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District Technology Training Plan

EDTC 640, Fall 2013
Jocelyn Anthony-Williams

UMUC Dr. B. Sponder

Anthony-Williams DTTP EDTC 640 Fall 2013

About Howard County Public School System Howard County Public School System (HCPSS) is comprised of 50,969 students, 4,729 teachers, and 74 schools. The mission of the school system is ensure excellence in teaching and learning so that each student will participate responsibly in a diverse and changing world (http://www.hcpss.org/aboutus/profile.pdf). The county has two goals: one, that each student performs above grade level in content areas, and two, that we offer a safe and nurturing environment where differences and commonalties are valued. In this school system where 100% of teachers hold MSDE standard certification and over 75% hold masters degrees or higher, it is no wonder that the graduation rate is above 90% and attendance rates are above 90% in every level--elementary, middle and high school. With an operating budget of $703.6 million dollars where $76.79 per day is spent on each student, totaling $13,823 it is obvious that this county is focused on providing students with what they need to meet its mission and goals of preparing students to compete in a diverse world. There is one computer for every three students, and 100% of all HCPSS classrooms have Internet access (http://www.hcpss.org/aboutus/profile.pdf). There is no question that HCPSS is committed to preparing students to be college and career ready and to be competitive in the 21st century workforce and globally competitive society through technology. Technology Needs of Educators in HCPSS Most teachers in the county have an average of 13 years vested in the education system, and the average age for the teacher is 41. This indicates that many teachers were trained for education prior to the technology boom as the average age also indicates that most teachers who teach in the county are not digital natives, while their students are. Many teachers who are 41 and over are digital immigrants; that is, they dont think their students can learn successfully while watching TV or listening to music, but their students, the digital natives, grew up on video games and are used to the instantaneity of hyptertext, downloaded music, phones in their pockets, a library on their laptops, beamed messages and instant messaging (Prensky, 2001). In Howard Countys strategic five year plan, Outcome 4.4 states that technology is leveraged to optimize operational efficiency, and effectiveness and that the (Outcome 4.6) decisions would be informed by relevant data in all operational areas http://www.hcpss.org/aboutus/strategicplan.pdf. As stated the in HCPSS Technology plan, Howard County faces the challenge of preparing students technologically for the 21st century (http://www.hcpss.org/aboutus/plan_technology.pdf). The plan states, through teacher preparation, professional development, and the acquisition of technology resources, a technology based pedagogy will be established (http://www.hcpss.org/aboutus/plan_technology.pdf.). The challenge is that a technology-based pedagogy has not yet been established. The county has purchased applications such as Comic Life, Garage Band, Kidspiration and

Inspiration, iPhoto, iMovie; has put in place part of the budget to allow for individual or group purchasing web 2.0 applications such as Glogster and Go Animate!, has purchased cloud storage and Google Apps for Education, Discovery Education direct streaming, Edmodo and has even tried to streamline all of the web portals into one, Alfresco. For 2013, the amount allotted to spend on professional development is $1,100,00. For 2013, the amount allotted to spend on online resources is $100,00.00. The county approved software purchases is $50,000. http://www.hcpss.org/aboutus/plan_technology.pdf. Funds have been provided to support the acquisition of technology; funds are also available for professional development; however, lacking in the current county technology plan is a training mechanism whereby teachers are required to learn how to use this technology in a certain time frame or a specific method or standard where teachers are serviced to learn how to become proficient teachers of technology or teachers who can effectively integrate technology into their curriculum. Currently, teachers have the option of attending professional development workshops during content professional workshops. The challenge with this is that the technology workshops are offered at the same time as workshops pertaining to curriculum changes during the eight professional development days including two Countywide Professional Development Days. Teachers often feel torn about having to choose between the two. Also, the workshops last a minimum of one hour and are not built upon during the year. In reality, teachers may or may not have the opportunity to attend a professional development workshop to understand how to use the technology that the county has provided for its students. Another opportunity that teachers have to sign up for technology integration courses is through the countys Continuing Professional Development courses. However, these courses can cost as much as $150 out-of-pocket expenses with approximately 75% reimbursement having a disbursement date six eight weeks post completion of the classes. This presents a financial dilemma to some teachers. The current plan states that: Educational Technology strives to ensure dynamic and creative learning environments through the seamless integration of technology at all Howard County public schools. Educational Technology program goals are: Every teacher will have the skills to identify and integrate appropriate technology in their instruction. Every school will implement a technology component as part of their school improvement plan. All content areas will identify and integrate appropriate technology in their curriculum to ensure alignment with state standards. Every teacher will have the skills to utilize technology as a teacher productivity tool. http://www.hcpss.org/academics/edtech/

Anthony-Williams DTTP EDTC 640 Fall 2013 Though these plans were projected in 2008 and cover a five-year period (20082013), many teachers have not benefited from the direct instruction that they need to receive in order to integrate or teach using technology themselves. This information is displayed in the following graphs.

What is Your Comfort Level in Using County Provided Technology for teaching?
4 3 2 1 0

Of the thirteen middle school teacher participants from various content areas and middle schools throughout Howard County, four stated that they felt uncomfortable using county provided technology and one was rated as feeling very uncomfortable while eight rated themselves as feeling somewhat comfortable, comfortable and very comfortable. While the majority (70%) felt comfortable using county provided technology, the 30% who felt uncomfortable still need to feel a level of comfort and ability to be able to teach students and reach the countys goal of every teacher having the skills and ability to teach and integrate technology in his/her content area(s).

Reasons for Comfort/Discomfort Level

2 1.5 1 0.5 0 Haven't Learned How Haven't Used What I've Learned Don't Feel Feel Intimidated Confident in my by Technology Training

Of the five participants who stated they felt uncomfortable or very uncomfortable using technology, two stated that they havent used what theyve learned as a reason why, while each of the remaining three participants stated that they havent learned how, they dont feel confident in their training, or that they felt intimidated by technology. Again, these teachers need assistance in reaching the countys goal of every teacher being prepared and able to teach technology or integrate technology in their classrooms.

Which Training Would You Attend to Learn More About Technology?

14 12 10 8 6 4 2 0 1 2 3 Workshop Wages Professional Workshops CPD Courses

The majority of the participants (41%) felt that receiving workshop wages would be a big enough incentive to attend training sessions on how to integrate technology into their curriculum.

Anthony-Williams DTTP EDTC 640 Fall 2013 Training Audience Because Edmodo is purchased by the county for each teacher, supports most web 2.0 applications which can be embedded onto the pages, and is user friendly, it is an ideal program to teache the program participants (teachers, staff and administrators) not only how to use it, but to enhance the use of it through county provided and free web 2.0 applications. The workshop wages portion of the training will apply to Howard County Public Schools middle and high school teachers of all content areas, administrators and staff. All HCPSS elementary schools have at least one technology teacher and receive one period of planning specifically for technology. For this reason, elementary school teachers will not be specifically targeted for this training. If an elementary teacher presents circumstances and evidence pertaining to why s/he would need additional training, s/he may send documentation and evidence along with a letter of explanation to the countys technology leader, Judy Wise, to appeal this permission and receive permission to attend paid workshops. These workshops are designed to teach teachers, staff and administrators how to use the software, hardware and online resources provided by the county for teacher use and to integrate them into one site, Edmodo. Teachers, staff and administrators will understand how to use Edmodo as teaching tool to house all of the assignments and information from school supported/purchased sites. These tools and resources can be assessed both at school and home and provide useful information from teachers to students and parents and vice versa. The workshops will be provided for teachers, staff and administrators with varying level of skills from beginning to emergent. Those who feel they are advanced may take the emergent courses. An advanced section for using Edmodo would not be necessary as it is user-friendly and intuitive. Goals and Objectives of Training Program The most basic goal of this technology-training plan would be that teachers, staff and administrators would receive valuable technological resources regardless of their level of technological expertise or experience. The remaining goals and objectives would match what the county already has in place: Every teacher will have the skills to identify and integrate appropriate technology in their instruction. Every school will implement a technology component as part of their school improvement plan. All content areas will identify and integrate appropriate technology in their curriculum to ensure alignment with state standards. Every teacher will have the skills to utilize technology as a teacher productivity tool. http://www.hcpss.org/academics/edtech/

In addition, this program would allow teachers to provide a platform to communicate openly with parents and students about assignments, questions concerning assignments, grades, upcoming events, etc. Students also have a platform to communicate with other students about assignments, class discussions, relevant topics, and homework assignments. Teachers will also learn how to collaborate with other content teachers or collaborate with teachers of cross-curricular information. Teachers will learn how to follow other teachers in the county and teachers who use Edmodo to be able to enhance their lessons through collaboration. The use of Edmodo to connect county purchased software and online programs will allow for greater communication and collaboration among teachers, parents and students. Content * In this presentation, the term participants refers to 6 12 Teachers, Staff, and Administrators Class Title Class Description Target Audience Inspiration/Kidspiration for Teachers will learn how to create Participants unfamiliar beginners graphic organizers, use clipart and with labels to create simple organizers Inspiration/Kidspiration for students and teach using organizers. The instructor will focus on using the five main text structures (cause/effect, problem/solution, sequence, description and compare/contrast) with the integration of graphics. Inspiration/Kidspiration for intermediate users Teachers will focus on mapping skills such as mind mapping, webbing, outlining, and creating charts and graphs. Teachers will learn how to use the graphic organizers from the beginners course and utilize them to begin making drafts for writing assignments Participants who have created graphic organizers and used graphics and are now ready to create mind mapping activities

iPhoto, iMovie, and Garage Band for beginning users

Teachers will learn how to conduct basic editing of photographs in iPhoto, create and/or import music using GarageBand, and import

Participants who have no or limited understanding and/or experience of how to use iPhoto, iMovie and 7

Anthony-Williams DTTP EDTC 640 Fall 2013 photos, videos, and music into iMovie. Garage Band

iPhoto, iMovie and Garage Band for intermediate users

Teachers will learn how to improve upon their basic editing skills to include adding titles, photos, editing audio, burning and duiplicating discs, using iDVD themes, storyboarding, planning, and shooting, importion video from cameras and understanding video formats.

Participants who have used editing to create images, music and movie using iPhoto, iMovie and Garage Band will go to the next level of enhancing the videos with timelines, titles, menus, and transitions

Glogster for Everyone!

Teachers will be provided with a Glogster account and will be taught how to upload videos, graphics, music, and articles to Glogster. Teachers will have time to try new and exciting features using Glogster.

Individualized workshop where participants can create basic images in Glogster or upload video, create hyperlinks, and add music

Voki, ComicLife and Go Animate for your classroom.

Teachers will learn how to use avatars to create directions, explain projects, and provide information to students. Teachers will learn how to upload these avatars/comic strips to their already existing wikipages or laptops for classroom/homework instruction.

Participants who want to experience teaching through avatars or animation will enjoy this class.

Edmodo, your one Stop shop!

Teachers will enjoy this five day workshop which will focus on 20 ways in which teachers can use Edmodo to enhance and supplement instruction all while learning new dimensions for student collaboration and parent communication

Even if youve been using Edmodo for years, all teachers, staff and administrators should attend this workshop to learned enhanced ways to supplement and enhance instruction.

Instructional Strategies Teachers, staff and administrators should bring their laptops to each session. This will be a hands-on learning experience where we will watch videos, follow step-by-step instruction, use online tutorials, have one-on-one help (when needed and available), and have ample time to try out each step in the process. Hands-on learningfor those who enjoy learning by doing, each step of the process will encourage learners at each stage (beginner or intermediate) to try out the steps we learned in class. Learners will have the time and opportunity to try out every procedure taught in the class in small group, individualized, and whole class instruction. VideosVideo tutorials will be available before each session with detailed instructions for how to conduct each step of every process. Those who sign up for these sessions will have access to the wiki where the videos are located before, during, and after each training session. Participants will be able to follow screen shots of the process as well as watch small video segments about each step. These videos will remain on the wiki post training so that participants can view and review the materials to aid them in using the process. The facilitator The facilitator will teach the class using Google Docs presentation and document programs. In this way, students will be able to view their individual screens while listening to instruction. All of the screen shots and videos will be embedded into the presentation so that students can view exactly what the facilitator is doing at all times. The facilitator will entertain a limited question and answer session after each concept is taught. Participants should type questions on the portion of the Google Doc designated for participant questions. The two assistants can answer questions not answered by the facilitator during the hands-on activity time. Assistants-- While one main facilitator will teach the class, there will be two assistants present at each session to offer support and answer questions from participants during hands-on activities.

Anthony-Williams DTTP EDTC 640 Fall 2013

Five-Day Workshop: Edmodo, Your One Stop Shop!

