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Sean Hughes EDIT 242Practicum Report August 29, 2007

Practicum Report

San Jose Unified School District:

Instructional Technology Department

Sean Hughes

EDIT 242

Summer 2007

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Executive Summary

San Jose Unified School District is a district that employs an extremely large

number of teachers and educators. All teachers are issued a Macintosh Laptop, and are

expected to use technology in almost every aspect of their job. Also, all schools have atleast one computer lab, and most classrooms have at least one computer. Teachers and

educational staff must use, the computers they are issued, but the Districts e-mail as wellas other educational software programs the District has purchased proficiently.

The Instructional Technology Department is in charge of making sure that all

teacher and educational staff know how to use these programs and tools efficiently, aswell as keeping them updated on changes that occur with each of these tools the teachers

use. Unfortunately, there is no easy way to train all of the teachers and educational staff

of San Jose Unified School District in an efficient way. Instructional Technology needs

of a way to produce job aides that answer simple and introductory questions of how touse certain forms of software and hardware.

The purpose of this practicum project is to produce job aides that can be easilyunderstood, keep the interest of the reader, and be mass-produced for use by teachers,administrators, and others for learning purposes. Also it would be helpful is these job

aides could be used by Technology staff for training purposes. This would allow a

Technology Trainer to train his or her staff in the given software application, as well asgive the learners (teachers and other educational staff) a handout that could be used as a

reminder for later use.

As the purpose of this practicum is already clearly stated, and its audience has

already been decided, surveyed, and evaluated there will be several parts of theinstructional design process that will be missing in this report. Simply put, these steps

were not needed for this project. Other individuals in the Instructional Technology

Department of San Jose Unified School District had already completed these steps inother projects. While all parts of the instructional design process will be included in this

report, those not needed will be labeled, Not Needed.

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Table of Contents

Executive Summary Page I

Table of Contents Page II

Analysis Page 1

Statement of the Problem Page 1

Needs Assessment Page 3

Task Analysis Page 4

Design and Development Page 5

Background Page 5

Instructional Material Page 7

Implementation Page 8Configuration Page 8

Environment Page 8

Resources Page 9

Evaluation Page 10

Appendix Page i

Appendix A: Instructional Materials Handouts Page i

Appendix B: Completed Evaluation Form Page xxvi

Appendix C: Practicum Work Log Page xxvii

Appendix D: Letter of Recommendation from Supervisor Page xxx

Appendix E: Practicum Work Log Page xxx1

Appendix F: Practicum Work Log Page xxxiv

Appendix G: Intern Placement Page xxxix

Appendix H: Intern Information Form Page xl

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Analysis

Statement of the Problem

Introduction: San Jose Unified School District has a very large teaching and

educational staff. All of its teachers are issued Macintosh laptops and are expected to be

able to use the computer and other software within the context of their professional

duties. In fact, each teacher has a section of his or her evaluation form that addresses use

and proficiency of technology. Likewise, other (non-teaching) staff members must also

know how to use software that is routinely used by the District Office. Forms of this

software include: the districts email system; First Class, Edusoft; a computerized grading

website with software and hardware of its own, Nettrekker; an education reference site,

the Districts Intranet and Professional Development site, and the list goes on.

As there is no efficient way to get the entire staff trained in these forms of

software and hardware, and keep their knowledge up to date as new updates happen, it is

imperative that the Instructional Technology department of SJUSD find a way to easily

train the staff of each school within the district with out spending all of its time training

and retraining teachers.

In June of 2007, I was brought in the Instructional Technology department with

the purpose of implementing a way that the department could easily train teachers and

other staff on some of the more widely used software by the district. My supervisor had

the idea, after studying and surveying the needs of the staff, to design Job Aides that

would be able to be used either on their own, or in conjunction with training to help the

staff of the entire district learn what is needed for several forms of widely used software.

