Designing Professional Development To Increase Technology Integration In The Workplace

Designing Professional Development to Increase Technology Integration in the Workplace

MSU-MAET May 2007

CEP 894D: Practicum in Education Psychology Reflective Teaching with Technology Technology through Professional Development 2

TABLE OF CONTENTS

STATE OF PROBLEM 2-5

REVIEW OF RELATED RESEARCH AND INFORMATION 5-17

INSTRUCTION PLAN 17

RESEARCH PLAN 18

SPECIFIC RESEARCH QUESTIONS DATA SOURCES DATA ANALYSIS

CONCLUSION 20-21

REFERENCES 21-23

ANNOTATED BIBLIOGRAPHY 23-27

APPENDICES

LETTER TO ADMINISTRATIVE STAFF 28 ATTITUDE SURVEY I 29-31 SURVEY II 32-34 POWERPOINT QUESTIONNAIRE 35- 36 POWERPOINT 101 37-42 SURVEY I RESULTS 43-46 SURVEY II RESULTS 47-50 METS TECHNOLOGY STANDARDS 51- 54

2 Technology through Professional Development 3

MSU-MAET 2007

Barbara Bloemers CEP 894: Practicum in Education Psychology Reflective Teaching with Technology Products

Designing Professional Development to Increase Technology Integration in the Workplace

Statement of Problem

There is a wide range of opportunities available for motivated adults to continue or begin technology training. Classes are offered at libraries, schools, computer training schools and online through the Internet. Within the business world, employers may promote professional development by offering training or the time off to take the training and shoulder the financial cost for the employees desiring the training. However, many employers are not so forward thinking and do not facilitate technology training to their employees. These adults need to seek training on their own time.

Adults in the workforce are competing for positions from high school and college who have grown up with technology from an early age. According to the Michigan Merit Curriculum research 38 million full-time workers in the nation have Internet access at their jobs and two- thirds of them (67%) go online at least once per day. Seventy-two percent of full-time workers with Internet access at work say it has improved their ability to do their job. Computers and the ever changing technology are issues that need to be addressed.

As I work for a large Michigan-based corporation that encourages professional development, I am encouraged by the opportunities made available to its employees. The employees of various job classifications take mandatory professional development and are

3 Technology through Professional Development 4 offered a myriad of optional technology classes. The corporate structure of the Lansing, MI is comprised of approximately 250 employees with the following job titles:

Director, Managers, Team Leaders, Administrative Assistants, Analyst, Customer Service Representatives, Group Service Representatives, Medical Review Specialists, Performance Evaluation Specialists, Trainers, Technicians, Pricers and Clerks.

Mandatory classes are taken during the course of the normal workday and can, and often does, cover weeks and months of training. There are also opportunities for employees to take various skills training that would enhance their technology skills. The two-day off-site training classes should be job related and subject to their supervisor’s approval or on-line training available before or after work. The workforce is comprised of a wide-range of age and education with the majority of employees not having had the earlier elementary, junior or senior high school exposure to technology.

The technology training at BCBSM includes the following computer skills: Microsoft Office 2003: o Access o Excel o Outlook o PowerPoint, o Project o FrontPage o Word

Business Skills (Microsoft) o Beyond the Spreadsheet: Managing Financial Information Using MS Access o Building Better MS Office Word 2003 Documents in Less Time o Creating Effective Presentations Using MS PowerPoint 2003 o Forecasting and Trend Analysis Using MS Office Excel 2003 o Managing Critical Business Information Using MS Office Access 2003 o Setting Up Projects for Success Using MS Office Project 2003 o Summarizing MS Office Excel 2003 Data to Make Better Business Decisions o Time and Task Management Using MS Office Outlook 2003 o Aspect System Management Suite o PVCS Version Manager

o Introduction to OSCAR Query Writing Using Access

It is difficult for adults once out of the school setting, to keep up with the continuing changes and advancements of technology. Technology is an integral part of our lives whether we are speaking of the business world, or education. Adults need to know how to keep learning and make effective and innovative use of what they know throughout their lives, it doesn’t stop once formal education has been completed. Not only do we need to know the basics of technology but we also need be updated. There are several obstacles to overcome in a business setting regarding being computer literate. By identifying the obstacles of learning and through a variety of learning strategies, we can look into addressing the educational technology needs of our diverse staff. Assessing the needs of staff to determine levels of technology knowledge their attitude towards technology and their specific needs will be the first step. Training will be through a variety of means such as PowerPoint demonstrations, project-oriented lessons and one-on-one instruction all followed up by technology and attitude assessment.

Review of Related Research and Information

In review of the literature regarding professional development, technology training, adult education, mentoring and training, I found many similarities in the research findings that can encompass both the corporate business world and in the education fields. One common statement is that professional development, technology in particular, is an ongoing task (Salpeter, 2003). There are many common problems and issues in facing the integration and training of technology to staff members including time, course material to fit a range of abilities and financial. Training can be most effective if done willingly and is something that the individual finds useful either personally and professionally. Another issue is the broad spectrum of technology savvy of staff. It is difficult to disseminate information in an all at once lesson to everyone with varying abilities and knowledge because you either are losing the interest of those who already know the material or are going too fast to reach the student with elementary needs. The most effective professional training will be achieved with a well-thought out program that is able to scaffold learning and build on prior knowledge.

