DOCUMENT RESUME ED 391 356 FL 023 463 …DOCUMENT RESUME ED 391 356 FL 023 463 AUTHOR Kemis, Mari; Lively, Mandi TITLE National K-12 Foreign Language Resource Center Evaluation Report.

DOCUMENT RESUME

ED 391 356 FL 023 463

AUTHOR Kemis, Mari; Lively, MandiTITLE National K-12 Foreign Language Resource Center

Evaluation Report.INSTITUTION Research Inst. for Studies in Education, Ames, IA.

SPONS AGENCY Department of Education, Washington, DC.PUB DATE Aug 95CONTRACT P229A30005NOTE 140p.

PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS *Curriculum Study Centers; Educational Technology;

*Education Service Centers; Elementary SecondaryEducation; *Inservice Teacher Education;*Instructional Improvement; Language Teachers;Program Effectiveness; Program Evaluation; SecondLanguage Instruction; *Second Languages; *StudentEvaluation

IDENTIFIERS Center for Applied Linguistics DC; *National K 12Foreign Language Resource Center

ABSTRACTThis report evaluates the activities from February 1,

1994 to May 31, 1995 of the National K-12 Foreign Language ResourceCenter at Iowa State University. The center's purpose is to supporttraining of elementary and secondary school foreign languageteachers. Initiatives of the center focus on professional developmentin three areas: use of effective teaching strategies; development andinterpretation of foreign language assessment; and use of newtechnologies. The evaluation is based on stated objectives in each ofthese areas. Specific activities included 4 summer institutes with 86foreign language educators from around the United States, a projectinvolving 20 teachers and researchers in a collaborative effort withthe Center for Applied Linguistics in researching classroom foreignlangunge assessment practices and techniques, continuation of contactwith institute and workshop participants through collaborativeprojects, completion of an extensive annotated bibliography offoreign language assessment instruments, and teacher training in theuse of electronic mail as an effective communication tool. Statedgoals in each area were met. (MSE)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

********************************************************A**************

NATIONAL K- 2FOREIGN LANGUAGERESOURCE CENTER

EVALUATION REPORT

U S DEPARTMENT OF EDUCATIONOfhoo Of EduCaOona Reselmcn MO

Improvement

DUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)his document has been reproduced ascalved from tne person or organization

originating it

0 Minor changes have been made to

,mprove reproouction quality

' Points of view or opinions stated in thisdocument do not necessarily represe,-.I

official OERI position or policy

111=IMINIOMIIMP

BEST COPY AVAILABLE

Prepared byMari KemisMandi Lively

Under the Direction ofJan Sweeney

August 1995

RESEARCH INSTITUTE FOR STUDIES IN EDUCATION

ECM LAGOMARCINO COL.LECv. OF EDUCATION

IOWA STATE UNIVERSITY AMES, IOWA 50011

2

NATIONAL K- 1 2

FOREIGN LANGUAGERESOURCE CENTER

EVALUATION REPORT

Prepared byMari KemisMandi Lively


August 1995


E005 LAGOMARCINO COLLEGE OF EDUCATION

IOWA STATE UNIVERSITY AMES, IOWA 50011

Table of Contents

Page

The Evaluation Plan 1

Results of the Evaluation of Center Activities - February 1, 1994 May 31, 1995

Evaluation of Activities Related to Initiatives I and III 4

Initiative I: Use of Effective Teaching StrategiesTeacher Educator Partnership Institute 6

Initiative I: Use of Effective Teaching StrategiesCurriculum Institute 24

Initiative III: Use of New TechnologiesNew Technologies Institute 29

Initiative III: Use of New TechnologiesInteractive Multimedia Authoring Institute 42

Evaluation of Activities Related to Initiative II 54

Initiative II: Administration and Interpretation of ForeignLanguage Performance AssessmentAssessment Guidelines and Strategies Workshop 54

Initiative II: Administration and Interpretation of ForeignLanguage Performance AssessmentAnnotated Assessment Bibliography Preparation 57

Evaluation of Center-Based Activities 57

Summary and Discussion 60

Appendix A Evaluation Plan

Appendix B Evaluation Instruments

Suppot t for this report was provided in part by LLS Department of Education Title VI- LanguageResource Centers grant 011'229A30005.

National K-12 Foreign Language Resource CenterEvaluation Report

February 1, 1994 - May 31, 1995

The National K-12 Foreign Language Resource Center, one of six centers funded by the

U.S. Department of Education, was established at Iowa State University to support K-12

foreign language education nationally. Its purpose is to support training of elementary and

secondary school foreign language teachers, particularly in light of the new national standards

for elementary and secondary school foreign language. Initiatives of the Center focus on

professional development in three areas: the use of effective teaching strategies, development

and interpretation of foreign language assessment, and the use of new technologies.

The Evaluation Plan

Evaluation of the National K-12 Foreign Language Resource Center is based on the

goals and objectives of the Center and the intended impact of the activities on its target

audiences. The focus of the evaluation is on assessing the degree to which the goals are

accomplished. The goals and objectives, projects, and organizational structure have been

designed to reflect the Center's overall purpose of contributing to the knowledge base, skills,

and resources of foreign language teachers in grades kindergarten through twelve (K-12). The

evaluation considers the resources, techniques, procedures, and strategies employed to

accomplish the goals and objectives. Assessments of the effectiveness and efficiency of the

Center provide information by which accurate judgments can be made about the strengths and

weaknesses of operations and of program impact.

The evaluation provides (1) input A feedback from the teachers participating in the

Center's activities and (2) an assessment of the status of Center activities. Needs assessments,

formative evaluation, and summative evaluation are components of the conceptual and

operational evaluation framework. The evaluation plan includes both quantitative and

1

qualitative methods to describe Center initiatives and measure participant attitudes and

knowledge. Data sources include documents, records, survey instruments, products (e.g.,

manuals, publications, videotapes, logs of e-mail use), and observations.

Formative evaluation throughout the first 16 months of Center operation has been of

immediate use to those involved in administering the Center and carrying out its initiatives.

Information collected through the internal evaluation of formative. issues is to be included as a

part of the summative evaluation activities to be completed for each funding period.

Evaluation Pint Development

The plan for evaluating activities of the National K-12 Foreign Language Resource

Center was developed by staff at the Research Institute for Studies in Education (RISE) and

was approved by the Center's steering committee on May 10, 1994 (Appendix A). The plan

outlines a summary of the goals, outcomes, and benefits for each of the three initiatives

proposed by the Center and the relationship of formative and summative measures to these

goals, outcomes, and benefits. For each initiative, an action plan further describes each

activity, a listing of appropriate evaluation measures, the parties responsible for conducting

the evaluation activities, and an approximate timeline for conducting specific evaluation

activities. Three groups, RISE, Center staff, and the Center for Applied Linguistics, agreed to

provide evaluation data. The plan includes all activities for the proposed 30-month grant

period.

The plan for evaluating activities related to the summer Institutes is based on a

planning cycle (Figure 1). The planning cycle details the order of evaluation events and their

relationship to each other, as well as describing the responsibilities of the Center and

evaluators with regard to evaluation activities.

Results of the Evaluation of Center Activities - February 1, 1994 - May 31, 1995

Center activities of the first period consisted of a series of summer institutes, a two-day

workshop at the Center for Applied Linguistics in Washington, D.C., and several Center-based

2

Conduct NeedsAssessment of

Participants

DevelopInstitute

Curriculum

ProvideEvaluationResults to

Center Personnel

ModifyCurriculum

Se Sea on

Identified Needs

Determine Levelof Participant

skill andExpertise

Conduct Follow-up Activities

votnParticipants

Hold SuMmerInstitute

Determine Levelof Participant

Skill andExpertise

Participants 1411111

Apply Knowledge

.0ConductInstitute

I valuation

LEGEND

* Sian 01 Gyn.

0 Cntal Rasp:tomb Jay

0 Evaluator Rastoonatollay

/ ParICOant RosoonsOkly

Figure 1. Planning cycle for Evaluation of Institutes Conducted by the National K-12 Language Resource Center

activities. RISE's responsibility was to evaluate the institutes, the workshop and ,:elected

Center-based activities. RISE conducted and analyzed needs assessment data, collected and

analyzed evaluation data from teacher and researcher participants, e.nd analyzed Center-

provided information, according to the evaluation plan. The fo'lowing sections describe the

results for each of the evaluation activities, including descriptions of the methodologies and

instrumentation when appropriate. A summary and discussion of the results follows.

Evaluation of Activities Related to Initiatives I and HI

The Center conducted a series of institutes during the summer of 1994. The institutes

addressed two of the three initiatives, Initiative I: Training Teachers in the Use of Effective

Teaching Strategies and Initiative III: Training Teachers in the Use of New Technologies.

This section begins with a discussion of the instruments used to conduct the evaluation,

followed by the results of the evaluations for each institute. Copies of the instruments are

included in Appendix B.

Instruments

Three of the four institutes had an instructional focus and a common set of evaluation

instruments: needs assessment, content understanding, and overall evaluation. The fourth

institute, Curriculum, focused on critical analysis and strategy development rather than

instruction. In that case, participants responded to open-ended questions about outcomes and

strategies rather than the needs assessment and content understanding instruments. Curriculum

Institute participants also completed an overall evaluation.

Needs Assessment. Prior to each institute, participants were asked to complete a needs

assessment that asked them to rate their level of previous experience with the topics that were

to be covered in the Institute. The four categories provided to characterize their experience

included: 1 = This will be basically new information, or a thorough review would be welcome; 2

= I have some experience with the topic but do not feel entirely competent in the area; 3 = I

have considerable experience with this topic and feel well informed; 4 = I could assist in the

presentation of this topic by providing riformation and examples. The results of the needs

assessment were used in modifying institute topics and activities.

Content Understanding. To assess the impact of the institute on content knowledge,

participants were asked to describe their understanding of the topic areas before and after the

institute. The categories used to describe their perceived level of understanding included: 1 =

no understanding; 2 = understand basic concepts and techniques; 3 = understand basi,: concepts and

techniques and feel comfortable experimenting with their application; and 4 = am quite

4

comfortable with applying the concepts and techniques presented. When appropriate,

participants indicated that a topic was not covered in the Institute on the "after" portion of the

survey.

Evaluation. Participants were also asked to complete a short survey designed to

evaluate the institute in general. A 5 point Likert-type scale (1=poor to 5=excellent) was used

to evaluate approximately 10 aspects of the institute, such as clarity of the objectives, effective

use of time, and effectiveness of the institute leaders. In addition, participants were given the

opportunity to provide written comments regarding their impressions of the Institutes through

three open-ended questions: Which aspects of the Institute did you find to be most useful and

why? What suggestions do you have to improve the Institute? Other comments.

Outcomes and Strategies. Participants in the Curriculum Institute responded to two

open-ended questions: What do you perceive as the major outcomes of the Institute? What

steps should the Center take with regard to foreign language curriculum?

Follow-up. At the end of the academic year, participants from each of the institutes

were asked to complete a survey prepared by RISE staff. Respondents were asked to describe

the amount of communication with Center staff, institute leaders, and other participants and

express their opinions about Center and Institute leader support. Sevexal open-ended questions

asked them to describe (1) how they have changed their teaching as a result of the past year's

experiences with the National K-12 Foreign Language Resource Center and (2) formal and

informal information sharing and presentations given since the Institute. The respondents could

choose to answer the survey through e-mail, postal mail, or fax. Of the 58 respondents, 45%

answered via e-mail.

5

Initiative I: Use of Effective Teaching StrategiesTeacher Educator Partnership Institute

Introduction

The Teacher Educator Partnership Institute was designed to address the first of the

Center's initiAtives: training teachers in the use of effective teaching strategies. The goal of

the Institute was to provide a professional development opportunity in effective teaching

strategies for K-12 foreign language teacher educators who serve as methods professors at

institutions of higher education. Special consideration was given to providing training and

classroom experiences at the K-6 level because most teacher educators do not have direct

experience at those levels. A unique feature of the Institute was the formation of partnerships

between teacher educators and practicing teachers foi collaboration on a project during the

coming year.

Description of Participants

Twenty-two participants attended the summer workshop of the Teacher Partnership

Institute. All but one of the participants were female. Nine of the participants were teacher

educators. Eleven of the 13 teacher practitioners were elementary school foreign language

teachers.

Teacher practitioners had an average of 71 years experience teaching grades K-6. Six

taught Spanish, three taught Spanish and French, two taught Japanese, one taught French, and

one taught Spanish and Latin. Six of the teacher educators taught post-secondary Spanish, one

taught Japanese, and twr- taught Spanish and Japanese.

Needs Assessment

Table 1 presents the results of the needs assessment for all participants, as well as

disaggregated results for teacher educator and teacher participant. Participants as a whole

felt that they had considerable experience and/or could assist facilitators in developing

language skills in listening, speaking, reading, writing, and interactive writing. They had the

6

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least experience with theories of child development and uses of technology for teachers and

students.

Teacher practitioners and teacher educators differed on the level of experience reported

for the topics that were to be covered in the Institute. In general, teacher practitioners reported

greater experience in all of the topic areas. These differences were statistically significant

(p<.05) in the following areas: program planning; integrating foreign language with the

elementary school curriculum/subject content instruction; activities and games; use of music and

songs; rhymes and chants; and working with administrators, classroom teachers, and other

subject specialists.

All participants were asked to indicate those areas or topics they felt should receive

special emphasis during the Institute. There was considerable variation in the responses and

the items marked to receive special emphasis were not necessarily the areas of least

experience. The topic selected most frequently (by 7 of 21 participants) was integrating the

foreign language with elementary school curriculum/subject content instruction. The topic

marked most frequently by teacher practitioners was articulation. Over half of the nine'

teacher educators selected integration (6 participants) and specific strategies for the classroom

(5 participants). Teaching culture and global education, and principles and processes for

curriculum development were each selected by three participants.

Content Understanding

In general, participants believed that they had a better understanding of all of the

topics following the Institute (Table 2). For all topics, participant ratings of understanding

after the Institute were significantly higher (p<.05) than their ratings before the Institute.

There were some differences between the teacher educators (Table 3) and teacher

practitioners (Table 4) on self-reported understanding before the Institute. Again, the ratings

for teacher practitioners tended to be higher than those of teacher educators. These differences

were statistically significant (p.05) for the following topics: history and rationale for

elementary and school foreign language programs; program models; program planning; child

10

1"

Tab

le 2

. Per

cept

ions

of

Part

icip

ant U

nder

stan

ding

Bef

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and

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94 T

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4 5 9 14 8 3 10 2 4 5

16 16 10 7 7 17 11 19 18 17

1 0 0 0 4 2 0 0 0 0

22 22 21 22 22 22 21 21 22 22

* * * * ' ' " * *

Tab

le 2

(co

n't)

Pre-

Inst

itute

Post

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6 6 7 7 12 8 14 2 7

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, 0 0 1 1 1 0 0 0 0

22 20 22 22 22 22 21 22 22

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Tab

le 2

(co

n't)

Pre-

Inst

itute

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titut

e

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a Q

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ttIf.

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le 3

. Per

cept

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of

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nder

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ding

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ore

and

Aft

er th

e 19

94 T

each

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duca

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hip

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itute

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es o

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le 3

(co

n't)

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6 6 4 6 4 6 3 7 4

0 0

Tab

le 3

(co

n't)

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.

