Riverdeep Project Front-End Analysis
Executive
Summary The Operating System The Problem
What the
system is like now What the system should be like Probable Cause of the problem
Executive Summary
The New Hanover County Public
Schools Technology department maintains the network, software, projects,
technical support, and staff development for all the schools in the
county. The installation and use of the
networked Riverdeep software began at
the beginning of the semester in all five high schools. Currently only twenty percent of
The goal of the technology
department is for one hundred percent of
Currently only twenty percent are using the Riverdeep software. Instructional technologists agree that the problem originated from the training offered to teachers. Riverdeep training conducted at the beginning of the school year focused mainly on the technical aspects of the software. Teachers learned how to operate the software but did not receive training on integrated lesson plans. Due to the low number of teachers using the software in each school, it is perceived by other teachers that the software is not useful or beneficial. Teachers also do not have much time available to create new units to include the technology.
In order to increase the use of
the software the technology department must redesign the training materials to
include successful lesson plans that classroom teachers can use. The instructional technologists’ training
will be offered and delivered by innovative teachers who have had success in
the classroom with this software.
Training times will vary so that teachers will have options in order to
attend a session that best fits their schedules. The technology department should provide one
day “mini-sabbaticals” for teachers who are opinion leaders and are interested
in designing units that their teams can use to integrate the Riverdeep
software. These interventions eliminate
time constraints and negative perceptions of using this software.
Section 1
The Operating System
New Hanover County (NHC) School
system exists as a central office that maintains 24 elementary schools, and 12
secondary schools. Within the central
office exist various departments that focus on a
different need of the schools. There are
four major departments, all of which are regulated according to policies set by
school board members, state legislators, NC Department of Public Instruction,
principals, parents, teachers, and students. Refer to charts on next page.
The Technology Department is one of the central office departments, which provides technical and instructional support to all schools. The NHC School Technology Department consists of instructional technologists, network engineers, hardware and AV technicians, Webmaster, communications, assistive technology and project managers. The instructional technologists often utilize trainers from outside companies as well as trainers within NHC to develop staff development for teachers. The materials and workshops created are delivered to teachers by the peers, Computer resource teachers, and outside consultants.
The mission of the technology department is to provide innovative instructional support and technical development for all elementary, middle, and high schools as well as maintain and support the technology. The department also provides technical software, hardware, and network support for administrative buildings.
The amount of integration of technology in the schools is low and should be much higher. The department would like to see full integration but there is a large gap between the amount of technology that is integrated and the amount that isn’t. Because the department is limited in funding and personnel, there is often a slow response time to work orders. Instructional technologists have to often provide the technical support needed in order to keep schools operational. This allows for less time to work with teachers to integrate technology fully. Currently the department is working on the problem by revising the work order procedures and eliminating time spent on machines that are not cost effective to repair.
Organizational Chart for New
Hanover County Schools System
New Hanover County Schools
Instruction Department
Assistant Superintendent
Dr. Norm Shearin
Planning, Technology, and Operations Department
Assistant Superintendent
Bill Hance
Support Department
Assistant Superintendent
Dr. Al Lerch
Personnel Department
Assistant Superintendent
Sandra Mclain
|
Instruction Department Assistant Superintendent Dr. Norm Shearin |
|
Planning, Technology, and Operations Department Assistant Superintendent Bill Hance |
|
Support Department Assistant Superintendent Dr. Al Lerch |
|
Personnel Department Assistant Superintendent Sandra Mclain |
Return to Top
Technology Department Personnel
The Problem
The New Hanover County Technology
Department installed the Riverdeep
software into the schools’ network and provided training for teachers. The training was developed by a group of
software experts from the Riverdeep
Company. Teachers gathered in the
technology department labs and received training from Riverdeep instructors. After
several months of school, the technology department identified only twenty
percent of
By increasing the use of the software, technology integration increases within the curriculum in the high schools. Using new software programs in these schools to increase technology integration in accordance with the NC Standard Course of Study provides a model for more programs to follow. A success rate with Riverdeep in the high schools will provide an example of how middle and elementary schools can also accomplish this goal with innovative software tools.
Return to TopWhat is the Operating System Like Now?