These job aides would also be helpful as reminders, as they could be handed out, or

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placed on the Help section of the districts Intranet page. In this way, after a training (or

in the absence of one), any member of staff would still have access to these job aides as a

way to jog his or her memory of certain steps he or she might have forgotten.

Condition: Employees of San Jose Unified School District are not trained on how

to use certain software widely used by the district.

Criterion: Employees of San Jose Unified School District need to know how to

use these forms of software in order to function properly within their job descriptions.

Possible Causes:

Training the entire staff of the district each year is not feasible.

Staff members can soon forget the information presented in trainingsessions after the training is over.

If staff forgets training, is there a way they can access the informationwithout going through another training session?

Symptoms: Employees do not know how to use needed software the district has

purchased licenses for in order to make their job easier.

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Needs Assessment

As the Needs Assessment was done before I was brought in on this project, it was

not needed at this time.

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Task Analysis

As the Task Analysis was done before I was brought in on this project, it was not needed

at this time.

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Design and Development

Background

I was given this assignment first because of my familiarity of all of the

programs/software that needed to be addressed. As I am the Technology Coordinator of a

high school, it is essential that I know how to use almost all of the software that any of

the staff at my school site might need to use. It is also necessary that I be able to train my

staff on how to use any of the technology that is available to them. That being said, it was

only natural that I be given this first part of creating job aides to help train staff on how to

use certain, widely used software. As stated earlier in this report, it would be fairly

unfeasible to train the entire San Jose unified School District staff at any one time.

However, the overall plan is to break this training up into sectional chunks, surveying

the entire staff of the district and creating a Needs Assessment and Task Analysis,

creating the tools that will be used in the training (this is my part), then creating the

instruction that will use the tools (this will be done by a team within the Instructional

Technology department), then finally to implement the training at the site level where

each Technology Coordinator is responsible for his or how own site and staff. This last

step will begin to happen after the 2007-2008 school year.

Once the Analysis Phase and Task Analysis was completed, it was deemed

necessary that the entire project be broken up into three successive sections:

Create Job aide tools for use in instruction and for reference. Creation of instruction by a team of Technology Coordinators (each focusing

on a specific software application) with in the Instructional Technology

department.

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Direct instruction of individual school site staffs by site TechnologyCoordinator.

As I was involved, and solely responsible for the first of these sections, it was

important that I have some guidelines to adhere to. After discussing what was needed

with my supervisor, it was determined that these guidelines would be:

Use software called Comic-Life to create Job Aides. Job Aides should be one page, but for some instructions, multi-pages will

be necessary.

Job Aide designs should be uniform but unique for each application. Job Aides subjects will be the following:

o Edtek (District Email Application) Changing password Exporting emails Creating Folders Creating Horizontal/Vertical Dividers

o Edusoft (A computerized grading/test making software website) Registering for the first time Creating tests Grading tests

o Appleworks (The old word processing program used by SJUSD) Converting Appleworks to MS Word Saving Appleworks as MS Word Document

o Making a .PDF (How to do this with a Macintosh)

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o Registering for Nettrekker (A website of education resources)o Professional Development (Part of the SJUSD Intranet)

Registering for Professional Development Signing up for a Professional Development Class

Instructional Materials

The instructional materials designed for this practicum can be found in Appendix

A of this report.

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Implementation

Configuration

The learners who will be attending the trainings, and using these job aides will be,

for the most part, college educated individuals. This is a definite for all of the teachers

and administrators who attend the trainings. However, this cannot be said of all

educational staff. What can be said of all attendees is that they are all motivated learners.

I expect that all learners will eagerly want to learn about the software, and, after the

lessons are over, they will continue to find out new thing about the software that was not

covered in the training. It is important to note that, in designing the actual lessons that

will be used in the training will cover only the basics of the software. However, the

lessons sold accommodate the beginners as well as the experienced computer learner.

Environment

The classrooms where the trainings will take place will vary from site to site.

However, it can be assured that computers will be available for all learners. Also, all of

the software being taught will be on all computers. There will be an LCD projector,

screen, speakers, and Internet access to facilitate the training.

