Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

1.      Two interesting and useful evaluation models I found were “Goals-Oriented/Objectives-Based” (Tyler, 1949) and “Situated Evaluation”. http://www.edtech.vt.edu/edtech/id/eval/eval_models.html

How could I use them to evaluate my instruction?

1.       Although I can think of many technological innovations in the work place, I decided to select the Kingdom Hall of Jehovah’s Witnesses as my social system.  As I read the points to reflect on, I clearly saw how our congregation has evolved through technology ups and downs.  Let me explain.

About three years ago, as small group of Jehovah’s Witnesses, we began to interpret our meetings into ASL for the deaf and hard-of-hearing that wanted to visit us.  Soon the need for technology was evident.  Visuals and visibility are very important to the deaf culture. Sometimes those sitting in the back could not see the interpreter, so they had to sit up front—not all were front row Joe’s.  Then we began to receive videos of our Kingdom Melodies, Watchtower magazine articles, and Bible scriptures in ASL.   We needed a large screen TV up front that would be connected to a DVD player in the back of the room where someone was controlling it.

Then we began to have meetings in ASL—no interpreting.  This required the use of cameras and more TV monitors, as well as trained people to handle switching from the camera on the "speaker" to DVD to camera on audience (for viewing their comments). Today we have about 90 members (about 10% deaf) with many deaf and hard-of-hearing that visit us at the Kingdom Hall.  There are 5 TV monitors (including 1 in each restroom), 1 camera mounted on ceiling that is operated from the “switchboard” area, and 1 camera on tripod up front, directed towards audience, where someone controls it as needed.  All this is in addition to the main control booth “switchboard” where someone is in charge of switching from cameras to DVD as needed. 

It has not been easy and our congregation members in charge of this technology are always looking for ways to improve and maintain the use of technology, as well as train others.  It is well worth the effort.  It is utilized at least twice a week.

* I wish I would have thought about taking pictures or video to provide a better description.  I plan to do so and edit my post next week.

As an example of the great value of this technology, I would like for you to view the following picture and video, and imagine being deaf and sitting in the back row.  Would you be able to follow along?

http://www.deafhope.smugmug.com/Deaf-Ministry/Deaf-Ministry-in-Oregon-Wash/  

 Imagine the ASL "speaker" being seen on the projector screen behind him.  Wouldn't that provide a better visual for the deaf?
 

3.  It would definitely take a lot of planning to conduct professional development sessions about technology in the classroom.  I think at our campus, though, it really is necessary.  Therefore, I would probably plan the sessions as follows:

My plan would be to train one group so that eventually they are empowered to train others, improving skills and instruction along the way.  The goal would be to continue utilizing this approach for future problem-solving.