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tA ... tJ t C.) 4 alt

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Tab

le 4

. Per

cept

ions

of

Part

icip

ant U

nder

stan

ding

Bef

ore

and

Aft

er th

e 19

94 T

each

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duca

tor

Part

ners

hip

Inst

itute

-

Freq

uenc

y of

Res

ons

es (

teac

herp

ract

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ers

_

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titut

e

60 t .. r 0 44 1/5 , 0O -0

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01 .".. cs

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1".

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r Z 1

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lang

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* * ' .

0 0 0 0 0 0 0 0 0 0

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1 3 3 7 5 0 6 0 2 3

11 10 9 6 5 11 6 12 11 10

1 0 0 0 2 2 0 0 0 0

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* 4

3i

Tab

le 4

(co

n't)

Pre-

Inst

itute

Post

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titut

e

bo .r .. = Za v) el,

X U ....0 4

, a t. u . o SZI

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3 of

tech

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0 4 1 1 0 2 3 0 0

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5 5 5 5 5 2 0 8 7

13 12 13 13 13 13 13 13 13

* * *

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0 1 0 0 0 0 0 0 0

3 5 3 4 7 5 9 0 2

10 7 9 8 5 8 4 13 11

,

0 0 1 1 1 0 0 0 0

13 13 13 13 13 13 13 13 133

LI

Tab

le 4

(co

n't)

Pre-

Inst

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Post

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titut

e

r r a 40 04 ..t3 X r o

.1 X .. .a - = Zji VI t .es r

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-X

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.

development theories; integrating foreign language with elementary school curriculum/subject

content instruction; activities and games; use of music and songs; rhymes and chants; working

with parents and parent groups; and working with administrators, classroom teachers, and

other subject specialists.

After the Institute, differences between teacher practitioners and teacher educators

remained on the following three topics: history and rationale; program plamiing; and working

with administrators, classroom teachers, and other subject specialists. There was an

additional post-institute difference between teacher practitioners and teacher educators in the

area of second language acquisition. Again, the ratings for teacher practitioners were higher

than those of the teacher educators.

Institute Evaluation

Evaluation ratings indicate that the participants were generally pleased with the

Institute (Table 5). Averages ranged from 3.41 (electronic mail training) to 4.86 (applicability

of information) on a 5-point scale.

Participant comments provide additional information about the most useful aspects of

the Institute. Over half of the respondents indicated that providing opportunities to interact

with Institute leaders and other participants was very beneficial. Many also mentioned

gaining a better perspective of current practice in foreign language educationas well as new

ideas for their own classrooms. Several commented specifically on the value of leaders

modeling teaching methods discussed during the Institute.

Suggestions for improving the Institute often included allowing more time for

interaction among participants. Several commented on the intensity of the Institute, but could

not identify topics or activities that were of little value that could be eliminated. A few

suggested improving the e-mail training, perhaps by pairing more experienced participants

with those less experienced. Overall, many of the general comments expressed feelings similar

to one participant who said, "I found this to be a very valuable experience . . . I will change the

way I do some things."

20 3 ()

Tab

le 5

. 199

4 T

each

er E

duca

tor

Part

ners

hip

Eva

luat

ion

-Fr

eque

ncy

of R

espo

nses

I- o o Or s

1-4

eo et 4... cu a et o e4 r-4

to bo a t a il

of.) ti u. t, a et co a o az v

4.. r o.)

1,1 c., k 14

, tnM

ean

S.D

.N

Cla

rity

of in

stitu

te o

bjec

tives

01

86

73.

860.

9422

Org

aniz

atio

n of

the

inst

itute

00

46

124.

360.

7922

Effe

ctiv

e us

e of

tim

e0

06

79

4.14

0.83

22

App

licab

ility

of i

nfor

mat

ion

00

11

204.

860.

4722

Ele

ctro

nic

mai

l tra

inin

g1

013

53

3.41

0.91

22

Tec

hnol

ogy

info

rmat

ion

02

47

94.

051.

0022

Effe

ctiv

enes

s of

the

inst

itute

lead

er(s

)0

02

614

4.55

0.67

22

Ove

rall

ratin

g of

the

inst

itute

00

25

144.

570.

6ft

21

Q

Follow-up

Twenty-two participants were surveyed at the end of the 1994-95 academic year to

obtain follow-up information about their institute-related activities during the school year.

Sixteen responded (73% return rate).

The majority of the respondents from the Teacher Educator Partnership Institute agreed

that the amount of their communication with Center staff, Institute leaders, and other

participants was about right (Table 6).

Table 6. Amount of Communication by Participants of the 1994 Teacher Educator PartnershipInstitute - Frequency of Responses

Too little About right Too much

with Center staff 1 15 0with Institute leaders 1 15 0with other participants 6 10 0

Almost all of the respondents agreed that communication with Center staff, Institute

leaders, and other participants was useful. In addition, the majority agreed that the Center

has been a valuable source of materials and information and has been supportive of projects and

that Institute leaders have been supportive of teaching efforts and projects. All respondents

agreed that the skills and information gained from the Institute have been useful, and all but

four agreed that their project has been useful. See Table 7 for detailed frequency information.

Participants of the Teacher Educator Partnership Institute attributed several changes

to their participation in the Institute. While some teachers indicated that they had not had

time to implement any ideas, most of the participants commented that they had incorporated

several of the strategies they had seen modeled at the Institute into their own classrooms.

Some specific examples included the use of "language signing" and using "thematic units."

22

Tab

Se 7

. Fol

low

-uPe

rce

tions

of

Part

ici a

nts

for

Cle

199

4 T

each

er E

duca

torP

artn

ers

-

ix iv to tt tit N

D 0 0 1.

4111

11.1

11

Z .? /.. 60 0 14 I est

t., o, ts is

13 {A 'az"

' 0 01 E cn en

cu ea u. to a 4. 0 01 E c cn 1 ,tt.

01 to cl ILi

-)

su tt L b<1

CZ t 0 t.. 4. I us

it to ei c to c 0 1. th 1. 0 01 ge

o 0

VI 0/ t 0 0

My

com

mun

icat

ion

with

Cen

ter

staf

f was

use

ful.

My

com

mun

icat

ion

with

Inst

itute

lead

er(s

) w

asus

eful

.

My

com

mun

icat

ion

with

oth

er p

artic

ipan

ts w

asus

eful

.

The

Cen

ter

has

been

a v

alua

ble

sour

ce o

f mat

eria

lsan

d in

form

atio

n th

roug

hout

the

scho

ol y

ear.

Inst

itute

lead

er(s

) ha

ve b

een

supp

ortiv

e of

my

teac

hing

effo

rts

thro

ugho

ut th

e sc

hool

year

.

Cen

ter

staf

f has

bee

n su

ppor

tive

ot m

y pr

ojec

t thr

ough

out

the

scho

ol y

ear.

Inst

itute

lead

ers

have

bee

n su

ppor

tive

of m

y pr

ojec

t thr

ough

out

gle

scho

ol y

ear.

rho

skill

s an

d in

form

atio

n I g

aine

d fr

om th

e in

stitu

teha

ve b

een

usef

ul to

me

priit

essi

onal

ly.

My

inst

itute

pro

ject

has

bee

n us

eful

to m

epr

ofes

sion

ally

.

0 0 0 0 0 0 0 0 ?

(1 0 0 2 2 1 0 (1 2

0 0 0 1 0 1 2 0 0

2 1 2 4 2 1 0 2 6

8 7 7 4 6 8 9 2 4

6 8 7 5 4 5 5 12 2

14 15 14 9 10 13 14 14 6

16 16 16 16 14 16 16 16 16

'

A number of these teachers commented that they now felt more comfortable with

computers and technology, especially with e-mail. Several indicated thae. they were now

"looking for opportunities to incorporate the technology."

Overall the respondents felt that one of the biggest gains was networking with other

teachers. The Institute created opportunities to make contacts that they had maintained after

it ended. As one participant put it, "I have been able to network with teachers around the

nation. I am now able to discuss my work and ideas with others in similar situations."

Ten respondents indicated that they had given a total of 36 presentations,

demonstrations, or workshops related to the institute; the presentations were attended by

approximately 775 other high school teachers, university professors, student teachers, and

other colleagues at state and national conferences. The presentations covered a wide range of

topics, including e-mail, articulation and proficiency, strategies for teaching reading and

vocabulary, storytelling, and music.

In addition to formal presentations, most indicated that they had shared information

about the Institute informally. As one participant commented, "I talk about it all the time."

Participants indicated that most sharing was done through "word of mouth;" a few also

communicated through e-mail and newsletters.

Additional comments about the Institute indicated that the support from Institute staff

and the opportunity to network were the most appreciated aspects. They recommended that

funding for the Institute be continued and expressed the desire to involve more people.

Initiative I: Use of Effective Teaching StrategiesCurriculum Institute

Introduction

The purpose of the Curriculum Institute was to engage experienced practicing foreign

language educators in the critical analysis of traditional curricula for foreign languages and to

develop new strategies and frameworks for the emerging long sequences of language study.

24


There were 24 participants in the Institute. All were from K-12 institutions; all but two

were from public schools. Over half of the participants reported holding district level

positions such as director or chair of the foreign language department. At the same time, 17 of

the 24 respondents listed "teacher" as their position title. Six of the participants indicated

that they were elementary teachers.

Participants reported K-12 teaching experience ranging from 3 to 42 years, with an

average of 17.8 years. One third of the respondents (8) taught more than one language, eight

listed Spanish as their major second language, and seven reported teaching French.

Participants also reported teaching Chinese and Russian.

Outcomes and Strategies

Three themes emerged from responses to the question: What do you perceive as the

major outcomes of the Institute? By far the most frequent recommendation made was for the

Center to disseminate the information put together at the Institute (15 of 23 participants).

Many suggested strategies for dissemination of information, such as publishing the materials

and having the participants distribute the information in the states in their areas. The Sc,ond

most frequently mentioned outcome was the specific products that were started and/or

completed during the Institute, especially the Guiding Assumptions document. The third theme

reflected appreciation for the training and experience and a commitment to share their

experiences with others.


All but one of the participants completed the eight item evaluation form (Table 8).

Average responses ranged from 4.00 (clarity of Institute objectives) to 5.00 (effectiveness of the

Institute leader(s)).

Two themes were prominent in the comments about what participants liked best about

the Institute. The first was the opportunity to interact with a diverse group of educators. As

one participant stated: "The opportunity to interact with educators from across the country. It

25

Tab

le 8

. 199

4 C

urri

culu

m I

nstit

ute

Eva

luat

ion

- Fr

eque

ncy

of R

eson

ses

1... o CZ

,

t

t. ct 1... tu a m o c,1

%to

m I. o, eI)

%.

es 4..

tu a et cu a o AZ I

,tt.

46 ct k t inM

ean

S.D

.N

Cla

rity

of in

stitu

te o

bjec

tives

01

69

84.

000.

8824

Org

aniz

atio

n of

the

inst

itute

00

27

154.

540.

6624

Effe

ctiv

e us

e of

the

grou

ppr

oces

s us

ed in

the

inst

itute

00

15

184.

710.

5524

Effe

ctiv

e us

e of

tim

e0

14

910

4.17

0.87

24

App

licab

ility

of i

nfor

mat

ion

00

06

184.

750.

4424

App

licab

ility

of t

he r

eadi

ngs

00

15

184.

710.

5524

Use

fuln

ess

of th

e cu

rric

ulum

res

ourc

es p

rovi

ded

00

13

204.

710.

5124

Ele

ctro

nic

mai

l tra

inin

g0

14

613

4.25

0.91

24

Effe

ctiv

enes

s of

the

inst

itute

lead

er(s

)0

00

024

5.00

0.00

24

Ove

rall

ratin

g of

the

inst

itute

00

04

204.

830.

3824

A

ti

has been exciting and motivating. We need more opportunities like this one to share, to learn:

to network." The other theme focused on the quality of the Institute's facilitators. Various

strengths cited included their knowledge, skill, organization, and flexibility.

To improve the Institute, some participants suggested less time be spent on introductions

and team-building activities to maximize time devoted to the projects. Others wanted more

time to interact with other participants. Still others suggested ways to lengthen the Institute,

including making provisions for this group of participants to return next summer. The only other

dominant theme was the recommendation that the information distributed to participants be

more specific, particularly with regard to the e-mail project.

Follow-up

Twenty-four participants were sent surveys at the end of the 1994-95 academic year to


Fourteen responded (58% return rate).

The majority of the respondents from the Curriculum Institute agreed that the amount

of their communication with Center staff, Institute leadeis, and other participants was about

right (Table 9). As shown in Table 10, the majority of respondents agreed that communication

with Center staff, Institute leaders, and other participants was useful. Half or more agreed

that the Center has been a valuable source of materials and information and has been

supportive of projects and that Institute leaders have been supportive of teaching efforts and

Table 9. Amount of Communication by Participants of the 1994 Curriculum Institute - Frequency

of Responses


with Center staff 2 12 0

with Institute leaders 3 11 0

with other participants 4 10 0

27 .1' G

Tab

le 1

0. F

ollo

w-u

p Pe

rce

tions

of

Part

ici a

nts

for

the

1994

Cur

ricu

lum

Ins

titut

e-

Fre

uenc

of

01 0) tO 0 .0... b0 o .. ....

cn,

)..1

tO ci IA ... CI I ei

OJ A b0 0 VI

1:4 a E 0 knI

et)

0) 01 A b0 14 1 E 0 t.fi I

'44

ijo lt)

01 0.1 0 o 4.a I

4:,

'60 0 be) 0 A -1

-a w ts r

101 0) o it. t/1 A o .:.

My

com

mun

icat

ion

with

Cen

ter

staf

f was

use

ful.

My

com

mun

icat

ion

with

Inst

itute

lead

er(s

) w

as u

sefu

l.

My

com

mun

icat

ion

with

oth

er p

artic

ipan

ts w

as u

sefu

l.

The

Cen

ter

has

been

a v

alua

ble

sour

ce o

f mat

eria

ls a

nd in

form

atio

n th

roug

hout

the

scho

ol y

ear.

Inst

itute

lead

er(s

) ha

ve b

een

supp

ortiv

e of

my

teac

hing

effo

rts

thro

ugho

ut th

e sc

hool

year

.

Cen

ter

staf

f has

hem

sup

port

ive

of m

y pr

ojec

t thr

ough

out t

he s

choo

l yea

r.

Inst

itute

lead

ers

have

bee

n su

ppor

tive

of m

y pr

ojec

t thr

ough

out t

he s

choo

l yea

r.

The

ski

lls a

nd in

form

atio

n I g

aine

d fr

om th

e in

stitu

te h

ave

been

use

ful t

o m

epr

ofes

sion

ally

.

My

inst

itute

pro

ject

has

bee

n us

eful

to m

e pr

ofes

sion

ally

.

0 0 1 I 2 0 0 0 0

0 0 0 1 1 1 1 0 0

0 0 0 1 0 1 1 1 0

2 2 1 4 3 2 3 0 4

5 5 4 3 1 3 2 4 4

7 7 8 4 7 7 7 9 6

12 12 12 7 8 10 9 13 10

14 14 14 14 14 14 14 14 14

projects. Most respondents agreed that the skills and information gained from the Institute

have been useful and that their project has been useful to them professionally.

