Module and Course Development Grant
Indiana State University
CIMT645 Instructional Technology Infusion for Teachers Modules
Abstract
This proposal, Instructional Technology Infusion for Teachers, represents a series of modules that can be completed by PreK-12 in-service teachers. The modules represent an online tool that will facilitate just-in-time, anywhere professional development for teachers who want to learn more about the use of instructional technology and how to infuse technology into a learning environment to enhance teaching, learning and assessment. The series of modules will be developed online through the web and will guide teachers through personal technology assessment and planning, technology skill development, and the creation of technology infusion plans, implementation, and evaluation. Teachers, who wish, will be able to convert module participation and work into graduate course credit. The modules will be facilitated by an instructional technology faculty member in the School of Education who has expertise in technology in education and distance learning. Facilitation will be considered part of the faculty state service. The total cost of the project is $16,424.93. Of that total amount, $8,324.93 is requested from the Course Development Program, with an institutional support amount of $8,100.00.
1-2 Needs for Module/Course and Learners
Teachers in Indiana need to not only build their technology skills and competencies, but also to learn how to take these proficiencies and put them into action in their classrooms to enhance student learning and classroom assessment. Currently, the key way that teachers gather computer technology skills is through occasional professional development in their schools or through for-credit courses at higher education institutions. Unfortunately, professional development is generally not just-in-time (i.e. the appropriate technology, at the appropriate level, when the teacher will need it for classroom use). Alternatively, teachers may not be able to or may not need to invest in additional graduate credits.
Therefore, a high need exists in this state to provide online professional development for PreK-12 teachers that will not only provide necessary skills with technology, but advance the learning to the next stage and prepare and support teachers to use the technology for active, authentic learning experiences.
There are numerous online tutorials to help teachers achieve the skills that they need to learn how to use technology. The online tutorials differ in whether or not a teacher may have to pay to access the tutorial. The tutorial may also not reflect the specific software the teacher is working with in his/her classroom. Finally, to find these online tutorials may take a considerable amount of time and effort on the part of the teacher. The online assessment tool (MyTARGET) that is discussed later in this proposal will be pulling together a list of online resources.
Few of these tutorials address the issue of technology infusion in the classroom, and none of them specifically address the teaching standards specific to Indiana. Finally, none of these current, online tutorials will provide the support that will be built into this proposed project.
3. Rationale for Modular Design and Delivery Decision
Teachers generally teach the way that they themselves were taught. Schools of education are trying to change the pattern of little technology use by introducing current teacher education students to integrated technology in the classroom. However, these current efforts do little to help teachers already in the field. Therefore, teachers seeking professional development need to use technology to learn more about technology applications (Goal 1: increase teachers knowledge about instructional applications with technology). Furthermore, by continual use of the technology for professional development, their comfort level and skill with the technology will increase (Goal 2: increase the proficiency of teachers with a variety of instructional technologies). Finally, the need for this type of professional development exists for teachers throughout the State of Indiana (and beyond). Through online technologies, these professional development modules will be able to reach teachers in every part of the state (Goal 3: teachers throughout the State of Indiana will have easy access to professional development).
4-5 Support for Project
The support for this project is broad. The School of Education (SOE) has long been committed to the professional development of teachers. In recent years, the SOE has hosted technology fairs for alumni to encourage and increase their skills with technology. Server space is provided through the Information and Instruction Technology Services Multimedia Lab, in addition to the development assistance of a graduate assistant (see budget). The Department of Curriculum, Instruction and Media Technology (CIMT) already has an existing graduate course in Media Technology that can be taken for variable credit hours that will support those teachers who want to convert their professional development into graduate credit (see instructional design of modules for more information). If sufficient numbers of students request credit hours with this project over the summer, the SOE will support faculty pay for a summer course. Finally, as updates of the modules become necessary, CIMT graduate students in Media Technology will be assigned to assist in the update of the modules.
6. Instructional Design and Delivery Plan
The modules will be delivered solely through an online website. The website will be open access to all interested teachers, they will just be asked to "register" in order to maintain records of access for evaluation purposes. A CD Rom version will also be made available to those teachers who do not have easy access to the Internet.
