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Needs Assessment for SBA Elementary School: Individual Classroom Websites Michael Allen ITEC 899
BACKGROUND............................................................................................................ ...............2 DESCRIPTION.......................................................................................................................................2 PURPOSE.............................................................................................................................................2 OBJECTIVES.........................................................................................................................................2 TARGET AUDIENCE...............................................................................................................................2 METHODS............................................................................................................................................2 DATA COLLECTION METHODS.................................................................................... .........3 SAMPLING PROCEDURES........................................................................................................................3 SAMPLING DESIGN.................................................................................................................................3 SPECIFICATIONS FOR INSTRUMENTS AND PROTOCOLS...............................................................................3 DATA ANALYSIS.................................................................................................... .....................3 SURVEY RESULTS: TEACHERS...............................................................................................................3 SURVEY RESULTS: PARENTS.................................................................................................................4 SURVEY RESULTS: STUDENTS...............................................................................................................4 RELIABILITY OF DATA............................................................................................... .............5 FINDINGS.................................................................................................................................. ...6 RECOMMENDATIONS................................................................................................ ..............6 PARENT SURVEY RESULTS................................................................................................ .....8 STUDENT SURVEY RESULTS.................................................................................. ..............10 TEACHER SURVEY RESULTS............................................................................... ................13 WEBSITES WITH WORDPRESS...................................................................................... ......15 PARENT SURVEY..................................................................................................... ................15

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STUDENT SURVEY......................................................................................... .........................17 WEBSITES WITH WORDPRESS...................................................................................... ......17 WEBSITES WITH WORDPRESS...................................................................................... ......19 TEACHER SURVEY....................................................................................... ..........................19

Background
Description The principal at Susan B Anthony Elementary School wants to increase the use of technology at the school. As part of school improvement plan she would like all teachers to have classroom websites. Her vision is for parents, teachers and students to communicate using computers/technology. Purpose The purpose of this needs assessment is to assess the current technology skills of teachers and to identify the current interest levels teachers, students, and parents of the school community. Since these websites are part of the principal’s vision of technology integration at the school, teacher participation will be required. Training and guidance will be given to the teachers to support them as they create their own websites. Objectives 1. Assess the current technology skills of teachers 2. Identify interest levels of school community members 3. Identify the levels of computer usage, computer accessibility, and tools used for communication by teachers, parents, and students 4. Determine what types of support will be necessary to implement the project Target Audience There are three distinct groups that comprise the target audience. Each group has different needs and types of involvement in the project. The first group is the teachers of the school. Since each teacher will be required to have a website, it is important to determine the current technical and interest levels of the faculty. The two other groups are the students and their parents. It is these two groups of individuals that that make up the end users of the websites. Their input is needed to identify the types of information they would like to see and to what extent is their access to computers with Internet accessibility. Methods Information was gathered by using questionnaires. Since the information needed varied

3 from group to group three different surveys were created. The surveys consisted of a variety of different types of questions. The types of questions used were yes/no, short answer, and Likert Scale.

Data Collection Methods
Sampling Procedures • Identify 20 teachers to participate in survey • Provide instructions, overview and due date for return of teacher surveys • Administer teacher surveys • Meet with PTA president to discuss the instructions and due date of parent survey • Identify two classrooms’ students to participate in the student survey • Meet with the two classroom teachers to discuss instructions and due date of student survey • Collect surveys from teachers, PTA president and identified classroom students Sampling design An optimal sampling group would be to survey all members of the SBA community, however due to time constraints the information gathering will use convenience-sampling procedures. Two teachers from each grade level were asked to complete the questionnaire. The students from two fifth grade classrooms were chosen to complete the student questionnaire. The parent questionnaires were given to the PTA president for distribution. It was then the PTA president’s responsibility to find parents to partake in the survey. Specifications for Instruments and Protocols A brief paper questionnaire was made as the data collection instrument for each target population group. The questionnaires consisted of a variety of open ended, yes/no, Likert rating, and short answer questions. The questionnaires were divided into three main sections: Computer Usage and Accessibility, Communication, and Interest Level and Support Needed.

