Publication for Presentation. This
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utilizes the application of their knowledge and skills, which is then followed by group
presentations of the Publications, including explanations of how they implemented Microsoft
Office or Google Drive to create their Publication. If time travel is the theme, after all
presentations have been made, students will individually choose where in time they would be
most interested in traveling to, based upon the group presentations. Their choice is then the topic
for the discussion board the following week, including how the use and application of software
affected their choice, providing an integration of their knowledge and skills. Cole and Foster
explain that “online discussions give many students the opportunity to express themselves in
ways they couldn’t in a regular class” (2008, p. 3). Designing lesson plans such as this one,
which follow Merrill’s First Principles of Instruction, creates a rich learning environment most
likely to achieve positive student learning outcomes.
Project Design
The elements implemented in the course CTL are supported by the APAs definition of good
practices in online education, as outlined by Gaytan (2009, p.70). In order, this project adheres to
the APA’s nine domains by (1) Utilizing the open-access platform offered by Moodle, providing
accessibility to a diverse group of teachers and learners; (2) Implementing a Blended Learning
environment to create a variety of interactions within the Learning Community; (3 and 4)
Requiring course content to be overseen by an instructor/teacher provides student support while
school sites typically maintain an IT support staff; (5) Designing meaningful and pertinent
curriculum and tasks, requiring student utilization of higher order thinking skills; face-to face
instruction is to be conducted through PBL, deepening understanding and providing the
opportunity for application of knowledge; (6) Basing student learning outcomes on a set of
technology education standards; (7) Utilizing the notion established by Creative Commons, that
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this courseware and its contents may be adapted by the institutions implementing CTL; (8)
Providing the course content and learning platform, free of charge, created in an open-source
management system; the exception to this provision is that institutions adopting any open-
courseware, need to provide the facilities in which to implement a Blended or online learning
environment; and (9) access to resources relevant to course material is provided in addition to
guided research within lesson plans and PBL activities.
The content of CTL has been chunked for the scanning nature of today’s learner. Instruction
has been designed to be implemented utilizing a variety of methods, to reach a diverse group of
learners; and the physical and virtual tools vary, are interactive, and were chosen with the
specific purpose of engaging the learner in each lesson, with course curriculum at its core, to
strengthen the connection between the content and the learner, thus deepening understanding and
increasing applicability.
The four basic elements of design, Contrast, Repetition, Alignment, and Proximity, were
applied to the interface design of this course. Contrast is applied in the use of color to distinguish
the three units, unit one is orange, unit two is green, and unit three is blue. Elements such as
icons and labels are repeated throughout all three units to create a familiarity and predictability
of the expectations within each unit. Uniform alignment is utilized throughout the design of each
section and page, to create consistency and ease-of-access. Proximity is utilized by designing
each week of the course, of which there are fifteen, with lessons, activities and assignments
nested together within their given week.
The navigation of CTL was carefully designed to support a large amount of content. The four
basic principles of design were also applied to the navigation of the course, for example, color
representing where in the course the user is or would like to go, links to the Home page were
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included on any page that navigated away from the main interface, and a modified version of
Moodle’s standard navigational elements were designed to create a move visually interesting,
and simplistic interface.
Procedure
CTL has been organized into a three unit course of study. Unit one provides a foundation for
the proper use of the internet as a collaborative tool. This Unit is titled Cyber-Safety, Security,
and Citizenship, where lesson topics center around protecting your identity, creating sound
passwords, and maintaining good digital citizenship. Unit one is scheduled for three weeks. Unit
Two is titled Microsoft Office and Google Drive I and introduces Microsoft Office and Google
Drive, with comprehensive online delivery of instruction for the Microsoft programs Word and
Excel, and Google’s Gmail, Docs, and Sheets. Students are guided through creating an account
on Google Drive and Microsoft OneDrive. Project-based collaboration is introduced utilizing
these platforms. Unit two is scheduled for 5 weeks. Unit three is the continuation of Unit two,
titled Microsoft Office and Google Drive II. Unit three provides the comprehensive online
instruction of Microsoft’s PowerPoint and Publisher, and Google’s Slides, Calendar, and briefly
introduces a variety of Google’s self-contained applications like MindMeister, Voice Recorder,
and Blogger. Unit three is scheduled for seven weeks, which includes one week for course
review and final examination. Comprehensive Typing instruction and practice is interlaced
within the three units. There are Project Based elements of this course that are intended to be
implemented within a traditional classroom setting. These lessons are noted in the course in
terms of when to be implemented, as well as the main idea of the Project/Problem. However, as
noted in the delimitations, these projects are not fully developed within the scope of this project.
Implementing a linear method of delivery and applying good elements of design, including
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sequencing and chunking of material, provides a useable platform for the delivery of CTL. A
singular Pre/Posttest will be administered to evaluate student progress and educational gain, the
test will also be utilized as an indicator of the instructional effectiveness of the course and its
elements (see Appendix C).
Typing instruction is delivered utilizing multiple instructional strategies and tools. The
lessons were delivered through interactive pages, utilizing lessons designed by Learntyping.org,
with online text submission and unlimited attempts allowed for content mastery. Every typing
lesson is followed by an embedded typing game from Funtotype.com, with directions linking
game progression to the paired lesson. An optional, friendly, class typing speed competition is
offered to encourage students to play the typing games to practice improving their typing skills.
Scores are posted on a provided class typing game score board at Padlet.com, where the high
scores of the week are awarded with extra credit points, after the skill is demonstrated to the
instructor in class. Practice words-per-minute tests are available every week, where students
record their weekly scores in their typing log, write a WPM goal for the following week, and
record their rate of change from the previous week. This tool is designed to encourage self-
reflection and self-evaluation. The WPM mid-term and final exams are taken in class.
