ETEC 690, Spring 2014

Permanent URI for this collectionhttps://hdl.handle.net/10125/32924

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Fostering ELA Common Core through Web 2.0 at the Secondary Level
(2014-05-11) Mounts, Carly
Teachers are pressured more than ever to incorporate technology into learning environments due to societal expectations and the implementation of Common Core State Standards (CCSS) as the leading guide for standards-based curriculum design. Thus, it is crucial for teachers to receive timely training and helpful resources for the successful integration of technology into one’s teaching practices. This online instructional module was developed to share information about four Web 2.0 tools and their application towards fulfilling technology-driven English language arts CCSS. Therefore, the purpose of this instructional design project was to evaluate the effectiveness of the website’s design and content and to compare attitudes of teachers towards using these online tools before and after they viewed the module. Of the twelve original participants, eight were able to complete the module within the time allotted. Basic descriptive statistics were used to analyze pre and post survey results from varying Likert-scales and patterns were identified in open-ended responses in the post-survey. Findings illustrated that most participants’ familiarity, confidence, and likelihood of using the tools as part of their teaching improved after completing the learning module. The findings also resulted in recommendations for how the module could be improved for future use by teachers.
Realizing Rental Energy Efficiency
(2014-04-24) Walsh, Sean; Leong, Peter
Hawaii is one of the few states in the United States that utilizes crude oil to produce electricity. This practice has shown harmful emissions that damage the environment and contribute significantly to climate change. The first step toward reducing our demand for imported oil is to be conscious of it and to reduce our oil consumption by increasing our energy efficiency. Previous research has shown that low-income, multi-family, rental households utilized significantly more electricity per square foot than other types of households. Furthermore, energy efficient upgrades are most likely to be done when individuals recognize the financial benefits and environmental impacts of these upgrades. This project developed an asynchronous web-based instructional module to best inform the rental household target population about their options for greater energy efficiency and their benefits. The pre- and post-survey results revealed greater potential for behavioral change when financial incentives are realized and energy users are directly accountable for their electric bill.
eStudying for Electronic Education: an Instructional Design Project
(2014-05-09) Pakele, Hoʻomano; Irvine, Christine
Traditional studying systems based on print media historically involved bookmarking, highlighting, and underlining passages for future reference. As technology changes the way we read information from print to electronic media, traditional studying practices will need to change as well. This study asked college students to use an electronic studying system with a variety of applications including GoodNotes, Web to PDF+, To PDF, Zotero, PaperShip, and Google Drive on a personal computer and an iPad. Six College of Education graduate students learned how to use the electronic studying system through an online instructional module. They then applied what they learned to their graduate coursework over a span of at least a week. Results from the pre and post-survey's showed that participants were not initially familiar with note-taking apps and after participating in the study, were considering changing their current note-taking strategies to better accommodate electronic materials. Survey results revealed a positive correlation between participant's previous note-taking strategies and most useful features in the note-taking app GoodNotes. Even though the electronic studying system was used over a limited time, participants found it very useful and some even purchased GoodNotes to use in the future.
eStudying for Electronic Education: an Instructional Design Project
(2014-05-08) Pakele, Hoʻomano; Irvine, Christine
Traditional studying systems based on print media historically involved bookmarking, highlighting, and underlining passages for future reference. As technology changes the way we read information from print to electronic media, traditional studying practices will need to change as well. This study asked college students to use an electronic studying system with a variety of applications including GoodNotes, Web to PDF+, To PDF, Zotero, PaperShip, and Google Drive on a personal computer and an iPad. Six College of Education graduate students learned how to use the electronic studying system through an online instructional module. They then applied what they learned to their graduate coursework over a span of at least a week. Results from the pre and post-survey's showed that participants were not initially familiar with note-taking apps and after participating in the study, were considering changing their current note-taking strategies to better accommodate electronic materials. Survey results revealed a positive correlation between participant's previous note-taking strategies and most useful features in the note-taking app GoodNotes. Even though the electronic studying system was used over a limited time, participants found it very useful and some even purchased GoodNotes to use in the future.
