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INFOSYS.110 BUSINESS SYSTEMS:

DELIVERABLE 2: BUSINESS SECTION
2014

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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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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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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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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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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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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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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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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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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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