Classroom Management Software · BVTE 6450 Project 2 Page Photo by M. Mabry 11/21/2007 Team 1 Jennifer Bingham Robert Bourgeois Marsha Mabry Linda Mamuscia BVTE 6450 Project 2: Product

BVTE 6450 Project 2 Page

Photo by M. Mabry 11/21/2007

Team 1

Jennifer Bingham

Robert Bourgeois

Marsha Mabry

Linda Mamuscia

BVTE 6450 Project 2: Product Use Testing

Dr. Lilla Holsey

December 5, 2007

Classroom Management Software

BVTE 6450 Project 2 Team 1 (Bingham, Bourgeois, Mabry, Mamuscia) Page 1 of 31

Table of Contents

1) Project Definition

2) Evaluation Process

3) Evaluation Tools

i) Client‟s Needs Analysis (a) Pre-Assessment Client Survey

(b) Pre-Assessment Observation Guide

(c) Pre-Assessment Interview Questions ii) Technical Team Analysis

(a) Selected Products Review (b) Scoring Sheet

(c) Product Features Checklist iii) Product Demonstration

(a) Selected Products Introduction and Overview (b) Product Comparison

(c) Client Scoring Sheet iv) Pilot

(a) Pilot Survey (b) Pilot Observation

(c) Pilot Interview Questions v) Solution

(a) Final Recommendation Submitted

(b) Full Product Roll Out (c) Product Training

(d) Post Installation Survey (e) Post Installation Observation

(f) Post Installation Interview

4) Summary of Results i) Client‟s Needs Analysis

ii) Technical Team Analysis iii) Product Demonstration

iv) Pilot

v) Solution

5) Appendices A. McNamara‟s Checklist for Program Evaluation Planning

B. Pre-Assessment Client Survey C. Product Specification Table

D. Technical Team Product Scoring Sheet Form E. Client Product Scoring Sheet Form

F. Completed Technical Team Product Scoring Sheets Summary


Project Definition

A common issue for those responsible for computer labs, whether in

academic or business environments, is to control:

1) computer use policy violations,

2) improper organization resource utilization, 3) missed IT opportunities,

4) unwanted accumulation of viruses and spyware, 5) and excessive bandwidth consumption.

Although most IT departments have Internet filtering software and virus

scan software in place, users are often able to bypass the filtering devices

using proxy web sites and less secure browsers such as Mozilla Firefox. This

is a growing issue in open computer labs, but also in the classroom or

corporate training facility. It is too easy for users to proxy themselves over

to alternate sites instead of paying attention to the intended instructional

material.

This lack of control costs the organization valuable resources. Our

team has been charged with the task of identifying a solution to this

problem. To address these concerns, a number of companies have

developed network management software. The program is installed on each

computer in the lab or classroom and controlled from the facilitator‟s

workstation. Some typical features of this type of software include the ability

to lock computers, broadcast web sites or programs, capture screenshots,

facilitate internal chat sessions and exchange files with user workstations.


The objective for this technical team is to:

1) Identify the needs of the client organization

2) Isolate site-specific technical or administrative requirements 3) Review possible solutions

4) Test recommended program(s) 5) Implement the solution

Some of the items to be addressed include software functionality and ease of

use, pre- and post-installation issues, financial and human resource

constraints and other product specifications.

Evaluation Process

The prescribed steps that the Team will follow during the study are:

1) Find out what people want/need with a pre-assessment survey. 2) From the survey responses, identify issues and areas that require

further clarification and perform one-on-one interviews with the users (the questions can be more in depth and detailed.)

3) Additional insight provided by observation of the client. 4) Identify any constraints on the choice of products according to

organization standards or brand loyalties (executive or administrative edicts.)

5) Determine a „short list‟ of products to evaluate based on the client survey and interview.

6) Test out the products. 7) Measure how well they meet the client‟s requirements.

8) From a technical aspect determine if they are reliable with the user‟s

operating system (OS) and platform. 9) Determine system requirements and whether the software will require

hardware upgrades. 10) Identify aspects like ease of use and implementation or learning curve

factor. 11) Demonstrate the evaluated products for the client.

12) Allow the client to rate the products using a prescribed scoring sheet. 13) Review the client‟s opinions along with the technical team‟s

assessment. 14) Rank the products and select the software to examine.

15) Organize for a pilot study with a select group of users. 16) Evaluate the results of the pilot study.


17) Finalize the product choice and make a recommendation for the

organization. 18) Repeat steps 11-15 as needed.