Online tutorials will be available in two formats. If an effective online tutorial already exists for specific technologies (for example, Microsoft Office products, Hyperstudio, etc), teachers will be directed to those determined to be the most effective. When an online tutorial does not exist for a specific purpose (for example, Inspiration software, or using technology to change assessment in the classroom), this project will create that tutorial. These tutorial modules will be created using the basic design principles of Dick & Carey (1990).
Teachers who complete specific modules successfully will be allowed to register for graduate credit in CIMT 645 - Workshop in Educational Media (for 1-6 credit hours). Teachers who desire credit must submit evidence of successful completion of modules to the instructor. Each module will specify what is considered to be evidence of successful completion. The proposal is in actuality a series of modules that fit together in the design offered in Figure 1 on the next page.
As part of the instructional design process of everything presented above, formative evaluation on the modules will be completed by asking area teachers with whom Dr. Powers works to complete the modules and provide feedback. Additionally, instructional designers from Indiana State University will review the modules and design and provide feedback (see budget narrative).
7. Effectiveness of Instructional Design
As stated earlier, in-service teachers need access to just-in-time information for professional development. They need to be able to access information that matches their specific needs for the content area and grade level they teach, and they need to be able to participate in professional development that is available when they have time to fully participate.
The online professional development modules presented in this proposal fulfill these needs. First, teachers will be able to choose what modules are appropriate for them to complete based on the assessment they initially complete through MyTARGET (an online assessment tool created by the Corporation for Educational Technology with funding by the Lilly Endowment). Teachers will create their learning plan after completion of MyTarget. Dr. Powers will monitor the website and course modules on an ongoing basis as part of her service to the state educational community and serve as an online facilitator. This service is a natural growth from work on a State of Indiana Professional Development Committee for Instructional Technology.
The support and online forum is an essential part of the course. Dr. Powers will be available online, but teachers will also be able to "talk" to other teachers who are participating in the same online modules, although perhaps from a different content area or grade level.
Figure 1. Module sequence
8. Module/Course Evaluation
Part of the power of the instructional technology modules is that teachers will be able to complete them whenever they desire or have a need. Therefore, teachers will never be evaluated as to what extent they complete a module if they are completing a module(s) for their own professional development. However, at various points in the modules, teachers will be asked to complete an online evaluation of the module design and information for the purposes of formative evaluation.
Those teachers, who elect to convert their module work into graduate credit, will need to submit to the instructor evidence of module completion. What work needs to be submitted will differ depending on the actual module. Some examples are presented below:
| Assessment and Plan | Teachers will submit a copy of the MyTARGET results and detailed technology plan for building skills with instructional technologies. |
| Technology Tutorials | Teachers will either submit assignments completed using those technologies studied or complete a performance exam and submit the disk. |
9. Transferability Plan
Once evaluation information is gathered, there are a number of venues where the success and lessons learned from modules can be shared. First, Dr. Powers teaches a graduate course on distance education instruction. The information learned from the evaluations will be incorporated into the content of the course. Second, Dr. Powers also presents at a variety of distance technology conferences and technology and teacher education conferences. The information gathered from the production, utilization, and evaluation of these professional development modules will presented at the annual meetings of these organizations. Finally, as a member of the Professional Development Committee for Learning and Technology, all information learned from these modules will be shared with the committee members.
This project will be extremely helpful in the efforts to use technology with teacher education students. Tutorials will be available to teacher education students. Furthermore, several grants are in the process of review that are on the topic of professional development with instructional technology. The work completed for these modules will be put to use in a grant submitted to the Lilly Endowment (CAPE) for Sullivan County Schools, and an Eisenhower grant that is being submitted on behalf of middle schools and high schools in Vigo and Clay Counties.
For those teachers who elect to seek graduate credit, the course selected, CIMT 645 - Workshop in Educational Media is a course that is accepted into most degree programs, either as an elective, or as a concentration area course in CIMT.