Lessons for Unit 1 are provided by the National Cyber Security Alliance at Staysafeonline.org
and are a true utilization of Blended Learning. These lessons were chosen for their collaborative
structure, to create opportunities, at the beginning of the course, for students to independently
prepare to participate in class in team building activities involving the subject matter. The subject
matter lends itself to problem-solving, brain storming, and group discussion. Students will be
given multiple opportunities to apply and integrate the lessons from Unit one, throughout the
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duration of the rest of the course. An ongoing discussion of unit one topics will be incorporated
into units two and three.
Instructional material for Microsoft Office and Google Drive has been provided by the
Goodwill Community Foundation at Gcflearnfree.org. These lessons are interactive, utilize
instructional videos, and issue challenges for students to apply the information demonstrated in
each lesson. Students are encouraged to complete the challenges on their own, however are also
completed together in class. These activities adhere to the traditional Blended Learning
instructional approach. The topic of the weekly, online class discussion is centered on the lesson
or lessons of that week. This discussion requires students to think critically about what they learn
each week.
Ethical Considerations
The selection of all course materials, curriculum, design elements, and collaborative projects,
maintain age appropriateness and educationally applicable content. The Society for Teaching and
Learning in Higher Education (STLHE) has outlined ethical principles in University Teaching,
which have been implemented in the design of CTL. Principles such as Content and Pedagogical
Competence, Student Development, Relationships with Students, Confidentiality, Respect for
Colleagues, and Valid Assessment of Students have been considered and applied in
corresponding and appropriate ways. STLHE says, “the implementation of an ethical code
similar to that described (by these principles) will be advantageous…and will contribute
significantly to (the) improvement of teaching” (Gillese, n.d.).
Summary
The overall design of CTL is based on Piskurich’s method for Rapid Instructional Design, and
applied the traditional Instructional Systems Design (ISD) model known as the ADDIE
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approach. For the design of CTL, an analysis of current technology education standards as well
as the availability of current technology education courses established the need for this project.
During the design phase of CTL, the following course documents were created to guide the
development phase:
Course Storyboards (See Appendix D)
Course Exploratory Evaluations: Reaction Surveys (See Appendix E)
Course Usability Evaluation: A Formal Heuristic Review (See Appendix F)
The course was iteratively evaluated throughout the duration of the Instructional Design process
to create a theoretically, instructionally, and educationally effective course for the delivery of
Computer Technology and Literacy: for College and Career Readiness.
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CHAPTER 4: Project Evaluation and Discussion
Introduction
Instructional Design uses widely accepted techniques, typically through the utilization of the
ADDIE method. Horton says, “Effective development is more of a cycle than a straight path. It is
iterative, empirical, and cumulative” (2012, p. 64). Evaluation may be the last element of
ADDIE, however, as an iterative approach would suggest, evaluation begins at the beginning of
the design phase when the course and learning objectives are drafted. Objectives guide the
design process, through design, development, implementation, and ultimately are key in
evaluating instructional and educational effectiveness.
Project evaluation is for one of two reasons, says Piskurich, “(1) because someone else wants
to know whether the training was effective or (2) because you want to know” (2006, p.268). He
suggests that a good evaluation begins with asking three questions. Why are you evaluating?
Who are you evaluating for? And what do you want to know? I evaluated my project to assess
the level in which I successfully applied the rules of good Instruction Design. I conducted the
evaluations for myself, to determine the level in which the five characteristics of usability were
achieved. I also wanted to know the extent to which the following were met, addressed, or
worthwhile: course, instructional and educational goals and objectives; content meeting those
objectives; course content; user expectations; and the proper application of learning,
instructional, and interactive communication theories and methodologies. To assure proper
evaluation technique, Kirkpatrick’s four levels of evaluation were followed in the evaluations.
Piskurich outlines Kirkpatrick’s evaluation levels as: (1) user reaction to the course; (2) learning
through skill and knowledge mastery and retention; (3) behavior through the application of skill
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and knowledge; and (4) results through goal and objective fulfillment (2006, p. 271). Evaluation
is critical in defining the usability of any instructional model.
Project Evaluation
The project evaluation team consisted of three Subject Matter Experts (SMEs) and two high
school students, to represent the end-user of CTL. Unit one, Cyber-Safety, Security, and
Citizenship was evaluated by Michael Vonasek, Education and Technology Project Manager for
Capital Program Management in Sacramento, California. Unit two and three taught Microsoft
Office and Google Drive. Traci Lillich, a fifth grade, Google for Education Certified Educator at
Natomas Charter School in Natomas, California, evaluated the Google components of CTL.
Justin Colyer, a Corporate Trainer and Instructional Designer for KDesigners Home Remodeling
Company in Gold River, California, evaluated the Microsoft Office components of CTL. Linus
Colyer is a high school senior who attends public high school and has just completed a similar
Computer Technology course; and Bradie Colyer is a high school sophomore at Connections
Virtual Academy, has yet to take a Computer Technology course, and is highly knowledgeable
about eLearning due to her virtual academy experience, are the student’s representative of the
end-user, who evaluated CTL.
The SME’s completed Exploratory Usability Tests (see Appendix E) in the form of a reaction
survey, based on the course storyboard (see Appendix D) and the initial framework of the course
in Moodle. Using the results of the exploratory usability test, revisions were completed prior to
loading course content. Unit prototype development was then followed by a corresponding
Assessment Test in the form of a Formal Heuristic Review, by each SME (see Appendix F).
Special consideration was given to the five characteristics of usability, efficiency, effectiveness,
engagement, error toleration, and ease of learning (Clark, 2014). Additionally, SMEs were asked
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to evaluate the course objectives, the extent to which the content met those objectives, the course
content itself, activities, and assessments; each within their given unit. Upon completion of each
unit’s formal heuristic review, the next unit iteration of that unit was developed. Finally, an
Exploratory Usability Test was issued to the student’s in the form of a Student Reaction Survey.
