Report of Needs Assessment For Technology

I. Overview
A. Deanne Case, Richard Wilford, and Josh Ward are all classroom teachers who are
candidates for a Specialist Degree in Media, with a concentration in Instructional Technology,
from the University of West Georgia, in December 2019. We are conducting a Needs
Assessment of Technology on the use of electronic simulations for Science instruction at
Durham Middle School in Acworth, Georgia (Cobb County). Our participants include the Sixth
Grade Teachers at Durham Middle School. Our primary contact is Sarah Clark, who is a teacher
on the sixth grade team. Durham Middle School is where Richard Wilford is a 6th Grade Math,
Science, and Special Education teacher. He is also a stakeholder.

B. Durham Middle School is a suburban middle school located in Acworth, GA which is about
25 miles north of Atlanta. Durham Middle School is part of the Cobb County School District.
The school’s mission is “One Team, One Goal: Student Success” and the school’s vision is “All
students succeed in academics, arts, and character.” During the 2018-2019 academic year, there
were approximately 1,200 students and 60 teachers. Of the 1,200 students, 400 of them are sixth
graders. During the 2018-2019 academic year, there were 60 teachers; 18 of them (30%) are
sixth grade teachers. There are four male sixth grade teachers (22%) and fourteen female sixth
grade teachers (78%). Four teachers (22%) have their Bachelor’s degree, ten teachers (56%)
have their Master’s degree, and four teachers (22%) have their Specialist degree. The
Administration currently consists of two males and two females, which includes the school
principal, two assistant principals, and the student support administrator. The principal has his
Doctorate degree, the male assistant principal has his Specialist degree, the female assistant
principal has her Master’s degree, and the student support administrator has her Master’s
degree.

C. Durham Middle School currently has an iPad cart that consists of approximately 40 iPads
for each grade level. There are also three laptop carts that have approximately 40 laptops for
each grade level. The TTIS (Technology Training Integration Specialist) comes to the school at
least once a week to assist teachers if they need help with technology needs related to
instruction, and she also comes to give professional development during some of the grade
levels. CTLS (Cobb Teaching and Learning System) is utilized by the teachers as the county
pushes it as there is a plethora of information there. In addition, teachers use Office365,
Sharepoint, Microsoft Teams, etc. Teachers are expected to also use OneNote where the Staff
Handbook, schedules, and other information is placed.
II. Description of Needs Assessment Process
A. Methods -- The first step for conducting our needs assessment was to locate
participants. We reached out to teachers via email and text message to determine who we could
work with for this project. We created a questionnaire and a survey to collect data. Both were
delivered to the participants via email. The participants were asked to return the completed items
as soon as possible or no longer than three days from receiving them. Once we received the data
from the participants we carefully reviewed the results. We intentionally used Google forms to
create the survey because it collects and organizes the data making it easier and faster to
disseminate the data.

B. Participants -- Sarah Clark is our primary contact. She is a sixth grade Science Teacher at
Durham Middle School. She has several years experience in middle school Science
education. Our group has established rapport with her through personal relationships which is
why we selected her to participate. We also used Debbie Ball who is the 6th grade Science lead,
and the Science Coordinator.

C. Data Collection Instruments -- The data collection instruments used were a questionnaire, a
survey, and existing data from a previous interview.

D. Sources of Data -- Our sources of data are from internal stakeholders. We have collected
information from two teachers, who are both internal stakeholders. We also reviewed data from
existing reports to help establish the current state. We then referenced policies and procedures to
create a desired outcome for Durham Middle School. (e.g., internal or external stakeholders,
existing reports, policies, procedures)

