Running Head: ISD PROJECT

Instructional Design Project Megan Boland, Kyle Gahagan, Olivia Jones, Eric Phillips and Dustin Yaworski Liberty University Dr. Jennifer Courduff April 7, 2013

ISD PROJECT Needs Assessment: Integrating Tablets into the Classroom

With the Virginia department of education promoting the idea of the 21st century learner, school systems need to work toward meeting the needs of these learners (VDOE, 2013). To do so schools will need to introduce the technology that these learners will be using throughout their life. The introduction of iPads in education will allow for students to get hands on experience with the use of these 21st century technologies as well as allow for direct interaction of the students with the curriculum that is being taught in these classrooms. By integrating iPads as supplemental teaching tools the teachers are able to meet the needs of each students individual learning style. Studies have shown that incorporating technology in the classroom can effectively bridge the gap that is missed in students learning styles through standard classroom teaching (Vannata, 2001). Virginia currently ranks 25th in the United States when it comes to math test scores (McDonnell, 2013). With this the need to help bridge the gap in learning of our 5th grade students in this area is a viable need and the use of iPads as supplemental learning tool is a possible solution. Goal Statement Therefore, using an iPad, the students will be able to complete the Splash Math 5th grade math application, which supports Virginia Standards of Learning and students will successfully submit the results to their instructor. The overarching goal is to complete a transformation of the classroom environment from a traditional, content-centered delivery format to a student-centered blended learning environment that maximizes the use of emergent technology and student potential in preparation for the 21st century demands and continuing faculty professional development needs.

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Task Analysis

The goal is to improve Grade 5 proficiency in educational technology tools in support of Virginia Standards of Learning in mathematics.

First, select iPad from cart

Fourth, locate and navigate application to choose variety of lesson, based on current unit.

Secondly, locate Math applications folder, which include the Splash Math Icon

Fifth, complete and submit assignment or results

Thirdly, Login/sign into using ID and password

Lastly, Log off and return iPad to cart

Figure 1: Task Analysis. This figure lists the basic steps associated with accomplishment of class assignment using an iPad.

ISD PROJECT Learner Analysis and Context The general characteristics of the target population consists of individuals in the 5th grade, who have entered into a public school in the state of Virginia. The learning environment will be further narrowed to include only the mathematics courses in which each student will participate. The environment will be shaped with the inclusion of Mathematics Standards of Learning for Virginia Public Schools and Computer Technology Standards of Learning for Virginias Public Schools. The student body, according to Virginia's Department of Education, will average 2 percent homeless students, 35 percent with limited English abilities, and 23 percent with a disability (VDOE, Stats). Students will have a wide range of abilities regarding the use of computers and with the use of educational applications. Learners will meet or exceed proficiency standards in each of the presented lessons with the aid of an iPad. Thus, the learning environment will consist of a traditional face-to-face delivery format augmented with technology based learning software utilized on an iPad. Technology inclusion provides opportunities for learning of all modalities due to its flexibility. The Splash Math software delivers presentations that include visual, auditory, tactile/kinesthetic modes. The Splash Math application that will be utilized is the 5th Grade Splash Math. Each learner will be provided an iPad for their individual use and the iPads will be pre-loaded with all applications needed prior to instruction. Internet accessibility, Internet connections, passwords and user IDs will all completed by faculty and IT Support. In addition, learner characteristics to consider in relationship to development and ability include cognitive ability, prior knowledge and experience, self-efficacy and goal orientation (Chyung, Moll & Berg, 2010). While most students will be at an introductory stage, many of them will have some basic working abilities with computers. Students will also be at an

ISD PROJECT introductory stage with subject content. Teachers will have to deliver lessons by utilizing emergent technologies while assisting students with the basic steps needed to navigate the software applications. Continuing faculty development will assist teachers in reaching and exceeding the needed competencies. According to Seel (2006), a persons affective state is linked to their motivation level, intrinsically motivated learners who are engaged should demonstrate more engagement and persistence (p. 281). Seels statement will be considered with both groups, students and faculty. The student population includes students from the 5th grade. There is an average of 20 students per classroom. The breakdown within the 5th grade and classroom is as follows: Fifth Grade o 5 classes o 100 total students 44 boys/56 girls No students have disabilities that would limit utilization of iPads Socioeconomical factors are mitigated, tablets being issued by school Learning styles equal parts visual, auditory and tactile/ kinesthetic Computer skills: age appropriate, intermediate to advanced

All students will receive, as a part of the lesson, step-by-step instruction on how to navigate to the appropriate application, use of application and basic computer operations information to include logon and logoff. As technology skills improve, the teacher will incrementally reduce the amount of instruction on use of applications and iPads.

