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iClickers...Not Just for Attendance

Instructional System Design

Designers: Amanda Alexander, Brandon Fick, Tara Howard, & Laurie Pitcock

TABLE OF CONTENTS

Table of Contents.........................................................................................................................................2

Team Responsibilities............................................................................................................................... 3

Project Overview......................................................................................................................................... 4Flow Chart of Process........................................................................................................................ 4

Desired Results............................................................................................................................................ 5Broad Goals and Big Ideas......................................................................................................5Learning Objects......................................................................................................................... 5Needs Assessment......................................................................................................................7Task Analysis................................................................................................................................ 7

Topic Analysis................................................................................................................. 7Procedural Analysis...................................................................................................10Identify and Entering Capabilities.......................................................................13

Evidence of Acceptable Results..........................................................................................................15Formative Evaluation.............................................................................................................15

Approach 1.....................................................................................................................16Approach 2.....................................................................................................................16

Summative Evaluation...........................................................................................................17Approach 1.....................................................................................................................17Approach 2.....................................................................................................................17

Learner and Contextual Analysis......................................................................................19Assumptions for the Design of the Learning Experiences........................19

Types of Learning Experiences..........................................................................................24Written Description................................................................................................................28Implementation Plan..............................................................................................................29

Appendix...................................................................................................................................................... 32Formative Evaluation Supplemental Material............................................................32Summative Evaluation Instrument..................................................................................36Needs Assessment...................................................................................................................39Needs Assessment Questionnaire....................................................................................42iClicker Video Hand Out........................................................................................................45

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Team Responsibilities

Name Role

Amanda Alexander Instructional Designer Learning objectives Learning experiences Task analysis Needs Assessment Final editing privileges

Brandon Fick Project Manager Schedule Organizer - On going Subject Matter Expert Summative Evaluation - Types of Learning Experiences - Final Paper Organizer -

Tara Howard Instructional Designer Big Goals and Big Ideas Implementation Plan Materials for Learning System Final editing privileges

Laurie Pitcock Instructional Designer Learner analysis Contextual analysis Formative evaluation Final editing privileges

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Project Overview

This project is designed to provide an instructional overview for educators of all levels that have a desire to use iClickers in the classroom. Educators will also be exposed to common uses and functions of iClickers that they may not have known was possible. Ideally, after the session educators will have a greater desire to incorporate iClickers effectively in their curriculum. Most educators view iClickers as a convenient way to track who is attending courses in large lecture format in a higher education setting.

The instruction will be delivered via an online video that can be viewed at the educators’ convenience along with a PDF printout of takeaways and tips. The video and takeaway will also allow educators that might be receiving resistance from faculty or administration due to the additional cost of equipment to show a reputable and credible source through references provided.

Flow Chart of Learning Process

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Desired Results

Broad Goals and Big Ideas

As the title of our video states, iClickers are useful for more than just attendance. Teachers of all levels, from primary through higher education can benefit from the technologies iClickers can offer. Yes, they work great in classrooms as a form of attendance, but is not the only available function. To use this tool for solely attendance is a waste of funds and technology. The overarching goal of this instructional video is to provide teachers (whom are learners in this training) with practical ideas and methods to incorporate the meaningful use of the iClicker technology. These uses include review games and assessments all while reaching the various levels of Bloom’s Taxonomy.

Learning Objectives

Learning objectives are the desired behavioral objectives for the learners of the iClickers lesson. The objectives are used to help guide the learner analysis and task analysis.

1. The learner will understand various functions of iClicker beyond attendance functions.

1.1 The learner will be able to create a list with a minimum of three other functions of iClickers other than the ability to track attendance after watching the video on iClickers.1.2 The learner will be able to select one function of iClickers and explain in an oral discussion the implementation in the classroom (addresses a minimum of 2 implementation strategies) and appropriateness of grade level after watching the video on iClickers.1.3. The learner will be able to select one function of iClickers and with 80% accuracy, explain the steps of how to set-up the specific functionality after watching the video on iClickers.

2. The learner will understand how to implement iClickers in the classroom.

2.1 The learner will be able to create a list of 10 (minimum) educational advantages for their specific grade level (learner will need to apply knowledge from video and previous knowledge about the subject matter expertise) after watching the iClickers video and engaging in discussion about implementation.

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2.2 The learner will prepare an oral presentation that summarizes information from the video (minimum of 10 facts), and addresses implementation (minimum of 3 strategies) and advantages (minimum of 5) of utilizing iClickers after completing the iClickers training session.2.3 The learner will be able accurately (100%) list all technology that is necessary to implement iClickers in the their classroom.

3. The learner understands the cost associated with implementing iClickers.

3.1 The learner will be able to build a case that justifies to school administration the cost effectiveness of implementing iClickers.3.2 The learner is able to counteract resistance by administration by presenting iClickers as an education investment rather than cost.

4. Learn understands the challenges and disadvantages of iClickers and can develop strategies to overcome the challenges.

4.1 The learner is able to list 5 disadvantages of iClickers and provide a minimum of 3 strategies to overcome the challenge.4.2 The learner is able to accurately identify 3 challenges that are specifically related to grade level and content level and develop a minimum of 3 strategies to overcome the challenges.

5. Learner is provided with necessary tools and equipment is able to set-up iClickers in their “classroom”.

5.1 Learner is able to list all steps necessary to make iClickers classroom ready.5.2 Learner is able to create a PowerPoint that will walk their learners through the steps of utilizing iClickers.

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Needs Assessment

To be able to accurately determine the needs of our learners in regards to iClickers the team found it necessary to conduct quantitative and qualitative data collection. Quantitative data is collected through an online questionnaire that obtains information such as demographics, comfort with technology (5 point Likert scale), knowledge of iClickers, and current technology usage. Additional follow-up information is gained through the qualitative interviewing portion of the needs assessment by being able to follow-up on questions and be able to determine reasons why future learners of iClickers are not currently using the technology in their classroom. This is beneficial in being able to address the needs of the learners. A copy of the questionnaire and interviewing script is included in Appendix A.

Task Analysis

This specific task analysis examines the basics of iClickers and is used for novice learners of the system. Learners that would benefit from this training would those that are unfamiliar with the technology, have never interacted with the technology, or who would like to learn more information. The task analysis is completed prior to the instructional content and is used by the team to guide the direction in which instruction is conducted,

A. Topic Analysis

The topic analysis of the task analysis is used to guide the team in terms of the content that should be included within the video for the learners. The topic analysis includes basic information about iClickers, implementation, cost considerations, and finally recognizes the perceived downfalls of iClickers.

1. iClickersa) What is iClickers?

i. Brandii. Audience response system (base and clickers are needed)iii. Allows audience to make a selection between A-Eiv. Instructor can download resultsv. Does not have to be included within presentation beforehand, can be implemented “on the fly”vi. Can save data from the entirety of a quarter/semester/year to assess student growth

2. Why implement iClickers?

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a) Allows for formative assessmenti. If students are not understanding at the desired level, more time can be spent on a topicii. Alternative explanations can be provided to improve understanding

b) Engagementi. Students cannot sit passively in the classroom/lecture hallii. Students attention will be kept not knowing when a question will be polled

c) Interactioni. Students are given the option A-Eii. Students can see the response they gave in comparison to the correct answeriii. Instructors can allow students to discuss their answer choice before responding

3. Cost effectiveness of iClickers?a) Base

i. Should be vest as an investment rather than “cost”ii. One base can serve all teachers needs in one classroom (only 1 needed per physical space)iii. One time cost

b) Clickersi. Students pay a one-time feeii. Register for each course that utilizes the iClickers systemiii. Beginning to offer applications on iPhones that can communicate with the baseiv. Only reason to have to repurchase would be if the student loses the device

(same as a textbook, phone, laptop, etc.)

4. How is it not just an attendance check?a) Allows the instructor to be able to alter instructor dependent on learners understandingb) Pools data for the entirety of the semester to track progressc) With question options A-E, five responses are available for students to choose from, rather than a one-click button response

5. Implementation in the classrooma) Broad applicability, not limited to a particular subject areab) Faculty are increasingly becoming advocates due to the ease and benefitsc) Provides immediate feedback to instructord) Becoming comfortable with the technology

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i. Once the transition to using the technology feels comfortable, the instructor will discover more and more ways that iClickers can be used during lessons

e) Can be used in the beginning of class to provide recallf) Can be used during the lesson to contribute to formative assessmentg) Can be completed at the end of the lesson to contribute to summative assessment

6. Effectively using iClickersa) Limitations of class size are no longer a limitationb) Actively using the system so students and the instructor become more familiar with the functionsc) Using the iClicker frequently throughout lessons so students do not feel that it is a waste of moneye) Utilize more than once during a class session; only using once makes the clickers feel more like an attendance method, than a learning tool

7. What is necessary to operate with iClickers?a) iClickers base

i. Receives information from the clickers, necessary to be able to utilize iClickers within the classroomii. USB 2.0 ports (easy hook-up to laptops and Mac Books)iii. Receives “votes” in less a secondiv. Plug and play capabilitiesv. Displays real-time results on LED screen

b) iClickers presenteri. Used the instructor to input the question of interestii. A-E optioniii. LED backgroundiV. 200-300 feet range from the base

c) iClickers “clicker”i. Used by learners in the classroomii. A-E entryiii. Self-paced, learners can take quizzes that have up to 99 questionsiv. Recessed power button to ensure learner doesn’t accidently turn off the clicker

8. Downsides of iClickersa) costb) technical supportc) learning curve of learning new technologyd) connectivity issues

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e) students must register their iClicker for the base to be able to communicate with the clicker

B. Procedural Analysis

This procedural analysis is for setting up the base, presenter, and iClickers system for use by the instructor. Additional procedures would need to be followed for utilizing questions with the system and registering students iClickers for the course.

1. Learner acquires the necessary technologya) iClickers system

i) baseii) iClickers presenter (only for instructors use)

b) PC or MAC

2. Visit the website (http://www1.iClicker.com/response-technology-support) and download the latest software version depending on the usage of a PC or MAC

a) Tip (not necessary, but makes life simpler): When downloading the software unzip/uncompress the file and copy onto a thumb drive for ease of using on multiple computers and locations

3. Open the iClickers software and select the executable file i>Clicker (note: this is a visual screen shots from a MAC, may appear slightly different on a PC, but the same steps will be used).

4.You will need to create a course.a) Select the “New” button to create a course.

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b) You can name your course as you see fit - usually easiest to use your course name to minimize confusion for students that will use iClickers in multiple courses. (below is an example)c) Then click create.

