Table of Content

Page #.

Executive Summary .. 4

1.0. Needs Assessment .. 5-8

1.1. Topic . 5

1.2. Target Audience . 5

1.3. Format . 5-8

1.3.1. Optimals . 6

1.3.2. Actuals . 6-7

1.3.3. Feelings . 7

1.3.4. Causes . 7-8

1.3.5. Solutions . 8

1.4. Justification . 8

2.0. Performance Objectives &

Task Analysis .. 9-13

2.1. Goal . 9

2.2. Performance Objectives . 9

2.3. Procedural Analysis . 10-12

2.4. Prerequisite Analysis . 13

3.0. Learner and Contextual Analysis .. 13-14

3.1. Learner Analysis . 13

3.1.1. General Characteristics 13

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3.1.2. Education and Experience 13-14

3.1.3. Learning styles 14

4.0. Instructional Strategies .. 14-17

4.1. Problem . 14-15

4.2. Activation Strategies . 15

4.3. Demonstration Strategies . 15-16

4.4. Application Strategies . 17

4.5. Integration Strategies . 16-17

5.0. Performance Assessment .. 17-20

5.1. Terminal Objective . 17

5.2. Assessment Questions . 17-19

5.3. Practical Assessment . 19-20

Reflection ......... 20-22

References . 23-24

Appendices . 25-37
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Executive Summary

In the age of technology, particularly with regard to the use of same in the teaching-

learning process, lecturers at the University of Guyana are frequently offered verbal

encouragement by the administrative body to utilize various forms of technology in the

classroom to aid the teaching-learning process. In addition to this, lecturers are also encouraged

to offer, in part, courses online in some form or the other and access has openly been made

available to lecturers at the University to facilitate the training and use of the moodle platform.

This is with the intention to ensure that lecturers are provided with the information they need in

order to use the online forum and furthermore to better teach their classes and reach out to their

students.

However, it is evident that there are some limitations which have been demonstrated by

lecturers who display a preference to only utilize power point/video presentations during

instructional periods and perhaps furthermore limit the creativity of their students who undertake

same when instructed to carry out tutorial presentations. This surely demonstrates an inadequate

use of many other forms of media which can be implemented or practiced by lecturers to further

connect with their students in the face to face setting as well as to encourage meaningful and

engaged learning.

The two day workshop (7 hours per day from 9am-4pm, broken into sessions) provides

sessions of training with particular focus on enabling in a learner centered manner, the lecturers

to make practical and constructive use of new and innovative media with the intention of

applying their practice to the classroom. The application of Merrills first principles aided in

designing instruction in a systematic manner while considerations were given to factors such as

needs, the learner and context, in an effort to ensure a successful outcome.

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1.0. Needs Assessment

Technological Teaching at the University of Guyana in Education

1.1. Topic

The topic is technology in teaching; the overall goal here is to enable lecturers to infuse the use

of technology in their teaching strategies. It will explore the use of both software (teaching tools,

instructional/ educational games and activities, online learning forums, and the like), as well as

hardware (for example: 3D printing, holography, and virtual reality learning).

1.2. Target Audience

The target audience of this needs assessment are seven (7) full time lecturers within the Faculty

of Education and Humanities, more specifically, within the Department of Foundation and

Education Management. It should be noted that this audience was particularly selected as they

are not only trained teachers but lecturers who specialize in teaching teachers (from nursery to

secondary levels) the essentials in the theory and practice of teaching. As a result, there is a high

expectancy that these trained professionals who range in ages from 38 to 65 years would have

both an individual and combined knowledge pool which allows them to set a precedence for the

highest standards of the teaching and learning practice; this should then be an example to the

wider university teaching community. It is also thoughtful to note, that each member of the target

audience all have (approximately) at least ten (10) years and at most forty (40) years of

experience in the Education sector (whether it is specialized in teaching, assessment and

evaluation, curriculum development or administration). Finally, all participants present

exceptionally qualified backgrounds with no less than a Masters Degree in their field of

experience/expertise while two (2) others also possess certification at the Doctoral level.
 5