The evaluation plan will employ elements of McNamara‟s Checklist for

Program Evaluation Planning. This checklist is an excellent tool for outlining

the overall focus for product use testing. As outlined in the checklist in

Appendix A, the primary goal of our study is to find suitable classroom

management software packages for clients. Resources available for the

project include demo versions of the software, a Technical Team to conduct

preliminary testing based on survey and interview responses from the clients

and clients to conduct pilot testing. Careful consideration of the client‟s

needs is essential in yielding an acceptable solution.

Evaluation Tools

Client‟s Needs Analysis is the starting point for the technical team.

Prior to the team‟s involvement, the management/administration of the

organization has been made aware of a problem with the existing classroom

or training room computer management methods. For the team, the process

begins with identifying the needs of the client.

One of the first steps in collecting data is the Pre-Assessment Client

Survey. This tool is designed to get an overview of the ways that the client

wants to be able to control the use of the computers in the facility. Specific

short answer questions regarding current methods and problems, as well as

desired capabilities are posed. The delivery and collection of the survey data


is determined by the client‟s environment. Web based or email transfer is

quick, economical and makes the data easy to record and process.

The general categories of questions being asked are:

1) Prior experience with computer management software.

2) Description of the environment. 3) List of tasks/capabilities desired.

Please see Appendix B to view the complete user survey.

Observation is a good way of gathering additional information for the

needs analysis. It is important that the observer is discreet and does nothing

to alter the client‟s actions during the observation. The purpose of a

nonbiased individual observing the client is to record the way that they

currently do the task that we are looking to replace. If the person being

observed changes their normal activity during the observation, the data

collected is invalid.

The subjects selected to be observed should be in an area that is

currently doing business as usual. If the clients being observed are in the

process of working on special projects or activities out of the norm, the

results of the observation are not valid for the needs analysis. The objective

of the observation is to provide a picture of the way the client group

currently does business.

The observer focuses on activities related to those tasks we are

looking to replace with the computer management software. Data to be

recorded include:


1) Steps involved in the task.

2) Amount of time required for the task. 3) Resources used to accomplish the task.

4) Problems occurred during the task. 5) Other personnel involved in the task.

6) System requirements for the task. 7) Other processes involved in the task.

8) Quality and quantity of end results. 9) Downtime or wasted resources.

10) Redundant tasks.

Similar requirements for the survey and interview apply to the

observation phase. These three tools for collecting data from the client are

vital to the evaluation process. As assessment tools, they are used to

measure activities within the client group in order to identify an appropriate

solution to their problem. The information obtained to gain a total picture of

the client‟s environment allows the team to select a specific solution to their

needs. This step can be repeated during the pilot phase of the evaluation

process that will be introduced later in this document. This concludes the

initial data-gathering phase from the client group.

Follow-up interviews are often necessary to clarify data submitted

through the survey. From the initial results received, a list of interview topics

and questions is required to ensure that the information collected is

understood and valid. These one-on-one exchanges can be online or via

phone or most effectively, in person. As the survey data is recorded, any

responses that are unclear or appear to be questionable are pulled for

follow-up interviewing.


From the surveys submitted in this case, approximately five percent

required a more in-depth interview. Interview questions are determined by

the responses collected through the client survey tool. Once the replies are

entered into the database, any questionable responses should be noted. A

report can be generated identifying the clients whose survey requires

clarification. If the summary indicates an unexpected or confusing

cumulative response, a select group of clients can also be interviewed to

clarify this information. Certain clients may even request an opportunity to

discuss their survey responses with the team.

Here is a list of possible questions to be covered during the interview:

1) What is your understanding of how a classroom management program can help you with your job?

2) What kinds of issues are you concerned about with using a classroom management program?

3) Have you ever had difficulty learning a new software program? 4) What kind of training do you prefer in learning a new software

program? 5) What computer classroom/facility management tools do you

currently use? 6) What problems do you have with your current management tools?

7) What questions do you have about computer management tools?

8) Do you foresee any problems with students/learners as you transition to the new tool?

9) Are you comfortable with the team selecting a computer management program for you?

10) Do you have confidence in the team‟s ability to select and install a new program for you?

For clarification we need to be sure to parrot-back what we hear from

the client. It is imperative to listen carefully, accurately record the responses

and refrain from leading the client‟s response in any way. The interviewer


can begin by reading back the client‟s survey entries and ask if they have

anything that they want to change or add. The purpose is to ensure that the

data collected is a valid reflection of the interviewee‟s feelings. A needs

analysis is only as good as the data collection process. Like any good

assessment tool, the survey and interview must be:

1) Accurate

2) Appropriate 3) Comprehensive

4) Clear 5) Confidential

6) Properly administered

7) Purposeful 8) Relevant

9) Reliable 10) Secure

11) Suitable 12) Unbiased

13) Understandable 14) Valid

Once these items were clarified, the client data could be processed and

a list of product/program specifications was created. Please see Appendix C

to view the Specification Table.