Method of Analysis
Information about the present status of the system was gathered through several methods. Interviews were conducted with the technology department personnel, and the computer resource teachers. These interviews provided information about how the decisions are made. Job descriptions and responsibilities associated with each position were identified. Each member of the technology department provides detailed information about work orders, time spent on each task, and locations of assistance given. The department provided documents that supported comments made by personnel during interviews. Instructional technologists collect monthly reports from each Computer Resource Teacher in the schools. These reports include lab schedules, correspondence between CRTs and faculty, and a list of major accomplishments, concerns, and plans for the following months. The lab schedules provide data from each school to identify amount of usage of the hardware and the software available in each lab. The performance of the technology department was measured through the number of work orders completed, the number of installations done, and logs of other duties performed in a month’s time.
Analysis Results
The
objectives of the technology department that relate to this problem are to
provide
innovative support and development for all elementary, middle, and high schools
as well as maintain and support the technology.
Goal 1 of the technology department is to integrate technology skills
into the total learning environment with particular emphasis on the Information
Skills and Technology Skills curricula. The department purchases hardware,
software, and technical support as well as provide staff development to carry
out these goals. In order to continue to
maintain the hardware and software Riverdeep the instructional technologists
consult with the Riverdeep company
trainers and provide staff development.
The staff development is coordinated and implemented within the
schools. The software has been licensed,
installed, and is in working order within all of the schools. Since the department must maintain all
networks, data according to work order histories were closely followed so that
all the networks stay in working order.
Training was administered and it was helpful to the teachers in learning
how to navigate the Riverdeep
software. Since the training has taken
place there has been no follow up or support for the teachers who wish to
implement this software into their instruction.
The
technology department is divided into two basic areas. One area is the instructional
technology. The second area is the
technical assistance. These two areas work together to achieve the goals of the
department. The instructional
technologists work on research, designing and developing training, and staff
support. Objective 1.1 of the technology
plan states that teachers will use tools, programs, and strategies to
strengthen the technology integration into the appropriate NC Standard Course
of Study. Training materials for the Riverdeep software included
technical directions on how to navigate the software. The instructional
technologists consulted with experts from the Riverdeep company. Trainers from Riverdeep conducted
training sessions for all teachers in the high schools within a three week
period. The technical assistance staff
worked with the trainers on maintaining the networks and any other technical
problems with hardware that may arise that the teachers using the software may
need to troubleshoot. Instructional technologists monitored the Riverdeep activities
by reading lab schedules and lessons submitted by the computer resource
teachers in each school.
Teachers
must use software programs to strengthen the technology integration into the
appropriate NC Standard Course of Study. Workshops
provide support for teachers to teach the curriculum using various
programs. They are designed to train
teachers on how to operate various hardware and software programs. The training does not include integration
techniques for the classroom teacher.
Although instructional technologists provide plenty of opportunities for
technology staff development, the lack on integration materials cause only
innovative teachers to take advantage of these opportunities. As a result, other teachers perceive
technology as an “extra” and will not take initiative to learn all that is
available to them. Once the training is
completed teachers must take time to create lessons however teachers are under
a time constraint.
The
department has resources from 24 staff members, hardware, and technical
assistance from outside sources. The
budget is determined by the superintendent’s office and allocated as the
technology department sees fit. The
budget allocated for developing and delivering training is $1000. This budget must include substitute pay,
copies, lunch, trainers, and research.
Substitutes cost $50 per day, copies are $.50 per packet, lunch would be
$5.00 per person, trainers cost $10 an hour, and research cost depends on what
kind of research the department decides to complete. Various companies provide assistance in
specific areas as part of service agreements.
Data Networks is a company
that consults with the county network technicians for work orders and
maintenance of the network. EPlus is a company that handles all hardware
warranty work orders that come from the county. Personnel from within the
department provide training design and delivery as needed. A majority of the technical assistance comes
from within the department as well.
Based on a sample of work order summaries, all members of the technology
department staff provide technical assistance as needed. Most of the training
takes place in a computer lab. Most of
the labs are networked and are located in every school as well as in the county
technology departments. A Macintosh lab
and a PC lab are located in the technology department. Unlimited technical training is available
from the several software companies. The
technology department has a staff development budget that covers expenses for
additional training offered by schools and substitute pay as needed. Additional personnel resources will include
computer resource teachers, technology teams, and other classroom teachers who
use the software.
