Artifacts - CSAP Technology Learning Centers

CSAP Technology Learning Centers

Artifact: Reading & Writing Technology Learning Centers
Students work toward CSAP Performance Levels and State Standards.

Report:
Instructional Models, Strategies & Tactics IT 5120
Fall 2002

Problem Statement
As a requirement for my Instructional Models, Strategies & Tactics (IT 5120) course, I was required to design instructional materials that have “real world” application using the design principles that we studied in class throughout the semester. I have worked several years with Dreamweaver and wanted to focus more on the specific design elements for this Web site. I had not had a great deal of experience with Fireworks, and sought to learn new skills related to this graphics program.

I also needed to create a Web site to share the content of a project I developed previously this semester. This project was the actual CSAP centers. I created these centers as a way to provide students with differentiated and individualized instruction. This instruction would ensure that students were meeting Douglas County Standards, but that they would also be working toward performing “proficiently” on the CSAP test.

Situation Analysis
I designed and constructed a Web site that contained Colorado Students Assessment Program (CSAP) resources for educators. During the design and construction of this site, I applied the design principles learned in the IT 5120 course.

The CSAP resources contained within this site are learning centers that focus on reading, writing, and math skills. The learning centers are a project that I created earlier in the semester for my Integrating Technology in the Curriculum (IT 5110) course. In the IT 5110 course, I was required to develop a project that would demonstrate the integration of technology. I created learning centers that focus on the Colorado Content Standards, while at the same time, allowing students to be working towards CSAP Performance Levels. Students will be doing all of this with the integration of technology.

These learning centers were not designed to be used as "stand-alone" lessons. They all require students to have a basic understanding of the reading, writing, or math skill/topic that is being focused on. The learning centers are merely another avenue by which students are able to practice and apply their knowledge. Students will also need to be instructed on the various computer programs and skills contained within the learning centers. These programs and skills are basic, and should be covered in most school technology classes.

The learning centers do not require Internet access, or a fancy computer lab. Success can be attained with one computer that has the required programs/software. The technology requirements are listed for each individual learning center.

I feel that CSAP scores and technology integration are two topics currently at the forefront of education. By creating these learning centers, not only will I meet the current needs of my students, but I will also be melding these two topics. I currently have five computers in my classroom, so integrating these learning centers will lend itself to easy classroom management.

The primary audience of this Web site will be intermediate teachers throughout the state of Colorado. The learning centers available through the Web site will be geared towards 4th & 5th grade students. I feel that teachers of all technology abilities will find this site, and it’s contents, useful.

Rationale
I have addressed both the site design and technology learning centers in this rationale.

Web Site
I used the following resources to complete the Web site: The Non-Designer’s Web Book by Robin Williams, Peter Griffin (feedback and class tutorials), DHTML, Fireworks, Adobe Acrobat, and Dreamweaver.

Throughout the IT 5120 course, we focused on the design principles established by Robin Williams. These are the principles and how I applied them to my CSAP Learning Center Web site.
• Contrast – I created a focal point for each page by creating a logo/graphic that blends into the left navigation bar. This graphic is multi-layered and consists of a mountain scene and students completing reading, writing, and technology learning tasks. I also created a sense of contrast through the text. Certain aspects of each page (e.g. the name of the learning center) are set off with larger, darker text. All text is black on a white background.
• Repetition – I have included four major components of repetition throughout this Web site. The first being the left navigation. The left navigation table contains a pop-up menu that provides the visitors the ability to easily move to any page within the site. The second component of repetition is the graphic I mentioned above. This graphic remains constant on every page of the site. The third example of repetition is that of the text. I consistently resized and bolded various aspects of my text. The fourth and final repetition component is the use of bread crumbs. They are located at the top of every page.
• Alignment – As previously mentioned, I chose a left-hand navigation system that contains a pop-up menu. These menu choices are left aligned on the main buttons, as well as the sub buttons. Throughout the Web site I have left-aligned my text. I did this by utilizing tables. The use of tables also allowed me to create an edge for my text, preventing it from “bumping” into screen edges and/or graphics.
• Proximity – As done on this page, I arranged the headlines directly above the related paragraph. I wrote each learning center in the form of a lesson plan. The spacing that I used between the different portions of the lesson plan forms a hierarchy of information. Once again, I did this using tables. As mentioned above, I have used bread crumbs throughout the site. The bread crumbs are meant to show the visitor where they are, as well as how the site’s information is structured. The crumbs have been placed in close proximity to the top graphic on each page.

CSAP Learning Centers
I used the following resources to complete the learning centers: Douglas County Body of Evidence, CSAP Assessment Guidelines (handouts and online resources from the Colorado Department of Education), Chris Pultz (feedback and class presentations), various computer programs (for learning centers), Adobe Acrobat, and Dreamweaver.

