C. Daniels DTTP

7/28/2019 C. Daniels DTTP

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Howard

County

District

Technology

Training

Plan

March 19

2013

This District Technology Training Plan for Howard County was developed

based on feedback from county teachers and administrators acquired

through a survey about technology experience and usage.

Candace

Daniels-

EDTC 640

(Spring)



C. Daniels

Howard County District Technology Plan

Table of ContentsThe Foundation of this District Technology Training Plan ............................................................................ 1

The Facts about Howard County Public School ............................................................................................ 1

The Findings Based on Survey Results .......................................................................................................... 2

The Framework of New Trainings ................................................................................................................. 4

The Forecasted Timeline ............................................................................................................................... 9

The Formulated Training ............................................................................................................................. 19

The Final Word About the District Technology Training Plan ..................................................................... 22

The Formal Acknowledgements ................................................................................................................. 23

The Featured Resources ............................................................................................................................. 24



C. Daniels- 1

Howard County District Technology Training Plan

The Foundation of this District Technology Training Plan

Howard County, located in the central region of the state of Maryland, has been making

exponential strides in integrating technology into the classroom. Instructional Facilitators within

the schools have placed a concentrated effort on ensuring opportunities for technology use and

exploration are available to all students.

Along with the district’s technology integration plan for students, instances for teacher and

administrator professional development have been included at generic levels to include, Smart

Board Features, Microsoft Office Products for beginners and Web 2.0 Tool Mini Series.

However, where the current professional development of teachers and administrators falls short,

is in identifying specific instances teachers can capitalize on the curriculum benefits afford them

using technology. Thus, this district technology-training plan elaborates on the current

technology integration plan of the district, focusing on professional technology development that

has been deemed critical knowledge by the teachers and administrators of the county.

The Facts about Howard County Public School

Howard County is comprised of 50,418 students and 4,646 teachers and administrators. There

are 40 elementary schools (serving grades pre K- 5), 19 middle schools (serving grades 6- 8), 12

high schools (serving grades 9-12) and three (3) educational centers (serving various grades per

location) located throughout out the county, (Howard County Public School System, 2013). The

district has done an excellent job in ensuring all schools have the same/similar technology

available to teachers and students. Within each school, there is the following:

wireless internet available in every class

1:4 ratio of desktop computers to students (1 MAC, 3 PCs)

State issued laptop for teacher use complete with Microsoft Office Products (Word, Excel,

PowerPoint, Access, and Outlook)

SMART Interactive whiteboards to include software licenses installed on each teacher laptop

Projector/document scanner capabilities in each classroom

Two/three computer labs and/or mobile computer labs per school (30 laptops per computer)

20 dedicated e-reading devices



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video production equipment and software (15 flip cameras, 15 Tripods, 50 120G travel hard

drives, Corel Video Studio Pro 5x, Pinnacle Studio, Movie Maker, and iMovie)

30 digital cameras

5-7 multifunction Copier/Printer/Scanner/Fax

a host of subject specific technologies, software and website licenses

There is also a technology facilitator and media specialist available to assist teachers and

administrators with technology integration.

A new five-million dollar request of budgetary funds to further enhance the county’s technology

resources to include iPads for students, and the development of alternative online curriculum

content for high school students, is currently under review (Maryland Society for Educational

Technology, 2009). As a result, components of this district technology-training plan will be

revised as these opportunities become available. Until such time, the focus of the plan will

center on technology currently available within the district.

The Findings Based on Survey Results

Of the 4,646 teachers and administrators in the county 68% hold a master’s or higher degree

showing that there is little aversion to increased learning, (Howard Country Public School

System, 2013). Also, the average age of teachers and administrators in the county is 41,

(Howard Country Public School System, 2013). Assuming that most began their career in their

early 20’s, that gives the average teacher/administrator 15 plus years of professional experience.

This amount of time in the classroom/school system affords this group a wealth of knowledge on

curriculum requirements, student development theory and pedagogical understanding.

