Cl assr oom Technol ogy for Teacher s - Weeblyarlowry.weebly.com/.../classroom_technology_for_teachers_isd_9471_fs16.pdf · Cl assr oom Technol ogy for Teacher s Instructional Systems

Classroom Technology for Teachers Instructional Systems Design

Stacey Bonderer, Amanda Lowry, Rachel Piland, Karen Whelan

December 4, 2016

Executive Summary

The Classroom Technology for Teachers project will focus on preparing K-12 classroom teachers to teach in one-to-one environments and will teach educators to successfully use technology in the classroom. There seems to be a disconnect between providing technology to students and instructing teachers on how to best utilize technology. It is believed that teachers who are unfamiliar with teaching with technology will use the student devices as substitutes for Word Processing or use them to augment tasks. By providing training on technology to use in the classroom, teachers can make the most of their students’ devices, learning to modify and replace traditional tasks, engaging and enhancing the way the students learn.

Instruction will be delivered through in-service workshops with multiple sessions during which participants will be trained in the use of several applications. Course content will cover the following components with introductions to each application and how it can be utilized in the classroom.

● Instructional Delivery - Technology can be utilized in the classroom to deliver content, assign coursework, and provide feedback to the students.

○ Google Classroom

● Formative Assessment - Technology tools are excellent methods of formative assessment.

○ Kahoot ○ Quizlet

● Summative Assessment - Applications can provide options for summative assessment. ○ Google Forms ○ Socrative

Intended Audience: These workshops will be be geared toward educators in grades K-12.

Return to Table of Contents Classroom Technology for Teachers | 1

Group Roles and Responsibilities

Group Member Name Primary Role Contributions

Stacey Bonderer Project Manager ● Project Manager ● Executive Summary ● Broad Goals & Big Ideas ● Learning Objectives ● Formative Evaluation ● Summative Evaluation ● Types of Learning Experiences ● Materials for Training Program or Learning

System ● References ● Appendix ● Editor of Final Project

Amanda Lowry Team Member ● Group Roles and Responsibilities ● Formative Evaluation ● Types of Learning Experiences ● Materials for Training Program or Learning

System ● Implementation Plan ● References ● Appendix ● Final Assembly, Formatting, Submission ● Editor of Final Project

Rachel Piland Team Member ● Summative Evaluation ● Contextual Analysis ● Types of Learning Experiences ● Materials for Training Program or Learning

System ● References ● Appendix ● Editor of Final Project

Karen Whelan Team Member ● Needs Analysis ● Task Analysis ● Learner Analysis ● References ● Appendix ● Editor of Final Project


Table of Contents I. Desired Results 4

A. Broad Goals and Big Ideas 4

B. Learning Objectives 4

C. Needs Analysis 5

D. Task Analysis 7

II. Evidence of Acceptable Results 10

A. Formative Evaluation 10

B. Summative Evaluation 11

III. Learning Experiences and/or Instruction 12

A. Learner Analysis 12

B. Contextual Analysis 14

C. Types of Learning Experiences and/or Instruction 16

D. Materials for Training Program or Learning System 22

E. Implementation Plan 23

References 24

Appendices 26

Appendix A: Needs Assessment Instruments and Evaluation Materials 26

A.1. Needs Assessment 26

A.2. Task Analysis 28

A.3. Learner Analysis 29

A.4. Formative Evaluation Materials 33

A.5. Summative Evaluation Materials 37

Appendix B: Materials, Schedules, Outlines, Etc. 39

B.1. Table of Learning Experiences and Instructional Strategies 39

B.2. Materials for Training Program 46

B.3. Implementation Schedule 64


I. Desired Results

A. Broad Goals and Big Ideas As 1:1 technology becomes more popular in school districts, classroom teachers often find their traditional modes of instruction to be in conflict with the technology placed in students’ hands. Training is essential for teachers to adapt their instructional methods to meet the needs of the digital native learners and the constantly changing options provided them.

Many teachers are lacking the knowledge necessary to effectively use technology in the classroom and professional development is often lacking as well.

Upon successful completion of our Classroom Technology for Teachers training:

● GOAL 1: Participants will understand how technology can be utilized in the classroom to organize and deliver course content.

● GOAL 2: Participants will recognize how technology can serve as a formative assessment tool.

● GOAL 3: Participants will implement technology to create summative assessments.

B. Learning Objectives

GOAL 1: Participants will understand how technology can be utilized in the classroom to organize and deliver course content.

1.1 Following a presentation, participants will create a Google Classroom account with 100% accuracy.

1.2 Following a participation-based presentation, participants will create their own Classroom with 100% accuracy.

1.3 Following a participation-based presentation, participants will create the elements listed below in their Classroom utilizing 80% of the features listed on the criteria checklist. 1.3.1 Announcement 1.3.2 Assignment 1.3.3 Question 1.3.4 Reuse a Post

GOAL 2: Participants will recognize how technology can serve as a formative assessment tool.

2.1 Following a participation-based presentation, the participant will create a kahoot quiz utilizing 90% of the features listed on the criteria checklist.


2.2 Following a participation-based presentation, the participant will create a kahoot discussion utilizing 90% of the features listed on the criteria checklist.

2.3 Following a participation-based presentation, the participant will create a kahoot survey utilizing 90% of the features listed on the criteria checklist.

2.4 Following a participation-based presentation, the participant will create a Quizlet Study Set by completing a criteria checklist with 90% accuracy.

GOAL 3: Participants will implement technology to create summative assessments. 3.1 Following a participation-based presentation, the participant will create a

Google Forms quiz utilizing 90% of the features listed on the criteria checklist.

3.2 Following a participation-based presentation, the participant will create a quiz on Socrative utilizing 90% of the features listed on the criteria checklist.

C. Needs Analysis

In order to determine the efficacy of a Classroom Technology for Teacher instructional module, as delineated here in this proposal, there would need to be an analysis of the individual target district. Implementing technology into individual classrooms requires a specific skill level on the part of the teachers, however prior to determining individual instructional goals and implementation materials, it must first be determined if the district stakeholders support this initiative. As integrating technology requires both philosophical and fiscal backing to make it effective, it should be determined whether these is a level of support for this initiative at all levels. This would indicate a need to gather data from multiple levels beyond just the teachers, and would include parents, administrators and Board members.