Day: Day 1 Title: Edmodo Account Start Up Duration: 8:00 11:00 a.m. (3 hour morning session) 12:00 -2:00 (2 hour afternoon session) Teacher Level: Beginner or Intermediate Grade Level: 6 12 (middle and high school teachers) Prerequisites: Participants should have a basic understanding of computer functions and be able to log on to the Internet Materials: Required: laptop, digitally stored assignments for a week or unit plan, any homework activities; Optional: printed lesson plan, folder for storing printed materials, highlighter and pen Tools: Google Docs, Survey Monkey, You Tube, Edmodo.com Note: All materials will be stored and displayed electronically; however, you may choose to use printed versions and take notes by hand if preferred. Note: If there is not a specific designation for intermediate users, then participants should follow the plans procedures with the whole group instruction. Course Goal: Participants will leave with a newly created or freshly used Edmodo account that hosts student groups and displays messages. Course Objectives: At the conclusion of the training, participants will: 1. Create an Edmodo Account 2. Upload a picture to the account/Create a page 3. Post messages for students/parents and reply to posts 4. Create student accounts 5. Monitor student posts 6. Create an assignment using Edmodo 7. Upload a digitally stored assignment onto Edmodo Motivation: Facilitator introduces him/herself and explains that the objectives of todays lesson (above). Procedures: (Beginner) 8:00 8:30 Warm-Up/Introductory Activities S/he explains that Edmodo is an educators version of Facebook and the reason why it is popular is because students who use social media and networking already understand how it works. It has a familiar format and is easy to use. Participants will watch a video that introduces Edmodo and can create questions on the Google Doc while viewing the presentation. The facilitator will select two questions to answer either by typing a response or talking to the group. Other participants are welcome to type responses to unanswered questions if they know the answer.

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Intermediate Participants will use this time to browse selected YouTube videos concerning the new updates that Edmodo has made to its system since Summer 2013. The intermediate users will update their accounts to include the new features. While the facilitator is speaking with the beginners, the two assistants will assist the intermediate participants.

8:30 9:45 Guided/Independent Practice All participants will log on to Edmodo.com and view the home page. The facilitator will lead the participants to view the tour and guide on the home page and answer follow-up questions to the information using Google Docs to answer questions. The facilitator will review the responses and discuss answers for immediate feedback during whole group instruction. Using screen shots with directions, the facilitator will repeat the steps for setting up an account and creating a page. 9:45 10:00 Break 10:00 11:30 Guided/Independent Practice Participants will be given hands-on time to set up their accounts and create their pages. The two assistants will walk around and offer support. The facilitator will continue to follow the pattern of using screen shots, and repeating the steps creating groups, signing up students, setting up posts, responding to posts, managing the posts, and setting up an assignment. Intermediate participants may opt to watch the videos and view the screen shots independently while working on enhancing or updating their sites independently while accessing help from the assistants when needed. Lunch 11:30 12:00 Afternoon Session 12:00 2:00 Independent Practice Participants upload assignments for a week or several lesson for a unit plan on to Edmodo and create groups to complete the assignments. Evaluation: The two assistants and facilitator will ensure that each participant has had 100% success before the class is over. Teachers will create an assignment for that evenings homework using the Edmodo account. Participants will fill out a five-question survey before leaving the workshop.

Day: Day 2 Title: Edmodo Account Up and Running Duration: 8:00 11:30 a.m. (3 hour morning session) 12:00 2:00 (2 hour afternoon session) Teacher Level: Beginner or Intermediate Grade Level: 6 12 (middle and high school teachers) 11

Anthony-Williams DTTP EDTC 640 Fall 2013 Prerequisites: Day 1 Training; Participants should have a basic understanding of computer functions and be able to log on to the Internet Materials: Required: laptop, digitally stored assignment, any quiz or quiz idea Optional: Study Stack or Quizlet accounts, printed quiz, folder for storing printed materials, highlighter and pen Note: All materials will be stored and displayed electronically; however, you may choose to use printed versions and take notes by hand if preferred. Note: If there is not a specific designation for intermediate users, then participants should follow the plans procedures with the whole group instruction. Tools: Google Docs, Survey Monkey, You Tube, Edmodo.com, Studystack.com, Quizlet.com Course Goal: Participants will leave with a newly created or freshly used Edmodo account that hosts student groups, displays messages includes at least one week of assignments or a unit plan and consists of two options for a quiz. Course Objectives: At the conclusion of the training, participants will: 1. Add another assignment to Edmodo. 2. Create a new post to go live in class for that day 3. Post messages for students/parents and reply to posts 4. Create a new assignment using Edmodo 5. Upload quizzes to Edmodo 6. Create quizzes using Edmodo. 7. Understand how to link or embed websites into Edmodo. 8. Embed Study Stack or Quizlet into the lessons as study guides Motivation: Facilitator introduces him/herself and explains that the objectives of todays lesson (above). S/he quickly reviews the previous activities using the screen shot as a visual. Procedures: 8:00 9:30 Warm-up/Practice Facilitator reviews previous days activities After the review, the facilitator answers any questions that may have been lingering from the day before Participants independently create a new posts for students and parents for the day Participants also upload an assignment. Facilitators and assistants help to make sure this taken place successfully. 9:30 9:45 Break 9:45 11:30 Introduction of new skill/Guided & Independent Practice Facilitator shows a quick video on how to upload a quiz followed by a screen shot of the necessary steps. Participants upload quizzes with help, if needed from the assistants. Facilitator shows a quick video on how to create a quiz using the Edmodo system and follows with screen shots and written explanations. 12