Budget
constraints are an issue. The county is
currently under a spending freeze. The
technology department must rely on personnel to provide any training and
technical assistance. NC has established
a Technology Competency plan that focuses on technology integration. Technology must be integrated into the NC
Standard Course of Study. All workshops
focus on learning how to use the technology tools. In addition to learning them as a tool,
strategies on how to use the tools to enhance teaching and learning processes
must be included. NHCS goals: to utilize web resources to facilitate
home/school/community communication, to utilize technology tools as a vehicle
for communication and learning, and to incorporate online local and global
opportunities for learning.
A director
who is assisted by instructional technology specialists, engineers,
technicians, and network coordinators manages The New Hanover County Technology
Department. Decisions are based upon
funds allocated, relevance of software to NC standardized curriculum, licensing
agreements, and technical support provided by software and hardware
companies. A piece of software may come
to the attention of the technology department by any classroom teacher,
computer resource teacher, or administrator.
The technology department must then do research about the software and
the company that produces it. This
research includes licensing policies, availability, and relevance to state
curriculum, demand from teachers, tech support, and cost. The decision to adopt the software is made by
the director once the research is completed. Once the decision to adopt has
been made, the installation and training development begins. Many companies offer to come into the system
to complete the training at an additional cost.
The instructional technology specialists would have to research the
training material the company intends to provide the teachers and determine if
it would be effective. The lead
instructional technology specialist would have to make the final decision in
this case. The technology department
does not receive input from classroom teachers in order to develop training
materials. Once the training is developed or adopted from the company it is
then delivered. The department then
turns to the support and repair specialists to follow up and maintain the
software. However, the teacher’s
activities are not followed up on by the technology department. Lab schedules are the only reports submitted
by the computer resource teachers.
What Should the Operating
System be Like?
Method of
Analysis
Information about how the system
should be performing was gathered through several methods. Interviews and
surveys were conducted with the technology department, the software company,
and the teachers. These interviews provided information about the optimal
outcomes that the members of the system would like to have.
Documents were collected from each school to identify the usage of the Riverdeep software. These
documents included Computer Resource teachers’ monthly summary reports,
computer lab schedules, and observations of teacher by administrations.
Documents were also collect from the Technology department to identify their
processes. These documents included monthly
summary of work orders submitted and exit survey summaries from previous
training. Identifying how the software should be
used in the classroom was collected from other school systems that have
successfully implemented Riverdeep. This data was collected through interviews
and observations with teachers whom are actively using this software with their
students. These teachers supplied lesson
plans and materials they have implemented into their methods.
Analysis
Results
The objectives of the technology department should be
more focused on the research and outcomes of training according to the
interviews with the technology department and the teachers. This objective
could be met by developing a new training method. This training method
should include input from the learners before training is developed and more
support after the training is complete. Information should be gathered
from the learners by surveys or interviews. The support should include
visits to the classroom to assist in integrating the new software by technology
staff members or teachers who have been successful in their integration.
Using proficient teachers to assist in training could alleviate the time
constraints for everyone involved and create more enthusiasm.
The Technology staff should spend some more time researching before implementing new software into the system. The teacher’s input on training that is being developed should be an integral part of research before development. Research conducted in other systems in which the software has already been successfully implemented should also yield important information needed to develop effective training. The research should aide in resolving issues such as time constraints, technology support, and effectiveness of training. The training development should include all of the necessary components needed for successful integration. These components include software navigation, technology support, example lesson plans, and personal assistance with initial integration of the software in a classroom setting. These issues were noticed in surveys and interviews with technology staff members and teachers. These findings again point to more collaboration between the technology staff and the teachers.
Important side effects may include issues with eliminating time constraints and creating enthusiasm. These time constraints could be minimal with proper planning. The technology department should devise a time line system for implementing new software that ensures them enough time to conduct quality research and training development. The proper research would create positive side effects in the training that are then developed and delivered. The training should also be designed to accommodate the specific audiences. If the training is useful to the trainees, there is less time needed for the trainees to spend on implementation. This should also create more interest and enthusiasm for the teachers being trained. The trainers would be classroom teachers and technology specialists with recent hands on experience with the software integrated. The lessons would be more likely to be accepted and implemented in a timely manner.