1.3. Format

The workshop session is completely face to face in nature, participants will first be exposed to

technology in a direct instruction manner which will provide them with some basic information

about the use of technological advancements in teaching, it should be noted that this aspect takes

a presentation format but also includes discussion within the method. Additionally, participants

will be exposed to a more constructivists approach to their learning by exploration and discovery

methods where they will have access to computers, and the internet to do their own search for

useful tools which can be incorporated into instruction and used in the classroom. Finally, much

corporative learning will be a part of their engagement as well as opportunities for the

participants to practically display the relevance and usefulness of their learning.

1.3.1. Optimals

Ideally, the participants should be able to:

Demonstrate knowledge of at least five (5) technological teaching tools.

Demonstrate the ability to use at least two (2) of the said technological tools with

efficient display of competence for at least 50% of scheduled delivery.

Demonstrate interest, understanding of the value and importance by being present and on

time for the workshop in addition to actively participating in activities

Display willingness to utilize various forms of technology in the classroom by interacting

with and manipulating the media.

1.3.2. Actuals

Currently, through observation, it is evident that some or all of the participants:

Use at least one primary technology presentation method during teaching sessions (i.e.

lectures through power point presentations). (100%)

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Use emailing forums as a means of communicating with students outside of the

classroom. (100%)

Have partially created and implemented the use of moodle to supplement their teaching

and learning activities. (28%)

These actuals indicate that while limited, there is still some amount (however small) of

awareness that technology is available. However, there is still evidence of a gross lack in the use

of various forms within the classroom environment during instructional periods.

1.3.3. Feelings

For the purpose of this needs analysis, it was important to gather the feelings of the lecturers

while considering the effects their teaching practices may have on their students. In this regard,

the following can be summated:

1. Lecturers over the age of forty (40) may have negative feelings about the use of

technology in general. This may cause resulting feelings of apprehension, anxiety and

discomfort when considering its use in public and the lack of ability to successfully

implement same into an instructional session.

2. Lecturers over the age of forty (40) may also be subject to a number of years of teaching

experience which was not nourished and developed during the technological age and

therefore feel more comfortable with in-class practices which have become a natural and

routine preference in their teaching delivery.

3. Students (many of whom are under the age of 35) may feel unmotivated, improperly

occupied and frankly bored with the routine practices they are exposed to in the teaching-

learning environment.
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1.3.4. Causes

There are a number of factors which perceivably contribute to the deficient use of technology in

the classroom; these are listed in consideration as follows:

Lack of knowledge concerning the existence of advancements.

Lack of training/ability to understand and present content in a manner which incorporates

the use of technology.

Lack of willingness and/or motivation on the part of the lecturers to take advantage of

technology.

Lack of adequate infrastructure, support or tools provided to facilitate the use of

technology/smart devices in the classroom.

1.3.5. Solutions

The proposed solutions based on this needs analysis are as follows:

1. Training (sensitivity and practical).

2. Implementation of infrastructure to ensure viability

3. Monitoring and instructional supervision

1.4. Justification

The information gathered through this needs analysis determined that the efficient use of media

is a key factor which affects the successful practice of the teaching and learning process. It is

crucial to ensure that the University presents quality in their programs and expose students to a

rounded, systematic and competitive educational experience which will allow them to excel and

become leaders in their respective fields. Therefore, the needs assessment addresses the

appropriate and effective use of technology in the classroom which will determined whether

what is currently done is sufficient and or if/how this can be improved if necessary.
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2.0. Performance Objectives and Task Analysis

2.1. Goal

By the end of this training program, participants will be able to practically plan, design, develop

and demonstrate the integrative use of at least two (2) technological teaching tools (software

and/or hardware) to be implemented during their respective teaching module delivery.

