Evaluation+Phase

=Evaluation Phase= The evaluation phase is driven by a search for the answers to the problem statement.

The survey feature within Google Docs will be used to ascertain the needs of faculty to develop lessons that incorporate the use of cell phones to facilitate learning. The survey will be beneficial when revising the training program for future groups (both faculty and students).
 * Survey of Participants**

View the [|survey] here and its [|results].

Staff Training Evaluations
 * [|Kirkpatrick Level Assessment]**
 * Level 1 Evaluation - Reactions**

Pre and Post Cell Phone Training Assessments.
 * Level 2 Evaluation - Learning**

Building administrators will observe teachers implementing cell phone based activities in the classroom as an instructional tool.
 * Level 3 Evaluation - Transfer**

Ongoing training will be available throughout the year to faculty during early dismissal days. Faculty members will also receive end of the year post-training surveys.
 * Level 4 Evaluation- Results**

Download Implementing Kirkpatrick's Four Levels Worksheet: [|Kirkpatrick.pdf]

Cell phones when used appropriately by trained faculty members did enhance student learning and improve student engagement. Cell phone based lessons made the teachers, school, and education in general more relevant for students.
 * Has the problem been solved?**

Hopefully the training program that faculty participated in and subsequent learning activities the students participated in will be positive change on various levels. District personnel will understand the importance of cell phones in the classroom and the learning opportunities they present. Students will demonstrate how to use a cell phone in an appropriate and ethical manner to enhance their learning and understanding of the world around them.
 * What is the impact?**

Like any expensive technology there are “haves” and “have nots.” Not all students own a cell phone so it is sometimes impossible to have a lesson be entirely cell phone based regardless of how beneficial it might be.
 * What needs to change?**

Meet with the early adopter facilitators at the end of the school year to update their resources. In addition, the trainers will review and evaluate the success of the program.
 * Reflective Meeting and Planning for Redesign**

I believe the ISD model is a worthwhile process. It is a logical process that people can easily follow. It is detailed and well-thought out. Many people simply “throw training” at a problem. By utilizing an analysis model, one can methodically and logically figure out where problems really are and how to best fix them. This method works best when differentiating between a training problem and a motivational problem. Why throw training at something that is merely a motivational problem? The ISD model helps in determining these differences and therefore is valuable.
 * Reflecting on the ISD Model**