Running Head: LEARNING AND LEADERSHIP

Supporting Learning and Leadership with Technology Dana Borowiec EDU697: Capstone A Project Approach Dr. Keith Pressey May 13, 2013

LEARNING AND LEADERSHIP Supporting Learning and Leadership with Technology Introduction

As class comes to a close the week before the final submission of e-Portfolios, the learning outcomes for this week included: Discuss how instructional design principles and theory influence the ability to make informed decisions regarding the use of technology in support of learning and leadership. Use instructional design principles and theory to redesign a prior MATLT activity to demonstrate attainment of Program Learning Outcome 8 demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership. Discuss design and implementation challenges experienced during the redesign of a prior MATLT activity demonstrating attainment of Program Learning Outcomes 8. Instructions are to select a prior MATLT activity that demonstrates attainment of Program Learning Outcome 8 demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership. Redesign the activity using instructional design principles and theory. Be sure to include an explanation of which principles and theory you chose and why. Additionally, include a discussion of any design and implementation challenges experienced during the redesign process. The previous activity I chose for this week demonstrates leadership and the ability to integrate learning theory into a program to educate the immediate population on flu-prevention. The initial intent begins with small moves which expand to small wins. The school embarks on a quest to prevent through various learning theories to appeal to students, teachers, and administration, and then the quest expands to other schools, homes, and communities. The revised Program Evaluation Proposal from EDU618: Assessment of Learning Outcomes with Technology provided the framework to support this activity. Learning Setting The learning setting for this specific Program Evaluation Proposal originates within the local middle school, although quickly becomes part of a coordinated effort between all local

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schools from the elementary level to the high school level. The efforts will expand district-wide and hopefully help to create a statewide domino-effect to protect students, staff, families, and communities from cross-contamination. The ultimate goal is to become part of the preventative solution in efforts to harness, as well as restrain, a potential flu epidemic. Organizational Mission Statement and Purposes The purpose, function, and goal of Cherrydale Middle School shall identify and utilize the most effective preventative measures and available resources in order to plan and implement programs, as well as provide needed services and resources for the prevention of illness, promotion of health, and the improvement of health status within the health district. Program Evaluation Proposal a. Overview Every year, influenza (the flu) and complications arising from the flu affect countless victims from all age groups. In order to prepare for the worst case scenario, initiating a plan to inform everyone involved (i.e. students, parents, faculty, staff, administration, and health care providers) of the available resources will ensure the spread of awareness. In the event of an epidemic, the school administration must provide leadership to staff and faculty, directing them to take safety measures to maintain their own health. We will look at how communication, community outreach, service delivery, collaboration and partnerships, and consistent and continuous training can impact the number of flu cases for this season, as well as next season. b. Proposed Program Logic Model Assumptions There have been lackadaisical efforts to ward off the problematic, annual flu outbreaks which plague schools all over the country, every autumn through spring. As if no measures or

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sense of control can prepare anyone, no changes have really occurred in attempts to prevent the illnesses which, in some cases, prove to be fatal. Simple measures can be taken in addition to prevention, such as annual flu vaccines (see Figures 1 and 2), to potentially save lives.

(Fig. 1) Flu vaccine clinic CDC, 1976

(Fig. 2) Flu vaccine mist CDC/ Douglas Jordan, M.A., 2011

Shannon Pettypiece cites the Center for Disease Control and discusses how the 20122013 academic school year is among the worst in recent history for flu cases. Pettypiece asserts how 8.3 percent of all nationwide deaths were due to flu and complications resulting from the flu for the week ending January 12, 2013. These statistics exceed the 7.3 percent level for an epidemic (as cited by Pettypiece, 2013). Ignoring the growing strengths and different strains of the flu, and ignoring the potentially fatal consequences the flu can have on the public, is no longer an option. Please see the following table for a breakdown in strategies that will incorporate solutions in the school, ultimately providing a ripple-effect to influence local communities and demonstrate to other learning institutions how personal responsibility begins with small steps. Success will be measured by the number of reduced cases due to diligent communication, outreach, collaboration and partnerships, services, and coordinated training efforts.
Inputs/Resources The following is needed to accomplish our goals: Activities We will participate in these activities: Outputs Activities will accomplish the following outputs: (This Season) Outcomes (Next season)