The following comment from one of the Curriculum Institute participants is illustrative

of the feedback gathered regarding the impact of this institute, "This institute provided food

for thought, expertise, and resources which fueled our work."

A number of participants indicated that they were incorporating the computer as a

teaching tool, using it to help students learn new vocabulary and grammatical concepts.

Several commented that resources they picked up at the Institute had fit in with activities

they were trying in their classrooms. Many also indicated that they were using the Internet to

share ideas and get information.

Eight of the respondents noted that they had made a total of 32 presentations to 855

other teachers, administrators, and parents at workshops at their schools and at conferences.

Presentation topics included curriculum development, curriculum rationale and implementation,

and classroom activities. Respondents enthusiastically shared information about their

institute-related experiences through informal discussions, other conferences, open meetings,

and newsletters.

Additional comments from these participants indicated that they felt the Institute

had been very valuable and that the greatest benefit was the opportunity to network. As one

participant wrote, "the collegiality that was established was powerful."

Initiative III: Use of New TechnologiesNew Technologies Institute

Introduction

The New Technologies Institute was designed to introduce participants to the benefits

of using newly developed technologies in foreign language education. Participants examined

recent developments in the application of new technologies to the learning of foreign languages;

previewed exemplary foreign language courseware, including multimedia programs;

implemented use of telecommunications networks to enhance students' reading, writing, and

29 4

cross-cultural communications skills; developed telenetworking lessons for use with existing

curricula; gained expertise in the use of electronic mail, forums, and bulletin boards; and

continued dialogue with Institute personnel and participants during the academic year via

telecommunications.


A total of 20 participants attended the New Technologies Institute. Nineteen of the

participants were from public schools; one was from a private school. Four were elementary

teachers (K-8), 14 taught at the secondary level, and two participants did not indicate their

grade level. Eleven of the participants taught French and 10 taught Spanish. German,

Japanese, and Romanian were among the languages taught by participants. Five of the

participants reported teaching more than one language. Participants had from 2 to 31 years of

K-12 teaching experience, averaging 17.9 years.

Needs Assessment

Responses to the needs assessment are summarized in Table 11. Overall, very few of the

participants indicated that they had considerable experience or felt they could assist in the

presentation of any of the topics to be covered in the Institute.

Fourteen of the 20 participants indicated the topics they thought should receive

special emphasis during the Institute. At least half of the 14 respondents felt that the topic

areas of setting up sister schools networking and educational uses of e-mail should receive

special emphasis.

Responses to the open-ended questions suggested that there was a wider range of

experiences with technology among participants than was evident in the responses to the

content portion of the survey. These responses indicated that a few of the participants had

little or no experience with technology, while some had experience with quite sophisticated

technologies. The discrepancy between the content and the open ended responses might mean

that participants underestimated their own capabilities and/or had high expectations for the

Institute.

30

Tab

le 1

1. N

eeds

Ass

essm

ent f

or th

e 19

94 N

ewT

echn

olo

-

+4

4.1. 0 ... %.% Z 5 5 2 11 14 14 11 7 7 1

5

044- E 0 tn 14 12 10 9 4 5 6 9 10 3

,.,°' t E .0 0 tt vl r: o 0 2 0 0 1 0 1 1 2 1

zi - ,,, 'CI

.... a 0 0 0 0 1 0 1 1 1 0

0 0 444

4.4 i.. o 19 19 12 20 20 19 19 18 20 1

9

Com

pute

r as

sist

ed in

stru

ctio

n

Kno

wle

dge

and

use

of fo

reig

n la

ngua

geso

ftwar

e

Sel

ectio

n of

app

ropr

iate

fore

ign

lang

uage

sof

twar

e

Sat

ellit

e pr

ogra

ms

Dis

tanc

e le

arni

ng c

ours

es

Mul

timed

ia p

latfo

rms

Loca

l and

wid

e ar

ea n

etw

orks

Ilard

war

e an

d so

ftwar

e

flow

to s

end

and

rece

ive

emai

l

l'ele

cont

eren

cing

Tab

le 1

1 (c

on't)

o E,..

..0, r ...

fu i., E .c . v)

u = .4,

1: H o: Oi

..c c vu 7,

(...)

0, .2 41 , cu ... o

0. c Fri

..

ET

P

Am

eric

a O

nlin

e

Inte

rnet

acc

ess

serv

ices

Min

itel

Gop

her

Wor

ld W

ide

Web

Bul

letin

boa

rds

New

sgro

ups

List

serv

s

I'duc

atio

nal u

se o

f e-m

ail

Pla

nnin

g te

leco

mm

unic

atio

ns le

sson

s

18 14 11 11 12 13 10 9 10 8 14

1 3 5 7 5 4 5 8 3 JO 3

0 0 1 0 0 0 3 1 2 0 1

0 0 2 1 1 1 0 0 0 2 2

19 17 19 19 18 18 18 18 15 20 20

Tab

le 1

1 (c

on't)

i

r o 4. E 49,

M .... Z

ti, Li t o.1 w ni E a tri

te Li r 'C ..c tS L. 't3 ....

tri = o t../

t, r Z (A CA

CA

t% 0, -0 ...

0 tu CA = 0 a" L. o

Plan

ning

tdea

mim

unic

atio

ns le

sson

s

Sitti

ng u

p si

ster

sch

ools

net

wor

king

con

nect

ions

14 18

3 1

1 1

2 0

20 20

ewor

mat

ion

= h

its i

rla

sica

lly n

ew in

form

atio

n, o

r a

thor

ough

rex

iew

wou

ld b

e w

elco

me

Stu

nt. I

per

C =

I ba

se ;o

nce

expe

rienc

e ix

ith th

e to

pic

bin

do n

ot fe

el e

nth

ely

com

pete

nt

I. on

side

rabl

e I '

,per

mit

eI h

as e

tons

Ider

able

exp

erie

nce

with

this

topi

c an

d fe

el w

ell i

nfor

med

Ass

ista

ike

tI s

outh

ass

ist i

n pr

ewnl

atio

n of

this

topi

c by

pro

vidi

ng in

form

atio

n an

d ex

ampl

es

Participants goals for the Institute were of three very general types. The first included

information and experience with specific hardware, software, or telecommunication systems.

This goal also reflected a range of sophistication regarding the use of technology. For example,

some wanted information about software programs to use in their classrooms, while others

wanted information to facilitate distance communication and multimedia platforms. Second,

they wished to address specific problems, including promoting the importance and use of

technology, and telecommunication among their colleagues and administration and overcoming

resource limitations. Finally, they indicated introducing or expanding the use of technology in

the classroom as a broader goal.


Participants showed significant improvements in all topics covered by the New

Technologies Institute (Table 12).


Participant ratings indicated general satisfaction with all parts of the Institute (Table

13). Each aspect was rated above average or excellent by at least three fourths of the

respondents. The highest rated aspect was effectiveness of the Institute leaders, which was

rated "excellent" by all but one participant. Nineteen of the 20 participants also assigned an

overall rating of excellent to the Institute.

Several common themes were apparent in the participants' comments about the most

useful aspects of the Institute. Learning to effectively use e-mail and the Internet was

mentioned by over half the respondents. Participants also appreciated the hands-on format of

instruction, the opportunity to meet and exchange ideas with other teachers, the textbook, and

the exposure to different software.

Participants responded with a variety of ideas for improving the Institute, including

making the Institute longer. Participants wanted more time to explore programs and software

and to practice using their new skills. Other suggestions included adhering to announced dates

34

Tab

le 1

2. P

erce

tion

s of

Par

tici a

nt U

nder

stan

ding

Bef

ore

and

Aft

er th

e 19

94 N

w.

Pre-

Inst

itute

Post

-Ins

titut

e

4.. (,) o 1:4.

.

'10

In0

u 0.

u.,

t..pi

0.)

4)

got:

..4 X

v)

b0 0 ... g ... 0) -0 r a c, Z

sa. u r 0 ,U tel

40 11 t -,a a

tu 0 b° E '

0 .E

-' ^..t_

tot

bO T:

.... 0. 0. 14 t Z

' ta

to &' r

b0 0 "c.1 0 .., t -r

o.. u r 0 U r.

4 .0 0 4.,

..a a

tu 0 b°

,..-

E 1

1o

..,

-,i;

a,. k JA

I 4,

bc)

... 0. a. t3 --- 44

Z.4

9-e-

Et*

'0

tV

t.)

t., ... 0. .2 I r -,

,,...

!.:

- ...

.`"

a 0 r

tn kn --, a r

Com

pute

r as

sist

ed in

stru

ctio

n

Kno

wle

dge

and

use

of f

orei

gn la

ngua

geso

ftw

are

Sele

ctio

n of

App

ropr

iate

for

eign

lang

uage

soft

war

e

Sate

llite

pro

gram

s

Dis

tanc

e le

arni

ng c

ours

es

Mul

timed

ia p

latf

orm

s

Loc

al a

nd w

ide

area

net

wor

ks

1 la

rdw

are

and

soft

war

e

1 lo

w to

sen

d an

d re

ceiv

e e-

mai

l

Tel

econ

fere

ncin

g

3 2 3 5 7 4 11 9 8 10

9 10 6 11 12 13 7 6 6 7

8 7 6 3 0 3 1 3 3 0

0 1 1 0 1 0 1 1 3 1

20 20 16 19 20 20 20 19 20 18

0 0 0 1 0 0 0 0 0 0

0 1 0 6 6 5 2 3 0 10

15 10 9 9 12 13 13 14 7 5

5 9 7 1 2 1 5 3 13 1

0 0 0 2 0 0 0 0 0 3

20 20 16 19 20 19 20 20 20 19

* * ' * " * ' * * *

5 c_

t

9E

..7"..

,:.

-: ..r

Z e:. "'"

x

--; c "0 ..r

7-" - = = "

I=

- 9

...

'''..

E:

. E et.

rls. C"

, - , '7.i = ,

7, .7....

= :-

.-

F.' g

,-) n r: ti) CA et .-, ..: F. rs (r.

> B

- ,- -. .7..'

= ra (.7.

--.

.i..

-

cil

-

._.

a

-.

..-.

co

,-.

. cn

.-

. cr,

.-

.--.

(.4

-.

.--

c..n

o

c)

o

No understanding

Understand basic concepts

Feel comfortable experimenting

Comfortable applying concepts

'..0 ..., ? '5

E. g

Iv 0 iv na 0

na 0

NJ 0

.--. sO

..-+ CO 5 I>-)

n of responses

-

-

=

c...2

-.

o

r.....)

-

o

(.4

.-

o

NJ

-

o

'`

-

o

' _,

o

(.n

-

--,

.-

(,..)

r5

0

No understanding

Understand basic concepts

Feel comfortable experimenting

Comfortable applying concepts

"Z ccg

i 5. co

. E Fo"

- o Not applicable - topic not covered

NJ 0

NJ 0

NJ 0

rs.) 0

NJ CD .-8 NJ

c --, CO 18 n of responses

. . . . . . . Significant pre- and post-

institute differences

Tab

le 1

2 (c

on't)

Pre-

Inst

itute

Post

-Ins

titut

e

4I .. th a -ts

trl

tsLI 0

It t

V 4

4.

S.1

. g

tw)

X a ... tn -a t

.1.1 la..

,...

t.. 0 to to V)

.713 -a tn t -ts

(4) X t>

0t .

F. ""

EE

0 .

c.,

Z ... a.,

0. C3

4," .0 0

10.

N..-

.

V) v X cn via

......

,

bo 0 c: .4'

nzt u 0

,n ii.,.. t., o to to ... .st g Zi ,a,

,,:i g

,41 .4 =

16 .4

o "-

..,._

, rE

i'8

. c. c

..,tu

0,

r -.. 0. ....

4 . -

-,°

e -

E '.

.) Z

- .. a. t a

-ti

to .....,

,,

V) ul g 4..,

Edu

catio

nal u

se o

f em

ail

1'la

nnin

g te

leco

mm

unic

atio

nsle

sson

s

Set

ting

up s

iste

r sc

hool

s ne

twor

king

conn

ectio

ns

8 9 9

7 7 6

4 3 3

1 1 1

_

20 20 19

0 0 0

0 5 3

8 9 10

12 5 6

0 0 1

20 19 20

* * *

osst

ile r

a in

gs s

lgnh

laca

ntly

ugh

cr t

an p

re-in

stitu

te r

atin

gs (

p<).

New

lnlo

rmat

unc

Tlu

s w

ill b

e ba

sica

lly n

ew in

form

atio

n, o

rath

orou

gh r

evie

w w

ould

be

wel

com

e

:som

e 1:

aper

ienc

e =

!bas

e so

me

esfw

rienc

e cs

ith th

e to

pic

but d

u no

t fee

l ent

irely

com

pete

nt

Con

side

rabl

e tn

perie

nce

= !h

at e

cm

eode

rabl

e ex

perie

nce

wIth

this

topi

cand

feel

wel

l inf

orm

ed

row

ide

Ass

ista

nce

= I

coul

d as

sist

in p

rese

ntat

ion

ot th

is to

pic

by p

rovi

ding

mic

e tn

ahon

and

exa

mpl

es

I

CO

Tab

le 1

3. 1

994

New

Tec

hnol

o ie

s In

stitu

te E

valu

atio

n -

Fre 1. 0 0 '

cu t50

CI

a. ta 0 0".

41; ' ev

tll 1:10 0 t1) 1 rn

3.1 tJ t a. cu 0 t1.1 CI

.t) i tr.

4.0 = VW 1.1 i in

Mea

nS.

D.

N

Cla

rity

of In

stitu

te o

bjec

tives

Org

aniz

atio

n of

the

inst

itute

Effe

ctiv

e us

e of

tim

e

App

licab

ility

of i

nfor

mat

ion

Info

rmat

ion

on s

ettm

g up

sis

ter

scho

ols

netw

orki

ngco

nnec

tions

Info

rmat

ion

on e

duca

tiona

l use

s of

em

ail

Info

rmat

ion

on fo

reig

n la

ngua

ge s

oftw

are

Effe

ctiv

enes

s of

the

inst

itute

lead

er(s

)

Ove

rall

ratin

g of

the

inst

itute

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

1 2 1 0 5 0 2 0 0

4 4 6 4 5 4 7 1 1

14 14 13 16 10 16 11 19 19

4.68

4.60

4.60

4.80

4.25

4.80

4.45

4.95

4.95

0.58

0.68

0.60

0.41

0.85

0.41

0.69

0.22

0.22

19 20 20 20 20 20 20 20 20

and times, specifying in advance the Macintosh-only environment and a required follow-up

project, and adding follow-up sessions.

Follow-up

The twenty participants were sent surveys at the end of the 1994-95 academic year to


Seventeen responded (85% return rate).

All but one of the respondents from the New Technologies Institute agreed that the

amount of their communication with Center staff and Institute leaders was about right, while

six t-,!: the 20 respondents felt that there was too little communication with other participants

(Table 14). As shown in Table 15, over three-fourths of the respondents agreed that

communication with Center staff, Institute leaders, and other participants was useful. Half or

more than half agreed that the Center has been a valuable source of materials and information

and has been supportive of projects. Most agreed that Institute leaders have been supportive of

teaching efforts and projects and that their project has been useful to them professionally.

Table 14. Amount of Communication by Participants of the 1994 New Technologies Institute -Frequency of Responses





Almost all felt that the skills and information gained from the Institute have been useful to

them professionally.