eBook Creation: Enhancing Literacy
(2014 TCC Online Conference, 2014-04) Monkoski-Takamure, Antonina; Sorensen-Irvine, Christine
Teachers are being pushed to integrate technology across all subject areas, including reading, writing, speaking, and listening. Using eBook creation is one way to both use technology and address literacy skills. A web-based instructional module was developed to improve teacher knowledge on how to create eBooks and increase motivation to use eBooks. The purpose of this study was to evaluate the effectiveness of the module and its influence on motivation to incorporate eBooks in teaching. Fifteen current or former elementary (K-6) teachers were asked to participate in the study. Ten completed the study. Participants completed the module as well as online demographic, pre-attitudinal, and post-attitudinal surveys. These were analyzed using descriptive statistics and summarizing open-ended questions. Pre-survey findings indicated that one teacher had previously used eBooks and half had moderate to considerable interest, whereas the other half reported little to some interest. Two-thirds felt students would be moderately to extremely motivated by using eBooks. Post-survey findings showed that half of the participants were likely to use eBook creation in their classrooms. Eight participants felt students would be very-to-extremely motivated.
Examining the Usability of an Elementary School Website
(Technology, Colleges, and Community Worldwide Online Conference, 2014) Kotomori, Christine; Irvine, Christine
Throughout a school year, important information must be communicated between schools and families of elementary students. Despite communication via newsletters, emails, and flyers, some information is lost in the transition from the classroom to home. A school website allows parents to access important, current information about their child’s school. To be effective, it must be easy to navigate and use. The purpose of this usability study was to evaluate the content and organization of a school website to enable developers to improve its effectiveness for parents and families. The study was conducted with six parents. Data were collected using field notes and screencasting software to record the computer screen activity and participants’ verbal comments as they navigated the website while being audio recorded. Analysis included qualitative coding of field notes, screencasts and audio transcripts and descriptive statistical analysis of screencasting data. Five out of the six participants were able to complete all four tasks in the study. Feedback from participants indicated that they found the website organized and up to date, but lacking some features such as testing scores, pictures of students, and a grading portal to name a few.
A Needs Assessment to Explore the Professional Development of Early Childhood Practitioners with Online Resources
(2014-04-24) Souza, Bernadine; Menchaca, Michael
Abstract: Early childhood educators (ECE) on the island of Kauai currently have one localized option for higher education in the field of ECE, a 2-year Associate of Science degree in Early Childhood Education from the University of Hawaii system’s Kauai Community College. The State of Hawaii’s Executive Office on Early Learning (EOEL) is looking to set the “high-quality” programming benchmark for ECE teachers at a Bachelor’s degree with specialized training in pre-kindergarten plus 15 hours of professional development training annually. Gaining access to high quality in-person professional development on Kauai is an ongoing challenge. To assess the growing need for professional development on Kauai, a needs assessment was conducted using Google forms to explore the use of online resources for professional development by early childhood practitioners on Kauai currently working with children birth to 5 years old. All participants in this needs assessment survey were primarily solicited by email to gauge the use of online modes for participation and communication within the ECE professional community. This effort resulted in 13 responses to the needs assessment survey and indicated a willingness to use online resources for professional development.
From Paper to Pixels: A Usability Study of a Tsunami Safety E-Booklet
(19th Annual Technology, Colleges, and Community Worldwide Online Conference, 2014-04-22) Geschwind, Leon R.; Menchaca, Michael
More people have died in Hawai‘i from tsunamis than from hurricanes, floods, and volcanoes combined, making it our State’s most deadly natural hazard. For tsunami education to be effective, especially in younger audiences, learners must be engaged through multiple modalities. To help meet this need, a printed tsunami safety booklet has been modernized to an e-booklet format. Using a turtle superhero as a guide, the Hawaii tsunami safety e-booklet (http://bit.ly/tsunamilayout) helps educate 3rd through 5th grade students about tsunami hazards, preparedness, evacuation, warning, and risk. A research study was designed to evaluate the content, effectiveness, and user satisfaction of the interactive e-booklet through iterative usability testing. Two rounds of testing were conducted face-to-face and through Google Hangouts on Air where participants “thought out loud” as they explored the e-booklet content. Additional feedback was captured asynchronously through a survey link on each page of the e-booklet. A post-study captured additional attitudinal data. Changes were made to portions of the e-booklet focusing on the participants’ recommendations which included immediate audio and visual feedback, increased control over multimedia, personalization, and gamification. Feedback from the second round of usability testing indicated that improvements made to the e-booklet augmented the overall user experience.
