Amy+Cravey

= EDUC 7103: Leading and Managing Educational Technology = ==Performance Improvement Intervention Project == The name of my organization is Crisp County Middle School, which teaches about 1,000 students in grades six through eight. The problem that I will be investigating at Crisp County Middle School will be how to make technology more accessible to students. Our students are surrounded by technology, but do not get to use it daily. In our classrooms, there are only two to four computers compared to twenty-five students. We currently have smart boards in language arts and mathematics classrooms, 2 keyboarding laps, 1 instructional computer lab, and at least 50 laptops in various classrooms. Unfortunately, we do not have the capabilities to let every student frequently engage in academic computer activities. Therefore, my proposal is to increase the computer to student ratio by purchasing 10 computers for each classroom. When teachers are able to put students on computers during instructional time on a regular basis, academic performance will increase and the digital divide will decrease. **Crisp County Middle School**
 * Background History:** This organziation was founded in 1965 and served as the county high school and junior high school for many years. It has only served the county as Crisp County Middle School since 1997 and it is located in Cordele, GA.


 * Problems:** Significant achievement gaps exist between African-American students and Caucasian students. Low-income, minority students are not receiving the same academic exposure as some of their high-income classmates because there is a lack of Internet access and computer usage at home and school.

** Goals of Organization :**
 * Student learning is the chief priority of Crisp County Middle School.
 * Students learn when they are actively engaged in a variety of ways.
 * A safe, nurturing, orderly, and academically focused environment, where mutual respect among all is present, promotes learning.
 * While students, teachers, parents, administrators, and community share the responsibility for student learning, the teacher leads this undertaking and makes a difference in student achievement.
 * Goals of Intervention Project:**
 * Offer more computer access for all students.
 * To decrease the digital divide between black and white students at CCMS.
 * To increase the academic achievement of all students
 * Identify ways to use the 50 laptops more frequently with students during instruction time.
 * Enhance the computer/student ratio in every classroom.


 * Mission/Vision:** The mission of Crisp County Middle School is “Learning for all...No matter what it takes! The county wide vision statement is “Learning today...Leading tomorrow! Both of these mission statements explain the dedication in educating the children of Crisp County.


 * Clientele:** administrators, teachers, parents, and children of Crisp County Middle School

**Key Personnel:** Dr. Mims, - Principal, Ms. Braziel – Assistant Principal, Ms. Rea – Media Specialist, Ms. Abercrombie – Math Academic Coach **

School Website: **[]


 * Research:**
 * Access to recent CRCT Scores that show achievement gap
 * Research proves that technology reduces the digital divide between low and high income families.
 * Research indicates that technology enhances academic achievement
 * Student population of low-income families based on free or reduced lunch program.
 * A student survey could be conducted to see what percent of students at CCMS use computers at school and home and how often.
 * Other resources are located in the school's main office or the county board of education.

= Module 2: The Performance Gap =

The performance gap in my organization is that students do not frequently have access to computers for instructional purposes. Unfortunately, technology surrounds our students, but it is not readily available for students to utilize in enhancing their academic knowledge. The student to computer ratio is currently 13:1 and it needs to become 1:1. I think every student should be allowed to use a computer for academic instruction at least two hours a week.

This performance gap exists at Crisp County Middle School for several reasons. First, the school system lacks the necessary funds to obtain more computers. Second, classrooms are not large enough to accommodate twenty-five computers, students, and desks. Third, using computer activities is difficult to incorporate with only three computers and twenty students. If the school system is aggressively trying to obtain classroom computers through grants or other types of funding, achieving a 1:1 student to computer ratio could be possible within five years. =Module 3: Intervention Strategies = I have analyzed different intervention strategies and have realized that creating a 1 to 1 student to computer ratio will require more than $50,000. Therefore, my goal is to establish a 2:1 student to computer ratio in several math classrooms. There are several benefits for providing a 2:1 student to computer ratio. First, teachers would be able to target individualized learning needs by assigning appropriate computer-related activities. Second, teachers would be able to teach using small groups (teaching 12 students at a time versus 24 students). Third, teachers will be able to help more students and provide specific feedback using smaller class sizes. Fourth, research demonstrates that when computers are used in schools for instructional purposes, they help to create lifelong learners, foster creativity, develop higher-order thinking, teach research and analysis, and better prepare students for the workplace (Rusten, 2002). I would purchase 10 computers and place them in 1 math classroom, which already has two classroom computers. This math class would have 12 computers, and it would be able to teach using a 2:1 student to computer ratio. Therefore, the teacher could split the class in half and some students will be working on computers, while others are receiving assistance from the teacher or working on hands-on activities. Each computer purchase would be $400, which would cost $4,000 dollars for purchasing 10 computers. A $1,000 would be spent on labor for installing and setting up these computers to work properly on the school network.
 * __Low-cost Strategy__**

I would create a computer lab for the math department that consists of 25 network computers. Twelve math classes would be able to use this lab once every two weeks. It would require $10,000 to purchase 25 computers at $400 each. Onsite labor, delivery handling, and installation of new computers would be about $4,075. The estimated cost for a technician to maintain the upkeep of these computers would be about $10,925.00.
 * __Medium-Cost Strategy__**

I would purchase 50 computers and place 8 or 9 computers in 6 math classrooms. The cost for each computer would be $400, which would cost around $20,000. After installing new computers, these math classes would have 12 computers and a 2:1 student to computer ratio. $15,000 would be spent on training teachers to use computers and instructional strategies effectively in the classroom and substitute teachers for teacher release time. $15,000 would be spent on maintenance and upkeep of these computers.
 * __High-Cost Strategy__**