The User Specification Table can be matched against various vendor

specification lists to find those products/programs that meet the client‟s

requirements. Vendor websites will likely provide their product‟s features

and specifications.

Before selecting software products to evaluate further, the team

considered input from executive/administrative stipulations. Many

organizations will partner with specific vendors in order to secure price and


service enhancements. This often requires them to confine certain

acquisitions to a single vendor.

In our case, we were free of any brand loyalty constraints. From the

client‟s needs assessment analysis, four computer classroom management

programs were identified for further evaluation: LanSchool, NetSupport,

SynchronEyes and Vision6. The following section details the Technical

Team‟s reviews of these products.

LanSchool

LanSchool is a very basic classroom management software package.

Installation is effortless for both teacher and student computers. The

installation wizard finishes in less than 45 seconds with no errors. The user

interface is very intuitive and takes little time to become acquainted with.

As illustrated by the icons in the screenshot below, the key features of

LanSchool are show teacher screen, show student screen, run a program,

control computer remotely, view all computers (as shown), send a message,

blank screens, limit web surfing, limit applications, prevent printing,

shutdown/logoff computers, and set LanSchool options. Using Pentium IV

computers running Windows XP Professional, the features work flawlessly.


LanSchool is recommended for facilitators who merely need a core set

of features. At $599 per classroom (1 - 4 classrooms), with no annual

maintenance fee, it is a great product for schools on budget. The modest

system requirements are also a plus: Windows 98, 2000, XP, or Vista;

Pentium 166 MHz processor, 48MB – 256MB of memory depending on

operating system of PCs, TCP/IP network protocol.

NetSupport

NetSupport is one of the most comprehensive computer classroom

management software programs available. It is applicable in academic and

business environments, both large and small. The vendor is a British

company, NetSupport Software Ltd., selling the program for an approximate

US dollar equivalent $500 for 10 users, $3600 for 100 users, and upwards to

$40,000 for a 2500 User License. The fact that the program works for 10 as

well as 2500 indicates that it is designed to meet the needs of a variety of

environments. Basic features include powering computers on or off, remote

log off or log on, blank out screens, lock mouse and keyboard, and create


individual facilitators‟ profiles. The program can reach users beyond the

confined classroom subnet, locating them in other parts of the campus. It

connects to computers over wireless connections, optimizing performance to

match access point speeds, working effectively with laptop and tablet

computers, and publishing a class allowing students to join on demand.

There is a designated „Tutor‟ that is the PC taking over the „Student‟

PC that is being viewed. Another component is a Synchronized Multimedia

Player for WAV, MOV, AVI, MPG, etc. files. The program provides for

effortless test design, including text, picture, audio, and video questions,

with the ability to set grading levels, track question and student progress in

real time, and create a resource library to be shared with other educators.

During instruction not only can the teacher select computers to

broadcast their screen to, but also students can be instantly surveyed to

provide feedback on their understanding of the material. The responses can

be viewed individually or summarized for the entire class, and establish

groups dynamically based on the results. Selected students can be elevated

to Group Leader status and given rights to act as a tutor.

Besides monitoring student internet use, including background sites or

applications open on each PC, a feature called Internet SafeSearch prevents

inappropriate content being returned within search results. The teacher can

also synchronize a website with the browser on the student PC.


NetSupport School allows the Tutor to manage other devices including

USB storage, CDR/DVD, and audio on classroom computers. The extensive

printer management control provides for preventing, pausing, and deleting

print jobs. Printer usage can be limited by number of pages or only if

authorized.

System requirements include 65MB free disk space. NetSupport

School runs on Win 95/8, Win ME, Win 2000, 2003, Win XP & Windows Vista,

IPX/SPX, NetBEUI and TCP/IP. CPU speed required is 300MHz or faster with

at least 32 MB of RAM.

This is a unique software product providing tools to create and manage

examination, testing and training environments for classes comprising

networked PCs. It‟s very easy to use, and utilizes wizard based help for

working with many of its features.

SychronEyes

SynchronEyes software is an extremely valuable classroom

management tool. It gives teachers a better sense of security and control

within computer labs and makes students more responsible in their

computer use. As a result, both the teacher and the students are more

successful. With SynchronEyes software, teachers can manage their

classroom, communicate with their students and assist individuals, all

without leaving their computer.