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1. Communication sustained through attendance reports, email, memorandums, phone, and face to face 1. Email, all-hands meetings or assemblies, flyers, and bi-lingual information with health tips and other flu awareness information can make a difference. 1. Continued efforts in will increase flu awareness, emphasizing preventative measures 1. September: Onset of flu season, increase in reported absences by November throughout district & neighboring communities, regular weekly alerts of flu cases beginning October 2. Slow-going, minimum enthusiasm between targets; administration-staff largest support-system

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1. Reinforced communication provides results from neighboring communities, combined efforts make an overall difference of 63% in number of reported flu cases in school(s) 2. Open willingness to work together with an evolving team work attitude between all partnerships

2. Collaboration and partnerships between school co-workers, school-parents, & schoolstudents

2. Targets teacherparent, parent-child, administration-staff, and districtcommunity

2. Introduces a common concern among parents, teachers, administration, and community 3. Potential flu epidemic awareness instills thoughtful planning

3. Community outreach through resources, such as social-networking, school website, email, automatic phone alerts, flyers, assemblies

3. Inform and recruit others, as necessary, to assist in providing prevention information

3. Minimum number (1:4 ratio) of participants external to the schools staff, faculty, & parental support 4. Administration asserts to custodianservices the necessity for increased cleaning efforts, requiring hourly/daily/weekly reports; anti-bacterial dispensers placed throughout hallways & classrooms; monthly vaccine drive. 5. Administration requires four continuing education credits per year that must include 10 total hours of flu-awareness

3. Expansion to high school sports & other extracurricular activities to include other school districts

4. Service delivery concentrating on intensive efforts to provide what is needed for prevention

4. Local flu-shot clinic on wheels service to school(s); increased custodial attention to restrooms, cafeteria, auditorium, gymnasium, classrooms; wallmounted anti-bacterial gel-dispensers

4. School(s) will provide vaccine drives based on donation; additional delivery will be in the form of anti-bacterial gel dispensers throughout the school(s)

4. Building maintenance and custodians become more integrated with functions of school administration and staff; three successful vaccine drives

5. Quarterly training for school employees (continuing education credits)

5. Training to include preventative measures, emphasizing personal responsibility for ones own health

5. School medical team, faculty, staff, and administration in the form of continuing education, asserts personal responsibility for ones health and will commence every quarter

5. Students begin to learn by example set forth by adults and follow the lead of assuming personal responsibility; begin to take initiative through technology to research methods of prevention

Use of Evaluation Results The logic model emphasizes changed attitudes, behaviors, knowledge, skills, status, or level of functioning based on activities (Kellogg Foundation, 2004). The results can be shortterm to long-term, with regular reports according to termed-target assessments and evaluations. The various reporting-targets provide a way to measure the performance of the program

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(McDavid & Hawthorn, 2006). Based on my activities, the projected goals deliver a product, such as information, education, or the flu vaccine, as well as more visibly permanent solutions, such as the anti-bacterial gel dispensers. Teachers and administration must decide a course of action to follow during flu season to continuously inform the students, themselves. The role of the administration in the hierarchy must be to support these endeavors and inform the public of any potential threats. Communication, collaboration, and community outreach are essential to the success of the program. A partnership exists between schools and households and in the twenty-first century, technology can serve as a tremendous tool to assert flu season awareness. Almost everyone has access to a phone, computer, and has to ability to communicate in one form or another. The communication must begin in the individual school Cherrydale Middle School with the teachers observations, school nurse experience, parental diligence, and administrative leadership. The student needs to feel safe and the responsibility lies with adults who are in charge: the parent, the teacher, the principal and district-level administration. The community needs to regularly be reminded that the flu is a contagious illness caused by viruses that infect the nose, throat, and lungs, reminds the public of the potential seriousness (CDC, 2013). It can cause mild to severe illness, and at times can lead to death. The best way to prevent the flu is by getting a flu vaccine each year. Potential symptoms include, but are not limited to: Fever* or feeling feverish/chills Cough Sore throat Runny or stuffy nose Muscle or body aches Headaches Fatigue (very tired)

