Running Head: ASSESSMENT AND BYOD

Assessment and BYOD Emilee Brown, Kelley Gaines, Charlon Gibbs, Nayonda Gibson, and Laurie Pringle Dr. Jennifer Courduff Liberty University

ASSESSMENT AND BYOD Assessment and BYOB In order for educators in the 21st Century to successfully expose students to the everchanging world of technology, there has been the need to seek out resources in places closest to home. Bring Your Own Device (BYOD) is a program which will allow students in K-12 education to use certain technological devices appropriately for the 21st century student. By bringing in their own devices to use for educational purposes, students will be more motivated, engaged in their own student-directed learning, and have access to all of their educational resources in school and at home. According to Schwahn and McGarvey (2012), Empowered people are in control of the variables they perceive important to their success. Those variables include their personal devices. Needs Identification With state and federal budgets continually shrinking due to the challenges of a poor economy, educators have the need to look for innovative ways to provide students with the necessary resources and tools to help them learn up to their highest potential and prepare them for their future. The classroom environment and teaching methods have changed. The traditional classroom is now moving to a blended learning environment. Because the need calls for more technology in the classroom, the Department of Education has created a technology

plan to help increase student learning by promoting the application of more advanced technology to use for instruction and pedagogy. Students need the tools most appropriate for that environment. Pilgrim, Bledsoe, and Reily (2012) highlighted the departments plan to ensure student progress and come out of school prepared for the workplace and citizenship. Technology-powered education can help prepare them.

ASSESSMENT AND BYOD Goal Statement To fully implement a BYOD program, teachers need to develop the skills required to implement instruction and assess students in the online environment. Assessment is critical to

determining a learners progress and is valuable in providing feedback to the instructor about the effectiveness of teaching strategies (Horton, 2012). Socrative (2014) is a web-based smart student response system in which teachers develop assessments, games, exit tickets, quizzes, etc. and students use their own devices to interact with teacher-created content. A training program using Socrative will focus on establishing clear expectations on how to implement this program specifically geared toward improving student learning. The goal of this instructional design is to introduce participants to the Socrative website and demonstrate its use in assessing student understanding of academic content. Participants will become familiar with the website and practice utilizing various components in order to become comfortable with using the platform before implementing it in the classroom. Education is shifting. Adjustments naturally will be necessary to any new program, but with a proper foundation, using assessment tools, such as Socrative, in a BYOD environment can help empower teachers and students to reach beyond what they ever imagined.

ASSESSMENT AND BYOD Task Analysis

Figure 1 Task Analysis Learner and Context Analysis The module will be presented as an online professional development course for all district teachers provided by the Imaginary School District located in Anywhere, USA. The online portal will be available at the participants convenience (located at http://emileebrown.wix.com/assessment-and-byod) with the understanding that technical and/or instructional support will be available through a variety of methods (i.e., email, discussion board, etc.). Participants will be responsible for accessing the content using either their school-issued (where available) and/or personal devices.

ASSESSMENT AND BYOD Participants range in age, years of experience, prior knowledge of BYOD programs and the use of technology within the classroom. The general characteristics of a learner are very important when developing a learning analysis. "They will help the designer develop a motivational strategy for the instruction and will suggest various types of examples that can be used to illustrate points, ways in which the instruction may (or may not) be delivered, and ways to make the practice of skills relevant for learners" (Dick, Carey and Carey, p. 98). Prior knowledge plays a very important part in an instructional lesson or training. It allows the instructor to gage what the students already know and what they may be confused

about. This guides the instructors lessons to determine what they may need to spend more time on or less time on (Wetzels, Kester, van Merrinboer and Broers, 2011). In this instructional design, the participant is expected to have working knowledge of the Sophia (2013) platform for instructional purposes, which will have been taught in a prior professional development course offered by the school district. The prior knowledge of participants also includes daily use of technology such as computer, smart boards, calculator, and Microsoft. The general ability levels of the participants will be the use of classroom computers, smart boards, calculators, and Microsoft office. Additional sessions may be needed with those learners that are deficient in prior knowledge. Learners interest is very important when teaching a new topic or implementing a new program. Participants in the Socrative training sessions are expected to have the ability and the motivation to learn what is planned. The participants should be interested in using applications that can be used for quick assessments, which can be used to guide their own instruction for future lessons. Learners attitudes are just as important as their interest. The attitude towards the content, delivery system, and the organization all play a huge factor in learning. Educators

ASSESSMENT AND BYOD should be aware of students attitudes and seek to improve them in order to positively influence students academic achievement (Michelli, 2013, p. 4). Participants attitudes towards the aforementioned factors should be positive since they are learning new information to help with instructional strategies. Overall group characteristics would vary according to years of experience, subjects/grade levels taught, and educational level but should have a minimal effect on the successful completion of the online lessons.

