LT716 Systematic Design of Instruction – Final Project
Stephanie Dietterle
July, 5th 2013
Executive Summary
The general need for the Miller School District to become CPR/AED certified is so students, parents,
community members, and all school personal will remain safe within our school district. Putting
together surveys for our parents, community, and all school personal can help benefit what these skills
can do to help our district thrive in becoming CPR/AED certified. If this is the case, they would be
familiar as to what the objectives and outcomes would be. Given the amount of positive feedback this
program will bring to our school district, it would be crucial to have all school employees be certified
with CPR/AED every two years and to implement this into our policy book.
The problem is that not all school employees are CPR/AED certified. By asking and talking to school
employees, the need to become CPR/AED certified is something most would be interested in. As a
district we do have several students that have many different medial needs. Having the employees
certified would give parents relief that their child or children are safe within the school district.
Learning Need/Market Opportunity
As a school district we do have multiple students that have medical needs ranging from seizure to
diabetes. It’s very critical that as a school district we take the needed procedure to make our employees
aware of what could happen to these students if they are not taken care of properly. From the surveys
that will be taken by the district, parents, and/or community; that will give the school district the
opportunity to see what the needs would be in our district.
Project Definition
Description of Product
The purpose of this CPR/AED program for our employees would be to provide them with the
information and skills required to help maintain life and lessen the chances of injury or sudden illness
until advanced medical help arrives. The program that will be offered through the American Red Cross
Miller Chapter, CPR and AED courses will meet the needs of our district employees. All the information
and activities will help employees recognize and reduce the potential emergencies that could happen.
This CPR/AED program is designed to be very flexible to meet the various needs of the district
employees.
Goals/Objectives
The goal of this project is to have all school employees certified with a CPR/AED program certificate. The
objectives of this program will be for all employees to be CPR/AED certified by the end of our one day inservice day, and must also receive a score of 80% or higher to receive their certificate.
Audience
Most of the employees will be K-12 teachers that are in constant contact with students every day. Each
employee will be required to take the training. Along with all K-12 teachers; aides, administration,
secretaries, cooks, and custodians will also have to take this course. This could also include individuals
that would need special accommodations for taking the class. The employees will have a wide range of
backgrounds, and may differ in levels of education and experience. The employees will likely be
motivated, confident, and comfortable learning about CPR/AED. The characteristics of the audience are
that they must have an understanding as to what CPR/AED instruction is to fully comprehend the
program. Making the right choices as to how to apply all the skills they will learn throughout the
program. Need some knowledgeable background as to what the program is really about. This can be
understood more through the employee survey that will be done ahead of time.
Delivery Strategy
The lessons that are taught require classroom space suitable for lecture face-to-face conduct. The areas
would have tables and or desks set up with instructor in the front, and an area in the back for practicing
the skills. The areas in which the classes will be taking place will have to be in two different areas in the
school. Classes can be grouped by K-6 employees with administration and cooks in one area with a
Smartboard, projector, whiteboard/markers and paper. The other area would have the 7-12 employees
with administration, custodians, and secretaries with a Smartboard, projector, whiteboard/markers and
paper. Employees are responsible to bring own laptops but if they don’t have a school issued one, one
will be provided. The laptops will be used to read on-line information from
(http://www.cpraedcourse.com). Laptops will also be used to take the online test, and the course
ending questionnaire.
Schedule
First, talk and get approval from administration and school board to have the course; this would be done
by the instructor putting on the CPR/AED class. This would include talking about: budget, dates, times,
and who would be taking the class. Next, communicate with the Effective Schools Committee at the
school to help coordinate one of the in-service dates; preferably in the fall and once again this would be
done by the instructor. Next, the instructor instructing the class needs to communicate with the
American Red Cross Chapter in Miller and coordinate being able to use all the equipment that is needed
for the class. This would include: manikins and all supplies that come with. Next, the instructor needs to
create informational sessions with administration, school board members, Effective Schools Committee
members, and Red Cross personal to inform what is being developed. Once approved the instructor
needs to create flyers to promote what our Effective Schools in-service date will be to get certified in
CPR/AED. The school district and instructor of the class will stay in constant contact with the American
Red Cross and inform them of the date. Lastly, once the class has been approved by the district, when
the date comes around if at all possible set up what is needed the night before the in-service; this will
make the class go smoothly.