Changes in practice indicated by the participants of the New Technologies Institute

included greater use of e-mail, greater awareness of the possibilities for incorporating

technology in the classroom, and increased networking.

cc39

Tab

le 1

5. F

ollo

w-u

p Pe

rce

tions

of

Part

ici a

nts

for

the

1994

New

Tec

hnol

o2ie

s ln

stih

it-

th,

oh ti .., .. L. (4;1 7

v-4

1%,

,,, i N

o, L.

a:am a E o 7 in

oh a a .

oh L. bo trl

1.1 o 44 I

bo ts t,ox

....

th C r

o.) r wh

1.. Q r

My

com

mun

icat

ion

with

Cen

ter

staf

f was

use

ful.

My

com

mun

icat

ion

with

Inst

itute

lead

er(s

) w

as u

sefu

l.

My

com

mun

icat

ion

with

oth

er p

artic

ipan

ts w

as u

sefu

l.

The

Cen

ter

has

been

a v

alua

ble

sour

ce o

f mat

eria

ls a

nd in

form

atio

nth

roug

hout

the

scho

ol y

ear.

Inst

itute

lead

er(s

) ha

ve b

een

supp

ortiv

e of

my

teac

hing

effo

rts

thro

ugho

ut th

e sc

hool

year

.

Cen

ter

staf

f has

bee

n su

ppor

tive

ofm

y pr

ojec

t thr

ough

out t

he s

choo

l yea

r.

Inst

itute

lead

ers

have

bee

n su

ppor

tive

ofm

y pr

ojec

t thr

ough

out t

he s

choo

l yea

r.

l'he

skill

s an

d in

form

atio

n I g

aine

d fr

om th

e in

stitu

te h

ave

been

use

ful t

om

epr

ofes

sion

ally

.

My

inst

itute

pro

ject

has

bee

n us

eful

to m

e pr

ofes

sion

ally

.

1 1 0 1 1 1 1 0 0

0 0 1 0 1 0 0 0 (1

0 0 0 1 0 0 0 0 1

3 2 1 6 2 4 2 1 3

8 7 7 7 6 7 6 3 5

5 7 8 2 7 4 8 13 8

13 14 15 9 13 11 14 16 13

17 17 17 17 17 16 17 17 17

While some were just starting to use e-mail in their classes, many indicated that they

were trying a variety of applications. One respondent commented, "We have used computers to

write diary entries, [have] done peer editing, [have] participated in [producing a] cooperative

newsletter among four schools, and [have] used Internet resources for research projects." Others:

however, were not so fortunate. They did not have the hardware and software nor access to

Internet in their schools. "E-mail is not accessible, but I talk with staff and students about the

Internet. There haven't been any changes yet. I need funds to purchase hardware and

software."

Eleven respondents indicated that they had made a total of 30 formal presentations to

790 attendees. These included presentations to local, state, regional, and national foreign

language associations, inservice workshops, and presentations to students. Presentation topics

included the use of the Internet, foreign language applications, and writing. Participants also

indicated that they were actively sharing Institute information, such as sharing Hyper Studio

stacks with other instructors, writing articles for newsletters, and sharing information at

conferences and workshops on an informal basis.

Additional comments from participants reiterated the role of the Institute in promoting

the use of technology in schools and in developing teacher skills and confidence in using

technology. As a result of the Institute, many of these teachers have assumed leadership roles

in their districts and/or states. The following comments illustrate these points. "The Institute

gave me the push needed to .. . become an avid computer user and advocate of use of technology

in the classroom." ". .. thanks to the New Technologies Institute and the NFLRC . . . I am so far

one of the few teachers [in my district] with really practical training and some level of skill on

the Internet." "[As a result of the institute] my principal and the district technology

coordinator view me as a major contributor to integrating technology into [school name]

curriculum. They respect my work, use it as models for other curriculum areas, and solicit advice

and ideas from me I am co-chair of the Standards Framework Writing Committee for foreign

lanuage in [state name]. This responsibility resulted from my project "

t.;41

Initiative III: Use of New TechnologiesInteractive Multimedia Authoring Institute

Introduction

The Interactive Multimedia Authoring Institute was designed to introduce participants

to the benefits of using multimedia, including CD ROM and videodisk, in foreign language

education. Participants examined exemplary multimedia hardware and software; authored a

Hyper Studio (rather than HyperCard, as originally proposed) stack and produced lessons that

effectively met objectives of the foreign language curriculum; prepared a Hyper Studio lesson

linked to segments on a CD ROM and/or videodisk or a segment of motion video; incorporated

multimedia into foreign language instruction; and continued dialogue with Institute personnel

and participants during the academic year via telecommunications.


Of the 20 participants, 18 were from public schools and two were from private schools.

Eight reported teaching in elementary grades (K-8) and 11 at the secondary level. Seven of the

participants were Spanish teachers and four taught French. German, Japanese, Russian, and

Chinese were among the languages taught by participants. Three of the participants reported

teaching more than one language. The average K-12 teaching experience reported by

participants was 11.4 years, with a range of 3 to 23 years.

Needs Assessment

Responses to the needs assessment are presented in Table 16. Most of the participants

indicated that they had some experience in the topic areas or that the content of the Institute

would provide them ith new information. Because only five of the participants marked the

topics they thought should receive special emphasis during the Institute, these data provided

little insight.

Open-ended responses suggested that there may have been a wider range of experiences

with technology among participants than was evident from responses to other parts of the

survey. Participants indicated that their experiences ranged from basic word processing to

,

V

42

Tab

le 1

6. N

eeds

Ass

essm

ent f

or th

e 19

94M

ultim

edia

Aut

hori

ng I

nstit

ute

- Fr

eque

ncy

of R

es o

nses

= o ... 44 E 0 ,... t t,, Z

t. Q E -t 0) R'.

0) E a vi

u u x u ....

.0 tt L. ....

01 x a Ci

u = tt .. . ... V)

Vi t: .... o 4

w VI t 0 L. o t

Wor

king

kno

wle

dge

ofM

acin

tosh

wor

d pr

oces

sing

pro

gram

Wor

king

kno

wle

dge

of d

atab

ase/

spre

adsh

eet

softw

are

prog

ram

Wor

king

kno

wle

dge

of g

raph

ics

or p

aint

pro

gram

Wor

king

kno

wle

dge

ofte

leco

mm

unic

atio

ns s

oftw

are

and

use

ofe-

mai

l

Wor

king

kno

wle

dge

of D

OS

/Win

dow

s(I

BM

com

patib

le)

Kno

wle

dge

and

use

of g

ener

al fo

reig

n la

ngua

geso

ftwar

e: d

rill a

nd

prac

tice

Kno

wle

dge

and

use

of g

ener

al fo

reig

n la

ngua

geso

ftwar

e: tu

toria

ls

Kno

wle

dge

and

use

of g

ener

al fo

reig

n la

ngua

geso

ftwar

e: g

ames

Kno

wle

dge

and

use

of g

ener

al fo

reig

n la

ngua

geso

ftwar

e:sn

nula

tions

Kno

wle

dge

and

use

of g

ener

al fo

reig

n la

ngua

geso

ftwar

e: w

ord

proc

essi

ng

0 6 5 9 11 10 12 14 14 q

10 7 I 1 7 2 5 3 1 1 3

8 4 1 2 1 3 0 0 0 '3

1 1 1 I 1 0 0 0 0 0

19 18 18 19 15 18 15 15 15 15

Tab

le 1

6 (c

on'l)

Q r., E 2

-c . 0. Ca E a (e)

v tJ Z or to k to z , t ... 0 t o L)

t) Z ul (A (A ti w 0 o .. a.

,.:

tn 41 0 0 b. ,.... o

.

=

Kno

wle

dge

and

use

of m

ultim

edia

fore

ign

lang

uage

pro

gram

s:V

ideo

disc

(le

vel 1

and

2)

Kno

wle

dge

and

use

of m

ultim

edia

fore

ign

lang

uage

pro

gram

s:V

ideo

disc

with

sof

twar

e

Kno

wle

dge

and

use

of m

ultim

edia

fore

ign

lang

uage

pro

gram

s: C

D-

RO

M p

rogr

ams

Kno

wle

dge

and

use

of m

ultim

edia

fore

ign

lang

uage

pro

gram

s:ex

istin

g H

yper

Car

d st

acks

Wor

king

kno

wle

dge

of IB

M o

r co

mpa

tible

l'C

Kno

wle

dge/

use

of m

odem

Kno

wle

dge/

use

of s

cann

er e

quip

men

t

Kno

wle

dge/

use

of d

igita

l cam

era

equi

pmen

t

Kno

wle

dge/

use

of v

ideo

disc

pla

yer

Kno

wle

dge/

use

of C

D-R

OM

pho

to-C

O p

laye

rt

14 15 11 13 11 12 13 15 13 13

3 ,) ,. 6 3 2 4 3 1 5 9

0 0 1 0 0 1 1 0 0 0

0 0 0 1 1 1 1 2 0 0

17 17 18 17 14 18 18 18 18 18

Tab

le 1

6 (c

on't)

g

0 E o%

,..... r .... o

0) -c w 4, o tn

tu u x t.J k ti q N. t., -ts ...., u, o (.)

4.1 - CA ct ta ci .... a N.

V,

th VI r o r...

cA 0.,

N. o r

Wor

king

kno

wle

dge

of 1

lype

rCar

d

Wor

king

kno

wle

dge

of a

noth

er a

utho

ring

tool

pro

gram

for

mul

timed

ia p

rodu

ctio

n (e

.g. D

irect

or 4

.0)

Wor

king

kno

wle

dge

of Q

uick

lime

or o

ther

vid

eo-e

ditin

g pr

ogra

m(e

.g. V

ideo

Spi

got,

Vid

eofu

sion

)

Sou

nd p

rodu

ctio

n so

ftwar

e

9 15 14 15

7 1 2 1

1 0 0 1

0 1 0 3

17 17 16 20

en n

orm

atio

n =

ibis

s il

l he

bacs

ally

new

into

rmat

nin,

or

a th

orou

gh r

es w

w w

ould

be w

ekom

e

5om

e E

petie

nse

= I

have

som

e ex

pene

oce

with

Me

topi

c bu

t do

not f

eel e

ntue

ly c

ompe

tent

Con

side

rabl

e F

sper

ienc

e =

I ha

s e

cons

ider

able

esp

enen

ce is

nth

this

topx

and

feel

wel

l inf

orm

ed

hoc

!de

Acs

ittau

ceI s

iitild

ass

ist i

n pr

esen

tatio

n of

this

huf

f ta)

pom

adin

g in

ksrm

atiii

it an

d ex

ampl

es

rij

presentations and distance education. Again, the discrepancy between the checklist and the

open ended responses might mean that participants had underestimated their own capabilities

and/or had high expectations for the Institute.

There were a number of common themes among participants goals for the Institute. One

theme was networking with students in other districts and countries through e-mail and other

means of communication. Another theme was incorporating a number of technologies into

lessons; a third was integrating technology into the classroom. Specific goals in this area dealt

with classroom management, managing limited resources, facilitating students' use of

technology to develop their own presentations, and using technology for assessing student

progress. Finally, there was considerable interest in promoting the use of technology in their

schools. This theme was evident in the desire to learn about software and hardware and to be

able to demonstrate its use, and to learn how to evaluate software and hardware to facilitate

purchasing decisions.


Participants showed significant improvements in all topics related to foreign language

multimedia programs, their computer-based hardware experience, and background in

multimedia (Table 17). However, participants reported gains in only two out of the five topics

related to general computer software and foreign language specific software. This may indicate

that a majority of the topics in these areas were not covered or that they were not covered in

enough depth to increase understanding. Participants' understanding of word processing,

database and spreadsheet programs, drill and practice, and tutorials did not increase

significantly. Over half of the participants commented about the lack of instruction on

DOS/Windows (IBM compatibles).


All aspects of the Institute were rated above average or excellent by at least three

quarters of the respondents (Table 18). The highest rated aspects were effectiveness of the

46

Tab

le 1

7. P

erce

ptio

ns o

f Pa

rtic

ipan

t Und

erst

andi

ngB

efor

e an

d A

fter

the

1994

Int

erac

tive

Mul

timed

ia A

utho

ring

Inst

itute

-

Freq

uenc

y of

Res

ons

es-

Pre-

Inst

itute

Post

-Ins

titut

e

. ... 0 rk.

'et v

, rq.

II.

t4 4

.

E0:

631

,A...

.

b-sz

"t1 .2 tr) F. tu .0

.1.4

. 4. E c) u -:-.

1 tt..S

Z)

"0 X Z, E

u Z tt"

44 X

4, p 44

`4.,

R

2 .r

:

tso r .- r-,

sr.

13 1) .....

.X1

CI ,a, t

-

VI

,LI ,f) X 0 . t." 4...,

,0

ro = "3"' = 4. (/) t -ts r X o

., .... .....

4, Z r, u .c., t .SZ

I

..C1 X CI

...., 4.r.

'CI r

..1;) I. ..

.4.

.4.

.., r

.z o.

lV til

FiL

-

bItl,

-,.. ^- 44 Q

ttu

L,

- r. 1 2.1 CI

Tzt

.....0

,..,

48

0 ... °

Wor

king

kno

wle

dge

of M

acin

tosh

wor

d pr

oces

sing

prog

ram

Wor

king

kno

wle

dge

of d

atab

ase/

spre

adsh

eet

soft

war

e pr

ogra

m

Wor

king

kno

wle

dge

of g

raph

ics

or p

aint

pro

gram

Wor

king

kno

wle

dge

of te

leco

mm

unic

atio

nsso

ftw

are

and

use

ot e

-mai

l

Wor

king

kno

wle

dge

of D

OS/

Win

dow

s (I

BM

com

patib

le)

Kno

wle

dge

and

use

of g

ener

al f

orei

gn la

ngua

geso

ftw

are:

dri

ll an

d pr

actic

e

Kno

wle

dge

and

use

of g

ener

al f

orei

gn la

ngua

geso

ftw

are:

tuto

rial

Kno

wle

dge

and

use

of g

ener

al f

orei

gn la

ngua

geso

ftw

are:

gam

es

Kno

wle

dge

and

use

of g

ener

al f

orei

gn la

ngua

geso

ftw

are:

sim

ulat

ions

Kno

wle

dge

and

use

of g

ener

al f

orei

gn la

ngua

geso

ftw

are:

wor

d pr

oces

sing

1 7 1 9 8 4 6 4 8 2

4 3 10 2 0 7 4 8 4 5

8 3 5 6 2 2 3 1 4 4

4 1 2 2 1 2 1 2 0 4

17 14 18 19 11 15 14 15 16 15

0 6 1 0 7 1 2 1 I I

4 3 2 I 0 7 5 8 8 4

8 4 12 12 1 4 6 4 6 5

5 1 2 7 1 3 I 1 1 5

3 6 1 0 11 I 2 3 2 3

20 20 18 20 20 16 16 17 18 18

*

* "

Tab

le 1

7 (c

on't)

Pre-

Inst

itute

Post

-Ins

titut

e

....

v, o o. nts

tn

0.1

A

14 4

.S

Z

v>...

r" ... izi 4 12 ,11 X X

a u r o U .... v, o 41:)

.. ,3 r o +4 A ,1J tt

a .....

-tz .C

S b0

....-

0 4-

.k.