Designing a Mobile Informational Website for Military Medical Personnel
(Technology, Colleges and Community Online Conference, 2014-04) Brook, Stacy; Sorenson-Irvine, Christine
Medical augmentees at Joint POW/MIA Accounting Command are responsible for the health and welfare of team members deployed to remote regions of the world to extract remains of lost service members. No method was in place to prepare these individuals for mission prior to arriving on Oahu and information needed to be available as an online resource and viewable on mobile hand-held devices so members could access information prior to and during deployment. The purpose of the instructional design project was to develop and evaluate a web-based instructional website designed to provide necessary medical and mission knowledge to medical augmentees. Fifteen current and former augmentees were asked to review the Aloha Augmentee website, evaluate the quality of content and make recommendations for improvement. Data were collected via online pre and post surveys. The results revealed that the website was viewed as successful with very positive qualitative feedback. Participants felt that the website could be even more effective with the addition of medical-grade photographs and more in-depth background about specific regional diagnoses. Feedback from participants will be used to improve the overall design and content of the website to better prepare future augmentees.
Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii
(2014) Dudoit, Kelley; Menchaca, Michael
The unique geographical nature of the state of Hawaii creates hardship in attempting to offer adequate instruction and resources to students in all the communities that the University of Hawaii (UH) system serves. Distance education plays a significant role in attempting to address some of these hardships. The purpose of this needs assessment (NA) was to collect University of Hawaii student feedback in regards to their needs, preparedness, perceptions and learning preferences for online courses in Native Hawaiian culture and language. This study utilized the UH Maui College, Molokai Education Center as a sample site to collect feedback from those who plan to utilize distance education in pursuing an Associate Degree in Hawaiian Studies, or to take courses in Native Hawaiian language and culture. A comprehensive survey was developed and administered to collect student feedback on their opinions of distance learning at UH, with an emphasis on online courses. A review of their responses provides readers with a unique opportunity to understand the student experience from the perspective of those in some of the most remote areas served. Strengths and weaknesses of online course delivery are reviewed as well as recommendations for strengthening distance education planning and implementation.
Nā Iʻa Kapu: A Pre-Visit Online Lesson for Hanauma Bay
(2014-04-22) Rosa, Anne; Irvine, Christine
Natural areas like Hanauma Bay provide a captivating setting for place-based and culture-based science lessons. When students visit Hanauma Bay, they have limited time to learn about the bay during their field visit. To enhance the field experiences of students, an online pre-fieldtrip lesson was developed for teachers to use to prepare their 3rd-5th grade students for a Hanauma Bay field visit. The lesson was designed to teach concepts of Hawaiian kapu (prohibitions or laws) as they relate to conservation and to Hawaiian reef fish biology. The lesson was developed using learning standards for the relevant grade levels and the ADDIE method of instructional design. 3rd-5th grade teachers and informal educators who have used Hanauma Bay as an educational site evaluated the instructional design via an anonymous online survey. Responses were received from 12 participants. Descriptive statistics were used to examine the responses and themes were derived from open-ended comments. Results indicated teachers perceived the lesson was engaging, aligned with class learning objectives, grade level appropriate, and would help to prepare students for a visit to Hanauma Bay. The teachers particularly valued the integration of science and Hawaiian culture and the connections made between kapu and fish life cycles.
Usability Evaluation of an Online Resource Designed to Help Educators Recognize and Respond Appropriately to a Concussion
(2014 Technology, Colleges, and Community (TCC) Worldwide Online Conference, 2014-04-22) Funai, Darryl; Leong, Peter
Abstract: Concussions are serious brain injuries that can significantly influence the brain's ability to function at its normal capacity. Following a concussion, it is common for students to experience difficulties in the classroom. If unrecognized and untreated, these problems have the potential to significantly impact the student's academic career as a whole. By understanding concussive neurological issues, educators can use their expertise to create flexible, temporary, and fluid academic adjustments allowing the student to continue to learn during recovery from a concussion. A private school on Oahu created a website to provide instruction and resources for educators to help them to recognize and respond appropriately to a concussion. This usability study evaluated the content and organization of the website. Usability participants navigated the website to complete four tasks that the target audience might encounter. Content and navigation of the website were well received and feedback for improved ease-of-use was discussed.
Using Mobile Device to Teach Tennis Instructors How to Teach the Rules of Tennis
(2014-04-30) Aki, Ty; Irvine, Christine
Tennis instructors lack a formal background in teaching that would help them teach the rules of tennis to their students in ways that enhance retention and improve performance. The purpose of this project was to create and evaluate an iBook module to help tennis instructors teach the rules of tennis. The module was designed using iBook Author and Mayer’s (Mayer, 2003a, p. 302-303) eight principles of multimedia design to enhance cognitive processing during learning. All participants were well trained in playing the game with little to no background in teaching. Eight participants completed the module and several data collection instruments including a demographic survey, post and pre-test questionnaires and an attitudinal survey. Data were analyzed using descriptive statistics, looking for patterns in open-ended responses and through review of field notes taken by the researcher while observing on-court use. All participants agreed the module was an effective on-court tool that was useful, engaging, easy to use, well designed, and included quality content. They felt confident in using the tool and were highly satisfied. Seven of eight indicated they would definitely use it in the future.
An Instructional Approach to Writing SMART Goals
(2014-04-24) Robins, Eleanor; Leong, Peter
Obtaining a degree is not the ultimate end goal; it is only one of many goals needed to ensure financial and professional success. Establishing a plan to success by writing specific, measurable, attainable, relevant and time-bound goals (SMART) should be utilized by both fulltime graduate students and working professionals in graduate school. The purpose of this instructional design project was to create and evaluate a web-based module that provides participants with step-by-step instructions, examples and resources to writing short- and long-term goals, using the SMART method. Pre- and post-assessments were embedded into the module for participants to practice their writing skills and a rubric was also embedded to promote self-efficacy. Survey results from pre- and post-assessments indicate that the instructional module was simply designed and content was easily understood. However, the instructional module did not provide the instructional scaffolding needed for participants to write SMART goals proficiently, as reported by pre- and post-assessment rubric scores. Suggestions for improvement include definition of short- and long- term goals, development of content, integration of audio, instant response embedded activities and navigation tools throughout the web site.
Open Planner: Using Google Calendars for Cloud Based Personal and Collaborative Lesson Planning
(2014-04) Ishii, Dana; Menchaca, Michael
Google Apps for Education offers many new technologies that are not only changing the way we teach but also the way we collaborate and plan. Google Calendar in particular can allow for cloud based storage of lesson plans that can be organized and set to be readily available on any given day, year after year. Yet even the small amount of time and practice it may take to learn how to use a new technology can create a large chasm between digital natives, comfortable with exploring a new product, and those not ready to leave the comforts of familiarity and migrate to the digital world. This usability study aimed to evaluate the usability and intuitiveness of a module prototype, designed to teach educators how to use Google Calendar as a cloud-based lesson planner, in order to determine how to make the module more approachable to new learners. Participants were asked to “think aloud” as they performed a series of tasks and explored the module in an effort to gain an understanding of how users might perceive the learning module and any potential areas that might inhibit learning. Data were gathered on participants as they interacted with the module, on any frustrations, confusions, and overall impressions. The results of the study highlighted areas of concern, frustration or confusion which helped further shape the design of the module and provide possible implications or generalizations that may be made when designing future training modules.
But Can Users Find It?: Investigating the Navigation Usability of a School System's Information Website
(2014-04-24) Alexander, Nicholas; Menchaca, Michael
Website usability studies are a widely used procedure to assess a user-centered design by testing a website with its target audience. Usability studies provide a valuable insight into the thought process of website users, but due to the time and effort it takes to perform, usability tests are not pervasive in school-created websites. The usability study conducted for this paper was designed to investigate the navigation usability of a simulated, school-created system's information website designed for school teachers. The goal of the study was to create a more intuitive, user-friendly website that would be adopted by school faculty and staff. This usability study, which was held via Google+ Hangouts, and recorded with QuickTime, assessed participants’ perceptions of the website while completing specific tasks. Upon completing the study, participants filled out an attitudinal survey which assessed the scenarios in the study, as well as provided an additional method of voicing proposed improvements to the navigation of the website. The study, which was conducted in two rounds with a revision period between them, revealed navigational flaws in the designed website and provided guidance in improving the website for future users. Increased user ratings after evaluating initial user ratings and implementing suggested website improvements suggest that usability testing for school information websites can prove beneficial for its users.
