Instructional Design:

Learner and Context Analysis

• Interview with teachers
• Observation
• Prior teaching of staff in-service opportunities

• Teachers have no prior use of Gradekeeper program. 
• Teachers have experience using Microsoft Windows and Office applications.
• Teachers have basic data entry, keyboard, and mouse skills.

• Training will need to be designed to make learners proficient in the use of Gradekeeper.
• Basic computer operation skills will not need to have those taught again in this lesson.
• There will not be a need to practice these psychomotor computer skills.

• Interview with teachers
• Observation
• Prior teaching of staff in-service opportunities

• Teachers have kept a paper grade book before.
• Teachers are aware of the existence of grade book programs.
• Teachers know school grading policies.
• Some teachers already use different software for a  computerized grade book.

• Teachers will not have to be taught how to use a grade book.  Instead, they will learn how to adapt their paper grade book into a computerized one.
• They do not need to be made aware of the existence of the software.
• Knowledge of policies will not need to be taught before the information is entered.
• Training should be offered to non-users first.  These teachers could serve as teacher/facilitators.

• Interview with teachers
• Observation
• Prior teaching of staff in-service opportunities

• Many teachers are concerned about the time involved in keeping a computerized grade book.
• Some teachers want to learn about Gradekeeper.
• Many teachers are intimidated by new technology.

• Teachers will need to be shown a time comparison between grade calculation by hand and grade tabulation by computer.
• These teachers can be the first group of learners, who volunteer for the instruction.  They can be examples to other staff members.
• Teaching by a trusted peer in a hands-on manner would decrease their nervous feelings.

• Interview with teachers
• Observation
• Personal experience with utilizing Gradekeeper software
• Prior teaching of staff in-service opportunities

• The task is relevant to daily classroom management.
• Teachers respond positively to training or materials that save them time and effort.
• Teachers want training when their time can be compensated.

• Teachers may need to be shown the reports generated by the software to show how it can help manage the classroom.
• Testimonials from users may need to be given.
• Training should be offered after school or over the summer, when teachers can earn hourly pay or in-service credit for attendance.

• Interview with teachers
• Observation
• Prior teaching of staff in-service opportunities

• All teachers have a college degree.  Many have at least some graduate education.
• Some teachers are more computer-savvy than others.

• Teachers are used to continual training and are capable of self-instruction.
• Each teacher will need to be able to move at his/her own speed through the instruction.

• Interview with teachers
• Observation
• Prior teaching of staff in-service opportunities

• Teachers want to learn quickly and take their new skills back to their classrooms.
• Teachers prefer hands-on instruction.

• The lesson must use the teacher's classroom information, so the first file created is directly connected to their classroom.
• Teachers will need to have access to computers during training.

Attitude Towards

Organization

• Interview with teachers
• Observation
• Prior teaching of staff in-service opportunities

• Learning would not be mandated, so teachers would be volunteers.  They would already have a positive attitude towards the instruction from their peer (s).

• If teachers are comfortable working with a peer, they will be honest when they need more explanation, more practice, or more time.

• Observation of group
• Prior teaching of staff in-service opportunities

• The group includes people with a variety of teaching experiences, different subject material, and different levels of computer experience.

• Allow learners to work at their own pace to match the level of computer experience.
• Instruction should be accessible to veteran and new teachers.

• Interview with teachers
• Interview with administrators

• Teachers will want support as they use the software.
• Teachers want support and appreciation from administration.

• Provide teachers with the name of  a colleague  that they can ask for help when needed throughout the year.
• Administrators should provide teachers with the training incentives: pay or in-service time.
• Administrators should recognize efforts in the teachers' yearly evaluations.

• Personal experience with utilizing the Gradekeeper software
• Informal interviews with teachers

• Teachers will need the use of computers with Gradekeeper software installed, with at least Windows 2000 OS or Mac OS 10.
• A school calendar and district grading criteria booklet need to be accessible.

• To use the training on an on-going basis, the teachers will need to have access within their own classrooms.
• Allow learners to take copies of the school calendar and grading criteria if needed.
• Make sure the teachers' classrooms have an up-to-date computer and Gradekeeper software installed.

• Interview with teachers

• Teachers like to work together with others in their respective departments.

• Teachers should be offered the opportunity to present their learning a department meetings.

• Interview with teachers
• Personal experience with utilizing the Gradekeeper software

• Teachers want to use software to save themselves time.
• Teachers are frequently asked for grade updates, scores on tests, and for reports of students homework progress.

• Using this technology will save teachers time in generating reports.  They will be able to print out reports without having to spend lengthy periods of time making calculations.
• Gradekeeper automatically generates the reports that teachers are frequently asked for.

• Interview with teachers

• Teachers recognize that there are greater demands for communication with parents, administrators, guidance counselors, and tutors.

• In using the software, teachers will be able to provide more information about students' grades in a speedy manner.

• Observation
• Interview with teachers

• Instruction can be given directly in the workplace environment.
• Instruction given in the library will be done on computers of the same age, brand, and operating system as the ones in the teachers' classrooms.

• Teachers could learn better in their own classrooms during a planning period.
• Every aspect of the software use will be the same whether the instruction is done in the library or in the classroom.

• Personal experience with utilizing the Gradekeeper software

• Gradekeeper files can be easily converted into HTML and uploaded to the school web site.

• With the growing use of email and the internet, more administrators, parents, and students are wanting instant information.
• Posting Gradekeeper reports online will give the immediate access to students' grades.

• Observation
• Interview with teachers

• Teachers working in groups may carry on off-task social conversations.
• Five computers in the upper library will be ready with Gradekeeper installed.
• Copies of necessary materials will be available for use in the lesson and for teachers to take with them.
• Learning would take place after school or over the summer.

• Teachers will have to be monitored and encouraged to learn the task.
• All necessary materials will be ready, allowing for successful instruction.
• Teachers will be more relaxed about instruction, since they can take the learning materials with them, in case information is forgotten.
• There may be teachers who don't want to use their own time for training.  This could be remedied with self-guided sessions during teachers' planning periods.