Crimson+Caribou

Hello Fellow Crimson Caravan groupies. Looking forward to a great semester in your group. -Richard

Hello Richard! I am looking forward to it too! - Robin

= Week 8: Group Summary - Final Submission 10-20-16 =

EDU590 -Week 8 Crimson Caribou – Week 8 Assignment Richard Harris Stephanie Fletcher Robin L. Kennedy (Elder) Central Michigan University

The Crimson Caribou team leveraged Google Drive to work together on the Technology Comparison Chart. Each team member’s answers are represented on one row, with answers provided in cells for each individual question. Figure 1 summarizes and compares the similarities and differences across team members. Figures 2 through 5 display the answers and summaries for the Hardware Check, Software Check, Level of Trained Personnel Check and the Evaluation Process check. The team also used the Class Wiki and email to communicate throughout the assignment.

Figure 1: Crimson Caribou Comparison Chart
 * [[image:weibleedu590f16/Week8CompChart.png]] ||


 * 1. Hardware - Richard**

Figure 2: Comparison Chart Question 1
 * **Hardware Check ** ||
 * Question: || 1a  || 1b  || 1c  || 1d  || 1e  || 1f  ||
 * **Robin Elder ** || Windows || PC Workstations and laptops || Windows 7 || Network printer, projector || Intel i7-5600U 2.60 GHz, 8 GB RAM, 64-bit Dell laptops with 17” Dell flat panel screens, external mouse and keyboard, 240 GB hdd. || T3 connection via internal network using RJ45 cable, wifi ||
 * **Richard Bruce ** || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Windows || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">PC Workstations and laptops || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Windows 10 || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Network Printer || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Intel i7-2600U 3.40GHz, 8 GB RAM, 64-bit Dell Workstations with dual flat screens, external mouse and keyboard, 300 GB hdd || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">T3 connection via internal network using CAT5 cable, Wireless N access points ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Stephanie Fletcher ** || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Windows, Chrome || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Desktop PC for teachers and Chromebooks for students || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Windows 7 (teachers), Windows 10 (admin), Chrome OS (Students) || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">digital cameras, projector, network printers, classroom response systems || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">(teachers) Optiplex 755 Intel Core 2 Duo 4GB RAM 160GB Hard Drive, (students) Chromebooks Intel Atom 1.6GHz 4GB RAM 16GB SSD || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">1GB Fiber to Charter, 10GB between buildings, 1GB to Desktop, Wireless N Access point in every classroom ||

It looks like the members of our group are provided with Windows PCs for work use. Richard and Stephanie get workstations while Robin has a laptop and a workstation available for work use. Richard and Robin have 8GB of RAM while Stephanie has 4GB. From the provided specs it looks like Stephanie may earn the “oldest work PC” contest seeing how she has an Intel Core 2 Duo chip and Richard and Robin both have Core i7’s. At Richard's school students are required to purchase and provide their own laptops which means there is a great range of quality from barely functional to gaming PCs. At Stephanie's' school, students are provided with basic Chromebooks which are basically a PC that only runs a browser. In Robin's training environment every trainee will either have a laptop already for work or the company will provide one for training. All our work environments have wifi and LAN connectivity but Stephanie’s school wins the “best internet connection” contest with a 1GB fiber connection that allows for blazing fast internet connectivity. Richard’s school has a 20 MBPS download speed and a 15 MBPS upload speed. Robin’s speed test revealed a download speed of 70 MBPS upload speed of 30 MBPS. In each of our work environments the internal network speed is higher than the speed to get out to the internet.

