1. EDTECH 503-4172 (SU09)
Susan Ferdon
Learner Analysis
Entry Behaviors
DATA SOURCE:
Survey: Learner (online)
CHARACTERISTIC:
The Deerfield group is comprised of six adult learners who are general music teachers.
Three are comfortable with both PC and Mac and use a variety of technologies on a
regular basis. Three have little or no experience with Macs and have not used
computers in their classrooms. All have prior experience with mouse and keyboard
controls, data entry, opening/closing and moving files. All learners are able to operate
on-screen controls in GarageBand.
The online group is comprised of music teachers who are members of the
MusicTechieTeacher Ning. 3% of survey participants (compared to 17% of Deerfield
group) indicated that they are not comfortable using computers, and 69% (compared to
33%) are comfortable using software and online tools.
IMPLICATION:
Those learners with less experience will benefit from having information presented
using a variety of formats (text, graphics, multimedia). Video tutorials will provide less
experienced learners with a greater level of support than would be possible using print
materials alone. Learners with more experience will benefit from print overviews that
can be skimmed or used as a resource as needed.
Prior Knowledge of Subject Area
DATA SOURCE:
Observation and online Learner Survey
CHARACTERISTIC:
All learners in the Deerfield group are Illinois teachers, and meet state requirements for
“Highly Qualified” status, including a minimum of 30 hours of content-specific college
coursework. Two learners are experienced GarageBand users, two are beginning
users, and two have never used GarageBand, or a Mac, before. In the online group
14% are experienced GarageBand users, 54% are beginning users and 32% have
never used GarageBand before.

2. IMPLICATION:
Though the Deerfield group of learners is small, their needs are diverse. Instructional
components must include the basics, with user-friendly directions, for the less
experiences users. Selection of instructional components should be such that all
learners have the opportunity to acquire new skills.
Academic Motivation
DATA SOURCE:
Observation and online Learner Survey
CHARACTERISTIC:
For those learners in the Deerfield group, the school district will be acquiring
Macs/GarageBand and general music teachers will be required to use the software with
their students for compositional tasks. Survey comments indicate that four of six
learners in the Deerfield group are eager to participate in the instruction. Learners in the
online group will be accessing materials voluntarily for personal or professional use.
IMPLICATION:
For the Deerfield group instruction will be mandated, so learner attitudes may vary.
While it may be assumed that learners in the online group are willing volunteers, there
may be some who are required to use GarageBand software and are seeking training
opportunities. Creation of attractive, user-friendly instructional materials will help to
establish a positive learning environment for all.
Educational and Ability Levels
DATA SOURCE:
Document Research and online Learner Survey
CHARACTERISTIC:
All learners are college graduates. In the Deerfield group, four have completed master’s
degrees and the other two are currently enrolled in masters programs. While
educational levels are advanced, experience and ability with technology varies greatly.
IMPLICATION:
Use of professional adult language is appropriate and should be reflective of the
learner’s understanding of musical concepts and demonstration of productive work
habits. Software-specific language should be geared towards those with the no prior
GarageBand experience.