The final course iteration was then completed, considering all feedback provided by each
evaluation.
As the instructional designer, I conducted informal, iterative evaluations of CTL by reviewing
my course, instructional, and learning objectives. I wrote lesson plans and chose activities based
upon each objective. After the development of each component of the course, I reviewed the
corresponding objective(s) to ensure that each aspect was addressed in a proper and complete
fashion. I also evaluated my assessments to ensure that each question and element addressed
measurement of the progress of the learner; provided an opportunity for the learner to measure
his/her own progress; and certified the learners’ knowledge, skills (Horton, 2012, p.217).
Data Presentation
The results collected through the evaluation process are presented below. Individual evaluator
reactions, as well as the average, overall result of the evaluation is calculated and displayed.
Results are measured using a scale of 0-4.
Exploratory Usability Results: SME Reaction Survey
Question Vonasek Lillich Colyer Overall Results
1. How clear is the course outline and syllabus?
Completely (4) Mostly (3) Completely
(4) 3.7
2. How pertinent or worthwhile do you find the course objectives?
Completely (4)
Completely (4)
Completely (4) 4
3. Do the learning objectives support the course objectives of the unit you are evaluating?
Completely (4) Mostly (3) Completely
(4) 3.7
4. Do the activities support the learning objectives?
Completely (4)
Completely (4)
Completely (4) 4
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5. Do the assessments support the learning objectives? Mostly (3) Mostly (3) Completely
(4) 3.3
6. How worthwhile is the course material? Completely (4)
Completely (4)
Completely (4) 4
7. How well organized is the unit you are evaluating?
Completely (4)
Completely (4) Mostly (3) 3.7
8. How well organized is the overall course? Mostly (3) Mostly (3) Completely (4) 3.3
9. If this course were available for implementation, would you recommend it to fellow educators?
Probably (3)
Probably (3)
Definitely (4) 3.3
Exploratory Usability Results: Student Reaction Survey
Question Linus Colyer
Bradie Colyer
Overall Results
1. How well did the introduction explain what the course is about?
a. Computer Safetyb. Microsoft Officec. Google Applicationsd. Typing
a. 3
b. 3
c. 4
d. 3
a. 4
b. 3
c. 4
d. 3
a. 3.5
b. 3
c. 4
d. 3
2. How important is the content of this course?a. To know for high school useb. To know for college/career usec. To you
a. 3
b. 4
c. 2
a. 4
b. 4
c. 3
a. 3.5
b. 4
c. 2.5
3. Choose the phrase that best describes your attitude toward computer technology.
I know I have to learn
computer technology.
(2)
I want to learn
computer technology
(3)
2.5
4. Please choose the phrase that best matches each subject:
a. Computer Safety, Security, and Citizenship
b. Microsoft Officec. Google Applications
*This is a post-implementation question.
n/a n/a n/a
5. How well organized was this course?a. Could you find what you were looking
for?b. Did you understand how to navigate
from the beginning to the end of the course?
c. Was the overall organization simple to
a. 3
b. 3
c. 4
a. 2
b. 3
c. 3
a. 2.5
b. 3
c. 3.5
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understand?6. How likely are you to recommend this course to someone who needs to learn the skills in this course?
Mostly (3) Mostly (3) 3
7. How confident are you in your abilities to utilize the information, software and applications taught in this course?*This is a post-implementation question.
n/a n/a n/a
8. How true are the following statements?a. This course was informative and
applicable.b. I spent the right amount of time in each
module to learn the content.c. I activities were enjoyable.d. I really understand the content of this
course.e. I had fun taking this course.f. This course makes me want to learn more
computer technology.g. I would take another eLearning course, if
it were similar to this one.h. I am looking forward to CTL II.
a. 4
b. n/a
c. 4
d. n/a
e. 3
f. 3
g. 3
h. n/a
a. 3
b. n/a
c. 4
d. n/a
e. 2
f. 2
g. 3
h. n/a
a. 3.5
b. n/a
c. 4
d. n/a
e. 2.5
f. 2.5
g. 3
h. n/a
Assessment Testing: Formal Heuristic Review
Question Vonasek Lillich Colyer Overall Results
1. Choose the sentence that best describes the navigation of this course.
I always found what I was looking
for pretty quickly (3)
I always found what I was looking
for pretty quickly (3)
I always found what I was looking
for pretty quickly (3)
3
2. Rate the efficiency level of each category.
a. Instructionb. Activities/Practicec. Assessmentd. Collaboration
a. 4
b. 4
c. 3
d. 4
a. 4
b. 3
c. 4
d. 4
a. 4
b. 4
c. 3
d. 4
a. 4
b. 3.7
c. 3.7
d. 4
3. How effectively was each area of content presented?
a. Computer Safety, Security, and Citizenship
b. Microsoft Officec. Google Applicationsd. Typing
a. 4
b. 4
c. 4
d. 4
a. 3
b. 4
c. 3
d. 4
a. 4
b. 4
c. 4
d. 4
a. 3.7
b. 4
c. 3.7
d. 4
4. Rate how enjoyable this course I like this I loved this I like this 3.3
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was to you. course (3) course (4) course (3)5. To what extent do you feel students would rate this course in the following areas?
a. It was funb. Motivating to
progress/learnc. Encouraging to
progress/learn
a. 3
b. 3
c. 3
a. 3
b. 4
c. 4
a. 3
b. 3
c. 3
a. 3
b. 3.3
c. 3.3
6. When and if you made navigation errors, rate the level of error recovery you experienced.
Very easy to recover (4)
Very easy to recover (4)
Very easy to recover (4) 4
7. Rate the level to which you agree with the following statements.
a. Directions are clear and easy to follow.