Most importantly, though, it is necessary that the lead trainer have an aid to help

him or her ensure that all learners understand the curriculum. As trainings go, it is

important that all questions are answered as they arise. However, this can impede the

flow of the lesson for others. Also, problems that only affect a few might also slow the

lesson. Rather than stop the entire lesson, it is helpful to have an aid that will be there to

help answer small questions, help with quick problems, and help the instructor circulate

around the room. This is very helpful when teaching computers.

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Resources

The instructional requirements for the instructor are the same for the learners. The

instructor must have a computer with access to the Internet, and all software already

installed. Special note: It would be good for the instructors computer not to have any

passwords or usernames saved. This can cause the instructor to miss steps, or assume that

the learners already know what he or she is there to learn. The LCD projector is there to

make it easier for the learners to see the instruction being presented by the trainer. The

handouts (Appendix A) are to be given out to the students during each training session.

These handouts will serve as a teaching aid, as well as helpful reminders after the

trainings are over.

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Evaluation

The formative and summative assessments are not needed for this part of project.

They will be completed in the creating of instruction using the job aides. However, as I

have finished the job aides, I have completed a formative assessment for them. The

formative assessment consisted of two phases: one, a few questions about each job aide

to a subject matter expert and my supervisor; and two, after review and revision from

phase one, the same questions will be asked to a fellow instructor who, most likely will

be teaching the training at his school site. Formative assessment sheets will not be crated

for this part.

Phase One:

After several first draft reviews of each of the job aides, the subject matter expert

had some good critiques for me. First, she chose the job aide that had the best overall

look and feel to it. Then, we would whittle down any superfluous information/instruction.

Her main criticism was the use of color and other P.A.R.C. principals. As this was a

design issue, I had to defend why I designed the job aides the way I did. While this was a

blow to my ego, in the end I felt that the discourse was helpful. After all was said and

done, she told me that the job aides were easy to use and easy to understand and follow.

Phase Two:

After review and revision by the subject matter expert, the fellow instructor also It

was easy to use and easy to understand and follow. The evaluator was able to use the job

aides and complete the task at hand. He thought that the layout was appealing to the eye

as well. His only advice was to put a software version number at the top of one of the job

aides in order to clear up any confusion.

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Appendix A

Instructional Materials and Handouts

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Appendix B

Completed Evaluations and Student Comments

Student Evaluation of I.T. Practicum Experience

Date: August 28, 2007

Student Name: Sean Hughes Phone: 408-547-7634

Company: San Jose Unified School District Supervisor: Kurt Kuhlman

Organization type (government, K-12, corporate, etc.): K-12 School District

Rate the skills and activities that you were involved in (rate only those that apply).

(1-poor 2-needs improvement 3-average 4-above average 5- excellent)__ Needs Assessment 3 Task Analysis __ Instructional Design

4 Instructional Development 4 Implementation __ Evaluation/Testing

3 Web-Based Design __ Media Selection __ Survey Development

3 Communication Skills 5 Promptness/Reliability __ Initiative/Resourcefulness

4 Technical Skills __ Research/Data Analysis __ Administration Tasks

__ Other_____________________ __ Other_____________________ __ Other________________

Please rate your experience as a practicum intern (rate only those that apply).

(1-poor 2-needs improvement 3-average 4-above average 5- excellent)

4 Treated as a professional 3 Current skills utilized __ New skills developed

3 Included in the organization __ Adequate office space __ Adequate resources

4 Supervision 4 Description of tasks/duties 4 Professional role models

3 Interest shown in intern

How will the practicum experience effect your employment decisions for the future (check all that

apply)?

__ Increase level of responsibility __ Changing from current field __ Acquired new knowledge

__ Discovery of "ideal" job X Made new contacts __ Other________________

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Would you recommend that other practicum students complete their practicum at this organization?