Figure 3: Comparison Chart Question 2 All members of the team shared the use of internet programs, such as Google Chrome. Robin noted additional internet software used, including Sumtotal and Skillsoft, while Stephanie noted additional educational software that included Renaissance Place, Type to Learn, and Edmodo. The team shared similar word processing and spreadsheet software, such as Microsoft Office and Microsoft Excel for statistical calculations. Robin and Richard shared the same versions of Office 365, but Stephanie noted Office 2016 and Google Apps. Also, all team members reported that software is regularly updated, but on different schedules. Robin and Richard reported weekly and monthly software updates, while Stephanie reported quarterly and as-needed updates. Finally, the three team members differed regarding multimedia authoring programs and Computer Assisted Instruction (CAI) programs. For CAI, Robin noted Skillsoft while Richard noted Opensis, Moodle and Populi. Stephanie noted M-Step Testing and Google Classroom. For multimedia authoring programs, Robin noted Captivate, while Richard reported Paint and Stephanie reported that Chromebook users leveraged online tools.
 * 2. Software - Robin**
 * **<span style="font-family: Calibri,sans-serif;">Software Check ** ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; text-align: right;">Question: || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">2a  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">2b  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">2c  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">2d  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">2e  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">2f  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Robin Elder ** || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Captivate || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Google Chrome, Microsoft Internet Explorer, Sumtotal Systems, Skillsoft || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Office365 || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Skillsoft || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Microsoft Excel || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Weekly and Monthly ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Richard Bruce ** || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Paint || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Google Chrome, Microsoft Edge, Mozilla Firefox, || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Office 365 || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">opensis, Moodle, Populi || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Microsoft Excel || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Weekly and Monthly ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Stephanie Fletcher ** || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Online editing on chromebooks || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Renaissance Place, Type to Learn, Think Central, Career Cruising, Google Classroom/Google Apps, Edmodo, Quizlet || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Microsoft Office 2016, Google Apps || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">M-Step Testing, Google Classroom || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Microsoft Excel || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Chromebooks updated to a new OS quarterly, Windows as needed or with new versions ||

Figure 4: Comparison Chart Question 3 Overall, the level of training and number of trained personnel for the team varied somewhat substantially. This may be due to Stephanie and Richard being in a school setting and Robin being part of a company. For starters, the number of teachers trained to use computers differed for all members of the team. Robin and Richard were close with 12 teachers and 15 teachers, while Stephanie has almost double at 30 teachers. Since Stephanie and Richard are both in school settings, the administration is also trained to use computers. These numbers were the same with 2 administrators being trained to use computers. The number of staff trained to use computers was substantially different among the team members. 23,000 staff members are trained at Robin’s company, 50 staff members at Richard’s school, and only 5 staff members at Stephanie’s school. One area that was the same for all team members was the computer to teacher ratio of 1:1. At Stephanie’s school all the teachers are provided a desktop computer, but these computers are not always guaranteed to work 100% of the time. The percentage of teachers, administrators, and staff who have computers at home were the same for Richard and Robin at 100%. Only about 75% of teachers, administrators, and staff have computers at home at Stephanie’s school; some staff will use their work computers as home computers.
 * 3. Level of Training and Trained Personnel - Stephanie**
 * **<span style="font-family: Calibri,sans-serif;">Level of Training and Trained Personnel Check ** ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; text-align: right;">Question: || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3a  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3b  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3c  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3d  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3e  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3f  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Robin Elder ** || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">12 || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">N/A  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">23,000  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1:1  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">N/A  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">All  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Richard Bruce ** || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">15 || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">2  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">50  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1:1  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">3  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">All  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Stephanie Fletcher ** || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">30 (skyward, google apps, basic computer) || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">2  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">5  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1:1  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">75% (some use work computer as home computer)  ||