Participants ask questions and independently work to create a quiz using the different features. Participants create Study Stack or Quizlet accounts if needed. Participants view tutorial (beginners). Participants create flash cards or update flash cards. Facilitator demonstrates how to embed Study Stacks or Quizlet into the participants account/fields questions/answers questions. Participants collaborate by content to discuss ideas Facilitator and assistants work with group to improve upon ideas Lunch 11:30 12:00 Afternoon session 12:00 1:45 Individual Practice Participants work to improve sites individually, continue collaboration, ask for questions, edit/revise sites Facilitator demonstrates how to link websites to the participants pages Participants include at lest one link to their page Evaluation 1:45 2:00 Facilitator and assistants work to ensure 100% completion and success of the activities. Participants share their final products in small groups. One participant from each group shares product with the class. Participants take a course evaluation survey. Day: Day 3 Title: Edmodo Account, Avatars & Screen Shots Duration: 8:00 12:00 a.m. (3 hour morning session) 12:30 2:30 (2 hour afternoon session) Teacher Level: Beginner or Intermediate Grade Level: 6 12 (middle and high school teachers) Prerequisites: Day 1 & 2 of session; Participants should have a basic understanding of computer functions and be able to log on to the Internet Materials: Required: laptop, digitally stored assignment, any homework activity; Optional: printed lesson plan/unit plan, folder for storing printed materials, highlighter and pen Tools: Google Docs, Survey Monkey, You Tube, Edmodo.com, Voki.com Note: All materials will be stored and displayed electronically; however, you may choose to use printed versions and take notes by hand if preferred. Note: If there is not a specific designation for intermediate users, then participants should follow the plans procedures with the whole group instruction.

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Anthony-Williams DTTP EDTC 640 Fall 2013 Course Goal: Participants will leave with a newly created or freshly used Edmodo account that hosts student groups and displays messages, contains assignments, quizzes, links and embedded activities, and a video. Course Objectives: At the conclusion of the training, participants will: 1. Know how to upload and embed videos to their account 2. Create an avatar and embed it to their account 3. Upload images related to the content on the site and tie them to assignments 4. Record Screen Shots and upload them to their page 5. Create assignments that include students visiting other websites, and taking directions from an Avatar, and viewing a demonstration lesson that uses screen shots. Motivation: Facilitator explains that the objectives of todays lesson (above). Students are also familiar with avatars, viewing embedded videos, and following hyperlinks. This will work to make the class more relevant and exciting to students. Procedures: (Beginner/Intermediate) 8:00 9:30 The facilitator begins the lesson with an avatar s/he created to provide instructions to the group. A whole class discussion follows the viewing of the avatar. Participants discuss pros and cons of having an avatar. Everyone discusses multiple uses of the avatar while writing their ideas on a shared Google Doc Participants sign up for Voki, write a script that provides classroom instructions for one of the assignments and create avatars for themselves using the script. Participants share their avatars in small groups. Facilitator demonstrates how to upload an avatar to the assignment Participants upload the avatar to the Edmodo Account 9:30 9:45 Break 9:45 11:30 Facilitator provides links to content websites where participants can find good pictorial information regarding their subjects. Facilitator explain that participants need to find five images that support their lessons and save and upload those images to the assignment sites. Participants work independently to find images and upload images to their accounts. Facilitator demonstrates how to take screen shots and embed them in a document. Question/Answer period. Participants spend the remaining time choosing screen shots that will provide instruction pertaining to any part of their lesson plan.