..., =

Er°

'

t.)E

p ..') o. o. t2

1 .0 0 t ' ,...,

a ,

v., C 0 lo. .

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7 (c

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es

U-1

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le 1

8. 1

994

Mul

timed

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Ins

titut

e E

valu

atio

n -

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uenc

y of

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pons

es'4

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of in

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01

69

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aniz

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n of

the

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7

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grou

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ed in

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15

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tim

e0

19

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licab

ility

of i

nfor

mat

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of t

he r

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ngs

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fuln

ess

of th

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l tra

inin

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s of

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tute

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the

inst

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24

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24

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24

4.17

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24

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0.44

24

4.71

0.55

24

4.79

0.51

24

4.29

0.91

24

5.00

0.00

24

4.83

0.38

24

Institute leaders (5.00), overall rating of the Institute (4.83), usefulness of the curriculum

resources provided (4.79), and applicability of information (4.75).

Topics frequently mentioned as most valuable included e-mail training, learning to use

authoring software (particularly Hyper Studio), and the emphasis on hands-on activities.

Participants appreciated the helpfulness of Institute staff and the opportunity to meet and

exchange ideas with other foreign language teachers.

Participants suggestions for improving the Institute included allowing more time to

work on projects, to share ideas with other teachers, and to preview commercial software.

Follow-up

Twenty participants were sent surveys at the end of the 1994-95 academic year to obtain

follow-up information about their institute-related activities during the school year. Eleven

responded (55% return rate).

Most of the respondents from the Interactive Multimedia Authoring Institute agreed

that the amount of their communication with Center staff, Institute leaders, and other

participants was about right (Table 19). As shown in Table 20, approximately half of the

respondents agreed that communication with Center staff, Institute leaders, and other

participants was useful. Only two agreed that the Center has been a valuable source of

materials and information, while seven of the respondents somewhat agreed. Five agreed that

Institute leaders have been supportive of teaching efforts, but fewer reported that the Center

and Institute leaders were supportive of their projects. All agreed that the skills and

Table 19. Amount of Communication by Participants of the 1994 Interactive MultimediaAuthoring Institute - Frequency of Responses





Tab

le 2

0. F

ollo

w-u

p Pe

rcep

tions

of

Part

icip

ants

far

the

1994

Inte

ract

ive

Mul

timed

ia A

utho

ring

Ins

titut

e -

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uenc

y of

Res

onse

s41

110.

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tA t1/ = 0 la.

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com

mun

icat

ion

with

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ter

staf

f w

as u

sefu

l.

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com

mun

icat

ion

with

Ins

titut

e le

ader

(s)

was

use

ful.

My

com

mun

icat

ion

with

oth

er p

artic

ipan

ts w

as u

sefu

l.

The

Cen

ter

has

been

a v

alua

ble

sour

ce o

f m

ater

ials

and

info

rmat

ion

thro

ugho

ut th

esc

hool

yea

r.

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itute

lead

er(s

) ha

ve b

een

supp

ortiv

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my

teac

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orts

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ugho

ut th

e sc

hool

year

.

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ter

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f ha

s be

en s

uppo

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my

proj

ect t

hrou

ghou

t the

sch

ool y

ea..

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itute

lead

ers

have

bee

n su

ppor

tive

of m

y pr

ojci

ct th

roug

hout

the

scho

olye

ar.

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ski

lls a

nd in

form

atio

n I

gain

ed f

rom

the

ini-

titut

e ha

ve b

een

usef

ul to

me

prof

essi

onal

ly

My

inst

itute

pro

ject

has

bee

n us

eful

to m

e pr

ofel

sion

ally

.

0 0 0 0 0 0 0 0 2

0 0 1 0 1 0 0 0 0

1 4 1 1 4 3 4 0 1

4 3 3 7 1 4 4 0 0

5 3 4 1 4 3 2 4 5

'

1 1 2 1 1 0 0 7 3

6 4 6 2 5 3 2 11 8

11 11 11 10 11 10 10 11 11

information gained from the Institute have been useful and most agreed that their project has

been useful to them professionally.

Participant comments reflected a variety of changes in their teaching as a result of

participation in the Institute. Some noted that they had incorporated Hyper Studio

applications into their classroom activities and many mentioned using e-mail. In the words of

one participant, "I have had my students develop Hyper Studio stacks in our new six-station

multimedia lab. We have recently had an e-mail exchange with a French class in Russia

(facilitated by [namel, one of last summer's participants) and are now exchanging messages

with a class in Oregon." Another explained, "I pushed to have our computer lab installed . . . I

solicited funds from various organizations to support our technology needs. I have been using

the lab facility approximately ten times more than I have in the past with more confidence in

my abilities and the abilities of my students."

However, several indicated that they were not able to apply in their classrooms what

they had learned at the Institute due to a lack of resources at the building level. As one said,

"[My teaching] did not change directly ... because our school does not have computer access for

our foreign language students." This participant did report using e-mail to obtain information

for classroom use.

Six teachers indicated that they had given a total of 13 presentations to

approximately 400 attendees. Presentation topics included use of HyperStudio, discovering the

Internet, and technology for foreign language classrooms. Participants also shared information

gained at the Institute with parents, building administrators, and other colleagues through

informal discussions and newsletters.

Additional comments indicated that, in general, participants felt that the Institute

was valuable and that the Institute staff was supportive. A few indicated, however, that the

project was too time consuming and that one semester was not long enough to implement the

project. Comments also suggested that opportunities to "put ideas into practice" fell short due

to a lack of resources at the building level.

Evaluation of Activities Related to Initiative H

During Fall 1994, a two-day workshop addressed Initiative II: Administration and

Interpretation of Foreign Language Performance Assessment. This section begins with a

description of the workshop and its goals, followed by the results of the evaluation.

Initiative II: Administration and Interpretation of Foreign Language Performance AssessmentAssessment Guidelines and Strategies Workshop

Introduction

The Assessment Guidelines and Strategies Workshop was designed to find out from

classroom foreign language teachers how they currently use assessment, how they view

assessment, and what can be expected of teachers in the classroom related to assessment. This

workshop, co-sponsored by the Center for Applied Linguistics (CAL), was the first step in

teachers working in collaboration with researchers to develop guidelines, or a framework, for

assessing the language of students in their own classrooms. The guidelines will be based on the

American Council on the Teaching of Foreign Language's (ACTFL) national K-12 standards for

foreign language education and will target grades four and eight. The outcome of the workshop

will be a better understanding by both teachers and researchers of actual practices and various

assessment techniques and the national standards.


Participants included 12 teachers and eight researchers/collaborators with expertise in

assessment. Five of the teachers taught Spanish, four taught French, one taught French and

was a resource teacher, one taught Japanese, and one had taught Chinese and was a resource

teacher; eight of the teachers reported teaching at the elementary level, and the two resource

teachers work at both the elementary and middle school levels. Teachers were selected upon

recommendation by their principal or foreign language coordinator for their demonstrated

competence in the classroom and their interest in foreign language assessment.

54

Workshop Evaluation

Fourteen of the 20 participants completed the evaluation form developed by CAL and

Center personnel and distributed at the end of the workshop (Table 21). In general, respondents

were pleased with the workshop. Hotel accommodations, variety of participants, agenda, and

applicability of the information were rated good or excellent by all respondents. Two

respondents who rated information provided in advance as fair indicated that they would

have liked to have had the agenda in advance.

There was clearly a consensus among respondents regarding the most useful aspect of the

workshop: meeting other teachers and learning what they are doing in their programs.

Respondents frequently mentioned sharing, discussion, interaction, and networking.

Portfolios and rubrics were mentioned most frequently as assessment strategies that

respondents learned about and thought could be used in their classrooms. Journals, report card

formats, and self-assessments were also mentioned. Even those who were aware of some of

these strategies suggested that they learned more about them and had new ideas for using them

in their classrooms.

Most of the participants made suggestions for specific topics to be covered at next year's

meeting. Topics included pilot programs, interpreting assessment results, specific training (e.g.,

computers, instrument testing), new instruments, and ACTFL guidelines. Recommendations for

format changes included increased time for discussion, grade level and/or program-specific

focus groups, and more small group interaction.

Closing comments by respondents expressed appreciation for the opportunity to

participate in the workshop. Interacting with and learning from participants with similar

interests and needs seemed to be extremely valuable. One respondent expressed the sentiment of

many, saying, "Thank you for this opportunity. I am learning so much that will be

immediately applicable at home. It was so nice to be treated like a valuable, intelligent

individual. This was wonderful!"

55

Tab

le 2

1. 1

994

CA

L W

orks

hop

Eva

luat

ion

L. 0 0L. .. t1

-ct 0 0

48 .1". c. k

La tn r o r. tn cs.

).. a

u, L. cI r o o. ill:

v..., o

I lot

el a

ccom

mod

atio

ns

Var

iety

of p

artic

ipan

ts

Info

rmat

ion

prov

ided

in a

dvan

ce

Age

nda

App

licab

ility

of i

nfor

mat

ion

0 0 0 0 0

0 0 2 0 0

4 1 8 4 7

8 13 3 10 6

2 0 1 0 1

14 14 14 14 14

Follow-up

In the winter of 1995, the Center published an assessment newsletter highlighting the

activities of the participants of the workshop and the progress they made. Summaries of

workshop presentations by teachers and students were also featured. E-mail addresses were

included to facilitate communication and future collaborations. Summaries of two research

projects and suggestions for designing assessments completed this first newsletter.

Initiative II: Administration and Interpretation of Foreign Language Performance AssessmentAnnotated Assessment Bibliography Preparation

Center staff have prepared an annotated bibliography of assessment instruments.

Published and made available through the ERIC system, the bibliography contains

standardized instruments and authentic tools such as oral assessment inventories, language

portfolios, and student-teacher conferencing forms. In addition to each instrument, information

on the target audience, appropriateness of the test, age level/grade level and a point of contact

were included. Selected bibliographies of recent articles, books and documents on assessment,

and commercially available tests were provided. All tests were cross-referenced by skill area

and purpose.

Evaluation of Center-Based Activities

As agreed to in the evaluation plan, Center staff provided additional evaluative

information to the internal evaluators about products completed by institute and workshop

participants; electronic communication among the participants, leaders, and Center staff; and

institute participant computer anxiety. This information is presented below.

Summer institute participants were encouraged to implement ideas and strategies in

their classrooms by working together on follow-up projects. They formed small collaborahve

groups of three to five individuals and identified and designed a research project based on a

topic addressed at the institute. The projects gave participants a practical opportunity to

,

57 0 .2

implement what they had learned. Project topics covered a wide range of themes and

applications. Participants in the Teacher Educator Partnership Institute conducted several

studies examining teacher certification in states with mandates for elementary school foreign

language programs, perceived obstacles to implementing the National Foreign Language

Standards, national standards in Rhode Island, Japanese immersion programs, and articulation

in foreign language programs. Other projects included preparation of thematic units.

Curriculum Institute participants developed a prototype for curriculum information networking

in low population states; identified existing second language curriculum guides; identified

classroom-tested, learner-centered activities; studied obstacles to implementing standards;

identified state, regional, and national resources for curriculum specialists; and identified

factors that make for successful transition from middle school to high school. Projects

completed by the participants in the New Technologies Institute included compilatiOn of a list

of Internet applications in the foreign language classroom, creation of a literary magazine and

various classroom applications using Hyper Studio, publication of a Spanish newsletter, and

development of a technology usage survey. Participants in the Interactive Multimedia

Authoring Institute examined effective ways of using the Internet in the classroom, developed

Hyper Studio stacks, studied teachers use of technology in the classroom, made videos, and

used distance learning classrooms.

According to Center staff, these projects were challenging for the participants to

complete because of: (1) limited precedence in the field for a similar model of institute-related

projects, (2) a limited amount of time due to the busy schedules of K-12 teachers during the

academic year and that the final reports were due by the following January, (3) a request by the

Center that communication among small group members about the project be carried out by e-

mail whenever possible, and (4) lack of experience among classroom teachers in carrying out

projects of this type. Despite these challenges, 80% of the small group projects were completed

and offer the profession information on a variety of topics.

The Center is making the results of the research projects available to the profession. by

publishing summaries in the nationally distributed Center newsletter, submitting complete

project reports for publication on ERIC, submitting three reports for review by professional

journals, and proceeding with plans to develop a World Wide Web page on the Internet.

A key component of each project was the use of e-mail for communication between

institute staff and teachers. All of the participants attending each of the four summer

institutes learned how to exchange e-mail using the Iowa State University Vincent gateway to

the Internet.. Their previous computer experience ranged from "none" to "quite a bit of

experience," with only one participant having extensive experience. Participants were

encouraged to continue e-mail communication with each other and with institute leaders during

their post-institute collaborative projects.

To assist institute staff in the e-mail training and follow-up throughout the academic

year, a survey to measure computer anxiety was completed by institute participants both prior

to and after each institute. Overall, institute participants had relatively low computer

anxiety. Elementary teachers who participaz2d in the Teacher Educator Partnership tended to

have a higher level of anxiety about using computers, although their scores were not

statistically different than those of other participants. A comparison of pre-institute and post-

institute scores indicated that participant computer anxiety was reduced significantly.

Table 22 summarizes data about e-mail access and usage following the summer

institutes. As indicated, there was a substantial increase in the number of e-mail accounts

activated as of February 1995,. when compared to the number at the time of the Institute,

particularly foi participants of the Teacher Educator Partnership and Curriculum Institutes.

The table also provides a record of the number of messages sent following the Institutes. The

number of messages (while providing only limited information since no comparison data are

available and not all participants forwarded all of their messages to Center staff for

tabulation) suggests active e-mail correspondence. Overall, the growth in the number of e-mail

accounts and the volume of e-mail communication suggest an increased usage of e-mail following

59 ;t,

Table 22. Summary of E-mail Use by 1994 NFLRC Participants

Institute Number ofparticipants

E-mail addressbefore institute

E-mail addresscurrently*

Total messagesexchanged

Teacher 22 23% 86% 216EducatorPartnership

Curriculum 24 17% 91% 154

New 20 40% 100% 293Technologies

Interactive 20 50% 85% 96MultimediaAuthoring

Totals 86 31% 89% 759

As of 2/6/95

the institutes. This conclusio., is consistent with follow-up data collected by RISE at the end of

the 1994-1995 academic year.

Summary and Discussion

The first 16 months of activities at the National K-12 Foreign Language Resource

Center were positive and successful. Specific activities included conducting four summer

institutes with 86 foreign language educators from across the nation, involving 20 teachers and

researchers in a collaborative effort with the Center for Applied Linguistics in researching

assessment practices and techniques in foreign language classrooms, continuing post-institute

and post-workshop contact with participants through their collaborative projects, completing

an extensive annotated bibliography of foreign language assessment instruments, and training

and encouraging foreign language teachers to use e-mail as a viable, important, and effective

communic.-'..on tool. The goals of training teachers in the use of effective teaching strategies,

9 "60

developmenr and interpretation of foreign language assessments, and the use of new

technologies and their related objectives were met.