It is a well-known fact that adult students remember approximately 20% of what they hear and 10% of what they read versus 30% of what they see. Therefore, if they hear, read, and see material, the chance of remembering gets progressively better. In order to fulfill the promise of continuing education, a student has to have a reason to continue to expand computer use on his/her own. An instructor can’t possibly teach everything in an hour a day or year. In addition, there are constant rapid changes in technology. Information and communication technology (ICT) literacy is the ability to use technology to develop 21st century content knowledge and skills. We must be able to know how to learn, think critically, solve problems, using information, communicate, innovate and collaborate. (21st Century Skills)

Reviewing the various standards of our schools today to prepare our students for life after high school, clearly demonstrates that technology education for those who haven’t been in school for the last 5-10 years need to upgrade their skills to be competitive with younger, more technologically experience people coming into the workforce. The Michigan Educational Technology Standards (METS) shown below describe the technology education students in 9th – 12th grade are to receive. (See complete version in Appendices)

1. Basic Operations and Concepts a. Students demonstrate a sound understanding of the nature and operation of technology systems. b. Students are proficient in the use of technology. 2. Social, ethical, and human issues a. Students understand the ethical, cultural, and societal issues related to technology. b. Students practice responsible use of technology systems, information and software. c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 3. Technology productivity tools

a. Students use technology tools to enhance learning, increase productivity, and promote creativity. b. Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works. 4. Technology communication tools a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools a. Students use technology to locate, evaluate, and collect information from a variety of sources. b. Students use technology tools to process data and report results. c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. 6. Technology problem-solving and decision-making tools a. Students use technology resources for solving problems and making informed decisions. b. Students employ technology in the development of strategies for solving problems in the real world.

The International Society for Technology Education (ISTE) Standards for Grades 9-12 similarly propose to prepare the student for the current technology needs of their future. According to these standards, prior to the completion of 12th grade, students will:

 Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.  Make informed choices among technology systems, resources and services.

 Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.  Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.  Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, and correspondence).  Evaluate technology-based options, including distance and distributed education, for lifelong learning.  Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity.  Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.  Investigate and apply expert system, intelligent agents, and simulations in real-world situations.  Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

There are parallel points of teaching adults and children according to Linda Masek. She states that when teaching adult professional students:

 Never forget that knowledge proceeds from the known to the unknown.  Find out what the student knows, and then build on  Have a flexible lesson plan that can be adjusted for the unexpected.  Adult students come in a wide range of technical abilities.  The average attention span of an adult is between 30-40 minutes. People absorb less and less the longer the instructor teaches after 60 minutes. To compensate, give the class a break, change the direction of the presentation, change the type of instruction (i.e., hands-on, slides, blackboard/whiteboard).

Schools as well as businesses are affected by maintaining a well-educated trained staff. As wireless technology takes hold in school districts, the biggest challenge is getting teachers to embrace it, to take student learning to a new level. As an involved parent, I, too need and want to keep abreast of what technology is available and being used by children.

According to Alice Owen, executive director of Technology for the Irving School District (TX), it’s critical to support their educators in learning the technology, and to know that having well-trained teachers always translates into better educated students down the road. Technology always should be a catalyst for change, but you can’t change anything if your teachers don’t understand how to use the technology first. One of the biggest pieces (of wireless technology) is getting teachers prepared for the change that happens in their classroom when you put a connected device in the hands of every student. The Irving School District begins every school year with three (3) days of workshops, seminars, and best-practice-sharing sessions devoted to wireless use and how to incorporate it into the classroom. Owen furthers states that instructing teachers to operate the technology can be an easier task than making sure they turn around and use it. In many cases, teachers have been teaching the same subject with the same resources for years. (Milner, 2005)

Bette Manchester, director of special projects for the Department of Education in Maine, emphasizes, that you have to expect teachers to use technology and then reassure them that you’re providing them the help and professional development to make (wireless) part of their routine. One of the biggest problems in providing professional development has been getting teachers to carve out time for detailed training sessions. Many teachers are already overcommitted, with tight schedules at work and busy lives at home. The educator time is at a premium, making timely in-depth training difficult. (Milner, 2005)

In the article, “Technology Professional Development: long-term effects on teacher self- efficacy,” George Watson discusses the importance of professional development to improve teachers feelings of value and worth. There are hardly any fields of employment outside of education that don’t require some form of technology to be used as technology is becoming integral in all we do. Although the following study included teachers, other occupations could

9 Technology through Professional Development 10 be identified with similar results. The workforce too needs to experience the feelings of efficiency and usefulness in the work they do.

Self-efficacy is defined as a belief in one’s own abilities to perform an action or actively to achieve a goal or task. Studies have shown a link between a high level of teacher self-efficacy and higher student achievement. (Ross, 2001)

The West Virginia K-12 RuralNet Project was a NSF (National Science Foundation) funded program to train in-service teachers on integrating the Internet into the science and mathematics curriculum. The program involved training in-service teachers through an intensive summer workshop and optional supplemental online courses. The summer workshop covered basic skills as well as classroom integration issues. Teachers learned the basics of using the Internet, e-mail and hot to find information using search engines. In addition, they learned how to effectively integrate the Internet into the lesson planning and teaching process.

The optional online course also served to reinforce basic skills as well as begin the process for teachers to develop technology integrated unit plans. Two courses were taken consecutively and covered the entire academic year (fall/spring). The data from the RuralNet Project indicates that teachers who completed the workshops and online courses had improved their feelings of self efficacy to the point that any college credit courses taken in the years since the treatment had no effect on it (self efficacy). College credit courses taken by the teachers after RuralNet added content knowledge but were nonfactors to feelings of confidence by the teachers. This is not to imply that college credit courses are not worthy endeavors, but that the added online courses and connection to the summer workshop removed feelings of inadequacy. The one-week summer workshop by itself did not completely eliminate any preworkshop feelings of self-efficacy, but the workshop with the added online courses did. (Watson, 2006)

In the article, “Professional Development: 21st Century Models”, Judy Salpeter discusses technology and professional development. She states that face-to-face presentations, some of them including hands-on lab sessions, are still the core of most professional development programs involving technology. However, in recent years, these professional

10 Technology through Professional Development 11 development offerings have evolved in several key ways. The focus now is on instructional strategies and needs.

Perhaps the biggest “thing” that has changed about technology-related professional development over the years is the recognition that it needs to be on-going. Let me repeat, there is a definite need for sustained professional development. Research has shown that sessions must be followed up with regular classroom visits to provide support and mentoring. According to experts, another key element of sustained professional development is teamwork. “You must have a team to design, implement and follow-up on professional development. It cannot be a one person job says Eileen Gallagher of the Montefiore School, Chicago. Technology and Learning contributing editor David Warlick, “I believe the best professional development is that which happens casually as teachers share with teachers what they are learning on an ongoing basis. (Saltpeter, 2003)

Motivation is a huge factor in successful professional development. Older adults who decide to purchase a computer and learn how to use it are referred to as the “early adopters.” They are likely to be self-directed life-long learners—individuals with the motivation and curiosity to follow their own learning project, in this case, how to use computers and technology.

Educators of adults have been involved for some time in experimenting with new technologies, telecommunications, and learning. Despite predictions that these technologies would change the face of learning, they have yet to make a great impact on how learning is delivered to older adults. (Timmermann, 1998)

For the older adult education market, there is relative failure of home study (print, audio or video). Many adults are self learners who might relish the idea of taking courses on CD-ROM or online. Learning in a classroom is a social as well as a growth experience for many older learners. In fact, on of the main reasons older adults enroll in courses is to meet others who share their interest. Home study can be an isolating experience except for highly motivated individuals.

Inroads in computer-based instruction are also being made in corporate America. Training divisions of the Fortune 500 companies are experimenting with new forms of learning such as interactive CD Rom courses, Internet based training, online collaborative learning, and other innovative uses of information technology. Many of the courses are designed for self- study, with the built in incentive of job advancement or the earnings of continuing professional education units to maintain certification with occupation groups. The private sector earmarks financial and human resources to development, test, and evaluate new modes of instruction.

There is no single answer, theory or model of adult learning that explains what is known about adult learners, the various contexts where learning takes place and the process of learning itself although this has been studied for more than 80 years ever since adult education was founded as a professional field of practice in the 1920’s. (Merriam, 2001)

The two theories of adult learning do stand out are andragogy and self-learning. Andragogy is a model of adult learning based on self-directed learning. Instructors in an andragogy-oriented training program are facilitators not teachers. This is in contrast to pedagogy or youth learning which is teacher directed.

It has been known for centuries that adults learn as a part of their daily lives, however, not until the early 20th century was adult learning studied systematically. Early research focused on whether or not adults could learn. In the book Adult Learning (1928) adult learning was looked at from a behavioral psychological perspective in that subjects were tested under times conditions focusing on learning and memory.

There were mixed findings from this research. Under timed conditions, older adults were tested against younger people. The results made it appear that being younger made one a better learner (Lorge 1944, 1947). Later interpretation of this study pointed out that adult test scores were not related to age but rather related to previous education and skills, not age. Since older adults had less formal training and less test-taking skills, it only appeared that adults were less capable learners. When Lorge focused on adults’ ability to learn rather than on speed or rate of learning, adults up to age 70 tested as well as younger adults.

When intelligence tests were developed, it was noted that students scored well when compared to adults as well as young adults compared to older adults. Today it is recognized that adults score better on some aspects of intelligence as they age and worse on others, resulting in a fairly stable composite measure of intelligence until very old age (Schaie and Willis, 1986)

In l968, Malcolm Knowles proposed the new label for the distinction between adult learning from preadult schooling called andragogy. He defined andragogy as the art and science of helping adults learn. He named five assumptions underlying andragogy which describe the adult learner as  has an independent self-concept and who can direct his or her own learning  has accumulated a reservoir of life experiences that is a rich resource for learning  has learning needs closely related to changing social roles  is problem-centered and interested in immediate application of knowledge  is motivated to learn by internal rather than external factors  There was much debate in the 70’s and 80’s as to the validity of andragogy as a theory of adult learning but rather a model of assumptions about learning. Knowles later revised his assumptions to include andragogy and pedagogy as appropriate approaches to both children and adults. Cyril Houle, Knowles’ mentor and author of numerous books on adult education cites that was is significant that educators should involve learners in as many aspects of their education as possible and in the creation of a climate in which they can learn.

Self-directed learning (SDL) is another model that helped define adult learners as different from children. Self-directed learning is widespread, occurs as part of adults’ everyday life and is systematic yet does not depend on an instructor or a classroom.

Both andragogy and SDL, which appeared about the same time, were the first two attempts by adult educators to define Professional Development that comes in many forms. Research shows that face-to-face presentations, including hands-on sessions, are still the core of

13 Technology through Professional Development 14 most professional development programs. (Salpeter, 2003, p.1) However, in recent years professional development has evolved in several key ways from being about ‘how to’ to instructional strategies and needs. An increasing number of school districts have abandoned the ‘how to’ instruction altogether and offer lessons in a “just in time” fashion. The technology used is as simple as a PowerPoint presentation or a PDF file with textual instructions and diagrams. Still other school districts have concerns about scheduling and release-time problems and have professional development instructors turn live presentations into online multimedia workshops for just-in-time learning.

In addition, some of the most popular presentations have been offered in a lab where the voice and computer displays are recorded digitally. Usually, the sessions are live, with some audience members in the lab and others at remote sites from where they can submit questions via e-mail or use polling software to respond to queries sent by the instructor to their computer screens. After these live sessions, the video version becomes available and is published on the Web as a resource. Of course, the creation process can be, and usually is, very time consuming. Many school districts across the country, virtual course delivery systems are used for both online instruction and ongoing collaboration among teachers. A number of face-to-face professional development activities are supplemented with follow-up discussions.

Tapped In, (ti2.sri.com) is an example of online professional development site. It offers a meeting place for educators, complete with virtual offices and classrooms, conference rooms, and a help desk. URLs can be posted for the participants to view examples of the topics being discussed.

Over the years, the biggest change in technology-related professional development is the recognition that it needs to be ongoing. It has been stated that federal No Child Left Behind funds that are earmarked for professional development comes with the stipulation that they cannot be used for one-day or short-term learning experiences.

Technology can be an important tool to help with collegiality and sustained learning. As the authors of No Dream Denied stated, “Technology is perhaps the most important and most

14 Technology through Professional Development 15 underutilized tool for providing teachers access to the targeted professional development they need, when and how they need it. Online course, informal support groups, and other network- supported resources open the door to professional development opportunities far beyond what any school or district might be able to offer.”

