Creating an Online Resource Library of Web 2.

0 Tools

Submitted in Partial Fulfillment of Requirements for the NJ EXCEL

Technology Requirement
Plan C
Foundation for Educational Administration
David M. Walker
July 2014 Cohort, Model #2
E-Mentor: Edward Leibfried
Submitted: June 2, 2015

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NJEXCEL Technology Project
Executive Summary
I completed the 21-hour technology requirement by developing an individual
Technology Project that would enhance my technology proficiency and ability to apply
technology to school leadership practices to improve schools, and teaching and learning
for all students.

Our

school

district

utilizes

Learning

Management

System

called

MyBigCampus. Within MyBigCampus, there are groups which serve as a way of

sending announcements, posting of resources, links, and files, and also is a space to foster
discussion among group members. For my technology plan, I created an extensive library
of online resources that teachers within the district can utilize in their own classroom. As
a school district that went fully 1:1 this year, I felt that it was imperative to have one
central location where resources were posted. I had the full support of the Director of
Technology to complete this project.

In addition to posting links and descriptions of online technology resources (i.e.

PowToon, Kahoot!, Nearpod), I also completed a series of tutorial videos that are aligned
to these specific educational resources. In this way, if a teacher needed more one-on-one
instruction, they could view the video and better understand what the resource is all about
and how to get started using it in their classroom. I posted the resources, created tutorial
videos, and facilitated discussion about how best to use these online resources in the
classroom. I believe this project had a meaningful effect in helping less tech-proficient
educators.

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Table of Contents
I. Project Description ....................................................................................................... 4
Project Context............................................................................................... 4
Problem Statement ........................................................................................ 5
Project Purpose .............................................................................................. 5
Project Design ............................................................................................... 5
Technology Skills .......................................................................................... 6
II. Research Base ............................................................................................................ 6
III. Findings, Conclusions, and Recommendations ....................................................... 10
IV. Application to School Leadership Practice.............................................................. 14
Applications .......................................................................................... 14
Dissemination ....................................................................................... 15
Implications and Recommendations for Future Study .......................... 15
Action Plan ............................................................................................ 16
V. References ................................................................................................................. 17

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Project Description
Project Context:
The Linden Public Schools are a comprehensive community public school district
that serves students in Kindergarten through twelfth grade from Linden, in Union County,
New Jersey, United States. The district's 11 schools has an enrollment of 6,237 students
and 479.0 classroom teachers, for a studentteacher ratio of 12.48:1. The district is
classified by the New Jersey Department of Education as being in District Factor Group
"B.
Linden Public Schools Demographics:

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Problem Statement:
The Linden Public Schools has undergone a 1-to-1-technology initiative based
around the utilization of the MacBook Air. While it has been greeted by many with both
enthusiasm and excitement, there are also many who are optimistically cautious as well as
just generally not convinced of its educational necessity. In order for the initiative to be
successful, there must be a buy-in from staff.
There are many faculty members who are used to doing things a particular way. It
may be because it has worked for them for a long time. However, they need to see how
technology can make both their workloads easier, as well as increase student achievement.
By allowing teachers to see the great benefits of utilizing online instructional resources
coupled with evidence that their students will be more engaged, the hope is that the 1:1
initiative will be overwhelmingly successful.
Project Purpose:
The goal of this project is to create a viable library of online resources that
teachers can use in classroom instruction. These resources include links to relevant
interactive websites, video tutorials of these websites, as well as video tutorials of
programs available on the Mac. The expectation is that this library can be used by the
faculty to improve their use of technology in the classroom, as well as use it in a
meaningful way.
Project Design:
This project was completed at the beginning of the school year in order to
maximize the effectiveness of its implementation. It was very important to have these
resources available to staff members at the very beginning of the year so that there

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would be adequate time in which teachers could begin experimenting with them in their
lessons, and eventually mastering these offerings. Practice makes perfect in many
areas of life especially in the area of technology.
At the completion of this project, I will deliver a formal project report to the
Principal, as well as the Director of Technology. At the end of the previous year, the
district surveyed teachers and determined that having teachers better engage with
technology was a vital goal that needed to be achieved. This project has been designed
to meet the needs of the district.
Technology Skills:
The ISTE NETS and Performance Indicators for Administrators
Standard I. Visionary Leadership:
a. inspire and facilitate among all stakeholders a shared vision of purposeful change
that maximizes use of digital-age resources to meet and exceed learning goals,
support effective instructional practice, and maximize performance of district and
school leaders.
Standard II. Digital-Age Learning Culture:
a. ensure instructional innovation focused on continuous improvement of digital-age
learning
b. model and promote the frequent and effective use of technology for learning
c. provide learner-centered environments equipped with technology and learning
resources to meet the individual, diverse needs of all learners
d. ensure effective practice in the study of technology and its infusion across the
curriculum
Standard III. Excellence in Professional Practice
b. facilitate and participate in learning communities that stimulate, nurture, and
support administrators, faculty, and staff in the study and use of technology
c. promote and model effective communication and collaboration among
stakeholders using digital-age tools
Standard V. Digital Citizenship
a. ensure equitable access to appropriate digital tools and resources to meet the
needs of all learners
Research Base
There is a great amount of research to support the need for relevant professional
development in the area of technology. It is even more crucial since our district has gone

