Running Head: PROPOSED SOLUTION

University of the West Indies

Open Campus

EDID6507 – Needs Assessment for Learning and Performance

Semester One 2018/2019

Individual Assignment

Assignment Three: Proposed Solutions Case study Antonio Mendoza

Student Name: Candice E. Brown (04008579)

Course Coordinator and Facilitator: Dr. Laura Gray

Due Date: November10, 2018

PROPOSED SOLUTION

Abstract

Needs assessment are frequently used by instructional designers to diagnose interventions for

organizations any industry. The case study Antonio Mendoza by Anna Flynn and Jim Klein

outlined the issue of inadequate technology integration at the Master Elementary School in

Albuquerque, New Mexico located in the United States of America. The purpose of this paper is

to clearly identify the learning and performance gap.

Keywords: classroom technology integration, needs assessment, gap, case study

PROPOSED SOLUTION

Table of Contents

Pages

Overview 4

Who has been/who is involved in this process? 4

What is the needs assessment? Why is this important? 5

Problem 5

Gaps 5

Population/ Target Group 6

Organizational Analysis 6

Environmental Analysis 10

Gap Analysis 11

Data Collection 12

Data Analyzed 18

Findings 19

Explanation of Findings 20

Proposed Solutions and Supporting Evidence for solutions 25

Conclusion 27

References

Appendix A

Appendix B
PROPOSED SOLUTION

Identifying the Problem- Case study Antonio Mendoza

Overview

The Master Elementary School administration desires to achieve a student and staff

population who are competent with 21st century technology skills and are able to maximize use

of technology made available by the school. The school is relatively small with a ratio of 30

teachers to 400 students. Teacher technology literacy varies but most are willing to integrate

technology in their lessons if they are equipped with adequate resources and training.

Currently the school is projected to receive funding for additional technology resources.

The school has one computer lab with 30 computers. Teachers have access to two computers

with internet access in the staff area. There are also an unspecified number of overhead

projectors and video cassette recorders available for use in lesson delivery. These resources are

outdated.

Who has been/who is involved in this process?

The school has a Principal who endorses technology integration in education. She is

prioritizing technology literacy at her school and has sought the support of the School

Improvement Team (SIT) and Technology Planning Committee (TPC). These stakeholders

include concerned parents, school administers, teachers and other members of the community

who are resource rich. They have pursued the support of an Instructional Design Team which is

chaired by Antonio Mendez.

PROPOSED SOLUTION

What is the needs assessment? Why is this important?

According to Watkins,West Meiers, M., Vissir, Y., (2012) a needs assessment is used to

identify pertinent issues, clarify problems and help organizations and individuals to make better

judgements. In this case an identification of the problem will aid Mendoza’s Instructional Design

Team in the process of identifying the target audience and the best data collection methodology

to determine the needs, gaps and proposed interventions.

Problem

The Master Elementary School has limited modern technological resources, a relatively large

proportion of staff who are not trained in classroom technology integration and no funding for

technology interventions. (See Appendix).

Gaps

The above mentioned problem was determined after an assessment of the case study. The

following facts were identified in the case study as evidence of the problem;

1. The Master Elementary school has only two computers located in staff work areas which

have internet access.

2. The school computer lab has 30 computers which are outdated. Other available resources

include video cassette recorders which is also outdated technology.

3. Teacher technology literacy ranges from minimum to maximum. Some have personal

computers and express a desire to teach with technology but the actual competency level

of teachers is unknown.

4. Teacher lack training in teaching and technology integration

5. School has not yet received funding for technology integration

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Population/Target Group

The target audience for this needs assessment includes two categories of staff at the

school. These individuals are those persons who directly affected by the problem and in some

cases may be cause of the problem. (Contzen, S., Muller-Boker, U.,2014)

A successful needs assessments for this case require the involvement of:

1. All members of the academic staff at the Masters Elementary school in Albuquerque,

New Mexico. These teachers are experienced educators. Most of whom have

demonstrated some competence in classroom technology literacy but, their degree of

mastery varies, however, many are willing to be trained and to teach using computers but

require more access to modern technological resources.

2. All members of the school administration. The school administration has not been able to

maintain modern technological resources and facilitate training for staff in classroom

technology integration. The school administration would include all members of senior

academic staff, the members of the accounting department and the Principal and deputies.

Furthermore these individuals are the persons who have commissioned the needs

assessment and also those who have the power to impact the functions of the performers.

Organizational Analysis

The organizational analysis is also described as the organizational scan. This component of the

report is designed to identify the characteristics of the institution by data collection on the goals,

resources, and climate. (Tosti, 2008) The plan for the organization analysis is presented below;
PROPOSED SOLUTION

Needs Actual Performance Data Collection Sources (Who, What)

Assessment Methods
Organizational Does the academic staff Review of extant School Handbook, School
Goals demonstrate an interest data: improvement plan, Mission
for ICT in education? Statement, Samples of lesson
Focus Group plans, Staff meeting minutes,
Are students being Principal Report, PTA
equipped with relevant Survey meeting minutes
skills in ICT necessary
for secondary education Interview Teachers, Parents, Students,
and training? School Administration

Do school
administrators support
the use of ICT Tools in
teaching and learning
activities?

What contributions have

parents made in the
pursuit of school goals?

In what way has the

state provided support
for ICT teaching and
learning at the school?

Organizational What resources are Review of extant Home Room and subject
Resources provided to encourage data class register, , Students’ and
teachers and students to Teachers’ personal data
utilise ICT Tools in
teaching and learning Home room teachers,
activities selected parents, students,
Interviews Administration, Principal,
Does the school have community members.
ICT tools for teachers Surveys
and students?

What activities have the

school administration
practiced to acquire
necessary ICT
resources?

How has the limited

PROPOSED SOLUTION

availability of ICT tools

affected staff
recruitment and
retention?

Are teachers willing to

adopt ICT teaching
methods?

Organizational Do teachers and students Focus Groups Teachers

Climate generally display an Interview Principal
appreciation for Survey Vice Principal
available ICT tools? Observations Students
Parents
How is teaching and Community members
learning affected by the
deficit in ICT tools?

Organizational What factors contribute Focus Groups School Administration

Constraints to limited ICT tools? Interview Parents
Survey Teachers
What facilities are Observations Students
available to provide
training for teacher in
ICT education?
PROPOSED SOLUTION

This organizational scan can also be represented by the business logic model which analyses the

institutions from seven distinct functions.

1. External – What are the agencies available to promote ICT certification for teachers and

how can the school access ICT resources from NGOs and private sector organizations?

2. Economic- What will be cost to upgrade school ICT facilities and when will the

government provide funds and resources for training and development of the school ICT

programme?

3. Strategy – To what extent will Human Performance intervention address the school needs

and what is the timeline for the proposed interventions?

4. Customer – What are the views of the students and parents in regards to the existing gaps

and how is has these gaps affected relationship between the school and the parents and

students.

5. Product – To what extent is the school product being negatively affected by the ICT

deficit and how can the product be improved with the existing ICT resources?

6. Process – To what extent are the current processes effective in achievement of curriculum

goals and what are stakeholder views on the processes?

7. Internal – What are teachers and school administrators doing to address the gaps and how

can the decision makers achieve the objectives with the existing constraints?
PROPOSED SOLUTION

Environmental Analysis

This procedure involves an evaluation of the various factors which may impact learning such as

the instructional support and the psycho social environment. (Course Material, EDID6507)

Consequently an assessment is conducted of the major characteristics of the environment.

Although various techniques can be applied to determine these factors a SWOT analysis was

identified for this particular study because it is relatively simple and applicable for institutions

such as schools which are seeking to maximize on its strengths and opportunities. (Conducting

an Environmental Scan and SWOT Analysis, 2008)

The typical environmental scans assesses learner involvement, learner affiliation, instructor

support, task orientation, competition, order and organization, rule clarity, instructor control and

innovation. These are characteristics of the delivery environment, each were evaluated and the

following findings were found in the SWOT analysis chart demonstrated below;
PROPOSED SOLUTION
Strengths (internal)
1. Teachers are willing to pursue ICT
training for teaching and learning
2. School administrators are actively
seeking to develop ICT resources
3. Parents and other members of the
community are involved in school
improvement and seeking to support
the school administration
4. The school is funded by the state and
anticipate funding for technology
support
5. Days have been allocated for training
of teachers
Opportunities (External)
1. Some teachers and students own ICT
tools and are willing and able to use
these resources for school projects
2. Institutions provide ICT training for
adults at local tertiary institutions
Below the Cause Analysis is presented
Weaknesses (internal)
1. The school has limited and outdated
ICT resources
2. A majority of the teachers have basic
skills in ICT
3. There is limited internet access
4. Current training in ICT for students is
limited
5. The school is dependent on public
funding
Threats (External)
1. Competing schools have greater ICT
resources and are seen as more
attractive by students and teacher
2. Graduates of the school are not
exposed to ICT tools which are
characteristic of secondary school.
PROPOSED SOLUTION

Gap Analysis Actual Optimal Gap Cause

Category
Resources 7.5% (30 staff Wireless internet is 92.5% (400 Internet access is
members) of the accessible students) of the available on two
school population throughout the school population computers in the
has limited access school environment. have no access to staff work area
to the internet 100% of the school the internet only
population has
internet access

20% of student 100% of student 80% of students do There is one

body experience body experience a not have access to computer lab with
30 minutes of ICT minimum of 30 ICT resources for 30 dated
resources for minutes using ICT learning daily. computers.
learning daily resources for No internet access
learning daily

Staff 10% of teachers 100% of teachers are 90% of teachers ICT proficiency is
are proficient in proficient in ICT are not proficient not a requirement
ICT tools for tools for teaching in ICT tools for for recruitment at
teaching and and learning and can teaching and the school.
learning and can navigate the world learning and can There has been no
navigate the wide web navigate the world training for
world wide web successfully wide web teachers in ICT for
successfully successfully many years and
there are limited
resources to train
teachers.
School
Administration
20% of teachers 100% of teachers are 80% of teachers Teacher schedules
are aware of ICT aware of ICT based are not aware of vary, some teachers
based resources resources for ICT based have less contact
for teaching their teaching their grade resources for time which gives
grade level of level of students teaching their teachers more
students grade level of opportunities for
students research in ICT
education.
Limited training is
provided for the
teachers by the
school.
PROPOSED SOLUTION

Funds for 100% of ICT tool No funding for The school is one
procuring have been updated updating of seven schools in
hardware and and there is internet equipment and the district which is
software has been access for all providing internet state dependent.
allocated to the access Limited income for
school by the project
school district. development

Students 20% of students 100% of students 80% 0f students Majority of

graduating from have mastery graduating from students receive
this school have competence in ICT this school have limited access to
beginner beginner ICT tools
competence in competence in ICT
ICT

Gap Priority Matrix

Gaps 1 2 3 4 5 6
92.5% (400 students) of the school population have no x
access to the internet
80% of students do not have access to ICT resources for X
learning daily.
90% of teachers are not proficient in ICT tools for teaching x
and learning and can navigate the world wide web
successfully
80% of teachers are not aware of ICT based resources for x
teaching their grade level of students
No funding for updating equipment and providing internet x
access
80% 0f students graduating from this school have beginner x
competence in ICT
PROPOSED SOLUTION

Data collection

In addition to teachers and members of the school administration other important stakeholders

including the students, parents and state officials who are affect by the gaps identified as

potential data sources. The table below summarizes relevant data about these stakeholders.

Stakeholders Number Category

Teachers 30 Performers
Students 400 Performers
School Administrators 10 Decision Makers
and School Board
Parents (PTA) 1200 Decision Makers
State - Decision Makers
PROPOSED SOLUTION

Sampling Methods

In order to identify the target group for this needs assessment a sampling technique was

identified. The sampling method refers to a system employed to determine participants in

the data collection activity. It was found that there was a need to collate data from all of

the above named stakeholders to determine solutions.

Sampling is advantageous because it reduces the work load of the researcher by

identifying groups of participants for data collection activities. The information garnered

can be used to make generalizations about the population.

The following sampling methods were applied to each group;

Non Probability Sampling

Teachers were encouraged by the school administration to voluntarily participate in a

survey to be conducted electronically. Each teacher received an email invitation to

complete a questionnaire via google forms. The teachers desire to improve competence in

ICT and gain access ICT resources was manifested by a 100% participation.

School administration inclusive of the school Principal, Vice Principal and Members of

the school board willingly participated in interviews and provided extant data for further

research. They also sanctioned the teacher survey and direct observation of classes for

data collection purposes.

Probability Sampling
PROPOSED SOLUTION

The school student population is a total of 400 students. Systematic random sampling

technique was applied to determine the names of students and their parents who would be

participating in a focus group.

Target Audience

Target Number Data Collection Activity Category

Group/Audience
Teachers 30 Questionnaire (Electronic Performers
Survey)
Students 50 Classroom Observation Performers
Parents 25 Focus Group Decision Makers
School 10 Interview Decision Makers
Administrators Extant Data
PROPOSED SOLUTION

The methods of data collection is discussed further below;

Data Collection Methods

In order to further understand the needs at the Masters Elementary school there is need to

conduct a comprehensive data collection activity involving the target audience mentioned above.

The following data collection techniques were identified as the most appropriate methods of data

collection. A justification is also provided to support this claim.

Extant Data

This refers to term used to describe information generated by the school over a period of time for

example annual reports, programme guides and policies instituted by the decision makers as well

as reports submitted by the performers. (Course Material EDID6507, 2018)

Instructional designers use this information to assess the major trends in performance of the

institution being studied. The use of extant data is advantageous because it allows stakeholders to

analyze the needs from the perspective of the target audience in a less evasive manner as data is

already recorded, however it is recognized that some institutions may not be willing to share all

information and that the content of the information may be biased. Being cognizant of these facts

extant data is not the only data collection tool that will be used.

Interviews
PROPOSED SOLUTION

This method involves a collation of information from specific individuals in a one and one

setting. The information collected is qualitative and therefore usually considered to be of a high

quality. Moreover during the interview setting the interviewer can seek further specification if

information garnered is ambiguous. (Gill, P. , Stewart, K. , Treaure, E. & Chadwick, B. 2008) In

this particular case decision makers will be interviewed. The major shortcoming of this data

collection tool is the fact that it can be time consuming and the findings cannot be used to make

generalizations about a population. Therefore there is need for data collection from other

stakeholders in order to clearly understand the problem.

Surveys

This method refers to a data collection method where in a great deal of information is collected

from a relatively large group of persons using a common tool. This method is usually done using

a questionnaire where may yield qualitative or quantitative data. This method is ideal because it

can be administered in electronically or physically to the performers and it can be completed in a

relatively short period of time. In order to encourage a rapid collection of data incentives can be

used and allows for confidentiality and anonymity if the participant desires it. One disadvantage

of this tool is that participants may not provide accurate information. In order to address this

problem a final data collection method was identified.

Focus Group
PROPOSED SOLUTION

A data collection method which involves a group of people who are participating a discussion

lead by a moderator. A series of questions are asked by the moderator and the group is able to

respond. The information is recorded in text. (Gill, P. , Stewart, K. , Treaure, E. & Chadwick, B.

2008) This data collection method is described as a qualitative data tool and is considered

advantageous because it provides quality information from a group which is usually a subject

matter expert.

Data Analyzed

The needs assessment design for this report is an action research. This refers to a systematic

process of inquiry into an issue with the goal of improving a program or technique. This form of

research is usually applied to the education industry because it is very effective at identifying

problems or issues that may not be of obvious concern but if addressed can improve efficiency

and productivity and the overall performance of the industry.

Two types of data was collected; Quantitative data and Qualitative data. The Quantitative data

was yielded from the survey, and observation tool. Microsoft excel was used to collate all data

and charts were constructed to depict the finding in relation to each question. Statistics are noted

and patterns, correlations and trends are used to make decisions. (McLeod, 2017) Based on

these facts generalizations could be established regarding the students and teachers.
PROPOSED SOLUTION

Qualitative data was collated using extant data, interview, and the focus group. This information

is considered of high quality but was laborious to collate as the bulk of the information was

compiled in text and there as a result the researcher was required to read, evaluate and reflect on

this information. Then categorize into different themes relevant to the content. (McLeod, 2017)

Findings

The following information is the product of data analysis efforts from the various data collection

tools;

 7.5% (30 staff members) of the school population has limited access to the internet

 20% of student body experience 30 minutes of ICT resources for learning daily

 15% of teachers are proficient in ICT tools for teaching and learning and can navigate the

world wide web successfully

 20% of teachers are aware of ICT based resources for teaching their grade level of

students

 Funds for procuring hardware and software has been allocated to the school by the school

district.

 20% of students graduating from this school have beginner competence in ICT

Explanation of findings

Extant Data
PROPOSED SOLUTION

Among the major concerns of the school principal was the fact that the school was scheduled to

acquire ICT technology funding to improve the school offerings in technology. This fact was

confirmed by after an evaluation of schools communication with the overarching school district

body. Furthermore the Principal was in receipt of a project development plan outlining the

resources which will be acquired by a third party for development of the schools technology

infrastructure.

Another major finding was the level of mastery of the graduates of the Master Elementary school

over the past 5 years. The evidence showed that 20% of the students left the school at the

minimal level of beginner in ICT over the past three years. Despite the fact that school timetables

have shown that each class received a minimum of 30 minutes of computer lab time at least once

per week.

Teacher personnel files also indicated the following;

Teacher Proficiency in ICT Tools for teaching and learning

Beginner Intermediate Expert No evidence of training

PROPOSED SOLUTION

The chart above show that a majority of teachers (50%) had basic (beginner) training in ICT

Tools for teaching and learning. This is a part of the skills training provided by State funded

schools for education since 2010. While 35% demonstrated no evidence of training. Notably

these individuals are veterans in the teaching profession who have been teaching many years.

The Principal reported in the end of school year report 2015 that while they have shown interest

in being trained no effort have been made on their part to receive training as they believe it was

the role of the school to provide this guidance. Lastly as highlighted above 10 % of the teachers

are certified proficient in ICT tools for teaching and learning and 5% are (advanced) experts.

Interview with School Principal

A series of questions were asked as outlined in the interview schedule attached to the appendix.

The following major findings were discovered, the school has limited internet access, parents are

supportive of technology development but a majority lack the capital to provide school support.

Moreover they are concerned that the school is not competitive with other primary schools

within the school district. She added that multiple internal interventions have been attempted

such as the school policy for senior teachers to practice ICT based classes to foster peer

observation of the ICT based teaching methods and generate interest. She said all classes also

have a minimum of 30 minutes lab time each week but teachers argue that only basic activities

can be achieved due to the fact that equipment is out of date. They also argue that it is unsafe to

bring personal resources to school so only small proportion of the teachers will use personal

technology. Finally she suggested that she was concerned that staff levels of job satisfaction was

being affected by the inability to access resources necessary for achieving targets outlined in the

schools current curriculum guides. All of which now require technology usage.
PROPOSED SOLUTION

A comparative analysis of staff performance during the 2015 and 2018

academic year
6

0
Access to adequate Students enjoy classes level of job satisfaction need for teacher training
resources

2015 2018

The chart shows that data compiled from annual appraisal reports conduct by the senior

management team. It is evident that there has been a 50% decline in the teacher’s level of access

to necessary resources, moreover among the students there is a decline in the level of enjoyment

during classes. Teacher level of job satisfaction is also reduced and there is an increase in the

need for training. (Extant data report findings which the Principal made reference to during

interview). The Principal expressed that she is willing and capable of provided training internally

but simply lack basic resources to train teachers as there is no internet access in the computer lab.

Focus Group

Parents are major stakeholders in this project they are the customers, and there satisfaction is

critical in order to maintain a viable educational programme at the Masters Elementary school.

Many parents are past students and as a result have expresses a desire to help build the school by

volunteering on school development committees and providing aid for capital development. The

focus group session with the parents provided the following information.
PROPOSED SOLUTION

The parents reported that “the school location is ideal…the children are well cared for and so

they are satisfied with the safety and security programme being implemented by the school.

Major concerns highlighted by the parents is the shortage of technology resources in comparison

to neighboring schools. They said resources are limited and insufficient, it is unfair that the

schools are not provided with equal support by the state. Among the planned activities for

improving school facilities are fund raisers, donations, lobbying to state officials and

partnerships with schools at the secondary and tertiary level in order to gain access to resources.

The parents believe that if this issue is not addressed the school will no longer be their Children

School of choice and they want the school administration to change teacher retention and

appraisal protocol to include assessment of teacher use of ICT tools in learning. They also are

willing to provide incentives for teachers who pursue private training.

Survey

The information below represents the views of the majority of the teachers surveyed. Much of

the above stated findings were also indicated by the teachers. Many recognize the value of

technology in education but lack the infrastructure and the competence to practice this culture.

Twenty teachers were surveyed and the following findings were discovered;

Stimulus SA A D SD

1. I have access to computers in my classroom 

2. I have access to internet in my classes 

3. I teach at the elementary level 

4. I am motivated to find ways to use the computer(s) in my classroom. 

PROPOSED SOLUTION

5. I assign daily or weekly computer-related tasks that support my 

curriculum (analyzing data from a survey, creating multimedia
presentations that showcase students' understanding of important
content, researching information via CDs or the Internet).

6. My students have access to all forms of technology and computers at 

any time during the instructional day. Strongly Disagree
7. I provide short-term (daily or weekly) assignments using the 
classroom computer(s) that emphasize the use of different software
applications (such as spreadsheets, databases, Internet use,
multimedia).
8. I alter my instructional use of the classroom computer(s) as I gain 
new knowledge of software applications and research on teaching and
learning.

9. One of my goals is for students to be able to use the classroom 

computer as another tool for learning.

10. I find computers to be an important part of the classroom 

11. I use my classroom computer(s) primarily to track grades and/or 

answer email.

12. I rely on others (assistant, parent, or volunteer) to do my computer- 

related tasks for me in my classroom.
PROPOSED SOLUTION

Proposed Solutions

Instructional Solutions

Education and Training

The concept of education refers to the enhancement of knowledge while training

describes the development of skills in a specified areas. Both concepts are ideal for improving

worker performance therefore at the primary stage includes the process of identifying academic

staff learning needs and implementing performance based interventions. (Masadeh, 2012)

At the Masters Elementary school teachers can be categorized at distinct levels of

competence ranging from beginner, basic, intermediate and advanced. With the support of the

local university the school should facilitate a ICT training session for teachers to introduce them

to basic web skills, browsing and the use of internet for online/ e learning. Sessions could be

executed by teachers with expert skills in ICT and with the assistance of those at the intermediate

level, while parents can offer additional support such as refreshments and assistance with the

cost of accommodations. The proposed date for this intervention is October 18, 2018.

Online/E-learning

Online learning is a strategy employed for distance education which utilizes the internet and

other resources to deliver instruction. (Bakia, Shear, Toyama and Lasseter 2012) This can be

blended with face to face instruction or strictly via the web. This strategy is often described as

education and training for the future and the future is now. Today many educational programmes

are facilitated via the internet and it is considered an effective solution to the potential hindrances

faced by adult learners seeking to upgrade skills. (Bakia, et al 2012)

PROPOSED SOLUTION

Subsequent to the training session facilitated at the local university. It would be

advantageous to maintain teacher training via the internet, equipping teachers with content and

activities to train teachers in ICT tools and skills based learning. This activity would be

culminated by a face to face simulation exercise where teachers practice content taught over a

period of two months.

Organizational Learning

Organizational Learning is described as a revolutionary process within the organization

where members of an organization identify challenges within an organization and implement

solutions to address the problem based on experiences and observations within the organization

and outside of the organization. (Saadat, & Saadat, 2016)

This process is advantageous because it can be applied to any organization and involves

all stakeholders. Moreover practical steps are used to improve performance. At the Masters

Elementary School this can be applied by facilitating a simulation exercise where teachers work

in teams to construct and execute a lesson using the available resources at the school. In this

activity teachers would carry out research and apply experiences to execute an ICT based lesson.

This strategy would be effective because teachers would be placed in groups with

teachers at various levels of competencies in different areas. The teacher with the highest level of

ICT mastery would be the team lead and peer guidance would be provided for all members of the

group, this exercise is scheduled for January 10, 2019.

(See Appendix B for letter to parents outlining proposed training activities and request for

support)
PROPOSED SOLUTION

Non Instructional Intervention

Mentorship

According the American Psychological Association (2006) Mentoring refers to the

development of a professional relationship between two workers where in one known as the

mentor seeks to provide guidance and encourage to another worker known as a mentee. This

practice is common in various institutions within the education industry and others and usually

introduced where a worker is new to a particular job function or demonstrates weakness in a

particular skill area.

This partnership can be advantageous because it supports team building and helps the

mentee to develop confidence. Moreover it can have a positive effect on the overall work product

of an institution or company. At the Masters Elementary school three instructional approaches

were recommended, however mentorship a non-instructional approach would be ideal as a fourth

solution because teachers using ICT will require guidance as technology can be a challenge with

limited experience, it will require greater preparation on the part of the teacher and so with a

mentorship programme teachers will be more likely to pursue and maintain ICT based education

in their lesson planning.

Conclusion

Classroom technology integration is widespread in developed and developing countries.

Access to technology is the precursor to this trend, however educational institutions lag behind in

the procurement of technology for learners. As demonstrated in this report these challenges are

directly related to human resources and funding

PROPOSED SOLUTION

The report has shown the nature of the learning gap the Masters Elementary school. It is

evident that lack of ICT is major concern for the school because of the strong demand for ICT. It

was shown that teacher training and internet access were the main gaps requiring solutions.

A further analysis of the findings was beneficial as it aids instructional designers in the

development of the solutions for the named gaps. The main solutions identified required the

inclusion of all stakeholders and in some cases are ongoing. In order to address the deficit in

teacher competence education and training sessions were recommended on the recommended

dates as well as online learning activities to be completed over a period of two months and

mentorship. These solutions can be achieved with the support of all stakeholders including the

parents who have demonstrated a desire to support the development of the school. Principal

lunch can be assured that these recommendations will be fruitful with the current conditions and

after additional technological resources are provided. This concludes part III of the needs

assessment report based on the Antonio Mendoza Case Study.

 PROPOSED SOLUTION

References
American Psychological Association (2006) Mentoring. Retrieved from

https://www.apa.org/education/grad/intro-mentoring.pdf

Anonymous (2008, October) Conducting an Environment Scan and SWOT Analysis. State of Alaska.

Retrieved from

http://doa.alaska.gov/dop/fileadmin/StatewidePlanning/pdf/WorkforcePlanningEnvironmentalSc

anandSWOTAnalysis.pdf

(Bakia, M., Shear, L., Toyama, Y., and Lasseter, A. (2012) Understanding the Implications of Online Learning for

Educational Productivity. Retrieved from https://tech.ed.gov/files/2013/10/implications-online-

learning.pdf

Contzen, S., Muller-Boker, U.,(2014) How to identify target groups? Considerations based on

experiences from Honduras and Nepal. Retrieved from

https://www.hafl.bfh.ch/fileadmin/docs/Mitarbeiter/Contzen_Sandra_IdentifyingTargetGroups.p

df

Course Material, EDID6507 Needs Assessment for Learning and Performance. (2018) Module 2

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Appendix A
Case Study Antonio Mendoza
By Anna Flynn and Jim Klein
PROPOSED SOLUTION

Julie Leung, principal of Master Elementary School pushed her chair back from her desk, let out
a sigh of frustration, and asked herself, "How am I supposed to bring this school up to date
technologically when we can't even get Internet access?"
Leung, in conjunction with members of the School Improvement Team and the district's
Technology Planning Committee (TPC), had just met to consider how to ensure that students and
staff were technologically literate and made maximum use of technology (specifically the
Internet) in their Master School Learning Community, One of the parent representatives on the
School Improvement Team, a professor at the local university, offered to organize an
instructional design (ID) team of doctoral students to meet with the principal and TPC to assess
the school's technology needs and make a proposal to help the school meet one or more of its
objectives. The ID team, led by Antonio Mendez, first visited the school in September.
Master Elementary School Background
Master Elementary School is a K-5 public school located in Albuquerque, New Mexico, serving
approximately 400 students with its 30 teachers and staff. The school had a computer lab
consisting of 30 somewhat dated computers that were not linked to the Internet, and two
computers with Internet connections that were located in teacher work areas. The school district
allocated funds for computer hardware and software, but at the start of the project. Master
Elementary had not yet received funding for upgrading equipment or providing Internet access
from the computer laboratory However, Leung was confident that the school would receive
funding in the near future, and she wanted her teachers to be ready to use the technology as soon
as it was available.
Current Classroom Use of Technology
A preliminary survey of teachers revealed that each class spent 30 minutes twice a week in the
computer lab. Other technology being used in the classroom included overhead projectors and
VCRs. Most teachers expressed curiosity and interest in the Internet as a classroom tool,
although hardware and software limitations prevented use of the Internet and e-mail in the
computer lab.
Teacher Capabilities and Interests
As in most schools, the teachers, staff, and students differed in their knowledge and use of
computers. The technological literacy of teachers at Master varied greatly from minimal
knowledge, to use of word processing, to accessing NASA through the Internet. Most teachers
expressed an interest in learning other ways to integrate emerging communications technology
into their classes, but lack of time and inadequate technology were major hurdles to overcome.
However, some teachers had computers at home and were knowledgeable and facile at
navigating the World Wide Web to access classroom resources. Other teachers knew very little,
and some had never been on the Web and did not know the basic procedures for navigating the
Web. Also, teachers from the different grades were concerned with finding computer and
Internet resources specifically for their age group. For example, kindergarten teachers wanted to
know what computer skills they should be teaching kindergartners, and teachers of children with
PROPOSED SOLUTION

special needs wondered if there were anything on the Internet that they could use with their
students. A broader concern was how to prepare the students technologically for high school,
college, and the work world. The existing skill levels and needs of each class of students
appeared to vary greatly.
School Improvement Team and Technology Committee
The mission of the School Improvement Team, which consisted of several teachers and parents,
was to identify areas needing improvement and to recommend an action plan to Leung. One area
identified by the team was the use of technology at the school. The team developed a goal and
four objectives related to technological literacy, which were given to the TPC to implement.
Goal: Students and staff are technologically literate and make maximum use of technology in the
Master School Learning Community
Objective 1: Students graduate from Master School with the ability to use a computer as a tool to
express thoughts and ideas, to analyze data, and to communicate using interactive programs,
Objective 2: Teachers are trained to teach their students to use technology to maximize student
learning.
Objective 3: Parents are involved in the technological education of their children,
Objective 4: All staff are trained to maximum use of technology in the performance of their
duties at Master School.
Both the School Improvement Team and the TPC wanted to take concrete action to improve the
computer skills and knowledge of the teachers and staff so that they could integrate the
computer, especially the Internet, into classroom activities and lesson plans. Only Master
Elementary and one other school (out of the seven in the district) were still awaiting funding for
Internet hookup, Leung and the committee members felt certain that funding for Internet hookup
would be allocated in the near future. They believed that advance training would give teachers an
advantage when the funding actually came through.
Despite the limitations of the existing computer hardware and software, the School Improvement
Team and the TPC still wanted to maximize use of Master's existing resources and prepare
teachers for the day when Master would have full capability to access resources through the
Internet in the computer lab. The committees pondered how to best proceed.
Mendez's ID team also wondered what the best approach would be, given the technological
limitations and existing time constraints. If training were the answer, only two dates were
available for a teacher in-service: October 18 and January 10
PROPOSED SOLUTION

Appendix B
Teacher Survey
Teacher Technology Use Questionnaire
Please indicate how strongly you agree or disagree with each of the following statements.

Stimulus SA A D SD

I have access to computers in my classroom

I have access to internet in my classes

I teach at the elementary level

I am motivated to find ways to use the computer(s) in my classroom.

I assign daily or weekly computer-related tasks that support my

curriculum (analyzing data from a survey, creating multimedia
presentations that showcase students' understanding of important content,
researching information via CDs or the Internet).

My students have access to all forms of technology and computers at any

time during the instructional day. Strongly Disagree
I provide short-term (daily or weekly) assignments using the classroom
computer(s) that emphasize the use of different software applications
(such as spreadsheets, databases, Internet use, multimedia).

I alter my instructional use of the classroom computer(s) as I gain new

knowledge of software applications and research on teaching and
learning.

One of my goals is for students to be able to use the classroom computer

as another tool for learning.

I find computers to be an important part of the classroom

I use my classroom computer(s) primarily to track grades and/or answer

email.

I rely on others (assistant, parent, or volunteer) to do my computer-related

tasks for me in my classroom.
 Interview Schedule
1. How long have you been a part of the school Administration at
Master Elementary School?
PROPOSED SOLUTION
2. Are satisfied with the quality of lessons provided by the teachers at
Masters Elementary School?
3. Does the academic staff demonstrate an interest for ICT in
education?
4. Are students being equipped with relevant skills in ICT necessary for
secondary education and training?
5. Do school administrators support the use of ICT Tools in teaching and
learning activities?
Focus Group / Interview
6. What contributions have parents made in the pursuit of school goals?
7. In what way has the state provided support for ICT teaching and
Questions
learning at the school?
1. To what
8. What extent are you
resources aresatisfied
provided with the qualityteachers
to encourage of education received to
and students by your
chil/ward at the Masters Elementary
utilise ICT Tools in teaching School?
and learning activities?
st
2. Can
9. Does the school have ICT toolslearner
teachers provide 21 century education
for teachers and with the current level of ICT
students?
resources
10. Whatat Mastershave
activities Elementary School?
the school administration practiced to acquire
3. Describe the efforts made
necessary ICT resources? by you and members of the school administration to
improve
11. Howstudent
has theaccess
limitedtoavailability
ICT learning
of tools.
ICT tools affected staff recruitment
4. Whatand areretention?
some viable solutions to the limited provision of ICT tools at your
school?
12. Are teachers willing to adopt ICT teaching methods?
5. Masters Elementary
13. Do teachers andschool
students teachers havedisplay
generally limitedantraining in ICT, for
appreciation how can the
school address the problem?
available ICT tools?
14. How is teaching and learning affected by the deficit in ICT tools?
PROPOSED SOLUTION

Letter to Parents regarding training exercises

Master Elementary School
Albuquerque
New Mexico, USA
October 1, 2018
Dear Parent/Guardian
PROPOSED SOLUTION

We would like to express our appreciation to all the participated in the focus group conducted by the
Mendosa team regarding our school services. Your information helped the team identify critical goals for
improvement of the schools work product. Consequently we were able to identify the following goal and
objectives;
Goal: Students and staff are technologically literate and make maximum use of technology in the Master
School Learning Community
- Objective 1: Students graduate from Master School with the ability to use a computer as a tool to
express thoughts and ideas, to analyse data, and to communicate using interactive programs,
- Objective 2: Teachers are trained to teach their students to use technology to maximize student
learning.
- Objective 3: Parents are involved in the technological education of their children,
- Objective 4: All staff are trained to maximum use of technology in the performance of their
duties at Master School.
Accordingly the school will be facilitating a series of interventions in order to best support the inclusion
of Information Communication Technology Learning. With your support as well as the State and the
district which governs our school operations we will be conducting a series of training for our academic
staff and also in the near future implementing significant changes to our school infrastructure. In line with
objective three we also intend to provide training for parents as well. Notably these activities will be an
expensive undertaking and as a result we appreciate the support which you can provide in kind or cash.
Please note the following activities which we will require your support.
- October 18, 2018 – Introduction technology and Online Education training for teachers at the
Albuquerque University, New Mexico beginning at 9a.m.
- October 21- December 21, 2018 – Introduction ICT Tools Elementary teachers (Online learning
course)
- January 10, 2019 – Teaching grades 1 – 5 with ICT: Lessons in Science, Mathematics, Language
and Social Studies (Academic Staff Simulation and Presentation)
Please contact the office of Mrs. Julie Lueng School Principal at (678) 349 -8898 or
Jlueng@Mastereducation.com and indicate the kind of support which you will be able to provide.
Remember a little goes a long way. All children must Learn!.
Regards,
Mrs. Julie Lueng
Masters Elementary School Principal.