These activities received consistently high ratings from participants. Foreign language

teachers in grades kindergarten through twelve (K-12) and teacher educators directly

benefited from the knowledge, skills, and resources provided through their experiences with

the Center. These educators reported that they made approximately 110 presentations to over

2800 other teachers and professional colleagues, school administrators, foreign language

associations, parent groups, and student teachers in their school districts, at inservice sessions,

and at local, state, regional, and national conferences. Additionally, Center activities also

indirectly affected many other K-12 foreign language teachers through numerous informal

discussions with institute participants, newsletters, and resource sharing, suggesting that the

impact of the Center is being felt among other K-12 teachers as well.

Participants of all institutes gave positive evaluations. The effectiveness of the

institute leaders had the highest average rating of all aspects surveyed on three of the four

Institutes. Participants gave overall ratings to the institutes that were above average to

excellent. They appreciated the opportunity to interact and share ideas with other

participants who were interested in foreign language. In those institutes that focused on

learning experiences, participants believed that they had improved their understanding of the

content covered in the Institutes. Suggestions for improvement included lengthening the

institutes or reallocating time during the institute to allow more time for interacting with other

participants and exploring new ideas and materials. Further, they suggested that receiving

either a reading list or the reading materials for the institute, a detailed explanation or

schedule of activities, and greater clarification of their post-institute commitment would

enable them to better evaluate their abilities to ulfill the commitments and enhance their

participation.

The participants post-institute collaborative projects were not all as successful as

hoped. While participants were enthusiastic about planning the projects and networking with

61

other teachers, the short time line for project completion dictated by the length of the grant

funding period and the teachers' lack of experience were barriers to successful implementation.

Future institutes might consider alternatives to the small group project. One possibility is to

encourage presentations as the primary follow-up activity, with consistent and thorough record

keeping about the nature of the presentation, the number of attendees, and the audiences

served. Such an alternative would be consistent with the institutes oal of integrating and

sharing knowledge about foreign language education with the profession. This emphasis would

also capitalize on the enthusiasm generated at the institutes, as well as provide a practical

way to encourage networking and dissemination.

Overall, the National K-12 Foreign Language Resource Center has made great strides

toward achievement of its goals. Adding the information gained from the evaluation to what

was learned from the experience of operating the Center during this first funding period results

in an expectation of further and potentially greater success in the future.

962

Appendix A

Evaluation Plan

National K-1 2 Language Resource Center

Evaluation Plan

Evaluation of the activities of the National K-12 Language Resource Center is based onthe goals and objectives of the Center and the impact of the activities on the target audiences.

The focus of the evaluation is on assessing the degree to which the goals are accomplished. The

goals and objectives, projects, and organizational structure have been designed to reflect theCenter's overall purpose of contributing to the knowledge base, skills, and resources of foreignlanguage teachers in grades kindergarten through twelve (K-12). The evaluation will considerthe resources, techniques, procedures, and strategies employed to accomplish the goals andobjectives. Assessments of the effectiveness and efficiency of the Center will provideinformation by which accurate judgments can be made about the strengths and weaknesses ofoperations and of program impact.

The evaluation provides (1 ) input from the teachers and participants in the activitiesrelated to the Center's initiatives and (2) an assessment of the status of Center activities.Needs assessments, formative evaluation, and summative evaluation are components of theconceptual and operational evaluation framework. The evaluation plan utilizes both quantitativeand qualitative methods to measure Center initiatives and participant attitudes and knowledge.The measures include documents, data from records, data from survey instruments, products(e.g., manuals, publications, videotapes, logs of e-mail use), and observations. Whilequantifiable measures are a significant component of the evaluatic .1 plan, there are also plans

for interviewing participants in the initial activities to allow them to express concerns and

opinions through both formal and informal measures.

The formative evaluation results will be of immediate use to those involved inadministering the Center and carrying out its initiatives. The information collected through thisinternal evaluation will be included as a part of the summative evaluation activities that will be

completed each funding period.

lotMay 10, 1994

Sum

mar

y of

the

Eva

luat

ion

Pla

n fo

r In

itiat

ive

1:T

rain

ing

Tea

cher

s in

the

Use

of E

ffect

ive

Tea

chin

g S

trat

egie

s

Goa

l

Tea

cher

Edu

cato

r P

artn

ersh

ipIn

stitu

te

Cur

r.cu

h.lin

Inst

itute

Aut

hent

ic L

itera

ture

Inst

itute

Cul

ture

Inst

itute

Out

com

e

Con

tent

of t

each

er e

duca

tors

'm

etho

ds c

ours

es c

hang

e to

pro

vide

qual

ity p

re-s

ervi

ce te

ache

rpr

epar

atio

n fo

r th

e K

8 le

vel.

Enh

ance

men

t of K

-12

teac

her's

abili

ty to

des

ign

and

eval

uate

aqu

ality

K-1

2 fo

reig

n la

ngua

gecu

rric

ulum

.

Enh

ance

men

t of K

12

teac

hers

'st

rate

gies

for

teac

hing

aut

hent

iclit

erat

ure.

Enh

ance

men

t of K

12

teac

hers

'st

rate

gies

for

cultu

re a

nd m

oder

nte

chno

logi

es.

Ben

efits

Impr

oved

per

form

ance

of p

re-

serv

ice

and

in-s

ervi

ce te

ache

rs in

the

K-1

2 cl

assr

oom

;In

crea

sed

oppo

rtun

ities

for

K-1

2st

uden

ts to

lear

n a

fore

ign

lang

uage

in a

long

, art

icul

ated

sequ

ence

;T

each

er e

duca

tors

and

cla

ssro

omte

ache

rs c

omm

unic

ate

and

acce

ssso

urce

s of

info

rmat

ion

thro

ugh

natio

nal c

ompu

ter

netw

orks

.

Incr

ease

d op

port

uniti

es fo

r K

-12

stud

ents

to le

arn

a fo

reig

nla

ngua

ge in

a lo

ng, a

rtic

ulat

edse

quen

ce;

Mod

el K

-12

fore

ign

lang

uage

curr

icul

a ar

e av

aila

ble

thro

ugho

utna

tion;

Cla

ssro

om te

ache

rs c

omm

unic

ate

and

acce

ss s

ourc

es o

f inf

orm

atio

nth

roug

h na

tiona

l com

pute

rne

twor

ks.

Mod

el te

achi

ng s

trat

egie

s fo

rau

then

tic li

tera

ture

are

ava

ilabl

eth

roug

hout

nat

ion.

Mod

el te

achi

ng s

trat

egie

s fo

rcu

lture

are

ava

ilabl

e th

roug

hout

natio

n;C

lass

room

teac

hers

com

mun

icat

ean

d ac

cess

sou

rces

of i

nfor

mat

ion

thro

ugh

natio

nal c

ompu

ter

netw

orks

.

BE

ST C

OPY

AV

AIL

AB

LE

For

mat

ive

Nee

ds a

sses

smen

t and

corr

espo

ndin

g ev

alua

tion

of th

ein

stitu

te;

Con

tent

rel

ated

pre

/pos

tas

sess

men

t;F

ollo

w-u

p su

rvey

of p

artic

ipan

ts;

Jour

nal e

ntrie

s of

par

tner

s;1

ape

reco

rded

pra

ctic

e te

achi

ngse

ssio

ns.

Nee

ds a

sses

smen

t and

corr

espo

ndin

g ev

alua

tion

of th

ein

stitu

te;

Fol

low

-up

surv

ey o

f par

ticip

ants

;In

stan

ces

and

cont

ent a

naly

sis

of E

-m

ail c

orre

spon

denc

e.

Nee

ds a

sses

smen

t and

corr

espo

ndin

g ev

alua

tion

of th

ein

stitu

te;

Con

tent

rel

ated

pre

/pos

tas

sess

men

t;F

ollo

w.u

p su

rvey

of p

artic

ipan

ts;

Inst

ance

s an

d co

nten

t of E

-mai

lco

rres

pond

ence

.

Nee

ds a

sses

smen

t and

corr

espo

ndin

g ev

alua

tion

of th

ein

stitu

te;

r..o

nten

t rel

ated

pre

/pos

tas

sess

men

t;F

ollo

w u

p su

rvey

of p

artic

ipan

ts;

Inst

ance

s an

d co

nten

t of E

mai

lco

rres

pond

ence

.

Sum

mat

ive

Sum

mar

ies

of p

artn

ersh

ip p

roje

cts.

Num

ber

and

inst

ance

s pa

rtic

ipan

tspr

esen

t to

othe

rs;

Num

ber

of a

rtic

les

publ

ishe

d,pr

otot

ype

desi

gns

etc.

that

com

eou

t of t

he in

stitu

te.

Num

ber

and

inst

ance

s pa

rtic

ipan

tspr

esen

t to

othe

rs (

loca

l, st

ate,

regi

onal

);C

ompi

latio

n an

d us

e of

pre

limin

ary

plan

ning

uni

ts b

ased

on

child

ren'

slit

erat

ure.

Num

ber

and

inst

ance

s pa

rtic

ipan

tspr

esen

t to

othe

rs;

Dev

elop

men

t and

use

of a

ctiv

ities

and

mat

eria

ls.

May

10,

Act

ion

Pla

n fo

r In

itiat

ive

1:T

rain

ing

Tea

cher

s in

the

Use

of E

ffect

ive

Tea

chin

g S

trat

egie

s

Tea

cher

Edu

cato

r P

artn

ersh

ip In

stitu

tele

athe

r ed

ucat

ors

K -

8 te

ache

rs

Cur

ricul

um In

stitu

teK

12

teac

hers

Aut

hent

ic L

itera

ture

Inst

lute

K 1

2 te

ache

rs

Cul

ture

Inst

itute

K 1

2 te

ache

rs

1

hts.

oure

Nee

ds a

sses

smen

tC

onte

nt r

elat

ed p

re/p

ost a

sses

smen

tIn

stitu

te e

valu

atio

nF

ollo

w u

p su

rvey

of p

artic

ipan

tsP

rodu

cts/

Act

iviti

es:

Jour

nal e

ntrie

s an

d do

cum

enta

tion

ofpa

rtne

rshi

p pr

ojec

tsT

ape

reco

rded

pra

ctic

e te

achi

ngse

ssio

ns

Nee

ds a

sses

smen

tIn

stitu

te e

valu

atio

nF

ollo

w u

p su

rvey

of p

artic

ipan

tsE

-m

ail c

omm

unic

atio

nsP

rodu

cts/

Act

iviti

es:

Pre

sent

atio

ns to

oth

ers

Sub

sequ

ent r

esea

rch

Nee

ds a

sses

smen

tC

onte

nt r

elat

ed p

re/p

ost a

sses

smen

tIn

stitu

te e

valu

atio

nF

ollo

w u

p su

rvey

of p

artic

ipan

tsE

mai

l com

mun

icat

ions

Pro

duct

s/A

ctiv

ities

:P

rese

ntat

ions

to o

ther

sU

nits

Nee

ds a

sses

smen

tC

onte

nt r

elat

ed p

re/p

ost a

sses

smen

tIn

stitu

te e

valu

atio

nF

ollo

w u

p su

rvey

of p

artic

ipan

tsE

mai

l com

mun

icat

ions

Pro

duct

s/A

ctiv

ities

:P

rese

ntat

ions

to o

ther

sA

ctiv

ities

and

mat

eria

ls

Who

Cen

ter

for

App

lied

Ling

uist

ics

RIS

E

RIS

E

RIS

E

Cen

ter

staf

f

RIS

E

RIS

E

RIS

E

Cen

ter

staf

fC

ente

r st

aff

RIS

E

RIS

E

RIS

E

RIS

E

Cen

ter

staf

fC

ente

r st

aff

RIS

E

RIS

E

RIS

E

RIS

E

Cen

ter

staf

fce

nter

sta

ff

Whe

n

Com

plet

edP

rior

to a

nd a

t con

clus

ion

of in

stitu

teA

t con

clus

ion

of in

stitu

teN

ine

mon

ths

follo

win

g in

stitu

teO

ngoi

ng

Prio

r to

inst

itute

At c

oncl

usio

n of

inst

itute

Nin

e m

onth

s fo

llow

ing

inst

itute

Ong

oing

Ong

oing

Prio

r to

inst

itute

Prio

r to

and

at c

oncl

usio

n of

inst

itute

At c

oncl

usio

n of

inst

itute

Nm

e m

onth

s fo

llow

ing

inst

itute

Ong

oing

Ong

oing

Prio

r to

inst

itute

Prio

r to

and

at c

oncl

usio

n of

inst

itute

At c

oncl

usio

n of

inst

itute

Nin

e m

onth

s fo

llow

ing

inst

itute

Ong

oing

Ong

oing

May

10,

199

4 1.!')

Sum

mar

y of

the

Eva

luat

ion

Pla

n fo

r In

itiat

ive

2:T

rain

ing

Tea

cher

s in

Adm

inis

trat

ion

and

Inte

rpre

tatio

n of

For

eign

Lan

guag

e P

erfo

rman

ce A

sses

smen

t

Goa

l

Ass

essm

ent G

uide

lines

and

Str

ateg

ies

Wor

ksho

p

Ann

otat

ed A

sses

smen

tB

iblio

grap

hy P

repa

ratio

n

For

eign

Lan

guag

e S

tand

ards

Ass

essm

ent W

orks

hop

For

eign

Lan

guag

e A

sses

smen

tG

uide

lines

Pre

para

tion

Out

com

e

Impr

ove

the

abili

ty o

f K 1

2te

ache

rs to

ass

ess

thei

r ow

nst

uden

ts.

Pub

lish

anno

tate

d bi

blio

grap

hy o

fst

anda

rdiz

ed te

sts

and

auth

entic

asse

ssm

ent t

ools

.

Dev

elop

abi

lity

of K

-12

teac

hers

toas

sess

thei

r st

uden

ts' a

chie

vem

ent

of n

atio

nal f

orei

gn la

ngua

gest

anda

rds.

Ben

efits

K-1

2 te

ache

rs e

ffect

ivel

y em

ploy

alte

rnat

ive

asse

ssm

ents

of

stud

ents

' per

form

ance

.

Res

ourc

es fo

r K

-12

fore

ign

lang

uage

teac

hers

on

asse

ssm

ent

tool

s m

ade

acce

ssib

le.

Mod

el a

sses

smen

t of s

tude

ntac

hiev

emen

t of n

atio

nal f

orei

gnla

ngua

ge s

tand

ards

.

Pub

lish

guid

elin

es fo

r as

sess

men

t of

Gui

delin

es fo

r K

-12

fore

ign

stud

ent a

chie

vem

ent b

ased

on

lang

uage

teac

hers

on

asse

ssm

ent

natio

nal f

orei

gn la

ngua

gepr

oced

ures

rel

ated

to n

atio

nal

su,n

dard

s.fo

reig

n la

ngua

ge s

tand

ards

mad

eav

aila

ble.

BE

ST

CO

PY

AV

AIL

AB

LE

For

mat

ive

Wor

ksho

p ev

alua

tion;

Tea

cher

sel

f eva

luat

ion

and

dial

ogue

jour

nals

;S

umm

ary

of th

e w

orks

hop

proc

eedi

ngs.

Dev

elop

men

t tas

ks c

ompl

eted

acco

rdin

g to

spe

cifie

d tim

elin

es.

Wor

ksho

p ev

alua

tion;

Sum

mar

y of

wor

ksho

p pr

ocee

ding

s;P

ropo

sed

guid

elin

es a

nd s

trat

egie

s.

