Assignment 2: Formal Report on
Technology for Teachers! (TFT) is a training center that has been in business since 1995 in the Cincinnati, Ohio, area, and it has campuses in seven other cities. TFT provides training courses (six-weeks long) and workshops (one-day long) in various types of technology useful to teachers, especially computer software, and in methods for integrating technology into the classroom. The organization has completed a three-year study of the technological training courses and workshops it offers as well as the clients it serves in its Cincinnati, Ohio, campus in order to identify needs and trends and thus determine the future focus of Technology for Teachers!
Look at the section in your textbook on how to write formal reports. Notice all of the segments that belong in a formal report, such as a cover, letter or memo of transmittal, table of contents, list of illustrations, executive summary, introduction, body, conclusion/recommendations, and appendices. Then look at the formal report in this assignment for Technology for Teachers!, which is not correct. It is missing the table of contents, list of illustrations, and executive summary, and the paragraphs in the main sections (introduction, body, conclusion) of the report are out of order. Revise the report by doing the following: (1) put the paragraphs and graphics in the main sections of the report in order, (2) write a memo of transmittal, (3) write an executive summary, (4) create a list of illustrations, (5) repaginate, and (6) create a table of contents.
Because this document is interactive, you can roll your cursor over sections of the report to see questions and comments in the pop-up boxes designed to help you think about ways to revise.
Technology for Teachers! Study
Dr. Selma Popovich
President, Technology for Teachers!
Director for Ohio
Date March 14, 2004
Technology for Teachers! (TFT) has completed a three-year study of the technological training programs and workshops that TFT offers as well as the clients it serves in its Cincinnati, Ohio, campus. This introduction presents the description of TFT services and clients, the scope of this three-year study, and the format for this report.
This report includes the following sections: (1) methods and materials, (2) data and discussion, and (3) conclusions and recommendations.
Technology for Teachers! has kept accurate records of attendance in all of the courses and workshops it has taught. It also has kept and tabulated other data from registration forms, with permission granted by the participants. In total, the following data have been tabulated and used for this report:
Technology for Teachers! has been in business since 1995 in the Cincinnati, Ohio, area, and it has campuses in seven other cities. TFT provides training courses (six-weeks long) and workshops (one-day long) in various types of technology useful to teachers, especially computer software, and methods in how to integrate technology into the classroom. This study covers five of the twelve training courses and four of the twenty workshops at the Cincinnati campus and the clients it has served during the last three years (2000-2003).
Scope of the Study
The purpose of this project was to study the enrollment trends in the main courses and workshops and to study the range of the client population that TFT serves in order to identify needs and trends and thus determine the future focus of Technology for Teachers! These nine courses and workshops are the ones offered most often at the Cincinnati campus.
This section shows results of data tabulations in TFT courses, workshops, participants.
The study wished to see the trend in the attendance in both the five courses and four workshops isolated for this study. The five six-week courses are as follows:
Figure 1: Course Attendance from 2001-2003
The chart in Figure 2 shows the attendance in the four one-day workshops isolated for this study. As the chart indicates, all of the four workshops in this study increased in attendance over the three-year span; however, there is little increase between 2002 and 2003 in the Top Technology Tips and the Teachers and Technology workshops. On the other hand, the Online Grade Books workshop has steadily increased in attendance.
The study also examined the trend in the attendance in the four workshops isolated for this study. The four one-day workshops are as follows:
Subjects and Grades Taught
It was important for the study to address the subjects and grades the participants teach in order to better understand what the participants need for their classrooms. As the chart in Figure 3 shows, more than half (54%) of the participants teach various subjects, which means that most likely they teach elementary grades and are thus responsible for several subjects the students study. The next most common subjects the TFT participants teach are math and sciences, and (perhaps not surprisingly) the least common are languages and history. The "Other" category contains a mixture of art, music, physical education, and various less common subjects, mostly at the secondary levels of middle and high school.
Figure 2: Workshop Attendance from 2001-2003
The chart in Figure 1 shows the attendance in five six-week programs taught at the Cincinnati campus during the last three years. As the chart indicates, the attendance in four of the five programs has increased during the three-year period studied; only Making the Most of Microsoft Word has declined in attendance.
Figure 3: Subjects and Grades Taught
Figure 4: Computer Training Background of Participants
Computer Training Background
The study sought to examine the background the participants have regarding computer training to see if more courses and workshops need to be offered for teachers with no computer background or if more advanced computer courses and workshops are needed. As the chart in Figure 4 shows, participants are approximately evenly divided among the three levels of computer training. However, some of the participants have moved from the "No Training" category to the "Some Training" category over the three years of this study because they have taken multiple courses and/or workshops at Technology for Teachers!. Likewise, some participants have moved from the "Some Computer" category to the "Significant Training" category because of TFT training.
This section includes the major conclusions and recommendations from this study on courses and workshops taught at the Cincinnati campus of Technology for Teachers!
Generally the course and workshop attendance has increased steadily over the three-year period in this study (2001-2003). Specifics regarding attendance are as follows:
Generally the TFT participants teach various subjects because more than half of them are elementary teachers. Specifics regarding courses and grades taught and specifics regarding the computer training of the participants are as follows:
Based on the findings in this study, I recommend the following actions for the Cincinnati campus of Technology for Teachers!