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11:30 12:00 Lunch Afternoon session: 12:30 2:30 Students return and create avatars, continue to upload pictures, embed screen shots into documents, upload documents into the assignments category, and create posts for students and parents. Evaluation: The two assistants and facilitator will ensure that each participant has had 100% success before the class is over. Teachers will create an assignment for that evenings homework using the Edmodo account. Participants will fill out a five-question survey before leaving the workshop. Day: Day 4 Title: Edmodo Account Videos and Animation Duration: 8:00 11:30 a.m. (3 hour morning session) 12:30 2:30 (2 hour afternoon session) Teacher Level: Beginner or Intermediate Grade Level: 6 12 (middle and high school teachers) Prerequisites: Sessions 1-3, Participants should have a basic understanding of computer functions and be able to log on to the Internet Materials: Required: laptop, digitally stored lessons or unit assignments and homework activities Optional: printed lesson plan/unit plan, folder for storing printed materials, highlighter and pen Tools: Google Docs, Survey Monkey, You Tube, Teacher Tube, Edmodo.com, GoAnimate.com, WebQuests Note: All materials will be stored and displayed electronically; however, you may choose to use printed versions and take notes by hand if preferred. Note: If there is not a specific designation for intermediate users, then participants should follow the plans procedures with the whole group instruction. Course Goal: Participants will leave with a newly created or freshly used Edmodo account that hosts student groups and displays messages and displays videos relevant to the content. Course Objectives: At the conclusion of the training, participants will: 1. Embed YouTube videos on account page 2. Upload and embed presentations such as power point to their accounts to embellish lessons 3. Link assignments to one webquest and create a new set of directions for the webquest to be uploaded to the Edmodo site. Motivation: Facilitator introduces him/herself and explains that the objectives of todays lesson (above). S/he explains that Edmodo is an educators version of

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Anthony-Williams DTTP EDTC 640 Fall 2013 Facebook and the reason why it is popular is because students who use social media and networking already understand how it works. It has a familiar format and is easy to use. Students will enjoy viewing screen casts and will be able to replay information for understanding, which will enhance their comprehension and accuracy on completing assignments. Procedures: (Beginner) 8:00 8:30 Review Facilitator will review the previous days lessons; field questions Participants will tweak the page from the previous days lesson 8:30 9:45 Facilitator will demonstrate how s/he selects sites from YouTube and Teacher Tube and uses the embedding code and process to demonstrate how this is accomplished. Facilitator fields questions, answers, gives a quick formative assessment using Google Docs to test what has just been presented Participants scour YouTube and Teacher Tube for relevant content and practice embedding and uploading videos onto their assignment page Participants create posts that direct students to the video. Participants collaborate with each other regarding videos and content. 9: 45 10:00 Break 10:00 12:00 Facilitator demonstrates how to create a presentation using Google Drive. Participants decide whether to use power point or Google to create a presentation for their students Beginners whove never used presentation materials work with assistants to create a presentation Participants work in content teams to create/update a presentation that follows their lesson plans/unit activity 12:00 12:30 Lunch 12:30 2:15 Participants work to improve presentation and upload or embed their presentations to their Edmodo page. Facilitator introduces webquests, provides background information on webquests, and presents two different webquests to participants Participants view sites for appropriate webquests, locate one webquest and create questions using either assignments or posts for students to answer. Facilitators and assistants works with participants to ensure quality assignments 2:15 2:30 Evaluation: The two assistants and facilitator will ensure that each participant has had 100% success before the class is over. Teachers will create an assignment for that evenings homework using the Edmodo account. Participants will fill out a five-question survey before leaving the workshop.

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Day: Day 5 Title: Edmodo Account Recap, Review & Revise Duration: 8:00 11:30 a.m. (3 hour morning session) 12:30 2:30 (2 hour afternoon session) Teacher Level: Beginner or Intermediate Grade Level: 6 12 (middle and high school teachers) Prerequisites: Sessions 1-4, Participants should have a basic understanding of computer functions and be able to log on to the Internet Materials: Required: laptop, digitally stored lessons or unit assignments and homework activities Optional: printed lesson plan/unit plan, folder for storing printed materials, highlighter and pen Tools: Google Docs, Survey Monkey, Edmodo.com Note: All materials will be stored and displayed electronically; however, you may choose to use printed versions and take notes by hand if preferred. Note: If there is not a specific designation for intermediate users, then participants should follow the plans procedures with the whole group instruction. Course Goal: Participants will leave with a newly created or freshly used Edmodo account that includes various web 2.0 applications for instruction. Course Objectives: At the conclusion of the training, participants will: 1. Review and revise the lesson or unit plan 2. Organize material into folders 3. Create a poll for student evaluation of the lesson 4. Make screen recordings using laptop software or Screencast Motivation: Facilitator introduces him/herself and explains that the objectives of todays lesson (above). S/he explains that Edmodo is an educators version of Facebook and the reason why it is popular is because students who use social media and networking already understand how it works. It has a familiar format and is easy to use. Students will enjoy viewing screencasts and will be able to replay information for understanding, which will enhance their comprehension and accuracy on completing assignments. Procedures: (Beginner) 8:00 8:30 Review Facilitator will review the previous days lessons; field questions Participants will tweak the page from the previous days lesson 8:30 9:45 Facilitator will demonstrate how to create a poll for student evaluation; take questions; answer questions; repeat the steps as necessary Participants work in content groups to create survey questions for their students regarding the content. Participants will upload evaluation questions