b. Lectures/instructions are clear and easy to follow.
c. Instructional videos are pertinent and helpful in learning the content.
d. Activities are helpful in learning the content.
e. Assessments properly measure the learning of the content.
a. 4
b. 4
c. 4
d. 4
e. 4
a. 4
b. 3
c. 4
d. 4
e. 3
a. 4
b. 4
c. 4
d. 4
e. 4
a. 4
b. 3.7
c. 4
d. 4
e. 3.7
Discussion and Limitations
There are different types of evaluation for different types of instruction. CTL is intended to be
delivered using a blended learning approach; however, the focus of this project is the self-
instructional online learning component of the course. Therefore, by integrating five additional
aspects into the evaluations, as recommended by Piskurich, provided additional insight for a
more comprehensive evaluation (2006, p. 282-286). The first aspect evaluates the Sufficiency of
a course to determine if all the information necessary is included in the course. The sufficiency
of CTL was evaluated in the Exploratory Evaluations, completed pre-development by each SME.
The second aspect Piskurich outlines is Usability. The usability of CTL was evaluated in a
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variety of different ways by all evaluation team members. Each evaluator was unique in their
level of experience, professional background, and instructional expectation. This was intentional,
in order to provide a diverse evaluation, in turn, creating a course that would be applicable for
diverse learners. The third aspect addresses the Currency of the course, in other words, is the
content up to date? This is particularly important with technology curriculum. As with any type
of instruction developed for K-12, the best way to measure currency is to ascertain the level in
which course content adheres to district, state, or national education standards. CTL was
developed around a combination of technology education standards, as explained in Chapter 1.
“The next aspect is Compliance, which evaluates whether your package is being implemented
according to your plan” (Piskurich, 2006, p. 285). The design process of CTL included ways in
which the course would be effectively implemented, in hopes that this course would be in
compliance with my plan. This is a difficult aspect of evaluation for the scope of this project.
Last, Piskurich emphasizes the importance of course Effectiveness. Effectiveness can be
evaluated in a variety of ways; this was also a difficult aspect to evaluate within the scope of this
project. The best way to measure course effectiveness is to determine if the learners have content
knowledge and skill mastery, as outlined by the course objectives.
This process is similar to the four levels Kirkpatrick outlines in his evaluation process. His
levels are (1) Reaction, (2) Learning, (3) Behavior, and (4) Results (Piskurich, 2006, p.271).
(Corporate Training evaluation may further describe ‘Results’ as two levels, Business Impact
and Return on Investment.) Reaction surveys can help instructional designers to create more
sufficient, effective, and usable platforms, content, and curriculum and can be compared to the
sufficiency and usability of a course. Learning in CTL is measured through the administration of
a Pre and Post-test, lesson ‘Quick Checks’, assignments, collaborative projects, and tests.
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Evaluating both learning and behavior helps in determining course effectiveness. Piskurich
outlines five questions to present to the learners, or their supervisors, as a post-test. The
questions include asking if the training addressed job requirements; if learners knew or was
performing the content of the course prior to taking it; if they are now competently performing
the course outcomes; what aspects the learners are still not doing correctly; and if any unintended
outcomes came about due to the course. Kirkpatrick’s results are measured slightly differently
when looking at K-12 education, as there is no statistical measure of business impact or return on
investment. Results are best measured in K-12 instructional evaluation through the course
learning objectives. The degree to which students learn course content, as outline by the
objectives, would be one aspect of the results of the course. The other pertinent aspect of the
results is the application of the knowledge and skills acquired through the participation in the
course.
Evaluation describes how connected each step of an iterative approach to instructional design
is implemented. Instructional design is a carefully and thoughtfully navigated process, moved
through by applying continual evaluation techniques during analysis, design, development,
implementation, and even the evaluation itself.
The scope of this project has been mentioned as a limitation in certain aspects of the
instructional evaluation. The analysis, design, and development of this project were effectively
evaluated; however the actual implementation wasn’t able to be fully or properly evaluated, as
this course was not integrated into any actual instructional circumstance. Aspects of the
implementation evaluation, limited by the scope of the project, include elements described and
outlined in Kirkpatrick’s Levels of Behavior and Results, and in Piskurich’s Compliance and
Effectiveness. The opportunity for evaluation that the implementation phase would provide for
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course curriculum, design, delivery, and educational effectiveness, is the biggest limitation of
this project.
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CHAPTER 5: Summary and Conclusion
Conclusion(s)
The purpose of this project, the design and development of an online Computer Technology
and Literacy Course, was two-fold. Instructional methods are evolving to meet the demands of
21st Century learners, along with the inclusion of technological innovations. The primary focus
of this project was the online components of a Blended Learning instructional method, to
demonstrate the possibilities that exist through the delivery of instruction outside the traditional
classroom, thereby creating a classroom environment free for exploration, application, and
collaborative project based learning. The Common Core State Standards were created with the
intention of producing critical thinkers, nurturing higher order thinking skills, and providing a
higher level of expectation for our nation’s students. Blended Learning can contribute to these
aspirations, if implemented properly and appropriately. This project properly and appropriately
demonstrates how to utilize the online delivery portion of instruction described by the Blended
Learning method, to foster the 21st Century skills called for under the CCSS.
The necessity for the ubiquity of technology education is the secondary purpose of this
project. Technology has advanced to a point where it may be equally as important as reading,
mathematics, and science education. This is evident through the establishment of the STEM
Coalition (Science, Technology, Engineering and Mathematics), the ConnectEd Initiative
(promising internet access to all students across the country), organizations such as ISTE
(International Society for Technology in Education), and the ITEA (International Technology
and Engineering Association). This project suggests the adoption of Standardized Technology
Education Requirements; this is due to the fact that there are currently no standardized national
or state technology education requirements, contributing to student knowledge and skill sets that
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greatly vary, from one school district to another. Although this project suggests standardizing
technology education, it is recognized that standardization is not the only possibility that
provides our students with the technology education necessary for today’s global market. The
call for a comprehensive technology education with standardized requirements, whether through
the CCSS, NGSS, or separate technology education standards altogether, being provided to every
graduating high school student in America is the primary focus of this aspect of the project.
Implications for Teaching/Training
Students minds are forming differently today than they ever have before, as they are learn
through technological innovations, beginning at birth. Therefore, they are wired to learn
differently than ever before. As evolutionary changes occur in our learning development,
evolutionary changes need to take place in our educational processes as well. Blended Learning
may be the bridge that leads from the traditional direct instructional method to a future of
technological education integration. It would be naïve, irresponsible, and globally detrimental for
education in the United States not to integrate technology into the daily learning experiences of
our students.
Technology education standards are currently interwoven into the Common Core State
Standards and more integration will be seen with the release of the New Generation Science
Standards. Teaching technology education currently falls to multiple-subject elementary school
and single-subject high school educators, who may or may not have the skills to teach the
components of a comprehensive technology education. Teachers are also teaching the CCSS and
will be teaching the NGSS with certain degrees of interpretation and implementation; therefore
areas such as technology education will be integrated into the curriculum differently in every
classroom across the nation. There is an undefined line between instructional creativity and
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educational standardization. In many aspects, this is an honored aspect of the diverse
contributions educators make every day. However, without technology education standards, the
elements of a comprehensive technology education are left up to interpretation, and therefore,
will manifest in inconsistencies among our high school graduates.
Implications for Further Research
With the technological innovations of the 21st Century, new and exciting pathways are
forming in the field of education. As educational and instructional methods change and evolve,
the validity, effectiveness, and efficiency need to be tried and tested; and best practices need to
be defined. Blended Learning can be implemented in a variety of ways; therefore the
effectiveness of this instructional method can vary. Further research needs to be conducted into
the development of best practices of this instructional method, as well as other methods that can
be utilized in the traditional classroom setting that integrate 21st Century methods. The feasibility
of Blended Learning also needs further research, as typical implementation requires students to
have access to a computer and the internet to take part in this instructional delivery method.
The CCSS and the NGSS haven’t been fully implemented as of date. Therefore, further
research will need to be conducted into the efficiency of the technological elements of these
standards. The sufficiency of the technology education requirements that are interwoven into
these standards will also need to be studied to determine if a separate set of standards is needed
for technology education. The end result needs to be the same, regardless of the integration
method; high school students in the United States of America must be graduating with a
comprehensive technology education, fully prepared to enter College and their Careers,
possessing the 21st Century skills necessary to be competitive contenders in the global market
and economy.
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National Academy of Education. (2009). Standards, Assessments, and Accountability. Retrieved
from National Academy of Education:
http://www.naeducation.org/cs/groups/naedsite/documents/webpage/naed_080866.pdf
New Media Consortium. (2014). Horizon Report 2014 K-12 Edition. Retrieved from New Media
Consortium: http://www.nmc.org/publication/nmc-horizon-report-2014-k-12-edition/
Nicholson, H. and Eva, N. (2011, September 16). Information literacy instruction for satellite
university students. Reference Services Review. Bradford, United Kingdom.
Piskurick, G. (2006). Rapid Instructional Design: Learning ID Fast and Right . San Francisco:
Pfieffer.
Stanford Graduate School of Education. (n.d.). Problem Based Learning. Retrieved from
Stanford School of Education:
http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/skipintro.htm
STEM Education . (2015). Retrieved from STEM Education Coalition:
http://www.stemedcoalition.org/
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Survey Monkey. (2015). Create. Retrieved from Survey Monkey:
https://www.surveymonkey.com/create/
Teaching.com. (2015). Typing Games. Retrieved from Fun to Type: http://www.funtotype.com/
Tolbert, D. (2014). EDT 605: Unit 2: Theories and Models. La Jolla, CA: National University
Online. Retrieved November 5, 2014, from National Univsity Online, EDT 605 website.
U.S. Deparment of Commerce. (May). Computer and Internet Use in the United States.
Retrieved from U.S. Census Bureau: https://www.census.gov/prod/2013pubs/p20-569.pdf
U.S. Department of Education. (n.d.). ConnectEd: Learning Powered by Technology. Retrieved
from U.S. Department of Education: http://www.ed.gov/connected
Wang, F. and Lockee, B. (2010). Virtual Worlds in Distance Education: A Content Analysis
Study. The Quarterly Review of Distance Education, 11(3), pp. 183-186.
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APPENDICES
Appendix A: Sample Technology Education Standards
Adapted from the Elk Grove Unified School District, Elk Grove, California
Business Curriculum and Standards:Computer Technology 9-12: http://www.egusd.net/cpl/pdfs/Business/comptech.pdf
Intermediate Computers 10-12: http://www.egusd.net/cpl/pdfs/Business/intercom.pdf
Computer Technology 9-12Strand Curriculum Standard Performance Objectives
KEYBOARDING/TOUCH TYPING
The students will demonstrate knowledge of basic computer input devices, basic operating system functions, and basic disk management features as they pertain to general computer applications. The student will demonstrate touch typing skills at a given level of proficiency.
1. The student will have a general understanding of computer hardware and software terminology as it complies to a computer system.
2. The student will be able to key in text using correct fingering (home row key method) without having to look at the keyboard.
WORD PROCESSING
The students will demonstrate knowledge of basic computer input devices, basic operating system functions, and basic disk management features as they pertain to general computer applications. The student will demonstrate touch typing skills at a given level of proficiency.
1. The student will have a general understanding of computer hardware and software terminology as it complies to a computer system.
2. The student will be able to key in text using correct fingering (home row key method) without having to look at the keyboard.
SPREADSHEETS
The students will understand spreadsheet concepts necessary to gather, create, and analyze data. They will perform multiple tests required to process data effectively and produce usable information.
1. The student will utilize appropriate spreadsheet applications to create, format, edit, and print spreadsheet documents.
MULTIMEDIA
The students will understand multi-media technology. They will utilize desktop-publishing and multimedia technology to manipulate and produce publications and presentations.
1. The student will develop and produce written and/or visual presentations utilizing electronic media and printed documents
DATABASE The students will understand database concepts necessary to gather, create, and analyze data.
1. The student will access, sort, verify, classify, categorize, and report data using a database
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They will perform multiple tasks required to process data effectively and produce usable database information.
application.
ELECTRONIC RESEARCH
The students will understand electronic research concepts and systems. They will perform a variety of tasks using electronic media to research information effectively.
1. The students will understand electronic research concepts and systems. They will perform a variety of tasks using electronic media to research information effectively.
TECHNICAL READING AND WRITING
The students will understand the elements of technology reading and writing necessary to complete technical tasks.
1. The student will demonstrate the elements of technical reading by completing a technical task using written instructions.
2. The student will demonstrate the elements of technical writing by listing clear directions to completing a technical task.
Intermediate Computers 10-12Strand Curriculum Standard Performance Objectives
TOUCH TYPING The student will demonstrate touch typing skills at a given level of proficiency.
1. The student will be able to key alphanumeric data without having to look at the keyboard.
WORD PROCESSING
The student will demonstrate competency on a word processing program and in formatting essential business documents including letters, reports, and memos.
1. The student will produce properly formatted documents which include:
Þ TablesÞ Borders and ShadingÞ Advance Text FormattingÞ Mail MergeÞ Graphics
MULTIMEDIA/PRESENTATION
The student will understand multimedia technology. The students will utilize desktop-publishing and multimedia technology to manipulate and produce publications and presentations.
1. The student will develop and produce advanced written and/or visual presentations utilizing electronic media and printed documents.
SPREADSHEETS The student will understand spreadsheet concepts necessary to gather, create, and analyze spreadsheet data. The student will perform multiple tasks required to process data
1. The student will utilize appropriate spreadsheet applications to create, format, edit, and print spreadsheet documents.
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effectively and produce usable information.
INTERNET RESEARCH AND PUBLISHING
The student will understand the basic concepts in Internet research and web page design and/or publishing.
1. The student will utilize the Internet to research assigned topics.
2. The student will study the design of existing Internet web sites.
3. The student will design and create Internet web pages.
DATABASE
The student will understand database concepts necessary to gather, create, and analyze data. The students will perform multiple tasks required to process data effectively and produce usable database information.
1. The student will access, sort, verify, classify, categorize, and report data using a database application.
2. The student will be able to create data forms and summarize data using formulas in the report.
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Appendix B: CTL’s Blended Learning Approach
Created by Nicole Colyer, to illustrate the Blended Learning Approach utilized in the design and development of Computer Technology and Literacy.
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Appendix C: Pre/Post Student Test
Pre/Post Test
Google Docs and Drive: (adapted from http://www.gcflearnfree.org/googledriveanddocs)
1. When you store files "in the cloud," you are __________.A. storing them in an e-fileB. storing them onlineC. storing them in the cloud folder on your hard driveD. storing them in a temporary location to be deleted later
2. Google Docs are similar to the files you can create with __________.A. Microsoft OutlookB. Microsoft OfficeC. Microsoft SilverlightD. Adobe Creative Suite
3. True or False: You will need a Google account to use Google Drive.A. TrueB. False
4. Whenever you create a new Google document, it will open in __________.A. the view paneB. Microsoft WordC. a new browser tabD. the left-navigation pane
5. __________ allow you to easily group and organize your files.A. GroupsB. FoldersC. CollectionsD. Stickers
6. If you want to display specific files while hiding others, you can __________.A. switch to Grid viewB. choose a color for a folderC. sync your filesD. apply a filter
7. True or False: When you share a Google Doc with someone else, that person can always edit the file.
A. TrueB. False
8. The easiest way to share a file on your Google Drive with a large group of people is with __________.
A. a USB drive
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B. a downloadC. an email attachmentD. a link
Microsoft Office: Word, Excel, PowerPoint, and Publisher
Word: (adapted from http://www.gcflearnfree.org/popular/word2013/quiz)
1. In order to share a document online, you must first ________.A. change the default save locationB. save it as a PDFC. open AutoRecoverD. save it to your OneDrive
2. What is the default font in Word 2013?A. ArialB. CalibriC. Times New RomanD. Verdana
3. You can increase the indent of text by ________.A. dragging an indent markerB. clicking the Increase Indent commandC. pressing the Tab keyD. doing all of the above
4. The Columns command is located on the ________ tab.A. InsertB. DesignC. Page LayoutD. Home
5. The ________ wavy line indicates a spelling error.A. redB. blueC. blackD. purple
Excel (adapted from: http://www.gcflearnfree.org/popular/excel2013/quiz)
1. To combine several adjacent cells into one large cell, you will need to ________.A. AutoFitB. merge cellsC. insert columnsD. wrap text
2. When you create a formula, you'll always start by typing the ________ sign.A. + (plus)B. = (equals)
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C. / (slash)D. ^ (caret)
3. According to the order of operations, which operation is performed first in the following equation: =D1/5+1*D3/(D3-D2)?