E. Data Analysis -- It is critical to the success of the needs assessment to carefully review and
understand the data collected and in order to analyze the information collected it must be
organized. All three of us reviewed the data carefully in order to organize it appropriately.
Analyzing the information gathered allowed us to know exactly how we can create a plan to
meet the client’s needs. While analyzing the data, we looked for ways the results contributed to
the desired state and how the results showed areas of weakness in which we could improve with
our plan. The data showed that most teachers were using electronic simulations on occasion, but
were not consistent in using them regularly. The data showed that all of the teachers have access
to resources. We also learned that the teachers were provided with professional development, but
not in the area of science technology. We hope to make the desired state as relevant as possible
and knowing exactly the knowledge level, attitudes and perceptions of the teachers and staff will
help us to use time intentionally and effectively.
III. Desired and Current State
A. Desired State -- The desired state is to provide students with meaningful learning on a daily
basis. Combining electronic simulations with the occasional experiment is an excellent balance
to make Science instruction more powerful. Our participants confirmed that they do incorporate
some experiments during instruction when it is relevant. They also said they have experimented
with electronic simulations for instruction, but do not use them regularly. The participants shared
that they have access to resources, but that it would be helpful if they had guidance with finding
appropriate simulations as time is always a factor when new ideas are suggested. The desired
state is for 75% of the teachers in the Sixth Grade will be successfully implementing electronic
simulations during instruction.

B. Current State -- The participants have access to a myriad of resources provided by the
school system, for example Cobb Teaching and Learning System (CTLS) which is an online
database. Teachers are expected to use CTLS because it has the framework for instruction
planned out with resources included. However, CTLS can be difficult to use as the links are
sometimes not active and the site isn’t regularly maintained which makes it unreliable at times.
The teachers shared that they do have occasional professional development opportunities, but not
specifically on how to incorporate electronic simulations in Science. Currently, 25% of the
science teachers at Durham Middle School are using electronic simulations for instruction.

C. Rationale for Desired State -- It has been proven that making learning meaningful and
memorable for students is a powerful way to master content. In Science, teachers have used
experiments as a way to provide learning opportunities across all grade levels. With larger class
sizes and time constraints Science teachers are limited to the amount of experiments they can
include during instruction. It is ideal to include electronic simulations in addition to experiments
for science instruction because it allows teachers to provide authentic learning opportunities on a
daily basis. Students will be more engaged resulting in increased motivation, mastery of content,
and ultimately increased test scores.
IV. Priority Needs
A. Statement of Need -- Teachers at Durham middle school need an introduction to the
rationale for why the use of electronic simulations is a powerful addition to instruction. They
also need a solid introduction with how to use electronic simulations. In addition, they need a
mentor teacher for them to use as a resource on site. Finally, the teachers need access to working
links for electronic simulations for them to incorporate into instruction and time to familiarize
themselves with these learning tools.
B. Causes of Deficiencies -- The use of technology for instruction across all content areas is
evolving continually. Technological advancements are helpful, but it can be hard to keep up
with the many opportunities available for teachers to enhance instruction. Often times in
education, new trends are introduced but not diffused appropriately. For this reason, teachers do
not use the new trends as they are intended and eventually stop using it. In addition, there are so
many innovations that it is hard to know exactly what trends will be beneficial to specific student
populations. Another deficiency is time. In order for something new to be incorporated into
instruction it takes time for the teacher to become familiar with it and it takes time during
instruction to implement it. Time is precious in the classroom and teachers aren’t, generally,
willing to sacrifice time if they are not confident in the results. The teachers at Durham do not
currently have the support to implement electronic simulations in instruction. The expectation is
for them to use CTLS and that acts as their guideline and support, but CTLS is often a deficiency
due to the fact that suggested links don’t always work as intended.

C. Consequences of Deficiencies -- In the current state, teachers are providing solid Science
instruction with the use of traditional experiments, but are not regularly including electronic
simulations. Students of today are growing up in an educational environment where technology
is essential for instruction. Their future will largely rely on technology. Using technology across
content areas is an integral part to quality education. If the teachers do not adapt to include
more opportunities for them to learn through the use of technology, the students of Durham
Middle School could face the possibility of not being as prepared as their peers at the high school
or university level. In addition, they will not be exposed to cutting edge resources available to
enhance learning and create authentic learning experiences.
V. Action Plan
A. Goals -- Our goal is to collect sufficient data to devise a plan that will benefit the
technology implementation in sixth grade Science classrooms at Durham Middle School. We
plan to create a plan that offers the teachers and the school the tools necessary to be successful. It
is our goal for the 6th grade science teachers to incorporate electronic simulations on a regular
basis rather than on occasion.