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Anthony-Williams DTTP EDTC 640 Fall 2013

9: 45 10:00 Break 10:00 12:00 Facilitator demonstrates how to create screen casts using both the provided software and the website screencasto-matic.com Facilitator provides sample lessons on screencastomatic.com for participants to peruse. Participants view tutorials on screen casts 12:00 12:30 Lunch 12:30 2:15 Participants ask questions regarding screen casts and create scripts, look for pictures, and upload screen shots into their presentation Participants move to different sections of the room to record screen casts of the previous days presentations. Facilitators and assistants work with participants to ensure quality assignments 2:15 2:30 Evaluation: The two assistants and facilitator will ensure that each participant has had 100% success before the class is over. Teachers will create an assignment for that evenings homework using the Edmodo account. Participants will fill out a five-question survey before leaving the workshop. Materials:

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Vokis are avatars that can be used as instructional tools because they can be invented to look like whomever you desire and will say whatever you type or record using your own voice. Teachers can provide whole group, small group and individualized instruction using a Voki. They can be imbedded on any web page or screen recorded and uploaded to desktops. Students can have the option of listening to a Voki for instruction, clarification, and reminders.

Edmodo is a site that mimics social networking sites where teachers can upload assignments, post comments and allow students to reply, create or upload quizzes, take student polls, and embed most web 2.0 applications. Instead of students going to multiple sites for an assignment, folders can be created that contain lessons, discussions, quizzes, and pertinent information through

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Anthony-Williams DTTP EDTC 640 Fall 2013 websites, and online training programs. Teachers can use Edmodo for homework assignments, class work, projects, to set up reminders, create calendars and to do lists. Edmodo is ideal for placing large amounts of content in one place.

Educators can use power point like presentations to include in their Edmodo page. Instead of using a power point or another presentation similar to power point as a stand-alone tool, teachers can record them using screen casts which uses their voices to aid in and add another layer to instruction. Educators can then upload the presentation with the teachers voice to the Edmodo page so that students can receive instruction, review information, listen/view for clarification, and use the information as a spring board for discussions both in and out of school.

Field Test: Before launching the workshop, in order to ensure that the needs of both the beginners and intermediate users are met, a small group will receive workshop wages to be the trial group. This trial group will consist of four beginner level participants and two intermediate level participants. The trial group should include at least two men, and the participants should be a mixture of middle and high school teachers with varying lengths of teaching years and ethnicities. These participants will meet the quarter before the launch of the actual workshop to receive the five-day training. After each morning and afternoon session, the participants will answer basic questions in an online blog, which both the participants and facilitator can view. In addition to participant responses and evaluations, the facilitator and assistants will be taking notes and making student evaluations based on participant performances of various tasks. In general, the set up of the blog will look like this: What worked for me (What did I enjoy doing?):

Why was this helpful? 20

What didnt work for me (What didnt I enjoy doing?):

What could have been done to improve this or make it more enjoyable

What was clearly communicated? How?

What was not clearly communicated? What happened?