5. Select your newly created course it will be highlighted and select “Choose.”

6. Select “My Settings.”

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7. Now you will need to register your instructor iClicker with this course. This will allow you to start and stop questions through the remote; it double as a digital presenter.

a) Locate your iClickers ID code as seen in the picture below.

b) Insert the code (as located in the above image within the red oval) into the “Instructor’s Remote ID” Textbox and select “Set for Course”

8. Now the iClicker software is set-up for you to use.Note: If multiple iClicker systems will be used in a close proximity than you will need change the Frequency Code for each course. Please see the manual for more details on how perform this procedure.

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9. When you are ready to use this software in your class you will follow these steps:a) Plug in the iClicker Base to the computer using a USB port.

Tip: Use the additional power supply if you are using a laptop or if you need additional power.

b) Open up your course and click the “Start Session” button. You will see the following box below.Note: If you are using a PowerPoint or opening a webpage the box will hover over the window so that you will not have to switch between programs.

10. The portion of setting up the system for the instructors use is now complete.a) The manual and video will additionally address how to implement questions for polling

i) Questions may be set-up on PowerPoint slide, be orally asked, or created through the iClickers software program

b) Steps will also be provided that can be given to students for registering their iClickers with your course (Note: one iClicker can be used by students enrolled in multiple courses that utilize iClickers for polling)

C. Identify the Entering Capabilities

Identifying the entering capabilities of learners of the iClickers lesson would occur through a questionnaire to better under the learner characteristics and needs of the learner.

1. Learner Characteristics (obtained through a questionnaire that is prompted once the video link is clicked on)

a) Demographicsb) Grade level currently teachingc) Prior knowledged) Prior experiencee) Motivation to learnf) Accessible technologyg) Accessible budget to implement

2. Technology currently available

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a) What operating software (MAC or PC) does the learner utilize in the classroomb) Does the learner have USB port capabilitiesc) What programs does the learner utilize that would be beneficial for downloading resultsd) Learner has access to Internet to download most up to date softwaree) Browser downloaded that allows the user to access a website

3. The learner is comfortable with “new” technologya) Is the learner able to troubleshoot basic problems? (answered in questionnaire)b) The learner is open to using new technology in the classroom and does not have feelings of resentment or anxiety about implement (answered in questionnaire)c) Learn is comfortable with downloading software from the Internet

5. The learner is familiar with basic functions of a computera) The learner is able to turn on and login to a PC/MACb) The learner is able to navigate the home screenc) The learner is able to plug in a USB connectiond) The learner can access the web to download software

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Evidence of Acceptable Results

Formative Evaluation

The formative evaluation will begin as we are developing the iClicker instructional video. Our first approach will be to interview instructional designers and content experts. We will have the essence of the video complete before the interviews are held and use the interviews as a way to expose any usability problems. The interviews will provide information about how we can refine the video in order to provide educators with a concise and accessible user guide for iClicker technology.

Our second approach, focus groups, will take place as soon as the online video and takeaway are complete and functional. At the start of the Focus Group, the evaluator will ask for permission from the participants to videotape the group session so that at a later time, the evaluators may clarify data that might be confusing. Following the Focus Group, the design team will immediately review and analyze the data collected. They will develop a plan to make changes to the video and takeaway from suggestions made during the Focus Group.

Key Questions:

1. Does the video provide a specific and detailed outline(or a step by step guide) of how to implement the functions of iClickers?

2. Was the video presented in a clear manner that was easy to follow and understand? What changes would make it easier for another educator to learn to implement the functions described in the video?

3. What specific questions might remain for the educator viewer about the iClicker technology and/or how to implement specific iClicker functions with their instruction?

4. Will educators perceive the iClicker functions as relevant and beneficial for student learning?

5. Will the viewers be able to make connections of iClicker functions to specific learning situations in the classroom?

6. Are the advantages of using iClickers articulated clearly and in enough detail? 7. Will teachers view iClickers as a valuable tool? If so, what benefits, might teachers

anticipate? Will they believe iClickers should be a priority at their school?8. Do educators have enough information to overcome expected challenges?

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Approach 1: Interviews

The evaluators will interview instructional designers and content experts. This will occur early in the development process. The core components of the video will be done so that the designers and experts can critique the important components. A link to the video and an attachment of the takeaway will be sent to the instructional designers and content experts. When the interviews are finished, the design team will convene to analyze the data. The team will compile a list of revisions for and/or additions to the video and takeaway as a result of the data collected.

Approach 2: Focus Groups

Two focus groups will be formed from a select participating Elementary or Middle school and a higher education institution. The identified focus groups will be selected to ensure a mixture of age, motivation/attitude toward using iClickers for instruction, education level, and geographical location. The focus group will view the video together in a room that is equipped with the iClicker technology. Following the video there will be an open discussion with minimal intrusion from the evaluation team, only in situations necessary to keep the group on track. (See Appendixes for Full Outline)

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Summative Evaluation

The purpose of this summative evaluation is to measure the effectiveness of the iClicker training video. Once the training video has been delivered and completed it should be evaluated to ensure that it is meeting the needs of the teachers desire to utilize iClickers in their classroom. These evaluations answer the questions did we achieve what we set out to do? What adjustments, if any, are needed to improve the training for next time?