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Some people may have vomiting and diarrhea, though this is more common in children than adults (CDC, 2013)

The most common ways to spread the flu spread mainly by droplets made when people with flu cough, sneeze or talk, although touching surfaces that contain the microorganisms are another way to contract the virus. Many people do not realize that they may be most contagious before they realize they are ill. Healthy adults may be able to infect others beginning one day before symptoms even appear and up to five to seven days after becoming sick (CDC, 2013). The Center for Disease Control (CDC) asserts that those with weakened immune systems are especially at risk of contracting the flu. Some of these predispositions include but are not limited to those diagnosed with asthma, chronic respiratory disease, kidney or heart problems, the especially young and the elderly (CDC, 2013). In essence, a blas attitude toward flu awareness can be a dangerous one, so prevention can be the key in preserving our own health as well as those in our care. Reaching out to the community provides information that may have otherwise been overlooked. Many working parents miss the news, teachers are distracted by the lessons, or administration may not place enough emphasis on the potentially dire consequences of an outbreak of flu in the school(s). Flu.gov emphasizes how education and planning can help protect the community from seasonal flu (Flu.gov, 2013). Community awareness spreads through simple communication between the partnerships and frequent updates make all of the difference. A simple service-delivery option should include the use of anti-bacterial hand gel dispensers strategically placed throughout the school, especially when a restroom is not nearby. They can emphasize good hygiene and instill awareness in both students and school staff (see Figure 3):

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(Fig. 3) Anti-bacterial dispenser CDC/ Amanda Mills, 2011

The act of seeing these dispensers, in addition to periodic, updated flyers, announcements, presentations, and assemblies, will impact the psyche and people will begin to follow suit when witnessing one another take part in prevention efforts. Hand-sanitizers will ultimately reduce absenteeism and help to keep students, as well as school staff, well and at school. In addition, they help to prevent the spread of harmful microorganisms to family and the public. They are easy to use in all the obvious situations after touching surfaces and things in public use, before handling food, in school cafeterias, and many other situations. People will feel cared for and safer; after all, students need to be reassured that school is a safe environment. Communication of various data seem dry to some, so presentations that appeal to the sensibilities of different people offer a more rounded topic. For example, bringing up the Avian flu, H1N1 or Swine flu gains the attention needed to discuss potential problems that may be closer to home. When evidence of flu is rising in the school, administration takes action in the form of email and automated phone calls, informing parents of the outbreak. In addition, social networking, such as a Facebook page or even the schoo ls website, more readily provides information to all who may be concerned. Flyers or letters provide written and illustrated information that addresses a different type of learner.

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Assemblies inform both students as well as parents. Information and communication enable most schools to adopt a more realistic perspective by making an effort to avoid getting, or spreading, the flu (The LewerMark Express, 2009). The communication facilitates collaboration and partnerships between student and teacher, teacher and parent, student and parent, as well as community partnerships. A mobile flu vaccine drive activity helps to prevent hundreds of cases of flu. The Advisory Committee on Immunization Practices (ACIP) recommendation for annual influenza vaccination for all persons 6 months and the second season under the ACIP recommendation for annual influenza vaccination for children 6 month18 years comes after years of study on the impact of vaccines and the resulting evidence of the effect on flu cases (CDC, 2013). Technology provides an avenue for communication and information that will perpetuate a healthier society. Not only the school(s) can provide flu vaccines but multiple locations now provide a drive-thru flu vaccine (CDC, 2013). Knowledge of what is available will hopefully inform those who are at-risk and set minds at ease of parents and their children, no matter the age. Flu.gov contains a search engine which readily provides information on where to obtain the flu vaccine. Teachers and administrators are required to participate in forms of continuing education, which now includes prevention of contracting illness. Schools become more crowded as more of them close due to budget cuts. As long as children attend a physical campus, they are at-risk. Students contract illness in many different ways; teachers and parents also contract illness, for whatever reason. The knowledge of this is enough to instill good hygiene and a heightened sense of awareness. The long-term results will show a happier and healthier society. Timeline

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Summer 2013 Communication i.e. email, flyers, assemblies, automated phone messages

