Needs Assessment Plan

Master Elementary School Case Study

By:

Kara Lord

A paper presented in partial fulfillment of the requirements of EDID 6507 –

Needs Assessment for Learning and Performance.

Semester II

Academic Year: 2016/2017

UNIVERSITY of the WEST INDIES

Cave Hill | Open Campus

MSc. Instructional Design and Technology

Student Name: Kara Lord

Student ID#: 406003336

E-mail: Kara.Lord@my.open.uwi.edu

E-Tutor: Dr. Laura Gray

Course Coordinator: Dr. Laura Gray

Due Date: 8th April, 2017

 EDID 6507 - Case Study - 406003336 2

Table of Content

Page #.

Introduction & Background …………………………………………….. 4-5

Identifying the Problem …………………………………………….. 5-9

Aim ……………………………………………. 5

Goal ……………………………………………. 5-6

General Objectives ……………………………………………. 6

Target Audience ……………………………………………. 6-7

Information Sought ……………………………………………. 7-8

Challenges ……………………………………………. 8

Implications & Justification ……………………………………………. 9

Learning & Performance Gaps …………………………………………….. 9-22

Method …………………………………………….. 9-13

Sources ……………………………………………. 9-10

Data Gathering ……………………………………………. 10-11

Techniques ……………………………………………. 11-12

Strengths, Limitations &

Ethical Considerations ……………………………………………. 12-13

Data Analysis & Usage ……………………………………………. 13

Organizational Analysis …………………………………………….. 14-16

Organizational Goals …………………………………………….. 14-15

Organizational Resources …………………………………………….. 15-16

 EDID 6507 - Case Study - 406003336 3

Organizational Climate …………………………………………….. 16

Environmental Analysis …………………………………………….. 16-17

Results …………………………………………….. 18-20

Gap Analysis …………………………………………….. 20-22

Findings …………………………………………….. 22-27

Proposed Solution …………………………………………….. 27-29

Justification …………………………………………….. 29-30

Summary & Conclusion …………………………………………….. 31

References …………………………………………….. 32-35

 EDID 6507 - Case Study - 406003336 4

Introduction & Background

The integrated use of technology in teaching has continued to grow in demand as

educators seek to create, innovate and inspire in the classroom, encouraging a student centered

approach to learning (OECD, 2003; Slavin, 2015). This dictates a hands on, more constructivist

approach to learning which allows for active involvement in the learning process (OECD, 2003;

Santrock, 2009). Interestingly, while great emphasis has been placed on this area regarding

secondary and tertiary level institutions of learning, the elementary/primary schools, particularly

in the United States of America have seen a drive to facilitate learning through the use of

technology in the classroom (Howley, Wood, & Hough, 2011).

In the Master Elementary school case study (the case) it is evident that while there is a

desire for the use of computer assisted learning; mainly through internet exploration; there are

also a number of challenges which hinder development in this regard. Clearly, the case presents a

number of felt needs which have been expressed; namely: the desire to incorporate the use of

technology to the benefit of teachers and students (Watkins, Meiers, & Visser, 2012). Also, the

case specifically presents needs which are anticipated since the school which caters to 400

students with 30 members of staff (including teaching and support), hopes to receive in the near

future the resources to upgrade their technological capacity (Watkins, et al., 2012).

Although some needs have expressly been stated, it is critical before any action for

intervention is taken to conduct a needs assessment (Clark, 2010; Watkins, et al., 2012). The

needs assessment is a systematic tool which aids in identifying and understanding gaps in current

and desired outcomes which allows for a more objective analysis to inform appropriate decision

making (Spector, 2012). Simply put, the needs assessment seeks to reveal information about the

differences between what we have and what we want (Bloisi, Cook, & Hunsaker, 2007). This
 EDID 6507 - Case Study - 406003336 5

information can then be used to further determine causes for same and produce possible solutions

which can efficiently address the outlined needs (Leigh, Watkins, Platt, & Kaufman, 2000).

In this case, the expressed needs involve the desire to train teachers and staff in the use of

technology (specifically: the computer and internet) to find appropriate teaching resources

(where applicable) as well as to prepare students to obtain a number of skills and competencies

with the ultimate goal of computer literacy and the maximized use of technology. As a result, it

is critical to conduct a needs assessment to gather information which will better inform

stakeholders about learning and performance as well as solutions for goal achievement (NCCS,

2015; NHS, 2015). It should be noted that the following needs assessment plan follows the

Rothwell and Kazanas’ (1992) Needs Assessment planning model which provides empirical

guidance for the assessment process.

Identifying the Problem

Aim

The main aim presented within the case is to prepare staff and students in a practical and

performance based manner for the use of computers to develop the technological capacity within

the school community.

Goal

The main goal as expressly stated within the case concerns the development of

technological literacy with a mandate that:

“Students and staff are technologically literate and make maximum use of technology in the

Master school learning community”.

 EDID 6507 - Case Study - 406003336 6

While this goal is relatively clear in what is desired, it is important for the purposes of the

needs assessment that there is also some specificity. In this regard, the needs assessment will be

used to gather information about the current level of computer literacy coupled with further

research to determine optimal levels for K-5 institutions.