To help us determine the individual needs for a specific district, we designed a single survey (Type of Procedure/Instrument), which would gather data from all the Stakeholders (Information Sources.)

Types of Information What do we need to know?

Why do we need to know this?

Optimals Do you believe the district uses standards based technology objectives which are aligned with the core curriculum? Does the district have a

This lays the groundwork for determining whether a district is currently providing the best practice methods of ensuring technology is being correctly and consistently


specific method to determine the level of technology integration in the classroom?

used in their classrooms.

Actuals Do students in your district or school have opportunities to utilize technology to acquire and demonstrate knowledge in the curricular areas? Based on your experience and observations, how would you rate the teachers' technology proficiency in your district or school?

These questions intend to gather information about what is really happening at the grass root level in the classroom. If the students have no access to technology, the need for training would be mute. If the students and teachers are regularly using technology, the training focus may need to be on more advanced forms of technological interaction.

Determining Causes Does your district or school have adequate technology resources available to students? Does your district or school have adequate funding to support the integration of technology in the classroom?

If a district does not have the financial resource or the building infrastructures to support technology, the need to develop training to support those initiatives would be premature as without adequate funding, technology cannot exist in the schools.

Feelings Do you believe that it is important for today's students to learn to use technology and be able to apply it to demonstrate their knowledge and skill acquisition?

If the district teachers, leaders and parents do not believe it is important to for student to learn to use technology skills, there will be no need to develop teacher training modules.

Possible Solutions Does your district or school provide instructional support and or training for their teachers in the

This is the most important question as it relates to the scope of this training module. If training is not


integration of technology in the classroom?

currently provided and all the other factors point to a strong support for technology integration, this provides the basis for the development of this training module for teachers.

The survey is designed to allow us to examine the interest level of the specific stakeholders in classroom technology integration and then to assess whether they are currently utilizing technology resource in their classrooms. In addition, questions are included the would help make the determination as to whether the district has adequate infrastructure to support the technology and sufficient resources within the district budget or community to be able to give students access to the technological tools they would need in order to use the methods for which this teacher training module is designed.

In order to make the analysis of the data more efficient and provide a better cross reference of data comparison, we designed one survey tool, with the first question asking the respondent to identify their role. This is designed to allow us to disaggregate the data for specific stakeholders groups. The survey was designed using Survey Monkey, so that it could be completed electronically by those groups who had access to technology, or could be printed and used as a paper based framework for face-to face interviews in situations where we wanted to gather data from groups who did not have technology available to them to answer an on-line survey. Results from any face to face interviews would be entered in survey Monkey electronically, so that all the data could be tabulated in one place and analyzed in a single unit.

The result of this needs assessment will be used to determine if an instructional module of this kind is really needed for teachers in the district, and more importantly to assess whether the district has the resources necessary to allow the teachers to utilize the strategies in which we plan to provide training.

The actual survey can be accessed directly via this link (https://www.surveymonkey.com/r/Classroom_Technology_Needs_Assessment) and a copy of the entire text is included in Appendix A.1.

D. Task Analysis

Topic Analysis


https://www.surveymonkey.com/r/Classroom_Technology_Needs_Assessment

The cornerstone for designing instruction is to understand exactly what it is you need to teach. Only then can you build effective teaching modules and courses. There must be a strong foundation, so that your design efforts can support identified needs in the organization. If not, time, training and resources may be wasted on teaching concepts that are either already strongly embedded in the district and don’t really require remediation; or you may be teaching concepts which may be valuable in the training environment, but cannot be duplicated in real life situations because of lack of sustainable resources. Operating with this understanding, it was evident that one of the most important tasks in planning and preparing for technology training was the Needs Assessment. In order to allow for proper planning and scheduling of the training our team would be designing and administering the Needs Assessment well in advance of the proposed training dates following the steps outlined below:

1. Identify stakeholders targeted for gathering data. a. Board Members b. Administrators c. Teachers d. Parents

2. Create Excel spreadsheet with names of stakeholders above. a. Include their roles, e-mail and phone contact information. b. Save the file in CSV format.

3. Design district Needs Assessment Survey a. Sign on to the SurveyMonkey.com website. b. Create a sign-on and password for your account. c. Click Create Survey and choose Build a Survey from Scratch. d. Type in a name for your survey and click Let’s Go! e. Add a Page Title and type in the name of the survey f. Click Add a new question and select the type of question from the

drop down menu. g. Type in questions and answers choices as appropriate. h. Click Add Next Question or Save, when all questions are entered. i. Click Preview and Test to review how the survey will look to the

recipient. 4. Distribute Needs Assessment Survey to selected stakeholders.

a. Open the Needs Assessment Survey in SurveyMonkey.com. b. Click on Collect Responses and then Send by Email. c. Click add recipients and then click the CSV link d. Browse for the contacts file you created above and click Add. e. Enter a subject line for your Needs Assessment Survey Email. f. Edit the text in the message if desired. g. Click Next


h. Review Options for sending survey and click Next when you are finished

i. Schedule a date and time to send e-mail and click Done. j. Survey will be automatically e-mailed to the recipients per the

schedule you identified above. 5. Collect and analyze the Needs Assessment Survey data

a. Open the Needs Analysis survey you created in SurveyMonkey.com and select Analyze Results

b. Click Export and download results into printable format. c. Discuss survey results with district leaders. d. Use survey results to guide decisions about the next steps

The course designers and the district leaders would utilize the Technology Implementation Decision Making Flow Chart (included in Appendix A.2) to examine the data and determine the district’s priorities when planning the most appropriate next steps towards integrating technology into their classrooms. The survey was not actually distributed, so the designers of this instructional module made decisions about its content and instructional methods based on the following assumptions:

● The target district believed technology implementation in classroom was important.

● The district already had the hardware in place to give students opportunities to utilize technology in the classroom.

● The teachers were not very proficient in classroom applications of technology. ● The district has not provided instructional support in integration of technology

applications into the classroom.

If you review the Decision Making Flow Chart, and follow the highlighted decision path, you will be able to see the sample path which would have lead the district to decide based on its current status in the implementation of technology, the best course of action would be to design and implement teacher level training in integrating technology into the classroom.

A similar process would be followed to design, implement and interpret the Learner Analysis survey in order to make determinations as to the specific technology tools to be presented and determine the grouping, pacing and presentation style of the training sessions. See Learner Analysis Survey in Appendix A.3.