2.2. Performance Objectives

By the end of the training sessions, participants will be able to undertake these specific tasks:

2.2.1. Enabling Objectives:

- Clearly define the term educational technology and state its usefulness in the teaching act

without assistance (Knowledge/Remember). [Written assessment)

- Independently Identify and Select appropriate technologies (software and/or hardware) to

be used based on content/topic or subject area to be taught

(Comprehension/Understanding). [Written and performance assessment]

- Critically examine and explain the impact of using technology in the classroom on

teaching-learning using a main idea along with supporting details (Analyze and

Comprehend/Understand). [Written assessment]

- Develop and Design a teaching plan for a session which utilizes at least two (2) forms of

education technology lasting no longer than forty (40) minutes in duration

(Create/Synthesis). [Performance assessment]

2.2.2. Terminal Objective:

- Demonstrate the use of at least two (2) different kinds of technology for the purpose of

teaching in a module of instruction with a small group (Apply). [Performance

assessment]
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2.3. Procedural Analysis

Based on the tasks outlined in the task selection worksheet (See Appendix B), the task with the

highest priority (based on difficulty as well) was elected to carry out the procedural analysis.

This procedural analysis outlines in detail the task as well as any subtasks in objective,

observable and descriptive terms to give a clear idea of the steps involved in successfully

undertaking and completing the task.

Demonstrate Teaching Using Technology

Level 1

1. Conduct research on the meaning of educational technology

2. Identify and list types of educational technology

3. Select appropriate kinds of technology based on topic or subject matter

4. Discuss the importance and relevance of educational technology

5. Plan a lesson using at least two (2) kinds of educational technology

6. Develop the lesson plan

7. Demonstrate the lesson

8. Evaluate the session

Level 2

1. Conduct research on the meaning of educational technology

1.1. Listening to presentation of educational technology during small group seminar

1.2. Conduct a webquest activity on educational technology

1.3. Discussing findings, assumptions and/or conclusions with colleagues/participants

2. Identify and list types of educational technology

2.1. State the difference between hardware (facilities and devices) and software (programs)
 10

2.2. Write a list of as many types of educational technology you can remember

2.3. Categorize the list based on their nature (hardware or software)

2.4. Compile a final list after discussion with colleagues adding any new forms of technology

previously missed

3. Select appropriate kinds of technology based on topic or subject matter

3.1. Identify subject matter and topic area to be covered

3.2. Select the most appropriate forms of technology based on the list

4. Discuss the importance and relevance of educational technology

4.1. Speak with colleagues/participants about reasons why technology is the classroom is

important using peer discussion

4.2. Make notes of three (3) points for and against the use of technology in the classroom

based on collaborative contribution

5. Plan a lesson using at least two (2) kinds of educational technology

5.1. Review the lesson plan for a lesson currently being taught in a module

5.2. Identify specific aspects of the lesson where technology can be used

5.3. Rewrite the current lesson plan, substituting aspects with the appropriate educational

technology

5.4. Review lesson plan once again to ensure consistency, accuracy and efficiency.

6. Develop the lesson plan

6.1. Compose content necessary for the lesson

6.2. Create teaching aids needed for the lesson

6.3. Request facilities needed for implementation

7. Demonstrate the lesson

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7.1. Present the lesson to colleagues in a small group setting using technology and including

all lesson activities in allotted time of 40 minutes (maximum).