Key Questions:1) Has the software and or iClickers hardware come out with a new update?

a. Follow-up: What adjustments to the training program need to be made?2) Have learners reported having difficulties watching the video?3) What is the time requirement for completing the training?4) What is the frequency of revisitation by leaners to review information presented in

the video?5) Are the learners able to implement iClickers effectively?6) Are there gaps in the training program that need to be addressed?7) How effective are the takeaways?

a. What else needs to be added?8) What other information might be helpful to justify the expense of iClickers that

successfully worked for teachers who sought budget approvals?

Approach #1: Survey with Questionnaire

After the iClicker training program has been implemented a survey with be sent out to those learners that have watched the iClickers training video and downloaded the handout. An email address will be required to download the handout; they will be given an option to opt out if desired. This survey will address the questions mentioned above.

Approach #2: Interviews with Individual Teachers

An interview would be used for the second instrument. The interview would be conducted with 3-5 different high school teachers that have used the iClicker training program. These interviews would occur at two different times. The first would be performed shortly after the iClicker video went live and orders were placed. The second group of interviews would be conducted six to eight months after the release of the program to address the long-term applications and how it might need adaptation for the future. The list of participants would be obtained from those that have downloaded the takeaway. The first group of interviews would be asked questions regarding the ease of the program, address any difficulties such as viewing the video or gaps in the program. The second group would be asked the same types of questions with the addition of how dated they believe the video to be and if they would recommend any improvements for the

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future. Interviews would be used to reflect on the success of the video and provide insights into seeing if it needs to be revised.

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Learner and Contextual Analysis

Assumptions for the design of the learning experiences:

The learners will be well-educated, proficient with English and will have prior experience accessing and manipulating online video presentations. The learners will be a diverse group, teaching levels k-12 and teach in higher education. They will be different in the motivation and the attitude they bring to learning about iClickers. They will have access to the Internet through computers with appropriate bandwidth to view the video online without interruption. They will have the ability and knowledge of how to pause and then later restart the presentation where they left off.

Questions are in bold. Answer choices are in italics.

Orienting Context Data Collection for Information

Learner Factors

Learner profile general characteristics:Please identify your age range: 20-30, 30-40, 40-50, 50-60, 60+.What is your gender?What is your highest educational level? College (4 years), some graduate work, Master’s Level, Specialist’s, Doctoral.What level of students do you teach?elementary, middle school, high school, higher educationHow many years have you taught this level?1-3, 4-10, 11-20, 20+What is your previous experience using iClickers?: none, observed it in use, minimal experience, feel comfortable using a Student Response System like iClickers.What special needs (i.e. visual difficulties) do you have that might impede your viewing of our online video? Educator will write an individual

Data will be collected from an online forced answer survey questionnaire. At the end of the survey, there will be a text box for respondents to add individual responses. The audience will be comprised of educators from a variety of teaching levels (elementary, middle/high school, and higher education) and geographic areas (rural, urban, suburban).

As a part of the forced answer survey, there will be a text box for respondents to write answers that are individual in nature.

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response in a text box.Our online video meets the needs of visual and auditory learners. What other support could we provide in order to meet your specific learning style? Educator will write an individual response in a text box.

Perceived UtilityPlease identify your attitude toward learning more about iClicker technology: I am required to attend this training, I am slightly reluctant, I am accepting of new procedures, I am motivated to enhance my instruction with new technology and strategies.What are your expectations from this video presentation? Educator will write an individual response in a text box.

Goal settingWhat do you hope to learn from this presentation? What are your learning goals? There will be a text box to write a knowledge goal, an implementation goal and a future goal.

These goals will be revisited during the transfer context. Administrators or instructional coaches will incorporate these goals during individual review.

Immediate Environment Factors

Is there Internet access available through a local network with adequate bandwidth?

How many iClicker sets and how many classes do you have in your school?Do you think that iClickers are an effective learning tool? Why or why not?

Are you interested in reading research on the benefits of student response

Data will be collected from interviews with Administrators and instructional coaches from a variety of teaching levels (elementary, middle/high school, and higher education) and geographic areas (rural, urban, suburban).

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systems on student learning?

Organizational Factors

Are there funds available to purchase additional sets of iClickers?

Is there grant money available to purchase additional sets? Would you like to receive information on available technology grants?

How much planning time is available for educators to view this video?

Are there mentors available to support new users of this technology in a one on one manner or through email support?

Interview of administrators and instructional coaches.

Instructional Context Data Collection for Information

Learner Factors

Are learners self-directed when it comes to technology or do these learners require coaching from a mentor?

Is mentoring through email sufficient or is there a need for one on one mentoring?

Is the video relevant to the educator?Does the video meet their perceived benefits of improving their instruction?

Does the takeaway match what is shown in the video presentation?

Data will be collected during focus groups with educators from a variety of teaching levels (elementary, middle/high school, and higher education) and geographic areas (rural, urban, suburban).


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Is access to computers and the Internet adequate?

Do educators have available time to view the online video without interruption?

Is there time dedicated for planning to implement lessons through technology that is new to the educator?

Interview involving instructional coach and at least one administrator.


Is there an experienced technology support person onsite to address any Internet and iClicker technology questions/problems?

Is the video instruction organized into manageable sections in order for the learner to pause and then return with ease to their place?

Who will approach the learners and provide encouragement and/or incentives to view the video?