Usability of a Technology Website for Teachers: Productivity Tools Made Easier
(2014-04-24) Freitas, Timothy; Sorensen, Christine
Despite increasing demands to use technology, teachers often feel frustrated in knowing how to use technology productivity tools efficiently. At a private high school, teachers are required to use productivity tools available through the school website to do their work. However, through informal feedback, teachers expressed frustration that information was difficult to find and was not current or relevant. Therefore, the purpose of this usability study was to evaluate the content and organization of a newly designed website. Teachers who reported little to no use of the website were asked to participate. Six teachers were observed and audio recorded using a talk-aloud technique while using the website to complete eight scenarios commonly asked of teachers. Data collected included field notes, screencastings, and surveys. Analysis included qualitative coding of field notes and audio transcripts and descriptive statistical analysis of the survey data. Findings indicated teachers preferred having information simplified, in one location, with fewer drop down menus. Additionally, there were a variety of preferences in terms of how information was presented, with some preferring video, some text and images, and some downloadable PDF files. These findings have implications for how the website is designed to best meet differing teacher needs.
Fostering Collaboration via Google Apps
(2014-04-22) Saito, Tami; Menchaca, Dr. Mike
Educators in the state of Hawai'i currently use the Lotus Notes email host program as a method of communication and collaboration. One public elementary school in Hawai'i, on the island of Maui, is currently in the process of replacing Lotus Notes with Google Apps for Education. More than just an email system, web-based Google Apps for Education offers an easy way to share documents, work together virtually in real-time, and much more. Educators requested assistance on learning the basic necessary skills for Google Apps for Education, in particular on Gmail and Google Docs. To meet that need, an online training module was designed and delivered through a Weebly website that utilized an interactive tour, instructional videos, and step-by-step instructions with screenshots that are printable documents. Participants were asked to complete a challenge at the end of Module 1 & 2 as a way to reinforce and assess what was learned. Survey results indicated that all participants have considered using Gmail and Google Docs as a way to collaborate with their fellow colleague.
Piano Basics for Mobile Online Learning
(2014-04-27) Halemano, Adam Jr.; Leong, Peter
The direct correlation between cognitive wellness and applied music knowledge has been effectively demonstrated and empirically proven by a wealth of research studies to be a powerful cognitive development tool for people of all ages. Recent studies have shown that the listening and playing of musical compositions on the piano helps to stimulate and enhance an individual's cognitive "working memory" and spatial-temporal reasoning, which is widely applied in work related fields such as art, architecture, mathematics, engineering, and science (Wang, 2013). This online instructional module was geared toward the introduction and facilitation of basic musical concepts and principles for the piano as a foundational springboard for cognitive wellness. The module was delivered via an interactive web-based interface supported by videos and supplemental learning materials. The study findings revealed a substantive increase in score improvement between pre and post quizzes. Survey results also indicate that the large majority of participants found they learned more from the module than they had originally anticipated and that they feel more confident in their understanding of the piano. The data collected from this study could be used to assist other educators interested in revisiting and refining the module’s didactic approach.
Developing a Self-Paced, Web-Based Instructional Module for Dissertation Preparation
(2014-04-22) Iyoda, Ritsuko; Leong, Peter
As the number of part-time doctorate students increases, institutions offering evening or online Ph.D. programs need to re-evaluate the effectiveness of their dissertation preparation courses to help these part-time learners succeed. The University of Hawai‘i at Mānoa offers a college-wide Ph.D. in Education with a specialization in Educational Technology (ETEC). The ETEC Ph.D. program is campus-based, but courses are offered in the evenings with many courses offered in hybrid or online formats. ETEC 750e “Educational Technology Issues: Research” is a seminar that ETEC doctoral students must complete before advancing to candidacy and it plays an important role in dissertation preparation. However, due to the number of topics covered in the seminar, instructors have expressed concern over students’ concept attainment of one the seminar topics, prospectus writing. To improve students' prospectus writing skills, the author developed a self-paced, web-based instructional module on prospectus writing to supplement a class lecture, and implemented a formative evaluation to ensure the quality of the module. Five of the eight students enrolled in ETEC 750e in spring 2014 completed the online module, and the data showed a positive shift in their knowledge and attitudes towards prospectus writing. Implications of the project are also discussed.

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