FRIT 7231 Instructional Design

Design Document

Dakota Tillman

Dr. Purcell
Fall 2019
Identification of Learning Problem

Claxton High School is a very small high school located in rural Southeast Georgia.

Enrollment at Claxton High School is right at 420 students. Claxton High School is very much

like other high schools around the country; integrating technology in every aspect of learning.

Technology is constantly being purchased, upgraded, and updated to enhance the educational

experience and improve the learning process. Technology has changed how students learn and

how teachers provide instruction.

Integration of technology nationwide has established a new culture of learning. With

technology being so prominent in today’s society, integration is evident in the learning process.

While technology has enhanced the educational system, it has also caused a learning problem at

Claxton High School, and likely at other high schools as well. The problem that has been

developed with the integration of technology is a learning environment that is consistently off-

task and less focused. The problem is that the students at Claxton High School have a problem of

staying on task and focused with the use of technology. Often times with the implementation of

new methods or strategies, there are unintended circumstances that begin to occur. A great

example of that are football helmets. The helmets in today’s game are much safer and have

greater protection against head injuries and concussions. The unintended circumstance? Players

tend to hit even harder, even using their head and helmet for leverage. It is believed, at Claxton

High School that a similar circumstance has occurred with the integration of technology for

learning.

While distraction from technology is a concern, it is evident that technology use in the

classroom does in fact supplement the learning process. The question then arises, “Is there a
correct balance between the amounts of technology being used in specific classes?” The goal to

solving this learning problem will have to begin with the reasoning behind why students lose

focus so easily while using technology. A simple answer is the technology provides distractions

for students. Or does technology change the mindset of focus for the students? The root of the

problem must be found in order to reach the instructional goal. The instructional goal is to keep

students that are using technology on-task 95% of the class period. We realistically can

understand that students will never be on-task 100% of the time, especially with the use of

technology, but 95% is an attainable goal for this learning problem.

Learner Analysis

While the learning problem with the integration of technology at Claxton High School is

widespread, it is unrealistic to evaluate 420 students and collect accurate data. The audience I

will be using to for the accurate collection of data will be a small piece of the whole student

body, but includes different variations of backgrounds and ethnic groups. My sixth period

computer science principles class includes eight students: four boys and four girls with great

diversity present. Three students are Caucasian, four students are African American, and one is

Hispanic.

Differentiation in the learning process will have to be implemented, as three of the

students have an IEP (Individualized Education Program). These students often have trouble

following directions while using technology because the directions are usually multi-step. An

understanding of the economic status of Evans County and Claxton High School should also be

considered. According to the United States Census Bureau, the median household income for
Evans County is $38,736, with a poverty percentage of 28%. The demographics of the county

should be under consideration for the duration of the research of the learning problem.

The implementation of Google Classroom at Claxton High School is the major factor in

technology being used in the classroom. Students are more familiar with the learning platform,

but some still struggle with using the application. With the demographics of the community,

assuming students will have access to the same resources at home should be considered. Yet,

basic computer operations and adequate knowledge of technology is expected from students.

While this knowledge may have not come from home resources, students have used Google

Classroom and other classroom technology for some time now.

Task Analysis

In order for the eight students in sixth period to stay focused and on task, students must

have a good understanding of what the expectations are throughout the duration of the task.

Students must understand that using technology is strictly used to supplement the learning

process. The availability of resources that are used on technologies (specifically computers in my

class) gives students’ access to the distractions that keeps them off task. Having a clear

understanding of the use of technology is the first step in keeping the students focused on their

educational work.

Teaching computer science principles encourages the use of technology for students, and

the standards for the subject encourage the development of product from students while using

technology. Along with the understanding and expectations of technology, instruction needs to
last for the entire duration of the class period. Acquiring knowledge from my subject matter

expert (SME), Mrs. Channa Robinson, who is the entrepreneurship teacher at Claxton High

School, will allow me to get perspective on her methods for keeping students focused while

using technology in her class. It is also used daily in her class.

Using Web 2.0 resources is an evident part of the learning process in my class. Students

creativity is encouraged while using these resources to produce a product based on the standard.