Using SynchronEyes software, teachers can monitor and control their

students‟ computers using the Thumbnails view, which displays real-time

images of students‟ desktops (see screenshot below). In addition to viewing

the thumbnails, teachers can capture snapshots of a student‟s screen, take

control of a student‟s desktop, place a temporary lock on computers,

remotely shut down computers, block Internet access, block the use of

specific applications and the software allows the teacher to broadcast his/her

desktop to students. SynchronEyes also allows for the integration of other

SMART Products. Teachers have the option to use their SMART Interactive

Whiteboards to control, monitor, and write over student computer screens.

Unfortunately, there are several excessive system requirements which

may be prohibitive for some schools. System requirements for the Teacher

PC include: Pentium III processor at 500 MHz or equivalent, 128 MB of RAM,

Windows 98 SE, 2000, Me, XP, Windows Vista or Windows Server 2003, 50

MB of free hard disk space, 800 x 600 or higher resolution display with full

color, DirectX 7.0a, and Microsoft Internet Explorer 5.0 Internet browser or

higher. System requirements for the Student PC include: Pentium II

processor at 300 MHz or equivalent, 64 MB of RAM, Windows 98 SE, 2000,


Me, XP, Windows Vista or Windows Server 2003, 15 MB of free hard disk

space, 640 x 480 or higher resolution, Microsoft Internet Explorer 5.0

Internet browser or higher, DirectX 7.0a, and 10 Mbps TCP/IP network

interface adapter.

Cost of the SynchronEyes classroom software varies depending upon

how many computers are in the school‟s lab(s). The chart below shows

product pricing. SynchronEyes software is fairly inexpensive based upon the

features it provides.

SynchronEyes 7.0 Product Price # of Computers Price

1-4 $1,198.00

5-9 $1,000.00 10-24 $839.00

25-49 $599.00 Site License $4,999.00

Vision

Vision allows classroom teachers to easily manage their computer

lab(s). It is designed with the help of teachers, specifically with teachers in

mind. Installation is quick and error-free. The administrative screen is

intuitive with large buttons for the most commonly used tasks. Key features

of this package include: screen sharing, file sharing, remote-control of lab

computers, blank screens and classroom chat sessions. GenevaLogic offers

a number of plug-ins for additional functionality, allowing for individualized

software that meets a variety of classroom needs. These plug-ins include


functionality for: Internet blocking, application control and an on-screen

pointer. The entire package can be purchased at once or one can purchase

individual pieces as needed, see pricing below. Other applications offered by

GenevaLogic that teachers might find useful include: Print-Limit, Protect-On2

and Plan-It, which can also be bundled into the classroom management

packages.

In terms of operation, Vision6 runs in the background on student

computers and offers a teacher-desktop called the Dashboard which places a

drop-down toolbar on the teacher computer (see screenshot below.)

System requirements include: wired network with no restrictions on

multicast/broadcast traffic, teacher computer running Windows 2000 or XP


Professional, student computers running Windows 98, Me, 2000 or XP

Professional, Intel Pentium III or equivalent, 500Mhz or higher, minimum of

64MB of RAM (128MB or higher recommended), VGA compatibility and 30

MB of free hard disk space.

Unfortunately, the cost of Vision may be prohibitive for some school

systems. Cost of the Vision Class Kit, which includes Vision, Surf-Lock2,

App-Control and Pointer costs $999 with an installation limit of two labs per

school. Individual pieces can be purchased for much less at $35 per vision

installation, $3 per Surf-Lock2 or AppControl installation (10 item minimum

for each of these options.) The system is designed for use as a total solution

and purchase by package over individual components is recommended.

School systems can purchase the software for their entire district at $3999

for districts with less than 1000 students and $4499 for districts with more

than 1000 students. For an additional $500, GenevaLogic offers a plus

version including Print-Limit, which many schools may find useful.

Product Scoring

The technical team also completed a uniform scoring sheet for each of

the prospective solution products. This allowed the team to rate the

programs according to specific criteria that have been identified as being

pertinent to the client‟s needs. In general the criteria provide a snap shot of

the products‟ installation and use from a technical aspect. The results will be


discussed in the summary section of the report. Please see Appendix D to

view the Technical Team Product Scoring Sheet Form.

Once the team was familiar with the four products, a client

demonstration was organized. Based on the survey and interview results, as

well as management requests, a select group of five percent of the client

group participated in the presentation. The participants were provided a

Client Score Sheet to rate the four program products. Each was rated on the

following categories:

1) Ease of Use 2) Features

3) Level of Control 4) Classroom Integration

5) Help Tools

Please see Appendix E to view the Client Product Score Sheet.

