Using the WINNS site - identify a minimum of three strengths and three weaknesses of the site in regards to Instructional Technology.
Make sure you mention everyones name in the posting
APA- Angie Jurisch, Anna Lardinois, Peg Meddaugh
When reviewing the WINNS site for strengths and weaknesses, there are many areas in which the site can be explored.
An obvious strength of the site is the amount of information available to the public. A key strength of this site that is a benefit for educators is easy, well organized access to the Wisconsin State Standards. This is a boon to teachers because it provides clear and easy to understand guidelines or academic content in the classes. Parents benefit from this site because it provides them the information they need to better understand their children’s standardized test scores. Administrators will benefit by accessing information from similar districts to make comparisons on key data.
While this site has a remarkable number of benefits, it does have a few weaknesses. While seemingly a benefit, the sheer amount of information on the site can be overwhelming to the user. With such an amount of data it will be easy for the user to overlook key data. Additionally, the statistical data on the site, while interesting, is not presented with the entire necessary context to make the fully understandable. Lastly, much of this in “edu-speak” which is not as accessible or understandable as it could be.
Thunder -Jamie Beckman, Jim Nelson, Paul Pulvermacher, Dan Simonson
Negatives
We agree with the above statement that the WINNS site contains an overwhelming amount of information and data. A centerpiece for this master’s program has been the state’s technology standards. Although the standards are available, getting to the information took a round-about way. Finally, the search function for the site does not always provide desired results. The searches tend to require further searching.
Positives
One nice touch is the interactive state map that is broken up into the different CESA districts. Any person with some geography skills of Wisconsin can easily locate districts of choice. Another positive is the site provides links to define important terms and acronyms. This gives the average person a chance at understanding the information presented. The site can be used as a tool to search and find information located with the DPI website. Finally, in the words of Elizabeth Burmaster, “the site assists school communities in educating the hearts and minds of all Wisconsin children.”
Christopher See, Brian Yearling, Heather Slosarek
The positives of the WINNS site, in relation to instructional technology, begin with the thorough information available to anyone with internet access. We know of several parents who have said that they compared one district's information with another when deciding where to buy their current house. Having ready access to the school performance information helps parents and staff make decisions regarding the future of their students.
For educators, it is useful that the different standards are available online, especially considering the cost of the published books. Parents, too, can get some idea of what the state expects of students.
Another positive is the tools for teachers: the curriculum wizard, links to curriculum resources, links to information about standards, links to professional development information. We found several of these tools to be interesting.
The WINNS site does not have many negatives. Usability is an overarching negative. As Angie, Anna, and Peg noted, the volume of information can be overwhelming. And with only four main links available on the WINNS home page, users are forced to wade through the information to find what they are looking for. The site map definitely helps, but that assumes the users will read the front page to find the link at the bottom of the page - in small text - or that the user will find it at the bottom of the jump menu available on many pages. We did, but that was mostly because we were critically reviewing the site.
The search function is another negative. Choosing search, unfortunately, takes the user from the WINNS site with one look-and-feel, to the DPI home page, with a completely different look-and-feel. This apparent jump to a different site can confuse the user. They will likely start reading the information on the page before noticing the search field in the top right corner of the screen.
Choosing the search option should take the user to the search.wi.gov page the user ends up on when they do submit a search.
When the user does search for information, the system returns many results. Users need to know that they can use Boolean options to limit their results, but there is no explanation of that on the site.
While available to the public and parents and community members are encouraged to use the information, much of that information seems geared toward those involved in education. There is constant use of the educational jargon Angie, Anna and Peg alluded to earlier. Easier access to the many glossaries on the DPI site, or clearer navigation would make the site easier to use for parents.
Rosanda Green, Penni Uribe, and Amanda (Simon) Wagner
Three Strengths and Three Weaknesses of WINNS for Instructional Technology
When the site opens, the four categories that appear are Standards and Assessment, Data Analysis, Continuous School Improvement, and Best Practices. Each of these has a little graphic next to its heading: a ruler, a pencil, a scissors, and a magnifying glass. None of these seems very technologically progressive! Another drawback, this one within Standards and Assessment under the question, “What are our academic standards?”, is that it takes some clicking around and lots of sifting to find out what is actually required by the state; neither Information and Technology Literacy nor Technology Education is a required category of standards in Wisconsin, although districts may adopt their own standards and set related requirements. Also within Standards and Assessment, the Information and Technology Literacy and Technology Education standards are careful not to place too much emphasis on computer use, saying only what students and teachers “should” do, not what they “must” do. Otherwise, the only other category that seems to allude to technology at all is a graphic found within Best Practices, Family, School, and Community Partnerships. Within that category, though, technology as a means of networking and promoting those partnerships is not required. Perhaps this is because not everyone has access to technology or can afford computer and technology-related expenses, especially at home. In any case, not much is said about technology instruction within the four major categories that make up this site. Would it be too difficult to embed some technology standards within the required language arts/reading, math, science, and social studies standards?
On a positive note, this site is comprehensive in its information for each school district and each school within a given district. It is easy to navigate and a person can spend a lot of time moving between its interesting links. Finally, within Best Practices is a link to the North Central Regional Education Laboratory: Parent and Family Involvement; within that link is another called Constructing School Partnerships with Families and Community Groups, within which is yet another, meaningful, engaged learning. In a nutshell, the vision, tasks, assessments, etc., would lend themselves well to technology use, and students using technology to complete such tasks and assessments would seem to be better prepared for the other “roles” that they will perform or serve in throughout their lives.
Kristin Haefke, Kristin Hubmann, Melissa Schuett, Janet Yunker
One of the strengths of the WINNS site is, as the other groups have mentioned, is the amount of information available to teachers and the public. The site itself has a lot of information, along with links to many other sites. Another strength is found in the “data analysis” section of the website. We agree with Christopher See, Brian Yearling and Heather Slosarek that this site could be used by people new to the area who are “shopping” for a new school district. Another positive is that the site provides a list of various professional development activities offered throughout the school year.
Although the site has many strengths, it does have a few weaknesses. One thing that we noticed, is that it is somewhat difficult to navigate. We had to click on many links before we got to the information we were looking for. Another weakness was the location of the “user tips”. The site does have some suggestions for how to look for information, but the link is only available from the home page. Another weakness is how often a link leads you away from the WINNS page. We had to use the “back” button often to get back to where we started. It could be helpful if these links opened in a new window.
Bob, Carl, Lisa, Kim, Rob
Of the strengths (of which there are many), we felt that the main ones are the type of reporting that is available (detail and depth), the ability to compare different schools within your district/county/size to see if others are struggling with the same areas that you may be in your classroom, and links to best practices. We felt that the system is very good overall, and the uses for the data are almost limitless.
As for weaknesses, most of the items that we listed in our brainstorming session were very minor. The first item that we chose to focus on was the fact that the site provides statistics without context; there is not background reasons for why a school may or may not reach AYP, etc. In addition, at times there was almost too much detail and a parent or staff member could get lost in the details. Lastly, as many other groups mentioned, the site navigation is a bit clumsy in parts and can cause user to get frustrated before getting maximum benefit from the site.
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