Project: BLMS iPad initiative Focus: Formative

Evaluation Question Do students feel more engage in their instruction while using the iPads?

Do the iPads make learning more fun? Do the students feel more responsible having their own individual iPad? How much instructional time do the teachers lose distributing the iPads? How much instructional time do the teachers lose collecting the iPads?

Activities to Data Source Observe Student work Gradebook Student Testview questioning Surveys Student Student journal journals entries Increase in student grades Surveys Student journals Student Journals Survey results Surveys Student journals Student Journals Survey results Teacher surveys Surveys

Population Sample Design 92 Students 16 Teachers

Data Collection Surveys Teacher interviews Testview reports

Responsibility Evaluator

Data Analysis Charts

Audience School administration

92 students

Surveys

Evaluator

Charts

School administration

92 students

Surveys

Evaluator

Charts

School administration

16 teachers

Surveys

Evaluator

Charts

School administration

Teacher surveys

Surveys

16 teachers

Surveys

Evaluator

Charts

School administration

How effective are the iPads in supplementing online lesson material? How is the support system for dealing with technical issues, downloading new apps, and teacher/student training on the iPads?

Teacher surveys Student tests Student work Teacher surveys Student surveys

Surveys Student work samples Testview Surveys

16 teachers

Surveys Testview reports Surveys

Evaluator

Charts

School administration

16 teachers 92 students

Evaluator

Charts

School administration Technology department

After reviewing the evaluation that was completed on the Rhode Island zoo I feel a little bit more comfortable examining and possibly conducting an evaluation. As I read through the evaluation I took several notes as I read. How are the at-risk students chosen? Do they have to meet a certain criteria such as living with single parent, parents are low income, etc. How many of the at-risk students can the program support? If all the students wanted to join could the program still be effective? How were possible leaders identified? Were these students that stood above the crowd and were popular or were they students who have a higher vocabulary/academic background? An outside evaluator was chosen to complete the evaluation this was mandated by the funding source. Who chose the evaluator the funding source or the zoo, was there bias? How did the students get to the zoo? Was it a school bus, parents, or the zoo? Did the students handle the animals I dont recall reading that students handled or interacted directly with the animals? If so were there liability issues. What was the support of parents or guardians with this program? I know it said training begins in autumn, but it did not clarify exactly when the program was run. Is there opportunity for summer employment for the ones that are old enough? This was somewhat answered in recommendation 5, but what about the students who continue to be in the program will they have different levels work with other groups. Can the students visit schools to discuss the program and discuss the things they have learned while being in the program to help gain support? What if students that are not at-risk wanted to join the program?

Again these were just thoughts that went through my mind as I was reading. I really like how simple the evaluation was to read and understand, though I did find their data tables very confusing even after reading the explanations. Usually when I think of an evaluation I think of the over educated people throwing out words and making comments that an average person wouldnt understand, but agree with because it just seems right.