The document describes an education technology business called TeachMe. TeachMe aims to improve student outcomes through online quizzes and analytics for teachers. The business analysis covers their vision to use technology to deliver high-quality learning support. It also outlines their customers as teachers and students, and describes key systems and processes for creating quizzes, collating results, and facilitating teacher collaboration.
The document describes an education technology business called TeachMe. TeachMe aims to improve student outcomes through online quizzes and analytics for teachers. The business analysis covers their vision to use technology to deliver high-quality learning support. It also outlines their customers as teachers and students, and describes key systems and processes for creating quizzes, collating results, and facilitating teacher collaboration.
The document describes an education technology business called TeachMe. TeachMe aims to improve student outcomes through online quizzes and analytics for teachers. The business analysis covers their vision to use technology to deliver high-quality learning support. It also outlines their customers as teachers and students, and describes key systems and processes for creating quizzes, collating results, and facilitating teacher collaboration.
Name William Reid NetID wrei068 Group Number: 466 Website Link: http://infosys1102014fcgroup466.blogspot.co.nz/ Tutorial Details Tutor: Day: Time: Mira Lee Friday 11am Time Spent on Assignment: hours Word Count: 1608
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2 TEACHME THE EDUCATION UPGRADE INTRODUCTION Education in New Zealand needs an upgrade, the gap between our high performing and low performing students remains one of the widest in the OECD. (Ministry of Education NZ, 2010) In the last few years, rapid technological developments have given us the opportunity to level the playing field and allow all students the same opportunities to succeed. The Ministry of Education (2010) has recognised that, Digital Technologies have the potential to improve student outcomes and to enrich, if not transform, the learning experience of children. 3. BUSINESS SECTION 3.1 Vision To dramatically improve the education process for each and every child by using available technologies to deliver a high intelligence density to educators. 3.2 Industry Analysis: Education Technology Industry: The Education Technology industry young but swiftly-developing and it has great potential to improve the learning process for millions, if not billions, of children all over the world. Force: High/Low: Justification: Buyer power: Low Buyer power in this industry is very low due to the low level of alternate Education Technology Products. This industry is a very small one and as a result buyers have little idea as to what is worth the money.
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3 Supplier power: Low Supplier power is low due to the malleable nature of the technology. There are many different firms that could develop and supply the required software. The technology industry is big and it is only going to grow. (PWC Global CEO Survey, 2014) Threat of new entrants: High The resources required to make an application are limited and so the threat of new entrants to this industry is high. Threat of substitutes: High This industry is highly susceptible to the threat of substitute products, such as pen & paper. Furthermore, many believe that there is no value in Education Technology. (Journal of Educational Computing Research, 2005) Rivalry among existing competitors: Low There is no well-established Education technology industry. Overall attractiveness of the industry: This industry is relatively attractive to enter due to its relative infancy and lack of competition. However, the risk is high as the high risk of traditional substitutes and the propensity of many to shy away from Technology in Education. 3.3 Customers and Thei r Needs The customers for TeachMe are Teachers and Students, this includes all levels of Education; primary, secondary and tertiary. Their needs are aligned and simple. Thus, they need their learning process to be worthwhile so to as to ensure success. (Molly Shields, 2014) Teachers faciliate and manage the learning process, while Students aim to understand the concepts being taught.
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4 3.4 The Product and Service To improve a students knowledge of the curriculum, they complete regular quizzes as homework or classwork. The content is designed by their teacher so that it fits the syllabus. Each subject has its own section for quizzes so as to improve ease of use and clarity for students. Quiz results are then uploaded to the teachers mainframe, and they can view individual student progress in each subject area, compared to the rest of the class. For Teachers, the use of technology in class gives them the opportunity to quickly focus on Students who are struggling in specific areas, as they have up to date information about each Student. This allows them to more effectively manage classroom time and their interaction with Students, which is one of the most important aspects of Education. (Chickering, A.W. & Ehrmann, S.C., 1996) As TeachMe allows Teachers to compartmentalize individual learning areas, Students will also soon gain an idea of what areas with which they are struggling. Furthermore, it has been found that the inclusion of technology in Education increases participation and motivation amongst students. (An, Y. J., & Reigeluth, C. 2011) There is nothing quite like putting the work in and if the technology increases the amount of work done then it can only be a good thing for Student Learning. 3.5 Suppliers and Partners TeachMe will need two specific technology suppliers. Firstly, the the software for the programme will need to be developed so as to ensure its usability on different personal tablets and computers. It will also need internet or wireless bluetooth capabilities to ensure that data is swiftly exchanged between students and teachers. TeachMe will aim to partner with education institutions around New Zealand. Ideally the Ministry of Education would be the main partner so as to ensure supply to every student in New Zealand. However, as full implemenention may be difficult without results, it may be more prudent to initially partner with an independent school on a test-case basis.
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5 3.6 Strategy: Differentiation Currently the market for Education Technology is small. There is a high threat of substitutes, such as traditional books, pens & paper. Furthermore, there is a relative lack of market penetration for personal tablets required for this technology to be viable for any educational institution. As a result, there is great potential for a newcomer to seize the intiative and gain a big foothold of a market that will continue to grow. The industry is still relatively small but there are a number of no-cost competitiors for TeachMe, such as ClassDojo & Teacher Clicker. However, TeachMe is a much more broadly focused technology and must therefore show itself to be worth the premium. Thus, the strategy for TeachMe is Differentiation. 3.7 Value Chain Activity: Operations The most important value chain activity for TeachMe is Operations. To be able to fully enhance the learning process for our customers, it is imperative the primary function of TeachMe is fulfilled. This means collating Student results and allowing Teachers to upload new material rapidly. 3.8 Business Processes 3.8.1. QUI Z CREATION PROCESS The Quiz Creation Process is a very important process for TeachMe. This Process gives Teachers an opportunity to have their quizzes reviewed to ensure their suitability for students, also giving Teachers an opportunity to collaborate across a vast distance.
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6 Quality Assurance START Teacher Designs Syllabus Teacher Makes Syllabus-Related Quiz Quiz is uploaded to TeachMe mainframe Other Teachers review Quiz Quiz is edited Quiz ready for Students? No Quiz Visible to Students on their Personal Tablets Yes End
3.8.2. RESULT COLLATION PROCESS This process is an imperative part of the system. It gives Teachers instant information as to the learning progress of their Students and gives them the opportunity to further test them if required.
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7 START Quiz becomes Visible to Student(s) End Student Completes Quiz Results uploaded to Teacher Mainframe Teacher views progress Has the Student demonstrated understanding? Teacher continues Syllabus Yes Teacher determines areas of learning difficulties Is this isolated? Teacher tailors quiz for Individual Teacher focuses on area for entire class Yes No No
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8 3.9 Functionalities 3.9.1. QUIZ CREATION PROCESS Creates Assessment modules Increases Collaboration between Teachers 3.9.2. RESULT COLLATION PROCESS Collates marks automatically for Teachers Displays Student learning progress 3.10 Systems
3.10. TEACHER COLLABORATION SYSTEM This system increases the collaboration between Teachers without physical limitations. This allows them to exchange ideas across the country (or world) as to the best teaching methods for specific subject areas. The tyranny of distance for New Zealand is broken by IT, and we have a great opportunity to be at the forefront of that. (Brent Lewis, 2014) 3.10. 2. RESULT COLLATI ON SYSTEM This system bypasses the need for Teachers to manually mark infrequent tests. Instead of irregular testing and wasting time marking each one, this system automatically uploads all of the results to the Teachers mainframe and displays the learning progress of each student. 3.10. 3. QUI Z SYSTEM The best way to learn it to practice, this Quiz system gives that opportunity. Students are able to access their compartmentalised (by subject and specific area) quizzes so as to test themselves and build up their own experience in specific subject areas. For example, the best way to learn muliplication tables is to just do them over and over.
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9 3.11. Summary Table: Value Chain to Systems
Value Chain Activity Processes Functionalities Specific Information System(s) Broad Information System(s)
Operations 1. Quiz Creation Process 1. Creates Assessment Modules
2. Increases Collaboration Between Teachres Quiz Creation System
Quiz Evaluation System Content Management System Unstructured Collaboration System
2. Result Collation Process 1. Collates marks automatically for Teachers
2. Displays Student learning progress Mark Collation System
Progress Display System Knowledge Management System
Content Management System
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10 CONCLUSION This is not a business that is primarily aiming to profit. Our primary goal is to help students learn and ultimately make New Zealand and the World a much better place. TeachMe does this by providing Teachers with much more valuable information as to what they need to teach and to whom they need to teach it. It gives them the opportunity to specifically tailor the learning process for each student, so that those falling behind cant, and those becoming bored can be extended by simply giving them harder quizzes. Furthermore, it gives Teachers the opportunity to collaborate extesnively with more colleagues than ever before. Our vision is to dramatically improve the Edcuation Process and we can do that.
TeachMe, it is an Education Upgrade. REFERENCES
1. Ministry of Education (2010) Literacy Learning progressions meeting the reading and writing demands of the curriculum ministry of education. Retrieved from learning media. 2. PriceWaterHouseCoopers. (2014.). Global CEO Survey - Technology. Retrieved from http://www.pwc.com/gx/en/ceo-survey/2013/industry/technology.html
3. Culp, K.M., Honey, M., & Mandinach, E. (2005) A retrospective on twenty years of education technology policy. Journal of Educational Computing Research, 32(3), 279- 307.
4. Shields, Molly (2014) Teaching is All About Quality over Quantity. Technoliteracy.org. Retrieved from http://technoliteracy.org/2014/02/19/teaching-is-all-about-quality- over-quantity/
5. Chickering, A. W., & Ehrmann, S. C. (1996) Implementing the seven principles: Technology as a Lever. Originally printed in AAHE Bulletin, October, pp. 3-6. Retrieved from http://www.tltgroup.org/programs/seven.html
6. An, Y., & Reigeluth, C. (2011). Creating Technology-Enhanced, Learner-Centred Classrooms: K-12 Teachers Beliefs, Perceptions, Barriers, and Support Needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.
7. Jones, N. (2014, March) Decile divide: Social climbing leading to decile drift. Retrieved from New Zealand Herald: http://www.nzherald.co.nz/nz/news/article.cfm?c_id-1&objectid-11225491 - Brent Lewis, Avondale College Principalquote