Procedural Analysis:

Once again, our Learner Analysis was not distributed, so actual data was not collected, however the assumptions were made that the teachers were interested in training in the following technology tools: Google Classroom, Kahoot, Quizlet, Google Forms and Socrative. The tasks analysis for the procedures the learners will follow for these


technology tools have been clearly defined and can be located in the section titled Types of Learning Experiences and/or Instruction.

II. Evidence of Acceptable Results A. Formative Evaluation

Two different approaches will be executed to test the effectiveness of the design for this training program. The information gathered will determine how the training is going, if revisions are needed, and if the training is providing the participants with the best methods to learn the material presented.

Key Questions: 1. On a scale of 1 to 5, did you feel like today's session was worthwhile? 2. Do you feel like you will use either Kahoot!, Quizlet, or both as formative

assessment tools in your classroom? 3. What could be changed or added to the training that would have improved

today's session for you? 4. How did learning about Kahoot! and Quizlet change or add to your knowledge of

using technology applications for formative assessment? 5. What barriers do you anticipate you might encounter as you attempt to put these

new skills into practice? 6. What ideas do you have for overcoming the barriers you mentioned?

See Formative Evaluation instruments in Appendix A.4.

Approaches to gain information

Approach 1: Survey of Course Participants At the end of each of the first two sessions, the formative assessment will be an exit slip. At this stage of the training, it is essential to measure how the participants feel about the training they have received thus far. The results of this assessment can be used to revise the instructional strategies as necessary for the remaining sessions. In order to gather the appropriate information, the “Learner Reaction, Level 1” of Kirkpatrick’s Four-Level Evaluation Model (Larson & Lockee, 2014) is being used to assess whether or not participants enjoyed the session, felt that it was worthwhile, and have gained the knowledge necessary to utilize their training independently. Participants are also asked to describe where they feel their training and/or knowledge is lacking. The results of these exit slips will be invaluable as instructors prepare to meet with the participants for the next segments of training.

Approach 2: Google Classroom Proficiency Checklist Participants will be provided with a criteria checklist through the Classroom Technology for Teachers Google Classroom. During the last hour of Session 1, participants will work


on the completing the checklist. Participants will use this criteria checklist as a self-assessment to demonstrate the knowledge they have gained as a result of the training. The instructor will move around the room to observe the progress and assist participants as needed.

B. Summative Evaluation The summative evaluation process will include two different approaches to determine the quality of training that was provided on the technologies to use in the classroom. The first approach will be given one month after training is complete in the form of a follow up survey. The questions will pertain to the participants’ utilization of the technology addressed in the training. For the second approach, participants will create one Quizlet or one Kahoot and create either one socrative or one google form to share with colleagues. This shows that the participants can apply what they have learned in our training and show their knowledge and personal classroom application. The data collected from each approach will be used to benefit future training courses for the participants.

Key Questions: 1. Was the training adequate? 2. Do you feel you need more training? 3. Are you able to access Google Classroom to effectively meet your needs? 4. Are you able to access, create and share Google Forms to effectively meet your

needs? 5. Are you able to access, create and share a Quizlet Study Set to effectively meet

your needs? 6. Are you able to access, create and share a Kahoot to effectively meet your

needs? 7. Are you able to access and create assessments on Socrative to effectively meet

your needs? 8. Is there any further information that should be included in the future instructional

sessions? 9. What issues are you encountering while utilizing the new technology?

See Summative Evaluation instruments in Appendix A.5.

Approaches to gain information:

Approach 1: Survey of Course Participants Approximately one month after training is provided, a Google Forms survey will be sent to all the participants that completed the instructional sessions. This will allow them time to use each new technology in their classroom and customize their technology to become more familiar with each platform and their features introduced in the training. The survey will be modeled after Kirkpatrick’s Four Level Evaluation Model focusing on


how the new platforms are benefiting student learning. Questions will also address which platform and what features used most by the participants in their classrooms.

Approach 2: Create and Share Participants will create one Quizlet or one Kahoot and either one Socrative or one Google Form to apply what they have learned in the training sessions and submit their summative work in the assignment block provided on the Classroom Technology for Teachers Google Classroom. The participants’ completed Quizlet study sets or Kahoots and Socrative quizzes or Google Forms will be shared among all participants. The information will be compiled and shared at the district level to help us achieve Level Four of Kirkpatrick’s Evaluation Model.

II. Learning Experiences and/or Instruction

A. Learner Analysis

In order to ensure that the proposed training fits the need of the users, it is important to analyze the learners prior to the final planning of the training modules. In the example we are discussing in this proposal, the learners will be classroom teachers. Since we are looking at a somewhat homogenous group, we can gather the information we need using a single method. The demographic, skill and interest level of the teachers, who have been selected to attend the training, will be investigated by using an electronic data collection survey which has been built using the Surveymonkey software.

The survey has been designed to answer four important questions about the learners: Who are the learners? What do they already know about technology? How do they feel about technology usage in the classroom? What are the most optimum curriculum and instructional models?

The chart below illustrates the data which will be gathered by the survey:

WHAT WE NEED TO KNOW SURVEY QUESTIONS DESIGNED TO GATHER THAT INFORMATION

Who are the learners? 1. Tell us the grade level you teach. 2. Tell us what content you teach. 3. Do you require any special accommodations or

modifications?

What do they already know about technology?

1. What is your level of proficiency with the listed technology applications in the classroom?

2. What is your level of proficiency with using the listed technology hardware in the classroom?


3. What is your comfort level with teaching the listed technology skills to student in your classroom?

How do they feel about technology usage in the classroom?

1. Give us your opinion about the following issues as it relates to using technology in the classroom.

2. Give us your opinion about the following concerns as it relates to using technology in the classroom.

3. Please give us a sense of your interest level in learning to use technology applications in your classroom.

What are the most optimum curriculum and instructional models?

1. Please rank the following training issues in order of importance to you, with 1 being the most important.

2. Please tell us about your experience/interest level in the following specific technology tools.

3. When given the opportunity for learning about new technology, I prefer the following presentation style.

The actual survey can be accessed directly via this link and a copy of the entire text is included in Appendix A.3: https://www.surveymonkey.com/r/Technology_Learner_Analysis

The data gathered from this tool will give the instructors important information about what to teach and how to teach it. The results of this evaluation will provide input that will help determine whether the instruction will need to be at a basic level or whether it can be more advances. It will help the instructors decide whether it is best to focus on large group instruction or whether it would be best to break the learners into smaller groups with more similar skill levels. The data will also indicate the motivational level of the learners and what instructional strategies and methods may be best suited for this training.

