1. Brief Abstract

This purpose of this technology cohort is to design and develop online supplemental instructional modules that provide a multimedia-rich learning experience similar to that available in a face-to-face or hands-on teaching environment. These modules would cover basic technology deficiencies of students entering the SOE teacher preparation program and be available initially to students enrolled in within TL 400 – Media and Microcomputers in the Classroom. Theses online modules would eventually be available to all courses and students within the SOE.

2. Two-Three paragraph expression of the reason this cohort should be

formed, what the area of interest is why it is important, and an

expression of the general nature of the issue to be addressed.

It is essential that each new teacher be given the opportunity to learn about technology and acquire the necessary skills to effectively use technology to enhance the educational experience of their students. Basic technology skills are not currently addressed in any consistent manner within pre-college institutions or at the University of Kansas.

The result is that students enter into coursework at the university level with a wide variety of technology experience and skills. The development of supplemental instructional modules could help to meet the needs of this diverse population of students and increase the potential for student success within the program.

3. Members - Name members of the cohort who have already begun work, or identify the "types" of people who will be recruited for the cohort and their roles.

Dr. Steven Smith – SOE Faculty

Christopher Heatwole - SOE preservice student

Irene Ratzlaff – SOE preservice student

Michael Kravets – Technology Coordinator for the Basor-Linwood SD

Tyler Stransky – K-12 “Generation Why” Student.

4. Process and Scope of Work

During the initial stages of development (January 2000 through May 2000), the cohort will meet regularly to discuss, evaluate and plan the modules. Drawing from the experience levels of its members, this cohort will aggressively pursue the completion of its vision.

Once scope and sequence have been developed, cohort members will begin constructing the supplemental instructional modules.

5. Deliverables

The product(s) created by this cohort will be online supplemental instructional modules for use in teacher preparation programs that address the skill-based deficiencies present in SOE students enrolled in TL 400.

6. Timeline

Stage 1: January 2000 – May 2000

examine the problem by gaining an understanding of the various levels of expertise present in the student population.

Stage 2: August 2000 – December 2000

Design online supplemental instructional modules that address the most pressing skill deficiencies present within the student population.

à December 2000 - End of cohort involvement ß

Stage 3: January 2001– May 2001

Evaluate the effectiveness and educational value of the online modules

Stage 4: August 2001

implement the supplemental instructional modules within TL 400 – the introductory technology course offering at the University of Kansas.

Stage 5: August 2002

expand the distribution of the modules to include the SOE and post graduate students accessing online.

7. Resources

The following resources are requested at this time to complete this project:

1) Macromedia Authorware (CBI Software) – provided through the resources of the Regents Center.

2) Macromedia Dreamweaver 4.0 (Webpage authoring software) – requested purchase from LearnGen resources.

3) Macromedia Fireworks 4.0 (Web graphics software) – requested purchase from LearnGen resources.

8. Institutionalization/Extension

By providing supplemental instructional resources that would be available to all students and faculty, this cohort is serving the continuing needs of the SOE.

All modules will continue to be evaluated over time and new modules will be added to the supplemental instructional framework. Support for the creation and modification of modules would come from TL 400 students and faculty.

9. Evaluation

Evaluation would be conducted at the beginning and end of each TL 400 course offering. The evaluation would be designed to measure the overall level of a student’s technology skill base as well as their individual understanding of the role of technology in education.