How adults learn has concerned scholars and practitioners since the founding of adult education as a professional field of practice since the early 1920’s. Eighty years later, there is no single answer, no one theory of adult education that explains all that is known about adult learners, contexts where learning takes place and the process of learning itself . In early research on adult learning it was determined that adults learn as part of their daily lives. When adult learning was studied more systematically in the early twentieth century, research was centered on adult learning as whether or not adults could learn. After years of research and testing, the question of whether adult could learn was no longer the focus; rather the new research focus was what was different about adult learning? It is known that there are mosaics of theories, models, sets of principles and explanations that, when combined, compose the knowledge base of adult learning. Two important pieces of this mosaic are androgogy and self-directed learning. Androgogy is a mode of adult learning based on self-directed learning. The instructors in an androgogy-oriented training program are facilitators not teachers as opposed to pedagogy or youth learning which is teacher-directed.

Possible Solutions Two obstacles have been identified that affect teachers’ ability to adopt and integrate technology within schools, external (i.e., lack of equipment) and internal (e.g., lack of confidence). In overcoming these barriers, a technology coach program, has been suggested as a possible solution, particularly internal factors. (Sugar, 2005) The technology coach, mentor, counselor, or a technology learning coordinator function is to provide technology support and guidance to a group of assigned teachers. Similar to this concept is to link experienced teachers with novice teachers for professional development.

Many schools currently have individuals employed whose sole job function is to provide technology assistance to teachers and administrators. They perform two main roles. One role is

15 Technology through Professional Development 16 troubleshooting problems with technological hardware and to resolve technical problems of the school. The other role focuses on supporting the teachers and administrators in effectively instructing students using an assortment of technologies.

There is considerable criticism that existing professional development programs need to be revised as teachers report that attending professional development workshops was not meeting their needs. Citing the traditional sit-and-get training sessions without follow-up support has not been effective in preparing teachers to integrate technology into their classrooms. In a 2000 survey conducted by the US Department of Education of public school teachers, approximately one-third of the teachers report feeling well prepared or very well prepared to use computers and the Internet for classroom instruction. This being said, the report alludes to the two-thirds of public school teachers who do not feel confident in using computers and other technology tools in their instruction. Situated professional development can be the link between staff development and implementation of technology. This approach focuses on particular technology needs that teachers would like to learn and integrate in their classroom as opposed to the dictated technology competencies.

In a 2001 study exploring the role of a technology coach which consisting of six female teachers and three male teachers assessed their skills and attitudes towards technology. The participants were selected based three factors: content area, experience with specific technologies (e.g., e-mail, WWW, computer graphics PowerPoint, etc.), and gender. The technology coach was a recent Instructional Technology graduate and middle school History teacher. The topics discussed in the face-to-face coaching meetings were initiated by the individual teacher. Other than the meetings, the coach maintained e-mail communications with some of the teachers for the purpose of providing follow-up information and resources pertaining to the sessions.

The coach performed a range of activities during his coach meetings with teachers which were classified into four main categories: skills, technical, resources, and projects. Of interest was that almost all of the participants had similar technology needs. The majority of teachers did not want to be trained about the latest and sophisticated instructional technologies, but needed

guidance with simple technology skills (e.g., changing a printer’s cartridge, creating a PowerPoint presentation, using a digital camera, etc.)

From this study, the situated professional development for technology training appears to be a better alternative to the traditional, in-service technology workshops. Each of the participants voiced value on being trained with their own individual classroom technologies, as well as being able to personalize their technology questions. In addition, having an empathetic and supportive relationship with the technology coach who has patience, describe technology terminology in a non-threatening way to help teachers overcome affective domain barriers (lack of confidence), and was crucial to the success of this study. “It is apparent that an ideal technology coach doesn’t need to possess technical skills as much that an ideal technology coach would need to possess “people skills.” (Sugar 2005, pg. 558).

Instructional Plan

The administrative staff who participated in this research project consisted of two data analysts, a registered nurse, four team leaders and a manager, and two peers who were interested in upgrading their technology skills. Profiles of the participants are as follows:

TITLE SEX APPROX. HIGHER TECHNOLOGY AGE EDUCATION LEVEL Manager Female Mid-forties BA Degree in Math Sophomore Team Leader DH Male Mid-30’s Associates Degree Freshman Team Leader MH Female Mid-30’s BA Degree in Junior Business due Summer 07 Team Leader TH Female Early 30’s Associates Degree Freshman Team Leader BS Male Late 20’s B.A. Degree in Junior Business Sr. Analyst KH Female Late 30’s Freshman RN Analyst KS Female Early 50’s Nursing Degree Freshman Analyst PD Female Late 40’s Sophomore Marketing Male Early 40’s Associates Degree Junior Analyst TW

Admin Asst. BN Female Late 40’s Masters Degree Junior

My goal was to assist them in becoming more technology savvy in the workplace and to develop an interest to pursue personal development in this area. My plan of action was using our weekly staff meetings to introduce PowerPoint tasks which they will be able to use for company projects and also for their own personal use. They began by answering a needs survey of tasks they would like to learn or review. From this survey it was determined that PowerPoint would be explored. The survey results also found that the majority of staff preferred the classroom setting for instruction. Rather than using the weekly staff meeting for the instruction, I reserved a computer classroom allowing for each individual to have direct access to a computer.

Research Plan

Specific Research Questions

1. How does participation in a customized, project-based technology training program using PowerPoint and other office productivity applications influence staff use of and attitudes about technology?

a. How does skill in one technology application impact the use of other programs? b. Will those administrative staff members (team leaders) with immediate reports encourage or seek training for their own staff?