Budget
Costs if any would be covered by the school district. All equipment would be used from the American
Red Cross Miller Chapter.
Project Design
Instructional Goals
The purpose of the American Red Cross CPR/AED course is to give the school district employees the
knowledge and skills to provide basic care for breathing emergencies, perform cardiopulmonary
resuscitation (CPR) and how to use an automated external defibrillator (AED) for potential victims of
sudden cardiac arrest. Inform the employees of evaluation procedures and course completion
requirements.
Delivery Environment
There needs to be a non-threatening environment that fosters learning. The classrooms should be well
lit, well ventilated and comfortable in temperature. Demonstrating healthy habits while conducting this
course, and encourage other employees to do the same (e.g., do not smoke during class). Provide for
the health and safety of employees by ensuring that manikins have been properly cleaned. Ensure the
employees that the classroom and practice area are free of hazards. Make certain that employees are
aware of health precautions and guidelines concerning the transmission of infectious diseases during
training. Make sure employees know that they should let the instructor know if they have special needs
for skill practices.
General Outcomes
The general outcome the employee has to identify is what they have to demonstrate what they couldn’t
have done prior to learning CPR/AED. With this in mind the employees need to actively participate in the
skills labs, and activities, scenarios for each lesson, test at the end of the course, and the questionnaire.
Assessment Strategies
Demonstrate all the skills located on the participant progress log. Complete the online test with an
eighty percent or better.
Content Organization
Explaining what the content is for each outcome and how the content can be best organized for the
audience, the delivery environment, and assessment. The outcome for the skills lab, activities, and
scenarios will be that each employee will have to demonstrate each of the following with the correct
procedure. Removing disposable gloves, checking a conscious adult and child, checking an unconscious
adult and child, conscious choking adult and child, rescue breathing for an adult and child, CPR for an
adult with CPR adult scenarios, CPR for a child with CPR child scenarios, unconscious choking for an adult
and child, AED for an adult with AED adult scenarios, and AED for a child with AED child scenarios. The
online test will consist of fifty questions from what was taught including: Before Giving Care, Adult
CPR/AED, and Child CPR/AED. The test will be taken online through a test generator that was created
from the instructor. The questionnaire will be taken through SurveyMonkey that was created by the
instructor.
Content Sources
The American National Red Cross. (2006). First Aid/CPR/AED for the Workplace Instructor’s Manual.
Yardley, PA: StayWell.
The American National Red Cross. (2006). First Aid/CPR/AED for the Workplace Participant’s Workbook.
Yardley, PA: StayWell.
The American National Red Cross. (2006). First Aid/CPR/AED for the Workplace Skills Cards.
Yardley, PA: StayWell.
American Health Care Academy (http://www.cpraedcourse.com)
Easy TestMaker (http://www.easytestmaker.com/)
SurveyMonkey (http://www.surveymonkey.com/)
Red cross images – BING Images
Smart Technologies. (2012). Emergency Response. (http://exchange.smarttech.com/#tab=0)
Instructional Strategies
The instructional activities that will contribute to successful learning will come from what is already
known about the audience, the outcomes, and the delivery environment. The kinds of presentations and
interactions that will work can be described by the instructional strategies. CPR/AED for the Adult and
Child will be approximately five hours and twenty-five minutes. There are eight lessons that the
employees will be doing. In each of the eight lessons there are specific learning objectives that need to
be covered before going on to the next lesson. Each of these eight lessons will be delivered on the
Smartboard, and through online information. Employees have to be able to demonstrate certain criteria
in order to pass the skills, activities, and scenario part before continuing on to the next lessons.
Standards
Employers should be able to realize the concepts that relate to health promotion and disease prevention
to enhance health. They should also analyze the influence of culture, media, and technology. Being able
to express the ability to access applicable information, use interpersonal communication skills to
enhance health and avoid or reduce health risks. Decision-making skills and goal-setting skills are very
important standard when learning about CPR/AED instruction.
