Data+Analysis

Both quantitative and qualitative data will be collected and analyzed. Quantitative data can provide information about such things as how often something occurred or the numerical change in performance. Numbers of this type can be analyzed statistically to reveal patterns and relationships.

Qualitative data, non-numerical data, will be systematically examined and sorted. This type of data can get at the reasons various things happened. Qualitative data can be critical to figuring out why something is happening and it can also be helpful in considering the alterations that might be made to a program.

The following two charts delineated how the general purpose of the project and its goals will be evaluated in relation to the success of this program.

ePortfolios ||
 * **Purpose** || **Evaluation** ||
 * The central purpose of this project is to increase learning of K-12 students by 10% through the thoughtful and wise use of technology. || School-based assessments at the beginning and end of the school year (such as results of state-mandated assessments, classroom assessments)

Pre-service teachers' ePortfolios || Workshop evaluations Materials on CMS || Records of communications Materials on CMS || ePortfolios || Materials on CMS || Public website Materials on CMS ePortfolios || Videos of workshops|| CMS materials Public website || CMS materials Public website ||
 * **Goals** || **Objectives** || **Evaluations** ||
 * Increase knowledge, willingness, and actual use of technology among pre-service and in-service teachers; our goal is that there will be a 25% increase in the use of technology among pre-service and in-service teachers. ||  || Pre- and Post-program survey ||
 * || Add technology instruction to Education 314 and 316 at Capital University || Curriculum
 * || || Provide ten professional development workshops during the year || Workshop videos
 * || Create communities of practice small groups organized by location || Records of communications ||
 * || Encourage peer support through and within communities of practice || Workshop records
 * || Teach effective skills for the adoption of technology ||Pre- and Post-program survey
 * ||Make information and ideas accessible through distance learning practices || Public website
 * || Creation of ePortfolios by all participants || ePortfolios ||
 * Develop and increase critical thinking, creativity, problem solving, and innovation in the process of using technology among pre-service teachers, in-service teachers, and K-12 students; pre-service and in-service teachers’ ePortfolios will include at least 1 project that requires problem-solving for K-12 students as well as evidence of their own creative and innovative use of technology. || || Pre- and post-program surveys
 * ||Encourage, through the communities of practice, the sharing of innovations already being used and those that are developed during the course of the project.|| Records of communications ||
 * || Provide computer hardware (e.g., used laptops) so that pre-service and in-service teachers can experience the process of putting Open Source operating systems and software on an actual computer as a means of developing problem solving skills. || Workshop records
 * || Demonstrate innovative uses of technology hardware such as the wiimote interactive whiteboard (an interactive whiteboard that uses a wiimote and infrared pens) in workshops and through distance learning. || Videos of workshops
 * || Use part of the workshops for “tinkering”--trying out possible innovations || Videos of workshops
 * Help pre-service and in-service teachers develop lesson plans that involve K-12 students in creativity (e.g., new ways to demonstrate their learning) and problem-solving (figuring out something such as a scientific concept or getting a new technology to work) || Records of communications ||
 * Use technology to support communication and collaboration among pre-service teachers, in-service teachers, university faculty; our goal is that 75% of the teaching related to this project will be through distance learning. || || Records of communications ||

Develop a public web space for recording of ideas, such as websites that are useful for teaching certain concepts and instructions for creating/utilizing technology in the classroom (distance learning) Public website

Use online conferencing technology (e.g., Big Blue Button, http://bigbluebutton.org/overview) for communication among project participants Records of conferences

Use a private course management system (e.g., Moodle which is Open Source) for communication and the recording of information that cannot be shared on a public website (such as pictures of students in the classroom) Materials on CMS CMS statistics

Use group communication processes such as email within a course management system or online group (such as Google Groups). Records of communications

Develop strategies and knowledge to create and design learning environments and learning activities that address the full range of learners; each pre-service teacher and in-service teacher will demonstrate this understanding through at least one project in their ePortfolios.

Public website Materials on CMS ePortfolios

Pre-service and in-service teachers place at least one project that reflects principles of instructional design in their ePortfolios. Eportfolios

In workshops, on the private and public websites, in Education 314/316, and in private conversations, present the principles of Universal Design for Learning Public website Materials on CMS Curriculum Workshop records Records of communications

Provide information about Open Source adaptive software Public website Materials on CMS Curriculum Workshop records Records of communications

Pre-service and in-service teachers place at least one project that reflects principles of Universal Design for Learning in their ePortfolios. Eportfolios

Ensure that 100% of the use of technology in this project reflects proper digital citizenship and safety practices as well as each district’s policies on the use of technology in the classroom.

Materials on CMS Public website Safety checklist

Present information to in-service and pre-service teachers about digital citizenship and safety practices Public website Materials on CMS Curriculum Workshop records Records of communications Safety checklist

Ensure that all projects and websites used in the program are compliant with each district’s policy on technology Public website Materials on CMS Curriculum Workshop records Records of communications Safety checklist

Monitor public website to ensure that no private information gets posted Records of monitoring

Pre-service and in-service teachers will place at least one safety checklist in their ePortfolios ePortfolios