A. D1/5B. 5+1C. 1*D3D. D3-D2
4. Which function would you use to add the values of several cells?A. SUMB. AVERAGEC. MIND. MAX
5. If you want to put your data into alphabetical order by last name, you could use the________ command.
A. BorderB. SortC. AlphabetizeD. AutoSUM
6. Whenever you format data as a table, it will automatically include _____________.A. number formattingB. banded columnsC. filtersD. frozen rows
7. When reading a chart, you should refer to the __________ to see which color is used to represent each data series.
A. legendB. titleC. horizontal axisD. vertical axis
PowerPoint (adapted from http://www.gcflearnfree.org/popular/powerpoint2010/quiz)
1. True or False: You cannot change the layout of an existing slide.A. TrueB. False
2. To add more text to your slide, insert a ________.A. text boxB. content controlC. text entry field
3. A theme includes all of the following except ________.A. fontsB. clip artC. colorsD. effects
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4. You can add an image to your presentation from the ________ tab.A. HomeB. DesignC. InsertD. All of the above
5. A(n) ____ is the motion effect you see when one slide changes to another in Slide Show view.
A. transitionB. animationC. fade
6. You can present your presentation by selecting the ________ view at the bottom of the PowerPoint window.
A. ReadingB. Start PresentationC. Slide ShowD. None of the above
7. All of the following are types of animations EXCEPT:A. EntranceB. EquationC. EmphasisD. Exit
8. If you only want to use an excerpt of a video, you can use the ________ command.A. Poster FrameB. CorrectionsC. Play Full ScreenD. Trim Video
9. ________ allows you to make changes to all of your slides at the same time.A. Outline viewB. Slide Master viewC. Slide SorterD. Slide Wizard
Publisher (adapted from http://www.gcflearnfree.org/office2010/publisher2010/quiz)
1. The collated printing option lets you __________.A. print your publication on both sides of a sheet of paperB. quickly print a test copy of your publication C. print multiple copies of your publication with all the pages in orderD. print more than one copy of your publication on a single page
2. A template is __________.A. a tool that lets you print publicationsB. a toolbar that contains various commands for inserting and modifying objectsC. a pre-made publication you can fill in with your own informationD. a ruler to help you align and arrange text and images on the page
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3. When you _________ a text box, any excess text from that box will overflow into another one.
A. wrapB. linkC. groupD. resize
4. Merging two cells__________.A. deletes them from the tableB. applies the same style to both of themC. combines them into one cell
copies them, then pastes them into an adjacent column or row5. If you're emailing a document, you should compress the images in order to
__________.A. improve the image qualityB. increase the file sizeC. reduce the contrastD. reduce the file size
6. If you want to align several objects without moving them to a different part of the page, you should __________.
A. align the objects to each otherB. align the objects to the page marginsC. distribute the objects
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Appendix D: Course Storyboards
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Unit 1
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Unit 2
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Unit 3
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Appendix E: Exploratory Evaluations-Reaction Surveys
Instructional Goals
Upon completion of Computer Technology and Literacy I, students will be able to:
Safely and securely navigate and interact, using proper cyber-citizenship skills, while
using the internet, world-wide web, and its sites, pages, and programs.
Keyboard at a rate greater than or equal to 35 WPM, with 3 or less errors.
Utilize Microsoft Office Suite and it’s functions to:
o word process using MS Word.
o create spreadsheets and workbooks using MS Excel.
o build and deliver presentations using MS PowerPoint.
o design and create publications using MS Publisher.
Utilize Google’s applications and it’s functions to:
o establish and communicate via email using Gmail.
o establish and share events and functions using Google Calendar.
o collaboratively word process and conduct research using Google Docs.
o collaboratively create spreadsheets and workbooks using Google Sheets.
o collaboratively build and deliver presentations using Google Slides.
Note: This course is to be followed by Computer Technology and Literacy II, which will include:
Computer Programming: Java Script, Website/Blog basics, Hypertext Markup Language
(HTML) and Cascading Style Sheets (CSS), Embedding, Linking, and Mobile
Technology.
Computer Science: Algorithms, Cryptography, and Information Theory.
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Subject Matter Expert Reaction Survey
1. How clear is the course outline and syllabus?Not at all A Little Somewhat Mostly Completely
Comments or Suggestions
2. How pertinent or worthwhile do you find the course objectives?Not at all A Little Somewhat Mostly Completely
Comments or Suggestions
3. Do the learning objectives support the course objectives of the module you are evaluating?Not at all A little Somewhat Mostly Completely
Comments or Suggestions
4. Do the activities support the learning objectives?Not at all A little Somewhat Mostly Completely
Comments or Suggestions
5. Do the assessments support the learning objectives?Not at all A little Somewhat Mostly Completely
Comments or Suggestions
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6. How worthwhile is the course material?Not at all A little Somewhat Mostly Completely
Comments or Suggestions
7. How well organized is the module you are evaluating?Not at all A little Somewhat Mostly Completely
Comments or Suggestions
8. How well organized is the overall course?Not at all A little Somewhat Mostly Completely
Comments or Suggestions
9. If this course were available for implementation, would you recommend it to fellow educators?
Not at all Maybe Probably Definitely
Comments or Suggestions
Thank you for taking time to evaluate this course! Your participation and feedback are truly appreciated!
https://www.surveymonkey.com/s/53W96PV
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Student Reaction Survey
1. How well did the introduction explain what the course is about?
Not at all A little Somewhat Mostly CompletelyComputer Safety
Microsoft Office
Google ApplicationsTyping
Comments or Suggestions
2. How important is the content of this course?
Not a all A Little Somewhat Mostly CompletelyTo Know for High School useTo Know for College/Career UseTo You
Comments/Suggestions
3. Choose the phrase that best describes your attitude toward computer technology.
I have no interest in learning
computer technology.
I don't want to learn computer
technology.
I know I have to learn computer
technology.
I want to learn computer
technology.
I am very interested in
learning computer
technology.
Comments or Suggestions
4. Please choose the phrase that best matches each subject:
I already knew all the
material.
I already knew most
of the material but I learned a
little.