Data Analysis
Survey Results: Teachers Determining the teachers’ accessibility, comfort level, and interest with using computers is essential. These results are based upon on 11 out of 12 surveys being returned. All teachers surveyed use computers and the Internet. All but 2 teachers had Internet accessibility at home. But for those teachers, they will be able access the Internet at school. All teachers spent time on the computer for at least 1 hour a week. The majority of teachers 10 out of 11 spent at lease 3 hours a week. All teachers use the computer for some reason during the week. Due to this experience using the computer this project is not asking them a machine that is unfamiliar to them. It will only be the software program that will be new. Correspondence between classroom teachers and parents is something that is found in every classroom throughout the school. Currently communication is conducted through

4 face-to-face meetings and written methods such as newsletters and notes. It was noted for the most part that teachers send notes home more than parents send notes to the teacher, but it was something that every teacher does. All but three teachers showed some interest in the project. While three wanted it very much the rest of the teachers were only somewhat interested. Most of the teachers seemed to be enthusiastic about the project when talked to about it, but it would have to be a structured learning process and support given. While the majority of teachers wanted to create classroom websites, most only wanted to spend 1hour or less per week maintaining it. Three said that they would spend up to three hours per week. There were several different topics they would like to be present on their websites. The top three items were Homework, Classroom News, and a Calendar of Events. Some of the other items included were supply lists, rules, and website links. There is some consensus on what topics should be included on the sites so with compromise a standardized list for all teachers will be easy to agree on. Survey Results: Parents The PTA president due to her connections and presence distributed parent surveys with the parent community. She asked 30 parents to participate in the survey. The total number of parents that returned completed surveys was 9. All of the parents had computer access at home and regularly read/write email and use the Internet to view websites. Being part of the school community I believe that this number is disproportionately high. Even though 100% of surveys returned indicated some use of computers it can be assumed with relative certainty that the actual percentage of parents that use computers and have Internet access is around 60 to 70 percent. All parents use the computer at least 2-3 hours a week with about 60% using the computer more than five hours a week. All parents indicated that they communicate with their child’s teacher at some point throughout the year. About 80% receive written notices from their teacher often and about half of the parents send notes to their child’ teacher. There were an overwhelming number of parents that indicated a strong interest in having classroom websites. 60% indicated that they “have to have it” and the rest checked that they wanted it “very much”. There was a wide range of items that they would like to see posted on their child’s classroom website. The top three items were progress reports, homework and current events. Other categories of information desired were teacher wish lists, field trips, and email capabilities. Survey Results: Students These survey results are from one 4th grade classroom. All of the students in the class were asked to participate and complete the surveys. Out of the thirty students who were given the surveys 16 of them returned them completed. Before the students participated in the survey they each received parental permission.

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There was an approximate return rate of 50%. All of the students indicated that they use the computer at school and all but one use the computer at home. The number one activity that students used the computer for at school was research. Other activities included typing, games, and skill reinforcement. Conducted research was also the number one reason for using the computer at home. The students indicated a wide variety of other computer usage activities. These included games, homework, and searching for music. The majority of students (9) spent more than 5 hours a week. The other students’ usage ranged from 1 to 4 hours. All but two of the students receive notes from their teacher and they all would like to be able to read those notes on line instead of the paper notes. All of the students were given homework and all but one wanted to be able to access their homework assignments on line. About 75% of them wanted other people outside of their class to be able to see what was going on in their classroom. There was a high percentage (85%) of students that wanted a classroom website with the majority indicating that they “have to have it”. They indicated a variety of things that they would like to see on the site. The top two items were their weekly homework assignments and information about the subjects/content they were learning. Other top items were grades, weekly notes, and previews of what was going to be taught next.

Reliability of Data
The data collected represents a very small group of the targeted population, and further data collection would increase the probability of getting valid, reliable data. As with any qualitative analysis, the biases of the analysts could affect the data. The interpretation of the data could be skewed, based on past experiences of the analysts. The data collection process was not conducted exclusively by the designer of the data collection instrument. The designer was responsible for administering the teacher survey. The other surveys were the PTA president’s responsibility to distribute the parent survey, and two classroom teachers were chosen to distribute the student survey. The surveys were distributed, administered and returned when completed To assist in judging if the data is reliable, it would be important to know how the parents were selected to participate in the survey. In addition, reliability of the data could be assessed further if participation in the survey by individual students was voluntary or mandatory and to know how the teachers presented the survey to their students. Other factors affecting the reliability of data are prior group discussion of the topic, ability of participants to view each other’s answers, and attitude of the parents and students when handed the survey. The amount of emphasis, usage, and frequency of computer use in the chosen classrooms might effect the students’ familiarity with and desires for classroom websites.