10. Evidence of Statewide Significance
There are a number of statewide elements that are tied into this proposal for instructional technology modules. First, there is a need for professional development for teachers in Indiana that addresses not only proficiency with instructional technologies, but also how to use instructional technology to transform the learning environment (i.e. the infusion aspect of the modules). This need is manifested in the work of the Professional Development Committee for Learning and Technology from the Indiana Department of Education. Dr. Powers has been a member of the committee since its inception. The committee has been working to devise a "new generation" of professional development and many of those ideas are present in this proposal.
Additionally, the Indiana Professional Standards Board which licenses teachers in the State of Indiana has been working for several years on new licensure requirements that are based on performance standards. Teachers seeking relicensure must create a professional growth plan and then seek professional development opportunities that support those plans. This proposal has infused a planning process following the needs assessment. The planning process is along the lines of the professional growth plan and this technology plan is revisited several times during the modules for updating and revisions.
11. Marketing Plan
Several sources will be used to advertise the existence of these modules in order to reach the teachers of Indiana. Once the modules are completed and operational, a website with information about the modules will be developed and that web address will be sent the Professional Development Committee for Learning and Technology and related departments in the Indiana Department of Education. MyTARGET will also include online resources following the assessment portion, and the website address will also be sent to the organization supporting MyTARGET. Informational mailings will be sent to all School Corporations in Indiana, using both electronic and paper means. Finally, Dr. Powers is a member of several statewide electronic mailing lists that target different groups of teachers and electronic postings will be sent to those mailing addresses.
12. Project Timeline
The following timeline has been created for the proposed project:
| April 2001 | Identification of existing online tutorials for modules |
| April- August 2001 | Bulk of development of module website and modules |
| August-December 2001 | Completion of work not completed during the summer |
| January - April 2002 | Development of companion web site to explain modulesFormative evaluation of modules and revisions |
| March 2002 | Compilation of knowledge base (online and book resources) for infusion module |
| May 2002 | Beta testing with area teachers |
| June 2002 | All modules rolled out |
13. Key Personnel
The project will be directed by Dr. Susan M. Powers (a summary of experience is attached). Dr. Powers will work with a graduate student in the multimedia lab on technical creation of any modules, although she will create all the content. Additionally, instructional designer personnel from ISU's Division of LifeLong Learning will provide ID expertise for the purposes of formative evaluation.
Budget Narrative
The money requested from the IPSE Course Development Program ($8324.93) is for funding for two summer courses of faculty release time for Dr. Susan M. Powers who will serve at the project director. One summer course is compensated at 7.5% of the instructor's base salary ($49,654). Benefits are 11.65% of the summer salary. ISU's contribution to the project ($8100) will be through in-kind services for instructional design assistance for formative evaluation from the Division of LifeLong Learning ($500), and multimedia consulting for module and tutorial development from Information and Instructional Technology Services ($7500) and general expenses for supplies and mailing expenses for advertising ($100). In addition, ISU will make available half-time a graduate student to help with software programming of the modules during the summer of 2001 and academic year 2001-2002.
The following is the rationale for the budget figures for the project director's salary and institutional support, supplies and equipment costs:
- A three-credit course comprises 45 student contact hours. A conservative estimate for course planning, assessment and grading for one class might be one hour for each contact hour. Therefore, one 3-credit course will consume 90 hours of faculty time. Two 3-credit courses will then use 180 hours of faculty time. 180 hours will allow the faculty to begin the process of module development and get the process will underway when the semester begins again. The amount of $7449.6 represents 15% of Dr. Powers' 9 month 2000-2001 salary (the ISU equivalent to two 3-credit courses). Fringe benefits are figured at 11.65%.
- For institutional contribution, para-professional consulting will be used from Information and Instructional Technology Services of the School of Education at the rate of $25/hour for 300 hours. That number of hours will average 5 hours a week over the span of the grant.
- Also for institutional contribution, instructional designer consultation will be available for formative evaluation purposes at the rate of $35/hour for 10 hours to 15 hours (about $500).
- Departmental contribution of $100 for mailing costs, office supplies, copying expenses, etc for promotional materials is also included.