Yes,

I felt that the supervisor, Kurt Kuhlman, was very fair and easy to deal with. His explanation of what was

needed was clearly stated. However, I was not paid for my work. I was not given any sufficient reasoning,

except that I was an intern.

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Appendix C

Practicum Work Log

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Appendix D

Letter of Recommendation from Supervisor

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Appendix E

Resume:

Patrick Sean Hughes4767 Corte De Avellano

San Jose, Ca 95136408-978-3210 Cell 408-547-7634

E-mail: [email protected]

Objective

I love learning. Bringing to life this love of learning influences and drives myteaching style. My goal is to inspire lifelong learning skills in my students (whatever age)

in any subject I teach. This is why I became a teacher.

Education/Certifications

2006: Began working on Masters in Instructional Design at San Jose StateUniversity (Finished Spring 2008)

2004: California Professional Clear Multiple Subject Teaching Credential 1999: E.C.D.L. Certificate: (European ComputerDriving License) States that

. . I am knowledgeable of and efficient in the programs of Microsoft: Cork,Ireland

1999: Diploma in Web Authoring Presenting by FAS and the Institute of . .. . . Commercial Management after my completion of FAS Course: Cork, Ireland

1999: FAS Training Course: Internet Skills and Web Authoring: Cork, Ireland 1997 Multidiscipline Teaching Certificate with emphasis on Earth Science and

History

1997 Bachelors of Science from Texas Tech University, Lubbock, Texas 1992 High School Diploma from Mac Arthur High School, Irving, TexasProfessional Experience

2006-2008

Technology Coordinator/Keyboarding Teacher

Willow Glen High School

Responsible for planning and training all teachers in their technology andsoftware needs

Responsible for all technology upkeep at Willow Glen High Responsible for all budget revenues, ordering all technology supplies, tracking

budget resources, and organizing budget records

Responsible for keyboarding curriculum and projects School Site Council. Skills included: Developing a school wide plan and vision

(focusing on technological aspect), researching and deciding how the fiscal

budget should be allocated, and sharing those plans with the faculty.

2004-2006

7th

Grade Core (Language Arts and Social Studies)

John Muir Middle School

Responsible for Core (Language Arts and Social Studies) curriculums andprojects

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Integral Team member of School Curriculum Planning Team; Responsible forcreating curriculum for 6

th, 7

th, and 8

thgrade Language Arts and Social Studies

Member of Fund Raising Committee: Responsible for fund raising school-wide aswell as within Language Arts and Social Studies department

6th

Grade Earth Science and 8th

Grade Physical Science

John Muir Middle School Responsible for earth and physical science curriculums, all labs, and projects Integral Team member of Science Fair Competition; Responsible for inspiring

and leading students in the right direction towards a winning Science Fair Idea

and project

Member of Fund Raising Committee: Responsible for fund raising school-wide aswell as within Science department

2000 to 2004

7th Grade Life Science Teacher

Steinbeck Middle School of the San Jose Unified School District

Responsible for life science curriculum, all labs, and projects Head of Science Department. Responsibilities included: Acquiring budget

revenues for special project (i.e. the Science Exposition), Ordering all science

supplies, Tracking budget resources, Organizing budget records

Science Exposition team member. Responsible for handling displays of studentwork.

School Site Council Faculty Representative 2003 to 2004. Skills included:Developing a school wide plan and vision, Researching and deciding how the

fiscal budget should be allocated, and sharing those plans with the faculty.

Tech Fellow: Tech Museum of Science and Innovation. Designing andimplemented Design Challenge curriculum that incorporates hands on activities

and critical thinking skills through the science disciplines. Involved in Community Conversation. A Public Engagement bolstering district

and community relations.

Union representative between the years 2000 to 2002.1998 to 1999

Class Room Teacher (5th Grade)

Wallace Elementary of the Richardson Independent School District

Responsibilities include: Curriculum planning and teaching reading, writing,math, history, science, health, and computer skills, classroom management,organization of grades, and organization of field trips.