Interview involving instructional coach, technology support coordinator and at least one administrator.

Transfer Context Data Collection for Information

Learner Factors

After viewing the videotape and reviewing the takeaway, what are the immediate questions and/or needs of the viewer? Please be specific.

Has the educator completed a trial with iClickers within one week of viewing the video?

Focus group of educators conducted after one week of viewing the video.

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How is the educator proceeding with incorporating iClickers into instruction? (basic , intermediate, exceeding expectations of use)


Did the students receive the iClicker instruction favorably?

Does the educator strive to improve use of iClickers?

Does the educator have regular and easy access to iClickers?

What specific technology problems have there been?

Educators will be able to post questions on the site that contains a question and answer section in response to the video. There will be a forum to allow for an ongoing conversation about how to use iClickers effectively as well as how to address problems. The design team will maintain this question/answer section and the forum. There may be additional adjustments made to the video in response to user posts in the forum. If there are limited responses on the website, the design team will conduct a focus group of users from at least two different instructional levels.


Is a mentor available in an ongoing role to encourage, provide answers and ideas for further implementation of clickers?

Is there accountability for continued professional growth using this technology through professional goal setting and review of progress?

Is the educator improving instruction in a consistent manner using iClickers by surveying their class about confusing slides and also effective slides.?

Follow up interview with at least one administrator and an instructional coach.

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Types of Learning Experiences

Behavioral Objectives for Learners

Types of Learning Instructional Strategies

Rational

1. The learner will understand various functions of iClicker beyond attendance functions.

Recall, application The learner needs to understand why the

perception of iClickers as an

attendance tool is not an accurate

representation of the available technology.

1.1 The learner will be able to create a list with a minimum of three other functions of iClickers other than the ability to track attendance after watching the video on iClickers.

Concepts, Recall, application

Demonstration,Practice, and

Optionaltroubleshooting

The learner needs to know various

functions of iClickers in order to use them

effectively in the classroom.

1.2 The learner will be able to select one function of iClickers and explain in an oral discussion the implementation in the classroom (addresses a minimum of 2 implementation strategies) and appropriateness of grade level after watching the video on iClickers.

Application Demonstration,Practice, and


The learner should be familiar with their

students’ grade level and capabilities and be able to structure

the iClickers technology based

upon their learners’ abilities and needs.

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1.3. The learner will be able to select one function of iClickers and with 80% accuracy, explain the steps of how to set-up the specific functionality after watching the video on iClickers.

Concepts, Application



The learner will need to be able to use the iClicker on their own

including how to set it up.

2. The learner will understand how to implement iClickers in the classroom.

Procedures, Application

It is important the learner is able to take

information away from the session and

apply within their specific classroom

setting.

2.1 The learner will be able to create a list of 10 (minimum) educational advantages for their specific grade level (learner will need to apply knowledge from video and previous knowledge about the subject matter expertise) after watching the iClickers video and engaging in discussion about implementation.

Concepts, application



The learner needs to be able to understand why iClickers should

be used and how different practices

should be used depending on the students’ ability.

2.2 The learner will prepare an oral presentation that summarizes information from the video (minimum of 10 facts), and addresses implementation (minimum of 3 strategies) and

Application, Demonstration,Practice, and


The learner should be able to persuade

those with a negative connotation towards

iClickers with examples of

implementation and advantages within the

education setting.

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advantages (minimum of 5) of utilizing iClickers after completing the iClickers training session.

2.3 The learner will be able accurately (100%) list all technology that is necessary to implement iClickers in the their classroom.

Recall Demonstration The learner should be able to identify all of

the equipment needed to use iClickers in the

classroom.

3. The learner understands the cost associated with implementing iClickers.

Application The learner should be knowledgeable about

the cost that will incurred by the school district if

implemented so that the learner has the tools to accurately

counter act the acts of iClickers as cost rather than an investment in

education.

3.1 The learner will be able to build a case that justifies to school administration the cost effectiveness of implementing iClickers.

Procedure, Application



The learner will need to be able to show

how the money spent on iClickers could be

used effectively in their school.

3.2 The learner is able to counteract resistance by administration by presenting iClickers as an education investment rather than cost.

Application Demonstration,Practice, and


The learner will need to be able to show

how the money spent on iClickers is to enhance student

learning which is an investment.

4. Learner understands the challenges and

Concepts

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disadvantages of iClickers and can develop strategies to overcome the challenges.

4.1 The learner is able to list 5 disadvantages of iClickers and provide a minimum of 3 strategies to overcome the challenge.

Recall, application Demonstration,Practice, and


The learner needs to be able to

argue/justify the needs for iClickers.

Knowing its weaknesses is the

start of an excellent solution.

4.2 The learner is able to accurately identify 3 challenges that are specifically related to grade level and content level and develop a minimum of 3 strategies to overcome the challenges.

Recall Demonstration,Practice, and


Each grade has different student

challenges. There are different solutions

needed to overcome these challenges.

5. Learner is provided with necessary tools and equipment is able to set-up iClickers in their “classroom”.

Recall The learner should be able to walk into a

classroom and with little hesitation be able to set-up the iClickers systems.

This will show knowledge and

expertise in the realm of the technology.

5.1 Learner is able to list all steps necessary to make iClickers classroom ready.

Recall, Procedure Demonstration The user must know how to set up

iClickers in the classroom.

