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Outcomes of a Statewide Outcomes of a Statewide Educational Interactive Educational Interactive
Video Program EvaluationVideo Program Evaluation
Mark HawkesMark HawkesDakota State UniversityDakota State University
Annual Conference of the America Evaluation AssociationAnnual Conference of the America Evaluation AssociationNovember 5, 2003November 5, 2003
The Proliferation of Statewide The Proliferation of Statewide Interactive Video SystemsInteractive Video Systems
IllinoisIllinois Illinois Video Education Illinois Video Education Network (IVEN)Network (IVEN)
MissouriMissouri Missouri Research and Missouri Research and Education Network (MOREnet)Education Network (MOREnet)
MontanaMontana Montana Educational Montana Educational Telecommunications Network Telecommunications Network METNET)METNET)
New New HampshireHampshire
Granite State Distance Granite State Distance Learning NetworkLearning Network
New JerseyNew Jersey Garden State Distance Garden State Distance Learning ConsortiumLearning Consortium
I-TV Proliferation . . .I-TV Proliferation . . .
OhioOhio Ohio Telecommunity InitiativeOhio Telecommunity Initiative
OklahomaOklahoma OneNetOneNet
OregonOregon State Distance Education State Distance Education ProgramProgram
TexasTexas Texas Education Texas Education Telecommunications Network Telecommunications Network (TETN)(TETN)
West West VirginiaVirginia
West Virginia Education West Virginia Education NetworkNetwork
Study ProcessStudy Process
Funded by the South Dakota Funded by the South Dakota Department of Education through Department of Education through SDADE, which is South Dakota's SDADE, which is South Dakota's Federally Funded Star Schools Federally Funded Star Schools Project.Project.
Major focus of evaluation centers on Major focus of evaluation centers on use and application of the Digital use and application of the Digital Dakota Network.Dakota Network.
Evaluation MethodsEvaluation Methods
32 high schools and elementary 32 high schools and elementary schools visited statewide by schools visited statewide by evaluator pairs.evaluator pairs.
Data collection commenced in Data collection commenced in February and ended in May 2002, February and ended in May 2002, with site visit summaries constructed with site visit summaries constructed August through December 2002.August through December 2002.
Qualitative methods, including Qualitative methods, including interview, focus groups, observation, interview, focus groups, observation, and hardware audit were used.and hardware audit were used.
Summary Statistics of Study SitesSummary Statistics of Study Sites
Average Range State Ave.
Community Size 7,278 339-59,607 1,833
Student Population 896 131-4,000 713.7
Certified Teachers 64 12-249 51.6
Student to computer ratio 2.41:1 .90-4.79:1 3:1
Available seating for DDN 20 8-75 NA
DDN Instructional UsesDDN Instructional Uses
Collaboration activities (research Collaboration activities (research data comparisons, foreign language data comparisons, foreign language exchanges)exchanges)
Enrichment activities (Dr. Seuss Day, Enrichment activities (Dr. Seuss Day, Mystery Reader, performances, Mystery Reader, performances, Buffalo Round-up)Buffalo Round-up)
Expert access (Smithsonian, EROS)Expert access (Smithsonian, EROS) High School course deliveryHigh School course delivery College course deliveryCollege course delivery
DDN Logistical UsesDDN Logistical Uses Teacher professional development Teacher professional development
activitiesactivities Meetings between Educational service Meetings between Educational service
providers (LOFTI) providers (LOFTI) Regional consortia meetings between Regional consortia meetings between
administrators or teachersadministrators or teachers Community “Cracker Barrel” sessionsCommunity “Cracker Barrel” sessions Athletic seeding and bracketingAthletic seeding and bracketing Community organization use (mental Community organization use (mental
health services)health services)
Visual map of DDN use on instructional Visual map of DDN use on instructional and logistical dimensions and logistical dimensions
Over-arching Evaluation FindingsOver-arching Evaluation Findings
South Dakota schools are filled with South Dakota schools are filled with educational technologies and folks educational technologies and folks who can robustly use them who can robustly use them
The DDN system is an underutilized The DDN system is an underutilized resource in most schools resource in most schools
Conditions for optimal I-TV are Conditions for optimal I-TV are consistent from site to siteconsistent from site to site
Barriers to use are generally local Barriers to use are generally local and not system-relatedand not system-related
Lack of accessLack of access Inconsistent bell scheduleInconsistent bell schedule Attitude the interactive video is just for Attitude the interactive video is just for
small schoolssmall schools Lack of incentives for teacher/instructorLack of incentives for teacher/instructor Difficulty of distance delivery coursesDifficulty of distance delivery courses Suspicion that new state administration Suspicion that new state administration
will not support the DDNwill not support the DDN Belief that system replaces teaching peers Belief that system replaces teaching peers
and postionsand postions
Barriers to be AddressedBarriers to be Addressed
Conditions for Exceptional UseConditions for Exceptional Use
Exceptional planningExceptional planning Remote site supervisionRemote site supervision Teacher incentivesTeacher incentives Motivated studentsMotivated students Principals and superintendents with Principals and superintendents with
foresightforesight Activating and leveraging local Activating and leveraging local
partnershipspartnerships
Regional or State Delivery:Regional or State Delivery:Criteria for AnalysisCriteria for Analysis
Bell and school schedule compatibilityBell and school schedule compatibility Flexibility of interaction technologies usedFlexibility of interaction technologies used Duration of consortia affiliationsDuration of consortia affiliations Activity level of current consortiaActivity level of current consortia Access to remote instructional sites Access to remote instructional sites Teacher availability Teacher availability DemographicsDemographics Distribution of operation costs (technical Distribution of operation costs (technical
support, bridges, etc.) support, bridges, etc.)
Criteria . . .Criteria . . .
Nature and prevalence of professional peer Nature and prevalence of professional peer group collaborations (professional group collaborations (professional development, special education, development, special education, conferences, etc.)conferences, etc.)
Coordination of extra-curricular activities Coordination of extra-curricular activities (athletics, administrative, etc.)(athletics, administrative, etc.)
Availability of I-TV operation expertise Availability of I-TV operation expertise Participation and support of community Participation and support of community
partners—or capacity to attract the supportpartners—or capacity to attract the support
Effects of Regional Delivery Effects of Regional Delivery ModelModel
Community viabilityCommunity viability Remote site contactsRemote site contacts Distributed expertiseDistributed expertise Re-energized cooperativesRe-energized cooperatives Tailored I-TV curriculumTailored I-TV curriculum Better interactions with remote Better interactions with remote
supervisorssupervisors
Role for a Statewide Course Role for a Statewide Course VendorVendor
Course coordination and brokerageCourse coordination and brokerage Delivery of specialized coursesDelivery of specialized courses
E. Rogers Stages of Innovation E. Rogers Stages of Innovation Adoption ModelAdoption Model
AwarenessInterestEvaluationTrialAdoption
Report Prepared by Joanne Ustad in completion of the M.S. in Educational Technology, Dakota State University
Limitations of the StudyLimitations of the Study The self-selection process may bias and The self-selection process may bias and
results toward the more progressive results toward the more progressive districts.districts.
Schools for site visits were selected from Schools for site visits were selected from among volunteers. The lack of among volunteers. The lack of randomization may skew toward randomization may skew toward technology-users.technology-users.
Site selection could tend to result in the Site selection could tend to result in the perception that schools are further along perception that schools are further along in the Interactive Video (DDN) adoption in the Interactive Video (DDN) adoption process than they really are. process than they really are.
Applying the Lens of EvaluationApplying the Lens of Evaluation
Delivery modelsDelivery models System utility System utility
– Dominated by course deliveryDominated by course delivery– Applies traditional pedagogiesApplies traditional pedagogies– Abandons constructivist approachesAbandons constructivist approaches
Contextual factorsContextual factors Staying true to the notion of Staying true to the notion of
meaningful learning (theory-driven)?meaningful learning (theory-driven)?
More Information at:More Information at:www.homepages.dsu.edu/hawkesmwww.homepages.dsu.edu/hawkesm
Email: Email: [email protected]@dsu.edu