Along with the expectations of technology use, students must also have a firm understanding of

the purpose and use of the Web 2.0 resources. These resources create individualized products for

students, but individualization should not be used as a distraction. Students need to have this

clear understanding so that they can focus on the content more so than the creation.

A. Expectations of Technology Use

• Academic use only

• Used to supplement instruction

• Plagiarism is unacceptable

B. Instructional Time

• Manage time wisely

• Paraphrase information used from online resources

• Complete all work in the time allotted

C. Using Web 2.0 Resources

• Curate information, not plagiarize

• Supplement learning with visuals and individualization

• Not intended to be a distraction

 Expectations
Of Technology
Use

Used to
Academic Plagiarism is
Supplement
Use Only unacceptable
Instruction

Instructional
Time

Complete Manage
Paraphrase
work in Time
Information
allotted time Wisely
 Using Web 2.0
Resources

Curate Not
information, Supplement intended to
not learning be a
plagiarize distraction

Instructional Objectives

Objective #1: Students will identify the expectations of technology use in the classroom by

completing a multiple choice quiz summarizing the exceptions of technology with 80% or higher

accuracy. (Cognitive Domain)

Objective #2: Students will demonstrate their understanding of the usage of instructional time

by completing a research report showing their understanding of paraphrasing in the allotted time.

(Cognitive Domain)
Objective #3: Students will develop a presentation that provides five examples of curated

content using a Web 2.0 resource. (Cognitive Domain)

Related Standards

Objective #1: IT-CSP-8.1 Analyze how computing affects communication, interaction, and

cognition.

Objective #2: IT-CSP-1.4 Model work readiness traits required for success in the workplace

including integrity, honesty, accountability, punctuality, time management, and respect for

diversity.

Objective #3: IT-CSP-4.2 Present insight and knowledge gained from data using visualizations,

notation and precise language.

Assessments

Assessment on Objective #1: Students will identify the expectations of technology use in the

classroom by completing a multiple choice quiz summarizing the exceptions of technology with

80% or higher accuracy.

Students will login to their school associated Google account before accessing the Google Form

Quiz provided by a link. The quiz will consist of 8 questions that cover the expectations of

technology use in the classroom. The quiz will consist of five multiple choice questions and three

true or false questions.

Differentiation: Students may email the teacher if they have any comments or concerns

associated with the quiz.

Sample of Assessment 1:
Objective of Assessment #2: Students will demonstrate their understanding of the usage of

instructional time by completing a research report showing their understanding of paraphrasing

in the allotted time.

Students will use a Google Doc to complete a research report in the allotted time to demonstrate

their understanding of paraphrasing and the importance of it. Students will be graded on the five

categories listed below in the rubric.

Prompt: Please use the entire class period to complete a research report about the importance of

paraphrasing and why you should paraphrase.

Rubric for Assessment #2:

Objective of Assessment #3: Students will develop a presentation that provides five examples of

curated content using a Web 2.0 resource.

Students will use a Web 2.0 site of their choice to develop a visual presentation that provides five

examples of curated content. The five examples provided do not have to be in a specific order, or
from a specific resource, but five examples of curated content must be provided. Students will

also be graded on the five categories listed below in the rubric.

Differentiation: Students may use a Web 2.0 resource of their choice.

Rubric:
Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Students will identify the expectations of technology use 1

in the classroom by completing a multiple choice quiz

summarizing the exceptions of technology with 80% or

higher accuracy.
 2 Students will demonstrate their understanding of the 2

usage of instructional time by completing a research

report showing their understanding of paraphrasing in

the allotted time.

3 Students will develop a presentation that provides five 3

examples of curated content using a Web 2.0 resource.

The sequence of the content is designed specifically to build off of the previous objective.

Understanding the expectations of technology use will foster into the students research report.

The research report based on paraphrasing will give students the background knowledge to have

the ability to create a professional presentation that covers curated content. Using each sequence

as a building block for another will allow students to understand the concepts as they develop

them further.

Objective #1: Students will identify the expectations of technology use in the classroom by

completing a multiple choice quiz summarizing the exceptions of technology with 80% or higher

accuracy.