8. Evaluate the lesson

8.1. Find evaluation tools/surveys which may be applicable

8.2. Ask students questions

8.3. Conduct formative or summative assessments to monitor or measure learning

Level 3

1. Conduct research on the meaning of educational technology

1.2. Conduct a webquest activity on educational technology

1.2.1. Find information on what is educational technology and types, including examples

1.2.2. Write information in the note pad provided

5. Plan a lesson using at least two (2) kinds of educational technology

5.1. Review the lesson plan for a lesson currently being taught in a module

5.1.1. Identify lesson

5.1.2. Examine contents, techniques, activities and resources

5.4. Review lesson plan once again to ensure consistency, accuracy and efficiency

5.4.1. Identify content, techniques, activities and resources which have been introduced

5.4.2. Assess the practicality of conducting the lesson

5.4.3. Review objectives of the lesson to ensure these are being met

6. Develop the lesson plan

6.2 Create teaching aids needed for the lesson

6.2.1. Design the materials to be used in the lesson

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2.4. Prerequisite Analysis

The prerequisite analysis is based on the task identified in the procedural analysis and will help

to bring clarity about lower level skills which are necessary to achieving the terminal objective.

In this regard, the terminal objective is the demonstrating of teaching based on the knowledge

and skills acquired concerning the practical integration of technology in the teaching practice

(See Appendix C).

3.0 Learner & Contextual Analysis

3.1. Learner Analysis

Participants possess the following conditions which have been taken into consideration for the

purposes of planning and implementation of the face to face instructional initiative to improve

their ability to incorporate technology in teaching. While these conditions are specifically

focused on the participant, a contextual analysis (See Appendix D) was completed to provide

insight and considerations for all other surrounding factors.

3.1.1. General Characteristics

- Ages range from 38 65 years, therefore, all participants are adult learners;

- 7 participants altogether, males: 2; females: 5.

3.1.2. Education and Experience

- 5 participants possess masters level qualification while 2 are qualified at doctoral level;

- All participants have been certified through the teachers training college
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- Teaching experience of participants at the tertiary level range from 10 to 40 years; this

signifies that all participants have at least 10 years of experience teaching at the

appropriate level.

3.1.3. Learning Styles

While general learning orientations can be considered as visual, auditory, and

tactile/kinesthetic, it is greatly appreciated that the learners in this context are not only adult

learners who carry differences and similarities for consideration. It is important to note that adult

learners are expected to engage in self-directed learner and possess the capacity and motivation

for independent thinking and need for development, particularly with regard to matters that

influence their careers or personal lives.

Evidently, while the participants have mainly been conducting their teaching sessions to

appeal primarily to the visual learner, considerations have been made to incorporate an

instructional approach which reaches out to the varying needs of the participants; these include

but are not limited to active, intuitive, visual, verbal and sequential learners. It is important to

note that emphasis for the development of instructional strategies and assessments have been

based on these key types of learners.

4.0. Instructional Strategies

4.1. Problem

The instructional strategies have been developed based on Merrills First principles which has

empirically supported evidence for how learning takes place. Each principle is supported by

practical learning strategies which will promote and facilitate successful completion.
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The problem for the purposes of this module of instruction is the lack of use of various forms of

technology in the classroom by lecturers. The notion of this engagement being problem oriented

is more appropriate since participants are all adult learners who learn best in a problem oriented

rather than content oriented manner.

4.2. Activation Strategies

Presentation an interactive power point presentation will be used to introduce the topic, this

presentation will serve to highlight the significance and prevalence of technology in teaching.

This strategy is deemed to be activation based in nature because its purpose is to illustrate to the

participants their primary current teaching style while drawing on what can be added (See

Appendix E).

Analogy participants will be asked to take part in an activity which requires them to use

analogies; the activity requires them to name and claim an animal which represents them and use

the qualities of their chosen animal to describe their way of teaching.

Role play based on the descriptions provided by each participant using their animals,

participants will take turns role playing the in class practices of their colleagues. This ideally will

be done in a professional and non-judgmental manner to give participants a better vantage point

to assess themselves, reflect on their practices (perceived practices) and its effectiveness.

4.3. Demonstration Strategies

Webquest a major part of the learning experience relies of constructivism, the participants are

expected as adult learner to make meaning of new information and will therefore play a

constructively active role. The webquest is designed to allow participants an opportunity to find

as many ideas for software/hardware (including games) which may be helpful to promote
 15

learning in the classroom. They also are required to focus on two (2) particularly useful media

and share same in a collaborative manner through discussion with at least 1 other colleague.