Data Sources To begin the intervention, an attitude questionnaire was used to determine staff feelings about technology in general and their need for further learning. Review of this feedback an online assessment (SurveyMonkey) determined the following:

1. My attitude towards technology. 2. My attitude towards technology in general. 3. Kinds of MS Office programs used.

4. Location where MS Office is accessed. 5. Which MS Office program desired to be learned or reviewed. 6. Assessing one’s own PowerPoint ability 7. Assessing one’s own Excel ability 8. Assessing one’s own word processing ability 9. List of other software interested in learning 10. Manner of learning technology

From the results of this assessment further training was identified. Several methods of instruction were offered where staff was encouraged to discover principles (skills) by themselves from a constructivist viewpoint. The Introduction to PowerPoint is followed by the student creating their own presentation from the results of another staff member’s answers to an informal survey entitled, “It’s All About Me.” Bruner is attributed to the theory that learning is an active process where the learner takes information, constructs hypotheses makes decisions while relying on cognition. The idea of learning through community is supported by his theory on the role of culture in shaping growth. The social interaction and the “zone of proximal development” as stated by Vygotsky, are of value in this informal classroom setting and existing community of this administrative staff. The administrative staff, already being a cohesive group, was able to benefit greatly from the ZPD as interaction and learning by peers was achieved.

Data Analysis

Information derived from the initial questionnaire (technology assessment) identified the particular technology needs of the administrative staff by reflecting upon their own technology skills. Skills that were included in the survey were word processing, e-mail, Internet, PowerPoint, spreadsheets, computer maintenance, digital camera, web page and database.

Data from the second questionnaire was compared to data collected after the PowerPoint training and subsequent training derived from the assessments. From the results of the data, the following questions were answered:

1. Does attitude toward technology and/or its use change after additional training? From the survey results, 60% of the staff felt that although they were familiar with PowerPoint, they did learn something. This was an exceptionally high percentage as there were not too many “Junior” levels in the training. In addition 40% felt they were now more confident using PowerPoint.

2. Does use of technology tools increase? There was an increase in stated uses for PowerPoint, those being presentations, graduate slide show, notifications to staff, e-mail, in workgroups, school and the annual report. It has been observed that three of the four Team Leaders are now using PowerPoint to notify staff of their monthly meetings.

3. Does the staff request additional support? When asked the manner in which staff would seek additional support if assistance was needed, 80% said that they would refer to the handout presented at training. This handout was the training steps discussed in class in addition to more detailed functions of PowerPoint. Also, 40% of the staff would try working out the problem by themselves and/or use the HELP button. Asking another staff member was 40% of the staff. As of this writing, I have not been asked for support in PowerPoint.

Conclusion

In review of my survey finds and observations and my review of the research substantiates that there are many problems to overcome and consider when teaching the adult learner.

The following results of my research support the fact that teaching the adult learner is unique. The first obstacle observed and to overcome was find the time to schedule training for a time when there would be the least amount of negative impact on the staff’s job demands or personal time. Monday is the busiest day of the week and should be avoided for this type of

“optional” training in order to be most effective and stress free. Additionally, staff members have the option of compressing their work week (working the full 77.50 hours in any two week pay period in an extended day/s in order to take a day off). Friday is usually the day most people take off from work. Then there is the mandatory training that may take staff out of the office during the week. Lastly, there are numerous meetings and town halls, depending on your job and whether you are a union or non-union employee. During the course of the three months of attempting the schedule the instructional plan within these parameters, the class itself was rescheduled, at the last minute, three different times.

Numerous staff changes was also an obstacle. During this period of research, my manager and I were transferred to another department. Once established in the new department, one team leader left to take a job in Chicago, another retired, one was promoted and went to another department. All these changes happened separately and required vast amounts of delays due to interviewing and hiring the replacement new employees. Staffing change was a problem in that when a team leader leaves their position, the remaining team leaders share job functions, making their job more demanding of their time.

There were two types of reluctant learner. One being the person who thought she already knew PowerPoint and the other learner with little experience. The first reluctant learner felt that she did not need further training. Quoting her, she learned on her own. She was also the staff member whose manager wasn’t aware that she wasn’t planning on attending the PowerPoint/Team Building Session. This session wasn’t an optional training class. Ironically, there was another staff member who also rated his PowerPoint expertise at the Junior level who was anxious to attend in order to learn even more. The other reluctant learner had a last minute conflict and wasn’t able to attend the session. Her comments during the scheduling process was always that she was too busy with job demands to take the 2-hour class despite her self rated Freshman level expertise with PowerPoint. I made myself available at any time, before or after work or my lunch hour, to tutor her on the session and the exercise that she missed. She has not responded to the availability of desk-side tutoring.

So what have I concluded from this research? Technology trainers who plan professional development opportunities should know to ask the recipients their preferences to what, when, where and how regarding these sessions. Both peer-to-peer learning and direct instruction are successful delivery modes.

I am excited about continuing to learning and teaching technology.

References

Research Bibliography

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Dunn, K. (2000, May). Rutgers University Creates Culture of Lifelong Learning [Electronic version]. Workforce, no5(79), 108-9.

Eisinger, J. (2000, December). Education Evolution [Electronic version]. Association Management, no 13(52), 52-9.

Feldman, J. (2005, June). Professional Development Strategies: Beyond the Classroom -- Training is just the first step toward molding your team into a lean and mean IT machine ... [Electronic version]. Network Computing, p59.

Fidishun, D. (2000, Spring). Teaching Adult Students to Use Computerized Resources: Utilizing Lawler's Keys to Adult Learning and Make Instruction More Effective [Electronic version]. Information Technology and Libraries, 19(no3), 157-8.

Huang, H.-M. (2002, January). Toward Constructivism for Adult Learners in Online Learning Environments [Electronic version]. British Journal of Educational Technology, no1(33), 27-37.

King, K. P. (2002, November/December). Creating their Futures—The Transformative Possibilities for Women Using Technology in their Professions [Electronic version]. TechTrends, 46(no6), 37-41.

Levy, F., & Murnane, R. J. (2004, June). A Role for Technology in Professional Development? Lessons from IBM [Electronic version]. Phi Delta Kappan, 85(i10), 728.

Masek, L. E. (2000, March). Advice for teaching hands-on computer classes to adult professionals. Computers in Libraries, v20(i3), p32. Retrieved September 13, 2006, from http://web3.infotrac.galegroup.com

McCarthy, E. H. (2006, March). When Teachers Take Staff Development Personally [Electronic version]. The Education Digest, (no7), 45-9.