However, although there is currently a wealth of technology available for teachers and

administrators to use with students in the classroom, a number of concerns still arise. Such as,

are teachers/administrators using the technology available to them? If not, why, and what are thediscrepancies? What types of professional development opportunities can the Office of Human

Resources in conjunction with the Office of Technology Integration offer to rectify the issues? If

so, how are teachers and administrators using the technology available? Is the use of technology

adding value to student learning? How can the Office of Human Resources in conjunction with

the Office of Technology Integration encourage all teachers/administrators to use the technology



C. Daniels- 3


available? Thus, the best source for determining professional development opportunities within

the county are the teacher/administrators themselves.

As a result, the authors of this district technology-training plan created a 12 question survey

(Technology Experience and Usage Survey) and e-mailed it to all teachers and administrators in

the county. The survey yielded the following information:

General: Total Number of Completed Surveys Received: 1,719 (37%) (Although seemingly

small, this is about the average rate of return for most surveys conducted via e-mail. See

Featured Resources for actual survey and details)

Fact 1: 92% of teachers and administrators surveyed identified database storage/bandwidth,

questionable content, and security concerns as challenges when planning/collaborating on

materials for class. Respondents questioned opportunities to create/store/share and collaborate

via the cloud.

Fact 2: Overall, English Language Arts teachers feel as though they incorporate a fair amount of

technology use within their class. However, 87% of the English Language Arts teachers

completing the survey cited integration of video production equipment and software as an

opportunity for growth and development.

Fact 3: 64% of Math, grades 9-12, teacher and administrators cited the SMART Board

technology as their least used technology. Since all new teachers go through an Introduction to

SMART Board training when hired, there must be a disconnect in understanding the full

capabilities of the SMART Board technology and how they are applicable/beneficial to

teachers/administrators of this subject/grade.

Fact 4: 66% of Pre Kindergarten though second grade teachers/administrators cited “e- books”

and “emerging readers” as technology opportunities they would like additional professional

development training on. As it stands, each media center now has a dedicated portion of their

budget allotted for e-book content and/or accounts for free e-book content for the 20 dedicated e-

readers within the school and/or applications on computers/laptops.

Fact 5: Seemingly, the third largest group of respondents, teachers/administrators of all areas of

science where varied on their professional development with technology. That is except for

https://docs.google.com/forms/d/1YiIMMXPBBXqUlaQY7Mu5ETlNuFoDySAV2gMZ-kMvaP4/viewform






C. Daniels- 4


science teachers in grades 9-12 which included focuses on chemistry, physics, and biology.

Based primarily on labs, 92% of the teachers/administrators in this group highlighted a desire to

video tape labs for students that miss class. However, how to orchestrate, “edit” and share with

students was of great concern. This group of teachers/administrators also felt video-recorded

lessons would benefit students who may still struggle to understand lesson content even if they

are present for class. Thus, a desire to integrate opportunities for reflection on lab experiments is

of great importance.

Fact 6: 72% of teachers/administrators identified as teaching Social Studies of some kind in

grades 6-8 questioned if there were additional opportunities to use internet resources with

students beyond global research.

Fact 7: 34% teachers and administrators of a foreign language and/or English as a second

language highlighted the use of podcasting to assist students with language fluency as a

professional development opportunity.

Fact 8: 28% of teachers and administrators of “Other” subjects seek professional development

opportunities as how to promote the benefits of their subject. Online forums such as websites and

blogs were cited as of greatest interest to the group, with the term blogs use 76% in open

question answers.

These facts were the driving force in identifying opportunities for professional technology

development training.

The Framework of New Trainings

Based on the finding uncovered in teachers and administrator’s responses to the survey, the

following trainings have been established for professional technology development needs.

Cloud Computing: The Art of Efficiency (all teachers/administrators, all grades)

o Founding Fact: 92% of teachers and administrators surveyed identified database

storage/bandwidth, questionable content, and security concerns as challenges when

planning/collaborating on materials for class. Respondents questioned opportunities

to create/store/share and collaborate via the cloud.