The client group‟s input was recorded and summarized. The results of

the clients scoring process have been included in the Summary of Results

section of this report. In some cases there is a hands down winner, but in

others, the decision requires reconsideration of the Technical Team‟s

assessment. The client may be swayed by the similar feel to another

commonly used product by the group, a single feature that could cancel out

all other requirements or any number of surprising factors. It is up to the

Technical Team to provide accurate and objective information, but the

decision ultimately rests with the client.


Based on the results of the client‟s and team‟s scoring, the program

selected to be tested in a real life application was NetSupport. From this

point the team was responsible for initiating a pilot study using the product

under typical conditions by a select client group. Factors to be considered

when choosing a group to test the product are a department/area:

1) Currently doing ongoing business as usual

2) Representative of the entire client group 3) Significant enough in size and range of operations to employ the

products features and tools 4) Not currently participating or recently participated in a pilot study

As the pilot group proceeds with evaluation, the team is in contact

with them to monitor the test run. If problems arise with the use of the

program, the technical support group logs the problems encountered. This is

a good opportunity to discover platform, compatibility, resource and/or user

issues. Utilization of a Client Pilot Survey, Interview, and Observation,

similar to the Pre-Assessment tools is suggested. With slight modifications to

content these tools will offer a comprehensive gauge of the product‟s

effectiveness as a solution to the client‟s needs. The results of this Pilot for

NetSupport are discussed in the Summary of Results section of the report.

Following a successful Pilot, the team can now make its final

recommendation. If this receives executive/administrative approval, the

Evaluation Team can commence with the plan for the full product roll out.

This includes product introduction, launch and training. It is critical to


continue to monitor the product through this final phase with a client Post

Installation Survey, Observation and Interview.

Summary of Results

The organization was faced with a problem dealing with control of their

computer classroom‟s resources. This is a growing concern for many

organizations. The team was engaged to recommend a solution to the

problem.

The team proceeded by laying out an evaluation process. The plan

included identification of the client‟s needs through surveys, interviews, and

observation. Each of these provided insight and clarification of the criteria to

be used in the evaluation.

Results of the Pre-Assessment survey indicated that the client was

looking for a product that would offer the following features:

1) Broadcast of teacher screen 2) View student screens

3) Application control 4) Block Internet access

The Pre-Assessment follow up interview questions yielded information

about the client‟s concern with interruption of existing operations. They also

expressed lack of understanding of how the product could be used to help

them do their job. The interview clarified the specific features that the client

wanted to be able to use and tasks they hoped to be able to perform.

The initial client observation was helpful in getting an inside view of

the client‟s daily work process. This unbiased perspective allowed the team


to understand how the selected solution needs to function for the client.

What the team observed was that the client:

1) Is concerned about cost of the product because of the budget of

his/her school system. 2) Desires a program that requires little to no training with self-

explanatory installation. 3) Seeks a user interface that is well designed and easy to use so that

the software compliments the teaching process in his/her classroom. 4) Wants the software to meet his/her individual needs.

Once the requirements and any selection limitations were understood,

the team targeted four computer classroom management software programs

for further review. Based on the features and specifications identified by the

needs analysis, the team closely assessed LanSupport, NetSupport,

SynchronEyes, and Vision. A rating system was employed to determine how

closely each matched the client‟s needs. To see the results of the team‟s

rating of the products, please view the collection of Completed Technical

Team product Scoring Sheets in Appendix F.

The team presented the four products to a select client group. Similar

features and tasks were demonstrated during the presentation and the

clients were asked to complete a Client Scoring Sheet for viewing a selection

of ratings for each program. The ratings by the client and team were then

merged to make a final product selection.

The program of choice was NetSupport. Before it was installed

organization wide, a sample group was used for a pilot. The results of the

test run indicated that NetSupport indeed was the solution that the client


wanted. The pilot group in our case reported the following concerns after

using the program:

1) Minor hardware incompatibility in one of the labs.

2) Occasional poor performance due to increased traffic on the network.

3) Intermittent transfer of files on two occasions (some PCs received files, but others did not.).

4) Ability of some students to close the software in the notification area.

Ultimately the program‟s benefits to the organization far outweighed

its problems and its price. The client group determined that this was an ideal

solution to their computer classroom/ training facility management needs.

The final recommendation of NetSupport School was submitted to the

executives and approved.

