HRES2M3

Marilyn Hudson-Tremayne

K-8 Technology Coordinator

Notre Dame Regional School

West Warrick

Rhode Island

Semester Project

Mission	Rationale	Definition
Analysis	Relationship	Implementation

Preview

Mission Statement

To supply my fellow educators a secure, individualized learning environment that encourages the application of prior knowledge and creativity to new skills in order to empower each with the ability to achieve a level of competency in the acquisition of new technologies.

Rationale

Due to the increased demand for teachers to demonstrate classroom strategies during conferences, I have developed a Microsoft Power Point workshop in order to assist them with their presentations.Because a number of teachers at Notre Dame feel technically inadequate, they have asked me to provide training on creating slide shows.The nine teachers and principal at our school are between the ages of 27 and 57, and all have had, at minimum, enough exposure to word applications in order to write papers.Some are reluctant learners, and use the computer as little as possible.Others in the group are very interested in learning new things, as long as the programs are not too complicated.

Definition

Adults come to learning with many preconceived notions about the experience due to past learning successes and failures.Many adults are motivated by present needs when choosing to learn a new task, and seek to gain information and experience in order to fulfill that need.Extraneous information is often unwanted as the adult seeks to solve the problem of his need to learn.The educator must be aware of and respect time constraints, duties, financial obligations, and familial ties that keep adults from spending more time on learning experiences.

Analysis

There are two schools days allotted for the professional development of teachers within the Providence Diocese.The vast majority of workshops and conferences are done outside the school week, and often occur well into the summer months.Many teachers also work on higher education degrees and certification classes.In order to serve the needs of my fellow teachers, I must rely on majority preferences for time and date, and follow that with a concise program that fits into their time frame.

Relationship

Demographics of my Population

The learners in my setting have limited times for workshops and are in various stages of change in relationship to technology workshops.Of the nine adults, seven have master’s degrees, and two have degrees in progress.The teachers range in experience from six to twenty-four years.

Erikson’s Stages as Relates to my Population of Learners

Young Adulthood:

2 adults

19 to 40 years

Intimacy vs.

Isolation

Love relationships

The young adult must develop intimate relationships or suffer feelings of isolation.

Middle Adulthood:

7 adults

40 to 65 years

Generativity vs. Stagnation

Parenting

Each adult must find some way to satisfy and support the next generation.

Issues in Relationship to Change

Teachers	Pre Contemplation	Contemplation	Preparation	Action	Maintenance
Teacher A	X
Teacher B			X
Teacher C				X
Teacher D		X
Teacher F		X
Teacher G			X
Teacher H				X
Teacher I					X
Principal				X

In the Pre-Contemplation Stage, Teacher A demonstrates little or no interest in learning technology.She insists that computers have nothing to do with her classroom teaching.She will attend the Power Point inservice because it is required.

Teachers D and F are in the Contemplation Stage, where they understand the need for growth.However, both fear the computer and feel they will never be able to grasp the content of the inservices. Despite viewing any computer workshop with trepidation, these teachers see the necessity for personal growth.

Teacher B is in the Preparation Stage.She has taken it upon herself to purchase a home computer, but has yet to learn to use educational programs to any extent in the classroom.She would like to learn Power Point, but is reluctant to attempt to develop a slide show.

Teachers C, H, and the Principal are in the Action Stage. They understand the need for change in the classroom, and have attended a number of computer inservices in the district.They realize there is much to learn, and occasionally appear overwhelmed at the task.However, they are committed to applying what they learn in workshops, helping to build the skill levels of the entire school, and are offering age appropriate programs for their students.

Teacher I is in the Maintenance Stage.She has taken numerous computer courses, and has upgraded her own personal and classroom systems.She is eager to apply new computer programs, including Power Point, to the classroom.Her students are usually on the classroom computers, and Teacher I is usually nearby, assisting whenever needed.She admits to having to remind herself on a daily basis to incorporate technology into her lesson plans.