General Objectives

The overall objectives as outlined for school improvement in the area of technology is as

follows:

- Students graduate with the ability to use the computer to express thoughts and ideas

(abstract), to analyze data (technical), and to communicate using interactive programs;

- Teachers are trained to teach using technology to maximize learning;

- Parents are involved in the technological education of their children; and

- All staff are trained to maximize the use of technology in the performance of their duties

at the school.

Some of these objectives represent the desired results which have implications

considering the successful implementation of intervention(s). Ideally, the Master Elementary

school is optimistic about the value of raising computer literacy and how it will impact the lives

of stakeholders involved (for example: staff, students and parents).

Target Audience

The population currently affected in the case are the staff and students at the school.

Although there is a desire for parental involvement, the impact of the problem largely affects a

population of 400 students along with 30 staff (both teaching and administrative). It should be

noted that students range in age from 5 to 11 years and are of both male and female gender.
 EDID 6507 - Case Study - 406003336 7

Additionally, it has been noted that the children differ in the skills and abilities concerning the

use of the computer.

In the same way, while some of the staff have access to computers at home, others do not.

This presents a population with significant variance in their levels of knowledge, skills and

abilities as some have had the opportunity to orient themselves and practice while others have

not. Also, some teaching staff not only differ in the specialty training based on developmental

demands but are particularly concerned with the teaching of special needs groups.

Information Sought

The main general objective of this needs assessment is to gather information about the

knowledge, skills, and abilities (KSAs) of both staff and students at the school; identifying these

will help to determine the gaps between the current and desired outcomes (Spector, 2012). The

intention is to specifically address the following:

1. What are the current and desired capabilities of students at their respective grade levels in

using the computer to access the internet?

2. What are the current and desired capabilities of staff in using the computer (the internet)

as a tool to support teaching-learning?

3. What are the key causes behind deficient performance related to computer literacy?

4. How can parents be meaningfully involved in the development of computer literacy at the

school?

5. How can we maximize the use of technology at the school?

These general questions serve as a guide which seeks to specifically gather data that will

lead to the identification and understanding of gaps in knowledge and performance. Also, to
 EDID 6507 - Case Study - 406003336 8

determine possible causes for such shortcomings as well as practical solutions which will inform

appropriate intervention(s).

Challenges

There are a number of factors which hinder development through the use of technology

within the school context that are specific to the case. These factors either prevent altogether the

use of technology at the school or cause delays in progress which present limitations to the target

audience; these factors are highlighted below:

 Hardware/software deficiency: the school currently has 30 computers in a computer lab

which are in need of upgrades as they are relatively dated.

 Infrastructural deficiency: the school is faced with limited access to the internet; although

there is a computer lab, only two computers (in the teaching staff area is equipped with

functional internet access).

 Financial constraints: the school is currently awaiting funding to facilitate the

implementation of upgrades for the systems available which includes the provision of

internet access.

 Logistical concerns: the current situation presents challenges in facilitating the provision

of training (if deemed most appropriate) as factors such as resources, time and specific

learning needs must be considered.

On a positive note, the teachers and staff are very open to the use of technology and

indicate a desire and interest to learn. However, the challenges outlined above must be

considered as they have practical implications which will ultimately affect any successful

outcomes.
 EDID 6507 - Case Study - 406003336 9

Implications & Justification

The residual and lasting benefits of the successful implementation of intervention(s) is

dependent on the effective undertaking of the needs assessment. The needs assessment provides

justification for decision making and is a systematic process which helps to ensure that the most

appropriate solutions are selected (Watkins, et al., 2012).

In this case, key stakeholders are keen to value the importance of preparation and seek to

improve competencies in anticipation of future developments in the area of technology at the

school. Without the needs assessment, the target of any intervention selected may not

specifically address the root cause of problems/challenges faced which may lead to unnecessary

and excessive use of time and resources and ultimately failure to achieve any specified goals

(Rossett, 1987).

Learning & Performance Gap

Method

Source

For the purposes of this needs assessment, information will directly be gathered from the

primary source which is the target audience. However, there is a need to select a sample from the

population of both staff and students. As a result, the probability sampling approach of stratified

random sampling will be used to select 10% of the student population (i.e. 40 students). This

sampling method has specifically been chosen to ensure that students from each grade level are

given an opportunity to be a part of data collection; this will ensure that the needs assessment

provides information which is specific to the needs of students as they will vary (Sternberg, and

Sternberg, 2010; Field, 2013).

 EDID 6507 - Case Study - 406003336 10

Similarly, the probability sampling method of simple random sampling will be used to

select 50% of the staff population (i.e. 15). Although staff consists of teaching and support staff,

this sampling approach has the important ability of being objective and fair by giving each

member of the population equal opportunity for selection (Sternberg, and Sternberg, 2010; Field,

2013). Additionally, a larger sample based on the population seeks to ensure that information is

collected from as many sources as deemed appropriate for the purposes of significance in data

analysis and generalization to the larger population (Field, 2013).

Data Gathering/Data Collection

This section covers how (through what process) the information will be obtained from the target

audience.