Personnel resources should include,
computer resource teachers, technology teams, and other classroom teachers who
use the software. As the teaching staff changes from year to year or
within a year, technology department should make available additional training
sessions throughout the school year in order to provide everyone with training
and support. Training material resources should include lesson
plans from teachers who have successfully integrated the software. These
should be made available in print during training as well as on line for
reference after training. The site should serve as a dynamic resource as
it will be updated as teachers come up with new ideas for lesson plans.
Teachers are currently required to teach a
standardized technology curriculum, which includes skills in desktop
publishing, spreadsheets, and databases. It is important to keep these in
mind in order to avoid too many additions to the technology curriculum as it
is. Instructional technologists within the technology department should
work with the Riverdeep users to plan
ways to continue teaching the technology curriculum and combine these units
with the use of the Riverdeep
software. Using software to teach a curriculum instead of teaching
technology as a separate curriculum should eliminate time constraints for
teachers.
The process of implementing new software into a system
should concentrate on the research that takes place before the actual
installation and training begins. Information should be gathered about
the company, the software, cost, teachers feeling about the software, and other
systems that have adopted the software. Once all of this information is
gathered a decision should be made about whether or not to adopt. The
technicians would then handle the installation at the schools while the
instructional technology specialists begin research pertaining to developing
the training. These specialists should complete a learner needs
analysis. This would assist them in developing appropriate training that
would be more apt to be accepted and implemented. They could gather
information through interviews, observations, and surveys. Then the
training development followed by delivery and support would begin.
Teachers should be an integral part in all of these processes.
Riverdeep software was introduced
to
The initial training occurred at
the beginning of the year and teachers were given instruction on how to operate
the networked software Riverdeep. It was offered to all Math, Science, English,
Exceptional Children, and Computer Resource teachers. The training and instructional packet
provided key information and hands on practice so that teachers could navigate
the software efficiently. Exit surveys
were given and teachers rated the training as good to excellent for its purposes,
but there were recommendations made for implementation strategies for future
trainings.
The objective of the training is
part of the problem. Its focus was to
create a knowledge base for teachers on how to use the software. Although effective in its purpose, it did not
provide actual classroom lessons for teachers.
The trainers came from the Riverdeep company
and were proficient in the operation of the software but did not have actual
classroom experience. While teachers
left the training understanding how to use the software, they had to spend
additional time creating lessons to integrate it into their classroom
instruction.
Probable causes of the problem are
as follows:
- Time for training design and delivery not
sufficient
- Training materials did not address specific
lessons for classroom use.
- Actual classroom experiences were not given as
examples to follow. Trainers were
not experienced in classroom technology integration.
Instructional technologists within
the department decided that this initial training was all they could offer due
to time constraints. They were unable to
provide actual classroom lessons until the software was implemented into the
schools. Time constraints caused this
training to lack an important component necessary to promote a high rate of
integration. The software was purchased
in early July and installed before teachers arrived at schools. However, there was only a window of two weeks
available for training. Training
materials and design had to be ready as soon as teachers returned from the
summer break. There was no time for any
field-testing within the schools.
Twenty percent of the
The teachers had no lesson plans on
using the software and needed additional time to create units. Given that many teachers already have plans
in place to teach these skills, they did not see a need to use the
software. This is a negative side effect
that also promotes a perception that the technology department has wasted its
money on the purchase. After several
months, lab schedules were analyzed and the percentage of time spent using the
new software was very low.
The technology department did not
consult with classroom teachers prior to conducting the training. Subject matter experts from Riverdeep provided information based on
the general operation of the software.
The training materials lack any actual lessons that are successful in
the classroom.
Teachers left the training
understanding the program and how it works.
They gave high ratings to the trainers in the exit surveys because they
served their purpose. However, the
teachers did not have enough time to plan new lessons with the software. The teachers did not receive examples of
lessons that were successful in the classrooms in NHCS.