Teachers believe that the integration of technology requires a lab full of “top of the line” computers, a set of computers for their classroom, or a great deal of technology background on their part. I created these learning centers for teachers to easily integrate into their everyday classroom routines.
I developed the CSAP Learning Centers for these additional reasons:
• While focusing on the Colorado Content Standards, students will also be working towards CSAP Performance Levels. Students will be doing all of this with the integration of Technology.
• Using technology resources can motivate student learning.
· Technology can provide a learning environment outside of textbooks, papers, and pencils.
• Students will use various modalities during their research and creation of their final product.
• As a teacher, I am continuously looking for new ideas, and I feel these learning centers will be valuable to others. These resources will allow teachers to help improve their students’ scores on the CSAP. I also feel that teachers can use these learning centers as a springboard for additional ideas.

Results
Upon completing the construction of my Web site, I feel that I successfully applied all of the design principles established by Robin Williams. I reached the design goals I established earlier in my design process. I am more confident in my Fireworks ability and skills. I enjoyed manipulating photographs to create a Web site graphic. I also became more proficient in my slicing abilities. Last spring I completed a PHP & JavaScript class, and I was excited to put this knowledge to good use while I was manipulating the code for my pop-up menu.

As for the learning centers, I only completed resources for reading and writing.
Upon completing these learning centers:
1. Students worked toward proficiency on Douglas County Standards (content area and technology).
2. Students were better prepared for the CSAP.
3. Students worked toward these goals through a high-interest medium.

Upon the request of Chris Pultz, I posted the URL for my CSAP Learning Centers in the Douglas County Technology Instruction folder on CEO. I have also posted them in other school district’s folders on CEO. This will allow other teachers throughout the district to use these resources.

Overall, I am very pleased with my final product. I sincerely hope that others utilize these resources. I also look forward to feedback from educators who have used the learning centers in their classroom.

Evidence of the value or usefulness of the product.
I can say that analyzing the design principles during the design of the Web site was very useful to me as a designer. I began looking at my own work, as well as that of others, a little differently. During the design of this particular Web site, I was much more conscious of the basics, such as alignment.

My final product allows me to keep students focused on their learning and to make the most of their time in my classroom. I had previously been looking for ways to implement additional forms of technology, possibly in the form of learning centers. The centers that I created for this project helped me reach this goal.

Each learning center was written in a standard lesson plan format with the following components: Title, Grade Level, Topic, Instructional Goal, Required Technology, Colorado & CSAP Expectations Addressed, Resources & Materials, Procedure, Assessment, and Variation & Differentiation. This format is useful to teachers because it provides them with all the information they need to successfully implement the learning center. They can also report to administration and/or parents the standards that their students are focusing on. This is particularly useful to Douglas County elementary teachers who use a standards based reporting system for student grades.

Reflections on lessons learned as they relate to your professional goals, next steps, and guidelines for use of your work.
I would like to create additional learning centers, particularly in the area of math. I would also like to create learning centers that would utilize online resources, requiring students to access the internet to complete a center.

I had originally planned to create example forms for teachers to use (e.g. an online worksheet). The time it took to create the centers took longer than expected, and I was unable to fulfill this goal. I also ran into questions about copyright violation. After doing a little more investigating, and finding additional time, I would like to create these online resources and add them to the leaning centers.

Demonstration of Responsibilities
Responsibility #2: Designs instruction or human performance strategy to meet the needs of learners.
All of these learning centers were designed with standards in mind. Prior to creating the actual learning materials for the centers, I must administer a type of pre-assessment. This will ensure that students get the most from their online learning time. Once student work is completed, a standard form of assessment will be used to determine if students have successfully reached a proficiency level on that particular standard. Based on the assessment, future work will include re-teaching or extension activities.

In the development of this Web site, I consistently demonstrated the design principles of contrast, repetition, alignment, and proximity. I applied additional elements that added to the effectiveness of the site.

Responsibility #3: Uses a variety of media to deliver instruction to students and to engage students in learning.
The content of this Web site, the CSAP Learning Centers, were designed to give students the opportunity to progress towards: CSAP Performance Levels, Colorado Content Standards, and mastery of various technology skills. Students will have the chance to use technology media to learn about topics such as main idea and editing, versus simply using paper and pencil. I am also looking at adding an audio piece to some of the centers. This will help with students who have a difficult time with reading on grade level.

The computer programs I selected for students to use are basic, and most skills should be covered in most elementary technology classes. If students do not possess these skills, teachers can easily provide a simple tutorial. The technology skills students learn during their learning center work can easily be applied to future computer work.

Responsibility #4: Understands how to capitalize on the capacities and abilities of each learner.
For many students, the integration of technology into the language arts, other than basic word processing, opens the door to new and engaging learning opportunities. Skills that may be difficult to accomplish due to physical difficulties, can now be completed with more ease and excitement. These learning centers can easily be used and adapted by those teachers who are required to make accommodations for students.

The CSAP Learning Centers can easily be customized for any level of learner. Due to the fact that teachers can easily individualize these centers, differentiation within the classroom is easier to achieve. As a result, teachers have the ability to meet the individual needs of their learners.