The assumptions which were made based on the data which would have been collected in this survey gave the course designers the ability to assign individual teachers to learner groups based on their skill and interest level. It also provided input that the majority of the group preferred a combination of lecture and guided practice, so the three sessions were designed with that teaching methodology in mind.


https://www.surveymonkey.com/r/Technology_Learner_Analysis

B. Contextual Analysis Contextual Analysis was developed for the faculty and staff who will be participating in the training on new technology platforms to incorporate into lessons. The analysis is divided among the orienting, instructional context and transfer context. In addition to the Learner Analysis, pre-training questionnaires and interviews will further data collection. Data Collection #1: Pre-Training Questionnaire Data Collection #2: Interview with Participants Data Collection #3: Interview with Instructional Technology Department Data Collection #4: Interview with School Administration

Orienting Context Data Collection for Information

Immediate Environment Factors

1. Do all educators taking the training have access to the necessary technology, equipment, and Internet connection to complete the training?

2. What degree of competency does

each educator have as it pertains to the use of the programs in the training?

3. Who will they go to and what support

will be available to teachers if they run into an issue?

4. Are educators currently using

collaborative technology in the classroom to aide their instruction?

Items 1-4: Pre Training Questionnaire Items 1-4: Interview with teachers and instructional technology department

Organizational Factors

1. What are the budget constraints for implementing training?

2. How long with the training sessions

last? Over what period of time? 3. Where will the training sessions take

place? 4. Is the training mandatory? What

incentives will be provided for

Items 1-3: Interview with administration and instructional technology department Item 4: Interview with school administration


participation?

Instructional Context Data Collection for Information


1. Do educators understand the difference between learning with technology and learning from technology?

2. Will educators in the training be

provided with resources to help them after the training?

3. Will educators completing the training

have the opportunity to have questions answered after the session?

4. How will the educators be provided with support after the training is complete?

Item 1: Pre training questionnaire Items 2-4: Interview with administration and instructional technology department


1. How will the educators be provided with support after the training is complete?

Item 1: Interview with administration and instructional technology department

Transfer Context Data Collection for Information


1. Who will be responsible for following up on the educators to see if they are implementing the taught technology in the classrooms?

2. Will there be more opportunities for

teachers to build on the skills gained from the original training?

3. What support will come from the

department and school administration for implementation of new skills acquired?

Items 1-3: Interview with administration and instructional technology department



1. Will the facilitator provide materials for the training sessions?

2. Is the administration committed to

supporting the participants, as the learning is ongoing with this topic?

3. Is there availability of further training

and access to helpful documents after the sessions are complete?

4. Will the facilitator prepare the content

and maintain the information, keeping it up to date and relevant?

Item 1-4: Interview with administration and instructional technology department

Assumptions The following assumptions were made based on the Contextual Analysis:

● Educators are integrating some technology in the classroom already. ● Participants are varied in technological abilities but most know how to complete

simple tasks on a computer and tablet. (i.e. Power on/off, open internet, download an app)

● The majority of participants are not familiar with the new technology addressed in the training.

● Younger training participants will understand the new technologies quicker and the older participants may take more time for explaining and question answering.

● Participants do not mind to learn a new technology as they are aware how it will benefit themselves and their classroom learners.

● The district technology director will provide and ensure all necessary connections and equipment are readily available during and after the training.

● Participants will be provided with a handout with step by step instructions of the demonstration.

C. Types of Learning Experiences and/or Instruction There are two primary components in the learning experience: the training workshops and the instructional activities. The training workshops will be held in a school computer lab over the course of three sessions during Professional Development days. Each session will last approximately 3 hours with a week between sessions. These sessions will cover the basic information and theory. The instructional activities will be completed by the participants with assistance as required from the instructors. This will be completed in multiple stages to correspond to the instructional sessions.


See Appendix B.1 for the Table of Learning Experiences and Instructional Strategies.

Below are general outlines for how each workshop session will flow.

Session 1: Instructional Delivery Google Classroom

1. Teachers will set up their own Google Classroom account as a teacher. 2. Join the training Google Classroom: “Classroom Technology for

Teachers.” a. Create, name, and design their own “classroom” in their teacher

account. b. Post an announcement

i. Paperclip = Attachment from file ii. Google Drive Triangle = Attachment from Google Drive iii. YouTube symbol (search YouTube or paste URL) iv. Post a link

c. Post an assignment with a due date and a topic. i. Paperclip = Attachment from file ii. Google Drive Triangle = Attachment from Google Drive iii. YouTube symbol (search YouTube or paste URL) iv. Post a link v. Students can view vi. Students can edit vii. Making a copy of assignment/attachment/handout for each

student d. Post a question

i. Options: Short answer or Multiple Choice ii. Students can reply to one another iii. Students can edit their answer

e. Reusing a post i. Pull a post from any class, from any date ii. Create new copies of all attachments (?)

f. Scheduling an announcement/assignment/question, saving as draft 3. Participate in an assignment that is provided in the training so that the

participants can see not only the “student” view but also the “teacher” view as projected on the screen from the presenters.

a. When kids are doing an assignment, if you want them to create a new doc, sheet, form, slide, picture, or you want them to add one of these to their assignment = need to demonstrate how to do so

4. Features of grading window: a. Point value b. Seeing work in progress c. Work: shared, turn in/submit (unsubmit)


d. Grading and returning e. Marking things done

Session 2: Formative Assessments Kahoot

1. Post link in Google Training Classroom to kahoot.it a. Play a Kahoot (fun or helpful) to see what the final product will look

like/what students will see to entice them to use Kahoot! in their classrooms.

