Section 3: Evaluating, Implementing, and Managing Instructional Programs and Projects

1.  Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.


The two models I have chosen are the Flashlight Triad Model and the Training Validation System (TVS) Model.


The Flashlight Triad Model:
The Flashlight Model covers five distinct steps.  First is to Overview and Confronting the Blob which involves brainstorming and "bringing to the table" all of the various elements that feed into and flow from a lesson.  Second, From Blob to Issue which is to move from the confusing to a manageable evaluation, consider the purpose of the evaluation.  What matters and who is the audience.  Third, From Issue to Triad this is where you take each issue selected and create several "triads."  A triad consists of the type of technology you might employ, a specific activity that the technology enables, and outcomes expected from that type of activity.  Fourth From Triad to Data. For the triads you have selected, you can now generate questions to gather data about the triads. These questions can be delivered as surveys, interviews, focus groups, etc.  Finally, From Data to Next Steps based on the evaluation data, you will make decisions about your unit or course (e.g., modify how you use technology, scrap an instructional strategy, improve support networks of training/scaffolding). 

Training Validation System (TVS) Model:

Although the TVS model is mostly used for business I think the model conforms nicely for education.  The first step of the TVS model is to collect data before training to determine current levels of performance of students or individuals in business.  I see this in many school districts across the state to assess students.  Teachers can monitor students from the first assessment to determine a desirable strategies and intervention before the next assessment.  These strategies could be tutoring as well as presenting skills through technology.  The third step of TVS is to evaluate after the intervention to determine the impact of the learning.  Finally, educators will look at the value that was added to the student.

I actually use the TVS model and have for the last four years.  Our school district was unacceptable and a representative from TEA was sent to help us to become an acceptable campus.  I gave a pre-test to all of my students and looked at the data. Then I would have an intervention class for students then test again. I would study the data after the intervention and see if value was added after intervention.  As an entire district we are required to have this data every three weeks and submit an intervention plan for students.  At first it was very difficult but after you get used to doing the assessments and looking at the data the benefits are extraordinary.   

2.  Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

It seems that every year the powers that be introduce something that will save us time and money.  Do not get me wrong there are some great technological innovations such as our gradebooks (yea team)  this was great we just put the grades in and somewhere out there it comes up with an average and I did not have to add or divide. But, we all know that sometimes things are introduced that we as technology aliens are reluctant to try.  However, all of that being said, we at our district use e-chalk for our lesson plans and students can go to our teacher pages to get homework and assignments from the past and future.  Whether you're large or small, rural or urban, public, private or parochial, eChalk provides you with an easy hub to connect everyone involved with learning.  Great attributes for this pogram and thecompatibility is great also what more could you ask?  I have used echalk for the last six years and found it to be user friendly and most students as well as parents have learned to use  the system.  There is always a but though over the years the lesson plans are hard to muenuver sometimes if you have to go over things more than you thought and change the lesson plan.  It is hard to go back in and change, move or redo assignments and takes more time than, as a teacher, you have.  However, I have found shorcuts and can better use this part much easier.  All in all echalk is a good system to use. 


1.  Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

Situational Leadership

I would apply Situational Leadership to the above mentioned topic of E-Chalk for teacher’s struggling with its effective utilization.

1: Assuming the teachers present for the training would be unsure of how to best use E-Chalk, my leadership style would be confident, directive, detailed, and overseeing while maintaining an attitude that is non-threatening, self-righteous, or demanding.  As the teachers become more comfortable with simple skills addressed in navigating E-Chalk then we could move to the next step.

2:  At this point I would move from being more directive of an explanatory nature.  This would include clarification of decisions and rewarding improvements in direction and knowledge.  Once I felt certain that teachers were developing an appreciation and understanding of E-Chalk, I would continue to promote autonomy and plan my move to the next phase.

3:  In this phase, my role would go from leadership to ensuring teachers are being rewarded for effort and production in a self-evolved success method.  I would no longer be directing instruction as now the teachers would be learning tricks and tips for utilizing E-Chalk to meet their individual needs as a teacher and their student demands as well.

4:  I would transition from director/instructor to monitor.  Mainly in this stage I would facilitate the teacher’s knowledge of E-Chalk as the demand necessitated.  Primary focus should be how that I communicated my goal for learners in designing and producing an exemplary product which in this case was effective usage of E-Chalk.