ISD PROJECT Instructional Objectives 1) Students will select the IPad from the cart 2) Locate Math applications folder, which include the Splash Math Icon 3) Students will successfully login/sign-into the iPad. 4) Students will locate the Splash Math icon on the iPad and open the application. 5) Students will be able to enter name into the Splash Math registration page and personalize avatar within the application. 6) Students will be able to navigate within the application to choose from a variety of lessons and subsets within the lessons based on the current unit. 7) Students will complete assignments and activities within the application and complete assigned common core homework. 8) Students will submit weekly progress reports to the teacher and successfully log off the iPad. Assessments Students will demonstrate competency in each individual learning objective after accessing and interacting with all learning objectives. 1.0 Objective 1 (Total instruction time: 3 minutes per session) a. Students will successfully sign-on to the iPad, before the mid of week of the first

week of class with 75% of the time, with instructor assistance. With an accuracy rate of 100% for each lesson, by end of the second week without instructor assistance. (Figure 2). 2.0 Objective 2 (Total instruction time: 3 minutes per session)

ISD PROJECT a. Students will identify the appropriate Splash Math icon within a weeks time with

75% accuracy and a completed accuracy rate of 100 percent for each lesson in a two weeks' time frame (Figure 3). 3.0 Objective 3 (Total instruction time: 15 minutes) a. Students will complete Splash Math registration page (Figure 4) and personalize avatar within the application prior to the second day of class with 75 percent accuracy, and also, within a five day time period will have mastered the registration process with 100% accuracy the fifth day of class (Figure 5). 4.0 Objective 4 (Total instruction time: 5 minutes per session first four days) a. Students will be able to navigate within the application to directed lesson by fifth day of class with 75 percent accuracy (Figure 6) and subsets with an accuracy rate of 100 percent after course completion (Figure 7). 5.0 Objective 5 (Total instruction time: 40 minutes per lesson) a. During the semester of the school term students will complete required assignments within the allotted period with 85% and with a completion rate of 100 percent at the end of school term. b. Students at the end of each week will complete all assigned activities with a completion rate of 100 percent. c. Students will complete all homework and submit within allotted period of time with a completion rate of 100% d. During the first semester, students will complete all homework with an accuracy rate of 95 to 100 percent for each lesson (Figure 8). 6.0 Objective 6 (Total instruction time: 5 minutes per session)

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a. Students will submit progress reports to the teacher weekly with a completion rate of 95 to 100 percent (Figure 9). b. Each day, students will successfully log off with an accuracy 85% of the first week of class and a rate of 100 percent after completion of each lesson the beginning of the second week of class (Figure 10).

Figure 2: iPad sign in screen

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Figure 3: Splash Math icon

Figure 4: Splash Math registration page

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Figure 5: Create avatar

Figure 6: Chapter menu

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Figure 7: Chapter subset menu

Figure 8: Completed assignment results

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Figure 9: Report card page to email to teacher

Figure 10: Log off page

ISD PROJECT Instructional Strategy 1. Pre-instructional Activities (prerequisites & objectives):

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The activities for the 5th grade math program will be based off of Virginias 5th grade standards of learning and curriculum framework found at: http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml The Splash Math application can be downloaded at: http://studypadinc.com/splash-math-grade-5/ The prerequisites of this course include prior knowledge of basic math facts presented in earlier grade levels and learning materials that include math book and school issued iPad. The objectives of this course are: Students will demonstrate competency in each individual learning objective after accessing and interacting with all learning objectives. 1) a. Objective 1 (Total instruction time: 3 minutes per session) Students will successfully sign-on iPad, before the mid of week of the first week of class

with 75% of the time with instructor assistance, with an accuracy rate of 100% for each lesson by end of second week without instructor assistance (Figure 2) 2) a. Objective 2 (Total instruction time: 3 minutes per session) Students will identify the appropriate Splash Math icon within a week time with 75%

accuracy and an accuracy rate of 100 percent for each lesson in a two week time frame (Figrue 3)