2. Create accounts at getkahoot.com 3. Create a New Kahoot

a. Quiz i. Title and Description ii. Cover image (optional) iii. Public or private iv. For school v. Add a question

1. Set a time limit from 5 seconds to two minutes 2. Choose to award points 3. Add image or video 4. Add answers, from 2 - 4 choices 5. Check mark the correct answer 6. Check next if want to add another question

b. Discussion c. Survey

4. Playing a Kahoot a. Students can use their own names or nicknames (teacher has

control of deleting Naughty names) b. Can get an instant visual of performance (graph) c. Can set the Kahoot to run automatically, continuous play = teacher

does not have to advance to the next question for play to continue

Quizlet 1. Post link in our Google Training Classroom to quizlet.com

a. Work in Quizlet (fun or helpful) with the intent of trying out all six options (flashcards, learn, spell, test, match, gravity) to entice them to use Quizlet in their classrooms

b. Note the available settings for various study options (settings vary) i. All or Starred ii. Start with Definition, Term, or Both iii. Audio or No Audio iv. Reset options

c. Note the available settings for the test option


i. All or Starred ii. Start with Definition, Term, or Both iii. Question Types

1. Written 2. Matching 3. Multiple choice 4. True/false 5. Images or No images

iv. Question Limit (number of questions on your test) v. Images - on or off

2. Create account at quizlet.com 3. Set up a Quizlet Class 4. Search for and Select a Quizlet Study Set

a. Search for and try out various Quizlet Study Sets that have been created by other teachers

b. Add a selected Study Set to the new Quizlet Class 5. Create a New Quizlet Study Set

a. Set up a five item Study Set b. Add the new Study Set to the new Quizlet Class

6. Share / Assign the Quizlet a. Google Classroom Option b. Link Option

7. Create a Quizlet Folder a. Discuss the difference between folders and classes

Session 3: Summative Assessments Socrative Goal: Educators will be able to implement Socrative in meaningful ways in their classrooms to increase efficiency, collaboration, and engagement.

1. Register and log-in to Socrative. 2. Dashboard

a. Start quiz i. Start already made quizzes here

b. Quick Questions i. Low hassle, low prep questioning with dynamic results

c. Space Race i. Engaging intergalactic quiz travel

d. Exit Ticket i. Quickly check understanding before students leave for the

day. e. Manage Quizzes

i. Create Quiz


1. Design your own assessments ii. Import Quiz

1. Import other teachers quizzes using a SOC# iii. My Quizzes

1. See all the quizzes you created or imported iv. Reports

1. See all the reports from prior assessments f. Use Socrative to create:

i. Formative Assessments 1. True/False Questions 2. Multiple Choice Questions 3. Short Response 4. Visual Data (i.e. bar graphs) 5. Exit Ticket 6. Pre-Assessment 7. Post-Assessment 8. Create Short Quizzes 9. Upload Premade Quizzes 10.Reflection 11.Collect Background Knowledge 12.Quick Check for Understanding 13.Voting on best responses

3. Socrative Formative Assessment a. Teachers are to:

i. Create a classroom account ii. Create a Socrative Formal assessment that they will use in

their classroom for their current object or unit they are teaching.

Google Forms Objective: Educators will be able to implement Google Forms in meaningful ways in their classrooms to increase efficiency, collaboration, and engagement.

1. Build your form a. Create a new Form

i. New > More > Google Forms b. Design your form

i. Rename your Form: Click Untitled form and type a new name

ii. Change your forms look and feel by selecting the color palette

1. Change theme or upload photos to make your own c. Add and edit questions


i. Click add question and select one of the following choices: 1. Short answer 2. Paragraph 3. Multiple choice 4. Checkboxes 5. Dropdown 6. Linear Scale 7. Multiple Choice Grid 8. Date 9. Time

ii. Edit questions 1. Duplicate 2. Delete 3. Reorder

d. Edit your form i. Click Add title and Description ii. Click Add image and drag image to the box iii. Click Add video and search for video or add URL iv. Click add section and enter a title for the section

2. Share and Collaborate a. Open the form you want to share b. On the menu bar, click more and select Add collaborators c. In the Invite People section, enter any user or group email

addresses you want to share and send d. Click done - Everyone will receive an email with a link to the form

3. Send your Form a. Choose where to collect responses

i. On the responses tab you can see responses in form ii. Click view responses in Sheets to send the responses to a

spreadsheet b. Preview and share your form

i. Click Preview to see how your form will look to others ii. Send your form in an email along with a subject and

message iii. Copy and share a link to your form iv. Embed your form on a website v. Share a link to your form via social media

c. Print your form i. From the Forms menu bar, click More > Print

d. Make copies to build more forms i. Copy your form to use it as a template for similar forms

1. More > Make a copy


4. Analyze Responses a. View a summary of your responses

i. To quickly see how many users filled out your form and to view their responses, click the Responses tab

ii. If you’d like respondents to also see the summary 1. Settings > Show respondents a link to: Section,

Check the See summary of responses box, Click Save.

b. View responses in Sheets i. Click View responses in Sheets on the Responses tab in

Forms and you can watch responses appear in real time ii. View a summary of responses by clicking Form > Show

summary of responses. c. View and download responses as a CSV file

i. In Forms on the Responses tab, click More > Download responses .csv). In sheets click File> Download as> Comma-separated values.

d. Manage responses i. Limit people to one response

1. On the Forms menu bar, click Settings, check the Can submit only 1 response box, Click Save.

ii. Stop Collecting Responses 1. On the Responses tab, click the Accepting

Responses with to close your form to new responses. You can click it again if you need to re-open your form.

5. Google Forms Formative Assessment a. Participants will create a Google Forms instrument to use in their

classroom.

D. Materials for Training Program or Learning System

Sample training materials have been created for each of the instructional sessions. For Session 1, these materials include a Google Slides presentation introducing and covering important aspects of Google Classroom which will also be made available as a handout. Session 1 will also include an interactive tutorial of Google Classroom allowing the participants to follow along with the instructor. A link to Google Classroom Essentials (infographic) will be provided to the participants through the training Classroom. The sample for Session 2 is a series of screenshots from the introductory Kahoot! that will be used to introduce the participants to this formative assessment technology. Sample training materials for session 3 includes a portion of the Google Slides presentations on Google Forms and Socrative. Both Google Forms and Socrative instruction will include a participation based creation with an interactive


tutorial by the instructor. Handouts will be given in the training for reference during and after training is complete.

See Appendix B.2 for the Materials for Training Program.

E. Implementation Plan Classroom Technology for Teachers will consist of three in-service training sessions that will each be 3 hours in length for a total of 9 hours of training. An optional 4th session will be offered for those that desire additional practice or instruction. Each of the sessions will be conducted one week apart to allow time in between sessions for participants to implement the technologies and develop their lessons. Training will occur during Professional Development days at the beginning of the school year allowing for maximum implementation of the instruments throughout the school year.

The classroom will need to be supplied with a projector connected to a laptop with internet connectivity for the instructor. This will allow the instructor to present the instructional slides, show the videos, and lead the interactive demonstrations. An interactive whiteboard would be preferred for this training, but not a requirement. The participants will also need to have access to a desktop computer, laptop, or Chromebooks with internet connectivity that will allow them to utilize the tools and follow along with the interactive tutorials. If the participants are able to bring their own laptops it would be preferable as they will be able to bookmark key websites and videos that they may want for future reference.

The room will need to be set up such that each participant has sufficient table space for their laptop as well as space to allow them to take notes if desired. There will need to be power supplies provided for each of the participants as laptop batteries may or may not be sufficient for the length of the training.

Course Logistics Summary: ● Room to accommodate roughly 20-30 participants ● Table space and seating for participants ● Instructor laptop, projector, and microphone if room is large enough to

necessitate ● Interactive whiteboard (if available) with correct cables available ● Participant desktops, laptops, or Chromebooks. Either their own or provided. ● High-speed Internet connectivity ● G Suite for Education will need to be implemented by the district before training ● Power supplies ● Hard copies of presentation materials for reference

See Appendix B.3 for the Implementation Schedule


References

Brand, J., Brooker, J. Furuseth, A. & Versik, M. (2013). Kahoot! (educational technology).

Available from https://getkahoot.com/

Classroom help. (2016). Retrieved November 29, 2016, from

https://support.google.com/edu/classroom/?hl=en#topic=6020277

Fitzgerald, K. Ed Tech nut. Retrieved November 29, 2016, from

https://sites.google.com/site/edtechnut/home

Google for Education (2014, June 12). Classroom 101 [Video File]. Retrieved from

https://www.youtube.com/watch?v=K26iyyQMp_g

Google for Education (2015, September 2). Google classroom: Mission control for students

and teachers [Video File]. Retrieved from

https://www.youtube.com/watch?v=-apCIbV9YKA

Keeler, A. (2015a, October 26). Google classroom essentials Infographic - teacher tech.

Retrieved November 29, 2016, from Teacher Tech,

http://alicekeeler.com/2015/10/26/google-classroom-essentials-infographic/

Keeler, A. (2015b). Google Classroom Essential Infographic. Retrieved November 29,

2016, from

https://docs.google.com/drawings/d/1WhWxJDn_FdGn9WmeBt3rZ8mNoyUtw_ID7lK2y

GJTeS8/edit


https://getkahoot.com/

https://support.google.com/edu/classroom/?hl=en#topic=6020277

https://sites.google.com/site/edtechnut/home

https://www.youtube.com/watch?v=K26iyyQMp_g

https://www.youtube.com/watch?v=-apCIbV9YKA

http://alicekeeler.com/2015/10/26/google-classroom-essentials-infographic/

https://docs.google.com/drawings/d/1WhWxJDn_FdGn9WmeBt3rZ8mNoyUtw_ID7lK2yGJTeS8/edit


Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional

design . New York, NY: Routledge.

Learning in Hand. (n.d.). [Graphic image for Quizlet]. Do it yourself study aids . Retrieved

December 3, 2016, from http://learninginhand.com/study/

nailscg. (2016). Kahoot. [Graphic Image for Kahoot]. Retrieved December 3, 2016, from

https://magic.piktochart.com/output/5972150-kahoot

Regalado, G. (2016, July ). Google classroom proficiency checklist. [Google Document].

Retrieved December 3, 2016, from

https://docs.google.com/document/d/1IdlO-9ngnuEUBm3mv1Twa8jYBSpzImF_i1sMCjz

rkck/edit

Sutherland, A. (2007). Quizlet (educational technology). Available from https://quizlet.com/


http://learninginhand.com/study/

https://magic.piktochart.com/output/5972150-kahoot

https://docs.google.com/document/d/1IdlO-9ngnuEUBm3mv1Twa8jYBSpzImF_i1sMCjzrkck/edit

https://docs.google.com/document/d/1IdlO-9ngnuEUBm3mv1Twa8jYBSpzImF_i1sMCjzrkck/edit

https://quizlet.com/

Appendices Appendix A: Needs Assessment Instruments and Evaluation Materials A.1. Needs Assessment



A.2. Task Analysis


A.3. Learner Analysis





A.4. Formative Evaluation Materials

Approach 1: Session 2 Exit Slip https://goo.gl/forms/PrZkxFEuK2vusuJY2 Screenshots:


https://goo.gl/forms/PrZkxFEuK2vusuJY2

Approach 2: Google Classroom Proficiency Checklist

https://docs.google.com/document/d/1M00nvFH59SgmdcnZkDd13d9s8P5zKWZabzZBCdiCiWI/edit?usp=sharing






A.5. Summative Evaluation Materials

Approach 1: Survey of Course Participants

https://goo.gl/forms/G0Yujytzh9cXEWBG2


https://goo.gl/forms/G0Yujytzh9cXEWBG2

Approach 2: Create and Share

Screenshot of assessment assigned through the training Google Classroom:


Appendix B: Materials, Schedules, Outlines, Etc.

B.1. Table of Learning Experiences and Instructional Strategies

Type of

Learning Content

Type of Learning

Performance

Goal 1: Participants will understand how technology can be utilized in the classroom to organize and deliver course content.

1.1. Following a presentation, participants will create a Google Classroom account with 100% accuracy.

Procedure Application

1.2. Following a participation-based presentation, participants will create their own Classroom with 100% accuracy.


1.3. Following a participation-based presentation, participants will create elements listed below in their Classroom utilizing 80% of the features listed on the criteria checklist. 1.3.1. Announcement 1.3.2. Assignment 1.3.3. Question 1.3.4. Reuse a Post


Goal 2: Participants will recognize how technology can serve as a formative assessment tool.

2.1. Following a participation-based presentation, the participant will create a kahoot quiz utilizing 90% of the features listed on the criteria checklist.


2.2. Following a participation-based presentation, the participant will create a kahoot discussion utilizing 90% of the features listed on the criteria checklist.