What suggestions do you have for todays lesson? Revision: The revisions would take place based on participant suggestions. For example, if the students didnt think the videos from You Tube explaining how to use the tools were not relevant or helpful, either new videos would be selected that fit the students needs, or the facilitators would create new videos for the groups. If the group stated that small group instruction would have been better than whole group instruction, or vice-versa, then the lessons would be tweaked to accommodate those changes. The screen shots and directions may need to be re-worded for clarity, especially if it is seen that participants needed a lot of help even after viewing the screen shots and having discussions. The revisions would also be made from the facilitators and assistants observations based on the level of difficulty they perceived the participants to have on particular sections. Evaluations: Participants will end each session with an evaluation. The evaluation questions would resemble the questions from the field test questionnaire. In addition to the participants responses, the facilitator and assistants would evaluate the participants performance and make necessary adjustments during the workshop. Participants will complete evaluations after each session. Evaluators will read the evaluations and

Sample Course Evaluation Questions for Participants

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Anthony-Williams DTTP EDTC 640 Fall 2013 Directions: On a scale of 1 5, rate the following criteria with 1 being strongly disagree 3 being agree and 5 being strongly agree 1 2 3 4 5 1. The objectives were clear and attainable 1 2 3 4 5 2. I accomplished the stated goal and objective for the day 1 2 3 4 5 3. I learned a new skill that I can implement in my lessons 1 2 3 4 5 4. The instructor was prepared and knowledgeable 1 2 3 4 5 5. The presentation of the material was clear and concise. 1 2 3 4 5

Sample Course Evaluation Questions for Facilitators/Assistants

Directions: On a scale of 1-5, rate the following criteria with 1 being not effectively, 3 being somewhat effectively and 5 being effectively 1. The participants grasped the content being taught. 2. The participants implemented what was being taught. 3. The participants can implement the skills independently. Summative Evaluation: Teachers, Students, parents and administrators will be the evaluators of the implementation of the Edmodo program. All stakeholders will judge the program based on its effectiveness. This will be a homework assignment for students who will answer questions using the poll feature on Edmodo. Once per quarter, students will judge how effecive Edomo has been in: Posting pertinent information Guiding Class/home discussions Informing Students of upcoming events Presenting information in a easily attainable and understandable format Once per quarter, participants who have attended the program will check on a buddy teacher to ensure that sites have been updated and utilized for instruction. Buddy teachers will be responsible for sending reminder emails and making suggestions. Once per quarter, program facilitators will be responsible for viewing the sites and making suggestions on how the sites could be improved. Facilitators will update a wiki space that will include all of the program sessions so that participants can view the information to be reminded of how to perform the tasks. Parents will have an open invitation to comment on how well they feel Edmodo is working for them and ask questions. County technology specialists can create and send out promotional videos to all middle and high schools in the system to promote the use of Edmodo and to promote attendance at upcoming training seminars. Budget: Description Facilitator Cost Facilitator Preparation Facilitator Assistant 1 22

Cost $200 per day @ 5 days $30 hour @10 hours Contractual Salary

Total $1,000.00 $300.00 n/a

Facilitator Assistant 2 A/V Media Specialist on call Venue, Howard County Ascend One Office Building, Room 103 (projectors, screen, document camera, Smartboard included) 1 Box of Printer Paper 3 Reams of 500 sheets Printed Materials (handouts) Pens pack of 12 Highlighters pack of 12

Contractual Salary Contractual Salary n/a

n/a n/a n/a

$27.00 @ 1 box Print Shop Presentation Special $1500 @1 $13.00 per pack @ 4 $8.00 @4

$27.00 $1,500.00 $52.00 $32.00 $2,911.00

Workshop Total

Follow-up: After the training has been completed, those participants who have been identified as highly effective will be paid workshop wages ($60) to train participants at their schools during professional training days. This training will not be optional, but required. Each Howard County middle and high school will be trained in the basic of Edmodo. All teachers will be required to use Edmodo at least one time per quarter for a lesson plan or a unit plan. Facilitators for the Edmodo training will visit each school once per year for a demonstration, refresher or specific training during one professional planning period of the school year. All workshop materials will be updated to a wiki where all stakeholders can view the actual training and training materials. The use of Edmodo will fall into the professional development domain of teacher evaluations.

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Anthony-Williams DTTP EDTC 640 Fall 2013

References Howard County Public School Academic Educational Technology plan (2012) Retrieved from: http://www.hcpss.org/academics/edtech/ Howard County Public School System Profile (2012) Retrieved from: http://www.hcpss.org/aboutus/profile.pdf. Howard County Public School System Strategic Plan (2012) Retrieved from: http://www.hcpss.org/aboutus/strategicplan.pdf. Howard County Public School System Technology Plan (2007) Retrieved from http://www.hcpss.org/aboutus/plan_technology.pdf. Prensky, M. (2001). Digital natives digital immigrants. On the horizon, 9(5). p. 1- 6

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