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o Goal: Equip teachers and administrators with an understanding of cloud-based

efficiency tools and parameters surrounding appropriate use/confidential information.

o Objectives: Teachers and administrators will be able to

Identify cloud-based mediums to increase collaboration/creation, productivity

and efficiency (Google Drives, Documents, iSpreadsheet, CloudOn, etc.)

Distinguish content appropriate for cloud-based mediums (Google Drives

versus Sharepoints)

Use identified cloud-based mediums to create/collaborate material

appropriate and relevant for various audiences (students, teachers,

administrators, parents, etc.)

o Other: Because of the greatest impact to the teachers/administrators, the following

session will be launched at the Summer Institute for School Improvement, summer

2013 and added to the new staff training program. Close to 100% of survey

respondents identified this trainings as a critical component necessary for

teacher/administrator productivity.

Reading, Writing and Recording: Opportunities for Video Production within the

English Language Arts Curriculum (English Language Arts, Grades 3-12)

o Founding Facts: Overall, English Language Arts teachers feel as though they

incorporate a fair amount of technology use within their class. However, 87% of theEnglish Language Arts teachers completing the survey cited integration of video

production equipment and software as an opportunity for growth and development.

o Goal: Assist English Language Arts teachers and administrators in identifying

opportunities within the English Language Arts curriculum in which the use of video

production equipment and software can strengthen learning outcomes among

students.

o Objectives: English Language Arts teachers and administrators will be able to

Identify video production equipment and software

Adjust pedagogical practice to include the use of video production equipment

and software

Revise English Language Arts lesson plans to include the use of video

production equipment, and software



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Use available video production equipment and software to create example

projects

o Other: Based on the resounding desire for professional development in this area, and

the potential impact for English Language Arts Teachers/Administrators and learning

outcomes for students for the 2013-2014 school year, this training will take place over

a week’s time period, summer 2013, separate from the Summer Institute for School

Improvement, and content for said training is currently in development and attached

as part of this plan.

SMART Board Technology Content Creation and Use (Math, Grades 9-12)

o Founding Facts: 64% of Math, grades 9-12, teacher and administrators cited the

SMART Board technology as their least used technology. Since all new teachers go

through an Introduction to SMART Board training when hired, there must be a

disconnect in understanding the full capabilities of the SMART Board technology and

how they are applicable/beneficial to teachers/administrators of this subject/grade.

o Goal: Educate math teachers/administrators (of all areas of focus) on the vast

opportunities for integration of SMART Board technology.

o Objectives: Math teachers and administrators will be able to

Identify features of SMART Board technologies beneficial to math field of

focus Adjust pedagogical practice to include the use of SMART Board technology

Revise lesson plans to include the use of SMART Board technology

Use SMART Board technology to create content specific lessons

E-books and the Emerging Reader ( Grades Pre K- 2)

o Founding Facts: 66% of Pre Kindergarten though second grade

teachers/administrators cited “e- books” and “emerging readers” as technology

opportunities they would like additional professional development training on. As it

stands, each media center now has a dedicated portion of their budget allotted for e-

book content and/or accounts for free e-book content for the 20 dedicated e-readers

within the school and/or applications on computers/laptops.

o Goal: Elaborate for Pre K- 2nd grade teachers and administrators on the uses of e-

readers with emerging readers.



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o Objectives: Pre K – 2nd Grade Teachers and Administrators will be able to

Identify the pros and cons of e-readers/e-books for emerging student

population

Determine best practices of e-readers/e-books with students

Identify opportunities to integrate e-readers/e-books into lessons with

emerging readers

Assess the effect of use e-readers/e-books on emerging reader’s skills

Absent Students and Science Labs: Video Broadcasts (Science, Grades 9-12)

o Founding Facts: Seemingly, the third largest group of respondents,

teachers/administrators of all areas of science where varied on their professional

development with technology. That is except for science teachers in grades 9-12

which included focuses on chemistry, physics, and biology. Based primarily on labs,