B. Strategies -- The first strategy to reach the goal is to educate the teachers on the rationale
and benefits for the use of technology in Science classrooms. Then we will provide access to
simulations for them to choose from that meet the needs of their specific learners and content
being taught. We also intend to create a teacher mentor in the school to act as a go to person for
the teachers as they adjust to the use of electronic simulations in addition to traditional
experiments for instruction.
C. Timeline-
1. Select participants
2. Determine questions for collecting data and create survey
3. Contact the participants with the questionnaire and survey
4. Collect and disseminate the data
5. Determine the current state based on the data collected and determine the needs
6. Develop a plan with goals and strategies
7. Diffuse the plan carefully and intentionally in order to meet the needs determined in our
needs assessment.

VI. Appendix

A. Interview Protocol -- Questions

Directions: We are looking at the use of technological simulations and virtual manipulative tools
to enhance learning in middle school science classrooms and create a student-centered learning
environment. Please answer the questions to the best of your knowledge.

1. What is your current role in the school or district?

How long have you been with the school/district?
How long have you been in education?
2. Are you currently using any kind of hands-on learning in your classroom?
If so, what are you using?
Do you find it effective for teaching the concepts and keeping students actively engaged in their
learning?
3. What do you think is missing or lacking from the tools you have to teach science?
4. How do you feel about the use of technology to teach Science?
5. How comfortable are you with using the technological resources that you have access to and
instructing your students how to use them?
6. Do you feel supported with the use of technology in your school?
It is encouraged for Science instruction?
Are you provided training for the use of technology in Science specifically?
How is teacher morale surrounding technology use in the school?
7. Do you perceive that the use of technology in the classroom is beneficial or a hindrance in
closing the performance gap?
Do you think your community is supportive of using technology in Science?
8. What are the major barriers for Science instruction at Durham Middle School?
Would technology usage for Science instruction be perceived as a barrier?
How do you feel the community will respond to technology in Science?
9. Are you familiar with the use of Simulations to enhance instruction?
Have you seen it in action or specifically used simulations for instruction?
Would you know how to access simulations for instruction?
10. Is there currently anyone in your school that uses technology for Science instruction?
Is there anyone who uses simulations for Science Instruction?
11. How do you feel all school stakeholders will respond to the use of technological simulations
for Science instruction?
12. Questions or comments brought up by interviewee-

B. Summary of Interview Data-- From our interview data, we learned that the teachers at
Durham are using several different approaches to teaching science including hands on
experiences, traditional approaches, and technology based instruction as well. It was stated that
not all teachers use a variety of methods and that is a detriment to the students. The teachers have
an abundance of resources provided through the county. The overall opinion among the staff is
that the use of technology for instruction is imperative in education today and that using
technology could open doors for kids to learn in different ways. It was shared that the all school
stakeholders would welcome the use of electronic simulations for science instruction. One
difficulty for the teachers is that they do not have a designated technology person for their
school. That person is stretched thin between two schools and isn’t always available in times of
need. The teacher morale in the school varies depending on the individual experience. Veteran
teachers aren’t as open and younger teachers tend to have a “show me” mentality, especially
related to technology. Another difficulty is that teachers aren’t sufficiently trained and as a result
students can suffer. For example, teachers struggled trying to figure out CTLS, the new
curriculum framework that teachers are to reference for planning instruction.
C. Survey Instrument--
https://docs.google.com/forms/d/e/1FAIpQLSeecTPGRMG_WYSn1H9LotHp2fsWj24xgXgjFj1
H7I-cZO6uFw/viewform?usp=sf_link

D. Summary of Survey Data- (See next page for the summary of survey data)