ISD PROJECT 3) Objective 3 (Total instruction time: 15 minutes) a. Students will complete Splash Math registration page (Figure 4) and personalize avatar

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within the application prior to the second day of class with 75 percent accuracy, and also, within a five day time period, will have mastered the registration process with 100% accuracy the fifth day of class (Figure 5). 4) Objective 4 (Total instruction time: 5 minutes per session first four days) a. Students will be able to navigate within the application to directed lesson by fifth day of class with 75 percent accuracy (Figure 6) and subsets with an accuracy rate of 100 percent after course completion (Figure 7). 5) Objective 5 (Total instruction time: 40 minutes per lesson) a. During the semester of the school term students will complete required assignments within the allotted period with 85% and with a completion rate of 100 percent at the end of school term. b. Students at the end of each week will complete all assigned activities with a completion rate of 100 percent. c. Students will complete all homework and submit within allotted period of time with a completion rate of 100% d. During the first semester, students will complete all homework with an accuracy rate of 95 to 100 percent for each lesson (Figure 8). 6) Objective 6 (Total instruction time: 5 minutes per session)

a. Students will submit progress reports to the teacher weekly with a completion rate of 95 to 100 percent (Figure 9).

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b. Each day, students will successfully log off with accuracy 85% of the first week of class and a rate of 100 percent after completion of each lesson the beginning of the second week of class (Figure 10). 2. Information Presentation (content): (Total instruction time: 45 minutes per session) The information in this course will be presented using multiple forms of instruction. The teacher will provide oral presentation and visual presentations as well as in class assignments using different media to include bookwork, worksheets and instruction using the Apple iPad with the Splash math applications. The content presented is based off of the Virginia standards of learning. 3. Learner Participation (practice): (Total instruction time: 25 minutes per session) Learner participation will include in class participation during oral and visual instruction (answering questions when asked orally or working them on the board), completing in class assignments, peer participation in group work assignments, and iPad based learning activities). Students will also engage in games prior to the lesson and conduct a baseline assessment of current level of knowledge. Students will then participate in a post lesson game that will assess the level of knowledge gained from the lesson. 4. Assessment (based on objectives): (Total instruction time: 30 minutes per assessment) Assessment will be based on the activities and will be presented in the form of in class participation, class work, quizzes, and test. Standard learning assessments will be based off of the Virginia standards of Learning while iPad assessments will be based off of Virginia's Standards of Learning as well as the students' ability to:

ISD PROJECT 1) 2) 3) Successfully login/sign-into the iPad. Locate the Splash Math icon on the iPad and open the application. Enter name into the Splash Math registration page and personalize avatar within the

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application. 4) Navigate within the application to choose from a variety of lessons and subsets within the

lessons based on the current unit. 5) Complete assignments and activities within the application and complete assigned

common core homework. 6) Submit weekly progress reports to the teacher and successfully log off the iPad.

5. Follow-Through (summary, review): (Total instruction time: 45 minutes per review) At the end of each learning objective the teacher will provide follow up of the material taught to summarize and review the material covered. During this process if the instructor feels that there is still need for additional time in certain areas of the material covered they will cover those areas of need until they feel that the material has been covered satisfactorily. The review process will be a time for students to ask questions on any material covered that they feel they need additional instruction time in. Media Selection The way the materials are presented in a learning environment is important and our media selection takes into consideration operability, mobility, and effectiveness. Learners at varying ages can operate an iPad as it takes into account ease of use and the Splash Math application that

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a 5th grader can use and learn from is a great media we can utilize. The iPad is portable and can be taken from class to class and students can take their assignments home. Lastly, there are no additional supports needed with the Splash Math application and the iPad. As long as the students have wifi available for submitting their completed assignments, they will be able to complete all tasks dealing with download and submission. The Splash Math application is already an application that exists within the iPad Apple App store. The math application and the iPad are a two in one solution for preparing students to excel according to the Virginia Standards of Learning.

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The student will log into the iPad, locate the application within the iPad, login and create avatar. After the application has loaded, the student will have three options to choose from: (a) Practice room, (b) Game room and (c) Control Room. Each option has a subsection that is affiliated with each task.

ISD PROJECT The Practice room has ten subjects that the student can choose from that focus on each area of the

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common core standards of learning. Each areas have various activities that the students can engage in that allow them to earn points toward being able to play a game in Option 2.