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Learners General Characteristics Prior Knowledge and Skill Level Motivation

Characteristics The ages may range from 23-55. The teaching experience years range from 0 to 30 plus years. The grade levels would be K-12 level school teachers and/or administrators. Learners should know how to use classroom computers, smart boards, calculators, and Microsoft office. Learners should have prior knowledge of the Sophia (2013) platform for instructional use. Teachers are motivated to learn about implemented BYOD into their classroom. The learners motivation is high because they realize that technology is the future and the use of it is inevitable. They are motivated because it gives them an avenue to keep the student interest and increase student achievement and growth. Teachers recognize the importance of use of technology in student growth, achievement, and interest. Teachers recognize the importance of professional development. So they would welcome to learning how to implement BYOD into their classroom, rather than diving in headfirst. Also, technology is the new wave of this generation of students so a professional development or training on this will help them use various instructional tools and strategies that work for all students. The learning approaches are active learners who prefer hands-on experiences, discussion, small groups, and projects. The learners attitude toward the organization giving the training is positive. Learners are more accepting of the information since it is coming from classroom teachers that have developed strategies that have proven to work in classroom settings. The target learners have at least 3 years of teaching experience in various grade levels. There is a variety of certification and educational levels among the learners. Teachers would come to the training expecting to be exposed to and learn a information about applications for a BYOD environment. The vocational aspirations would include downloading and utilizing apps and games that can help students understanding. Organizational skills, critical thinking, adaptability, passion, patient, and creative.

Attitude toward the content. Attitudes Toward Delivery System

General Learning Preferences Attitude Toward Organization

Group Characteristics Expectations and vocational aspirations Talents

Figure 2 Characteristics Chart

ASSESSMENT AND BYOD Instructional Objectives According to Zapkiw (2014), a clear set of instructional objectives lays the groundwork for an effective instructional design. The instructional objectives for this instructional design were derived from the needs identification, goals, and learner and context analysis. The goal of

this instructional design is for the learner to identify and practice 3 strategies for implementing a BYOD program in an elementary school classroom. The instructional objectives chosen include 1. Using technology, participants access www.socrative.com, create an account, and maneuver through the website. (Goal Step 1) 2. Using technology and instructional materials, participants develop online formative assessments (quizzes, exit tickets, games, and quick exercises) that relates to the standards. (Goal Step 2) 3. Using technology participants will learn to print and analyze reports to utilize data for instructional guidance. (Goal Step 3) Instructional Strategy: Sequencing the delivery of instruction is key to the success of reaching the objectives of any lesson. Dick, Carey and Carey (2005) highlight the main elements to follow in setting up the online learning course. First, it is suggested to plan the sequence of events and cluster objectives together. The plan for this module is to use the bottom-up method explained by Horton (2012). This allows the instructor to teach the prerequisite skills needed so that the learner can ease into the new content successfully. Next, the instructor assesses the prior knowledge of the learners and uses that knowledge to introduce the topic. Once the introduction is complete, the lessons will follow. In this online course, learners will visit the learning modules landing page Assessment

ASSESSMENT AND BYOD and BYOD (http://emileebrown.wix.com/assessment-and-byod) to understand the purpose, goals and targeted audience of the training. The links to the three online modules that incorporate Socrative will be posted on the website as well. Participants will have the opportunity to view a video (Brown, 2013) of real-life testimonials of BYOD in a public school

setting Upon completion, the learners will then be able to utilize the student response system as a teaching tool for the students in the classroom. The activities used will take the learners through several exercises, in which they will create formative assessments they can use in the classroom. Some of the assessments include: exit slips, games, and quizzes. Instruction will then include a lesson on collecting and analyzing data in Socrative, so teachers can track the progress of all students. Familiarity with this process helps teachers to analyze and adjust teaching strategies to suit the needs of their students. Finally, the course will include a questionnaire to rate the effectiveness of the lessons and to allow the learners to share information regarding the presentations and the information learned.

ASSESSMENT AND BYOD Course Planning Chart Objective 1. Access account and website in Socrative Activity Introductory lesson using discussion. Set up student account Set up teacher account Create exit ticket and quiz Maneuver through activities for practice Assessment Pre Assessment5 Short Answer questions Create account successfully Create Exit Ticket Complete the Module 1 Survey Complete Sophia tutorial quiz 2. Develop online Formative Assessments Log into Socrative account Create quiz using Socrative Interpret Data Use Cycle Choose two categories Divide data into categories Take Course Evaluation Survey Successful creation of Socrative quiz Complete Sophia tutorial quiz Formative quiz on Sophia Discussion board post: Reflection of data analysis and its benefits Complete Sophia tutorial quiz Course Evaluation Survey Figure 3 Course Planning Chart 20 minutes 20 minutes Time 20 minutes

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3. Analyze data

ASSESSMENT AND BYOD Module 1: Accounts and Website Access

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The lesson objective is: Using technology participants access www.socrative.com, create an account, and maneuver through the website. The lesson would start with a pre-instructional assessment which would include five short answer questions. The questions are as follows:

1. Have you ever used online assessments for student feedback? 2. Have you ever heard of www.socrative.com? 3. Do you use clickers or CPS in your classrooms? 4. What are some formative assessments that you use within your classroom? 5. Do you review score reports from student summative and formative assessments?

After completing the Pre-Assessment, participants will view a brief video about how Socrative can be beneficial to todays learners. The video (Brown, 2014) will make the connection between todays learners and the Socratic Method. Participants will then be guided through the process of creating their own Socrative accounts. The screencast tutorial will allow participants to pause the video to complete the steps as necessary. Once the participants have created their accounts, the module will then guide them through the process of creating Exit Tickets (Brown, 2014). Participants will also answer assessment questions in Sophias quiz tool as they complete the module. At the conclusion of the module, the participants complete an Exit Survey using an embedded Google Form. Socrative provides reporting options to gather data from the Exit Tickets. Questions can be submitted through the Sophia learning platform, in which instructors will reply. Learners will complete a five quiz assessment to demonstrate understanding of the skills taught in this module.

ASSESSMENT AND BYOD Module 2: Formative Assessments This will focus on Formative Assessments. The lesson objective for this session would include using technology and instructional materials participants develop online formative

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assessments (quizzes, exit tickets, games, and quick exercises using Socrative) that relates to the standards. The time period for this session would be 20 minutes. The lesson will begin with participants viewing a video about the history of assessment. The participants will then learn how to create a quiz in Socrative by viewing a video created by the Norfolk Public Schools showing step-by-step instructions and how easy the process will be to create the quiz (NPSEDTECHFACILITATOR, 2013). In order to assess understanding, participants will answer assessment questions in Sophias quiz tool as they complete the module. Module 3: Data Analysis The last lesson of this professional development will focus on data analysis and how to use the data from Socrative to analyze the success of the lesson. The objective for this session includes using technology and participants will learn to print and analyze reports to utilize data for instructional guidance. The time period for this session would be twenty minutes, including the time to create the assessment and export the data. The session will start with a discussion of data, analyzing data and how data is connected to 21st century learning. We will discuss what we look for when analyzing data and the different groups or categories we can use to gain and understand the data. Participants will watch the YouTube video on using Socrative and understanding quiz reports. Before beginning to understand the data, we will understand how to retrieve the data from quizzes and export them to Microsoft Excel. After understanding how to retrieve the reports, participants will discuss categorizing by passing grades, responses, gender, race, and