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Findings
All of the teachers use a computer for some reason or another whether at school or at home. Also, all of the teachers have access to an Internet connected computer. It was also determined that all teachers have the basic keyboarding skills required to participate in the project. They are all quite familiar with basic software programs and all are able to learn new software programs. All teachers have previous experience in attending professional development workshops to learn and implement a new skill. An extremely high percentage of people surveyed indicated a moderate to strong interest in the project. So it can be assumed with high certainty that the entire school community would like to have classroom websites. This high interest combined with the principal’s vision of technology integration at the school will insure the project’s implementation. School community members will be provided with the appropriate training and support to complete the project. All members of the learning community will need support. However, the types and frequency of support will vary depending on each specific target audience group. Teachers will need training, practice, and access to the software program used to create the websites. Parents will need to be made aware of how to access the sites from a computer. It is quite possible that some parents might not have computer access at home and will need to be given some alternative methods of website access. Basic computing instruction could be given to help parents who might have access to a computer but not know how to use one. All students have had formal computer usage training in school so they will be prepared to learn how to access their classroom websites.

Recommendations
Training workshops for teachers, parents, and students need to be created and implemented Teacher Training needs to consist of an introduction, guided instruction, and time to practice skills learned Parent Workshop needs to consist of an introduction to and practice with accessing and using the websites Student Workshop needs to consist of an introduction to and practice with accessing and using the websites Teachers need time to create their websites, after which a follow up workshop to address and troubleshoot problems Support and guidance needs to be provided to all participants throughout the when needed

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Parent Survey Results
Number of parent respondents: 9 Computer Usage and Accessibility Question Do you have computer access at home? Do you have computer access in another location? Do you have Internet access at home? Usage: read email Usage: write/send email Usage: view websites How much time do you spend on the computer (per day): 1 hour or less 2 -3 hours 4-5 hours 3 3 How much time do you spend on the computer (per week): 1 hour or less 2 -3 hours 4-5 hours 1 2 Communication with Teacher How often do you speak with your child’s teacher face to face? Never Rarely Sometimes Often 3 3 3 How often do you send written notes to your child’s teacher? Never Rarely Sometimes Often 4 2 3 How often do you receive written notes from your child’s teacher? Never Rarely Sometimes Often 2 4 3 Interest Level and Support Needed How interested are you in a classroom website that is easy to use and access? Not at all Somewhat Very Much 4 Have to Have it 5 Always Yes 9 9 9 9 9 9 No

More than 5 hours 3 More than 5 hours 6

Always

Always

What kinds of information would you like to see posted on your child’s classroom

9 website? Current events Teacher wish list Grades Field trips Homework Progress report/Grades Behavior reports Email 3 2 3 2 4 6 1 1

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Student Survey Results Number of student respondents: 16
Computer Usage and Accessibility Do you use the computer at school? Yes 16 What do you use the computer for at school? Research Reading Science Class work Typing Games Do you have a computer at home? Yes 15 What do you use the computer for at home? Research Listen to music Games Homework Ebay Chatting Typing Cartoons 9 2 7 4 2 1 1 2 More than 5 hours 9 14 1 1 1 2 1 No 1 No 0

How much time do you spend on the computer (per week)? 1 hour or less 2 -3 hours 4-5 hours 4 1 2 Communication with Teacher Question Does your teacher send notes home with you? Would you like to read your teacher notes on line? Does your teacher give you homework? Would you like to find your homework assignments on line?

Yes 14 14 16 15

No 2 2 0 1

11 Would you like other people not in your class to see what you are doing on line? Interest Level and Support Needed How interested are you in creating a classroom website that is easy to use and access? 12 4

12

Not at all 1

Somewhat 1

Very Much 6

Have to Have it 8

If your classroom had a website you could view, what kind of things would you like to see? What we are learning/review What we are going to learn/new things Notes Field trips Homework Grades/points accumulated 7 2 2 1 7 4

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Teacher Survey Results Number of teacher respondents: 11
Computer Usage and Accessibility Question Do you have computer access in classroom? Do you have computer access in another location? Do you have Internet access in the classroom? Do you have Internet Access at home? Usage: Read email Usage: write/send email Usage: view websites Usage: documents Yes 8 9 8 9 11 11 11 11 No 1 2 2 2 Limited 1 1