5.2 Learner is able to create a PowerPoint that will walk their learners through the steps of utilizing

Application Demonstration The learner will need to be able to show the students/users how to use the iClicker as part of their learning

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iClickers. process.

Written DescriptionAlong with the instructional video users will need two required support pieces.

These two PDF’s can be printed at the users convenience.

The first PDF will assist users in achieving the objectives of the project. The objectives state that users will be able to describe various uses and combat negative opinions for the implementation/use of the iClicker technology. This document is set up in a questions/answer or note taking format. It is designed for use either during or directly after viewing the instructional video. The second PDF is identical to the first in all but one way: this one includes answers. This will allow the users a resource to check their understanding of the video’s instruction. This second PDF can also be used to assist in a presentation of the information to administrators or those people who will not view the video right away, but need to be convinced of it’s value.

The following serves as an outline for both the video and the accompanying documents.

1. Preparinga. Pieces You’ll Need

i. iClicker Baseii. iClicker2 Remote

b. How to Set Up A System2. Instructional Uses

a. Beginning of the Uniti. Pre-Tests

ii. Surveysb. Core of Unit Instruction

i. Daily Reviewii. Surveys/Polls- results can be displayed immediately, after discussion

or saved for later (display in graphs or spreadsheets)iii. Class Discussions (groups discuss/answer and vote, then whole class

discusses answer)c. End of Unit

i. Unit Reviewii. Formative Assessment

iii. Summative Assessment3. Cost

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a. Cost of a classroom setb. Cost of a school set

4. Benefita. Benefit for the school

1. Improved Understanding2. Just-in-Time Instruction (changing plans to meet students at

their understanding, not where the lesson plans dictate)3. Better prepared for real world (use in higher education)4. Works with any computer program

b. Benefit for the students1. Feel part of instruction2. Questions are answered without having to ask in front of

whole class3. Motivated to learn with technology4. Improved interpersonal/reasoning skills (small group

discussion accompanied with some use strategies)

Cons to Pros1. Questions are too easy and won’t help our students2. Students won’t focus or treat it seriously3. Technology doesn’t itself encourage engagement4. These will be out of date as soon as we buy them5. Training will be expensive; we don’t have the budget

Implementation Plan

A primary outcome of the implementation plan is to inform educators of this resource so they can benefit from its instruction. That begins with the production of the required materials. First will be video . The video includes a variety of classrooms (primary elementary through higher education) with the primary instructor using the iClicker technology. The next step is to develop a website. The website will include a discussion board that serves as a forum to discuss various experiences with the video as well as the iClicker system. Users are encouraged to use this as a collaborative platform, not just as a place for questions.

Once the video and website are completed the resources will be marketed through various channels. The first contact will be the iClicker company. The developers will work with the company to attain a link as a resource on the iClicker’s website. The next channel is to reach out to unions and other professional organizations. This provides a connection to leaders within the educational community. This method will provide the organizations

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and presenters within those organizations a resource to utilize and share. Engaging these organizations is one of the best ways to directly market the video. These organizations include the National Education Association , a national teachers union, Missouri Professional Learning Communities, American Association of School Administrators, and others.

The next phase of implementation and advertisement is to reach out to college and universities with a doctoral and masters programs in educational technology. The goal is that professors will utilize the video in their classes and to expose future and current educators to the video.

As the video and website gain awareness within the educational community, and the student response system technology advances the website will be updated to address the needs of it’s users. These needs will be discovered through feedback as well as the discussion boards.

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References

EduCause Learning Initiative (2013). 7 things you should know about...Clickers. Retried on April 30, 2013 from www.educause.edu/eli/

http://www1.iclicker.com/

iClicker (2013). iClicker (Version 6.2.4) [Computer software]. Retrieved from http://www1.iclicker.com/audience-response-system-downloads on May 1, 2013

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http://www1.iclicker.com/audience-response-system-downloads

http://www1.iclicker.com/

http://www.educause.edu/eli/

Appendix

Formative Evaluation Supplemental Material

Instructional designer and content expert interview

Suggested script for interview:

Thank you for agreeing to work with us. We are working to develop an instructional guide for using iClicker technology in the K-12 classroom and also for use in higher education. We appreciate your candid advice and recommendations for how we can adjust and enhance this instructional guide. We have an online video for educators to view at their convenience and a takeaway that contains the information in written form as a reference tool. We will collect all the comments and concerns in order to make adjustments prior to going live with our video instruction.

Interview Questions:

1. Does the video provide a specific and detailed outline(or a step by step guide) of how to implement the functions of iClickers?2. Was the video presented in a clear manner that was easy to follow and understand? What changes would make it easier for an educator to learn to implement the functions described in the video?3. What specific questions might remain for the educator viewer about the iClicker technology and/or how to implement specific iClicker functions with their instruction?4. Will educators perceive the iClicker functions as relevant and beneficial for student learning?5. Will the viewers be able to make connections of iClicker functions to specific learning situations in their own classroom?6. Are the advantages of using iClickers articulated clearly and in enough detail?7. Will learners view this is a valuable tool? If so, what benefits, might learners anticipate? Will they believe iClickers should be a priority at their school?8. Do educators have enough information to overcome expected challenges?

