Methods

**Methods**
//Planning/Development Phase://
 * Guiding Bodies:
 * Partnership for 21st Century Skills: The derived theoretical framework and curriculum focuses primarily on one of the three components of the Partnership for 21st Century Skills framework: Learning and Innovation Skills. The organization site specifies three components of Learning and Innovation Skills: creativity and innovation, critical thinking and problem solving, and communication and collaboration.
 * State Standards for English Language Arts: The Delaware State Content Standards for English Language Arts will be a guiding document in the process.
 * Data Collection:
 * Needs Assessment (open ended questionnaire)
 * Pre-Survey(rating scale): Quantitative Self-Reported Attitudes and Experience
 * Pre-Survey(open ended questionnaire): Qualitative Baseline of Self-Reported Attitudes and Experience
 * Loti-Level of Participating Teachers
 * Support System: This stage will also consider and plan for the support system recommended by the Partnership for 21st Century Skills organization: standards, assessment, curriculum and instruction, professional development, and learning environments (Partnership for 21st Century Skills).

//Implementation Phase://
 * Participatory action research design: curriculum modification developer leads the project and participates in the implementation as a classroom teacher.
 * Data Collection: (rationale, sampling, procedures, assessment of method and sample for strengths and weaknesses)
 * Observations of real time behavior through evaluator's notes
 * most authentic reflection of classroom practice available in the environment: classrooms engaged in implementation
 * convenience sampling
 * grade level, subject specific pilot (consistency of curriculum between differing teachers)
 * announced and unannounced visits
 * formative debriefing at natural points in the project
 * collection of classroom artifacts
 * customization yields strong relevance to curriculum modification at the site, but weak generalizability
 * Interviews with participants
 * direct participant voice and feedback in real time
 * sampling: teacher participants following previous sampling methods (as interview is an extension, supplement, explanation or clarification of classroom observations
 * structured (designated checkpoints to receive specific formative feedback on the initiative) and unstructured interviews (portray the more spontaneous elements of the implementation that are necessary to ensure a realistic description of the project)
 * Document review of user documents
 * review of curricular documents, classroom artifacts and narratives
 * convenience sampling
 * grade level, subject specific pilot
 * review of outside support requests
 * Formative Review and Revision of project activities and guiding documents/framework

//Evaluation Phase://
 * Formative Evaluation of Implementation Process and Products
 * Data Collection/Analysis
 * Process Results:
 * Comparison of Actual Implementation Results (Community Formation/Participation) with Projected Desired Goals {Mission Statement)
 * Product Results:
 * Comparison/analysis of student quantitative data (comparison of pre-test of technnology attitudes/use to post-test)
 * Comparison/analysis of student qualitative data(comparison of pre-test of technnology attitudes/use to post-test)
 * Student achievement data on Learning Objective Rubrics
 * Loti-Level of Participating Teachers (pre and post test)