"Goal / Strategy Selection Guide"
(GSSG)
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"Goal / Strategy Selection Guide" (GSSG) |
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Today's technologies are incredibly versatile tools! They can be used in a variety of ways to help students... but which way or ways should you target to get the most for your efforts? The AECT Project has developed a series of tools that can help you think about nine educational goals, and how important they can be in helping your students. Then, once you have selected the goals you'd like to target for technology use, another, very similar set of tools will help you consider the ways that technology might help you meet your selected goals. These tools, together, form what we call the "Goal / Strategy Selection Guide" (GSSG) becuase they guide you through the decision-making process. Using the GSSG, you will:
Then, once you have identified the goals you'd like to work on, the GSSG will help you:
The main stpes in targeting goals are briefly described and illustrated below. The process of targeting strategies follows the same approach used for goals. The first step in targeting goals involves assessing the importance of each goal, given your teaching context. This step is illustrated below. Notice the red arrow that shows you where you are in the nine-step process. Notice, too, that the book icons in the left-hand column serve as links to a few brief readings on each recommended educational goal. You may want to pause and use this information to inform your decisions about the importance of the educational goals. |
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After you have rated the importance of each goal, the next step is to assess the "modifiability" of each goal. Some goals are impartant, but they are not easily changed. Parent involvement, for example might be a potentially powerful force to improve student achievement, and it may be modifiable in one community, but much less so in another. (Rating the modifiability is so similar to the process of rating the importance of the goals, so it is not illustrated.) After rating both the importance and modifiability, it's time to rank the goals, from one to nine. This process is illustrated below. Notice that the screen on which you are asked to rank the goals offers you three columns that contain data you supplied in earlier steps: the importance ratings, the modifiability ratings, and an "average" rating, combining both importance and modifiability. As you consider these ratings to assign rankings, you may wish to sort the goals based on noe or more columns, using the "Sort" links at the tops of the columns. As you determine your rankings, put the numbers 1 throught 9 in the boxes at the end of each row, to reflect your rankings.
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After you have ranked the goaqls, it's time to "target" the goals you intend to work on. Select only one or two goals, by using the check boxes at the right-hand edge of each role on the targeting screen, as shown below. |
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At this point, the process shifts from a focus on goals, to a focus on the technology strategies that will support you in your work to accomplish the targeted goals. the process is almost identical to the goal rating, ranking, and targeting processes, so they are not explained or illustrated here. Once you have targeted a technology strategy or two, you complete the process by doing an abbreviated self-assessment of your technologyknowledge and skills. As shown in the illustration below, the knowledge and skills considered prerequisite to the targeted strategies are listed in the left-hand column. To conduct or modify a self-assessment , click on a prerequisite actegory in the list on the left-hand side, and a self assessment form for that category will appear, as shown in the last illustration |
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