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Sugar, W. (2005) Instructional technologist as a coach: Impact of a situated professional program on teachers’ technology use. Journal of Technology and Teacher Education. 13(4), 547-571.

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Watson, G. (2006, Spring). Technology Professional Development: Long-term Effects on Teacher Self-Efficacy [Electronic version]. Journal of Technology and Teacher Education, v14(1), p115(15).

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Annotated Bibliography

Brown, A. H., Benson, B., & Uhde, A. P. (2004, Summer). You're Doing What with Technology? An Expose on "Jane Doe" College Professor [Electronic version]. College Teaching, no3(52), 100-4. This article discusses professional development of three college professors who wish to improve their technology skills. Faculty development issues regarding learning and the use of technology, key questions that higher education faculty and administrators need to address, as well as the support institutions need to provide. The results of this report demonstrate that the “typical” Jane Doe college professor needs to be “systematically and individually supported” in the development of contemporary educational technology use. Institutions must take an active role to provide resource, time and equipment support.

Bruder, I. (1989, November/December). New Ideas for Professional Development; Teacher Education [Electronic version]. Electronic Learning, v9(n3), p22(7). Nine panelists at the Electronic Learning Second Annual Technology Conference (1989) agreed that teacher’s time for training during school hours. In addition, schools, universities and businesses must each cooperate with one another, and that both life and technical skills are necessary. Several problems were cited such as lack of teacher training, in-service training and leadership among school officials.

Dunn, K. (2000, May). Rutgers University Creates Culture of Lifelong Learning [Electronic version]. Workforce, no5(79), 108-9. The future of work and the role of technology as well as the implications for school and teachers are discussed. With major trends referenced to help predict the future of work and the role of technology, schools can assist in helping students become more productive citizens with effective knowledge and skills.

Feldman, J. (2005, June). Professional Development Strategies: Beyond the Classroom -- Training is just the first step toward molding your team into a lean and mean IT machine ... [Electronic version]. Network Computing, p59. The FMO (Facilities Maintenance and Operations Department at Rutgers University lagged behind in its technical studies. The FMO was the largest department at the university with nearly 800 employees on three campuses managing grounds keeping, maintenance and repairs services. I was determined that members of the staff were lacking basic reading, math and computer literacy. Improving these staff skills, it was determined, would assist in the department’s continued success. The custom classes that were offered were so successfully attended that the college is adding to the program.

Feldman, J. (2005, June). Professional Development Strategies: Beyond the Classroom – Training is just the first step toward molding your team into a lean and mean IT machine that’s technically proficient but has a soft side too” [Electronic version]. Network Computing, p59.

Formal education is but the first step in many professions. One must constantly “tweak” technical skills. This report states that the answer to building a competent IT staff is a comprehensive professional development plan. Although time consuming, continued training is morale-boosting to the trainee that their organization is interested in the person “beyond his or her ability to deliver a quick tech hit.”

Fidishun, D. (2000, Spring). Teaching Adult Students to Use Computerized Resources: Utilizing Lawler's Keys to Adult Learning and Make Instruction More Effective [Electronic version]. Information Technology and Libraries, 19(no3), 157-8. As adult students are found in most institutions of higher learning, educators (librarians) need to adapt their design instruction on computerized resources to the adult student as opposed to the traditionally aged student. These students find that the library has changed much. Card catalogs and paper indexes have been replaced with online catalogs and CD-ROM databases. This article uses Patricia Lawler’s six key principles to adult learning:

 Understand and Reduce Anxiety  Elicit and Incorporate Student Expectations  Acknowledge and Utilize Student Experience  Provide and Encourage Active Participation  Identify and Incorporate Relevant Content  Facilitate Change and Growth

The use of these keys can help librarians assist adult students enter the world of information technology and aid in the methodologies of library instruction.

Huang, H.-M. (2002, January). Toward Constructivism for Adult Learners in Online Learning Environments [Electronic version]. British Journal of Educational Technology, no1 (33), 27-37. Educators need special techniques for online learning as well as meeting the special needs of adult students because of their special characteristics (job demands, varied life and work experiences and dependents at home. Researchers have suggested that constructivism be applied in distance education. Constructivism and adult learning theories are reviewed. Within the scope of constructivism in adult learning, instructional principles are discussed:

 Interactive  Collaborative  Facilitating  Authentic  Learner-Centered  High Quality

The problems of traditional distance education (interactive or communicative) are decreasing gradually through advanced online technologies. Instructional designed need to consider constructivist principles to create learner-centered and collaborative environments to support critical reflection and experiential processes. Online discussion groups should be discussion-

25 Technology through Professional Development 26 oriented, authentic, project-based, inquiry-focused and collaborative. Implementing these strategies will create better learning environments.

King, K. P. (2002, November/December). Creating their Futures—The Transformative Possibilities for Women Using Technology in their Professions [Electronic version]. TechTrends, 46(no6), 37-41. Similar to the book, Composing a Life by Mary Bateson, who’s book portrayed the lives of five women and delved in the experiences of multiple careers, lives and multiple demands in their lives, this article looks at the life of one particular woman (adult learner) whose life scenario “deeply affected” the author in relationship to being woman in a technology-related field and as an educator of adults. There is an emphasis for alternative teaching and learning methods, the introduction of technology at earlier ages, providing mentors and role-models.

Levy, F., & Murnane, R. J. (2004, June). A Role for Technology in Professional Development? Lessons from IBM [Electronic version]. Phi Delta Kappan, 85(i10), 728. The authors studied IBM’s approach to training new managers to capture lessons learned and apply to schools and districts to rely on technology to deliver professional development. The current method of holding workshops led by an outside speaker with little or no follow-up did not change how well teachers teach or children learn. There is a challenge to use technology more in the delivery of professional development. Existing programs that use the Internet in professional development have included TeachScape, LessonLab and the Center for Online Professional Education. In this article, IBM answered the following questions in the process of revamping its own training program for new managers:

 What role should technology play in professional development?  Can it substitute for face-to-face meetings that are expensive and hard to schedule?  Can it make face-to-face meetings more valuable?  Does it change how meeting time should be spent and require new skills of those who facilitate these meetings?