92% of the teachers/administrators in this group highlighted a desire to video tape

labs for students that miss class. However, how to orchestrate, “edit” and share with

students was of great concern. This group of teachers/administrators also felt video-

recorded lessons would benefit students who may still struggle to understand lesson

content even if they are present for class. Thus, a desire to integrate opportunities for

reflection on lab experiments is of great importance.

o Goal: Educate Science teachers and administrators on the use of video productionequipment, software, and online media sharing mediums

o Objectives: Science teachers and administrators will be able to

Use available video production equipment and software to record lab

experiments/demonstrations

Navigate media sharing website and post experiments/demonstrations

Social Media: A Platform for Global Awareness (Social Studies, Grades 6-8)

o Founding Facts: 72% of teachers/administrators identified as teaching Social Studies

of some kind in grades 6-8 questioned if there were additional opportunities to use

internet resources with students beyond global research.

o Goal: Introduce Social Studies teachers and administrators to a number of social

media and global awareness websites as resources for global collaboration

opportunities.



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o Objectives: Social Studies teachers and administrators will be able to

Distinguish opportunities afforded through the use of social media and/or

international education networks

Select and navigate social media/international education network resources

Integrate global awareness opportunities available via social

media/international education networks into the Social Studies curriculum

Fluency Podcasts (Foreign Language/ESOL, all grades)

o Founding Facts: 34% teachers and administrators of a foreign language and/or

English as a second language highlighted the use of podcasting to assist students with

language fluency as a professional development opportunity.

o Goal: Demonstrate the process of creating a podcast to include podcasting resources

for teachers and administrators of foreign language and/or English as a second

language.

o Objectives: Teachers and administrators of forigne language and/or ESOL (in

addition to anyone else interested) will be able to

Identify podcasting resources available on the internet

Use podcasting resources to create opportunities for students to practice

language fluency

Blogging Basics: Why Other Subjects Matter (Physical Education, Art, Music, Photography,all grades)

o Founding Facts: 28% of teachers and administrators of “Other” subjects seek

professional development opportunities as how to promote the benefits of their

subject. Online forums such as websites and blogs were cited as of greatest interest to

the group, with the term blogs use 76% in open question answers.

o Goal: Demonstrate the process of creating a blog to include blogging resources for

teachers and administers of “Other” subjects.

o Objectives: Teachers and administrators “Other” subjects (in addition to anyone else

interested) will be able to

Identify blogging resources available on the internet

Use blogging resources to create opportunities to showcase/elaborate/connect

with parents and students about the benefits/happening of the subject



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The Forecasted Timeline

The development and integration of these training opportunities are based on the impact

afforded the greatest number of teachers/administrators.

The plan should proceed as follows:

Review of District Technology Training Plan

Action Needed: Date Accomplished: Action Facilitated By:

Present DTTP to the Superintendent

and School Board

April 2013 -Coordinator for Staff Training and

Development, Human Resources

-Coordinator for Instructional

Technology

Revision to the DTTP based on

feedback from the Superintendent

and School Board

May 2013 -Coordinator for Staff Training and



Technology

-Instructional Facilitators

-HR Liaisons

Upon final approval on this district technology-training plan, the following training would be

developed and piloted during new staff training before being launched at for all county teachers

and administrators at the Summer Institute for School Improvement, and added to the New Staff

Training Series.

Note: T/A= Teachers/Administrators

Training: Cloud Computing: The Art of Efficiency (all teachers/administrators, all grades)


-Development of Training Content May- June 21st, 2013 -Coordinator for Staff Training and



Technology


-HR Liaisons

-Train the Trainer Session for

Training Facilitators (Instructional

June 24t - 28t , 2013 -Coordinator for Staff Training and




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Facilitators and HR Liaisons)

-Pilot Training with New Staff

(Beginner Version)

July 1, 2013 -Instructional Facilitators

-HR Liaisons

-Review Pilot Training Feedback

-Make Adjustments to TrainingComponents

July 8th-19th, 2013 -Coordinator for Staff Training and

Development, Human Resources-Coordinator for Instructional

Technology


-HR Liaisons

-Review Revised Training with



July 22nd- 26th, 2013 -Coordinator for Staff Training and


-Launch Training during Summer

Institute for School Improvement

* Beginner (20 Sessions)

*Experienced (10 Sessions)

*Expert (10 Sessions)

(100 T/A per Session)

July 29th- July 2nd, 2013 -Instructional Facilitators

-HR Liaisons

-Review Training Feedback

-Make Adjustments to Training

Components

September 2013 -Coordinator for Staff Training and



Technology


-HR Liaisons

-Facilitate training with all new hires Monthly -HR Liaisons

The next proposed training generated an astonishing area of interest among survey participants

and will provide a large impact among teacher and administrators. Content for this training is

currently being developed as a one week session hosted the week after the Summer Institute for

School Improvement, and components are included as part of this plan.


Training: Reading, Writing and Recording: Opportunities for Video Production within the Language Arts

Curriculum (English Language Arts, Grades 3-12)




C. Daniels- 11


-Development of Training Content May- July, 2013 -Coordinator for Staff Training and



Technology


-HR Liaisons




July 8t - 12t , 2013 -Coordinator for Staff Training and


Launch Training

*Beginner (38 Sessions)

*Experienced (10 Sessions)



August 5t - 9t , 2013 -Instructional Facilitators

-HR Liaisons



Components

September- December 2013 -Coordinator for Staff Training and



Technology


-HR Liaisons

-Integrate as Optional Session for

Teachers/Administrators During

Summer Institute for School

Improvement

August 2014 -Instructional Facilitators

-HR Liaisons



Components




Technology


-HR Liaisons




Improvement


-HR Liaisons


-Make Decision to Incorporate into

in future District Technology






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Training Plan Technology


-HR Liaisons

The planned timeline to launch the next two trainings in October, 2013.


Training: SMART Board Technology Content Creation and Use (Math, Grades 9-12)


-Development of Training Content August 2013 -Coordinator for Staff Training and



Technology


-HR Liaisons




September 9t - 13t , 2013 -Coordinator for Staff Training and


Launch Training


*Experienced (3 Session)



October 7th – 11th, 2013 -Instructional Facilitators

-HR Liaisons



Components

December 2013- February 2014 -Coordinator for Staff Training and



Technology


-HR Liaisons




Improvement


-HR Liaisons







C. Daniels- 13


Components -Coordinator for Instructional

Technology


-HR Liaisons

-Integrate as Optional Session for Teachers/Administrators During


Improvement

August 2015 -Instructional Facilitators-HR Liaisons




Training Plan




Technology


-HR Liaisons

Training: E-Books and the Emerging Reader (Pre K- 2)


-Development of Training Content August 2013 -Coordinator for Staff Training and



Technology


-HR Liaisons




September 9th- 13th, 2013 -Coordinator for Staff Training and


-Launch Training





October 7th – 11th, 2013 -Instructional Facilitators

-HR Liaisons



Components




Technology


-HR Liaisons

-Integrate as Optional Session for August 2014 -Instructional Facilitators



C. Daniels- 14




Improvement

-HR Liaisons


-Make Adjustments to TrainingComponents


Development, Human Resources-Coordinator for Instructional

Technology


-HR Liaisons




Improvement


-HR Liaisons

-Review Training Feedback -Make Decision to Incorporate into


Training Plan

September- December 2015 -Coordinator for Staff Training andDevelopment, Human Resources


Technology


-HR Liaisons

The planned timeline to launch the next two trainings in March, 2014.


