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Computer Technology Training (CTT)for Parents of On-Line Learners
Hesham Diab
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EDUCATIONAL VISION
“Docendo discimus” This Latin proverb coined by the ancient Roman philosopher Seneca almost two thousand years ago, literally translates to “by teaching we learn.”
CPSEL: 1,2,6
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Inaugural yearPrivate high school (Celerity Education Group)
Sixteen 9th graders. Online learning
CPSEL: 6
http://www.youtube.com/watch?v=Zv8T3troUMI
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DEMOGRAPHICS
SEXFemale (11)Male (5)
RACEHispanic (14) African American (1) Asian (1)
CPSEL: 6
Race
HispanicAsianAfrican American
Sex
MALEFEMALE
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COMPELLING NEEDS
1. To maintain scholarship, minimum grade = B.2. Parents require technological “know-how.”3. Two different online portals.
CPSEL: 5
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INQUIRY QUESTION
How will the implementation of a computer and technology training program for parents impact student achievement?
CPSEL: 2
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PAR TEAM
Teachers:1. Mr. Diab—math & science2. Mr. Doute—humanities
Administration:3. Ms. Macias—principal4. Ms. Beck—director 5. Ms. Munoz—office manager
CPSEL: 6
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RESEARCHAUTHOR (year) 1
Involving parents improves student success
2Parent attitudes towards being “involved”
3Computer training improves parents’ capacity
4On-line learning vs traditional
Notes
Yip, M. (2003). X experiments on www
Reynolds, D., Treharne, D., and Tripp, H. (2003). X x X Reality vs
hopes
Underwood, J. and Szabo, A. (2003). x
Cheating, academic offenses
Conlon, T. and Simpson, M. (2003). X X X x
Comparative (www vs
traditional)
Terale, P. (2003). x x x x Implementation of ICT
Epstein, J. L. (1991). x xEffects on student
achievement
CPSEL: 5
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RESEARCHAUTHOR (year) 1
Involving parents improves student success
2Parent attitudes towards being “involved”
3Computer training improves parents’ capacity
4On-line learning vs traditional
Notes
Henderson, A. T. (1987). x x x evidence for
parent involvement
Epstein, J. L. (1984). x x School policy
& parent involvement
Lunenburg, F. C., & Irby, B. J. (2002). x x Parent
involvement
Dik, D. W. (1984). x x xEmpowering
parents through CTT
Hammonds, S. (2003). x x x x Impact of on-line learning
TOTAL 9 8 6 6
CPSEL: 5
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PROJECT MISSION
Increase students’ success in on-line courses by enabling parents, to monitor and support their
students outside the classroom.
CPSEL: 1,2
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PAR cycle 1
AGENDASubmitted 11/20Approved 11/26
CPSEL: 1,2
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PAR cycle 1
FLIERInitially there was
only one night scheduled.
CPSEL: 1,2
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PAR cycle 1
RSVPTwo separate sessions were
eventually scheduled.
CPSEL: 1,2
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PAR cycle 1• FOOD– Key component in creating a
comfortable atmosphere.– Food first!
• TRANSLATORS– Ms. Macias & Ms. Munoz– Time was not factored
• FLEXIBILITY– Both sessions combined into
one large group.• SUCCESS– Will be a permanent fixture in
Back-To-School night.
12/5 & 12/7
CPSEL: 1,2
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TIMELINE
• 2013: October (PAR project approved)• 2013: November (RSVP)• 2013: *December (two sessions)• 2014: *February 21st (Open House)
Note: indicates training.
CPSEL: 1,2,3,4,5
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PAR cycle 2• Computer Training
scheduled on 2/21/14 as part of Open House
• Agenda identical.• Data Collection– Questionnaire– Survey
STUDENTCENTERED• Students taught
parents during evening.
• How is this specifically impacting students.
CPSEL: 1,2
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Methodology (Mixed)
QUALITATIVE• Field Notes• Student Questionnaire
Note: indicates data collected after 2nd PAR Cycle.
QUANTITATIVE• Student Survey• Parent Survey• Grades
CPSEL: 2
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Field Notes (Qualitative)
CPSEL: 2,5
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STUDENT SURVEY
CPSEL: 1,2
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PARENT SURVEY
CPSEL: 2
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ANALYSIS: STUDENT QUESTIONNAIRE
• In the qualitative portion of the student survey, the students expressed their issues with taking their courses on-line.