Lead organizer of Invention Convention: A competition where students inventitems.

References

Elaine Farace, Principal. Willow Glen High (408) 535-6330 Jackie Zeller, Assistant Principal. Willow Glen High (408) 535-6330 Kurt Kuhlmann, Instructional Technology Coordinator for SJUSD (408)-535-

6420

Shannon McGee, Principal. John Muir Middle School (408) 535-6281

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Lynn Stacey, Principal. Hoover Middle School: (408) 535-6274 Teresa Gafford, Principal. Wallace Elementary: Richardson, Texas (214) 503-

2453

Virginia Boswell, Master Teacher. Richardson I.S.D. (972)643-7607Computer Skills

Macintosh OSX and Microsoft's Windows 2000 OS: Proficient Microsoft's Windows 95, 98, 2000 MS Office 97, and 2000: Proficient Adobe Creative Suit and Studio 8: Proficient HTML and JAVA Script: Proficient 1996: Research assistant to Professor Sandra Cooper Ph.D. Responsibilities

include: Teaching college students Microsoft's Power Point and computer

scanners to make a computerized portfolio.

Professional and Volunteer Organizations

Phi Kappa Phi Member 2007 San Jose Teachers Association: Union Representative from 2000-2002 National Science Teachers Association 2002 2004: Member Texas Student Educators Association 1995 - 1997: Community Service Officer Lubbock County Youth Center 1996: Educating Incarcerated Youths.

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Appendix F

Presentation

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Appendix G

Intern Placement Report

Internship Placement Report Form

One of your first assignments BEFORE you begin your internship is to write a brief project description reportfor your faculty advisor. Your report should include the information listed below. Enlist the help of your SiteSupervisor to complete the report BEFORE you begin your internship. Complete the report using a wordprocessor (the field cells will expand as you write), print it, sign it and have your Site Supervisor sign.Submit the report to your Practicum Instructor. This report form is typically 2-3 pages long.

Your Name: Patrick Sean Hughes Email: [email protected]

Preferred contact phone number ( home work X mobile): 408-547-7634

Internship Site Information

Company or Organization Name: San Jose Unified School District

Division or Subunit Name (if applicable): Instructional Technology

Site Supervisor Name: Kurt Kuhlman Title: Supervisor of Instructional Technology

Phone number: 408-535-6041 Email: [email protected]

Address: 855 Lenzen Ave, San Jose, Ca. 95126

Internship Project DescriptionWrite a summary of the nature of your assigned responsibilities and the scope of your project(s). Includethe names of the people with whom you will collaborate. Identify the target audience for the project(s). Forthe scope of the project, include a description of the proposed breadth and width of the project, as wellas, a clear description of the planned finished product (deliverable).

My internship will be with San Jose Unified School Districts Instructional Technology

department. As I do, indirectly, work for this department, the subject of my internship will tie into

what I do during my normal work time. However, there is a major difference in my normal work

and what my internship duties will be.

As the TSG, Technology Service Group, for a high school, one of my duties is to help

train the teachers with using their computers and the programs contained with in. Normally, I will

gather teachers together in what would amount to a training class. This way I could help each

teacher out on a one to one basis as needed after my teaching is concluded. I have done this ondifferent occasions through out the school ear. My practicum assignment will be to train teachers,

and other TSG, but in a way that uses a more graphical design format.

My practicum is to use the program Comic Life to create one-page instructional forms

that show teachers, administrators, and other staff members how to use different systems,

programs and other useful parts of their computers. These instructional aids could be considered

akin to job aides. These job aides would go into a binder that all TSGs have at their school sites,

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and would, therefore, be able to teach teachers, administrators, and other staff members the

information I have designed with out necessitating the need for me to leave my school site.

