Professional Documents
Culture Documents
EDUCATIONAL TECHNOLOGY
MASTERS PROGRAM
321 COUNTDOWN
ANALYSIS RECOMMENDATIONS
REPORT
Prepared by
Dain A. Shimabuku
for
Central Curriculum Office for the State Department of Education
The Central Curriculum office for the State Department of Education is currently
developing a professional development program for teachers who work in remote regions
in the state. The purpose is to help teachers lean how to use 321 Countdown, a tool for
assessing math K-6. Teachers at these rural schools find it difficult to attend professional
development activities due to their location. At this time the goal is to pilot the program
in a few schools with the overall intention to implement statewide. Don Garthon, an
instructional design instructor at a local university and Susan Harper, a recent graduate
Implementation………………………………………………………….. pg. 10
References……………………………………………………………….. pg. 11
Needs Assessment
According to Rouda and Kusy (1995), “A Needs Assessment is a systematic
exploration of the way things are and the way they should be. These “things” are usually
first step that must be done prior to analyzing and implementation. A gap analysis is
a. Gap Analysis
According to Rouda and Kusy (1995), “The difference the “gap” between current
and necessary will identify our needs, purposes, and objectives.” A gap analysis identifies
the current situation and the desired situation. The outcome of the analysis reveals
Identifying the gap before implementing 321 Countdown will reveal where the
program will help teachers in assessment. It will reveal strengths and areas of where
improvement is important. Performing the gap analysis will display future concerns and it
-1-
Task Analysis:
The purpose of a task analysis is to determine what you expect the learner is
going to learn and how they are going to apply what is learned. As Jonnassen et al.
(1999) stated, “Task Analysis for instructional design is a process of analyzing and
articulating the kind of learning that you expect the learners to know how to perform”
(p.3). A task analysis determines instructional goals, objectives, tasks, learning outcomes,
order of tasks, and assesses ones learning and media environment. Performing a task
analysis may reveal the necessary tools for this project to be successful. A task analysis
may disclose hidden challenges as well as recommend various alternatives to what the
The end users in this situation are the teachers who will use the 321 Countdown
program. According to Hodell (2006), “Four levels of detail exist in a task analysis: job,
task, skill, and subskill.” Identifying the tasks of the teachers who will learn and utilize
the program is valuable to implementing the program. Consider the following example:
end users. Tosca is quoted as saying, “effective communication among all individuals is
an essential skill that is becoming more important as we move to a wider base of workers
and businesses.” (Reiser and Dempsey, 2007 p. 115). Communicating with end users on
what is effective and inefficient will reveal what needs to be improved to be successful.
Understanding how end users learn may assist in a successful implementation of the 321
-2-
Learner and Context Analysis:
a. Learner Analysis
Performing an analysis on learners provides how they learn and how to improve
knowledge, learning preference, attitudes toward trainers, and group characteristics may
influence the outcome of the project. Motivated learners will determine the success of
the project. If one is determine and engaged in the content being provided they will be
motivated to learn. Entry behaviors and prior knowledge allows the designer to determine
the level of mastery that the learners acquire. Lecture, web-based, workshops, or web
instruction determines ones learning preference. Attitude towards trainers determines the
type of personalities you will be interacting with. Group characteristics determine they
answers, but for quantifiable data, designers must ask quantifiable questions and supply
specific ranges of answers” (p.32). When developing questions provide rating questions
that allows you to measure the answer provided by the teachers. You may want to ask
Asking questions that are ratable allows you to view the strength and weakness of
the teacher’s technology skill level. You may want to ask questions on their learning
-3-
b. Performance Context:
Performance Context is analyzing the end users work environment following the
completion of instruction. The work environment deals with managerial support, tools or
resources, social aspects, relevancy, and constraints. This allows the designer to consider
the areas where the end users work whether it’s social, relevant, or physical constraints. It
also allows the designer to take into account the tools or resources that are available or
The locations of the schools involved in the implementation of the program have
been the grounds for initializing this program. Understanding the resources that are
available and needed is essential to sustaining the program. According to Virginia Tech
the learners will use their new skills and knowledge after the instruction is completed.”
It’s important to determine how teachers will use the 321 Countdown program and
c. Learning Context:
According to Virginia Tech Universities Instructional Technology program
(2009), “The context in which learning will occur may affect the accomplishment of your
goal.” It’s important to identify the resources that are available at each site.
Each school across the state differs whether it’s the amount of teachers or the
technological resources that are available to them. The schools that are pilot schools
should represent the characteristics of schools that are going to utilize the program
statewide. When the implementation of 321 Countdown goes state wide it’s important to
-4-
take in effect on how rural teachers are going to be trained. Since location and time is an
-5-
Social Factors
It’s important to take in social factors when implementing a new program that
will change a task. According to Havelock (pg, 118), “It is impossible to understand how
individuals adopt without also considering the social relationships and group structures
which bind individuals together.” A group of people usually have common issues such as
interests, needs, and backgrounds. Identifying groups and their issues gives the designer
a. Adoption Analysis
i. Identifying Adopters
According to Edmonds (1999), “When a technological innovation is
organization are more open to adaptation than others.” Identifying the individuals
who are willing to accept new technology may be interested in the initial
implementation phase.
When choosing schools that are piloting the 321 Countdown programs it’s
planned, managed, and evaluated; it should not only improve instructional and
and change.” When adopting a new system people are categorized according to
their interests and personality. There are five categories innovators, early
a. Innovators
Innovators are willing to try new technology or new ideas.
According to Rogers (1995), “Their interest in new ideas leads them out of
-6-
a local circle of peer networks and into more cosmopolite social
important to identify the innovators. The innovators will take risks and
implement the system. Innovators will also provide feedback for areas of
b. Early Adopters
“The early adopters have a high degree of opinion leadership.”
Rogers (1995). They set an example for others and provide confidence for
adopting innovation. Often time’s early adopters are highly respected and
leaders in the school and senior teachers. If these teachers approve of the
321 Countdown program it allows other teachers and leaders to accept the
program.
c. Early Majority
Noted as cautious or vigilant to change the early majority need
majority may deliberate for some time before completely adopting a new
-7-
Identifying early majority increases the likelihood of successful
adoptions. Teachers who are mentees are often identified as early majority
d. Late Majority
Late Majority often feels pressured by peers to change since they
make up one third of the system; the early majority is another third.
and cautious air, and the late majority do not adopt until most others in
their system have already done so.” The majority of the system must favor
innovation has been adopted. The early and late majority make up two
thirds of the system which means the chances of the innovation being
e. Laggards
Last in the system of adoption are the laggards. According to
When laggards’ accept change a new innovation may already have been
-8-
program is accepted by laggards the adoption of the innovation is
complete.
-9-
Implementation
Often used in instructional design is the ADDIE model. The ADDIE model is
referred to analysis, design, development, and evaluation. This report recommended steps
and rationale to completing an analysis for the Central Curriculum office for the State
Department of Education innovation of the 321 Countdown program for assessing math.
Upon completion of the analysis data should recommend the next two steps before
When designing instruction the designer must consider all recommendations from
the analysis. In this stage objectives and content is written. Using the ABCD’s (Audience,
The development stage is where materials are produced and pilot testing begins.
Identifying innovators play an important role in the pilot testing. According to Hodell,
“The pilot testing process allows organizations to implement any necessary changes in
the project before the expenses associated with materials development are realized.” (pg.
13). If pilot testing is deemed successful the next step of implementation can occur.
The implementation stage is where the content is delivered to the learner. In this
stage it’s important to evaluate if objectives are being met. Assisting in the effectiveness
development, and implementation stage. Performing a proper analysis may reveal the
necessary needs, tasks, learner’s ability, and how adoption occurs when a change or
innovation is introduced.
- 10 -
References
Ertmer., P.A., & Quinn, James. (2007). The Id Casebook Case Studies in Instructional
Design. Columbus, OH: Pearson .
Gerald S. Edmonds "Making Change Happen: Planning for Success" The Technology
Source, March 1999. Available online at
http://ts.mivu.org/default.asp?show=article&id=1034.
Havelock, R.G. (1973). Diagnosis: from pains to problems to objectives. The Change
Agent's Guide to Innovation in Education,
Havelock, R.G. (1973). Gaining Acceptance. The Change Agent's Guide to Innovation in
Education,
Hodell., C. (2006). ISD From The Ground up. Alexandria, VA: ASTD Press.
Reiser, R. A., & Dempsey, J.V. (2007). Trends and issues in instructional design and
technology. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Rogers, E. (1995). Difference of innovations. New York, NY: The Free Press
Rouda, R. H., & Kusy Jr., M. E. (1995). Needs assessment the first step. Development of
Human Resources, 2. Retrieved from http://alumnus.caltech.edu/~rouda/T2_NA.html
Virginia Tech, Initials. (n.d.). Lesson 5- learner and context analysis. Retrieved from
http://www.itma.vt.edu/modules/spring03/instrdes/lesson5.htm
- 11 -