• The main reasons the students experienced problems were due: to lack of accessibility to certain websites; the speed of the internet; and the teacher as well as the scheduling of tests and classes.
CPSEL: 1,2
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ANALYSIS: STUDENT QUESTIONNAIRE
• In the quantitative portion of the student survey, the data was analyzed with MS EXCEL.
CPSEL: 1,2
CPSEL: 2 AVERAGE
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ANALYSIS: PARENT SURVEY
CPSEL: 2
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ANALYSIS: PARENT SURVEYID # PRE (overall average) POST (overall average)
1P
1.40 3.20 +1.82P
4.00 4.00 03P
3.80 5.00 +1.24P
3.30 5.00 +1.75P
4.50 4.50 06P
4.20
* (missing data) * (missing data)
CPSEL: 2
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ANALYSIS: Parent Survey• Parents 1,3,4
INCREASED• Parents 2,5 NO
CHANGE• NO PARENTS
DECREASED
CPSEL: 1,2
AVERAGE: increase of 0.94 per parent.PERCENT: that is approximately 18.8 %.
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ANALYSIS: Grades
Fall 2013 Spring 2014
• Average Math Grade:– 66.26%
• Average Science Grade– 73.12%
• Average Math Grade:– 80.97% (+14.71%)
• Average Science Grade:– 81.95% (+8.83%)
CPSEL: 2
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ROADBLOCKS
• Politics & “red tape”• Being open to others’ suggestions• Empowering others • Patience. – “The Way Things Are” (Zander and Zander 2000)
CPSEL: 1,2,3,5
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KEY LEARNINGS• A mixed methodology yields the maximum
amount of data, which can then be utilized to improve student learning.
• Technology is constantly changing—evolving.• Communication: scheduling, issues, resources,
accessibility, efficiency.• Patience. “Seek first to understand, then to be understood.”
-Stephen R. CoveyCPSEL: 2,3,4
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NEXT STEPS
• Students must be in PAR team.• Then identify factors students consider as important.• Quantify and analyze these factors.
CPSEL: 2,3,4
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LEADERSHIP • Recruiting PAR team• Organizing food• Finding translators• Being “aware” and
“present” to modify and assess the success of the program.
MANAGEMENT• Documents• Ordering & Serving Pizza• Setting up room• Assigning tasks• Communication
Leadership vs. Management
CPSEL: 1,2,3,5
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PERSONAL TRANSFORMATION
• “Leaders are visionaries with a poorly developed sense of fear and no concept of the odds against them.”
-Robert JarvikCPSEL: 1,2,5,6
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REFERENCESHammonds, S. (2003). Impact of internet-based teaching on student learning. British Journal of Educational Technology, vol 34 no 1, pp. 95-98.
Yip, M. (2003). Doing experiments on the WWW? British Journal of Educational Technology, vol 34 no 1, pp. 99-101.
Conlon, T. and Simpson, M. (2003). Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study. British Journal of Educational Technology, vol 34 no 1, pp. 137-150
Reynolds, D., Treharne, D., and Tripp, H. (2003). ICT—the hopes and the reality. British Journal of Educational Technology, vol 34 no 1, pp. 151-167.
Underwood, J. and Szabo, A. (2003). Academic offences and e-learning: individual propensities in cheating. British Journal of Educational Technology, vol 34 no 4, pp. 467-477.
Terale, P. (2003). ICT implementation: what makes the difference? British Journal of Educational Technology, vol 34 no 5, pp. 567-483.
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REFERENCESHenderson, A. T. (1987). The Evidence Continues to Grow: Parent Involvement
Improves Student Achievement. An Annotated Bibliography. National Committee for Citizens in Education Special Report.
Epstein, J. L. (1984). School Policy and Parent Involvement: Research Results. Educational Horizons, 62(2), 70-72.
Epstein, J. L. (1986). Parents' reactions to teacher practices of parent involvement. The elementary school journal, 277-294.
Epstein, J. L. (1991). Effects on student achievement of teachers' practices of parent involvement. In Annual Meeting of the American Educational Research Association., 1984. Elsevier Science/JAI Press.
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REFERENCESEpstein, J. (1988). Parent involvement. Baltimore: Johns Hopkins University
Center for Research on Elementary and Middle Schools.
Lunenburg, F. C., & Irby, B. J. (2002). Parent Involvement: A Key to Student Achievement.
Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education, 62(2), 18-41.
Dik, D. W. (1984). Empowering Parents through Computer Literacy Training.
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“TO TEACH IS TO LEARN”