GA Department of Education. (2010). Title One Annual Reports. Retrieved from []

Rusten, E. (2002). Computers in Schools. // Digital Opportunities for Development //, //a sourcebook for access and applications Learnlink Models and Case Studies.// pp. 207-247. Retrieved from [] = __Best Intervention Strategy__ =

I believe my high-cost strategy will be the best solution for my performance intervention project because it will make technology more accessible to a larger part of the student population than my other intervention strategies. The goal of this intervention project is to improve student achievement, especially in the area of mathematics, by acquiring the said technologies. This project has the potential to be successful because a large amount of money is available for sustaining the use of these computers. Establishing six math classes with a 2:1 student to computer ratio will create an excellent evaluation project. One will be able to analyze the performance of students, who use computers frequently during instruction compared to six math classrooms, who did not use computers frequently during instruction. If a 2:1 student to computer ratio enhances academic performance, obtaining more computers will become a school priority. Each year the school receives Title I funds from the state to aid in enhancing education through technology. According to the GA Department of Education, Crisp County Middle School received $299,768.00 in title one funds to aid in the education of low-income students. We have also applied and received several technology grants. Therefore, I think we will be able to acquire the necessary equipment for improving the student to computer ratio and eliminating the performance gap using state and grant funding. =__ Module 4: Justification __=

​ “The goal of the human performance technology model is to bring about change in a systematic way to improve achievement” (Stolovitch, & Keeps, 1999). Therefore, as I analyzed each intervention strategy, I choose the intervention strategy that would have the greatest impact on transforming the student to computer ratio. I believe all of my intervention strategies would improve instruction. However, option three would provide the best solution for changing the student to computer ratio, enhancing academic instruction, and eliminating the performance gap. Therefore, as I serve as change agent in this intervention project, I will strive to improve student achievement, especially in the area of mathematics, by acquiring more computers for students to use during instruction.

My low-cost intervention strategy only provided ten computers for one classroom. Therefore, I did not choose my first intervention strategy because the success of its implementation would not be long term. Changing the student to computer ratio in one classroom would not have a big impact on the school’s performance gap. Sustaining the maintenance of these computers would be difficult considering all the money was spent on computer purchases and installation. According to my school research, only 100 students out of 900 would benefit from the purchase of these computers. It would be difficult to evaluate the effectiveness of classroom computers on such a small student population.

My middle-level intervention strategy was the development of a computer lab with twenty-five network computers. There are several strengths and weaknesses for my middle-level intervention strategy. First, 300 students would receive more time to learn using computers compared to 100 in my low-cost intervention strategy. Second, maintenance and technical support are included in the budget, so the computer lab would be a durable resource for many years to come. Unfortunately, this valuable resource would not eliminate the performance gap. This intervention strategy would only increase the computer time of 300 students out of 900 students, which leaves 600 students with limited or no access to technology.

Creating 6 math classrooms with a 2:1 student to computer ratio will be the best solution for my intervention project. This intervention strategy will make technology more accessible to a larger part of the student population than my other intervention strategies. Over 600 students out of 900 students would use computers frequently during mathematics instruction. Funds have also been allocated for training, implementation of computer-based instruction, and the maintenance of these computers. Therefore, this project has the potential to be successful because a large amount of money is available for sustaining the use of these computers effectively in the classroom.

As I searched for strategies and data for improving academic performance and gaining more computers for instruction, I interviewed the school media specialist, head secretary, and principal. It has been very difficult to locate information about how much money has been spent in the last five years on technology and where all the funding came from. However, my greatest resources have been the GA Department of Education Data Reporting documents and school grants that have been received in the last few years (2010). Therefore, my research about the benefits of increasing computer access and usage for students and teachers in today’s classrooms has been a valuable asset to my performance improvement intervention project (Appendix A).

GA Department of Education. (2010). School Profile and Facts Retrieved from []

Stolovitch, H.D., & Keeps, E. J. (1999). What is human performance technology? In //Handbook of human performance technology: Improving individual and organization performance worldwide// (2nd ed.). San Francisco, CA: Jossey-Bass. Retrieved from @http://web.utk.edu/~cis/hpt/hpt%20defined.pdf

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 * 1) Project Management Techniques
 * 2) Appendix A - Research of Computer Access and Usage
 * 3) Appendix B - Technology Curriculum Resources

** Module 5: Financial, Technical, and Assessment ** The financial budget below will purchase 50 desktops computers that are connected to the Internet and school network. Students will be able to use these computers on a daily basis. This budget is broken down into three major categories, which are the acquisition of equipment, setup and maintenance of these computers, and teacher training and implementation.



= = = =

=Project Assessment/Evaluation Plan = = Objective: To develop a school culture that implements the effective use of technology for teaching all students the GA Performance Standards. =

= Formative Assessments = Students will complete weekly tutorials or games on computers and teachers will monitor academic progress. The goal is to show that frequent computer usage in mathematics improves academic performance. Teachers will document the time and results of academic practice on the computer. Through pretests and posttests, we should be able to see if computer-based instruction is improving academic achievement. tutorials or games ||= Teacher Observation ||
 * = Documentation ||= Evaluation Tool ||
 * = Time spent on computer
 * = Results of academic practice ||= Pretests and Posttests ||