I already knew a little
of the material but I learned a
lot.
I didn't know any of the material before this
course.
I still don't know what
this is.
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Typing
Computer Safety, Security, and CitizenshipMicrosoft Office
Google Applications
Comments or Suggestions
5. How well organized was the course?
Not at all A Little Usually Mostly Completely
Could you find what you were looking for?Did you understand how to navigate from the beginning to the end of the course?Was the overall organization simple to understand?
Comments or Suggestions
6. How likely are you to recommend this course to someone who needs to learn the skills in this course?
Not at all A Little Somewhat Mostly Completely
Comments or Suggestions
7. How confident are you in your abilities to utilize the software and applications taught in this course?
Not confident at all
A Little confident
Somewhat confident
Mostly confident Completely confident
Comments or Suggestions
8. How true are the following statements?
Not at all A Little Somewhat Mostly CompletelyThis course was informative and applicable.
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I spent the right amount of time in each module to learn the content.I activities were enjoyable.I really understand the content of this course.I had fun taking this course.This course makes me want to learn more computer technology.I would take another eLearning course, if it were similar to this one.I am looking forward to CTL II.
Comments or Suggestions
https://www.surveymonkey.com/s/KLBMW5D
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Appendix F: Course Usability Evaluations
Target User Profile
Characteristics of the target user for Computer Technology and Literacy I
Usability Testing and Prototype Development Schedule
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User Characteristic Comments
Male and Female According to the U.S. Census 2011, 83.2% of children, ages 3-17, live in a home with a computer; and 60.2% have internet access from some location, either home, school, library, etc.
According to a study conducted by North Carolina University in 2009, Grant authored student’s perceived level of proficiency as follows:
Low Average High
Word Processing 5% 20% 75%
Presentations 19% 25% 56%Spreadsheets 31% 34% 35%
The study produced the following conclusions:
The “majority of the students (75%) perceived a high skill level and could perform most basic tasks (12 out of 13) but only half of the moderate tasks (5 out of 10) and none of the advanced tasks” (p. 154).
The “majority of the students perceived (81%) at least an average skill level (3, 4 or 5) and could perform basic tasks” (p. 154).
The “majority of the students (69%) perceived at least an average skill level (3, 4 or 5) but could not perform most (7 out of 9) of the basic, moderate and advanced tasks” (p. 154).
Average age: 14 to 18
Education level: High School Students
(9th through 12th grade)
CTL/Product Experience: Total time used: varies Frequency of use: 4-5
days/week Reasons used: school
assignments; collaboration Tasks performed: Word
Processing; Presentations; Email
Preferred learning style: cognitive/constructive
Environment: Home or School
(Public or Private)
Hardware/Software: Computer with Internet
access Microsoft Office Gmail and Google Drive
accounts
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Formal Heuristic Review
Heuristic Review: https://www.surveymonkey.com/s/8TT8F7D
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"A heuristic evaluation is a usability inspection method for computer software that helps to identify usability problems in the user interface (UI) design. It specifically involves evaluators examining the interface and judging its compliance with recognized usability principles (the heuristics)" ~wikipedia.org/wiki/Heuristic_evaluation.
The heuristic review evaluates the usability of a course (in this case). The five characteristics of usability are often referred to as the 5 Es, they are: Efficient, Effective, Enjoyable, Error tolerant, and Ease of learning. Please feel free to give your honest opinion while evaluating the 5 E's of this course.
1. Choose the sentence that best describes the navigation of the course.
I was so lost; I couldn't find
anything I was looking for.
It was difficult and confusing, but
eventually I could find what I was
looking for.
Usually I could find what I was
looking for pretty quickly.
I always found what I was looking for pretty quickly.
It was always so easy to find
exactly what I was looking for.
Comments or suggestions about course navigation.
2. Rate the efficiency level of each category.
Not enough time given
Almost enough time given
Perfect amount of time given
A little too much time
given
Way too much time given
Instruction
Activities/Practice
Assessment
Collaboration
Comments or Suggestions about course efficiency.
3. How effectively was each area of content presented?Poorly-will
not grasp or be able to apply
concepts
Okay-might grasp and be able to apply
some concepts
Good-will grasp and be able to apply
some concepts
Great-will grasp and be able to apply
most concepts
Perfect-will grasp and be able to apply all concepts
Computer Safety,
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Poorly-will not grasp or be able to apply
concepts
Okay-might grasp and be able to apply
some concepts
Good-will grasp and be able to apply
some concepts
Great-will grasp and be able to apply
most concepts
Perfect-will grasp and be able to apply all concepts
Security, and Citizenship
Microsoft Office
Google Applications
Typing
Comments or Suggestions about instructional effectiveness of course.
4. Rate how enjoyable this course was to you.
I hated this course I didn't like this course Neutral I liked this course I loved this course
Comments or suggestions about the enjoyability of course.
5. To what extent to you feel students would rate this course in the following areas?Not at all A Little Somewhat Mostly Completely
It was fun
Motivating to progress/learnEncouraging to progress/learn
Comments or suggestions about the enjoyability of this course.
6. When and if you made navigation errors, rate the level of error recovery you experienced.Extremely difficult
to recoverMostly difficult to
recoverMostly easy to
recoverVery easy to
recover N/A
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Comments or suggestions about error recovery
7. Rate the level to which you agree with the following statements.Completely
disagreeMostly
Disagree Neutral Mostly Agree
Completely agree
Directions are clear and easy to follow.Lectures/instruction are clear and easy to follow.Instructional videos are pertinent and helpful in learning the content.Activities are helpful in learning the content.Assessments properly measure the learning of the content.
Comments or suggestions about the ease of learning within this course.
Thank you for taking the time to complete the heuristic review! Your honest feedback is important, valued, and extremely appreciated!
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