Figure 5: Comparison Chart Question 4 One main difference in the evaluation process is that Stephanie’s school only has 1 computer for every 3 students, while Robin and Richard are at a 1 to 1 ratio. Overall, the entire team has an evaluation system in place which measures the learning achievement of the students and the evaluation is done at the end of each course. The main difference is the program used for evaluation. As Robin stated, her company offers several different courses and “each course uses different types of quizzes throughout and an external exam at the end of each course”. Richard’s school also offers different courses, but all courses are evaluated using a program called Moodle. Stephanie’s students in her school are only offered one 9-week computer course and they are evaluated using a program called Michigan Technology Readiness Tool (MTRAx). For both Richard and Stephanie, the program does the actual evaluation, but the instructor monitors it. For Robin’s company, the instructors give and evaluate the quizzes and final exam.
 * 4. Evaluation Process - Stephanie**
 * **<span style="font-family: Calibri,sans-serif;">Evaluation Process ** ||
 * <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; text-align: right;">Question: || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">4a  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">4b  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">4c  || <span style="display: block; font-family: Calibri,sans-serif; font-size: 10pt; text-align: center;">4d  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Robin Elder ** || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1:1 || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">KMXU courses use blended learning via instructor-led courses, interactive tutorial based training using interactive presentations, case based training in the Ethical Conduct training series, and problem based training in other electronic courses. Each course uses different types of quizzes throughout, and an external exam at the end of each course. || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Training and student success is measured after each course. || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The system provides the evaluation criteria and the training team evaluates and monitors the results. This is used primarily to measure compliance with required courses. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Richard Bruce ** || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1:1 || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Moodle classes deliver online course content to compliment physical in-class lectures or as stand-alone online classes. Each course has course evaluations that are designed to tell us if the student has accomplished the course learning objective statements. || <span style="font-family: Calibri,sans-serif; font-size: 9pt;"> Student success is measured after each course || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Moodle tests, assignments, papers, quizzes, forums and group discussions give students grades which are then used to measure student and teacher performance. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Stephanie Fletcher ** || <span style="display: block; font-family: Calibri,sans-serif; font-size: 9pt; text-align: center;">1:3 || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Michigan Technology Readiness Tool (MTRAx) || <span style="font-family: Calibri,sans-serif; font-size: 9pt;"> The student computer class is offered as a 9 week course. Students complete this once during either 6th, 7th, or 8th grade at the middle school. They are assessed at the end of the course || <span style="font-family: Calibri,sans-serif; font-size: 9pt;"> Computer teacher using MTRAx for the students ||

Improvement opportunities include an upgrade of the Skillsoft content management software that drives KMXU, and the addition of externally created content that follows a desired curriculum. For example, KMXU should include learning content that corresponds to career growth and advancement.
 * 5. Do you feel the technology and support/training is adequate for your school/workplace? Why or why not?**
 * Group:** At first glance, all three environments and the use of technology appeared very different. However, after analyzing the responses, it became clear that all three shared a common theme: technology is highly leveraged in all three environments. Robin’s corporate environment leveraged technology for content creation and management, as did Richard’s and Stephanie’s schools. All three also shared the use of technology by both instructors and students. Overall, it seems that technology in each of these very different spheres was present but perhaps not ideal. There is room for improvement in both the area of the technology itself and the support/training to use such technology. Perhaps Stephanie stated it best when she said in her response to question 5 that, “technology is constantly changing.” Even Robin who may have the most advanced technology of our group at the disposal of her company mentioned the importance of keeping up on the latest changes in technology in the workplace. I would say
 * Richard’s response:** I think there’s room for improvement. I actually bring my 2014 Macbook Pro to school to fill in the gaps particularly in the media department. It’s probably possible to edit video or create stunning images on a PC but I’m not very good at it for sure. Also, my school uses software that prevents me from making any unauthorized changes to my PC including installing new programs. Sometimes I find that I need to install new programs whether for my master’s degree or to test some new program for a teacher. When I do that, it’s easier to just try on my personal laptop first. Also, it’s frustrating to me that teachers here refuse to grade anything turned in from Pages. More and more students are showing up every semester with Macs instead of PC’s and it seems to me like Macs are a better investment over the long haul than PC’s. But that’s my personal preference.
 * Robin’s response:** The training facility and classrooms at our headquarters building are exemplary, but there is room for improvement. Also, the company has engaged SumTotal, a Skillsoft company, and deployed an internal “university” that houses custom training and purchased training. Named “KMXU,” this training portal includes videos and texts, including testing and evaluations. This training portal is available to all Associates, regardless of location, and each Associate has a unique login. Training progress throughout the Associate’s career is maintained in KMXU. Some training requires annual participation, such as the Code of Conduct training, security policy training, and targeted skills training. All training in KMXU is accessed via web browser, and training results are tracked for each learner. Some courses are also instructor-led and leverage the internal facilities, but are scheduled and tracked using KMXU. The department that manages the program is staffed by twelve Associates who are all trained or certified in education, including training development tools such as Captivate. This department works with the Marketing department to create video clips that are incorporated into training classes. For example, some shop safety training includes slides with text and video examples. We are currently preparing for an upgrade of Skillsoft, which will enable a more user-friendly KMXU interface, and connectivity using mobile devices.
 * Stephanie’s response:** I do not feel the technology support/training is adequate for our schools because technology is constantly changing and we are not keeping up on it. I feel as if the teachers need to be trained so they can prepare the students for the updates in technology as well. There are so many wonderful technology resources we could be using for our students and we don’t or can’t. I feel our school needs a technology foundation to raise money for additional technology that will be used in the classroom. I also feel we need a technology curriculum director who can give support for how teachers can use technology in their classroom effectively and efficiently. This is the main reason I chose to get my Masters in Educational Technology. I want to learn the best ways of using technology in my classroom and I would love to share these ideas with my colleagues. I find it unfortunate that the main way for me learn new and fresh ways of integrating technology into my classroom is by taking college classes or other professional development classes offered by our school or outside of our school. I believe the reason our school does not require teachers to be trained on technology is because everyone’s level of understanding is at a different place. I also think they do not provide a lot of training because they don’t have the funds to purchase this wonderful technology we could be using in our classroom. I do believe our district is trying to head in the right direction, but it should be happening much sooner than it currently is.