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1:1 in grades 3-12.
New innovations in technology are rapidly changing the way educators engage
students in the classroom. For many children today, using technology comes naturally
and is used on a daily, if not hourly, basis. They are digital natives, a term coined by
Marc Prensky (2001) to describe today students as native speakers of technology,
fluent in the digital language of computers, video games, and the Internet (p. 9).
Furthermore, research by Collins and Halverson (2010) has also suggested that digital
technologies such as computers, mobile devices, digital media creation and distribution
tools, video games and social networking sites are transforming how we think about
schooling and learning (p. 18).
Interestingly, research by Curtis (2011) has suggested that todays students are
grasping new technologies at an even earlier age. In a recent study among kindergartners
in Maine, children were able to navigate an Apple iPad rather intuitively, and were able
to access applications on the device with little difficulty. The parents in the study were
rather skeptical of the educational benefits of using such a technology as the iPad in a
classroom. This may merely reflect the learning preference of the adult. The study
suggests that children today have little difficulty in adapting to new technologies such as
the iPad.
Students have been using such technologies as the desktop computer for the past
two decades. They have also used the software included with them. Such computer
applications as Microsoft PowerPoint, Word, and Excel have been readily used in various
academic subjects. The internet as well has been utilized in education. However, new
technologies are becoming increasingly mobile, meaning that education is not stationary,

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but rather moves from place to place and adapts to the learners needs, such as in a 1:1
learning environment. On the surface, this difference may not seem too great. However,
studies suggest that 1:1 learning may offer greater educational benefits than the standard
school computer laboratory.
Nevin (2009) studied the teaching of 21st century skills through the use of Google
applications on netbooks, and suggests that both teacher and student benefit greatly from
these devices in the classroom. The teachers were able to collaborate with fellow
colleagues more effectively, just as the students were, by using such features as a word
processor, spreadsheet, and presentation software through cloud computing. Cloud
computing allows the user to access their files from any location because they are located
on the internet server, not that particular computer or device. Moreover, Nevin (2009)
examined how these projects had an immediate and significant effect on improving
learning for students as well as inspiring teachers to integrate technology in the classroom
in order to engage students (p. 1).
Mobile devices, such as laptops, iPads, and other tablets will be able to provide
more meaningful, challenging, and engaging opportunities in the development of
curriculum. A recent study by Jeng, Wu, Huang, Tan, and Yang suggests that mobile
devices can enrich the curriculum by providing students with dynamic interactive
multimedia through the use of add-ons such as a wireless network connection, embedded
camera, embedded GPS receiver, and an additional RFID reader. Furthermore, their study
examined the effect of mobile devices on pedagogy and concluded that mobile learning
offers context of authentic learning materials in the learning activities (p. 4).

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Current instructional resources include print textbooks, maps, primary sources,
and a variety of other traditional items. Many of these are now beginning to appear on
mobile devices. Students can access such resources as Google Earth, software allowing
the user to view most locations on Earth, and even look at places from a street view.
Primary sources are now online and no longer limited to just book and periodical
collections. Mobile devices, research suggests, such as the iPad, serve as a fully
integrated teaching tooland are utilized as part of a whole range of activities (Ellis,
2011, p. 62).
Mobile devices will continue to develop and grow. Additionally, companies will
continue to compete for consumers, and offer greater possibilities for the educational
system. Not only are such devices offered by Apple, but Eisele-Dyrli (2011) also
mentions technology companies Research in Motion, Samsung, and ViewSonic. And as
more technology appears, so does the amount of opportunities for enriching curriculum.
Victor Rivero (2011) has studied various applications for the iPad, and suggests
that there are some that are more beneficial in a Social Studies classroom than others.
One such application is Discovery Education on iPad. This particular application
features more than 33,000 video items, as well as audio clips, images, PDFs and
encyclopedia articles related to many academic subjects including history, geography,
and economics. The curriculum comes alive through interactive resources on the iPad.
Another application Rivero suggests is FaceTime, which is now standard on all Apple
products. FaceTime has the possibility of radically transforming the curriculum like no
other. FaceTime allows the user to contact another, and interact with them face-to-face. It
is a video phone conversation, but also so much more than that. For example, if students