Media Evaluation/Testing Plans
The instructor keeps a participant progress log sheet that has each name of the employee and the
description of each skill, activity, and scenario. The instructor checks off each skill, activity, and scenario
as the class progresses through the lessons.
End of the course online test that was created by the instructor through TestMaker including fifty
questions all having to do with CPR/AED information.
End of the course ten question questionnaire evaluation of how the instructor did which was created by
the instructor through SurveyMonkey.
Production Documents
Introduction
Tell employees a brief overview of the course objectives and what the outcome of this class will
be. Review any facility policies and procedures. Tell employees that the lessons will be viewed
on the Smartboard, on the internet, and they will be taking their test, (needing to get an eighty
percent or higher to get the certificate) and ending questionnaire online. Explain the health
precautions and guidelines during their training, addition guidelines, and the physical stress and
injury that could occur during the training.
Lesson 1: Introduction – Before Giving Care
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies – newsprint; Smartboard; projector; whiteboard with markers; disposable
gloves (multiple sizes); CPR breathing barriers; Participant Progress Log (Appendix C)
Lesson Objectives: After completing this lesson, participants will - Know how to identify and
respond to an emergency. Know the three emergency action steps. Know the purpose of Good
Samaritan laws. Identify the difference between consent and implied consent. Identify when
and how to move an ill or injured person. Identify how to minimize the risk of disease
transmission. After completing this lesson, participants will – Demonstrate how to minimize the
risk of disease transmission. Demonstrate how to follow emergency action steps. Demonstrate
how to remove disposable gloves.
Lesson 2: Checking an Ill or Injured Person
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers; disposable
gloves (multiple sizes); CPR breathing barriers; adult manikins (one for every two employees);
blankets or mats; Participant Progress Log (Appendix C)
Lesson Objectives: After completing this lesson, participants will – Identify the signals of shock
and describe how to minimize its effects. Identify life-threatening and nonlife-threatening
conditions. After completing this lesson, participants will – Demonstrate how to check a
conscious person for life-threatening and nonlife-threatening conditions. Demonstrate how to
check an unconscious person for life-threatening and non-life threatening conditions.
Lesson 3: Breathing Emergencies and Conscious Choking – Adult
and Child
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers; Participant
Progress Log (Appendix C); disposable gloves (multiple sizes); blankets or mats
Lesson Objectives: After completing this lesson, participants will know – Prevention strategies
to decrease the risk of breathing emergencies. The signals of breathing emergencies. After
completing this lesson, participants will – Demonstrate how to care for a conscious choking
person.
Lesson 4: Rescue Breathing
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers; Participant
Progress Log (Appendix C); disposable gloves (multiple sizes); blankets or mats; adult manikins
(one for every two participants); CPR breathing barriers, one per participant
Lesson Objectives: After completing this lesson, participants will know – How to recognize
when a person has stopped breathing. After completing this lesson, participants will –
Demonstrate how to give rescue breathing.
Lesson 5: Cardiac Emergencies
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers
Lesson Objectives: After completing this lesson, participants will know – How to recognize the
signals of a cardiac emergency. How to care for a heart attack. The links of the Cardiac Chain of
Lesson 6: CPR and Unconscious Choking – Adult and Child
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers; Participant
Progress Log (Appendix C); disposable gloves (multiple sizes); blankets or mats; adult manikins
(one for every two participants); CPR breathing barriers, one per participant
Lesson Objectives: After completing this lesson, participants will – Demonstrate how to give
CPR. Demonstrate how to clear an obstructed airway of an unconscious person.
Lesson 7: AED - Adult
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers; Participant
Progress Log (Appendix C); disposable gloves (multiple sizes); blankets or mats; adult manikins
(one for every two participants); CPR breathing barriers, one per participant
Lesson Objectives: After completing this lesson, participants will know – The links in the Cardiac
Chain of Survival. What defibrillation is and how it works. The role of cardiopulmonary
resuscitation (CPR) in cardiac arrest. The general steps for the use of an automated external
defibrillator (AED). Precautions when using as AED. After completing this lesson, participants
will – Demonstrate how to use an AED.