McCarthy, E. H. (2006, March). When Teachers Take Staff Development Personally [Electronic version]. The Education Digest, (no7), 45-9. The end result for most schools of having professional development to raise student achievement levels. Teachers are complaining that professional development is a waste of time, not really what I need or time spent would be of better use in the classroom. These comments can be applied to the business world too. Teachers at a Fairfax County alternative high school in Virginia took a needs assessment survey to identify areas of perceived need. Several issues were suggested including technology training. The teachers specifically requested information and training on the use of technology in the classroom. It was determined that the students often responded better to lessons that were technology based rather than book based. Through the use of Blackboard, a tool available to all schools in the district, teachers wanted to make their lessons and assignments available online and to create online surveys and tests... Staff was given two early-release days for staff development.

Milner, J. (2005, November). Warming Up to Wireless [Electronic version]. T.H.E. Journal, no4(33), 28-9, 32-5. In a statewide program Freedom to Learn, a small school district in northern Michigan, Brimley Area Public Schools, technology was upgraded through funding. In addition to expanded the district’s network to wireless technology, every student in grades 6-12 were given a laptop to use during the school year. The first obstacle was to “persuade” teachers to be onboard with the wireless implementation citing that it’s critical for districts to support their educators in learning the technology. To acclimatize teachers to wireless, the ISD holds three days of workshops, seminars, and best-practice sharing sessions. It has been suggested the best way to prepare teachers is to do so from the bottom-up—identifying a technology stars among the teacher base and let them forge the trail for their colleagues to follow. Teachers are less reluctant to embrace new technology if they see someone who has had success.

Sugar, W. (2005) Instructional technologist as a coach: Impact of a situated professional program on teachers’ technology use. Journal of Technology and Teacher Education. 13(4), 547-571.

A state leader’s action guide to 21st century skills: A new vision for education. Partnership for 21st century skills from www.21stcenturyskills.org

Blue Cross Blue Shield of Michigan State of Michigan Service Unit

Date: October 10, 2006

To: SOMSU AdminStaff

From: Barbara Bloemers

Subject: SOMSU ~ Technology Training

As part of my graduate school program and degree in Educational Technology, I am focusing my research on Teaching Technology to Adults. To begin this program, I am asking each of you to fill out an on-line survey addressing the following:

 your attitude towards technology,  your comfort level with the many software programs commonly used,  programs you would like to have more training. and  preference to learning as being whole group, tutorial or individualized training.

The survey is located on Surveymonkey.com and should take approximately 5 minutes to complete. This survey will enable be to plan what direction I need to go into as far as addressing your technology needs.

1. Introduction

1. My attitude towards technology can best be described as: Response Response

Percent Total Been there, done that. No 0% 0 interest. I learn new technology only 0% 0 when I HAVE to at work. I enjoy learning new 70% 7 technology skills. I seek out new technology 30% 3 information. Total Respondents 10 (skipped this question) 0

2. My attitude towards technology in general can best be described as: Response Response

Percent Total Use only when I have to 30% 3 (usually at work). Use at home only to check e- 0% 0 mail. Use minimally (less than 2 40% 4 hours a day). Spend most of my spare time 30% 3 surfing the Internet. Total Respondents 10 (skipped this question) 0

3. I use the following Microsoft Office programs: Respondent Microsoft Total Word 100% (10) 10 PowerPoint 100% (5) 5 Excel 100% (8) 8 Access 100% (6) 6 Total Respondents 10 (skipped this question) 0

4. I use the MS Office programs at the following locations: Response Response

Percent Total Only at Work 30% 3 Home 0% 0 Work and Home 70% 7 Total Respondents 10 (skipped this question) 0

5. Which of the following would you like to learn or become more familiar? Response Response

Percent Total Working with Presentations 60% 6 (PowerPoint) Working with numbers/spreadsheets 40% 4 (Excel) Working with documents 0% 0 (Word Processing) Total Respondents 10 (skipped this question) 0

6. My ability using PowerPoint can be best described at the following level: Response Response

Percent Total Freshman 50% 5 Sophomore 20% 2 Junior 30% 3 Senior 0% 0 Total Respondents 10 (skipped this question) 0

7. My expertise using Excel can be classified at the following level: Response Response

Percent Total Freshman 20% 2 Sophomore 40% 4 Junior 40% 4 Senior 0% 0 Total Respondents 10 (skipped this question) 0

8. My word processing skills can be enhanced by learning:

Response Response Percent Total Review basic skills 20% 2 Using Auto Tools 30% 3 Making Brochures using 40% 4 columns/tables. Reports/templates 10% 1

Total Respondents 10

(skipped this question) 0

9. I would like to learn more about the following software function not listed above. Please list some area where you would like to learn about more.

Total Respondents 6

10. I prefer to learn more about technology by:

Response Response Percent Total Tutorial 30% 3 lessons Classroom 60% 6 setting Individual 10% 1 training

Total Respondents 10

Survey II Results 1. Please take time to answer questions thoughtfully.

1. Having taken the PowerPoint Class recently (February 16, 2007), I feel that Response Response

Percent Total I still don't get it. 0% 0 Now more confident using 40% 2 PowerPoint. Already familiar with PowerPoint but did learn 60% 3 SOMETHING new. Knew everything presented. 0% 0 This was just a review. Total Respondents 5 (skipped this question) 0

2. I use, or will use PowerPoint at work for the following kinds of projects. Please list at least two: Response Response

Percent Total a. 100% 5 b. 80% 4 c. 0% 0 Total Respondents 5 (skipped this question) 0

I use, or will use PowerPoint at work for the following kinds of projects. Please list at least two:

1. presentations

2. graduation slide show

3. Notifications to staff

4. When I need to do a presentation

I use, or will use PowerPoint at work for the following kinds of projects. Please list at least two:

1. e-mail

2. TW workgroups??

3. school

4. Presentations

5. Annual Report

3. The best part of the PowerPoint class was ______? Also, please explain why you think it was the best part. Total Respondents 4 (skipped this question) 1

The best part of the PowerPoint class was ______? Also, please explain why you think it was the best part.