Training: Absent Students and Science Labs: Video Broadcasts (Science, Grades 9-12)


-Development of Training Content January 2014 -Coordinator for Staff Training and



Technology


-HR Liaisons




February 17t - 21st, 2014 -Coordinator for Staff Training and


Launch Training March 17th- 21st, 2014 -Instructional Facilitators



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-HR Liaisons

-Review Training Feedback -Make Adjustments to Training

Components

May- June, 2014 -Coordinator for Staff Training andDevelopment, Human Resources


Technology


-HR Liaisons




Improvement


-HR Liaisons



Components




Technology


-HR Liaisons




Improvement


-HR Liaisons




Training Plan




Technology


-HR Liaisons

Training: Social Media: A Platform for Global Awareness (Social Studies, Grades 6-8)


-Development of Training Content January 2014 -Coordinator for Staff Training and



Technology




C. Daniels- 16


-HR Liaisons




February 17t - 21st, 2014 -Coordinator for Staff Training and


Launch Training*Beginner (2 Sessions)




March 17

th

- 21

st

, 2014 -Instructional Facilitators-HR Liaisons



Components

May- June, 2014 -Coordinator for Staff Training and



Technology

-Instructional Facilitators-HR Liaisons




Improvement


-HR Liaisons



Components




Technology


-HR Liaisons




Improvement


-HR Liaisons




Training Plan




Technology


-HR Liaisons



C. Daniels- 17


The last two training opportunities derived from survey results will be created as “ introductory

to content” lessons via online training modules posted to the County’s Intranet.

Training: Fluency Podcasts (Foreign Language/ESOL, all grades)

Action Needed: Date Accomplished: Action Facilitated By:-Development of Training Content March 2014 -Coordinator for Staff Training and



Technology


-HR Liaisons

Launch Training

(Beginner Level)

May 2014 -Instructional Facilitators

-HR Liaisons



Components

June, 2014 -Coordinator for Staff Training and



Technology


-HR Liaisons

-Post to Howard County Intranet July, 2014 -Coordinator for Staff Training and


-Review Necessity of Training July 2015 -Coordinator for Staff Training and



Technology


-HR Liaisons



Training Plan




Technology


-HR Liaisons

Training: Blogging Basics: Why Other Subjects Matter (Physical Education, Art, Music, Photography, all

grades)


-Development of Training Content March 2014 -Coordinator for Staff Training and



C. Daniels- 18




Technology


-HR Liaisons

Launch Training

(Beginner Level)

May 2014 -Instructional Facilitators

-HR Liaisons



Components

June, 2014 -Coordinator for Staff Training and



Technology


-HR Liaisons

-Post to Howard County Intranet July, 2014 -Coordinator for Staff Training andDevelopment, Human Resources

-Review Necessity of Training July 2015 -Coordinator for Staff Training and



Technology


-HR Liaisons



Training Plan




Technology


-HR Liaisons

A Note about Special Education Teachers:

Interestingly, survey results showed special education teachers professed the highest level of

technology proficiency and usage. However, going forward, said teachers would receive

invitations to participate in all training in which they may have as interest.

Based on the survey results, the above timeline accounts for all areas of professional technology

development as identified by Howard County teachers and administrators.



C. Daniels- 19


The Formulated Training

As mentioned in “The Framework of New Trainings” section, a large number of English

Language Arts teacher/administrator respondents requested opportunities to learn how video

production equipment could be integrated into the English Language Arts Curriculum. As a

result, here is an overview of the training concept, plan for integration, and content materials.

Title: Reading, Writing and Recording: Opportunities for Video Production within the

Language Arts Curriculum

Audience: English Language Arts Teacher and Administrators (Grades 3-12)

Goal: Assist English Language Arts teachers and administrators in identifying

opportunities within the English Language Arts curriculum in which the use of video production equipment and software can strengthen learning outcomes

among students.

Objectives:

English Language Arts teachers and administrators will be able to

Identify video production equipment and software

Adjust pedagogical practice to include the use of video production equipmentand software

Revise English Language Arts lesson plans to include the use of video

production equipment, and software

Use available video production equipment and software to create example

projects

Training Dates: August 5th- 9th, 2013

Training Times: 9:00 am- 4:00 pm

Training Locations: Every School in Howard County

Facilitated By: 74 Instructional Facilitator (1 per school in person)

19 Human Resources Liaison (1 per 4 schools via Wimba Classroom)



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Budget: $3,500

Because the training is scheduled during regular training days within the county,

salaries for teachers, administrators, 74 Instructional Technologist and 10 Human

Resource Liaisons are already covered in the 2013- 2014 budget. Also, since the

trainings are taking place in every school in the county that is scheduled open

during this time anyway, there is no cost associate with the location. Lastly,

teachers will be provided a 1-hour lunch break, which affords them time to leave

the school campus and retrieve lunch in necessary, averting the cost of catering.

The only cost associated with the training is as follows:

HR Liaisons For Amount Total

4 Baltimore County Train the Trainer $25.00 Each $100.00

2 Prince George’s

County

Train the Trainer $25.00 Each $50.00

3 Montgomery

County

Train the Trainer $25.00 Each $75.00

Total for Train the

Trainer

$225.00

HR Liaisons For Amount Total

4 Baltimore County Training Week $50.00 Each per Day $1,000.00

2 Prince George’s

County

Training Week $50.00 Each per Day $500.00

3 Montgomery

County

Training Week $50.00 Each per Day $750.00

Total for Training

Week

$2,250.00

Other For Amount Total



C. Daniels- 21


36 Printed Materials Train the Trainer $5.00 Each $180.00

36 Printed Materials Training Week $15.00 Each $540.00

Participant Packets Training Week $305.00

Instructional Approach:

Interactive Lectures- Introduce the training, Review objectives, Know/Want to

Know about Video Production (noted and projected in a Google Document-

available to participants to review and update), Facilitate morning/afternoon

question and answer session, Showcase video projects, View video resource,

Learned about Video Production (noted and projected in a Google Document-

available to participants to view and update), Conclude training

Hands On Learning- Manipulating video production equipment available in

school, Creating a video lesson/content material

Internet Research- Locating resources about the use of video production

equipment and software in Language Arts Classrooms

Wimba Classroom- Video production software review

Small Group- Revising a current lesson plan for video production equipment use,

Creating a video lesson/content material

Case Study- Review a case study lesson in which video production equipment

would aid student learning. Monitor video production equipment and software

integration ideas as the week progresses.

Training Content Samples:

- Welcome Presentation Day 1(Google Presentation with Presenter Notes)

-Video Production Resources (Google Drive Document)

-Reading, Writing and Recording: Training Evaluation (Google Drive Survey)

https://docs.google.com/presentation/d/1s1qAsSVYx3-JR4V-hicjZla-cJHU7sVo_vnKYpxAQHA/edit?usp=sharing



https://docs.google.com/document/d/1il4H0Uf75Iufozi5Qt3_nSd-rCrECvmzeiD7mRLOOZQ/edit?usp=sharing



https://docs.google.com/forms/d/1HKMuPhULKIAIzq7UQ1UTRtoTjZeq4KgZjOeXIk6aaLY/viewform








C. Daniels- 22


The Final Word About the District Technology Training Plan

As you can see in reading through this district technology-training plan, a lot of thought and

consideration has been given to the professional development needs expressed by the teachers

and administrators of the county. The trainings featured in this plan are aligned to meet said

needs and are scheduled based on the impact to the greatest amount of professionals, and

ultimately students. There is also an account made to ensure the leaders of these professional

development trainings are well prepared with “train the trainer” sessions scheduled for each. The

idea is to provide teachers and administrators what they need before the need becomes obsolete.

Hence, the training plan is aggressive in having all professional development opportunities in

place within one year. The authors of this plan are confident that if supported by the

Superintendent and Board of Directors for Howard Country Public Schools, this district

technology-training plan will meet and exceed the needs of our current teaching staff while

laying the groundwork for future teachers and administrators.