Techniques

- Observation (Checklist)

The observational method of assessment involves viewing the participates as they engage in

activities; specifically in this case, observational checklists are created to rate students at the

varying grade levels as they perform specific tasks and activities on the computer. The students

will therefore be observed using a likert scale checklist to measure their individual proficiency in

basic computer skills such as turning on the system and accessing the internet, eg. browsing.

Similarly, staff will also be assessed using this method in order to identify specific knowledge

and skills which they possess using the computer. Specifically, staff will be rated on a checklist

which observes various competencies from basic hardware and software usage to internet usage

(for example: search engine navigation). It should be noted that key indicators of performance

will differ as checklists are specifically prepared for both staff and students considering

developmental expectations (Santrock, 20016).

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- Focus Groups

There will be two focus groups conducted specifically to gather views from the staff concerning

the challenges faced and solutions to overcome same. These sessions will consist of 7 and 8

participants respectively (using the same participants who underwent observational assessment)

and will allow the target audience an opportunity to brainstorm solutions and present informed

ideas about the causes behind performance differences and difficulties. The sessions are semi

structured in nature and seek to allow each member an opportunity to share their views (Harrell,

and Bradley, 2009). Ideally, at the end of the each session there should be consensus about

optimal performance indicators, and recommendations for improvement.

Strengths, Limitations & Ethical Considerations

Both sampling techniques and data collection methods pose strengths and limitations

which can impact data collection and analysis; these considerations have been summarized in the

table 1 below.

Table 1. Strengths & Limitations of Data Gathering Techniques

Method Strengths Limitations

Probability sampling - Efficient and reliable - Runs the risk of lower
Simple random sampling for data analysis response rates which
Stratified random sampling - Allows fairness in could have been
participant selection mitigated by a non-
- Ensures range in probability sampling
participant selection method (eg.
which is appropriate Convenience)
for categorical - Does not ensure
inclusion (eg. Grade selection of a wide
levels) mix of participants
(gender, race, grade
level)
Observation - Appropriate for - Lacks the rigour
performance offered by more
assessment systematic data
- Appropriate for collection methods
various such as surveys for
developmental stages
 EDID 6507 - Case Study - 406003336 12

validity and reliability

purposes
Focus groups -Cost and time - Difficult to coordinate
efficient - Difficult to manage
- Allows for a - Difficult to record
meaningful discourse views succinctly
when well managed - Demands great
- Involves a organization for data
participatory analysis
approach
Sources: (Rossi, Lipsey, & Freeman, 2004; Santrock, 2006; Atieno, 2009; Sternberg &

Sternberg, 2010; Field, 2013)

Some major ethical concerns which are addressed include the issues of privacy,

confidentiality, informed consent (child-parental consent), data handling and storage (Resnik,

2015). Therefore, participant data will be collected using an assigned numeric figure instead of

names which will prevent anonymity issues in data handling and presentation. Additionally,

while the focus group session does present some complications concerning the issue of

confidentiality, it is important to inform the participants (prior to requesting consent) who wish

to be take part about these concerns in order to establish ground rules and ensure respect

throughout the process (Harrell, and Bradley, 2009).

Critically, there is need to ensure that participants in both the observational assessment

and focus groups are informed of the process and implications for their involvement in these data

collection techniques. This will allow staff to consider whether they would like to be part of the

assessment and further ensure that consent is given for participation. However, in the case where

children are being observed it is also important that their parents are informed of the assessment

being conducted, purpose, technique, process and any issues resulting thereafter in an effort to

obtain their informed consent before their children are allowed to participate. These

considerations are important especially to take care to ensure that this type of research is done in
 EDID 6507 - Case Study - 406003336 13

a manner which is professional, respectful and causes little to no harm to any and all participants

for moral and ethical reasons (Resnik, 2015).

Data Analysis & Usage

The data collected will be handled in two ways, namely, scoring competencies and

thematic analysis. In this regard, information which is collected through the use of the

observational checklist will then be scored as the likert indicators are used as points (eg. 1-5)

which can be added to determine a score based on sections and overall performance. These

scores will then be used to determine current performance levels which is important as the gaps

are identified through stated desired optimal(s). Additional, these scores will also be used to

produce descriptive statistical information which are highlighted through measures of central

tendencies (more importantly: mean scores) as well as standard deviations which will be useful

in assessing differences in performance levels.

The thematic analysis is used as a process for analyzing qualitative data; it involves

highlighting prevalent themes and sub-themes within the information collected from participants.

This means that commonalities are pinpointed in order to find prevalence in views and possible

relationships between them. Specifically, Braun and Clarke’s (2006) approach to thematic

analysis provides a structured and systematic approach which has been empirically tested for the

analysis of qualitative data. This information will be used furthermore in the needs analysis

aspect of the process to determine key causes and suggested solutions to consider for the

purposes of intervention.
 EDID 6507 - Case Study - 406003336 14

Organizational Analysis

An organizational analysis was performed by reviewing existing documents within the

school as well as by speaking with the staff to learn key background information. This assists in

gaining an in depth understanding of the school which allows for the planning of any training

needs to be succinctly based on the culture, values and general qualities of the organization (Hale

& Chapman, 1998).

Organizational Goals

Interestingly, while there seems to be a focus on offering training (based on the case

study) to teachers; the emphasis is on developing their skills in the use of technology to the

benefit of the students. As a result, the goals of the organization involves preparing teachers for

the use of technology with students both in the classroom and the computer lab. This is to ensure

that teachers are ready to interact with the materials (software and hardware) which are expected

to be available soon.