Lesson 8: AED - Child
Using the Smartboard lesson to guide the learning along with this website: http://cpraedcourse.com.
Equipment/Supplies: newsprint; Smartboard; projector; whiteboard with markers; Participant
Progress Log (Appendix C); disposable gloves (multiple sizes); blankets or mats; adult manikins
(one for every two participants); CPR breathing barriers, one per participant
Lesson Objectives: After completing this lesson, participants will know – The links in the Cardiac
Chain of Survival. What defibrillation is and how it works. The role of cardiopulmonary
resuscitation (CPR) in cardiac arrest. The general steps for the use of an automated external
defibrillator (AED). Precautions when using an AED with pediatric pads on a child. After
completing this lesson, participants will – Demonstrate how to use an AED with pediatric pads
on a child.
Review
The instructor will incorporate scenarios for all employees to practice before testing and look over all
the skills that were administered throughout the program.
Test
Appendix F
Questionnaire
Appendix G
Development
Skills Charts
Introduction: Emergency Response Smartboard Lesson
Removing Gloves: Smartboard Lesson 1
Checking an Conscious Person: Smartboard Lesson 2
Checking an Unconscious – Adult: Smartboard Lesson 2
How to give Rescue Breaths – Adult: Smartboard Lesson 2
Checking an Unconscious – Child: Smartboard Lesson 2
Conscious Choking – Adult/Child: Smartboard Lesson 3
Rescue Breathing – Child: Smartboard Lesson 4
CPR – Adult/Child: Smartboard Lesson 6
Unconscious Choking – Adult/Child: Smartboard Lesson 6
AED – Adult: Smartboard Lesson 7
AED – Child: Smartboard Lesson 8
Assessments
Participant Progress Log (Appendix C)
Flyer (Appendix D)
Employee, Parent, Community Surveys (Appendix E)
Online Test (Appendix F)
Online Questionnaire (Appendix G)
Deliver
Small-Group Test
To incorporate a small group test or field trial, the instructor would invite 4 district employees, (two
from the elementary level, two from the JH/HS level), administration, school board members, and
members from the Effective Schools Committee that would be the most familiar with CPR/AED. The
employees that would be chosen for this trial would be based off of the surveys the employees had to
complete weeks prior to the training. The instructor would go through the goals and objectives of the
course to make sure everyone understood what the course was about. Talk about where the course
would take place including the type of environment that would be needed for effective learning.
Mention all the equipment that would be needed for this to be effective. Most importantly the issue of
what our outcome as a district should be and how our employees will be assessed. It’s very important
that each employee knows what is expected from them through this program. The outcome will be that
all school employees district wide will be CPR/AED certified for the next two years. Mentioning putting
this into our policy book and having all district employees certified every two years would be a great
incorporation to that policy book. The instructor would then teach these group members a lesson and
see how effective this program can be. Answer questions on the effectiveness of the instruction, taking
suggestions as to what would work what wouldn’t work. The effectiveness of the instruction for the
content and activities will help employees identify and recognize emergencies within our school district.
Using healthy life-awareness questionnaires, employees will assess their environment and personal
habits to help reduce their risk of injury and illness. The CPR/AED program is designed to be flexible to
meet the various needs of the employees of the school district.
Formative Evaluation Results
Some of the formative evaluations that the instructor would have to incorporate into the project would
be oral questioning, performance observation through the skills, activities, and scenarios.
For oral questioning the instructor needs to make sure to always ask questions. These questions allow
the instructor to instantly assess the employee’s knowledge. The instructor may pose a question to the
whole class, in this case, the employees, or even to a particular person and that person would have to
give an oral response to that question. Oral questioning strategies are an efficient way of assessing the
learning objectives of that lesson being taught. I believe the results for oral questioning can be very
effective. It can keep the employees right on track, and focus on what was being taught. Even though
there may be some questions that might be more difficult to understand than others, the instructor has
to have confidence in themselves and the employees that they know the best answer to their
knowledge and understanding the thought behind it.
