The Middle

Creating the Prototype

Step 5: Learning Outcomes

The Objective

I devised one learning outcome to attempt to help teachers address the issue of technology program intergration.

My Learning Outcome:

After participating in technology training offered during weekly PLC meetings, teachers will be able to evaluate the effectiveness of their lessons as they relate to technology integration using their ELA long range plans as a reference tool.

I wanted teachers to dissect their ELA Long Range Plans to see if they had been intergrating the district-wide technology programs, and to what extent. It's intended to help teachers reflect on their ability to intergrate the district-required technology programs.

Have they been doing it? Why or why not?

Step 6: Ideation

Ideation

During the ideation and prototyping phases of the design process, Dr. Warr had us watch this Unicorn Poop video to get a behind the scenes look at the ideation and prototyping process from a designer's perspective. If examines the process the product designers of the Squatty Potty went through in creating their product. I found it both entertaining and informative.

Step 7: Prototyping

My Prototype

Based on what I learned from the video, I created a prototype to get a better understanding of how teachers are currently using technology programs in their classrooms and what kind of assistance they feel they need regarding implementation and intergration.

Technology Survey Draft

My prototype is a technology survey designed to collect data from teachers regarding their experiences with technology related professional development and their ability to intergrate technology into their ELA curriculum. It focuses on the evaluation of their long range ELA plans and the amount of personalized technology programs they were able to implement in their classrooms. Also, teachers would have the ability to designate which forms of professional development they need and what assistance is needed to successfully implement the technology programs in their classrooms.

Revised Technology Survey

Prototype #2 Feedback:

I interviewed a first grade teacher regarding the effectiveness of my Google form technology integration survey. Some feedback/suggestions she made are as follows:

What is your least favorite part about this design?

She insisted that she didn’t have a least favorite part of the design as she is a huge fan of Google forms, but did however have some suggestions for improving the quality of the questions included in the survey.

Name one thing you would change.

What problems might I run into?

The reference to the Smarty Ants technology program might be too specific and would limit the variety of teachers that are able to participate in the survey. The participant pool would be limited to only lower grade teachers (K-2) since Smarty Ants is only for lower elementary students.
The question about how well teachers were able to implement the Smarty Ants technology program may again limit the pool of participants that can relate to this specific technology program. It should be based on whatever program that particular teacher is required to implement per the district.
There should be a question about the acceptability of devices needed to implement the technology programs referenced. Limited access to reliable devices may impede the teachers’ ability to implement the technology software.
There could be a place to insert a link to the participants’ long range plans for further evaluation.
Knowing the years of experience would be helpful in determining the amount of training needed or received.

Have you ever done anything like this before? How did it go?

She had not attempted anything like this before and thought the data collected from the survey would be beneficial in determining what training may be needed for the upcoming school year.

Prototyping Resources

In order to assist with the development of future prototypes, I created a Learning Theories Bitmoji Classroom to serve as a reference tool for exploring a variety of instructional and learning theories. Since learning theories describe how we learn, the content provided through the linked resources can provide valuable background information to be used when developing learning tools or implementing technology programs in a meaningful and responsible way.

Evaluating the Prototype

Step 8: Assessment

Take a look at these two examples of formative and summative assessment from a teacher's perspective.

Formative & Summative Assessment

During and at the end of the design process, both formative and summative assessments were made. I made necessary adjustments to my prototype based on feedback I received, shifted my focus to a more specific problem, reframed my problem statement a few times, and even adjusted my learning outcome to better reflect my intentions.

I ended up with a final product that I felt was sufficient for gathering the data I needed to address the problem teachers were having with implementing technology programs.

Step 9: Evaluation Plan

Evaluation Plan - Lakeisha Bergeron.pdf

My Evaluation Plan

My evaluation plan includes the following information:

Outcomes to Evaluate
Evidence to Collect
Indicators of Success
Data Collection Timeline

All of this information was used to help me arrive at a conclusion about what I had learned throughout my experience while navigating through the steps in the design process.

Page updated

Report abuse