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1
Mini Project
by
Donnette Ferdinand
Student ID: 308003507
A Paper Presented in Partial Fulfilment
Of the Requirements of
EDID 6505: Systems Approach to Designing Instructional Materials
Trimester II, 2015-2016
Email: [email protected]
University: University of the West Indies Open Campus
Course Facilitator: Dr. LeRoy Hill
Course Coordinator: Dr. LeRoy Hill
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Table of Contents
Introduction …………………………………………………………………………………3
Needs Assessment …………………………………………………………………………..4
Task Analysis and Performance Objectives ………………………………………………...7
Learner and Contextual Analyses …………………………………………………………..8
Instructional Strategies and Lesson …………………………………………………………8
Assessment ………………………………………………………………………………….9
Reflection …………………………………………………………………………………...9
List of Appendices:
Appendix A – Needs Assessment Plan ……………………………………………………12
Appendix B –Task Selection Worksheet ………………………………………………….17
Appendix C – Procedural Analysis ………………………………………………………..19
Appendix D – Prerequisite Analysis……………………………………………………….20
Appendix E – Contextual Analysis Worksheet …………………………………………...21
Appendix F – Instructional Strategies and Lesson ………………………………………..24
Appendix G– Assessment Tools …………………………………………………………..27
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Introduction
The issue of technology in education has been topical within recent times, and in the
Eastern Caribbean, governments’ thrust has been towards the integration of information
communication technologies across the curriculum. It is evident that ICT’s are here to stay, and
that their inclusion in the school’s curriculum can yield tremendous benefits. Hawkridge (1990,
in Latchem & Jung, 2010) contends that ICT integration is essential because technology is
omnipresent in society; thus students must be immersed in it. Additionally, ICT has the potential
to enhance the teaching and learning process, and the overall performance of schools
(Hawkridge, 1990, in Latchem & Jung, 2010). In St. Vincent and the Grenadines, the
government’s “One Laptop per Child Initiative” has highlighted significant shortcomings within
the education system with regards to teachers’ apparent lack of preparedness in effectively
utilizing these and other technological devices within the teaching and learning environment.
This paper seeks to bring the matter of ICT integration under scrutiny and presents an
instructional design approach which stakeholders will find useful. It includes a needs assessment
plan, learner, contextual and task analyses, crafting of suitable instructional objectives and
development of for instructional strategies and assessment. All of these are contextualized within
a modern Caribbean classroom environment.
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Needs Assessment Plan for the Fairhall Government School
Various methods of data collection will be employed in the needs assessment. These
include interviews, informal discourses, observation, and survey questionnaires (See Appendix
A). Data were gleaned from key stakeholders, namely, teachers, heads of departments and the
school’s principal. This approach is in keeping with standard practice in instructional design.
Barbazette (2006) establishes that “observing and interviewing subject matter experts, master
performers, and typical target population representatives is critical to making an accurate
observation” (p. 86), in what can otherwise be a problematic exercise. Both qualitative and
quantitative data will be utilized in drawing conclusions about the current state of participants
and the learning environment.
Work Environment
The Fairhall Government School is a modern primary educational institution that is
equipped with many of the technological tools and facilities that are needed for the integration of
ICT across the curriculum. These include a computer laboratory, a multi-purpose room, reading
center and library. Despite this, only a minute percentage of teachers at the school utilize these
facilities on a regular basis and with enough thought and planning to make an impact.
Target Audience
The members of staff of the FGS range in age from the early twenties to the mid fifties.
Levels of education and professional training also differ significantly. Entry level staff members
possess CSEC of CAPE qualifications; others have received formal training in teacher education,
while the more seasoned teachers have under graduate and graduate degrees.
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The target group will consist of fifteen teachers and the principal of the school – a total of
sixteen educators. Of these, only one member of staff has received formal training in ICT
integration procedures and methods.
Purpose
The purpose of the needs assessment is to research the reasons why members of staff do
not, on a consistent basis, plan and deliver ICT enabled lessons, and to identify their specific
areas of training needs.
In terms of training, the staff identifies training in ICT integration as their greatest
challenge, and the area that they feel least competent and in need of training. The government’s
recent “One Laptop per Child Initiative” has brought the changing roles of teachers into focus;
hence there is a need to provide training in bringing the curriculum in line with the technology in
order to improve student performance. Although several workshops have been conducted by the
school’s IT Coordinator in the field, there has been limited follow up and there has not been any
significant change in the way that teachers use the technological tools at their disposal.
Interestingly, most teachers possess basic computer literacy skills, and have, in many instances,
the latest mobile devices, which they use in their personal lives. This does not however translate
into effective and meaningful integration of ICT into their daily practice. Consequently, many of
the technological tools and resources with which the school has been equipped lay waste.
Topic of Instruction
ICT Integration across the Curriculum
Formats
A face-to-face approach will be used, with emphasis on collaboration and teamwork,
along with an infusion of various technological tools and devices.
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Objectives
The objectives of this needs assessment are to:
(a) Identify reasons why teachers do not integrate ICT’s in their daily classroom practice.
(b) Conduct a series of workshops aimed at familiarizing members of staff with the
principles and skills that will enable them to efficiently and effectively integrate ICT in
the classroom.
What the Trainer Needs to Know:
OPTIMALS
Do the teachers in the target group possess the knowledge and skills that are needed for effective
ICT integration?
Do teachers use ICT tools in lesson planning and record keeping?
ACTUALS
Have teachers received formal training in ICT use and integration?
To what extent do teachers use ICT tools in lesson planning and delivery?
To what extent do teachers use ICT tools for administrative and record keeping purposes?
FEELINGS
In establishing feelings, teachers’ philosophy of teaching and learning in general, and
specifically the use of technology will be examined. Questions asked would include:
What do teachers believe are: (a) their roles in the classroom and (b) the roles of their students?
How do teachers view the use of technology in the classroom?
Are teachers comfortable with technological devices?
How confident are teachers in planning and executing ICT enabled lessons?
How competent are teachers in planning and executing ICT enabled lessons?
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CAUSES
Why are teachers not integrating ICT’s in their classrooms?
What accounts for the apparent reluctance among teachers to integrate ICT in the classroom?
SOLUTIONS
What do you need to know?
Solutions to the problem will answer the question:
What intervention is needed in helping teachers to effectively integrate the ICT tools at their
disposal into their lesson planning and delivery on a consistent basis?
What can or should be done to address teachers’ reluctance to integrate ICT in the classroom?
Task Analysis and Performance Objectives
For the task analysis, a task selection worksheet (See Appendix B) was used in firstly
selecting and prioritizing the tasks. One of the highest ranked tasks was then chosen, and a
procedural analysis (See Appendix C) conducted. Based on this, a prerequisite analysis, which
detailed each required skill, was done.
Performance Objectives:
Using Bloom’s Taxonomy as a guide, several performance objectives were developed.
Considering that the target audience is made up of adults, efforts were made to ensure to target
higher order skills.
Terminal Objective:
Upon completion of the series of workshops, teachers will successfully apply principles and
skills of ICT integration in planning and delivering ICT-enabled lessons.
Subordinate Objectives:
By the end of the workshop, participants will:
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1. When prompted, confidently communicate their opinions and thoughts on the value of
ICT integration across the school’s curriculum, and the barriers which exist in the
institution with their peers. (Cognitive/Affective)
2. Effectively incorporate various ICT tools/devices in planning at least three lessons in
various disciplines. (Cognitive)
3. Set up a multimedia projector and computer with no less than ninety percent (90%)
accuracy, for lesson presentation. (Psychomotor)
4. Efficiently create a PowerPoint presentation of no fewer than ten slides.
(Cognitive/Psychomotor)
5. Apply at least nine of ten criteria/categories in evaluating selected educational software
and websites. (Cognitive)
Learner and Contextual Analysis
The instructional design process does not occur in a vacuum; rather, several variables are
combined for a successful outcome. Among those are the learner and the context within which
instruction is delivered and will be ultimately utilized. As such, an analysis of these key
components of the process is important. A learner and contextual analysis (See Appendix E) was
done, and information gathered was considered in designing instructional strategies.
Instructional Strategies and Lesson
Instructional strategies for this project were grounded in Merrill’s First Principles of
Instruction, and include activation of prior knowledge, demonstration of tasks, and opportunities
for application and integration (See Appendix . In determining which strategies to use, the most
important consideration was the learners’ specific characteristics. With this in mind, instructional
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strategies that are suited to the adult learner were selected. Decisions relative to instructional
strategies were therefore made bearing in mind results from the learner and contextual analyses.
Assessment
The assessment of learning is a crucial component in any instructional design project.
Jonassen, Tessmer and Hannum (1999) argue that assessment strategies need to be congruent
with learning outcomes; hence, assessment for this particular instructional design unit was based
on the stated objectives. A performance rubric (See Appendix G) was designed for use by
learners in evaluating educational software. This will be used during the demonstration phase of
instruction. Several multiple choice items (See Appendix G) were also constructed, and these
were drawn from the subordinate objectives. The multiple choice items will be used for
formative assessment. They will therefore be used during the period of instruction.
Reflection
For this project, I was required to apply the skills and techniques that I have acquired so
far in this programme in the building of a workshop for a selected target group. I chose the staff
of my school, which is comprised of a diverse group of teachers. Their diversity ranges from age,
to years of experience and levels of training.
Several instructional strategies were included in the project. The fact that the target group
consists of adult, strategies include discussion, group and collaborative work, hands-on
experiential learning activities and reflective learning. These strategies are outlined in the
instructional strategies and lesson development component of the paper. I believe that these
strategies are best suited for the process, given my knowledge of the individuals for whom the
instruction is designed, as well as the subject matter.
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The development of the project was for me an extremely challenging endeavor. The
difficulty for me occurred because of an initial lack of understanding of the process. Added to
that was the personal setbacks that I encountered in getting some tasks completed on time in
order to fully benefit from my peers’ feedback. However, whatever feedback that I received from
both peers and tutor, went a long way in clarifying many misconceptions that I possessed. Given
an opportunity to repeat this process, I will definitely approach this aspect of the task differently,
as I am now keenly aware that instructional design is not a solitary endeavor. Collaboration and
peer interaction will feature highly.
I learned many instructional design lessons from this assignment. Perhaps the most
valuable of them relates to the fact that the process of instructional design is really not linear in
nature. I discovered, and this was towards the end of the process, that I was compelled to iterate
on numerous occasions. Again, this would have been more meaningful if I had been able to
better manage my time and meet deadlines.
In summary, this experience was one that I will not readily forget, as it not only taught
me my lessons about myself, but also of what instructional design entails. As a budding
instructional designer, I look forward to repeating the exercise.
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References
Barbazette, J. (2006). Training needs assessment: Methods, tools, and techniques. Vol.1. San
Francisco, CA: Pfeiffer
Hawkridge, D. (1990). In Latchem, C. & Jung, I. Distance blended learning in Asia. New York,
NY: Routledge
Jonassen, D.H., Tessmer, M. & Hannum, W.H. (1999). Task analysis methods for instructional
design. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Appendix A: Needs Assessment Plan
Objectives
The objectives of this needs assessment are to:
(c) Identify reasons why teachers do not integrate ICT’s in their daily classroom practice.
(d) Conduct a series of workshops aimed at familiarizing members of staff with the
principles and skills that will enable them to efficiently and effectively integrate ICT in
the classroom.
What the Trainer Needs to Know
OPTIMALS
What do you need to know?
Do the teachers in the target group possess the knowledge and skills that are needed for effective
ICT integration?
Do teachers use ICT tools in lesson planning and record keeping?
Why do you need to know?
Information gained from seeking optimals will indicate the level of teachers’ competence,
which can then be measured against the standard. When compared to data gathered when seeking
actuals, the specific needs of the group can be established.
Who has the information?
All teachers, including Senior Qualified Assistant Teachers (supervisors), principal of the
school and education officers based in the Ministry of Education can provide information for the
optimals.
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How will the information be gathered?
Information for the optimals will be gathered through survey questionnaires and
interviews.
How will the information be used?
The information gathered will be used for informing the goals and objectives for the
professional development workshops.
ACTUALS
What do you need to know?
In attempting to establish actuals, the following questions will be asked:
Have teachers received formal training in ICT use and integration?
To what extent do teachers use ICT tools in lesson planning and delivery?
To what extent do teachers use ICT tools for administrative and record keeping purposes?
Why do you need to know?
The data gathered while seeking actuals will be compared to that gathered from seeking
optimals for establishing the specific needs of the target group.
Who has the information?
Information will be gleaned from teachers, who will indicate their levels of ICT training.
Senior Qualified Assistant Teachers and the principal, who are responsible for checking lesson
plans and monitoring lessons, will also provide information.
How will the information be gathered?
Information will be gathered through interviews with teachers and class supervisors, and
from teachers’ performance appraisal records and lesson plans.
How will the information be used?
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Data gathered will provide information which will determine specifically what the
content of the intervention will be in order to bridge the gap between what currently obtains and
what needs to be.
FEELINGS
What do you need to know?
In establishing feelings, teachers’ philosophy of teaching and learning in general, and
specifically the use of technology will be examined. Questions asked would include:
What do teachers believe are: (a) their roles in the classroom and (b) the roles of their students?
How do teachers view the use of technology in the classroom?
Are teachers comfortable with technological devices?
How confident are teachers in planning and executing ICT enabled lessons?
How competent are teachers in planning and executing ICT enabled lessons?
Why do you need to know?
The determination of teachers’ feelings concerning ICT integration and their philosophy
of teaching and learning will essentially go to the root of the issue. This information is crucial in
deciding to what extent the problem which exists relates more to skills and knowledge or
attitudes.
Who has the information?
Information regarding feelings will be drawn from the principal and teachers in the target
audience.
How will the information be gathered?
The information will be gathered through interviews, informal discussions and
observation.
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How will the information be used?
This, along with information gathered regarding teachers’ competence will give valuable
insight into the specific needs of the group. If teachers’ attitudes are negative, or if they lack
confidence in the use of technology, then the intervention must necessarily address these
concerns in a targeted manner.
CAUSES
What do you need to know?
In seeking causes, the key question that needs to be asked is:
Why are teachers not integrating ICT’s in their classrooms?
What accounts for the apparent reluctance among teachers to integrate ICT in the classroom?
Why do you need to know?
Understanding the reasons why teachers do not integrate technology in the classroom will
assist the designer in tailoring the content of the intervention to suit the particular needs of the
learners.
Who has the information?
Teachers and administrators have the answers that are being sought concerning the causes
of the problem.
How will the information be gathered?
Interviews and survey questionnaires will be used as tools for determining causes.
How will the information be used?
The information will inform the nature of intervention. If, for instance, the reasons relate
to lack the inability to manipulate tools, then the intervention will focus mainly on getting
teachers comfortable with using technological devices. If, on the other hand, the reasons relate to
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deficiencies in planning and delivering ICT integrated lessons, then the intervention will focus
on pedagogy.
SOLUTIONS
What do you need to know?
Solutions to the problem will answer the question:
What intervention is needed in helping teachers to effectively integrate the ICT tools at their
disposal into their lesson planning and delivery on a consistent basis?
What can or should be done to address teachers’ reluctance to integrate ICT in the classroom?
Why do you need to know?
The response to the question asked essentially provides the solution to the ongoing
problem which exists at the school.
Who has the information?
Teachers, school administrators and supervisors and experts who are trained in ICT
integration across the curriculum have the information that is needed for the solution.
How will the information be gathered?
Interviews will be conducted.
How will the information be used?
This information will be crucial in determining how the problem will be solved and will
form the basis for designing the intervention strategies.
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Criteria for Task Selection Worksheet
Criticality
40 pts
Universality
10 pts
Frequency
10 pts
Standardization
10 pts
Difficulty
30 pts
Total
100 pts
Notes Priority
TASKS #1 #2 #3 #4 #5 #6 #7 #8Completion of personal summaries detailing personal levels of competence in ICT integration
30 7 5 7 20 69 Having information the current levels of participants’ skills is critical in charting the way forward.
7
Exploration of factors which act as barriers to ICT integration
30 7 7 6 20 70 Awareness of barriers to ICT integration contextualizes the issue at hand and helps to define the current situation.
6
Planning ICT-enabled lessons 40 8 6 8 25 87 A necessary skill, since ICT-enabled lessons required specialized planning.
1
Setting up a multimedia projector and computer for classroom presentations
25 6 6 5 20 62 This is an important skill for participants to possess, since it determines participants’ levels of comfort in using them in the classroom.
8
Creation of a PowerPoint presentation 35 7 8 7 25 82 These are basic lesson presentation tools and skills needed in ICT use.
2
Participation in professional community for the promotion and support of ICT integration efforts
30 8 7 6 20 71 Collaboration and teamwork are crucial to the process, since it
5
Appendix B: Task Selection Worksheet
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provides opportunities for technical and moral support.
Selection and evaluation of educational software and online resources
35 8 7 8 20 78 This is important for determining relevance of ICT materials and resources
3
Reflection on professional development experience
30 7 6 6 25 74 Reflection is an essential component of adult learning, and is especially relevant here for evaluating the effectiveness of the training exercise
4
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Appendix C: Procedural Analysis
Overall Goal: Reviewing and Evaluating Educational Software
1. Decide what are the subject needs and parameters
1.1 Discuss with stakeholders
1.2 Identify subject area
1.3 Determine the content area
1.4 Outline curricular goals and objectives
2. Identify learner needs and context
2.1 Conduct an analysis of learners’ needs, interests, learning styles and levels of
performance in the specific subject area
3. Decide on evaluation criteria based on subject and learner analyses
4. Create evaluation instrument
4.1 Test with teachers and/or other stakeholders
5. Conduct searches for suitable software
5.1 Review existing reviews, evaluations, ratings
6. Apply evaluation instrument to software
6.1 Conduct a field-test of software on sample student population
7. Gather post-use feedback from teachers
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Appendix D: Prerequisite Analysis – Reviewing and evaluating software for classroom use
IDENTIFY the subject needs/parameters
ASSESS the specific needs of learners
CREATE an evaluation instrument
DECIDE on evaluation criteria
SEARCH for suitable softwareSELECT software based on needs
REVIEW software
EVALUATE software
IMPLEMENT within the instructional environment
TAILOR activities to learners’ needs
DETERMINE needs
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Appendix E: Contextual Analysis Worksheet
Directions: Identify relevant factors in categories (only where and when appropriate) and indicate the effect they will have by circling appropriate number.
-2 Greatly impedes-1 Slightly impedes
+1 Slightly facilitates+2 Greatly facilitates
Orienting ContextLearner Factors
Learner Profile: Adult learners who are self-directed, purposeful and autonomous. Learners
possess prior pedagogical knowledge and experience +2
Goal Setting: Learners are capable of setting personal goals and work best at goal-oriented
Tasks +2
Perceived Utility: Do learners consider ICT integration training useful? How motivated are they
to learn the material? +2
Immediate Environment Factors
Social support: To what extent is technical and pedagogical support available in
supporting integrating efforts? -1
Organizational Factors
Incentives: What incentives (promotion, stipend, recognition, etc.) are offered for participation in
the workshops? +1
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Learning culture: What is the current learning culture of the institution? Are there learning support
groups and collaborative teams? +1
Instructional ContextLearner Factors
Learner role perception: What do learners perceive are their roles in the teaching?
and learning environment? Are they willing to adjust these perceptions? -2
Learner task perception: What degree of importance do learners place on learning tasks? -2
Immediate Environment Factors
Sensory conditions: Is the learning space conducive to teaching and learning? Are the
material resources suitable and sufficient? -1
Instructor role perception; schedules: Is there compatibility between learners’ and instructors’
perceived roles? Is the time allotted for learning activities sufficient? -1
Organizational Factors
Learning supports: Are collaboration and teamwork actively encouraged and rewarded? -1
Teaching supports: Are instructors provided with the resources needed for efficient
instructional delivery? Are there opportunities for follow-up sessions? +2
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Transfer ContextLearner Factors
Utility perceptions: Will learners motivated to apply knowledge and skills to daily practice? +2
Perceived resources: Are learners aware of the available resources? Do they believe that
they can access additional resources as needed? +1
Transfer coping strategy: How will learners be supported in applying knowledge and skills? How will those who appear to
lag be addressed? -2
Immediate Environment Factors
Transfer opportunities: Will learners have opportunities to practice? +2
Social support: Are there face-to-face and online support groups? +1
Organizational Factors
Transfer culture: To what extent will learners be allowed and encouraged to support each other
and collaborate within the school’s teaching and learning environment? +2
Incentives: What incentives will be given for integration efforts? -1
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Appendix F: Instructional Strategies and Lesson
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Graphic Organizer
EVALUATION CRITERIA
Content
Navigability
Support
ActivitiesLearning Outcomes/Objectiv
es
Design/Layout
Cost
Substance
Accuracy
Suitability
Ease of use
Suitable headings
Easily installed
Technical help
Pedagogical help
Clear installation requirements
Age appropriate
Engaging
Varied
Authority
Clearly stated
Align with curriculum goals
Learner specific
Well organized
Readable and attractive
Suitable sub-headingsInitial, renewal, upgrading
costsQualifications statedReputable experts
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Appendix G: Assessment
Objective: Upon completion of the series of workshops, teachers will successfully apply principles and skills of ICT integration in
planning and delivering ICT-enabled lessons.
Pedagogical Skills/Tasks
Beginning (1 point)
Developing (2 points)
Accomplished (3 points)
Distinguished (4 points)
Reflecting on the use of technology in education
Participant is uncertain of the role of ICT in education, and does not feel competent and confident in its use. Participant acknowledges that training in ICT integration is justified.
Participant is vaguely aware that ICT can be used in enhancing student learning and is ready to explore its use. Participant researches and makes observations relative to how students use technology in learning.
Participant is aware of the role of ICT in education.Participant reflects on and researches the best methods of ICT integration in the classroom and how best practices in the field can inform personal classroom practice.
Participant is fully cognizant of the role of ICT in education.Participant reflects on, researches and shares findings on best practices in ICT integration with peers.
Using and evaluating educational software and online material for lesson enhancement and student learning
Participant does not use educational software and websites as part of classroom instruction.Participant does not possess the skills needed for software evaluation.Participant uses basic ICT applications such as the word processor for lesson preparation.
Participant occasionally uses some educational software as supplemental material in the classroom.Participant engages in limited software evaluation.Participant uses websites only for researching lesson content.
Participant frequently uses educational software for the provision of drill and practice, research, simulations and tutorials.Participant engages in evaluation of software.
Participant effectively uses software to enhance, enrich and promote student learning.Participant uses well researched and documented criteria in the evaluation of software and websites.Participant adopts software where necessary for classroom use.
Using ICT tools and devices for classroom instruction
Participant is incapable of using technological tools and devices for lesson delivery.Participant recognizes the
Participant uses some tools, such as the word processor and presentation tools.Participant is keenly aware of
Participant uses a range of tools and devices to enhance learning.Participant is constantly
Participant is able to use various technological tools and devices to enrich and enhance learning.
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need for training. the need for training and support.
researching ways in which he/she can extend their use.
Participant extends device use to record keeping and routine administrative duties.
Assessing student learning with ICT
Participant assesses students using mainly summative and objective written tests. Participant is aware that ICT can be used to assess student achievement.
Participant gathers artifacts of student learning (such as word-processed documents, graphics, and presentations) to show student achievement in student portfolios and parent conferences.
Participant uses a wide range of technological assessment tools and strategies to evaluate student products and performances. Participant consistently uses technological representations of student learning in portfolios and parent conferences.
Participant uses technology to conduct students’ assessment of and for learning. Participant uses creative means of engaging the technology in student assessment and communicates these to all relevant stakeholders, including students.
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APPLICATION ASSESSMENT ITEMS (Multiple Choice)
Objective: Effectively incorporate various ICT tools/devices in planning at least three lessons in
various disciplines.
Item 1: At what stage of Welliver’s Instructional Transformational Model is technology an
invisible tool that is seamlessly intertwined into the teaching and learning process?
A. Utilization
B. Integration
C. Reorientation
D. Revolution
Objective: Set up a multimedia projector and computer with no less than ninety percent (90%)
accuracy, for lesson presentation.
Item 2: Which of the following represents the correct order for ensuring that a computer
correctly detects a projector when preparing for a multimedia presentation?
1. Turn on the computer.2. Ensure that the display properties on Microsoft Windows are compatible
with your projector.3. Ensure that all active switches are in the on position.4. Turn on the projector.5. Check that all cables are correctly connected and switches are set so that
the computer connects to the projector.A. 1, 4, 2, 3, 5
B. 4, 5, 1, 2, 3
C. 4, 3, 5, 1, 2
D. 3, 1, 5, 2, 4
Objective: Efficiently create a PowerPoint presentation of no fewer than ten slides.
Item 3: Which of the following PowerPoint view is BEST for adding slide transitions?
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A. Slide sorter view
B. Normal view
C. Slide show view
D. Notes view
Objective: When prompted, confidently communicate their opinions and thoughts on the value
of ICT integration across the school’s curriculum, and the barriers which exist in the institution
with their peers.
Item 4: Which of the following represents an example of a second order barrier to ICT
integration?
A. Insufficient time for teachers to plan ICT lessons.
B. Teachers’ belief that ICT does not enhance learning.
C. Lack of access to ICT tools.
D. Limited technical and administrative support.
Objective: Apply at least nine of ten criteria/categories in evaluating selected educational
software and websites.
Item 5: Mrs. Dopwell is evaluating educational software for her Grade Six class. Which of these
questions should she ask when considering the “ease of use” criteria?
A. Are there renewal costs?
B. How challenging is the material?
C. Is technical support readily available?
D. Is the content current and up-to-date