How much time do you spend on the computer (per day): 1 hour or less 2 -3 hours 4-5 hours 7 2 How much time do you spend on the computer (per week): 1 hour or less 2 -3 hours 4-5 hours 1 3 2 Communication with Parents How often do you speak with your student’s parents face to face? Never Rarely Sometimes Often 2 2 3

More than 5 hours

More than 5 hours 5

Always 4

How often do you send written notes home to your students and their parents? Never Rarely Sometimes Often Always 2 4 5 How often do you receive written notes from your students’ and their parents? Never Rarely Sometimes Often Always 3 1 5 2 Interest Level and Support Needed How interested are you in creating a classroom website that is easy to use, aces and update? Not at all Somewhat Very Much Have to Have it 3 5 3

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What kinds of information would you like to see posted on your classroom website? Homework Weekly Letters/Classroom news Calendar/upcoming events Announcements Supply lists Contact information Rules/Expectations Website links/Suggested reading 7 4 5 1 1 1 2 2

What kind of support would you need in order for you to create, use and implement? Training Access to computer/internet 2 1

How much time are you willing to invest to maintain your classroom website (per week): 1 hour or less 2 -3 hours 4-5 hours More than 5 hours 6 3

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Websites With WordPress Parent Survey
Computer Usage and Accessibility Do you have computer access at home? Do you have computer access in another location? Do you have Internet access at home? Do you use a computer to read email? Do you use a computer to write and send email? Do you use a computer to view websites? How much do you spend on the computer (per day)? 1 hour or less 2 -3 hours 4-5 hours More than 5 hours Yes Yes Yes Yes Yes Yes No No No No No No

How much time do you spend on the computer (per week)? 1 hour or less 2 -3 hours 4-5 hours More than 5 hours

Communication with Teacher How often do you speak with your child’s teacher face to face? Never Rarely Sometimes Often Always

How often do you send written notes to your child’s teacher? Never Rarely Sometimes Often Always

How often do you receive written notes from your child’s teacher? Never Rarely Sometimes Often Always

Interest Level and Support Needed

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How interested are you in a classroom website that is easy to use and access? Not at all Somewhat Very Much Have to Have it

What kinds of information would you like to see posted on your child’s classroom website? _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _

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Student Survey Websites With WordPress
Computer Usage and Accessibility Do you use the computer at school? What do you use the computer for at school? _______________________________________________________________________ _ _______________________________________________________________________ _ Do you use the computer at home? What do you use the computer for at home? _______________________________________________________________________ _ _______________________________________________________________________ _ How much time do you spend on the computer (per week)? 1 hour or less 2 -3 hours 4-5 hours More than 5 hours Yes No Yes No

Communication with Teacher Does your teacher send notes home with you? Would you like to read your teacher notes on line? Does you teacher give you homework? Would you like your homework assignments on line? Would you like to see what you are doing on line? Yes Yes Yes Yes Yes No No No No No

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Interest Level and Support Needed How interested are you in creating a classroom website that is easy to use and access? Not at all Somewhat Very Much Have to Have it

If you classroom had a website you could view, what kind of things would you like to see? _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _

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Websites With WordPress Teacher Survey
Computer Usage and Accessibility Do you have computer access at home? Do you have computer access in another location? Do you have Internet access at home? Do you use a computer to read email? Do you use a computer to write and send email? Do you use a computer to view websites? How much do you spend on the computer (per day)? 1 hour or less 2 -3 hours 4-5 hours More than 5 hours Yes Yes Yes Yes Yes Yes No No No No No No

How much time do you spend on the computer (per week)? 1 hour or less 2 -3 hours 4-5 hours More than 5 hours

Communication with Parents How often do you speak with your students’ parents face to face? Never Rarely Sometimes Often Always

How often do you send written notes to your students’ parents? Never Rarely Sometimes Often Always

How often do you receive written notes from your students’ parents? Never Rarely Sometimes Often Always

20 Interest Level and Support Needed How interested are you in creating a classroom website that is easy to use, aces and update? Not at all Somewhat Very Much Have to Have it

What kinds of information would you like to see posted on your child’s classroom website? _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _ What kind of support would you need in order for you to create, use, and implement a classroom website? _______________________________________________________________________ _ _______________________________________________________________________ _ _______________________________________________________________________ _ How much time are you willing to invest to maintain your classroom website (per week): 1 hour or less 2 -3 hours 4-5 hours More than 5 hours

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