Independent and Guided practice participants will be allowed to interact with and manipulate

online software based on their findings in order to help them learn how to use same more

effectively. This will occur primarily through a trial and error basis with room for participants to

also ask questions or seek assistance when necessary from the facilitator.

Simulation this type of learning will be used not only to continue guided practice but also to

provide feedback for participants as they seek to familiarize themselves with the software and

strive towards mastery. Participant will be asked to simulate the use of their software in practice

while their colleagues choose when to start and stop the simulation to provide comments

throughout.

4.4. Application Strategies

Presentation/Delivery also part of the assessment as it regards completion of the terminal

objective is to have the participants demonstrate the use of technology in a fluid and

preconceived manner which will be reflected in the delivery of a topic determined upon by the

participant. Participants will be asked to create a lesson plan and implement/deliver said plan to

their colleagues using the integrated media to aid their teaching experience.

4.5. Integration Strategies

Reflection participants will be asked in summation of the sessions to conduct reflective

teaching which is an expectation of practicing teachers to highlight areas of strengths,

weaknesses and possible improvements in their teaching practice. This will be done in an effort

to assess their teaching strategies with the inclusion of technology and evaluate/appraise whether

its effectiveness is significant in aiding the learning experience of students.

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Creation apart from the creation of a lesson plan for teaching with the intention that future

lesson plans will also include diversity in the selection of appropriate media to aid the method

and delivery of teaching; participants are also expected to create a lesson that is fully geared to

the use of a new tool. For example: if they have chosen to utilize a new presentation software

such as prezi then they will be required to create a topic based on a module they are teaching

using said software.

5.0. Performance Assessment

5.1. Terminal Objective

Demonstrate the use of at least two (2) different kinds of technology for the purpose of teaching

in a module of instruction with a small group.

5.2. Assessment Questions

This written assessment will be provided for completion by the participants at the very beginning

and end of the workshop.

Title: Technological Teaching at the University of Guyana in Education

Professional Development Workshop

Written Assessment

Time: 10mins

Name: __________________________________ Date: ___________________

Instructions:
 17

The following are four (4) multiple choice questions. Please provide the most appropriate answer

by circling the letter next to the response which you select.

Example:

All of the following are animals EXCEPT:

A. Bird

B. Cat

Chair

D. Fish

Questions:

1. The use of technology in the classroom promotes__________________

A. student engagement

B. passive learning

C. a teacher centered approach

D. positive wellbeing

2. All of the following are examples of appropriate software which can be used in the

physical classroom EXCEPT:

A. Educational games

B. Drill and practice

C. Simulations

D. Blackboard Collaborate

3. Which of the following statements best define educational technology?

A. A paradigm which involves the study of the appropriate practice for using

technology.
 18

B. The study of the appropriate use of resources and media to facilitate learning and

improve performance in an ethical and practical manner.

C. A discipline which views the importance of the use of media in the teaching and

learning process to improve student performance.

D. The scientific study of how to include technology in the classroom to improve

learning for the purposes of meetings the needs of students in the 21st century.

4. Educational technology is BEST utilized when _____________________

A. students learn

B. integrated into empirically supported teaching methods

C. teachers and students work together to find solutions

D. it can support the achievement of learning objectives only

5.3. Practical Assessment

In this small group work shop session, participants are expected at the end of the session to

demonstrate their learning by presenting a topic to be covered in one of their modules using what

they have learned about integrating technology/media in their teaching practice so as to add

variety to their methods of teaching and keep students engaged. They will therefore be asked to

analyze, design, develop, implement and evaluate (or in this case reflect) on a lesson which will

be presented within the small group.

To do so, participants will be expected to:

- select a topic from one of their teaching modules

- create a lesson plan

- develop the materials to be used throughout the lesson

- delivery the lesson

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- reflect on the process and its effectiveness

They will each be allowed 40mins to complete the presentation of their lesson, each participant

will be graded based on the rubrics outlined (See Appendix F).