September 2013 Collaboration i.e. teacherstudent, studentparent, administrationdisctrict

October 2013 Community outreach

November 2013 Service delivery i.e. hand gel dispensers, vaccine clinics, heavier custodial and janitorial duties

Quarterly Training i.e. continuing learning credits for professionals, training students/parents

1st year 2013-2nd year 2014 Minimal community participation expands to other schools, districts, throughout the state

i.e. inform, recruit through more aggressive communication & social networking

Conclusion Every year, influenza (the flu) and complications arising from the flu affect countless victims from all age groups. In order to prepare for the worst case scenario, initiating a plan to inform everyone involved (i.e. students, parents, faculty, staff, administration, and health care providers) of the available resources will ensure the spread of awareness. In the event of an epidemic, the school administration must provide leadership to staff and faculty, directing them to take safety measures to maintain their own health. Chosen Learning Principles and Theories Cognitivism/Pragmatism enlists teachers and/or designers who are responsible for facilitating organized information in an optimal way so that it can be readily assimilated (Dabbagh, 2006). Howard Gardner discusses Cognitivism and expands on the theories to include his own theory of Multiple Intelligences, elaborating how most possess at least a few of the eight different types (Gardner, 1996). Posting visual aids, such as posters and flyers around the school, would nurture a spatial intelligence; assemblies may appeal to an audio type of intelligence; hosting a flu vaccination clinic can aid the kinesthetic learner, and so on.

LEARNING AND LEADERSHIP One of the basic principles of Cognitivism/Pragmatism articulates, Emphasis on

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structuring, organizing and sequencing information to facilitate optimal processing (Dabbagh, 2006). However, the Constructivism/Interpretivism theory also states, "By cognitive flexibility, we mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands (2006). The evolving population shows the changes in the way people learn; the most effective method of learning includes various forms of interaction and stimulation. Both theories, Cognitivism and Constructivism, provide a basis upon which to build a solid program for comprehensive flu-prevention in schools. If schools can incorporate these basic steps, the ripple-effect could be the beginning to many more successful comprehensive programs. The quantitative and qualitative data provided by in-depth analysis could, perhaps, convince even the most pragmatic. Challenges of Revised Activity The challenge began while attempting to decide which activity to choose for a redesign. I pondered and realized the leadership and learning potential the Program Evaluation could offer from beginning to end. I also realized how valuable the Kellogg Logic Model can be when forming a lucid and logical proposal for those in positions of power. In addition, all stakeholders have input and an opportunity to meet, to share ideas, and to pool resources. Another challenge was what to cut, what to keep, and where to add the assigned prompts. I opted for the end in order to maintain a smoother flow. The previous activity I chose for this week demonstrates leadership and the ability to integrate learning theory into a program to educate the immediate population on flu-prevention. The initial intent begins with small moves which expand to small wins. The school embarks on a quest to prevent through various learning theories to appeal to students, teachers, and

LEARNING AND LEADERSHIP administration, and then the quest expands to other schools, homes, and communities. The

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revised Program Evaluation Proposal from EDU618: Assessment of Learning Outcomes with Technology provided the framework to support this activity.

LEARNING AND LEADERSHIP References

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CDC. (2013). Seasonal flu website. Department of Health and Human Services. Retrieved from http://www.cdc.gov/flu Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm Flu.gov. (2013). Community planning. U.S. Department of Health & Human Services. Retrieved from http://www.flu.gov/planning-preparedness/community/index.html Gardner, H. (2013). Multiple Intelligences. Harvard Graduate School of Education. Retrieved from http://howardgardner.com/multiple-intelligences/ Pettypiece, S. (2013). Flu deaths in U.S. rise past epidemic levels, CDC says. Bloomberg.com. Retrieved from http://www.bloomberg.com/news/2013-01-18/flu-related-deaths-riseabove-epidemic-levels-in-the-u-s-.html The LewerMark Express. (2009). Schools communicating awareness and precaution in response to recent pandemic flu alert. The LewerMark Express 1(5). Retrieved from http://www.imakenews.com/lewermark/e_article001440305.cfm W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Retrieved from http://www.wkkf.org/~/media/36693510092544928C454B5778180D75/LogicModel.pdf