Option 2 consists of various games that adheres to a point policy. Each student must acquire a certain number of points in order to play a certain game. Each activity completed in Option 1 is worth a certain number of points and as each assignment is completed successfully, a student is rewarded with the ability to play a game.

Both the teacher and the student can access the control room. The summary portion of the tab keeps track of (a) all the data of the worksheets that the student has completed in Option 1, (b) the total number of correct answers, (c) points earned, (d) need[ed] attention areas, (e) grade levels of work completed and (f) gives the student the ability to send weekly progress reports to teacher. The homework tab allows the students to complete assigned homework worksheets by the teacher. The common core tab allows the teachers to assign various common core

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worksheets that tailor the common core standards of learning. The history feature keeps track of all completed assignments and keeps a record. The settings feature simply allows the user to have the option of backing up data as needed.

ISD PROJECT References Chyung, S., Moll, A., and Berg, S. (2010). The role of intrinsic goal orientation, self-efficacy,

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and e-learning practice in engineering education. The Journal of Effective Teaching, Vol. 10, No. 1, 2010, 22-37 McDonnell, B. (2013). McDonnell says U.S. education is "slipping" behind other nations. PolitiFact.com. Retrieved from:http://www.politifact.com/virginia/statements/2013/feb/08/bobmcdonnell/mcdonnell-says-us-education-slipping-behind-other-/ Seel, N.M., Darabi, A.A., and Nelson, D.W. (2006). A dynamic mental model approach to examine schema development in performing a complex troubleshooting task: retention of mental models. Technology, Instruction, Cognition, and Learning. 4(4), 273-299. Vannatta, R, Beyerbach, B. & Walsh, C. (2001). From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers Changing Perceptions of Technology Infusion. Journal of Technology and Teacher Education, 9(1), 105-127. Norfolk, VA: AACE. Virginia Department of Education. (2013) Standards of Learning. Virginia.gov. Retrieved from: http://www.doe.virginia.gov/testing/sol/standards_docs/ Virginia Department of Education. (2013). Statistics and Reports. Virginia.gov. Retrieved from: http://www.doe.virginia.gov/statistics_reports/

ISD PROJECT Appendix A I. II. Math: Grade 5

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Standards of Learning: Government (Standards based on Virginia State Standards. There are no accompanying common core national standards) A. The student will identify orally and in writing the place value for each digit in a whole number expressed through millions B. Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left

III.

Objective: This project includes the student using an iPad and following the prompts to section 2 of the application. Student must start the section, complete all exercises and complete the post-exercise assessment for the section. List of materials: a. iPad b. Internet

IV.

V.

Description of class diversity and its connection to the instructional considerations. (Learning styles; male/female ratio; exceptionalities; cultural/social/economic diversities, etc.) Technology inclusion: a. Laptops b. Headphones c. Internet Access d. Splash Math Application Procedures (includes anticipatory set, direct instruction. Guided practice, and independent practice) Evaluation/ Assessment: a. Evaluation will be conducted using the built in Splash Math assessment tool. b. Student will complete assessment and forward results to instructor

VI.

VII.

VIII.

ISD PROJECT IX. Risk Analysis a. The student will begin the presentation by defining the risks involved with using technology based equipment in presentations.

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b. The student will define safety practices and procedures in case of emergency prior to beginning the presentation. c. All students will require accounts to varying online based resources and connectivity prior to and during application use is critical. d. Online accounts must be sanitized in order to mitigate risk of students being exposed to people outside of the student body.

X.

Diversity. a. The student body within the classroom of 20 students encompasses 13 females and 7 males. b. There are 4 Asian students, 13 white students and 3 black students. c. Learning style include primarily visual and aural. d. There are no special needs that need addressed.

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Grading Rubric
Name: ________________________ Date of Presentation: ____________ Teacher: Dustin Yaworski Title of Work: ___________________ Criteria 1
Logon

Points 3 4
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Student logged on Student logged in Student logged Student cannot log on with assistance with less than on in first from instructor two attempts attempt Student needed Student needed Student located Student could not instructor only verbal application icon identify application assistance to instruction to without icon locate application find application assistance icon icon Student initiated Student initiated Student could not Student initiated application but did use and finish in imitate use of and finish not finish in allotted time with application application allotted time errors. Student did not log off Student needed assistance to log off Student logged off after reminder Student immediately logged off

Locating Application

____

Use and completion of application

____

Log off

____

Total----> Teacher Comments:

____