1. The instructor. She was nice.

2. For me, learning where to find all the templates and special effects. These are the things that make PowerPoint presentations stand out, so learning how to access them and use them helped in beginning to develop a sense of using PowerPoint for the first time.

3. Creating a PowerPoint presentation about my teammate.

4. I liked learning all the different things that you can do with your presentation, (sounds, message flying on to the screen, etc.)

4. If I am uncertain about implementing some PowerPoint function for a presentation that I am working on, I will most likely: Response Response

Percent Total Refer to the handout given to me at the 80% 4 PowerPoint class. Work in out myself using 40% 2 the HELP button. Ask another staff member. 40% 2 Forget the whole project as 0% 0 it is too much trouble. Total Respondents 5 (skipped this question) 0

5. The best time of the day for a 1-2 hour technology training class would be: Response Morning Afternoon Average Time of 40% (2) 60% (3) 1.60 Day Total Respondents 5 (skipped this question) 0

6. The best day of the week for technology training would be: Response Monday Tuesday Wednesday Thursday Friday Average Day of 0% (0) 0% (0) 40% (2) 40% (2) 20% (1) 3.80 the Week Total Respondents 5 (skipped this question) 0

7. The best week of the month (because of the demands of my job, report deadlines and/or inventory) would be: Response Week of the Month Total Week 1 0% (0) 0 Week 2 100% (2) 2 Week 3 100% (4) 4 Week 4 0% (0) 0 Total Respondents 5 (skipped this question) 0

8. I would suggest improving future technology training for the SOMSU's Administrative Staff by doing the following:

Total Respondents 3

I would suggest improving future technology training for the SOMSU's Administrative Staff by doing the following:

1. Not sure

2. training session

3. I think the presentation was very good. May want to demonstrate a little more. Hands on is the best way of learning in my onion.

9. I am interested in attending the next level of PowerPoint training. Response Response

Percent Total Yes 80% 4 No 20% 1 Total Respondents 5 (skipped this question) 0

10. What do you still want to learn how to do using PowerPoint? Total Respondents 3 (skipped this question) 2

What do you still want to learn how to do using PowerPoint?

1. Some of the things Brad was doing with his PowerPoint while we were learning the basics.

2. Whatever there is to learn

3. The PowerPoint that Brad did had more things that we didn't go over.

Michigan Educational Technology Standards (METS) 9th to 12th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment 1. Basic Operations and Concepts a. Students demonstrate a sound understanding of the nature and operation of technology systems. 1. Students discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software). 2. Students identify the capabilities and limitations of emerging communication resources. 3. Students understand the importance of both the predictable and unpredictable impacts of technology.

4. Students identify changes in hardware and software systems over time and discuss how these changes might affect them personally in their role as a lifelong learner. 5. Students understand the purpose, scope, and use of assistive technology. 6. Students understand that access to online learning increases educational and workplace opportunities. b. Students are proficient in the use of technology. 1. Students will be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills. 2. Students understand the relationship between electronic resources, infrastructure, and connectivity. 3. Students will routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency. 4. Students assess and solve hardware and software problems by using online help or other user documentation and support. 5. Students identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav). 6. Students demonstrate how to import/export text, graphics, or audio files. 7. Students proofread and edit a document using an application’s spelling and grammar checking functions. 2. Social, ethical, and human issues a. Students understand the ethical, cultural, and societal issues related to technology. 1. Students identify legal and ethical issues related to use of information and communication technology. 2. Students analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses. 3. Students discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society. 4. Students discuss the possible consequences and costs of unethical uses of information and computer technology.

38 Technology through Professional Development 39 O = Teacher Observation P = Portfolio Evidence A = Formal Assessment 2. Social, ethical, and human issues b. Students practice responsible use of technology systems, information, and software. 1. Students identify ways that individuals can protect their technology systems from unethical or unscrupulous users. 2. Students demonstrate the ethical use of technology as a digital citizen and lifelong learner. 3. Students explain the differences between freeware, shareware, and commercial software. 4. Students adhere to fair use and copyright guidelines. 5. Students create appropriate citations for resources when presenting research findings. 6. Students adhere to the district acceptable use policy as well as state and federal laws. c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 1. Students explore career opportunities and identify their related technology skill requirements. 2. Students design and implement a personal learning plan that includes technology to support his/her lifelong learning goals. 3. Technology productivity tools a. Students use technology tools to enhance learning, increase productivity, and promote creativity. 1. Students complete at least one online credit, or non-credit, course or online learning experience. 2. Students use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence). 3. Students have access to and utilize assistive technology tools. 4. Students apply advanced software features such as an application’s built-in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations. 5. Students use an online tutorial and discuss the benefits and disadvantages of this method of learning. 6. Students develop a document or file for inclusion into a web site or web page. 7. Students use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work). 8. Students have the opportunity to participate in real-life experiences associated with technology-related careers. b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 1. Students identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project.

O = Teacher Observation P = Portfolio Evidence A = Formal Assessment 4. Technology communications tools a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 1. Students identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality). 2. Students use available technologies (e.g., desktop conferencing, e-mail, groupware, instant-messaging) to communicate with others on a class assignment or project. 3. Students collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications. 4. Students plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing). b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 1. Students use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences. 5. Technology research tools a. Students use technology to locate, evaluate, and collect information from a variety of sources. 1. Students compare, evaluate, and select appropriate internet search engines to locate information. 2. Students determine if online sources are authoritative, valid, reliable, relevant, and comprehensive. 3. Students distinguish between fact, opinion, point of view, and inference. 4. Students evaluate resources for stereotyping, prejudice, and misrepresentation. b. Students use technology tools to process data and report results. 1. Students formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings. c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. 1. Students develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys). 6. Technology problem-solving and decision-making tools a. Students use technology resources for solving problems and making informed decisions. 1. Students use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning. 2. Students describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts. b. Students employ technology in the development of strategies for solving problems in the real world. 1. Students formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences.