Running Head: FLOWCHART
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Flowchart
Deborah Smith
EDU 618
Dr. Clark
June 8, 2014
FLOWCHART
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The instructions for this week’s written assignment called for a flow chart on a specific
action that needs to be accomplished. The chosen action is Kindergarten students’ initial
assessment when beginning computer lab classes. This is not the current policy in our school.
There has never been an established plan to introduce students to the computer lab environment.
The author of this paper has had seven years of practice introducing students to the lab and
subsequent software programs designed to be useful technology tools to assist the students with
learning per the given curriculum of the school year. There have been mistakes and successes
made along the way. Without formal training as an instructor of technology, it has been a trial
by error experience.
In reading the instructor guidance for the week, it was noted that the instructor also had a
take on a sage statement in chapter 2 of our textbook, “programs take from their environments
and give to their environments”, (McDavid, et al., p. 49). The same can be said for people. Give
and take, along with change are a given when working with children and technology together.
Some people do not find change easy, (Clark, 2014), especially not when you are four or five
years old and entering a structured, formal learning environment with unfamiliar faces. It is up
to the educators to make the transition as smooth as possible. In the computer lab environment, a
flow chart and logic model will be assets to help transition the students into the program.
To lend further details to clarify the issue being addressed, students at the Kindergarten
level learn on a more physical level than sitting in front of a computer monitor can offer. There
is a need to make the beginning technology experience more social than formal. By assessing
the student’s readiness for technology, it can be determined at what technology level the student
needs to be placed for maximum motivation and encouragement. Then, students can be assigned
seating that encourages them to interact with one another as well as the software program. The
FLOWCHART
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purpose of audio and video technology in education is to inspire learners to explore with all their
senses (Kinder IQ, 2014) and they will want to share this newfound knowledge in real time.
This flow chart is a work in progress, not a finished project in the mind of the author. It’s
original intended purpose was to acquire an exceptional grade in this course. Its long range goal
is to help the author with transitioning new Kindergarten students in the coming 2014-2015
school term. Hopefully, it will serve both purposes admirably.
FLOWCHART
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Kindergarten Student
Initial assessment of
Computer Skills
No previous computer experience
Knowledgeable in software
applications Ex: Starfall
Basic mouse and keyboard
knowledge
One- on- One
instruction in
basic computer
operation
Begin
Scholastic’s
computer based
Phonics
Program IRead
IRead
Introduction to
software application
to improve motor
skills and test
knowledge of
colors, numbers, and
letter recognition
Student receives
on-screen certificates as
they progress through the
levels
Monitor progress
and evaluate daily
Assessments made weekly on
progress and end of year
evaluation.
Monitor progress and
evaluate daily
FLOWCHART
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References
Clark, D. (2014). Welcome to Week 1 Guidance! Retrieved From:
http://classroom.ashford.edu/re/DotNextLaunch.asp?courseid=9898689&userid=7534941
Kinder IQ. (2014). Computers in Early Childhood Lesson Plans. Retrieved From:
http://www.kinderiq.com/computer-lesson-plans.php
McDavid, J.C., Huse, I, & Hawthorn, L.L. (2013). Program evaluation & performance
measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage