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MINI CASE ASSIGNMENT

Albert P. Joseph

ID No. 20052880

A Paper Presented in Partial Fulfilment

Of the Requirements of

EDID6507 Needs Assessment for Learning and Performance

Trimester 2 2017

Email: albert.joseph@my.open.uwi.edu

University: University of the West Indies Open Campus

Course Coordinator Dr. Laura Gray

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TABLE OF CONTENTS

Introduction 3

Problems 3

Research Questions 3

Supporting Evidence 4

Description of Affected Audience 5

References 7

Appendix A : Needs Assessment Report Sample 8

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Introduction

The Masters Elementary School has been in existence for over sixty years serving the

Albuquerque, Mexico region. The school is home to over four hundred students and over thirty

teachers and staff.

With the advent of new technologies to aid in the teaching of students, the school

embarked on a project aimed at improving the school’s technological infrastructure to ensure that

computers were up to date, sufficient and that teachers had the necessary resources to be able to

use the technology in the classroom. At the school there was not a strong internet connection and

this resulted in teachers being unable to maximize technology in the manner that they wanted.

Mrs. Julie Leung, Principal of the school believed that if teachers are able to get the right needs

met her teachers will be well prepared to attain the knowledge and skills required to effectively

use the technology to enhance learning.

Problems

The computer lab at the school consists of thirty computers that are dated and not linked to the

internet.

Technological literacy of teachers at Masters Elementary varies greatly from minimal word

processing knowledge to accessing the internet.

Teachers have a desire to find other ways to integrate emerging technology into their classes, but

lack of time and inadequate technology were major hurdles to overcome.

Research Questions

What are the main constraints integrating ICT into the curriculum?

What are teachers’ needs as it relates to ICT integration in schools?

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Supporting Evidence

According to Franklin (2007) there are four factors that support teachers’ use of

computers: access and availability, preparation and training, leadership and time. It therefore

means that if any component is lacking there can be hurdles in ensuring the effective use of ICT

in schools. Masters elementary experienced the problem of not having the necessary access and

sufficient computers were not available to serve the student population, as well as the staff.

Van Roekel (2008) also recognizes that access to computers has also been a constraint in

having effective programmes in schools. He purported that access is still needed so that

technology can be seen as a teaching tool that is very reliable. Van Roekel (2008) also outlined

that the provision of internet access and obtaining software was proving to be a problem.

While there may be schools with the necessary technology labs, many of the computers

are outdated and administration is unable to afford the necessary software or hardware needed.

Chen, Gallagher-Mackay and Kidder (2014) expressed the frustration of principals who spoke

about the difficulties that they face in trying to remain current or use out-of-date technology.

“We do not have the bandwidth to support a lot of internet activity in our school or in our board.

This provides a great challenge for us. We are lagging behind (p.13). Many principals

commented on the frustrations of using out-of-date technology and the expense of staying

current.

Information from the school revealed that the knowledge of teachers varied greatly, with

some teachers being able to do more complexed task than their counterparts. Some teachers are

exposed to technology from home while others may have taken courses to upgrade themselves.

Younger teachers would also appear to have a greater knowledge of the technologies and be

more inclined to use it in the classrooms.

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Research reviewed by Schwartz (2013) revealed that a greater percentage of incoming

teachers felt they could impact their students with technology as compared to teachers who had

been in the service for some time. This belief by younger individuals is testimony to the fact that

they are constantly immersed in technology and understand it better.

But while age can serve as a barrier, Achosoco, (2003) cited in Marwan (2008) believes

that teachers need the knowledge, both technological and pedagogical to ensure that technology

can be seamlessly integrated into the curriculum. There is too much a heavy emphasis on the

technology, while the methods for imparting the knowledge using the technology are not focused

on. The following paragraph emphasizes this point:

“Many teacher report that the instruction they receive in technology integration, whether online

or face-to-face is still too focused on learning how to use the software versus integrating it into

the teaching and learning process” (NEA, 2008).

Hsu (2010b) however reminds that even teachers who have that ability to use the

technology and incorporate it into teaching are still faced with the challenge of not being able to

use that technology due to inappropriate software, a dearth in functional equipment and the issue

of teachers having too much to do with an already packed curriculum.

Description of the Affected Audience

At the Masters Elementary School there are a total of thirty teachers who together have a

wealth of experience. The team comprises twelve male teachers and eighteen female teachers

ranging in age from twenty one years old to fifty-five years old. Out of the thirty, only two

teachers are untrained but have had some kind of tertiary education. Only four teachers have

master’s degrees while six have done studies leading up to a bachelor’s degree. The rest of the

staff received teacher training at the Division of Teacher Education.

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As it relates to technology, there are not many teachers who are technologically savvy

and as a result are fearful of using technology in the classroom. About 10 percent of the teachers

have received in-service training from the Ministry of Education, which recently hosted a week

long workshop to help train teachers to develop a school website and to help them train others in

using word processing applications. Many of the young teachers use technology in the

classroom to show video and listen to audio. The staff is always open to new ideas and look

forward to professional development sessions where new skills are always learnt.
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References

Chen, B., Gallagher-Mackay, K., Kidder, A. (2014) People for Education 2014, “Digital

Learning in Ontario Schools: The ‘new normal’”, Retrieved from

http://tinyurl.com/kopwxrq.

Franklin, C. (2007). Factors That Influence Elementary Teachers Use of Computers. Journal of

Technology and Teacher Education, 15(2), 267-293. Chesapeake, VA: Society for

Information Technology & Teacher Education. Retrieved February 10, 2017 from

https://www.learntechlib.org/p/19833.

Hsu, S. (2010b). The relationship between teacher's technology integration ability and usage.

Journal of Educational Computing Research. v43 i3. 309-325. Retrieved

http://journals.sagepub.com/doi/pdf/10.2190/EC.43.3.c

Marwan, A., 2008, Teachers’ Perceptions of Teaching with Computer Technology: Reasons for

Use and Barriers in Usage,http://www.itdl.org/Journal/Nov_08/article05.htm

National Education Association. (2008). Access, adequacy, and equity in education technology:

Results of a survey of America's teachers and support professionals on technology in

public schools and classrooms. Washington, DC: Author.

Needs Assessment Report Template: Annotated Outline https://www.ovc.gov/pubs/mvt-

toolkit/Sample_NeedsAssessmentReportTemplate.pdf

Van Roekel, D. (2008). Technology in Schools: The Ongoing Challenge

of Access, Adequacy and Equity. Retrieved from http://www.nea.org/assets/docs/

PB19_Technology08.pdf
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APPENDIX A

Needs Assessment Report Template:

Incidents of Mass Violence and Terrorism

In the context of incidents of mass violence and terrorism, a needs assessment is a process of
identifying and estimating specific needs, available resources, and costs of meeting those needs,
based on best available data and the literature on previous mass casualty events.

State Victims of Crime Act (VOCA) administrators and local officials should consider working
with a community agency, evaluation specialist, consultant, or academic institution with a
background in the evaluative process and skill in conducting needs assessments. Experience in
helping communities develop funding strategies to address complex issues is also helpful.

A needs assessment report includes information on the scope of the event, the specific needs
of victims and those affected by the event, and the resources that are necessary to address
these needs in the short and long term. A successful needs assessment will provide the
information needed to seek and secure available local, state, and federal funding assistance. For
example, the needs assessment can be a helpful tool in developing strategies for emergency
funding grant applications (e.g., the Antiterrorism and Emergency Assistance Program).
Consider coordinating with grant writers to assist in the development of federal, state, and local
grant submissions. Identify the primary agency that will manage the application process in
coordination with the primary agencies providing victim services during the recovery phase.

The needs assessment report template on the following pages may provide some ideas for
questions to include in such a grant application.
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Needs Assessment Report Template: Annotated Outline

I. Overview

(Include background information on the event, relevant research/data, scope of problem, impact
on victims, data collection results, identification of needs—both apparent and unanticipated—
and recommendations.)

II. Background

(Describe the details and timeline of the incident.)

III. Theoretical and Data Support

(Describe data collection and analysis. An evaluation specialist will be able to identify and
recommend the most appropriate theoretical models to guide the needs assessment, based on the
nature of the event.)
A. Example: Population Exposure Model
B. Example: Models of Individual and Community Response to Trauma
C. Example: Ecological Model of Community Impact

IV. Scope of Problem

(Describe the methods used to determine the victim impact initially, in the immediate aftermath,
and across time. Explain how these methods were of assistance in identifying needs and potential
resources for those affected.)

V. Review of Literature

(Review recent articles, research, case studies, reports, etc., related to mass violence and
terrorism incidents.)
A. Example: Fatalities
B. Example: Injuries
C. Example: Mental Health Impact

VI. Victim Impact

(Explain the scope of needs for those affected by the incident.)

VII. Response: Location of Incident and Related Areas

(Describe the initial onsite response and followup responses of local and regional law
enforcement,

including FBI involvement. Describe the victim assistance response of the Office for Victim
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Assistance, local victim service providers, and first responders.)

A. Law Enforcement Response

B. Victim Assistance Response
VIII. Needs Identified, Addressed, and Anticipated

(Describe and organize by categories of impact and need. See the sample categories below.)

A. Physical/Medical
B. Emotional/Mental Health
C. Insurance/Financial
D. Civil-Legal/Logistical
E. Media Impact
F. Anticipated Needs

IX. Data Collected and Results

(Describe the methods and formats used for data collection, including in-person interviews, Web
based surveys, telephone interviews, and informal narrative reports from victims, witnesses,
community members, and responders and providers.)

X. Future Focus: Meeting Anticipated and Unmet Needs

(See the following sample list of anticipated and unmet needs.)

A. Equitable Geographic Distribution of Victim Services
B. Behavioral Health Services
C. Civil-Legal Assistance
D. Resiliency Center
E. Community Needs
1. Ongoing Needs Assessment
2. Community Outreach and Educational Campaigns

XI. Summary and Recommendations

A. Summary
B. Sample Recommendations
1. Upcoming Needs
2. Unique Considerations and Anticipatory Preparation
3. Evaluation Process for Recovery Efforts
XII. References

XIII. Appendices