= Week 7: School Technology Survey =
 * ~ **Name** ||~ **Insert Survey** ||
 * = Robin Kennedy (Elder): || [[file:Week7_School Technology Survey_RElder.doc]] ||
 * Richard Bruce || [[file:School Technology Survey_12132012 (1).doc]] ||
 * Stephanie Fletcher || [[file:School Technology Survey EDU 590.doc]] ||

= Week 8: Group Summary - Planning = Hi Team, I put together our Google Drive folder with the Word document we each need to fill in and then turn in separately for Week 8. Here is the link to the Google Drive Folder (the files listed below are in this folder).

Tasks we still need to complete: > **10/17/16:** **Richard will do section 1, Stephanie will do sections 3 & 4, Robin will do section 2 and the charts. The Group will contribute to section 5 individually.** > Robin - complete; Richard - complete; Stephanie questions 3-done and 4-done and 5-done. > > Inserted chart on page 2 (Figure 1). Please give me your feedback if you would like to include it this way. I think it satisfies one requirement for a chart similar to page 200 of the book. looks good >
 * 1) Decide who will summarize each section.
 * 1) Complete the Summary Table in the Google Drive <span style="background-color: #fafafa; color: #1155cc; font-family: Roboto,sans-serif; font-size: 20px;">__Week8_Summary_Table_Caribou.xlsx__ **10/17/16:** Stephanie done
 * 2) Complete our summary paragraphs in the <span style="background-color: #fafafa; color: #1155cc; font-family: Roboto,sans-serif; font-size: 20px;">__EDU590-Week8-CrimsonCaribouSummary.docx__
 * 1) Review the draft comparison chart idea i threw together. This would be pasted into the final Word document. Please let me know your thoughts: <span style="background-color: #fafafa; color: #1155cc; font-family: Roboto,sans-serif; font-size: 20px;">__Week8ComparisonChartDraft.pdf__
 * 1) Complete the Comparison Chart. Done - Robin. Need feedback. I like the comparison chart :) Stephanie
 * 2) Compile the final Word document. Done - group. Need feedback and sections completed. Once Stephanie completes her sections, Robin will download and ensure final document is formatted acceptably in Word to turn in.
 * 3) Upload the final document individually.

Please edit the Wiki with your feedback, ideas, suggestions, etc.