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Focus Group with educators

General guidelines for conducting the focus groups:

Two focus groups have been selected based upon convening a group of educators with similar teaching levels. Each focus group has been carefully selected to ensure a mixture of age, motivation/attitude toward using iClickers for instruction, educational level, and geographical location. Prior to the group’s arrival, make sure all the materials are available and in working order. Set up the equipment and make sure the video is clearly visible and the volume is appropriate. Set up the iClicker technology and try out all the functions that the focus group will be using. Count the number of takeaways to be sure there are enough for each participant.

The group will begin with a general introduction of leaders and participants. Next, the group will view the video, review the takeaway and then a discussion will begin.

Suggested Evaluator Script:

Good morning and thank you for joining us! We believe we have technology that will enhance your instruction leading to student engagement and accountability. We’ve developed video instruction for using different iClicker functions in the classroom and a takeaway for educators to keep as a reference. We have research we will share with you that show the benefits of using iClickers for student engagement and achievement. We value your opinion as educators and hope you will help us create an video instructional guide for using iClicker functions that will show how to create instruction that is engaging and include student accountability. We would like to get your permission to videotape our group discussion today so that if we need to clarify your input, we can go back and view the discussion a second time. This videotape will be used only by the design team in order to clarify information from this group.

Make sure that all participants agree to be videotaped.

We will begin today by watching the instructional video.

When the video is finished, pass out the takeaway for each participant to review.

Please take a few minutes to review this takeaway.

After all participants have had enough time to review the takeaway. Start a discussion.

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Please share with us at this time, your general impressions of the videotape and the takeaway.

Allow the participants to voice their first impressions without interruption. Intervene only if the discussion veers off the video, takeaway or iClickers. Take notes of comments and ask for clarification of nonspecific comments that are made. When each participant has made a comment and when it seems appropriate, move on to the active engagement portion.

Thank you for your honest responses. These will help us as we make our final adjustments to the videotape. Now that you’ve seen what iClickers can do for instruction, we want you to get a chance to try them yourselves.

Discuss which function shown in the video they would like to try. Encourage participants to work together to set up the iClicker system. As learners discover steps they are unsure about, guide the group to be a support system. Encourage learners to help each other to troubleshoot as uncertainties arise. When the group has successfully set up the iClicker system and developed one of the functions, the group will run the function as though they were the students. Ask the group to repeat this procedure so that they have tried at least three of the functions mentioned in the video.

Following the trial session of iClicker functions, lead the group through a final discussion in order to gain specific information needed by the design team that did not come out of the general discussion earlier. One evaluator will lead the discussion while another evaluator will record answers and other helpful comments that would lead to improvements in the instructional video.

Questions:

1. What are your general impressions of the iClicker video presentation and the takeaway?2. After viewing the video, are there at least three functions (other than taking attendance) that you believe would benefit your classroom instruction? Please explain.3. Did the video provide you with a specific and detailed outline ( or a step by step guide) of how to implement the functions of iClickers?4. What specific questions remain about the iClicker technology and /or how to implement specific iClicker functions with your instruction?5. What are some specific learning situations in your classroom that would be enhanced by using iClickers? Please be specific.6. What advantages do you see with iClickers? Please explain.7. After reviewing the research concerning iClicker effects on learning, do you believe this is a valuable tool? If you believe it is valuable, what benefits, for student achievement, would you anticipate? Should iClickers be a priority at your school? How could you advocate for additional sets at your school?

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8. If your school does not have iClickers or does not have enough sets to allow you to use them on a regular basis, do you understand the cost of acquiring a system? Are you aware of grant money available for technology?

Thank you for your help today. Do you have any questions about how to access our online video instruction? On the website, you will find a question and answer section where you can post questions and receive help from our design team or from other educators. We encourage you to check out our forum. There will be a discussion on topics related to iClickers technology and functions that are discussed in the video. We also welcome suggestions as a way to keep our video up to date.

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Summative Evaluation Instrument

iClickers Training Questionnaire

The following survey is designed to provide useful feedback on the iClicker training program that you have recently completed. It will take 5-10 minutes to complete. This survey will be kept anonymous, please answer the following questions honestly and to the best of your ability. You may choose not to answer a question. We value the feedback that you provide and will use it to improve this training program for future learners.

Thank you in advance for agreeing to participate and completing the survey!

Section 1.Please circle the number that best represents your response.

1Strongly Disagree

2Disagree

3Neither agree nor

disagree

4Agree

5Strongly Agree

The i Clicker Video was easy to follow.

1 2 3 4 5

The video was up-to-date with the current version of iClickers.

1 2 3 4 5

Have you been able to effectively use iClickers in your classroom due to watching the video?

1 2 3 4 5

There were gaps in the training program.

1 2 3 4 5

I found the takeaways that were provided very helpful.

1 2 3 4 5

I found revisiting the video helpful when I had a question regarding iClickers.

1 2 3 4 5

I found the handout helpful when i had a question regarding iClickers.

1 2 3 4 5

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Section 2. Please fill in as much information as you find relevant in the following open ended questions.

If you found gaps in the training program please list the areas here.

What other suggestions do you have to improve the iClicker training program?

What other information might be helpful to justify the expense of iClickers that worked well for the you when asking for the funding?(Type NA for Not Applicable)

To the best of your ability, please describe any technical problems you encountered with the training program.

To the best of your ability, please describe any technical problems you encountered when using the iClicker system.

Section 3Demographics

I have been a teacher for _____ years.