2.3. Following a participation-based presentation, the participant will create a kahoot survey utilizing 90% of the features listed on the criteria checklist.


2.4. Following a participation-based presentation, the participant will create a Quizlet Study Set by completing a criteria checklist with 90%



accuracy.

Goal 3: Participants will implement technology to create summative assessments.

3.1. Following a participation-based presentation, the participant will create a Google Forms quiz utilizing 90% of the features listed on the criteria checklist.


3.2. Following a participation-based presentation, the participant will create a quiz on Socrative utilizing 90% of the features listed on the criteria checklist.


Objective: 1.1. Following a presentation, participants will create a Google Classroom account with 100% accuracy.

Chronological Order Session 1

Steps in the Instructional Strategy

Motivational

Participants will be introduced to Google Classroom through a short film Google Classroom: Mission Control for Students and Teachers . The video shows the capabilities of the tool to allows teachers to interact with students and their work in ways that will create a more impactful learning experience. The teacher and students can collaborate through the tool not only in the classroom but at any time to allow students to have access to assistance whenever and wherever needed.

Initial Presentation

The instructor will give a presentation using Google Slides outlining the benefits of using Google Classroom as a delivery platform for instruction, content, and assignments in a classroom. A step-by-step tutorial on creating a Google Classroom account will be presented allowing the participants the opportunity to create their account along with the instructor.

Generative Strategy

The instructor will evaluate each of the participants’ Google Classroom to determine that they were able to successfully create their account. The instructor can ask each participant to share how they think Google Classroom could benefit them in their own classroom.

Objective: 1.2. Following a participation-based presentation, participants will create their own Classroom with 100% accuracy.




Motivational This section will provide the participant with the view of Google Classroom from the student’s perspective. This will allow the participant to see how the student perceives the tool and what the value to them will potentially be.


This section will begin with the instructor providing a brief overview of the tools through a Google Slides presentation. The presentation will also include a short video, Classroom 101 . This video is on YouTube and can thus be accessed by the participants later for reference as needed.

Generative Strategy Achieving this objective will involve the participant successfully joining the Google Classroom “Classroom Technology for Teachers” and providing their input on the layout and initial navigation of the tool.

Objective:

1.3. Following a participation-based presentation, participants will create elements listed below in their Classroom utilizing 80% of the features listed on the criteria checklist.

1.3.1. Announcement 1.3.2. Assignment 1.3.3. Question 1.3.4. Reuse a Post



Motivational The participants will be able to utilize the basic functionality of the tool and begin to understand what can be accomplished through the tool.


This section will begin with a Google Slides presentation showing the step by step instructions on how to use the features described in the objective. The participants will have time at the end of the tutorial to experiment with these features with the instructor’s assistance as required.

Generative Strategy The participants will be able to demonstrate competency in utilizing the basic functions of Google Classroom and be able to complete the checklist on the features they are comfortable using and ensure that they can confidently utilize at least 80% of the features.

Objective: 2.1. Following a participation-based presentation, the participant

will create a Kahoot! quiz utilizing 90% of the features listed on the criteria checklist.




Motivational

Participants will be introduced to the value of the Kahoot! by accessing the application through a link posted in our Google Training Classroom and participating in short sample Kahoot! quiz designed to solicit responses about participants’ knowledge regarding formative assessment practices, they will be exposed to the general concepts of formative assessment and how those concepts can be addressed through the Kahoot! platform. As the participants’ results are displayed, the instructor uses the various results and features of the process to formally introduce the Kahoot! platform.


The instructor will lead participants through a participation-based presentation allowing participants to discover the quiz type of assessment available through Kahoot! Throughout the presentation, the instructor will demonstrate the various features available through the application and provide additional opportunities for participants to participate and create, allowing the participants to guide the process through their participation-based inquiry; the instructor will adjust the presentation to fit the learner’s needs, which are further assessed through the introductory Kahoot! quiz on formative assessment.

Generative Strategy

After the participation-based presentation, participants will be asked to design a Kahoot! quiz demonstrating their understanding of the application’s various features. Participants will self-assess by tracking their use of the various features using the instructor-provided criteria checklist, which will also be used by the instructor to assess participant learning.


will create a kahoot discussion utilizing 90% of the features listed on the criteria checklist.



Motivational

Participants will be introduced to an additional feature of the Kahoot! by participating in short Kahoot! discussion also designed to solicit responses about formative assessment practices currently employed by the participants. As participants participate, they will be exposed to the a different type of formative assessment that can be provided through the Kahoot! platform. The instructor will use the discussion to point out the various features of this option.


Initial Presentation The instructor will lead participants through a participation-based presentation allowing participants to discover the options available within the Kahoot! discussion feature, guiding the process as necessary to be sure each feature is explored.

Generative Strategy

After the presentation, participants will be asked to create a Kahoot! discussion demonstrating their understanding of the application. Participants will self-assess by tracking their use of the various features using the instructor-provided criteria checklist, which will also be used by the instructor to assess participant learning.


will create a kahoot survey utilizing 90% of the features listed on the criteria checklist.



Motivational

Participants will be introduced to an additional feature of the Kahoot! by participating in short Kahoot! survey about formative assessment practices. As participants participate, they will be exposed to the a different type of formative assessment that can be provided through the Kahoot! platform. The instructor will use the discussion to point out the various features of this option

Initial Presentation The instructor will lead participants through a participation-based presentation allowing participants to discover the options available within the Kahoot! survey feature, guiding the process as necessary to be sure each feature is explored.

Generative Strategy

After the presentation, participants will be asked to prepare a Kahoot! survey demonstrating their understanding of the application. Participants will self-assess by tracking their use of the various features using the instructor-provided criteria checklist, which will also be used by the instructor to assess participant learning.


will create a Quizlet Study Set by completing a criteria checklist with 90% accuracy.



Motivational Participants will be introduced to the Quizlet application by


accessing it through a link posted in our Google Training Classroom and participating in short sample Quizlet study set designed around concepts of formative assessment. As participants participate, they will be reminded of general concepts of formative assessment and will experience how those concepts can be addressed through the Quizlet platform.


After the participants’ “study,” the instructor will lead participants through a participation-based presentation allowing participants to discover the assessment options available through Quizlet. Throughout the presentation, the instructor will demonstrate the various features available through the application and provide additional opportunities for participants to participate and create, allowing the participants to guide the process through their participation-based inquiry; the instructor will adjust the presentation to fit the learner’s needs.