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The Formal Acknowledgements

Howard County Public School System (2013). Howard County Public School System Annual

Report. Retrieved from http://www.hcpss.org/aboutus/2012ar.pdf

Howard County Public School System (2013). The Howard County Public School System

Technology Plan. Retrieved from http://www.hcpss.org/aboutus/plan_technology.pdf

Howard County Public School System (2013). Schools. Retrieved from

http://www.hcpss.org/schools/

Maryland Society for Educational Technology (2009). Making it Happen. Retrieved from

https://www.msetonline.org/grantsawards/78

http://www.hcpss.org/aboutus/2012ar.pdf



http://www.hcpss.org/aboutus/plan_technology.pdf











C. Daniels- 24


The Featured Resources

The Technology Usage Survey (Google Drive Survey)

The Technology Usage Survey Data

Respondents by Grade Level:

Grade Total Number of Respondents Approximate # of

Respondents per School

Elementary (Pre K- 5) 800 20

Middle (6-8) 438 23

High (9-12) 318 27

Education Center (Varies) 163 54

Respondents that teach Special Education: 138 (8%)

Respondents by Subject: (Note: Elementary Grades teach more than one subjects)

Subject Percentage of Respondents Number of Respondents

English/Language Arts 47% 807

Math 32% 550

Science 30% 515

Foreign Language 18% 309

Social Studies (History,

Government, etc.)

22% 378

Physical Education 7% 120

Other 36% 618

Subject Focuses Include: Algebra, Pre-Algebra, Geometry, Physics, Chemistry, Biology,

Spanish, French, German, Italian, Mandarin, World History, US History, US Government and






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Politics, World Governments, English as a Second Language, Health, Art, Music, Photography

and Media.

Respondents Technology Proficiency:

Ranking Percentage of Respondents Number of Respondents

1 (None) 11% 189

2 17% 292

3 34% 584

4 22% 376

5 (Expert) 16% 275

Respondent’s Current Use of Technology:

Frequency Percentage of Respondents Number of Respondents

Never 6% 103

Once a Month 5% 86

Twice a Month 15% 258

Once a Week 35% 602

2-4 Times a Week 19% 325

Daily 20% 344

3 MOST Used Technologies Among Respondents:

Technologies Percentage of Respondents Number of Respondents

Microsoft Office Products on

Laptop (Word, PowerPoint,

Excel, Outlook)

54% 928

Internet (Lesson Information) 33% 567

SMART Interactive

Whiteboard

13% 223



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3 LEAST Used Technologies Among Respondents:

Technologies Percentage of Respondents Number of Respondents

SMART Interactive

Whiteboards

47% 808

Digital Cameras/Video

Equipment

22% 378

Web 2.0 Technologies 31% 533

Primary Reason Respondents Use Technology:

Reasons Percentage of Respondents Number of Respondents

Engage Students in Learning 10% 172

Support Lesson Content 25% 430

Student Use (Research,

Manipulation, etc.)

15% 258

Do Not Use Technology 1% 18

Efficiency (Planning,

Correspondence with

Parents/Students, etc.

49% 842

Reasons Respondents do NOT using Technology

Reasons Percentage of Respondents Number of Respondents

Not appropriate for subject

Content

1% 18

Not trained on how to use

technology

20% 344

Unsure of what technology is

available

5% 86

Perceived as optional 2% 34



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I use technology 72% 1238

Most Interested in Learning More About:

SMART Board Technology(content development per subject matter), Video Production

Options/Opportunities, Website design/use, Web 2.0 Technologies (Blogs, Wikis, Video

Conferencing, Podcasting, etc.), Social Media and Communication with Parents, Digital

Textbooks, Simulations, Global Connections, Online Course Material, Data Warehouse System,

Digital Stories, Technology and Assessments

Previous Technology Training:

Intro to SMART Boards, Intro to Microsoft Office Products, Basics of Web Design, Data

Warehouse 101, Research on the Web, Cyber Bulling, Texting Versus Typing: The New Debate

Welcome Presentation Day 1(Google Presentation with Presenter Notes)

Video Production Resources (Google Drive Document)

Reading, Writing and Recording: Training Evaluation (Google Drive Survey)