Another formative evaluation that the instructor could use throughout this program would be
performance observation when the employees did their skills, activities, and scenarios. This structured
observation can give the instructor insight into the skills and weaknesses, if any, that the employees had
while doing their skills, activities, and scenarios. The employees were asked to perform a task that was
relevant to the learning objectives, such as removing gloves. While the employees where fulfilling this
task the instructor keep a log of each skill, activity, and scenario that was completed. This way the
instructor was able to look back and see who did or didn’t complete that task based on the objectives. If
there were certain tasks that the employees didn’t understand the instructor could look back at the log
and as a group we could work on that specific task or area that would need improvement. These
observations occurred constantly while the employees where in their class.
Other revisions that could be used for formative evaluations could be quick quizzes. I know that quizzes
can also be a form of an assessment but with a five to ten question quiz it can serve as an important
formative evaluation result. Done prior to the class, the instructor can prepare quick quizzes on each of
the lessons that could be done online. So if needed they would be ready to go. The quick quizzes could
range from short-answer, multiple choices, or even true/false. The results of these quick quizzes could
provide useful information to the instructor as to the areas where the employees showed the least
knowledge.
Instructional Materials and Results to my Client
The advantage of a formation presentation of the instructional materials is that it can serve as a
conclusion to a long and complex project. You will want to submit all relevant material to your client and
conduct a project debriefing meeting. In addition, the instructor may be asked to help support
implementing the training to the employees. Make sure that when you deliver your final product you
have everything in order and ready to go. Prepare high quality printed copies on good paper, the right
file names, neat and professional looking labels. Finally, you would need to document this project a
success and consider future improvements in this project. This development of CPR/AED program can be
one of many projects that could be developed through the Miller School District.
Appendix
Appendix A
Terms
Certificate – formal recognition that an individual has passed an American Red Cross course
Certified – term used to describe the circumstance when a course participant passes an American Red
Cross course and is issued a completion certificate
Appendix B
Program Products, Equipment, Supplies, and Materials
Viewing equipment: Smartboard, projector, laptops, and whiteboard/markers/paper
Adult/Child manikins (one for every two employees)
Blankets or mats (one for every two employees)
AED training devices (one for every two employees)
CPR breathing barriers, and disposable gloves
Appendix C
Participant Progress Log
Name of
Participant
Removing Disposable Gloves
Checking a Conscious Adult or
Child
Checking an Unconscious – Adult
Checking an Unconscious – Child
Conscious Choking – Adult
Conscious Choking – Child
Rescue Breathing – Adult
Rescue Breathing – Child
CPR – Adult
CPR – Adult Scenarios
CPR – Child
CPR – Child Scenarios
Unconscious Choking – Adult
Unconscious Choking – Child
AED – Adult
AED – Adult Scenarios
AED – Child
AED – Child Scenarios
Appendix D
Flyer
CPR/AED
Training
Date: 09/06/13
Time: 09:00 A.M.
Meet in Theater
The purpose of this in-service
is to have ALL Miller School
District employees trained in
CPR/AED skills. By the end of
the in-service you will be
certified for the next two
years!
Contact person:
Stephanie Dietterle
Appendix E
Employee, Parent, and Community Survey’s
Employee Survey
http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&
sm=58y%2bzAK9jHH93AjdfQt27ce0W4%2bx%2ba4Zd6egerpdbnw%3d
Parent Survey
http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&
sm=K9s10cEEueq2T5F87XL5bowpnRNNWBfVWfZPdHcJT6Y%3d
Community Survey
http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&
sm=VZwyijF7BwSXjGlBcFlvb22Rd2rOaiTvQB%2bRZzDGtHo%3d
Username: msdietterle
Password: Dietcoke1
Appendix F
Online Test
http://www.easytestmaker.com/User
Username: msdietterle
Password: Dietcoke1
Appendix G
Online Questionnaire
http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&
sm=U2zEyI%2bza8O9pO1Xk72MzK%2bHVI40bsPYoQHAuMnB5oI%3d
Username: msdietterle
Password: Dietcoke1
Reflective Journal
Chapter 8 – Define Phase
I wasn’t too sure what I wanted to do until when I was reading the material in the book, it mentioned a
lot about CPR instruction. I have taught that in my classroom as part of my biology unit. We collaborate
with the American Red Cross Chapter in Miller. I personally know a lot of information, I use to be an
instructor, health/PE teacher, and I incorporate it into my Life Science classes with my Human Body Unit
I teach in my seventh grade. Was a little bit worried as far as bringing in technology into my lesson but
having taught HS computers for a year I became a little bit more confident as to what I could do.