Additionally, teachers are expected to use technology to support the teaching-learning

experience and should be trained specifically in the use of the internet to identify teaching

resources which would be helpful based on the developmental level and differences of their

students. For example, some teachers are not sure about what they should be teaching their

students about technology based on their age group; while others are concerned about their

special needs students and how these advancements affect them. Finally, it is desirable for the

organization to be competitive in the level of education it offers in comparison to other K-5

schools in the district.

Therefore, the SMART goals of the organizations are as follows:

 EDID 6507 - Case Study - 406003336 15

- All students must graduate with an average overall ability, demonstrating 75%

proficiency in the use the computer to express thoughts and ideas (abstract), to analyze

data (technical), and to communicate using interactive programs;

- All teachers must be 70% proficient within the next six months to teach using technology

(the computer, and internet) with their students based on developmental differences;

- 70% of parents must participate in teaching their children how to use the computer and

internet over the course of the first year after teacher training; and

- By the end of the next academic year all staff must be able to use technology (the

computer and internet) in the performance of their duties at the school.

Organizational Resources

Considerations of the organizational resources have been listed when identifying the

problem (See Challenges in section 1). A significant consideration here is time under two

circumstances; i.e. the amount of time it will take for the organization to gain financial support

via the grant which has already been approved as well as the amount of time training (if most

suitable) will take to be conducted. This is particularly so since the school runs on a natural and

organized schedule which does not allow for time within the period of work to conduct training.

Staff are responsible for students at this time and the curriculum is scheduled to be covered over

a very specific time period.

Additionally, the organization has outlined specific dates when training should be

conducted which are stated as the only available dates to facilitate same (i.e. October, 18th and

January 10th). Not only are these two dates some time apart but there must be consideration for

the amount of time needed for implementation (two days may not be enough, the lapse in time

between the two days may be an issue for retention and practice).
 EDID 6507 - Case Study - 406003336 16

A similar aspect of the organizational resource to be considered are the facilities; while

the organization does have a number of computer systems and a computer lab on site, only two

systems are connected to the internet. This is insufficient for the training of the amount of staff

previously outlined which would make the feasibility of training in the time period specified to

seemingly be impractical.

Organizational Climate

The organization has a culture which is proactive, this is evident as they seek to gain the

right skills in advance of receiving the equipment needed to perform their duties. This is quite

positive and helpful as it creates an organizational culture where the staff anticipate future

challenges and are constantly seeking to improve their performance. Furthermore, the staff are

open to change and willing to learn. In fact, they seek to find new ways of using technology with

their students in the learning environment and are very curious about what may be most

appropriate specifically for their students. Therefore, it can be said that the organizational

climate is a positive one which is conducive to learning, development and change. This will be

vital when considering the specific needs of the organization based on any gaps in learning and

performance as well as specifying appropriate solutions.

Environmental Analysis

An environmental analysis calls for specific attention to be paid to the context; i.e. both

the physical and psychosocial factors which influences learning (Tessmer and Harris, 1992). In

the environmental analysis conducted, interest was given to understanding the delivery

environment and the application environment. This is specifically important as consideration has
 EDID 6507 - Case Study - 406003336 17

been made concerning the delivery of any training instruction and the potential for said delivery

to take place within the application environment. In fact, there is the expectation that what occurs

in the delivery environment will be transferred to the application environment; therefore, making

these environments similar or one in the same can prove to be most effective (Tessmer and

Richey, 1997 & Rothwell and Kazanas, 2008).

While it would be ideal for the delivery and application environment to be the same, there

are a number of hindrances (some of which have been previously outlines). These include the

lack of infrastructure (internet access) throughout the school and the current physical state of the

hardware and software (being dated). However, this does not exclude the possibility of

implementing training on site.

The positive attributes of the application environment within the school such as respect,

credibility and camaraderie allows for conduciveness to the application of knowledge. It may be

a smoother transition if some of the more physical challenges can be improved in order to

facilitate training within application environment. If this is not possible, unfortunately, it would

mean a greater investment is needed to procure and rent a suitable location for the delivery

environment.

It should be noted however, that a good delivery environment is anticipated when

considering the social factors involves. This is particularly so since participants are willing and

eager to be involved in the leaning process, there is a good working relationship among the staff

who operate in a respectful and organized manner. Finally, the organization also has a very

participatory approach which calls for both involvement and engagement in the development of

the school and seek to ensure that both staff and parents are involved in the process of

highlighting areas for improvement, this signifies their drive toward innovation.
 EDID 6507 - Case Study - 406003336 18

Results

Output 1. Student Scores based on Observational Checklist *

Sub ID Category Basic Excel E-mail Browsing Total

Sub001 Student 4 0 0 0 4
Sub002 Student 4 0 2 3 9
Sub003 Student 3 0 0 2 5
Sub004 Student 3 0 2 4 9
Sub005 Student 3 0 0 2 5
Sub006 Student 3 0 0 3 6
Sub007 Student 4 0 0 3 7
Sub008 Student 4 0 0 4 8
Sub009 Student 3 0 0 2 5
Sub010 Student 2 0 0 1 3
Sub011 Student 3 0 0 0 3
Sub012 Student 5 0 2 4 11
Sub013 Student 5 0 2 4 11
Sub014 Student 4 0 0 3 7
Sub015 Student 5 0 2 5 12
Sub016 Student 3 0 0 3 6
Sub017 Student 4 0 0 3 7
Sub018 Student 5 0 2 0 7
Sub019 Student 1 0 0 0 1
Sub020 Student 4 0 2 3 9
Sub021 Student 4 0 2 3 9
Sub022 Student 3 0 0 3 6
Sub023 Student 3 0 0 3 6
Sub024 Student 3 0 0 3 6
Sub025 Student 3 0 0 3 6
Sub026 Student 5 0 2 4 11
Sub027 Student 3 0 0 4 7
Sub028 Student 3 0 0 2 5
Sub029 Student 4 0 0 3 7
Sub030 Student 4 0 0 4 8
Sub031 Student 4 0 0 4 8
Sub032 Student 3 0 0 4 7
Sub033 Student 5 0 2 5 12
Sub034 Student 5 0 2 4 11
 EDID 6507 - Case Study - 406003336 19

Sub035 Student 3 0 0 3 6
Sub036 Student 4 0 0 3 7
Sub037 Student 3 0 0 3 6
Sub038 Student 2 0 0 1 3
Sub039 Student 2 0 0 1 3
Sub040 Student 5 0 2 4 11

Output 2. Descriptive Statistics of Student Performance - Observations

Basic Excel E-mail Browsing

Mean 3.575 Mean 0 Mean 0.6 Mean 2.825

Standard Standard Standard Standard
Error 0.155610872 Error 0 Error 0.14676 Error 0.21149
Median 3.5 Median 0 Median 0 Median 3
Mode 3 Mode 0 Mode 0 Mode 3
Standard Standard Standard Standard
Deviation 0.984169571 Deviation 0 Deviation 0.92819 Deviation 1.33757
Sample Sample Sample Sample
Variance 0.968589744 Variance 0 Variance 0.86154 Variance 1.7891
Kurtosis -0.13539443 Kurtosis #DIV/0! Kurtosis -1.2416 Kurtosis 0.07759
Skewness -0.21989399 Skewness #DIV/0! Skewness 0.90725 Skewness -0.8138
Range 4 Range 0 Range 2 Range 5
Minimum 1 Minimum 0 Minimum 0 Minimum 0
Maximum 5 Maximum 0 Maximum 2 Maximum 5
Sum 143 Sum 0 Sum 24 Sum 113
Count 40 Count 40 Count 40 Count 40

Output 3. Staff Scored based on Observational Checklist *

Sub ID Category Basic Excel E-mail Browsing Tech Total

Sub041 Staff 5 0 4 5 0 14
Sub042 Staff 0 0 0 0 0 0
Sub043 Staff 1 0 0 0 0 1
Sub044 Staff 5 0 4 5 0 14
Sub045 Staff 4 0 3 4 0 11
Sub046 Staff 2 0 0 0 0 2
Sub047 Staff 5 3 5 5 3 21
Sub048 Staff 4 0 4 4 0 12
Sub049 Staff 0 0 0 0 0 0
Sub050 Staff 2 0 0 0 0 2
 EDID 6507 - Case Study - 406003336 20

Sub051 Staff 1 0 0 0 0 1
Sub052 Staff 1 0 0 0 0 1
Sub053 Staff 5 4 5 5 4 23
Sub054 Staff 3 0 0 2 0 5
Sub055 Staff 2 0 0 0 0 2

Output 4. Descriptive Statistics of Staff Performance – Observations

Basic Excel E-mail Browsing Tech Use

Mean 2.67 Mean 0.47 Mean 1.67 Mean 2.00 Mean 0.47
Standard Standard Standard Standard Standard
Error 0.48 Error 0.32 Error 0.56 Error 0.60 Error 0.32
Median 2.00 Median 0.00 Median 0.00 Median 0.00 Median 0.00
Mode 5.00 Mode 0.00 Mode 0.00 Mode 0.00 Mode 0.00
Standard Standard Standard Standard Standard
Deviation 1.88 Deviation 1.25 Deviation 2.16 Deviation 2.33 Deviation 1.25
Sample Sample Sample Sample Sample
Variance 3.52 Variance 1.55 Variance 4.67 Variance 5.43 Variance 1.55
- -
Kurtosis -1.56 Kurtosis 5.24 Kurtosis 1.71 Kurtosis 1.96 Kurtosis 5.24
Skewness 0.04 Skewness 2.52 Skewness 0.60 Skewness 0.39 Skewness 2.52
Range 5 Range 4 Range 5 Range 5 Range 4
Minimum 0 Minimum 0 Minimum 0 Minimum 0 Minimum 0
Maximum 5 Maximum 4 Maximum 5 Maximum 5 Maximum 4
Sum 40 Sum 7 Sum 25 Sum 30 Sum 7
Count 15 Count 15 Count 15 Count 15 Count 15
*N.B. The highest possible score for any category in outputs 1 and 3 is 5. The total column
represents the total scores of students and staff respectively.