Continuing with the project process, the team negotiates with the

vendor for the product purchase and service level agreement. The team

participates in the full product roll out including acquisition, installation,

training, and follow up. Involvement of the client‟s training and IT

departments is critical for the team to begin to turn over ownership of the

project to the client. The installation and training process occurs in various

areas of the organization over a period of time, according to resource

availability and other ongoing IT projects.

Before the team is done, a repeat data collection phase must be

completed. A final requirement to the process includes a post installation

survey, observation, and interview with select client groups.


Appendix A

McNamara‟s Checklist for Program [Product] Evaluation Planning http://www.managementhelp.org/evaluatn/chklist.htm

Purpose of Evaluation? What do you want to be able to decide as a result of the evaluation? For example:

____ Understand, verify or increase impact of products or services on customers/clients (e.g. outcomes evaluation)

____ Improve delivery mechanisms to be more efficient and less costly (e.g. process evaluation)

____ Verify that we're doing what we think we're doing (e.g. process evaluation) ____ Clarify program goals, processes and outcomes for management planning

____ Public relations ____ Program comparisons, e.g., to decide which should be retained

____ Fully examine and describe effective programs for duplication elsewhere

____ Other reason(s) (Primary reason: keep students on task; Other reasons: reduce spyware and viruses, unnecessary bandwidth use, and policy violation)

Audience(s) for the Evaluation?

Who are the audiences for the information from the evaluation, for example: ____ Clients/customers

____ Funders/Investors ____ Board members

____ Management ____ Staff/employees (CTE teachers and/or lab coordinators)

____ Other(s)

What Kinds of Information Are Needed? What kinds of information are needed to make the decision you need to make and/or

enlighten your intended audiences, for example, information to understand:

____ The process of the product or service delivery (its inputs, activities and outputs) ____ The customers/clients who experience the product or service

____ Strengths and weaknesses of the product or service ____ Benefits to customers/clients (outcomes)

____ How the product or service failed and why, etc. ____ Other type(s) of information? (System requirements of monitoring software)

Type of Evaluation?

Based on the purpose of the evaluation and the kinds of information needed, what types of evaluation are being planned?

____ Goal-based? ____ Process-based?

____ Outcomes-based? ____ Other(s)?


Where Should Information Be Collected From?

____ Staff/employees (Technical Team) ____ Clients/customers (Selected CTE teachers and/or lab coordinators)

____ Program documentation ____ Funders/Investors

____ Other(s)

How Can Information Be Collected in Reasonable and Realistic Fashion?

____ questionnaires [pre-assessment surveys, interviews, scoring sheets] ____ interviews

____ documentation (Review information on software companies‟ sites) ____ observing clients/customers

____ observing staff/employees

____ conducting focus groups among _________________________ ____ other(s) (Install software in selected labs and perform testing)

When is the Information Needed?

______________________________________________________________________

What Resources Are Available to Collect the Information? ______________________________________________________________________

Before April 1, 2008

Demo versions of software, Team testing of software, Client surveys and pilot testing of software


Appendix B Classroom/Lab Monitoring Software Pre-Assessment Client Survey

Directions: Please answer each question below as it pertains to your classroom.

1. Do you currently use a classroom management software program and if so, which one? (If no, skip to question #4.)

2. What are its most beneficial features?

3. What are the problems, if any that you have encountered using this software?

4. How many workstations do you need to manage simultaneously?

5. Do you need to control other peripherals besides the client‟s computer and if so, which ones? (If no, skip to question #6.)

6. Do you use the client‟s computer to deliver instruction and if so, what type of instruction

do you deliver? (If no, skip to question #7.)

7. Do you need to manage workstations in more than one physical locale and if so, where?

(If no, skip to question #8.)

8. Do you need to be able to completely control the client‟s/student‟s computer for the following? (A description of these features can be found at the end of this document.)

Check all that apply.

Lock Computer

Broadcast Teacher Screen Broadcast Student Screen View Class Screens

Remote Control Chat

Instant Messenger Sound Quiz Students

Push Files Create Workgroups

Hardware Control

Print Job Control Remote Start-up/Shutdown Limit Webpage Access

Block Internet Access Restore Desktop Settings

Restore PC Configuration Application Control Interactive Whiteboard

Multiple Configuration

9. Is there a task that you need to do that hasn‟t been mentioned above?

Thank you for completing this survey. Your feedback is greatly appreciated!


