Analysis+Phase

=**Analysis Phase**= The trigger for this training is that most students have cell phones but few know how to use them appropriately (i.e., effectively, ethical, morally, etc…). Even fewer know how to use them as a learning tool. Cell phones represent a powerful computing device that can ultimately improve student engagement, which would in turn, have a profound effect on learning. To this end, students need to be allowed to use their cell phones during school. Furthermore, faculty needs to be educated on how to integrate this technology into effective teaching.
 * Needs Analysis**

The surveys and interviews indicated that while most faculty and students owned a cell phone few were sure how it could be used as a learning tool. Most faculty members demonstrated a real aversion to these devices. Students on the other hand, simply cited inappropriate uses when asked how they use their cell phones. Students indicated overwhelming excitement at the idea of being about to use the device in class. Some teachers showed interest in using the technology in class if it could improve student engagement.

An anonymous questionnaire and interviews were used to gather data on the problem. Visit the following link for the [|survey].

The problem of this study was to determine if using cell phones in the classroom can improve student engagement and participation as well as facilitate better learning with today's "wired" learners. //Who is affected?// //What is the cause?// //What kind of a problem is it?// //What is the goal for improvement?//
 * [|Problem Statement]**
 * Today’s current generation of wired learners.
 * The cause of this problem is that students have access to technologies (i.e., cell phones) outside of school but not inside. This “digital disconnect” causes students to see a lack of relevance in current school courses.
 * This is a motivational, learning, and teaching delivery method problem.
 * The goal for improvement is to improve student engagement and participation as well as facilitate better learning through the use of cell phones as a learning tool in the classroom.


 * [|Gap Analysis]**
 * 87 percent of Lampeter-Strasburg High School students currently have a cell phone.
 * 63 percent of Lampeter-Strasburg High School students are using a cell phone outside of school as a learning tool (i.e., Assignment reminders, Contacting classmates for help with assignments, and Calculator, etc…).
 * Zero percent of Lampeter-Strasburg High School students are permitted to use cell phones in the classroom (A few teachers are currently having students use cell phones to supplement learning).
 * 48 percent of Lampeter-Strasburg High School students feel engaged in classroom learning with current teaching practices.
 * The creation of dynamic lessons that incorporate the use of cell phones should drastically improve the level of student engagement and achievement.
 * [|New statistics on teen cell phone use.]

The root cause for this problem is that students are not allowed to utilize their cell phones while at school; therefore, they never have the opportunity to use it as a learning tool during the school day (between the times of 7:35 am and 2:45 pm) due to current board policies. Subsequently, faculty members are not trained to develop lessons that utilize cell phones.
 * [|Root Cause Analysis]**

Take the [|survey] instrument and examine its [|results].
 * [|Data Collection]**


 * [|Prerequisites]**
 * Learners must own or have access to a cell phone.
 * Learner must know how to turn on cell phone.
 * Learners must be aware of text messaging (SMS) and multimedia messaging (MMS).
 * Learners must know how to send text and multimedia messages.

// Download Task Analysis Flowchart here: [|Task Analysis Flow Chart.pdf]//
 * [|Task Analysis]** //(i.e., defines the job or content)//

//**School leaders need to learn…**// Use a cell phone as learning tool in an appropriate manner || //**Teachers need to learn…**//
 * [|Instructional Analysis]** //(i.e., What must be learned?//)
 * that cell phone benefits out weigh cell phone negatives.
 * that cell phones can be powerful learning tools.
 * lessons and activities that utilize cell phones as a powerful learning tool.
 * Job |||| Instructional Technology Specialist / Classroom Teacher ||
 * Duty || Instruct faculty and students in proper cell phone use to facilitate increased classroom learning ||
 * Task || Educate faculty and students to use a cell phone as a learning tool ||
 * Elements || Use cells phones to facilitate learning ||
 * SKA || Develop lessons that integrate the use of a cell phone
 * lessons and activities that utilize cell phones as a powerful learning tool.

//**Students need to learn…**//
 * appropriate (i.e., moral and ethical) uses of cell phones.
 * how to use a cell phone as a learning tool.

// Download the Classification of Tasks here: [|Task Analysis Classifications.pdf]//
 * Classification of Tasks**