Gap Analysis

Based on the requirements of the needs assessment, a gap analysis was conducted using

the data collection techniques of focus groups (to ascertain desired performance) and

performance observations (to record actual/current performance). As a result, the following gaps

(see Table 2) have been identified. These gaps represent actual and desired (optimal) state of
 EDID 6507 - Case Study - 406003336 21

affairs which are not limited to performance but seek to include any gap based on the needs of

the organization.

Table 2. Gap Analysis Results

Categories Actuals Optimals Gap Cause

Staff 50% of staff can open a 100% of staff within the 50% Lack of
web browser and use a next six months should increase internet access
search engine be proficient in on computers
browsing the web to at school;
find information Reliance on
home systems
90% of staff are able to All staff are able to 10% Lack of access
perform basic tasks such perform basic tasks such increase for support
as start-up and log in as start-up and log in staff
using the computer using the computer
15% of staff use 100% of staff use 85% Lack of
technology (computers, technology (computers, increase application
smart devices, smart devices, knowledge;
projectors, VCRs and projectors, VCRs and Deficiencies in
the internet) in the the internet) in the availability
performance of their performance of their
daily duties daily duties
45% of staff can use the 100% of staff should be 55% Lack of
internet to open an about to use e-mail to increase exposure and
email inbox and send e- communicate training
mails
15% of the staff can use 100% of staff can use 85% Lack of
excel software to excel for data analysis increase exposure and
analyze data training
Students All students are able to All students are able to No gap Students
perform basic tasks such perform basic tasks such spend at least
as start-up and log in as start-up and log in 30 mins twice
using the computer using the computer a week using
the computer
lab;
Some students
have
computers at
home
30% of students can use 100% of students should 70% Lack of
the internet to open an be able to use e-mail increase exposure and
email inbox but could correspondence to training
not send e-mails communicate
60% of students at the 100% of students by 40% Lack of
elementary level graduation should be increase internet access
(excludes kindergarten) proficient in browsing
 EDID 6507 - Case Study - 406003336 22

can open a web browser the web to find on computers

and use a search engine information at school;
Reliance on
home systems
None of the students 100% of student by the 100% Lack of
can use excel software time of their respective increase exposure and
to analyze data graduation can use training
excel for data analysis
Parents 20% parental 70% parental 50% Conflicting
involvement in teaching involvement in teaching increase work
their children to use their children how to schedules;
technology use technology
Technical 30 dated computer 30 updated systems 100% Delay in
systems fully equipped with increase funding
functional hardware and
software
2 out of 32 computer 32 computer systems 94% Delay in
systems with internet with internet access increase funding
access

It is evident that there are a number of gaps which are not limited to the performance of

staff and student. These gaps include infrastructural limitations, without consideration of the

gaps, only training needs would be considered, this is not always the necessary solution. Without

considering the physical limitations within the application environment, training may be

conducted using software which is unavailable to participants. As a result, all gaps have been

considered. In some instances, there is a small to moderate gap altogether while in one instance

there is no gap.

Findings

The use of multiples methods for data collection has allowed for the generation of data

which can be quantified for standardized and objective analysis purposes and qualified for

deeper understanding. It should be noted that quantitative data was used strictly considering
 EDID 6507 - Case Study - 406003336 23

descriptive statistics to asses KSAs for both staff and students while the qualitative information

collected using the focus group approach was useful towards the understanding of desired levels

of performance and causes behind performance gaps. Based on the data collected, the following

findings have been identified and categorized into appropriate themes.

Theme 1 – Staff performance

There are clear indications regarding the gaps in performance based on various

competencies which were sought. The staff demonstrated unsatisfactory performance particularly

when addressing more advanced expectations such as emailing and using software (excel). While

this was generally expected, it is important to note that the only area where the staff achieved

average scoring was regarding the basic functions of using the computer (mean = 2.67). These

findings conflict with focus group information which highlighted that staff should only need

training in internet browsing which is necessary to find source materials for teaching.

“teachers already know how to do basic things like turning on the computer and signing

in, what we really need to learn how to do is to go online and find the right materials for

our students… we are not sure about what is the right material to use for the children

based on the class we teach and we really need help with this” (Sub. 004).

This expressed concern focuses primarily on the importance of sourcing course content

which is age appropriate for the students rather than on ensuring that staff reach key

competencies. Additionally, consideration of all staff may not have necessarily been included as

the staff body is not only consistent of teachers but also include administrative and auxiliary

staff. While the intention of the teaching staff may simply be to ensure that they are capable of

using the basic features of the computer in order to assist in teaching; it is necessary to appreciate
 EDID 6507 - Case Study - 406003336 24

the goals of the organization which highlights computer literacy and the maximized use of

technology.

On the other hand, reports of lack of knowledge when using some features of the

computer were not neglected. In fact, a concern was raised on the importance of ensuring that

teachers are able to identify when the student is not coping adequately when using the computer:

“It’s a bit shameful when we take the students into the computer lab and can’t be sure of

what the students are doing and if they are doing the right thing. Some of the students

even know how to use the computer better than me. As a teacher, I feel bad about this and

it deters me from even wanting to use the lab… I just know if they are trying to play

games I should stop that” (Sub. 006).