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are studying the presidency of Andrew Jackson, they can then connect via FaceTime to
the Hermitage, his former home and current museum detailing his life and legacy.
Students in New Jersey can connect to the Hermitage in Nashville, Tennessee and link up
with a museum docent who can illustrate certain facets of Jacksons life and take the
students on a virtual field trip. This takes learning beyond the textbook, utilizes current
technology, and allows students to visit a distant historic site that would be impossible to
physically visit. A 1:1 learning environment is able to bring to students what learning
before a 1:1 learning environment simply cannot.
Findings, Conclusions, and Recommendations
There was a great amount of materials created as a result of this project, far
exceeding the required 21-hours. Below are screenshots of the work completed. The
public link to the library is at the following:
http://www.mybigcampus.com/groups/energizing-the-1-1-classroom---1989776

Figure A: MyBigCampus Group Library Created

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Figure B: Tutorial Videos on Interactive Websites

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Figure C: MyBigCampus Tutorial Videos

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Figure D: List of Interactive Websites With Descriptions (Basic & Advanced)

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Figure E: List of Relevant Articles

Application to School Leadership Practice

Applications:
I took on this project in order to help prepare the faculty in the district for the 1:1
technology initiative. With the high school receiving MacBook Airs in September, this
marked the completion of the rollout district-wide. Creating this resource has allowed me
to contribute on a district-level, a well as be seen throughout the Linden Public Schools
as a leader in educational technology. As a result of my work, I have led meetings of the
districts top technology teachers, called the Vanguard, and have met personally with the
Assistant Superintendent of Schools and Director of Technology in the planning of
upcoming professional development. I was also tasked with the planning and execution
of the February school-based professional development day, which I planned around the
utilization of the MacBook and manipulation of its resources.
I believe that this project has allowed me to assist fellow colleagues in better

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understanding the many ways they can use technology in the classroom in a meaningful
and relevant way. I believe this project has allowed me to grow as a leader, particularly as
an instructional leader. My knowledge in this area, as a result of the project, has allowed
me to obtain the respect and confidence of district administration.

Dissemination:
I have been keeping in close contact with the Director of Technology, and have
regularly shared information with him. The library of resources was highlighted at initial
faculty meetings at the beginning of the school year throughout the district.
Both the Director of Technology and the Assistant Superintendent of Schools
have, and will continue to receive information related to the continued success of this
library, as I continue to add to it on my own.
The members of my inquiry group will also receive information related to the
contents of the library.

Implications and Recommendations for Future Study:

One of the most important considerations in the development of the library has
been its sustainability. While I have added a considerably large amount of resources and
tutorial videos to the library, in the world of educational technology, the list keeps
growing monthly. Therefore, in order to maintain the librarys effectiveness as a
professional development resource, it is essential that the library continue to be added to
by others in the district in addition to myself.

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Action Plan:
Mission Statement

Goals
Objectives
Strategies
Activities
Timelines
(2015-2016)

Persons Responsible
Resources Needed
Evaluation Methods

The mission of the Energizing the 1:1 Classroom MyBigCampus

Library is to provide a forum and location where interactive
resources and tutorial videos may be regularly accessed for the
augmentation of student engagement and achievement.
Provide regular professional development; drive instruction in the
classroom.
To allow teachers to learn more about interactive resources they
can use in their 1:1 classroom; to allow students to become more
active in their own education.
Discussion of resources to be held at Vanguard meetings; further
development of resources and videos to be completed by the district
Vanguard.
Development of tutorial videos; dissemination of new interactive
resources; hold technology workshop to provide teachers with
hands-on support.
September-October: Vanguard meets to examine current library,
brainstorm additions.
October: Vanguard updates library completely.
September-June: Vanguard holds monthly meetings at their
respective buildings to turnkey technology to faculty members.
June: Vanguard meets to reflect on successes of the year, as well as
evaluate any obstacles experienced.
Vanguard members; Director of Technology
Principal meetings once a month for Technology Worshops
Teacher Surveys, Data-Analysis of Needs Assessment.

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References
Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking
education in the age of technology. Journal of Computer Assisted Learning, 26(1),
18-27.
Curtis, A. (2011). iPad use among kindergartners sparks debate. United States,
Washington: McClatchy - Tribune Information Services.
Eisele-Dyrli, K. (2011). Mobile goes mainstream. District Administration, 47(2), 46-55.
Ellis, S. (2011). Teaching the future. Screen Education, (63), 60-64.
Nevin, R. (2009). Supporting 21st century learning through google apps. Teacher
Librarian, 37(2), 35-38.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-2. .
Rivero, V. (2011). Top 10 coolest apps for education. Internet@Schools, 18(1), 10-11.