Project Analysis

Integrating Advanced Technology in the Learning Environment
Within the classroom setting, technology has been used as a means to enhance literacy instruction. Evidence indicates that technology has the potential to facilitate learning and motivate students to learn and participate actively in the learning process (Soudy, Teves, & Dias, 2015). Besides, technology provides learners with the benefit of acquiring computer skills necessary for their personal and professional use. Considering the various benefits associated with technology, it has been identified as a need in the instructional design. Henceforth, drawing upon technology as a need, we develop a needs analysis for advanced technology in the classroom. Secondly, we determine the learner characteristics of advanced technology, and lastly, we create three objectives based on cognitive, behavioral, and affective domains for advanced technology need.
Needs Analysis for the Integration of Advanced Technology in the Classroom
Conducting a needs assessment is an important step in setting programmatic goals. A needs assessment involves an evaluation targeting the current environment as compared to the preferred environment, with the different constituting of the needs (O’Reilly, 2016). In this case, the need was identified as use of advanced technology in the classroom. Virtually, technology is now part of everyday life. A significant number of schools in the U.S. have integrated technology in their school curriculum (Vatanartiran & Karadeniz, 2015). Traditional school cultures have been challenged by the invasion of technology. Curriculum content that integrates technology ensures that students have computer experience in different subjects and formats. A formal survey revealed that teachers preferred tech-enabled classrooms. Classroom observations revealed that learning environments that integrated technology had improved learner/instructor relationship and improved learning outcomes. Ultimately, considering the way technology has become integrated into the school curriculum, it becomes necessary to adopt advanced technology and utilize it meaningfully and effectively in the learning environment.
Determine the learner characteristics for the advanced technology
The concept of learner characteristics is used as a designation to a target group of learners based on various aspects such as academic, personal, social, or cognitive that may affect their ability to learn (Drachsler & Kirschner, 2012). Defining learner characteristics is important when designing instructions because it allows instructors to design and tailor instructions specific to the target group. Considering the need, in this case, is advanced technology, the learner characteristics involve all learners included English Language Learners, gifted learners, IEP learners, and other special needs learners present in the inclusive learning environment.
Create three objectives from cognitive, behavioral, and affective domains for advanced technology
Learning takes place through a multitude of domains, including cognitive, behavioral, affective, and collaborative domains.
Cognitive Domain
Students will use technology in their learning to gain new knowledge, retrieve information about previously learned material to get a better and comprehensive understanding.
Behavioral Domain.
The behavioral focus on the processes of mastery of physical skills. Students using computers will benefit from gaining important computer skills that can be applied in their personal and professional life.
Affective domain.
This domain focuses on the internal changes or processes or to the motivational factors involved in learning. By using computers, students will be able to take charge of their learning activities. Learners will be able to use technology to research more on their learning activities.
Technology has become a part of everyday life and schools have taken the initiative to integrate technology into the curriculum. In this paper, we addressed advanced technology in the classroom as a need by providing a need analysis for the integration of technology in the learning environment. We also identified the learners’ characteristics and created three objectives from cognitive, behavioral, and affective for the need to integrate technology in the classroom.

References
Drachsler, H., & Kirschner, P. A. (2012). Learner Characteristics. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning, Volume 4 (pp. 1743-1745). New York: Springer. DOI: 10.1007/978-1-4419-1428-6_347
O’Reilly, E. N. (2016). Developing Technology Needs Assessments for Educational Programs: An Analysis of Eight Key Indicators. International Journal of Education and Development Using Information and Communication Technology, 12(1), 129-143.
Soudy, N., Teves, E. A., & Dias, M. B. (2015). A Needs Assessment Study of the Educational Technology Needs of English Literacy Students and Teachers in Qatar and the U.S. Retrieved from https://www.ri.cmu.edu/pub_files/2015/9/RI_TR_Needs-Assessment_nowidows.pdf
Vatanartiran, S., & Karadeniz, S. (2015). A Needs Analysis for Technology Integration Plan: Challenges and Needs of Teachers. Contemporary Educational Technology, 6(3), 206-220.