Concepts of Age

Chronological ages:

27, 32, 36, 37,49, 50, 53, 54, 57

Biological ages:

The 54 and 57-year-olds appear to be their biological age, with standard middle-aged aches and pains. The 53-year-old looks approximately 7 years younger, and is quite active, fit, and is always “well turned out.” The 49-year-old is biologically ten years older than her years, considering surgeries, arthritis, and overweight factors. The 37-year-old appears to be much younger, and could pass for a woman in her late twenties. The 36-year-old is struggling with weight gain, health problems, and stress. While her face remains reasonably young looking, her body, stance, and endurance are more fitting with a woman ten to fifteen years older than herself.The 32-year-old is quite healthy and appears five years younger than her chronological age. The 27-year-old is always exhausted, finishing her Ms. at night. She appears to be in her mid-to-late thirties.

Psychological Age:

The 54 and 57-year-old women are facing retirement and appear “weary of it all.” In some respects these two women behave as if they were in their late 60’s or early 70’s. Neither is interested in television, the news, or in keeping up with lifestyle or educational trends. The 53-year-old is the opposite of these two, and keeps interested in all areas of her vocation, her students, and current affairs. She appears to be more like a woman in her mid-thirties than her age. Because of ill health, the 49-year-old has withdrawn from many of her former interests (which were mostly outdoor pursuits) and would be more in line psychologically with the 54 and 57 year old women. Both the 36 and 37-year-olds are aware of current trends, but stress and worry have made the 36-year-old appear middle-aged in both her physique and attitude. The 32-year-old is childless and acts years younger than her actual age. Psychologically, she appears to be in her early twenties. The 27-year-old is exhausted, irritable, very tired of pursuing her Master’s. She is also planning a wedding. Given those stress factors, her psychological age is presently closer to someone in her late thirties or early forties.

Functional age:

In the environment of technology, the 54-year-old, 57-year-old are functional learners comparable to their age, but on the whole, demonstrate little interest in learning anything more than they have to. The 53-year-old is much more open to learning new skills, and much quicker to process. The 49 and 36-year-olds function more like children, and need to have their “hands held” during all new workshops. The 32 and 37-year-olds unction at a high level and are self-directed learners. The 27-year-old is too tired to bother, and her functioning level has yet to be determined.

Social Age:

Most of the teachers appear to be socially in line with their ages; however, the 32-year-old seems to be drawn to younger people. She has no children, spends her free time planning vacations, attending dances, going out with friends, and talking about make-up and fashion. The 27-year-old, who is quite serious, seems to have made friends with the two oldest women and has more in common with them than with people her own age.

Implementation

Because the cost is negligible for learning Power Point and the only constraints are time, the model will follow these specifications:

1. The program will take place on Wednesday and Friday of a selected week, to be determined by group consensus.

Needs Assessment

2. Each teacher has been asked to full out a needs list and ability level in order to address specific requests for the sessions.
Needs Assessment

3. Finished products of slide shows will be shown in order to help motivate teachers in creating their own unique presentations.

Preview Presentation

4. Each teacher will be supplied with a simple step-by-step handbook for use when working on her own presentations.

Handbook Outline

5. Power Point workshop will be offered in tandem with the handbook, slide presentation, and following commands on the computer.

Slide Presentation

6. Certificates of completion will be given for the finished inservice.

Certificate

7. Feedback will be continuous during the inservice.

8. An evaluation of the program will be given to each teacher in order to state positives and negatives in the inservice.

Evaluation of Workshop

9. Additional time will be given following the inservice in order to answer questions, and address specific areas of need.

Young Adulthood: 2 adults	19 to 40 years	Intimacy vs. Isolation	Love relationships	The young adult must develop intimate relationships or suffer feelings of isolation.
Middle Adulthood: 7 adults	40 to 65 years	Generativity vs. Stagnation	Parenting	Each adult must find some way to satisfy and support the next generation.