Section 3

One example of Evaluation in Instructional Design is Clinical Evaluation. This is a formative one to one evaluation where the designer works with the individual learners to obtain data to revise the materials being make (Dick & Carey, 1996). During the one on one evaluation, one learner at a time reviews the instruction and give comments on it to the evaluator. The purpose of this type of evaluation is to identify obvious problems in the instruction such as unclear sentences, typographical errors, poor or missing directions and such.

Another formative evaluation is Needs Assessment. This type of evaluation is used to obtain the reason for creating the instructional program. Reviews of existing studies, test and curricula, expert's reviews and measurement of target audience characteristics are involved in gathering of data (Flagg, 1990).

A technological website that I have been trying to get teachers to use in their lessons is Discovery Education. DE is a website that offers curricular resources for students and teachers involving the ability to stream videos to use for instruction and learning.
Perceived Attributes: A relative advantage is dynamic videos to engage students in a digital world, it's ease of use and a multitude of curricular resources. Another perceived attribute is its compatibility. DE only takes a computer with access to the Internet and a projector, which we have. Another perceived attribute is complexity. Discovery Education is very easy to use. It is easily observed. The videos are easy to download or stream, save and watch later. Another perceived attribute is DE's trialability. It can be tried out before is is adopted. All of these attributes assisted in the adoption of the technology. I personally think any real lack of use has been due to a lack of time to look at it and working on TAKS test objectives.

I would use situational leadership in developing a series of professional development sessions on technology use for teachers. We could create sessions on using K-12 databases, Discovery Education and creating a class blog.
1. I would choose a team made up of a person from each grade level and one from Specials classes. I would have them choose a lesson that would be appropriate for their grade level and we could search together to find lessons. I would also introduce them to blogger and tell them to play around with it for use later. Then I would ask them to each create a short lesson appropriate for their subject or grade level that supports the TEKS. We would all show a small part of the lesson during the session. Then I would have them type up the lesson they found or created using resources from DE and submit to their grade level team.
2. The next step is moving from a directive role to one where I explain and clarify decisions and reward improvements. I would have them use K-12 databases to create short lessons on their own to do demonstrate in the next session. I would also review and help clarify what we are using K-12 databases for and how it supports the curriculum. I would also give rewards such as a book from the library or a flash drive or some other small technology thing for the grade level or Specials team who has the most participation using K-12 databases and Discovery Education. I have already made it mandatory for every teacher to have an account with DE.
3. Step 3 is focusing on results. In our next session we could discuss the level of participation and the success of using lessons infused with these two technologies. We could also have a contest for the most innovative use or favorite lesson using K-12 databases and DE. I would have the teachers on the team go back to their grade level team members and write up a short report or PowerPoint Presentation about the success of using K-12 databases and DE in their classrooms. Lastly, I would have the members of the team create a grade level blog with help from their grade level teams and demonstrate and present to the others during our professional development.