Appendix C

Classroom Management Product Features Specification Table

Features

Lan

Sch

oo

l

NetS

up

po

rt

Syn

ch

ro

Eyes

Vis

ion

Lock Computer

Broadcast Teacher Screen

Broadcast Student Screen

View Class Screens

Remote Control

Chat

Instant Messenger

Sound

Quiz Students

Push Files

Create Workgroups

Hardware Control *

Print Job Control **

Remote Start-up/Shutdown

Limit Webpage Access **

Block Internet Access **

Restore Desktop Settings **

Restore PC Configuration **

Application Control **

Interactive Whiteboard **

Multiple Configuration

* Printer Only ** Requires Plug-in

Lock Computer – Locks all input from user

Broadcast Teacher Screen – Share information from instructor screen with all workstations in the lab

Broadcast Student Screen – Share information from single student screen with all

workstations in the lab

View Class Screens – Monitor workstations in simple, single desktop view

Remote Control – Take control of an individual workstation

Chat – Chatroom capability


Instant Messenger – Allow sharing of private messages from teacher workstation to single student workstation

Sound – Allow voice communication via headsets between teacher and workstations

Quiz Students – Share quizzes, tests and polls through the environment and allow

results to be shared

Push Files – Share documents from teacher to workstations

Create Workgroups – Allow teacher to create groups of workstations to work together on projects/assignments and share information

Hardware Control – A hardware component can be used to control select functions of the

software via button pressing

Print Job Control – Environment allows for control over print jobs such as canceling or

limiting the number of pages printed

Remote Start-up/Shutdown – Allows teacher to control booting and shutting down of computer from their workstation

Limit Webpage Access – Allow students access to a single or select group of webpages

but nothing else

Block Internet Access – Block all Internet access in the lab or single workstations if desired

Restore Desktop Settings – Allows restoration of desktop settings if changed by students

Restore PC Configuration – Allows teacher workstation to reconfigure all PC settings from their workstation

Application Control – Environment allows for control over which applications can be

opened and used during login session

Interactive Whiteboard – Allows teacher to use a virtual interactive whiteboard to share information on workstation screens

Multiple Configuration – Environment allows for a variety of “classrooms” to be set up for

management. For example: one‟s own class can be one classroom, all computer labs in the school can be a second classroom, two teacher‟s classrooms managed separately as

a third classroom.


Appendix D Technical Team Product Scoring Sheet Form

Name of classroom management software:

Please rate your experiences with the above named software package. If a question does not apply to you, please choose N/A.

Scale: 1 = Strongly Agree 2 = Agree 3 = No Opinion 4 = Disagree 5 = Strongly Disagree

1. The installation guide and user guide were clearly written and easy to follow.

1 2 3 4 5 N/A

2. If hardware and software updates were required, they were able to be completed in a

timely manner.

1 2 3 4 5 N/A

3. Installation of the software was error-free.

1 2 3 4 5 N/A

4. The installation process (install wizard) completed in a timely manner.

1 2 3 4 5 N/A

5. The user interface was intuitively designed and easy to learn.

1 2 3 4 5 N/A

6. The most common features sought (e.g., lock screens, broadcast screens, thumbnail

views of screens) are evident in this product.

1 2 3 4 5 N/A

7. During testing of the software, the software‟s features worked properly and no errors

were received.

1 2 3 4 5 N/A

8. If you had to contact technical support, were they professional and able to solve the

problem?

1 2 3 4 5 N/A

9. This software is a good value for the money.

1 2 3 4 5 N/A

Comments:


Appendix E Client Product Scoring Sheet Form

Client Name: Software Package:

Please rate the software package above using the scale provided. Please select only one answer per

question. Scale: 1 = Strongly Agree 2 = Agree 3 = No Opinion 4 = Disagree 5 = Strongly Disagree

1. Teacher desktop was intuitive and easy to operate

1 2 3 4 5 N/A

2. Software contained the requested features (e.g., lock screens, block Internet access, observation of student screens, etc.)

1 2 3 4 5 N/A

3. Software allowed for supervision of student computers as desired

1 2 3 4 5 N/A

4. Sharing of files and instruction on student computers was relatively easy and problem free

1 2 3 4 5 N/A

5. Blocking Internet access was easy and intuitive

1 2 3 4 5 N/A

6. Remote management of lab computers was simple and worked as desired

1 2 3 4 5 N/A

7. Software performed as expected and desired

1 2 3 4 5 N/A

8. Use of software compliments the teaching process in your classroom

1 2 3 4 5 N/A

9. Help screen is useful when learning to use software

1 2 3 4 5 N/A

10. Our instruction of system operation assisted you in learning the software

1 2 3 4 5 N/A


11. What features were you most impressed by? Please place a check next to the features

you used during your examination of the product:

