White Lake School

Staff Training Needs Assessment

 

 

Introduction:

 

     Handheld technologies are changing the way people access and work with information.  To enable its students to take advantage of these emerging technologies, the White Lake School District recently acquired hand held computers for its Junior and Senior high school students and K-12 teachers.

     There was no formal training for the teachers, other than a crash course when the computers were handed out.  Several teachers expressed the desire for further training. 

 

Phase I:  Planning

 

     The target audience consists of the teachers at the White Lake School.  The teachers have varied levels of experience; with some having little or no experience using hand held computers and others having much experience.  Through preliminary informal interviews, it appeared that the greatest need for training fell under three categories: administrative applications, communication and collaboration applications, and teaching and learning applications.  Teachers were given a questionnaire with topics to rate under each of these categories. This questionnaire was used to rank the areas from greatest to least need of training.  (Questionnaire is attached.) 

 

Phase II:  Collecting Data

 

     The data from the questionnaire was tabulated and ranked to discover where the greatest needs for training were.  Comments were listed and grouped together according to similarities.

 

Phase III: Data Analysis

 

     After the data was tabulated, it was analyzed, grouping together high-ranking items for which training could be combined.  Because hand held computers are new to most of the teachers, the greatest need for training fell under “Administrative Applications” and “Communication and Collaboration Applications”.  Many of the comments suggested that the teachers felt the need to get comfortable using them on their own before using the “Teaching and Learning Applications”.  They also added that sometime in the future they would like to have a second phase of training in some of the teaching and learning applications.  Two of the staff members offered their help and expertise in conducting the training sessions.

 

 

 

 

Phase IV: Final Report

 

     The purpose of this needs assessment was to determine whether teacher training on the use of hand held computers is necessary, and if so, to determine where the greatest needs for training are. 

     Preliminary interviews were conducted.  Questionnaires were completed to gather information.  This information was used in coming to a final recommendation.   

     After analyzing the data, I would like to recommend two early releases from school, with training on the use of hand held computers taking place from 2:00-4:00 in the following areas: 

  • Keeping a schedule
  • Instantly accessing student information, such as schedules, demographics, or parent contacts
  • Taking notes at a meeting or class
  • Storing and accessing lesson plans
  • Using a rubric to assess and score student work
  • Tracking student progress on specific skills
  • Distributing school activity information to students and parents
  • Sharing a downloaded web page with someone
  • Having a student turn in an assignment electronically
  • Transferring a file from your PC for instant access

 

     I would like to further recommend that experienced staff members conduct the training and that two months after the training, another needs assessment be conducted to continue training in other uses of the hand held computers.  This recommendation will be presented to the administration for final review and a decision will be made concerning teacher training on the use of hand held computers. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Needs Assessment

Hand Held Computers

 

     Hand held Computer Experience.

     __No Experience __Very Little Experience __Some Experience __Experienced

    

     Using the following scale, evaluate the usefulness of receiving training in the use of hand held computers in the following areas:

     Very Useful………….Not Useful

     5           4           3           2           1

    

Administrative Applications:

  1.  ___Keeping your schedule
  2.  ___Tracking student progress on specific skills
  3.  ___Conducting authentic assessment
  4.  ___Using a calculator
  5.  ___ Making a database of key content and concepts for student use
  6.  ___Taking attendance
  7.  ___Instantly accessing student information, such as schedules, demographics, or    

                   parent contacts

  1.  ___Organizing your reading lists
  2.  ___Taking notes at a meeting or class
  3.  ___Recording and tabulating grades
  4.  ___Storing and accessing lesson plans
  5.  ___Using a rubric to assess and score student work
  6.  ___Accessing a database of curriculum standards and related curriculum

             resources

14. ___Keeping an inventory of books and other instructional materials

  1. ___Keeping a list of all your important contacts

 

Communication and Collaboration Applications:

1.      ___Sending an email

2.      ___Collaborating on a graphic organizer

3.      ___Making a presentation

4.      ___Distributing school activity information to students and parents

5.      ___Exchanging information with a colleague

6.      ___Sharing a downloaded web page with someone

7.      ___Having a student turn in an assignment electronically

8.      ___Transferring a file from your PC for instant access

9.      ___Taking an online course

10.  ___Conducting group writing activities

11.  ___Recording voice notes

12.  ___Transmitting close captioning of lectures for the hearing impaired

13.  ___Accessing online educational events and news

 

 

Teaching and Learning Applications:

1.      ___Storing digital photos for a project

2.      ___Making a spreadsheet

3.      ___Drawing a picture

4.      ___Making a concept map summarizing a chapter

5.      ___Forming, visualizing, and solving equations

6.      ___Keeping track of your class schedules, assignments, and grades

7.      ___Recording observations on a field trip

8.      ___Reading an ebook

9.      ___Studying and composing music

10.  ___Graphing data

11.  ___Viewing and using maps

12.  ___Increasing content accessibility for those with disabilities

13.  ___Gathering data on temperature, light, voltage, pH, and more with data probes

14.  ___Looking up a word in the dictionary

15.  ___Using flashcards

16.  ___Using a tutorial for self-study

17.  ___Conducting a stock market simulation

18.  ___Taking notes and writing a research paper

19.  ___Taking notes in class

20.  ___Listening to historic speeches

21.  ___Doing research on the web

22.  ___Making a timeline

23.  ___Looking up a word in the thesaurus

24.  ___Creating an outline

25.  ___Making a photo album

26.  ___Reading about the latest current events

 

 

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