3. General Learning Preferences
DATA SOURCE:
Survey: Learner (online)
CHARACTERISTIC:
Most learners in the Deerfield group (5 of 6) prefer instruction in a class or workshop
setting with an instructor present. Three of those five (50% of total) indicated that they
would like self-paced instructional materials as a continuation of initial face-to-face
instruction. The Deerfield learner with the greatest comfort-level with computers in
general, and the most experience with GarageBand in particular, was the only one who
prefers to figure out new software on her own.
In the online group, 43% of learners (compared to 17% of Deerfield group) prefer to
figure out new software by themselves and will, as a last resort, read the manual. 39%
(compared to 83%) prefer instruction in a class or workshop setting, with an instructor
present. 18% (compared to 50%) prefer self-paced materials completed on their own.
IMPLICATION:
While face-to-face instruction is not within project guidelines, offering suggestions for
adapting use of materials should be included. In Deerfield, the possibility of using
materials in conjunction with in-district professional development is worth investigating
and would address the strong preferences of those learners. Many learners in the online
group prefer to figure things out on their own and may choose to use materials as a
supplement their own learning processes. Accordingly, materials should be organized in
such a way that learner can easily access portions of interest. Learners accessing
materials online, who prefer face-to-face instruction, may benefit from working through
materials with a colleague.
Attitudes towards Person(s) or Organizations Providing
Training or Education
DATA SOURCE:
Deerfield Group - Observation
CHARACTERISTIC:
Historically, professional development in the Deerfield Public Schools has been planned
and delivered by district administrators, with outside speakers and experts sometimes
included. General music teachers have been permitted to plan and deliver staff
development within their small department, once or twice each year, for the last several
years. Music teachers are extremely pleased with how directly these staff development
opportunities have applied to their teaching positions. The Deerfield teachers surveyed
are among the group that recently revised the district’s General Music Curriculum.
IMPLICATION:
For this instruction, Deerfield learners will likely view the General Music Department –

4. themselves – as the organization providing instruction. Because they wrote the
curriculum that necessitates learning this software, attitudes are expected to be positive.
Since online learners are accessing materials voluntarily, attitudes are expected to be
positive as well. However, learners from either group may have previous experiences
with online instructional materials that may color their attitudes.
Group Characteristics
DATA SOURCE:
Survey: Learner (online)
CHARACTERISTIC:
All learners are English language proficient music teachers. 96% of those surveyed
teach in vocal music, general music, and instrumental music settings in K-12 public
schools. Most of the 34 teachers surveyed have 10 or fewer years of teaching
experience. The learners in the Deerfield group teach in neighboring schools, are well
known to each other, and maintain communication throughout the school year. Learners
in the online group may or may not have personal contact with someone who is familiar
with GarageBand.
IMPLICATION:
Designing instruction to meet the needs of those with the least access to technical
support will help ensure that instruction will meet needs of a more diverse group of
learners. It will be possible to observe the Deerfield group using the materials so
informal usability testing will be possible. Based on that information, instructional
materials can be revised.

5. Context Analysis: School Environments
PERFORMANCE
CONTEXT
Support NETS for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both
face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and
inventiveness.
b. engage students in exploring real-world issues and solving authentic
problems using digital tools and resources.
2. Design and Develop Digital-Age Learning Experiences
and Assessments
Teachers design, develop, and evaluate authentic learning
experiences and assessments incorporating contemporary
tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified
in the NETS•S.Teachers:
a. design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and
digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations.
Physical Aspects Learners will access instructional materials online using a
Mac computer. Physical aspects of the learning environment
will be dependent upon the location the learner chooses for
completing the instructional tasks.
Social Aspects Learners are expected to complete instruction independently.
The Deerfield group is a close-knit network and those in the
online group communicate via the MusicTechieTeacher blog.
Relevance Instruction is being provided to the Deerfield group so they
can use the software for professional use and with students.
Learners in the online group will be able to use GarageBand
software for personal use, professional use, and/or with their
students.

6. LEARNING
CONTEXT
Compatibility Learners using personal computers may configure the
learning environment in any way they choose. Learners
using employer-owned equipment may have the ability to
set up the room to suit their needs. If a shared space is
used, learners are advised to use headphones instead of
speakers.
Adaptability for No changes to the physical environment are needed.
simulation Conditions for assessment are the same as for instruction
and practice.
Delivery Instructional materials will be accessed online. Materials
accommodations may be downloaded, so Internet access is required only at
the onset of instruction. Members of the Deerfield group
will be able to access materials via the Internet, a shared
network folder, and/or a district Sharepoint site
Learning-site Availability of electricity and Internet connectivity at
constraints individual learning-site locations may impact the learner’s
ability to access instructional materials.
.