Wk 4 Wimba Publication/Leadership Article

Growth, Expansion and Technology

Tania Shavor

Full Sail University

July 29, 2011

Introduction

The feeling of being a fish out of water comes to mind when collaborating for the first time with a multitude of educators. When coming to the table with a sprinkling of education in a design career, combined with 15 years of experience in drug and alcohol addiction one can only put forth as much as the mind will allow it to create. The research pieced itself together after coming up empty on anything addiction or treatment based that would prove cohesive. The project morphed into “No Child Left Behind” and the deeper the research went the more it could be linked to systems, in both fields, where a need was identified for outside participation from families. Education was the main focus of the research with the burning idea of how it could be integrated with changes elsewhere. If nothing else this research could prove groundbreaking in the addiction recovery field, but the feedback from these educators was vital to broadening the understanding of what a large planning issue and a lack of funds could lead to. It is intended that this writing might be published in one or two publications namely; Educational Technology Research and Development and/or the Treatment Research Institute. This publication will be appropriate for either publication, as it will cross reference in various places to a corporate setting rather than a traditional education setting.

Project Overview

The goal for the project and research that came with writing this paper did not come easy in the early stages. With one foot in addiction and recovery, and the other foot in education it was vital to find a common ground that would be bendable in its application at end result. Program development, elearning based training and systems of accountability were the challenges faced by the facility that held this writers current employment. As a whole the focus needed to be on various delivery methods in adult learning, development of learning systems using MI Theories. The problem at the time was stretching far enough to not limit the scope of the research in the minds eye. Questions pondered dealt with looking at how a learning structure could benefit communication in a place were technology has always carried an element of intimidation. Also, how a business structure could benefit school administrators and how education could reach a place where face-to-face, person-to-person contact was tried and true.  It all came down to asking new questions as they apply to most recent problem areas.

Data Collection Process

The targeted audience for this information-gathering phase was guidance counselors and families of students. A demographic breakdown was provided in the scope of this research in regards to economic status, age range and educational background with regard to families of students. This breakdown provided a clear overview of how implementation of proposed design goals would shape a plan for future reform and include the entire gamut of the population that needs to be reached.

Response was not what was expected. During cycle one  a certain fear was experienced from participants and 4 out of 5 of them requested that they remain anonymous when it came down to name, school and even to the area of the ISD that they teach or counsel in. I will name these schools for research purposes Schools A, B, C and D. Of all the schools chosen for this research are middle schools. 

School A

Demographic-

White                       42%                     

Black                         7%                   

Hispanic                  48%             

Asian                         2%                        

Native American         1% 

Economically Disadvantaged 40%  

School B

Demographic-

White                       13%                     

Black                         9%                   

Hispanic                   77%             

Asian                         1%                        

Native American      <1%

Economically Disadvantaged 75%  

School C

Demographic-

White                       28%                     

Black                        14%                   

Hispanic                   55%             

Asian                         3%                        

Native American      <1%

Economically Disadvantaged 61%

School D

Demographic-

White                       53%                     

Black                        10%                   

Hispanic                   29%             

Asian                         7%                        

Native American      <1%

Economically Disadvantaged 25%

What was discovered from the data is that Schools A & D teachers and counselors had more time to spend with children addressing behavioral problems and non-testing related matters. These two schools were also recognized schools for being academically superior to other schools in their district. In addition these two schools have had the funding based on their academic performance to make technology available to their students where Schools B &C were just the opposite. Money is the main focus of the academic experience. The focus is not on providing disadvantaged schools with the necessary tools for success but on creating fear in job security as a motivator. Independent school districts rely on state and local government for funding, however, in some cases each school has its own funding sources aside from what they receive from state or local sources i.e....parent resources. So, in short, the better the demographic in regards to economically disadvantaged children the better programs are set up in these schools. If you live on the border of a poor school district your child will attend a school that doesn’t have the resources for developing new programs or adding resources to further education, because the parents that send their children there don’t have any money.  


 Instructional Goal

    The overall goal to achieve is to define a need in cycle one and what educators feel the immediate need is that would benefit school systems the most if only one could be implemented. Talking with various teachers and a sprinkling of counselors proved helpful to shape the direction of the final outcome of this project.

Learning Domain – Cognitive, Affective, psychomotor

    This is strictly a research project designed to gather information for future design of a cross platform database that would house educational videos, games, quizzes, study aides, tutoring and motivational exercises for parents and children who are enrolled in the public school system. Eventually the system designed would touch cognitive, affective and psychomotor.

Cognitive-All cognitive data would be contained in the above-mentioned assets.