Lock Computer Hardware Control

Broadcast Teacher Screen Print Job Control

Broadcast Student Screen Remote Start-up/Shutdown

View Class Screens Limit Webpage Access

Remote Control Block Internet Access

Chat Restore Desktop Settings

Instant Messenger Restore PC Configuration

Sound Application Control

Quiz Students Interactive Whiteboard

Push Files Multiple Configuration

Create Workgroups

12. Which features were missing that you would like in your software package? Please place

a check next to the features you desire:

Lock Computer Hardware Control

Broadcast Teacher Screen Print Job Control

Broadcast Student Screen Remote Start-up/Shutdown

View Class Screens Limit Webpage Access

Remote Control Block Internet Access

Chat Restore Desktop Settings

Instant Messenger Restore PC Configuration

Sound Application Control

Quiz Students Interactive Whiteboard

Push Files Multiple Configuration

Create Workgroups

Comments:


Appendix F Completed Technical Team Product Scoring Sheets Summary

Please rate your experiences with the software package. If a question does not apply to you,

please choose N/A.

Scale: 1 = Strongly Agree 2 = Agree 3 = No Opinion 4 = Disagree 5 = Strongly Disagree

Technical Team Scoring Sheet Questions

Lan

Sch

ool

NetS

up

port

Syn

ch

roEyes

Vis

ion

1. The installation guide and user guide were clearly written and

easy to follow. 1 1 2 1

2. If hardware and software updates were required, they were

able to be completed in a timely manner. N/A 1 N/A N/A

3. Installation of the software was error-free. 1 1 1 1

4. The installation process (install wizard) completed in a timely

manner. 1 2 1 1

5. The user interface was intuitively designed and easy to

learn. 1 1 2 1

6. The most common features sought (e.g., lock screens,

broadcast screens, thumbnail views of screens) are evident in this product.

1 1 1 1

7. During testing of the software, the software‟s features worked properly and no errors were received.

1 1 1 2

8. If you had to contact technical support, were they professional and able to solve the problem?

N/A 1 N/A N/A

9. This software is a good value for the money. 2 1 2 2

COMMENTS

LanSchool NetSupport SynchronEyes Vision

This software sports basic

features and is extremely

easy to set up and use. The

installation wizard

completes very quickly, so

LanSchool could be up and

running in a 25 seat lab in

less than an hour (provided

no software or hardware

upgrades are necessary).

None were needed on the

Pentium IV, XP Pro test

PCs. It was not really

necessary to read the

installation guide or user

guide.

Of the computer

classroom management

software programs

currently available, it is

the most comprehensive

and extensive product.

The cost is perhaps the

only factor that would

prohibit certain

organizations from

acquiring this program.

Ultimately, the benefits of

NetSupport School far

exceed its price for those

that can afford it.

SynchronEyes offers competitive

features and is easy to install and

use. If you have trouble installing

or using the software, SMART

offers a variety of training

resources and services to help you

get the most from your SMART

product including free materials

or instructor-led sessions.

SynchronEyes is more expensive

than other classroom management

software but it keeps students

engaged and focused, and helps

teachers better manage class time

so you get what you pay for!

Vision allows the user to

control the computers in

an intuitive manner and

is very easy to use.

Everything worked as

anticipated. Plugins

work flawlessly with the

core program. It is a

very comprehensive

package with additional

features available.

However, the cost is

prohibitive for a number

of organizations.


Works Cited

“Checklist for Program Evaluation Planning.” Free Management Library. 1997. 19

November 2007. <http://www.managementhelp.org/evaluatn/chklist.htm>

"Classroom Management Software Tools from GenevaLogic for North America." GenevaLogic: Active Teaching Systems. 2007. GenevaLogic. 25 Nov 2007.

<http://www.genevalogic.com/index.php?id=us>

“LanSchool Classroom Management Software.” LanSchool. 2005. 19 November 2007. <http://lanschool.com/>

“NetSupport School – The Classroom Management Software.” NSS NetSupport School.

2007. 19 November 2007. <http://www.netsupportschool.com/>

“SMART – SynchronEyes Classroom Management Software.” SMART Technologies. 2007.

21 November 2007. <http://www2.smarttech.com/st/en-US/Products/SynchronEyes+Classroom+Management+Software/>

Documents

Classroom Management Software · BVTE 6450 Project 2 Page Photo by M. Mabry 11/21/2007 Team 1 Jennifer Bingham Robert Bourgeois Marsha Mabry Linda Mamuscia BVTE 6450 Project 2: Product