Rep

orts

of r

esul

ts o

f pilo

t tes

ting

incl

assr

oom

;C

ompl

etin

g in

itial

dra

ft, p

ilot

test

ing,

and

fina

l dra

ft ac

cord

ing

tosp

ecifi

ed ti

mel

ines

.

ium

m a

tivt

Fol

low

up

surv

ey o

f par

ticip

ants

toas

sess

the

exte

nt to

whi

ch th

eyin

corp

orat

e au

then

tic a

sses

smen

tsin

to th

eir

clas

ses,

with

que

stio

nsba

sed

on r

evie

w o

f jou

rnal

s.

Ann

otat

ed b

iblio

grap

hy p

ublis

hed.

Stu

dent

out

com

es, e

xpec

ted

leve

lof

per

form

ance

at v

ario

usde

velo

pmen

tal s

tage

s fo

r gr

ades

4an

d 8;

Str

ateg

ies

to b

e us

ed to

mee

t the

outc

omes

.

Gui

delin

es p

ublis

hed

by N

atio

nal K

-12

Lan

guag

e R

esou

rces

Cen

ter;

Pre

sent

atio

ns a

nd o

ther

publ

icat

ions

.

May

10,

199

4

107

Act

ion

Pla

n fo

r In

itiat

ive

2:T

rain

ing

Tea

cher

s in

Adm

inis

trat

ion

and

Inte

rpre

tatio

n of

For

eign

Lan

guag

e P

erfo

rman

ce A

sses

smen

t

Act

ivity

/Par

ticip

ants

Ass

essm

ent G

uide

lines

and

Str

ateg

ies

Wor

ksho

p1(

.8 te

ache

rsR

esea

rche

r/co

llabo

rato

r s

Ann

otat

ed A

sses

smen

t Bib

liogr

aphy

Pre

para

tion

Cen

ter

cons

ulta

nts

For

eign

Lan

guag

e S

tand

ards

Ass

essm

ent W

orks

hop

K 8

teac

hers

Res

earc

her/

colla

bora

tors

For

eign

Lan

guag

e A

sses

smen

tG

uide

lines

Pre

para

tion

Cen

ter

cons

ulta

nts

Mea

sure

Wor

ksho

p ev

alua

tion

Fol

low

up

surv

ey o

f par

ticip

ants

Pro

duct

s/A

ctiv

ities

:T

each

er s

elf e

valu

atio

n an

d di

alog

uejo

urna

lsS

umm

ary

of w

orks

hop

proc

eedi

ngs

Pro

duct

s/A

ctiv

ities

:D

evel

opm

ent o

f ann

otat

edbi

blio

grap

hy

Wor

ksho

p ev

alua

tion

Fol

low

up

surv

ey o

f par

ticip

ants

Pro

duct

s/A

ctiv

ities

:*S

umm

ary

of w

orks

hop

proc

eedi

ngs

Gui

delin

es/s

ampl

e as

sess

men

tst

rate

gies

Stu

dent

out

com

es fo

r gr

ades

4 a

nd 8

Pro

duct

s/A

ctiv

ities

:'D

evel

opm

ent o

f gui

delin

esR

epor

ts o

f res

ults

of p

ilot t

estin

gP

ublic

atio

n/di

ssem

inat

ion

of g

uide

lines

Pre

sent

atio

ns b

y pr

ojec

t sta

ff

Whe

RIS

E/C

ente

r fo

r A

pplie

d Li

ngui

stic

sR

ISE

Cen

ter

staf

f

Cen

ter

staf

f

RIS

E/C

ente

r fo

r A

pplie

d Li

ngui

stic

sR

ISE

Cen

ter

staf

f

Cen

ter

staf

f

Whe

n

At c

oncl

usio

n of

wor

ksho

pS

ix m

onth

s fo

llow

ing

wor

ksho

pO

ngoi

ng

To

be c

ompl

eted

in 1

995

At c

oncl

usio

n of

wor

ksho

pS

ix m

onth

s fo

llow

ing

wor

ksho

pO

ngoi

ng

To

be c

ompl

eted

in 1

996

May

10,

199

4

Sum

mar

y of

the

Eva

luat

ion

Pla

n fo

r In

itiat

ive

3:T

rain

ing

Tea

cher

s in

the

Use

of N

ew T

echn

olog

ies

Goa

l

New

Tec

hnol

ogie

s in

the

For

eign

Lang

uage

Cla

ssro

om In

stitu

te

inte

ract

ive

Mul

timed

ia A

utho

ring

Inst

itute

Out

com

e

Dev

elop

the

abili

ty o

f K-1

2te

ache

rs to

use

tele

com

mun

icat

ions

net

wor

ks fo

rco

mm

unic

atio

n an

d to

acc

ess

info

rmat

ion;

Impr

ove

abili

ty o

f K-1

2 te

ache

rs to

succ

essf

ully

inte

grat

e ne

wte

chno

logi

es in

to r

egul

ar fo

reig

nla

ngua

ge in

stru

ctio

n;D

evel

op a

bilit

y of

K-1

2 te

ache

rs to

use

vario

us te

leco

mm

unic

atio

nste

chno

logi

es a

s a

peda

gogi

cal t

ool

to e

nhan

ce fo

reig

n la

ngua

ge s

kills

inre

adin

g, w

ritin

g, a

nd c

ultu

ral

unde

rsta

ndin

g.

Dev

elop

abi

lity

of K

-12

teac

hers

toau

thor

inte

ract

ive

mul

timed

iale

sson

s us

ing

Hyp

erca

rd w

ithex

istin

g vi

deod

isks

of C

D R

OM

(C

D-

i) in

fore

ign

lang

uage

s.

Ben

efits

Dev

elop

a k

now

ledg

e ba

se a

nd s

kill

in u

se o

f new

tech

noio

gies

,pa

rtic

ular

ly te

leco

mm

unic

atio

ns,

amon

g K

-12

fore

ign

lang

uage

teac

hers

;E

ncou

rage

effe

ctiv

e us

e of

new

tech

nolo

gies

in K

-12

clas

sroo

ms.

Enc

oura

ge s

tude

nts'

rea

ding

and

writ

ing

skill

s an

d cu

ltura

lun

ders

tand

ings

thro

ugh

mul

ti-m

edia

.

For

mat

ive

Nee

ds a

sses

smen

t and

corr

espo

ndin

g ev

alua

tion

of th

ein

stitu

te;

Con

tent

rel

ated

pre

/pos

tas

sess

men

t;A

ttitu

de a

bout

com

pute

rs;

Con

tent

of E

-mai

l tra

nsm

issi

ons.

Nee

ds a

sses

smen

t and

corr

espo

ndin

g ev

alua

tion

of th

ein

stitu

te;

Con

tent

rel

ated

pre

/pos

tas

sess

men

t;A

ttitu

de a

bout

com

pute

rs;

Res

ults

of p

artic

ipan

t rat

ings

of

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4

Appendix B

Evaluation Instruments

Needs Assessment for the Teacher Educator Partnership InstitutePlease use the following categories to indicate the level of previous experience you have had with thetopics to be covered in this institute. Plate a "*" to the left of those topics you think should receivespecial emphasis during the institute.

1 This will be basically new information, OR a thorough review would be welcome.2. I have some experience with the topic but do not feel entirely competent in the area.3. I have considerable experience with this topic and feel well informed.4. I could assist in presentation of this topic by providing information and examples.

Topics to be covered in the institute Newinformation

Someexperience

Considerableexperience

Provideassistance

History and rationale for elementary and schoolforeign language programsProgram models

Emphasis on FLES and Immersion

Program planningProgram evaluationArticulationSecond language acquisition

Child developmentPiagetKieran EganInformation-processing perspectives

Developing language skills for communication

ListeningSpeakingReading ,

WritingInteractive writing: Dialogue journals

Integrating with the elementary schoolcurriculum /subject content insfructionTeaching culture and global education

..._.--,

Principles and processes for curriculumdevelopmentIssues and strategies in assessment and gradingUses of technology for teachers and studentsSpecific strategies for the classroom

Activities and gamesUse of music and songs

Rhymes and chantsUsing community resources

Classroom organizationPartner and small group workLearning centers

,

Program publicity and public relationsWorking with parents and parent groupsWorking with administrators, classroomteachers, and other subject specialists

_

t 3

National K-12 Foreign Language CenterTeacher Educator Partnership Institute

Evaluation

Your name(This is for organizational purposes only. Your name will remain confidential.)

To assess the impact of the institute, we are interested in comparing perceptions ofyour understanding of the topic areas before and after the institute. Please use thefollowing categories to indicate the extent to which you understood the informationcovered in the institute before and after your participation. Place a check in the boxthat corresponds to your perception. (Imply the past tense of these categories whencompleting the "Before" portion of the form.)

Before

1= No understanding2= Understand basic concepts and techniques3= Understand basic concepts and techniques and feel conifortable experimenting

with their application4= Am quite comfortable with applying the concepts and techniques presented5= Topic not covered in the institute ("After" portion only)

After1 2 3 4 Topics 1 2 3 4 5

History and rationale for elementary and schoolforeign language programsProgram models: Emphasis on FLES and ImmersionProgram planningPro:ram evaluationArticulationSecond language acquisitionChild development theories (i.e., Piaget, KieranEgan, information-processing perspectives)Dev, loping language skills for communication

ListeningSpeaking

,

ReadingWritingInteractive writing: Dialogue journals

Integrating with the elementary schoolcurriculum/subject content instructionTeaching culture and global educationPrinciples andprocesses for curriculum development

,

Issues and strategies in assessment and gradingUses of technology for teachers and students

OVER

June 27, lqQ4

1 ti

Before

1= No understanding2= Understand basic concepts and techniques3= Understand basic concepts and techniques and feel comfortable experimenting

with their application4= Am quite comfortable with applying the concepts and techniques presented5= Topic not covered in the institute ("After" portion only)

After

2 3 4 Topics 1 2 3 4 5

...S.yecific strategies for the classroomActivities and gamesUse of music and songsRhymes and chantsUsing community resourcesClassroom organization

Partner and small group workLearning centers

Program publicity and public relationsWorking with parents and parent groups

_

Working with administrators, classroom teachers,and other subject specialists

J une 27, 19Q4

National K-12 Foreign Language CenterTeacher Educator Partnership Institute

Evaluation

Please use the following 5 point scale to evaluate the Institute. Place a check in thebox that corresponds to your rating.

1=Poor 2 = Below Average 3 = Average 4 = Above Average 5 = Excellent

1 2 3 4 5

1. Clarity of Institute objectives

2. Organization of the Institute

3. Effective use of time

4. Applicability of information

5. Electronic mail training

6. Technology information

7. Effectiveness of the Institute leader(s)

8. Overall rating of the Institute

Please indicate which aspects of the Institute were most useful to you and explainwhy.

June 27, 1994

OVER

AL.

Please provide suggestions for improving the Institute.

Other comments.

Thank you for your feedback.

lune 27, 1994

National K-12 Foreign Language CenterCurriculum Institute

Evaluation

We are interested in your opinions about the Curriculum Institute. Would you pleaseanswer the questions below and on the back of this page? Your responses are anonymous.Please complete the survey and return it to the person who distributed it to you. Thank youfor your help!

1. What did you like best about the Institute?

2. What would have made the Institute more useful?

OVER

11 420August 10, 1994

3. What do you perceive as the major outcomes of the Institute?

4. What steps should the Center take with regard to foreign language curriculum?

121August 10, 1994

National K-12 Foreign Language CenterCurriculum Institute

Evaluation


1= Poor 2 = Below Average 3 = Average 4 = Above Average 5 = Excellent

2 3 4

. Clarity of Institute objectives

. Organization of the Institute

. Effective use of the group process used in the Institute

. Effective use of time

. Applicability of information

. Applicability of the readings

. Usefulness of the curriculum resources provided

. Electronic mail training

. Effectiveness of the Institute leader(s)

10. Overall rating of the Institu:se

August 10, 1994

Needs Assessment for the New Technologies Institute

Please use the following categories to indicate the level of previous experience you have had with the topics to be

covered in this institute. Place a * to the left of those topics you think should receive special emphasis during the

institute.1. This will be basically new information, OR a thorough review would be welcome.

2. I have some experience with the topic but do not feel entirely competent in the area.

3. I have considerable experience with this topic and feel well informed.

4. I could assist in presentation of this topic by providing information and examples.

Topics to Be Covered in the InstituteNew Some Considerable ProvideInformation Experience Experience Assistance

Computer Assisted Instruction

Knowledge and Use of Foreign Language Software

Selection of appropriate software

Satellite Programs 1,1Distance Learning Courses

Multimedia Platforms

TelecommunicarionsLocal and wide area networksHardware and.softwareHow to send and receive e-mail

Teleconferencing

FTP

Commercial Wide Area Networks Available

America onlineInternet access servicesMinitel

Internet Areas of InterestGopherWorld Wide WebBulletin boardsNewsgroups

Listservs

Educational Use of E-mail

Planning Telecommunications Lessons

Setting lip Sister Schools Networking Connections

Nlauonal K-12 Foreign Ltnguage CenterJune 1994

Describe to what extent and how you currently use technology in instruction in your classroom.

Describe to what extent and how you use technology for personal use (e-mail, word processing, etc.)

What are your main goals for learning in this workshop?

)

tianonal is-12 Foreign Language CenterJune 1994

National K-I2 Foreign Language CenterNew Technologies Institute

Evaluation



Before

1= No understanding2= Understand basic concepts and techniques3= Understand basic concepts and techniques and feel comfortable experimenting

with their application4= Am quite comfortable with applying the concepts and techniques presentedNA= Not applicable. This topic was not covered in the institute.

After

2 3 4 apics 1 2 3 4 NAComputer Assisted InstructionKnowledgeand Use of Foreign Language Software

Selection of appropriate softwareSetellite ProgramsDistance Learning CoursesMultimedia PlatformsTelecommunications

Local and wide area networksHardware and softwareHow to send and receive e-mailTeleconferencingFTP

Commercial Wide Area Networks AvailableAmerica onlineInternet access servicesMinitel

Internet Areas of InterestGopherWorld Wide WebBulletin boardsNewsgroupsListservs

Educational Use of E-mailPlannin. Telecommunications LessonsSetting Up Sister Schools Networking Connections

August 10, 1994 1 21)

National K-12 Foreign Language CenterNew Technologies Institute

Evaluation



1 2 3 4 5

I. Clarity of Institute objectives




5. Information on setting up sister schools networkingconnections

6. Information on educational uses of Email,

7. Information on foreign language software




August 10, 1994

OVER

t)


Other comments about the Institute.


August 10, 1q94

Needs Assessment for the Interactive Multimedia Authoring Institute

Please use the following categories to indicate the level of previous experience you have had with the topics to becovered in this institute. In the column "Program Names or Name/Brand," write in the appropriate names ofsoftware or hardware. Place a * to the left of those topics you think should receive special emphasis during the

institute.1. This will be basically new information, OR a thorough review would be welcome.9. I have some experience with the topic but do not feel entirely competent in the area.