Reflection

Generally speaking, the use of the instructional systems design process was incredible

helpful in aiding my understanding of not just what and how to do what I usually do every day

but in fact provided great purpose to the practice. This was evident as I was for the first time able

to gather meaningful information in an objective manner about my audience and the issues which

were to be addressed. The various forms of analysis such as the needs assessment, pre-requisite,

procedural and learner & contextual analysis were particularly helpful in allowing me to more

effectively and efficiently plan for the workshop sessions and undoubted created stability and

organization throughout the implementation process.

One particular aspect of this project which was quite important to me concerned the

creation and development of goals and objectives for the training workshop. As a result, specific

emphasis was placed on creating SMART goals although I am still not sure I have done that

section enough justice. In hindsight, it is an incredibly difficult task (creating objectives

effectively) which is often taken for granted. In fact, it is the objectives that help to determine

what will be done and how the workshop will take place as the focus is on ensuring that at the

end of the workshop, these objectives have been met/fulfilled. I am ultimately, please with the

overall program which has been put together and can say that the topic was very appropriate and

well received.
 20

However, a major flaw which could have been avoided going into this topic was not

limiting the amount of information available. Evidently, one great misconception I had

concerned the general willingness of participants to learn and take in new information; in

practice, the participants were excited to see the range of technological options available to them

and were open to the opportunity for training. It therefore indicated to me, that the lack of

training was perhaps the most significant cause behind the problem.

It was my intention to ensure that the workshop was conducted in an open and

collaborative manner, for this reason, I wanted it to be practical and opted to include activities

which promoted cooperative and constructive learning experiences. Additionally, availing

participants the opportunity to practice through hands on learning, manipulation (working with

the technology) was very important to the overall outcome/success of the program and was

therefore a built in feature which is one of the reasons the workshop was so intensive. The use of

analogies I thought was quite appropriate as it allowed the participants have a relatable idea for

consideration before thinking about how we can build on their current teaching practices.

While the webquest was extremely helpful in the exposure it allowed the participants to

have, it was extremely time consuming; for this reason, more needed to be done to gear this

activity to be more focused from the onset instead of being a general search, as there are quite a

number of teaching tools which can be found online. On the other hand, our discussion and

demonstration sessions were quite useful, particularly the simulation session (as this prepared

them for their assessed presentations) which gathered invaluable feedback from participants.

Unfortunately, an under developed aspect of this project regarded the use of the peer and

group feedback, it is evident that many of my colleagues became increasingly busy as the

semester progressed and this resulted in the neglect of feedback for which I am also guilty.
 21

However, I am happy to indicate that the group was to some extent helpful in our whatsapp

discussions on the project; it was also instrumental to my learning to be able to view the posts of

my peers. This is perhaps the first time that I can recall learning in this manner, I was able to

review the work of my colleagues and learn from this in an effort to understand, what to do and

how to do it effectively. As this is the first time many of us are engaging in a project of this

nature and particularly in this systematic way, there was a lot of hesitation to say with certainty

what has been done well and what could be improved. However, without the assistance of my

group members, it would have been an insurmountable challenge to be guided on my own. It is

important to mention here as well that the formative feedback received from the tutor was key in

ensuring areas of weakness or lack are tightened up and a more critical thinking process is

practiced.
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References

Gross, R. (2010) Psychology: The Science of Mind and Behaviour. (6thed) Hodder Education

Publishers.

Hergenhahn, B. R. & Olson, M. H. (2005). An Introduction to Theories of Learning (7th Ed.) NJ:

Pearson Education, Inc.

Knowles, M.S. (1975). Self-Directed Learning. A Guide for Learners and Teachers. Chicago:

Follett.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to

andragogy. Englewood Cliffs: Prentice Hall/Cambridge.

Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult

education. San Francisco: Jossey-Bass.

Knowles, Malcolm; Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive

classic in adult education and human resource development (6thEd.). Burlington,

MA:Elsevier.

Merrill, M. D. (2002). First principles of instruction. Educational technology research and

development, 50 (3), 43-59.

Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman

(Eds.), Instructional-design theories and models: Building a common knowledge base

(Vol. III, pp. 41-56). New York: Routledge.

 23

Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction. Hoboken, NJ: J.

Wiley & Sons.

Pervin, L. A., Cervone, D., and John, O. P. (2004). Personality: Theory and Research (9th Ed.).

Wiley and Sons, Inc.

Rathus, S. A. (2004). Psychology: Concepts and Connections (7th Ed.) Belmont, CA: Thomas

Learning Inc.

Reigeluth, C. M. & Carr-Chellman, A. A. (2009). Instructional Design Theories & Models:

Building a common knowledge Base, Vol. III Chap 3-4.

Santrock, J. (2006). Lifespan Development (10th Ed.). New York: The McGraw-Hill Companies

Inc.
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Appendix A

1.5. Source

For the purposes of this needs assessment, information will be directly gathered from the primary

source which is the target audience. This will be done as the relevant and appropriate information

about the feelings, knowledge and skill/ability of the lecturers can be considered in a timely and

efficient manner on a personal level which will be correlated to find any patterns or similarities.

1.6. Data Gathering

This section covers how (through what process) the information will be obtained from the target

audience.

1.6.1. Techniques

- Telephone Interviews

The use of the telephone interview is deemed appropriate in this case as it will allow a one on

one conversation with each member of the target audience to ask standardized and specific

questions about their personal experiences and background with the use of technology in general

and its implemented use in the classroom. This will also allow a large amount of privacy and is

quite practical because of the small number of members in the target audience.

- Focus Group

The focus group will be used to allow the members of the target audience to act as a unit sharing

their experiences with the use of technology, in addition to ideas and feelings about the

implemented use of same in and out of the classroom. Additionally, this form of data collection

is appropriate as it will provide the type of information which is needed in a neutral and

professional working environment.

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1.7. Data Usage

The qualitative information gathered through the use of telephone interviews and the focus group

will be used to generalize about any similarities and differences in responses that participants in

the target audience may have; this will then allow the appropriate assessment of needs which will

determine the most effective solution(s) to be implemented in the short work shop session.
 Appendix B

2.3. Task Selection Work Sheet

Criteria for Task Selection Worksheet Criticality Universality Frequency Standardization Difficulty Total Notes Priority

40 pts 10 pts 10 pts 10 pts 30 pts 100 pts

TASKS #1 #2 #3 #4 #5 #6 #7 #8

Identifying various types and kinds 28 2 2 4 7 43 Low 7th

technologies difficulty

Examining and explaining the 30 4 4 5 10 53 Low 5th

importance of technology in teaching difficulty

Listing various kinds of technology in 38 2 2 0 20 62 Fairly 3rd

relation to their purpose and uses important

Defining and evaluating the broad term 32 2 2 0 24 60 Fairly 4th

known as educational technology important

Outlining and developing a teaching plan 40 6 6 2 22 76 Highly critical 2nd

which integrates the use of
technological tools
Demonstrating the integrative use of 40 2 2 2 30 76 Highly critical 1st
two (2) types of technology in teaching

Evaluating the effectiveness of the 20 0 0 0 30 50 Important 6th

lesson for improved performance but not the
main focus
 Appendix C

The chart below highlights the prerequisite analysis in a hierarchical manner.