Furthermore, these concerns highlight that there is a greater need for general knowledge

on the functionality of the system as concerns are raised about whether staff should be teaching

the students how to use the computer altogether. Instead, staff highlighted that many of the

students may already know how to use the computer because they may have systems at home or

available for use at the public library. Additionally, children are exposed today to technology

both inside and outside of their home lives and show a great interest in its use. In fact, children in

early childhood have been found to demonstrate basic competencies in the use of smart devices

(Hatch, 2011; The Guardian, 2013).

Theme 2 – Student performance

When considering the performance of students especially in comparison with staff

results, it is noteworthy to highlight that students performed average and above average in the

areas on basic usage and browsing (mean = 3.6 and 2.8 respectively). This is comparably better

when compared to staff who were assessed completing the same tasks. These results correspond
 EDID 6507 - Case Study - 406003336 25

with the wealth of information indicating that children as early as age 2 are using smart devices

(technology) which infers that they do have a grasp of some of the more basic functions

(Rideout, Foehr, and Roberts, 2010; Hatch, 2011; The Guardian, 2013; The Huffington Post,

2013). On the other hand, with limitations to computer access and perhaps failure to stay abreast

with developments in technology, this may have contributed to staff performance (Weber, 2012).

However, student performance related to more advance functions such as using email and

software (excel) was notably poor. As a result, the need for further development in ensuring that

students can perform in these key competencies cannot be ignored. While students clearly have

some advantage in embracing and using technology, there is still much to be done as they work

towards acceptable standards by graduation time.

“We really want the students to be fully competent in using the computer before they

leave us… it’s really important because technology has become a big part of life and ya

jus’ can’t avoid it; they are gonna use it in school, at their jobs and in life” (Sub. 005).

Theme 3 – Causes

The focus group session was critical in highlighting the major causes behind deficiencies

in the use of technology and the lack of the appropriate skills to do so. These major causes are as

follows:

1. Lack of training

Clearly, there has been no on the job training specific to use of technology in the classroom for

teachers and/or staff. This was perhaps not viewed as critical since the organization did not in the

past have full functionality because of the lack of funding. Therefore, staff were never prepared

to use technology and have little to no idea of its appropriate use for their role. On the other

hand, the staff who do have some knowledge on how to incorporate the use of technology for
 EDID 6507 - Case Study - 406003336 26

work purposes have built their knowledge base personally as a result of interest, self-teaching

and through practical experience.

“Thankfully, I have a computer at home and I take the time to do some work on it and use

it as much as I can. I really like it and it’s how I’ve been able to learn new things and get

ideas about what I can do with my students in the classroom… Sadly, everybody doesn’t

have it [a computer at home] and pretty much don’t have the opportunity to teach

themselves like I have but because I know some, I’m really open to helping in any way I

can” (Sub. 002).

2. Lack of availability of resources

Initially, the lack of facilities such as internet connection was stated as the biggest deficiency

which has led to an inability to perform certain tasks on the computer and in the classroom:

“…not having the internet on the computers in the lab has been very hard for us, it doesn’t

make any sense to have the systems there and can’t use them the way you want to, because of

this I can’t do the kinds of things I want to do with my students” (Sub. 001).

Moving forward however, there was a clear mention of staff who have not taken interest or have

not had the resources to purchase their own person systems for home and therefore lack the

practice they would have been able to acquire if they had taken the time outside of work to use

technology. This was also highlighted by indicating the presence of computers in some family

homes which afford the children the opportunity to use computers much more than staff.

“…many students have computer at home you know, and because of this they get to use

it more than we do. It’s a pity I can’t buy my own because then I would be able to use it

more, maybe my computer skills would have been better by now” (Sub. 001).

3. Lack of time
 EDID 6507 - Case Study - 406003336 27

This particular cause was attributed to the reason why parents are not as involved as they should

be in the lives of their children. The staff contend that while they believe that some parents show

a lack of care and compassion towards what their children do in school; many parents do work

hard and extended hours which may prevent them from showing as much interest as they should.

As a result, it was deemed to be highly important that parents find ways to be involved even if

this means that they cannot physically sit with their children and show them what is to be done.

Theme 4 – Parental involvement

While reports from the focus group suggested that there is some support from a limited

number of parents, the desirability of having the support of parents was emphasized. “I know

that if the parents of each child can pitch in and do their part, we can all move one step closer to

reaching our goals”(Sub. 002). This suggests that the staff feel strongly about parents being an

integral part of reinforcing what they are seeking to achieve. In other words, the belief held is

that parents can do more by supporting their children in using technology. This can be done

through funding (ensuring that technology is available) as well as allowing for time to use

computers for example at home.

Solutions

Based on the findings which have been the result of data collected from both staff and

students, the following recommendations can be made. These suggestions propose a way

forward, in addition to outlining interventions which can be implemented in an effort to close the

gaps in learning and performance.

 EDID 6507 - Case Study - 406003336 28

1. Training: there is much for formal training to be offered to staff on the job in the use of

technology which is currently and/or will soon be available to them. This means that a

full day session should be held on the first available date which will cover the basic use

and handling of the computer and projector (to include other technology which can be

used in the classroom). The one day session should also cover internet browsing and

finding appropriate content for students.