Affective- Hopes that this system would in fact boost affective learning skills in the class room through the use of tutoring programs already in place but offered in a different format using computer based tutoring as an option instead of having children just use face to face tutoring as an option. For instance:

 Its 7pm in the evening and Megan is working on her algebra homework; she comes across a problem she cannot remember the rule to. Her book seems obscure in the way the directions are laid out. She seems to be more of a visual learner and needs to see a similar problem worked out to refresh her memory. 

Learners like Megan would have the option of videoconference with a tutor that is part of the main frame laid out by an entity working with this particular school district or have access to a database of videos on her particular lesson.

Psychomotor- These skills would be used in the actual hands on computer knowledge. Through tutorials, these skills would also be taught to ensure an optimum user interface experience.   Tutorials along with educational games would ensure psychomotor skills were included as part of the learning experience.

Learning Objectives - To make parents and teachers aware of alternative delivery options for all types of communication and the simple truth that sometimes these options cost little or nothing to make a small start in hopes of a bigger solution. 

Instructional Approach -

 Step One: Insure that you set up your specific field of research to include a diverse group that will provide you with various results.

Step Two: Set up interviews at times that are convenient with the professional you want to obtain information from.

Step Three: Be sure to ask questions about what the demographic is, how many people they reach on a regular basis and how effective they feel their means of communication is.

    Step four: Ask them what they feel they are lacking and what ideas they have suggested that may have been denied due to budget restrictions or possibly a simple fear of change.

All of these questions have been extremely helpful in determining which parts of this education experience would be integral to filling certain gaps in school or company structures.

Literature Review Introduction

In 2001, the Bush administration implemented the No Child Left Behind Act that posed challenges for guidance offices in public school systems. Counselors were redirected to focus more heavily on academic progress (IBM, n.d.). The state of Texas reported that school guidance counselors spend 20 to 30 percent of their time on non-counseling related activities that do not support student outcomes (IBM, n.d.). The purpose of this literature review is report challenges being faced, which range from budget restrictions to a lack of knowledge. The purpose of this review is to look at new structural systems being developed and technologies that can alleviate burdens on counselors.

Current Specific Challenges

Many researchers have gone before us attempting to change the face of education. As far back as 1986, it had been documented that technology had taken a minimal role in education with promises of more technology in the future (Molenda, 1986). It is also important to point out that the systems approach was considered and widely used for training of the military in 1986; however, in 2011 the educational system still has not been given proper consideration (Molenda, 1986). Other countries like England have far exceeded anything currently in place in the United States (O'Brien, Burton, Campbell, Qualter, & Varga-Atkins, 2006). 

It has been questionable as to why schools were not meeting the specified rules for parent involvement or why programs were lagging. Language barriers and a lack of policy being written indentify two areas, which pose a challenges.  Free tutoring for following year students with the option of school transfer was not holding up mainly because there was a lack of participation in tutoring programs. According to Warkentien and Grady (2009) the percentages of parents receiving information of free tutoring and the student’s actually taking advantage of the tutoring is alarming.  Of the students attending low performing schools for 3 years with no improvement, 59.9% did not take advantage of free tutoring and only 21.7% used available resources. A possible solution to this could be as simple as changing the method of delivery for information to parents and services to students. However, budget restrictions at school and at home are often barriers to allowing this to happen. Gathering the data to report back to the US Department of Education for the Annual State Report Cards was another challenge that school systems battled with and the need for a unified system of data reporting appeared to be evident. Virtual school communities can be a cost effective way to start to collaborate with all necessary participants (Sabella & Halverson (2004)).  

Emergence of Structural Systems

Countries like England it seems started a networked approach around 2004. It developed into an idea of integrated children’s services under what they called Every Child Matters which is very similar to NCLB but with more structure. There were five sections divided as such: Be Healthy, which covered the child’s, physical, emotional and mental well-being. Stay Safe that protected children from violence, abuse and exploitation. Enjoy and Achieve that covered the education, recreation and happiness. “Make a Positive Contribution developed to help children with decisions affecting him/herself and the community. “Achieve Economic Well-Being” which helped ensure educational progression, freedom from poverty and increasing life chances. A system like this one would offer the structure parents needed and the enthusiasm for being a part of it (O'Brien, et al 2006, p. 399).

Structural systems can include a multitude of different technology based environments.  When discussing structural systems, as related to gathering data, one company stands out among current reviews. According to IBM (n.d.) a framework was built called On Demand Workplace. This system was created so that school systems could adhere to transformational change strategies. Its framework allows all school personnel, parents, researchers, legislators, and health care workers a single portal environment.  Within this portal, all parties on a real time basis can easily access documentation for interventions.  Broward county school system in Florida implemented the first phase of a four-part project in 2006 called Project Knexus, which has connected administrators (IBM, 2006).  As reported in IBM (2006) the Broward county school system is large, having 231 K-12 schools and 274,000 students. Connolly (2005) stated the program had been making progress and made getting in touch with guidance counselors easy with online appointment making. However, some parents only have access through public libraries. 

Technology for Parents

A struggle with consistent technology seems to be one of the main stumbling blocks in adhering to requirements laid out by the government.  According to Merkley, Schmidt, Dirksen, and Fuhler (2006) communication in place happened through notes, phone calls, newsletters, parent-teachers conferences, home visits, weekly folders, open house and a sprinkling of email and web based communications. With many communities email has become popular along with student portals. In Merkley, et al (2006) a tutoring clinic example was shared where a password-protected environment was used to facilitate communication using audio files and video files of the children in tutoring activities.  According to Thompson (2008) there is no real supporting research that proved email is an effective way of communication. In Mitchell, Foulger, and Wetzel (2009) ten tips for effective Internet communication were laid out. The most interesting of the suggestions were support discussion forums, Internet access for parents without computers, and orientations to improve technology skills. Discussion forums have proven to be affective in many online universities because feedback is critical in an environment that can be isolative.

As outlined in Mitchell, et al (2009) programs that allowed families to check out computers for home use was critical with growing technology demands. After doing much research, the resources used only scratch the surface. Understanding and implementing technology in school systems is of dire importance. Apple Inc. has revolutionized the iPhone 4, iPad, and Macbook computers with a program called Facetime (Gaylord, Shaer, 2010). Facetime is a program that has revolutionized video chatting and taken it into the 21^st century with HD imaging. In addition to Apple’s advancements the use of Skype to videoconference is free on any computer as long as both users have a free account.

Conclusion

America must explore ways to optimize a cohesive system that will work across the board and enable the growth and expansion of public school systems parent to school communication. As it seems today many educators, administrators, and especially guidance counselors are struggling with a way to get parents to be accountable. The systems in place are not failing, however, the cohesiveness of effective communication is lacking. The No Child Left Behind Act was thrown into play in 2001 with little or no advanced notice to school systems. Demands on the guidance system have been challenging and the need for a solid plan to assist counselors to deal with program development is what needs to be addressed.  

References

Connolly, P. (2005). Broward school system gives parents an edge. InfoWorld, 27(46), 42. Retrieved from Business Source Premier database.

Gaylord, C., & Shaer, M. (2010, October 20). Apple event brings MacBook Air, OS X Lion, and FaceTime for Mac. Christian Science Monitor, Retrieved from MAS Ultra - School Edition database.

IBM. (2006). Broward County schools and the transformational power of IBM on demand workplace for education. Retrieved on November 19, 2010, from ftp://ftp.boulder.ibm.com/software/studies/Broward_G225-4435-00.pdf

IBM. (n.d.). IBM executive brief, k12 education on demand workplace: Enabling education transformation. Retrieved on October, 10 2010, from http://www-935.ibm.com/services/hk/gbs/bus/pdf/xb-ibm-k-12-on-demand-workplace.pdf

Merkley, D., Schmidt, D., Dirksen, C., & Fuhler, C. (2006). Enhancing parent-teacher communication using technology: A reading improvement clinic example. Contemporary Issues in Technology & Teacher Education, 6(1), 11-42. Retrieved from Education Research Complete database.

Mitchell, S., Foulger, T., & Wetzel, K. (2009). Ten tips for involving families through internet-based communication. Young Children, 64(5), 46-49. Retrieved from Education Research Complete database.

Molenda, M. (1986). Toward transformation: How the use of technology to improve instructional productivity depends on classroom structural reorganization. Retrieved from ERIC.

NCLB rules for parent involvement. (2007). Gifted Child Today, 30(1), 6. Retrieved from Education Research Complete 23660288

Sabella, R. A., & Halverson, B. (2004). Building Virtual Communities in School Counseling. Retrieved from ERIC.

Sabens, F., & Zyromski, B. (2009). Aligning school counselors, comprehensive school counseling programs, and the no child left behind act of 2001. Journal of School Counseling, 7(31). Retrieved from ERIC database.

Speth, T., Saifer, S., and Forehand, G. (2008). Parent involvement activities in school improvement plans in the Northwest Region (Issues & Answers Report, REL 2008–No. 064). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs

Thompson, B. (2008). Characteristics of parent-teacher e-mail communication. Communication Education, 57(2), 201-223. doi:10.1080/03634520701852050

Topor, D. R., Keane, S. P., Shelton, T. L. & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple meditational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183-197. doi:10.1080/10852352.2010.486297

Warkentien, S., Grady, S. (2009). Students' use of tutoring services, by adequate yearly progress status of school. Statistics in Brief. NCES 2010-023. National Center for Education Statistics, Retrieved from ERIC database.