 Appendix D

Contextual Analysis Worksheet

Orienting Context

Learner Factors

Participants all possess at least a masters level qualification in teaching/education -2 -1 +1 +2

Participants all possess at least 10 years of tertiary teaching experience -2 -1 +1 +2

90% of the participants are above 40 years of age and demonstrate apprehension about working with

technology -2 -1 +1 +2

Immediate Environment Factors

Participants work in a collaborative department which promotes ease of communication among its

members -2 -1 +1 +2

Organizational Factors

Participants are aware of the benefits to the development of their skills and how its impacts their

performance and overall learning outcome -2 -1 +1 +2

Participants are aware of the usefulness of the workshop for the purposes of both personal,

professional and organizational development -2 -1 +1 +2

Organizational support is expressly lacking with regard to the procurement of software and/or

hardware needed to facilitate training -2 -1 +1 +2

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Instructional Context

Learner Factors

Learners possess varying learning/learner styles which may not be adequately represented

throughout the delivery of instruction -2 -1 +1 +2

Learners will be allowed to work in an active and collaborative manner -2 -1 +1 +2

As adult learner, participants will be encouraged to be responsible for the success of their learning

experiences -2 -1 +1 +2

Immediate Environment Factors

Leaners will be working in a familiar learning environment as the venue for the workshop will be on

campus at the university using rooms and equipment already available -2 -1 +1 +2

Reliability of the internet/broadband connection is not always dependable on campus which may

hinder delivery as planned -2 -1 +1 +2

The physical environment provides a conducive nature for open discussion as well as individual task

completion -2 -1 +1 +2

Organizational Factors

Participants will have a procedural input about the effectiveness of their learning experience

-2 -1 +1 +2

The university administration is open to allowing the undertaking of this workshop at requested

venue -2 -1 +1 +2
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Transfer Context

Learner Factors

Independent and collaborative learning is useful for adult learners to make the learning material

and experiences meaningful and useful -2 -1 +1 +2

More mature participants may tend to cling to their customary ways without consistent

motivation and practice of the new approaches to teaching -2 -1 +1 +2

Participants will be undertake self-assessment (in addition to more objectively measurable

methods) which will allow for reflective learning -2 -1 +1 +2

Immediate Environment Factors

The familiarity of the working/learning environment allows for practical training and the

appropriate use of the room(s)/equipment available -2 -1 +1 +2

Organizational Factors

Successful implementation of the program is expected to lead to more dynamic teaching methods

in the classroom which is intended to engage students -2 -1 +1 +2

The use of multiple media in the teaching/learning dynamic will allow the university to advance

in its teaching practices thus positively influencing its reputation -2 -1 +1 +2

Program can be adapted to target lecturers in other faculties and department to consider teaching

disciplines and appropriate teaching methods -2 -1 +1 +2

Appendix E
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 Appendix F
5.2. Rubrics
The rubrics outlined below is an objective means of assessing performance during the practical assessment aspect of the performance
assessment phase for this professional development workshop.
Beginner Developing Accomplished Exemplary Total
0-1 1-2 2-3.5 3.5-5
0 = no show; 1 = >2 = limited <2 = solid understanding; <3.5 = Exceptional 30 pts
complete lack of demonstration of 3.5 = good demonstration demonstration of
understanding understanding of understanding understanding; 5 =
above and beyond
Planning No evidence of planning Little evidence of Sufficient evidence of Substantial evidence of
and preparation planning and planning and preparation planning and preparation
preparation
ICT No use of alternative Partial integration of 1 Partial integration of 2 Complete use of 2
technology technology technological media technological media
Delivery Confusing and difficult to Limited flow and Sufficient flow and Substantial flow and easy
follow challenging to follow understandable to follow
Creativity No integrative design Limited use of software Satisfactory use of Exemplary use of
within the teaching to enhance the delivery software to enhance software demonstrating
method delivery mastery
Effective- No assessment of learning Assessment of learning Appropriate assessment of Substantial evidence to
is completed is somewhat completed learning is completed support the assessment of
ness learning is completed

Format No consistency of Limited consistency of Consistency of delivery in Exceptional consistency

delivery in physical delivery in physical physical presentation and of delivery in physical
presentation and speech presentation and speech speech presentation and speech
Total