This is my first time using an instantaneous

Yes No

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response system in my classroom.

I am comfortable using technology in the classroom.

Very Comfortable

Comfortable Neutral Uncomfortable

Very Uncomfortable

I wanted to use iClickers or something similar in my classroom.

Yes Neutral No

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Needs Assessment

Types of Information

What do you need to know?

Why do you need to know?

Information Sources

Instrument

Optimals 1) What is an iClicker? (Ability to explain all functions of the iClicker…beyond attendance)

2) How are iCickers used?

3) How is iClickers system set up?

1) Learner should be able to tell enough information about iClickers that a positive impression is conceived2) Need to understand what the misconceptions about iClickers are from the learners3) Ultimately the learner should be able to set-up the iCickers base, instructor presenter, and the students clicker

Teachers and administration

Questionnaire (quantitative data)

Actuals 1)What does the learner know about iClickers?

2)At what point does the learner become lost when setting up equipment.

3)How are iClickers used in the learners’ grade specific classroom?

1)What does the learner actually know about iClickers, or do they only see it as an attendance device?2) Need to know at point does the training need to start, don’t want to lose learners because the training is too elementary or

Teachers and administration

Data will be collected on the questionnaire and the interview, however the interview should be supportive of data obtained in quantitative portion

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too advanced3)Does the learner understand how to implement the iClickers system into various grade levels and content areas

Determining Causes

1)Will the teacher receive support from other faculty?2)Will administration approve cost?

1)Need to understand the overall attitude towards iClickers from peers2)Be able to equip the learner with persuasive information so the learner can be an informed advocate of iClickers

Teachers Questionnaire primarily as learner might be hesitant to admit technology limitations within the classroom

Feelings 1)Are learners open to new technology?

2)Is administration open to new technology?

3)Are there negative connotations towards the iClickers system?

4)Is the learner willing to learn?

5)Is the learner

1)This will help the instructors of the training session to understand the level of technology resistance2)This will further explain if there is resistance, is it maybe resistance coming from above (admin)3) Understanding the attitude in which the

Teachers and Administration

Data will be collected on the questionnaire and the interview, however it is predicted that information gained from the interview will be more insightful

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motivated to become an advocate of iClickers?

learner is approaching the training4)Openness to new information, if the learner is willing to learn and is excited, chances are there is a curiosity about the product5)This would indicate a high level of motivation and willingness to learn and eagerness to seek approval for iClickers within a school district

Possible Solutions

1) What other faculty are using a similar product?

2) How are other schools adapting iClickers in their classroom?

3) Does your school have funding for new educational technology?

1) Its important to know this to understand what current resources are being used

2) This is important to compare iClicker practices with other school districts

3) Knowing what the financial challenges are is the first step to overcoming them.

Teachers Questionnaire & Interview

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Needs Assessment Questionnaire

iClickers Questionnaire

Section 1 Please answer the following questions to the best of your abilities.

1Strongly Disagree

2Disagree

3Neutral

4Agree

5Strongly

AgreeI know a lot about iClickers programming

1 2 3 4 5

iClickers is only used for attendance purposes

1 2 3 4 5

I want to learn more about iClickers

1 2 3 4 5

I know what equipment is needed to utilize iClickers

1 2 3 4 5

If given the equipment, I would be able to set-up iClickers equipment

1 2 3 4 5

Section 2 Please answer the following questions to the best of your abilities.

1Strongly Disagree

2Disagree

3Neutral

4Agree

5Strongly

AgreeiClickers would positively influence the classroom environment

1 2 3 4 5

iClickers would be well received by students

1 2 3 4 5

iClickers would be well received by other faculty members

1 2 3 4 5

iClickers would be exciting to use

1 2 3 4 5

iClickers would be cost effective

1 2 3 4 5

iClickers would allow me to implement more effective and efficient formative assessment strategies

1 2 3 4 5

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Section3Please answer the following questions to the best of your abilities (if more than one answer choice applies, please select all that apply).

Grade level you currently teach:1) Kindergarten2) Elementary3) Middle School4) Junior High5) High School6) College7) Administration

Core Subject Area (i.e. math or homeroom):__________________________________________

Which of the following technologies are currently using in your classroom?1) computer2) software programming3) learning management system4) online engagement5) smart board

1Strongly Disagree

2Disagree

3Neutral

4Agree

5Strongly

AgreeMy school district would approve the cost of iClickers

1 2 3 4 5

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iClickers Interviewing Guide

Interviewer: Please feel free to vary from this guide, use it as a guide, but do not feel that you must keep word for word from the script – however please convey the below message to the interviewee

Thank you for joining me today to be able to gain more insight on your knowledge and feelings towards iClickers so that a learning program can be developed that would be most helpful to the majority of educators. All responses will be kept confidential and no identifying coding will be utilized that could expose your anonymity. Participation in this interview is voluntary and at anytime you may choose to withdraw. We appreciate you taking time out of your busy schedule, our team hopes that the end result will be of great benefit to you.

1. What do you perceive as being the biggest challenge in gaining support from your school district in implementing iClickers and why?

2. How would you try to convince administration otherwise?

3. How confident do you feel about your knowledge with iClickers?

4. Tell me a little about iClickers.

5. How do you envision using iClikers in your classroom?

6. What questions do you have about iClickers?

7. What benefits to you perceive in receiving from using iClickers?

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