2. Learning Support: there are two members of staff who have demonstrated exceptional

use of the computer during observational assessment; one of which indicated a comfort in

their ability to use the system after learning and practice. These members of staff can be

asked to hold brief after school sessions with their colleagues to act as guides as they seek

to practice what they have learned during the first formal training session. It is expected

that this guided support will help them to improve the skills which they have acquired.

This will allow them to develop confidence and improve performance.

3. Follow up training: the second training date should be used to cover correspondence

tools (emailing and Microsoft outlook) and the basic use of Microsoft software tools

(primarily word, excel, and publisher). This session will build on previous knowledge

and help to improve competencies in this area. While only the basics can be covered

during this time, participants (staff) will have an opportunity to practice further after the

computer lab has been fully set up to include these features on the systems.

4. Co-curricular Sessions: students should have learning opportunities which are either

tailored into their curriculum or are so designed as an after school or co-curricular

activity. This means that while teachers would not necessarily have the time to teach

computer skills during their regular class sessions; provision should be made for students
 EDID 6507 - Case Study - 406003336 29

to learn these specific skills in an integrated manner or outside of regular instructional

periods. As a result, students can receive special computer training during after school

session and/or summer programs. This will not only allow time for an active training

period for teachers but will ensure that students receive the specific attention they need to

meet the goal of learning competencies in the use of the computer before they graduate.

5. Parental Support: all parents should be informed in writing about the efforts of the school

to integrate and improve the use of technology at the school. This means that they should

be aware of the school’s mandate to improve the performance of their students while

teaching computer skills. In this way, parents can process how best to pledge their

support by encouraging their children at home, investing in a home system for the child’s

personal use or supporting the school in donating to the project.

Justification

It is evident that the suggested solutions combines the use of primary and secondary

interventions which are designed to provide solutions in anticipation (prevention) of a

performance problem and in response to the problem (Leka, & Houdmont, 2010; Spector, 2012).

The solutions therefore make suggestions which seek to address the gaps in performance using a

logical, sequential, practical and comprehensive approach. As a result, the need for formal

training cannot be ignored as this is pivotal in ensuring that staff receive the kinds of learning

experiences which are necessary to build their competencies in the use of technology on the job.

This is necessary not only to teach but to guide students in and out of the classroom. Van Tiem et

al. (2012) highlights the importance of education/learning based training as an instructional

 EDID 6507 - Case Study - 406003336 30

(information based) solution which develops performance. In this case, where formal training has

never been provided to staff, it is a necessary intervention to combat the deficiencies noted in the

data collected.

In fact, the solutions provide a resolution for every performance gap which has been

outlined (See gap analysis section). This means that the learning needs of staff and students have

been addressed as well as the desire for parental involvement. It should be noted that, at this

point, while much cannot be done about the state of the computer lab (awaiting funding); the

kind of parental support suggested can be helpful in making progress for the students.

Additionally, it is particularly important for staff to received guided practice since teachers who

oversee students will need to be knowledgeable and confident in their abilities as they seek to

guide students in the teaching-learning process. Ideally, the proposed solutions even consider

time and resource allocation which is crucial for successful implementation. Therefore,

implementation is proposed initially over a 6 month period which will be evaluated on a process

and outcome based manner.

Finally, the special sessions outlined for students can help to ensure that there is no lost

time in the academic curriculum which needs to be completed by teachers and students.

Therefore, since computer studies is not a course or topic which may be built into the K-5

program, it may be necessary to provide additional learning opportunities for the students. This

however does not mean that computer skills cannot be integrated into current subjects and topics

available to students; as some teachers already use the computer lab in their lesson plan. As

evident through data collection and analysis, it may not be necessary to have formal sessions for

students on basic computer skills. However, the use of software and communication tools cannot

be neglected if students are to graduate with the desired computer skills and competencies.
 EDID 6507 - Case Study - 406003336 31

Summary & Conclusion

In this case, the Master Elementary school saw the need to facilitate training in the use of

technology in advance of receiving the funding needed to improve their facilities. Therefore, the

needs assessment was undertaken to provide an objective and systematic process to derive

solutions in response to learning and performance problems. Focus groups and observations were

used for data collection which provided data to highlight specific learning and performance

needs (and the gaps) of both staff and students.

While students performed better when observed undertaking basic functions in the use of

the computer, they lacked the knowledge of communication tools and software for practical use.

Knowledge of these functions were deemed to be necessary and desirable by the organization

and the proposed solution of additional scheduled sessions (after school or summer periods) was

offered to combat this issue. Additionally, while staff did perform poorly on some basic

functions and use of the internet, some showed skills in the use of communication and

collaboration software. Although training was proposed to improve the major learning and

performance gaps in these areas, it has also been reinforced through the use of guided support

and practice.

The needs assessment has been a useful tool in outlining and prioritizing practical

objectives. These objectives have been used to underlie any potential actions for improvement of

the performance situation. Furthermore, based on data collection, thorough and thoughtful

solutions have been proposed as a result of objective information collected. This is critical as it

has informed steps for the organization moving forward which have not been based on opinion

but on a systematic, transparent and justifiable process for decision making.

 EDID 6507 - Case Study - 406003336 32

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