SECTIONS Chart

SECTIONS Matrix Name: _Michael Bradshaw___________________________________ Date: _3/14/2009___ Research at least three different products for your identified technology and complete the SECTIONS T-Chart for each product. Current Method Tech-nology Students Ease Cost Teach/learn Interactivity Org. Issues Novelty Speed Lecture with PowerPoint WebEx State personnel who investigate fraud and identity theft; slightly more men than women, and all of them are expected to have a high school education; some with college; majority on the job more than 10 years with the same organization; each learner has a computer at his or her desk with internet access and access to the facial recognition system to do his or her job Clean user interface, easy to use for both teacher and learner; well established web-based technologies; reliable; no requirement for software download or installation on most computers (requires Flash Player plug-in for training video demonstration; reportedly on 98% of computers in America) Special Meetings Plus Package $708/yr for single host (includes VOIP, 25 students/class, webcam use, share documents, applications, desktop) Pricing available for 5-9 simultaneous hosts Cisco provides a short training video demonstration for users when they sign up for the service; no other training should be required Very interactive; allows participants (students) to “chat” questions for the host (instructor); permits host to allow control by participants and regain control when needed; allows surveys of participants; recordable sessions Because all learners requiring this training have PCs at their desks with internet access, no issues are apparent within the organization with the exception of some firewall settings and the possible installation of Flash Player if needed This technology is becoming more widespread in business and education, but is still novel to most learners Current content is re-usable with this technology; handouts must be emailed to participants before course beginning Lecture with PowerPoint Microsoft Office Live Meeting 2007 State personnel who investigate fraud and identity theft; slightly more men than women, and all of them are expected to have a high school education; some with college; majority on the job more than 10 years with the same organization; each learner has a computer at his or her desk with internet access and access to the facial recognition system to do his or her job Clean user interface, easy to use for both teacher and learner; well established web-based technologies; reliable; no download or installation required Standard $708/yr for single host/ $15/mo/host for 5-9 simultaneous hosts/ $10/mo/host for 10+ simultaneous hosts and up to 15 participants Professional $99/mo for single host/ @29/mo/host for 5-9 simultaneous hosts/ $20/mo/host for 10+ simultaneous hosts and up to 1,250 participants Microsoft provides online demonstration using Microsoft Windows Media Player; no other training should be required Very interactive; allows participants (students) to “chat” questions for the host (instructor); permits host to allow control by participants and regain control when needed; allows surveys of participants; allows breakout rooms for collaborative activities; allow online testing; integrates with LMSs; includes whiteboard capability for main class and breakout groups; recordable sessions Because all learners requiring this training have PCs at their desks with internet access, no issues are apparent within the organization with the exception of some firewall settings This technology is becoming more widespread in business and education, but is still novel to most learners Current content is re-usable with this technology; handouts can be downloaded by participants during the course; supplemental materials can be provided to participants also during the course Lecture with PowerPoint WizIQ State personnel who investigate fraud and identity theft; slightly more men than women, and all of them are expected to have a high school education; some with college; majority on the job more than 10 years with the same organization; each learner has a computer at his or her desk with internet access and access to the facial recognition system to do his or her job Clean user interface, easy to use for both teacher and learner; well established web-based and Flash-based technologies; reliable; no download or installation required; specifically designed for training and learning FREE (fees may apply to premium features: branding, control transfer to participants, and private chat) The interface is well designed for teaching and learning; most aspects of the interface are very intuitive Full-featured Mathematics toolbar for equation editing; desktop and screen sharing; VOIP capable; whiteboard; document sharing; all courses are recorded automatically for later replay Because all learners requiring this training have PCs at their desks with internet access, no issues are apparent within the organization with the exception of some firewall settings; the branding of this interface is handy This technology is becoming more widespread in business and education, but is still novel to most learners Current content is re-usable with this technology; handouts must be emailed to participants before course beginning Directions: Replace with your own content. Enter the current method in left column and complete the information under SECTIONS. Please sure to reference the use of this model in your Week 4 – Final Report Read more about the SECTIONS model for selecting and applying technology from Chapter 4 in Effective Teaching with Technology in Higher Education: Foundations for Success (Bates & Poole, 2003). Here is the SECTIONS model outlined: Students (learners) – What do instructors know about the intended learners so that they may gauge the appropriateness of this technology? Ease of use and reliability – Has the technology been well tested? It is reliable? Is it easy for teacher and learners to use? Costs - What are the initial costs and the costs per individual over time? Teaching and learning – What learning needs will be addressed? Which instructional approaches are required? Interactivity – What types of interactivity are required by this technology and at what level of difficulty? Organization issues – What barriers need to be removed and what organizational changes need to be made before this technology can be adopted? Novelty – “How new is the technology?” (p. 79) Speed – How much time will the new technology require to make changes or to add content?