3. I have considerable experience with this topic and feel well informed.

4. I could assist in presentation of this topic by providing information and examples.

Topics to Be Covered in the InstituteNewInformation

SomeExperience

Considerable Experience

ProvideAssistance

General Computer Software Program Names

Working knowledge of:

Macintosh word processing programDatabase/spreadsheet software program

Graphics or paint programTelecommunication software and use of e-mail

DOS/Windows (IBM compatibles) -Foreign Language Specific Software Program Names

Knowledge and use of general foreignlan.zuaze software:Drill and practiceTutorialGamesSimulationsWord processing

Knowledge/use of multimedia foreignlanzuage pro7arns:

Videodisc (level 1 and 2)Videodisc with softwareCD-ROM programsExisting hypercard stacks

Computer-based Hardware Experience Name/ Brand:

Working knowledge of IBM or compatible PC

Knowledge/use of modemKnowledge/use of scanner equipmentKnowledge/use of digital cameraequipment

Knowledge/ use of videodisc playerKnowledge/use of CD-ROM/photo-CD

player

National K-12 Foreign Language CenterJune 1994

Topics to be Covered in the Institute (con't) NewInformation

SomeExperience

Considerable Experience

ProvideAssistance

Multimedia Background Program Name

Working knowledge of:

HyperCardOther authoring tool program formultimedia production (e.g. Director 4.0)

Quicktime or other video-editing program(e.g. VideoSpigot, Video Fusion)

.Sound production software

- _

Describe to what extent you currently use technology in instruction.

List several specific goals you hope to achieve during this workshop.

National K-12 Foreign Language CenterJune 1994

National K-12 Foreign Language CenterInteractive Multimedia Authoring Institute

Evaluation



I= No understanding2= Understand basic concepts and techniques

. 3= Understand basic concepts and techniques and feel comfortable experimenting

with their application4= Am quite comfortable with applying the concepts and techniques presentedNA= Not applicable. This topic was not covered in the institute.

Before After

1 2 3 4 Topics 1 2 3 4 N A

General Computer SoftwareMacintosh word processingprogram

1 Database/spreadsheet software program liiiGra .hics or aint ro:ramTelecommunication software and use of E-mailDOS/Windows (IBM corn atibles)

ill Foreign Language Specific SoftwareDrill and practiceTutorialGames liiiSimulationsWord processingForel :.. Lan 3...: e Multimedia Pro: . sVideodisc (level 1 and 2)

Existing hypercard

Knowled:e/uSe of modem In...,1- ...inziaigamasaulatra_11

g playerKnowledge/use P player 111i IIIIHypercard

IIIIIIII

IIIQ . j5 S S Aragawill1111111Sound production software

August 17, 1994

National K-12 Foreign Language CenterInteractive Multimedia Authoring Institute

Evaluation



1. Clarity of Institute objectivesr12345




5. Electronic Mail Training




August 17, 1994

OVER

13i


Other comments about the Institute.


L't 4 It

4- 4.4

August 17, 1994

Follow-up Survey of National K-12 ForeignLanguage Center Institute Participants

We know you are busy, but we need your help in improving the activities of the National

K-12 Foreign Language Center! As you may know, the Research Institute for Studies in

Education (RISE) is completing the evaluation ofCenter activities for this year. Earlier

this month, we emailed this survey to you, but we haven't received your responses yet.Would you please access your email to complete the survey and email it back to

[email protected] by May 29?

If you need help replying to the email version of the survey, please call (515-294-7009) or

fax (515-294-9284). If you prefer to respond by paper, Please complete this paper version

of the survey and mail in the enclosed pre-paid envelope or fax by May 29.

*********************************************************************

Which institute did you attend?

Teacher Educator PartnershipCurriculumNew Technologies in the Foreign Language Classroom

Interactive Multimedia Authoring

The amount of communication I have with staff at the Foreign Language Center is

too little [] about right [1 too much []

2. The amount of communication I have with Leader(s) of the Institute I attended is

too little [I about right [] too much []

The amount of communication I have with other participants is

too little [] about right [] too much []

Indicate your level of agreement with the following statements (questions 4-13). Use thescale below.

6= strongly agree5= agree4= somewhat agree3= somewhat disagree2= disagreeI= strongly disagree

If you answer 1, 2, or 3 (some level of disagreement) for any of these questions, pleaseuse the final question of the survey to elaborate.

4. My communication with Center 1 2 3 4 5 6staff was useful. 0 0

5. My communication with Institute 1 2 3 4 5 6Leader(s) was useful. 0

My communication with otherparticipants was useful.

7. The Center has been a valuablesource of materials andinformation throughout theschool year.

8. Institute leader(s) have beensupportive of my teaching effortsthroughout the school year.

9. Center staff has beensupportive of my projectthroughout the school year.

10. Institute leaders have beensupportive of my projectthroughout the school year.

1 2 3 4 5 60 0 U El 0

1 2 3 4 5 6000000

1 2 3 4 5 6

0

1 2 3 4 5 6

0 0

1 2 3 4 5 6

0

11. The skills and information Igained from the institute havebeen useful to me professionally.

12. My institute project has beenuseful to me professionally.

1 2 3 4 5 6

0

I 2 3 4 5 6

0 0 0

13. How have you changed your teaching as a result of this past year's experience with

the National K-I2 Foreign Lanauage Center? Be specific.

Many of you have given formal presentations, demonstrations, and workshops relating to

the institute you attended. The following questions ask you to describe those activities.

I4a. How many presentations, demonstrations, and workshops have you given since the

institute?

14b. Approximately how many people attended?

I4c. Please describe the topics of your presentations.

14d. Describe the audiences and/or organizations presented to.

15. How have you informally shared information gained from the institute withcolleagues, administrators, students, and the community?

16. Comments

Thank you for taking the time to respond. If you have any questions or commentsreearding this survey, contact the Research Institute for Studies in Education. Your

answers will help improve Center activities.

RISEE005 Lagomarcino HallIowa State UniversityAmes, Iowa 50011phone: 515-294-7009

fax: 515-294-9284

email. [email protected]

Evaluation ReportExecutive Summary

Prepared by

Man Kemis

Mandi Lively


August 1995

4.1

41

II I

ft


4

E005 1.460 \FAKING HALL COLLEGE OF EDVCATION IOWA STATE UNIVERSITY AMES, IOWA 50011

131

National Kai 2 ForeignLanguage Resource CenterEvaluation Report Executive Summary

The National K-12 Foreign Language Resource Center. one of

sLx centers funded by the U.S. Department of Education, was

established at Iowa State University (ISM Ames. Iowa to

support K-12 foreign language education nationally.

Initiatives of the Center focus on professional development of

elementary and secondary school foreign language teachers.

with particular emphasis on activities related to the national

standards for elementary and secondary school foreign

language. These initiatives and related activities during the

first 16 months included four summer institutes at Iowa State,

a two-day workshop at the Center for Applied Linguistics

(CAL) in Washington, D.C., and development of an annotated

assessment bibliography.

Center Initiativesand Key Activities

Initiative I: Use of Effective Teaching StrategiesTeacher Educator Partnership Institute

Curriculum Institute

Initiative II: Administration and Interpretation ofForeign Language Performance AssessmentAssessment Guidelines and Strategies Workshop

Annotated Assessment Bibliography Preparation

Initiative III: Use of New TechnologiesNew Technologies Institute

Interactive Multimedia Authoring Institute

Evaluation of the Center and its activities was conducted by

the Research Institute for Studies in Education (RISE) at 1SU.

The major findings of the evaluation are presented in thisexecutive summary. (The complete report is available from

the Center.) Descriptions of each of the institutes and the

workshop is followed by a description of follow-up projects.

the assessment bibliography, on-going Center support, and a

summam

138

Teacher EducatorPar Znership Institute

The Teacher Educator Partnership Institute was designed toprovide a professional development opportunity in effective

teaching strategies for foreign language teacher educators who

serve as methods professors at institutions of highereducation. Special consideration was given to providing

training and classroom experiences at the K-6 level because

most teacher educators do not have direct experience at thoselevels. Nine teacher educators and 13 elementary schoolforeign language teachers attended the Teacher Educator

Partnership Institute. The teacher practitioners had an

average of 8 years of experience teaching Spanish, French.

Japanese. and/or Latin in grades K-6. The teacher educators

taught post-secondary Spanish and/or Japanese.

in general, participants believed that they bad a better

understal, ng of all of the topics following the Institute.

Evaluation ratings indicate that participants were positive

about the Institute, citing opportunities to interact withInstitute leaders and other participants as one of the most

useful aspects of the Institute. Many also mentioned the

benefit of gaining a better perspective of current practice inforeign language education and the value of leaders modeling

teaching methods discussed during the Institute.

Curriculum InstituteThe purpose of the Curriculum Institute was to engageexperienced and practicing foreign language educators in the

critical analysis of traditional curricula for foreign languages

and to develop new strategies and frameworks for theemerging long sequences of language study. Participants were

24 K-12 teachers. many of whom hold district level positions

such as director or chair of the foreign language department.

They had an average of 18 years of experience teaching

Spanish. French. Chinese, and,or Russian.

At the conclusion of the Institute. most participants stressedthe importance of disseminating the information that had

been put together. Many suggested strategies for this, such as

publishing the materials and having the participants distribute

the information in the states in their areas. Many also

expressed their appreciation for the training and experience

and their commitment to sharing their experiences with

others. As one participant stated, "The opportunity to interaci.

with educators from across the country. ... has been exciting

and motivating. \X'e need more opportunities like this one to

share, to learn, to network." Others commented on the

quality of the Institute's facilitators, citing their knowledge,

skill, organization. and flexibility.

"The Institute gave me the pushneeded to . . . become an avidcomputer user and advocate ofuse of technology in theclassroom." ". thanks to theNew Technologies Institute andthe NFLRC . . I am so far one ofthe few teaohers [in my district]with really practical training andsome level of skill on the .

Internet." "[As a result of theInstitute] 'my pihicipal and thedistrict technology coordinatorview me is a major contributorto integrating technology into myschool's curriculum. ,They`iespect thy work, use It asmodels for other curriculumareas, and Solicit advice andideas from me. I am co-chair ofthe Standaids Framework WritingCommittee for foreign languagein my state. This responsibilityresulted from my project."

New Technologies InstituteThe New Technologies Institute was designed to introduce

participants to the benefits of using newly developed

technologies in foreign language education. Participants

examined recent developments in the application of new

technologies, previewed exemplary foreign language

courseware, implemented use of telecommunications

networks, developed telenetworking lessons, and gained

expertise in the use of electronic mail, forums, and bulletin

boards. A total of 20 elementary and secondary school

teachers attended thc New Technologies Institute. The

139

participants taught French, Spanish. German, Japanese. and/or

Romanian and had an average of 18 !iears of experience.

Participants showed significant improvements in all topics

covered by the New Technologies Institute. They reported

that the most useful aspects of the Institute included learning

to effectively use e-mail and the Internet, the hands-on format

of instruction, the opportunity to meet and exchange ideas

with other teachers, the textbook, and the exposure to

varied software.

Interactive MultimediaAuthoring Institute

The Interactive Multimedia Authoring Institute was designed

to introduce participants to the benefits of using multimedia

in foreign language education. Participants examined

exemplary multimedia hardware and software, authored a

HyperStudio stack, and prepared a HyperStudio lesson linked

to CD ROM, videodisk, and/or motion video. The 20

participants taught elementary and secondary school Spanish,

French, German, Japanese, Russian, and/or Chinese. Their

average K-12 teaching experience was 11 years.

Participants showed significant improvements in all topics

related to foreign language multimedia programs. They

indicated that the most valuable aspects of the Institute

included e-mail training, learning to use authoring software.

and the emphasis on hands-on activities. Participants

appreciated the helpfulness of Institute staff and the

opportunity to meet and exchange ideas with other foreign

language teachers.

Assessment Guidelines andStrategies Workshop

The Assessment Guidelines and Strategies Workshop, co-

sponsored by the Center for Applied Linguistics, was designed

to find out from K-8 classroom foreign language teachers how

they currently use assessment, how they view assessment, and

what can be expected of teachers in the classroom related to

assessment. Twelve teachers worked in collaboration with

eight researchers to begin development of an assessment

framework based on the American Council on the Teaching of

Foreign Language's (ACTFL) national K-12 standards.

Participants felt that the most useful aspects of the workshop

included sharing, discussing, interacting, and networking with

other teachers and learning what they are doing in their

programs. Portfolios, rubrics, journals, report card formats.

and self-assessments were mentioned frequently as

assessment strategies that respondents learned about and

thought could be used in their own classrooms.

"I have had my students developHyper Studio stacks in our new six-station multimedia lab. We haverecently had an e-mall exchangewith a French class in Russia(facilitated by one of lastsummer's participants) and arenow exchanging messages with aclass in Oregon."

Follow-up ProjectsSummer institute participants implemented ideas andstrategies from the institutes hy working together in small

groups on follow-up projects. The projects gave participants a

practical opportunity to implement what they had learned.

The Center is making the results of selected projects available

to the profession by publishing summaries in the Center

newsletter, publishing complete reports through ERIC,

submitting articles to professional journals. and developing a

World Wide Web page on the Internet.

Examples of projects include examining K-6 teacher

certification and implementation of the national standards,

preparation of thematic units, effective articulation strategies

across levels of instniction. lice and application of comontermediated communication in the foreign language classroom,

exploration of the Internet for the novice.

Annotated AssessmentBibliography Preparation

In collaboration with CAL, center staff have prepared an

annotated bibliography of assessment instruments. Publishedand made available through the ERIC system, the bibliography

contains standardized instruments and authentic tools such as

oral assessment inventories, language portfolios, and student-

teacher conferencing forms. In addition to each instrument.

information on the target audience, appropriateness of thetest. age level/grade level, and a point of contact were

included. Selected bibliographies of recent articles, books and

documents on assessment, and commercially available tests

were provided. All tests were cross-referenced hy skill area

and purpose.

On-going Center SupportOverall, most of the respondents agreed that communication

with Center staff, institute leaders, and other participantsthroughout the project period was useful and about the right

amount. In addition, the majority agreed that the Center has

been a valuable source of materials and information.

Respondents also generally agreed that the skills and

information gained from the institutes have been useful, and

that their project has been useful.

A key component of each project was the use of e-mail for

communication between and among institute staff and

teachers. All of the participants attending each of the foursummer institutes learned how to exchange e-mail, resulting

in a substantial increase in the number of e-mail accounts and

in the volume of e-mail communication.

SummaryThe first 16 months of activities at the National K-12 Foreign

Language Resource Center were positive and successful.

Specific activities included conducting four summer institutes

with 86 foreign language educators from across the nation,involving 20 teachers and researchers in a collaborative effort

with the Center for Applied Linguistics in researchingassessment practices and techniques in foreign language

classrooms, continuing post-institute and post-workshopcontact with participants through their collaborative projects,completing an extensive annotated bibliography uf foreign

language assessment instruments, and training andencouraging foreign language teachers to use e-mail as a

viable, important. and effective communication tool. Thegoals of training teachers in the use of effective teaching

strategies, development and interpretation of foreign language

assessments. and the use of new technologies and their

related objectives were met.

As one participant stited, "Thank.you for this opportunity. I am.learning so much that will beimmediately applicable at home.It was so nice to be treated like avaluable, intelligent individual.'This was wonderful!"


F.005 1AGOMARCINO flku COLLEGE OF EDUCATION IOWA STATE UNIVERSE!) Amis. IOWA 50011

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DOCUMENT RESUME ED 391 356 FL 023 463 …DOCUMENT RESUME ED 391 356 FL 023 463 AUTHOR Kemis, Mari; Lively, Mandi TITLE National K-12 Foreign Language Resource Center Evaluation Report.

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