Web-Based Instruction and Learning: Analysis and Needs Assessment Summary
Marianne MCCARTHY <firstname.lastname@example.org>
Barbara GRABOWSKI <email@example.com>
The Pennsylvania State University and NASA Dryden Flight Research Center are working together to analyze, develop, implement, and evaluate instructional materials that enable teachers to use the World Wide Web effectively for teaching science, math, and technology. As part of the NASA Dryden Learning Technologies Project, the first phase in accomplishing this goal was to complete a needs assessment to determine how the Web could be integrated into the classroom. This needs assessment examined existing school infrastructure; science, math, and technology content in the curriculum and on the WWW; and the processes of teaching and learning. The goal of the needs assessment was to develop an understanding of the current state of WWW use in the educational environment to create a vision of how classrooms could be modified or adapted to include the WWW as a resource to enhance teaching and learning. The purpose of this presentation and paper is to summarize the results of this needs assessment.
The needs assessment was conducted in three phases. In the first phase, the school context was analyzed. The second phase consisted of a review of the science, math, and technology content. Phase three consisted of reviewing the processes of teaching and learning, which in combination with the results of the first two phases resulted in the development of Web-Enhanced Learning Environment (WELE) strategies that exemplify the most meaningful ways the WWW can be used in the classroom.
The investigation about school context focused on areas that are critical to integrating and using computer technology to deliver instruction in an educational setting. These included administrative infrastructure, technology infrastructure, and teacher factors.
In the second phase of the assessment, school-appropriate science, math, and technology content areas were explored. The structure of the National Education Standards and school curriculum were studied along with how existing NASA Web-based material might fit within this structure. The areas of study included school curriculum and existing NASA material.
Within the third phase of the needs assessment, the teaching and learning processes were investigated. The investigators reviewed the ways that instruction could be presented most effectively for the teacher and the student. Processes included best practices using the WWW in the classroom, teacher tutorials, and learning theories and teaching practices.
The purpose of the in-depth investigation of each of these eight areas was to identify which dimensions defined the area and further specify the critical factors for using the Web in the classroom. These dimensions and critical factors provided a structure for reporting the results found for each area.
The results of the needs assessment will be reported by the eight areas of investigation: Administrative Infrastructure, Technical Infrastructure, Teacher Factors, Curriculum, Existing NASA Material, Current Best Practices Using the WWW in the Classroom, Teacher Tutorials about the WWW, and Learning Theories and Teaching Practices.
Each area description includes an overall definition of the area, the investigation procedures, key dimensions, and conclusions. Each dimension was subdivided further by specific defining factors that made up that dimension. References and exemplary schools or Web sites which support the data are also provided.
The paper will conclude with a summary of the key trends identified that impact how, and more importantly, if the WWW would be used to support classroom instruction. Understanding each of these eight areas and their relationship to optimal WWW use in the classroom will ultimately aid in the development of instructional strategies and teacher training.
The need to understand the instructional role of the WWW is related not only to its potential power as a learning tool, but also to the fact that this medium is