Initial Presentation: The students will examine a PowerPoint presentation that is provided to

them through Google Classroom. Students will study the material and take notes from the

presentation, ensuring they understand the content. The content provided will explain all of the

expectations of the use of technology in the classroom. Narration will also be provided.

Strategy: RULEG

Differentiation: Expectations will be narrated for students who need the assistance.
Generative Strategy: Students will complete a practice assignment where they will thoroughly

explain the expectations of technology. Teacher will provide feedback on the assignment.

Strategy: Demonstration, elaboration, practice

Differentiation: Individual teacher feedback will provided for each student.

Objective #2: Students will demonstrate their understanding of the usage of instructional time

by completing a research report showing their understanding of paraphrasing in the allotted time.

Initial Presentation: Teacher will provide students with a discussion post assignment that will

require surface research on paraphrasing and the different aspects of it. The discussion post will

allow students to elaborate by responding to each other’s posts.

Strategy: EGRUL, demonstration, elaboration

Differentiation: Teacher feedback to students’ discussion posts will be provided as needed.

Generative Strategy: Students will then complete an assignment discussing the importance of

time management as it relates to them.

Strategy: EGRUL, elaboration, integration

Differentiation: Students can discuss time management as it relates to them instead of an

assigned topic.

Objective #3: Students will develop a presentation that provides five examples of curated

content using a Web 2.0 resource.

Initial Presentation: Information will be provided about the importance of curating content and

how to curate different resources. The information will be presented in a webpage form, and

narration will provided if needed.

Strategy: RULEG, demonstration

Differentiation: Narration will be provided to students that need it.

Generative Strategy: Web 2.0 resource examples will be presented as a preview for the

assessment. The examples will include descriptions of the resources, as well as the intended use

of the resource.

Strategy: RULEG, demonstration, organization

Differentiation: Multiple Web 2.0 resources will be optional for students to choose from,

allowing them to choose the one that best fits their needs.

Design of Instruction

Gain the Attention of Learners

Throughout the unit, different types of media resources will be used to present the information to

students. Students often have different needs or preferences for learning, therefore providing

multiple forms to present information will gain the attention of learners.

Inform the Learners of Objectives

Prior to the initial presentation to each activity, learning objectives will be clearly stated and

defined. Students may ask questions if the learning objective is not clearly understood.
Activating Prior Knowledge

This unit will introduce topics related to plagiarism and paraphrasing that students will have

prior knowledge of. Students will also be familiar with Web 2.0 resources that will be available

to them.

Content Delivery

Content will be delivered through Google Classroom. Students will then find all of the content

for each activity.

Formative Evaluation

The formative evaluation will provide an adequate assessment of the effectiveness of the

instructional goals and processes associated with the instruction and delivery of this content. The

feedback provided from the evaluations will be used to enhance the content and educational

experience of the course and content. The expert review portion will consist of opinionated

questions that Betty Whitaker, CTAE director at Claxton High School, will evaluate to cover the

following aspects of instruction: content appropriateness, accuracy, completeness, usability, and

appeal. A learner survey will also be provided to students to give their evaluation of the content.

Surveys will use the 5-point Likert scale: 5-strongly agree, 4-agree, 3-neither agree/disagree, 2-

disagree, 1-strongly disagree.

Content Appropriateness

• Course content is appropriate and aligned with content standards

• Course content is appropriate for the desired age and educational level

• Course content and learning objectives are aligned with activities and assessments

Accuracy

• Course content is relevant to the standards associated with learning targets

• Course content is relevant to the learning objectives associated with each activity

• Clear and specific directions are instructed for students

Completeness

• Course content is well-rounded and appropriate for learners

• Course instructions is differentiated for each student

• Course content is adequately instructed and easily understood

Usability and Appeal

• Course activities are appealing and age appropriate for learners

• Course activities are thoroughly explained and easy to understand

• Course design and layout are consistent and easily applicable

Learner Survey

• Time management was adequate for each activity and assessment

• Online content was efficient and user-friendly

• Course content was adequately organized for optical performance

• Course content and activities were interesting and attentive

• Course content met my needs as a student for an optical learning environment.