Generative Strategy

After the participation-based presentation, participants will be asked to compile a Quizlet Study Set demonstrating their understanding of the application’s various features (create, assign, file). Participants will self-assess by tracking their use of the various features using the instructor-provided criteria checklist, which will also be used by the instructor to assess participant learning.


will create a Google Forms quiz utilizing 90% of the features listed on the criteria checklist.



Motivational

Participants will be introduced to Google Forms by signing in with their account and completing a form designed by the instructor. They will be able to explore the program and develop questions that they would like answered in the instructional time. After each participant has completed the Form given by the instructor, the instructor will review the basic functions on building and utilizing Forms.


The instructor will show google slides on interesting ways to use Google Forms in the classroom so the participants are able to individualize their training and take what they need from the examples for their specific classroom and learners. The group will do a participant based training and will create one same form with the instructor leading the process step by step.

Generative Strategy After the presentation is complete, the participants will be asked to


complete a Form that can be used in their classroom. The instructor will review each one and be in the room for hands on help. The goal is to come out of this training with something they can use in their classroom, then build upon that knowledge to create more forms to utilize in the future of their instruction.


will create a quiz on Socrative utilizing 90% of the features listed on the criteria checklist.



Motivational

Participants will create a classroom account for Socrative and choose student and join the Socrative Training Room. They will be prompted to complete the questionnaire with the opening question, “In your opinion, will mobile technology improve education”? They will choose an answer and watch the results in real time on the presentation board in the training room.


The instructor will show a google slides presentation on the use of Socrative in the classroom and letting the participants follow along with their classroom account they created at the beginning of training. The instructor and participants will create a quiz together to learn all the functions and features that there are to offer.

Generative Strategy

The participants will create a Socrative quiz using the goals and standards they will be teaching in the upcoming week’s instruction. The instructor will provide handouts of the slides and help if necessary. It will be mandatory to use their created quiz in their upcoming instruction and provide feedback to how they implemented Socrative into their classroom.


B.2. Materials for Training Program

Session 1 - Google Classroom Presentation

The following slides are a small sample of the presentation that will be used during Session 1. The following presentation can be accessed through the following link:

https://docs.google.com/presentation/d/1SG8fc3eXLVl4ehAt0uXw8LtDwiQ0oJZrCaI4SDQcsEI/edit?usp=sharing









Session 1 - Google Classroom Essentials Infographic

This infographic will be provided to participants as a reference guide via a link (https://docs.google.com/drawings/d/1WhWxJDn_FdGn9WmeBt3rZ8mNoyUtw_ID7lK2yGJTeS8/edit) in the training Google Classroom.




Session 2, Objective 2.1

Motivational Strategy: Sample Kahoot! quiz designed to solicit responses about participants’ knowledge regarding formative assessment practices.

https://play.kahoot.it/#/k/5ab84d13-111b-4f89-bd47-ee83099a364e

Screenshots:


https://play.kahoot.it/#/k/5ab84d13-111b-4f89-bd47-ee83099a364e


Initial Presentation: Sample Kahoot! infographic designed for participants learning the Kahoot! Technology (Norwegian Business School).




Motivational Strategy: Sample Quizlet Study Set designed to solicit responses about participants’ knowledge regarding formative assessment practices.

https://quizlet.com/_2u3m3h

Screenshots:


https://quizlet.com/_2u3m3h


Initial Presentation: Sample Quizlet infographic designed for participants learning the Quizlet technology (Learning in Hand).



Following a participation-based presentation, the participant will create a Google Forms quiz utilizing 90% of the features listed on the criteria checklist.

Presentation Examples:





Following a participation-based presentation, the participant will create a quiz on Socrative utilizing 90% of the features listed on the criteria checklist.

Sample Presentation:




B.3. Implementation Schedule

Pre-Session

● Administer Needs Analysis to groups 1 year to 6 months prior

● Administer Learner Analysis to participants 1 month prior

● Group participants into learning groups 2 weeks prior

● Secure facility and communicate with participants

2 weeks prior

Session 1 - Instructional Delivery: Google Classroom

● Introductions and Computer Setup 20 minutes

● Introduction to Google Classroom 20 minutes

● Participants create Google Classroom Accounts

10 minutes

● Interactive tutorial of Google Classroom from a student’s perspective

20 minutes

● Participants create their own classroom 20 minutes

● Interactive tutorial of Google Classroom tools and features

30 minutes

● Participants work to complete checklist of features within the classroom they created

60 minutes

Session 2 - Formative Assessment: Kahoot! and Quizlet

● Introductory Kahoot! Quiz 10 minutes

● Interactive tutorial of Kahoot! and it’s various options

○ Quiz 20 minutes

○ Discussion 20 minutes

○ Survey 20 minutes

● Participants work to complete a Kahoot! for each of the three options

60 minutes

● Introductory Quizlet Study Set 15 minutes

● Interactive tutorial of Quizlet! and it’s various features

15 minutes

● Participants work to complete a Kahoot! for each of the three options

20 minutes


Session 3 - Summative Assessment: Google Forms and Socrative

● Introductions and technology set up (computers and tablets)

10 minutes

● Introduction to Google Forms 5 minutes

● Tutorial of Google Forms and how to use it in the classroom

15 minutes

● Creation of Google Forms to use in their own classroom

60 minutes

● Introduction to Socrative 5 minutes

● Users will create account 10 minutes

● Tutorial of Socrative 15 minutes

● Creation of quiz to use in their own classroom 60 minutes

Session 4 - Open Lab

● Work time available for participants to receive extra support

1 week after completion of training

● Can be completed with or without an instructor 1-2 hours (more as needed)

○ An experienced teacher from the district can facilitate the open lab

Post-Session

● Administer a survey through Google Forms asking questions about participants’ use of the technology from the training, the quality of the training, and the content taught

1 month after completion of training

● Participants will create either one Kahoot or one Quizlet and either one Socrative or one Google Form to share with colleagues to apply what they learned from the training

6 months after completion of the training


Documents

Cl assr oom Technol ogy for Teacher s - Weeblyarlowry.weebly.com/.../classroom_technology_for_teachers_isd_9471_fs16.pdf · Cl assr oom Technol ogy for Teacher s Instructional Systems