I had a comment from one of my collaborative group members: “How is this a technology issue that
adults are having? I could be wrong, but I thought it needed to be technology driven with adult needs
with technology.” I really thought about changing my whole project then and there, because she
potentially is right. I looked at our final project a little bit different I guess. I thought about a problem
that our school district was having and from that problem, how could I incorporate technology in order
for the employees to understand the issue more. By including interactive Smartboard activities,
Smartboard notes to help understand the material, online websites, online surveys, online testing, and
online questionnaires about CPR/AED I feel that my final project does meet the technology needs of the
project. I felt once I had a project in mind, using the resources I had it was fairly self explanatory as to
what needed to be done for the define phase. Following along in the book really helped me develop this
phase. I read all the notes and information on D2L, listened to your BB collaborative recordings and took
notes on those (very helpful).
Chapter 9 – Design Phase
I used the book again to help develop this phase. I looked at the examples, the tables, the designers
toolkit boxes, Voices of Experience (read those) and followed The Design Document pretty close. This
phase was a little bit more challenging. Once again read my book very closely, read all notes on D2L,
listened to BB collaborative recording and took notes. During this phase, I felt you really had to break
down each part more and more. Once everything was getting broken down more, it seemed to just slide
into place, and make more since of what our whole project was to consist of. Now I was adding items
like: assessments, sources, and standards to my project. It started to really feel like I could present this
information to the employees; very manageable.
Very little feedback from my group members but once again got asked the question as to how this is a
technology issue with adults? I still feel that this project may not be a certain type of technology that I’m
teaching adults like Windows 8 but I’m teaching them a life skill and incorporating as much technology
as I can to help reinforce what is being learned.
Chapter 10 – Demonstrate Phase
OK – I would have to say this was the hardest by far trying to develop. I really had to dig deep into the
book and do a lot of searching for how I was going to incorporate this phase. Once again read all the
notes on D2L, listened to BB collaborative and took notes but was still having some difficult putting
together or creating this phase. So, I just started right on page 222 with the Treatment and used
Example 10.1 to steer me in the right direction. I actually did my treatment very similar to that example.
Read over each of the headings in the book, and carefully planned what I was going to create. Still a bit
confused as to how it’s all going to come together but with the information that I have already
completed in the define, and design phases I can see where this will makes since for the final outcome.
I didn’t have anyone in my collaborative group comment on this phase for me so I don’t have any
feedback to compare anything to.
Chapter 11 – Develop and Deliver Phase
This is by far the hardest two phases. I was having a hard time finishing this. I feel like this was being
built upon throughout the whole process and envisioning how it will happen was a challenge to finish.
I’m hoping with all my information, my client see what I have envisioned for this project. I understand
what each of the phases were to consist off but just being able to develop them then deliver them was a
challenge to finish. I did finish the deliver phase with a bit more understand that if I was to actually
present this to the district, it would be quit understanding. Another issue is when I started to create the
development Smartboard activities; I needed to add quite a bit more information so it would make since
to the employees. I did start off will very little information but since this is a technology class and how to
implement it the learner, I felt that I needed to add more information.
I did take a look at the whole project a little bit different than others. I felt that CPR/AED was a need that
the district needed to complete. I feel that implementing different technology tools to teach this class
was and is a great way for all employees to also understand about technology. I believe that most
employees haven’t taken an online survey, test, or questionnaire, so I felt that by incorporating those
types of technology they also got to see the benefits of online information. The website that was used
throughout this project also helps the employees realize that not only is there information from a
textbook but information on the internet that can help them learn.