This is a radical departure from what I am use to doing. As stated above, I train teachers

in a one to one format. Changing from a one to one training style to a one-sheet job aide teaching

style will be a challenge. Not to mention the fact that I dont feel that graphic design is my

strongest field, this will be a challenging practicum for me. Another reason why this practicum

will be a step away from the ordinary is that I do not know how to use the program, Comic Life. Ihave never even used the program before. There will be a significant learning curve with in the

first week.I do not know right now how many job aides I will be responsible for. However, I do

know that I am the only one being given this assignment. There are a countless number of

subjects that I can choose from, but I know that I will need to have several job aides completed

before my practicum is up. This job will be one of solitude, which is fine with me. I will work on

my own time, and in my own way. I have the tools and the software available to me on bothlaptop and desktop, so location will not be a problem. When done, I will submit my job aides in

to Kurt Kuhlman at the San Jose Unified District Office. Since his department, Instructional

Technology will be open all summer long. He will be my immediate superior and the only one

with whom I collaborate or work with. However, since he will be busy working on his own

agenda, I know that my contact with him will be minimal except for submitting my finishedproducts.

The finished job aide/instructional sheet will comprise of simple instructions placed in a

storyboard format. There will then be word bubbles and other attention grabbing icons as well as

other graphics that will capture the readers imagination. Being that the job aides will be made

using the program Comic Life, they will be designed to look like a comic strip to entice the reader

to continue reading. The instructional will be simple and to the point because there will only be

the one page to work with. If the job aide is going to be a complex set of instructions, it will need

to be broken up and each section will be put on a different page, or the reader will be referred to

previous job aides.

This is a practicum that I really feel passionate about completing. This will not only

coincide with the requirements for my Masters, but it will also help me develop my skills in

graphic design (something I really feel I need to do). Also, the work I will be doing will help anumber of teachers, administrators, and other individuals who are trainers like me in this district.

Create a schedule or timeline of the project that clearly shows the days, hours, and location you propose toconduct the work of your internship and the proposed completion date. Include the milestones in theproject work, if any.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 1 Rest 4.5 4.5 4.5 4.5 4.5 Rest

Week 2 Rest 4.5 4.5 4.5 4.5 4.5 Rest

Week 3 Rest 4.5 4.5 4.5 4.5 4.5 Rest

Week 4 Rest 4.5 4.5 4.5 4.5 4.5 Rest

Your instructor may plan a visit with your Site Supervisor at your internship site. Please include a map anddirections from SJSU to the Site Supervisors location in your report.

___________________________________________ ___________________________________________Your Signature Date Site Supervisor Signature Date

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Appendix H

Intern Information

Student Information Form

Your Name:Patrick Sean Hughes Email:[email protected]

Preferred contact phone number ( home work mobile): 408-547-7634

IT courses completed:EDIT # Course Name (Description)226 Instructional Design Seminar273 Graphic Instructional Resources187 Instructional Strategies for Teachers and Trainers271 Web Based Instruction242 Practicum In Instuctional Technology221 Research Seminar in Instructional Technology275 Educational Photography228 Media Materails: Web

Professional interest:

I love learning, and I especially love learning about new technology. I also want to share what I know withother people. This is why I became a teacher. My goal is to teach adults and children how to master thetechnology they have around them, be it for job related purposes or personal use.

Special skills:

One of my specal skills is the ability to learn how to use a program quickly. I have been asked to teach

certain programs, which I was unfamilier with, to both children and adults, and I have been able to learnand understand the program well enough to teach it to the students in my charge.Other skills include:Web-based instructionCurriculum DesignManaging othersProficient use of Macintosh OS (as well as Windows OS)

The ideal practicum:

The ideal practicum for me would be one in which I am presented with a problem, and then told to go andfix it. I tend to be a solitary worker/learner, but I am not against working in groups. I have been both aleader and just a member of different groups that I have participated in.I would like a practicum that allows me to teach other about technology, either in person, web-based, or by

creating curicculum that others will follow. Even though I know this is a 90 hour practicum, I like to work atmy own pace.

Speci al condi t i ons:

Practicum 242

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