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classification using the Microsoft Excel document. For classroom purposes only, we will focus on gender and race as the example for data analysis, then use mean, mode, standard deviation, minimum, maximum, and range. Once we have divided the data using the categories, we will discuss what this data means. We will look at outside factors and influences, areas where students did well or not so well and discuss what we could have done differently to reach those students. The closing activity for the session will be for all participants to take a survey in Sophia of the Socrative Professional Development Course. The participant will then discuss with others what they have observed about data, reflect on ways to use data and the benefits of immediate data feedback. All reflections and comments will be posted in the Sophia discussion board. Media Selection The media platform used for the training session is a website/Web 2.0 tool called Sophia. Sophia (2013) is a free website that allows teachers to upload and create material or lessons in the form of tutorials, which can be used in a flipped classroom model. A flipped classroom is one in which students learn new materials at home and do practice and homework at school (Knewton, Inc., 2013). A flipped classroom model allows students to experience new content on their own terms. Using the Sophia platform for the Socrative training sessions will allow teachers to grasp the concept of flipping classrooms and possibly spark interest in learning more about the topic. Sophia gives the learner the opportunity to slow down and process information, because material can be replayed as many times as necessary. Sophia offers a quiz element as well as a discussion board where the instructor can gain feedback from learners. Individualized needs of each participant in the Socrative training sessions will be met through the quiz and discussion board feedback. All participants in the training sessions will be given a code to access the group, Socrative Professional Development, located in Sophia and created by the

ASSESSMENT AND BYOD instructor. The instructor will be able to communicate with participants via the group wall as well as the discussion boards in each lesson tutorial. The pre-assessment survey will be given through a Google Form (2014) which is embedded into the Sophia tutorial Accounts and Website Access. The practice quiz will be assessed by the success of each teacher being able to create a working Socrative website with

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interactive questions and tools for their learners. If other teachers are able to access the site with ease and pass the quizzes, then the creating teacher has successfully mastered the objective of understanding the Socrative website. To evaluate the training session and provide feedback to the instructor, each participant will be required to complete a Google Form that is embedded into the final lesson Data Analysis located in Sophia.

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Media Selection Chart

Socrative Additional support needed - Java Plug-in - Audio access None Sophia

Computer capability requirements Bandwidth requirements

Internet access

Internet access

3.5 mbps Website has videos which must be played.

3.5 mbps Website has videos which must be played.

Who will create the media what skills are necessary?

- Teachers will create the Socractive account. - Knowledge of how to use computer.

- Instructor will upload created media to Sophia -Familiarity with using the Sophia platform and its components

Skill users need and how skills will be developed.

- The user will need to have knowledge of how to operate a computer.

The user will need to understand how to utilize the Sophia platform. These skills will have been developed in a previous professional development

ASSESSMENT AND BYOD References Brown, E. (2014). BYOD for Beaufort Schools [WEB]. Retrieved from

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http://www.youtube.com/watch?v=Yxf6O2sz7WY&list=UU92DDix2n92jHYMXgTlbJmw&feat ure=share&index=5

Brown, E. (2014). Creating Socrative teacher accounts [WEB]. Retrieved from

http://www.youtube.com/watch?v=yQ5UNesgaOg

Brown, E. (2014). Exit tickets with Socrative [WEB]. Retrieved from

http://www.youtube.com/watch?v=--ijHSo9rgY

Google form. (2014). Create a Google form. Retrieved from https://support.google.com/drive/answer/87809?hl=en Horton, W. (2012). E-learning by design. San Francisco, CA: Pfeiffer. McCann, A. (2012). A brief history of assessment [WEB]. Retrieved from
http://www.youtube.com/watch?v=7lBhMSaFNhY

Michelli, M. (2013). The relationship between attitudes and achievement in mathematics among fifth grade students. Retrieved from http://aquila.usm.edu/cgi/viewcontent.cgi?article=1162&context=honors_thesesp.
NPSEDTECHFACILITATOR. (2013). Creating a Socrative quiz [WEB]. Retrieved from http://Youtu.be/hoxFMyPRXmg

Pilgrim, J., Bledsoe, C. and Riley, S. (2012). New technologies in the classroom. Delta Kappa Gamma Bulletin, 78(4). Retrieved from http://www.questia.com/library/journal/1P32724762201/new-technologies-in-the-classroom Schwahn, C. & McGarvey, B. (2012). Inevitable mass customized learning in the age of empowerment. (p. 95). CreateSpace Independent Publishing Platform Socrative. (2014). Engage the class. Retrieved from www.socrative.com

ASSESSMENT AND BYOD Sophia. (2013). Learn. Retrieved from www.sophia.org

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Wetzels, S. J., Kester, L., van Merrinboer, J. G. and Broers, N. J. (2011). The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation. British Journal Of Educational Psychology, 81(2), 274-291. doi:10.1348/000709910X517425 Zapkiw, A. (2014). Principles of design and management in distance education, instructional unit 3: Learner and context analysis. Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/module-33/Module_3_Instructional_Unit_P3(PDF).pdf