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Running Head: MCPS DISTRICT TECHNOLOGY TRAINING PLAN 1
District Technology Training Plan

Montgomery County Public Schools
Sheena Tolson
EDTC 640
March 29, 2016
District Demographics
Montgomery County Public Schools (MCPS) is the largest district in Maryland and
the 17th largest school system nationwide with diverse demographics of 154,434 students
(MCPS, n.d.). The student population by school is: 75,313 elementary, 33,488 middle, and
45,633 high (MSDOE, n.d.). Student gender is comprised of 74,818 female (48%) and
79,616 male (52%). Student population based on ethnicity is illustrated in the graph below.
Figure 1. MCPS 2015 student demographics
The composition of students receiving special services per school type (including
students with Free and Reduced Meals (FARMS), Limited English Proficiency (LEP), Special
Education, and Title I) is illustrated in the table below:
Figure 2. MCPS special services by school type by percentage
The districts technology initiative aims at providing classroom access to mobile

devices (primarily Chromebooks and Android tablets) on a platform that is also accessible
for students at home. The number of schools is represented in the table below:
MCPS Schools
Elementary K-5 133

Middle 38
High School 25
Career and Technology Center 1
Special Schools 5
Total 202
Strategic technology plans aim at providing blended learning environments with

future integrations of online classrooms. Hybrid learning is slated to be offered for
additional course offerings including summer school and to provide interim opportunities
for students who are unable to have regular attendance (Bowers, 2015). These classes will
meet face to face for part of the week and in an online classroom for the remainder of the
week.
Currently MCPS offers a yearlong Online Pathway to Graduation program that
allows high school students and former students (with less than 3 credits needed to receive
a diploma) to earn up to 3 credits through distance learning. The teacher has an on-site
classroom (located at the Center for Technology Innovation in Rockville, MD) with a
computer and provides online instruction, evaluations, on-site support and personalized
instruction as needed (Bowers, 2015).
District Technology Improvements
The districts technology plans do not include a 1:1 device take-home initiative;
however, a hybrid instructional framework will be used to deliver instruction and engage
student learning and productivity. The current technology resources are Promethean,
Google Apps for Education, and "TechMod" (online instructional resource for hardware and
software). In the 2014-2015 school year 30,000 Chromebooks were introduced to Grades
3, 5, and 6 and 10,000 Chromebooks were provided to high school social studies classes
(MCPS, 2014). The multi-year technology initiative will bring Chromebooks in Grades 3-12
and Android tablets in grades K-2. Due to technology plans to provide all students with
mobile computing devices, there is a definite need for teachers to have effective training,
modeling, and coaching and to identify improvement areas for developmental growth. The
initiative will use Google Apps for Education (GAFE) to provide various communication and
collaboration applications to both teachers and students. Using a Google cloud based
platform will increase outside access to technology without having to deal with
compatibility and data storage issues.
Furthermore, technology plans support MCPS fully digital Curriculum 2.0 program
in elementary schools. The curriculum is designed for an interdisciplinary focus of content
areas for deeper understanding and building critical thinking skills through the integration
of digital tools.
Problems
In order to define the technology training needs, teachers were surveyed to gain a
better understanding of their technology skills and their readiness to implement
technology in their instruction. The "Teacher Technology Survey" also assessed technical
needs for improvement.
Results from the survey found that teachers had enough information literacy skills
to use new applications and software, however there is a need for skill development in
integrating technology into daily teaching and also in identifying strategies for
differentiating instruction. The proficiency levels were higher among those with advanced
professional certifications. The frequency of technology use was primarily internet
searches (for lesson planning), mobile applications and basic productivity tools. None of
the teachers use or are in proficient in using technology for web design or data
management.
Most of the teachers were receptive to technology integration and believed
technology would improve teaching. They also believed technology integration is
important for motivating students, promoting creative thinking, and facilitating
collaboration. However most of the responses showed that technology integration has been
rapid with limited support and training for effective implementation. Some other problems
found were that teachers:
Are not proficient in GAFE
Require more options for professional development
Prefer more opportunities to collaborate with colleagues on technology practices
Needs Assessment
MCPS mission for instructional technology is to alleviate the achievement gap
among groups so all learners can be at highest potential to compete in the 21st century
workforce. This will be achieved by devising educational goals and incorporating
instructional technology to inspire learning aimed at enhancing academic success for all
students. Professional development (PD) is necessary to train teachers in the best ways to
integrate technology in their planning and delivery of classroom instruction (including
teacher productivity).
The need for technology integration is heightened by the results from the newly
incorporated PARCC assessment. PARCC began in 2015 and replaced the MSA and HSA
standardized testing and is aligned with the new standards aiming at key student
competency areas. The goal of technology will close the achievement gap and improve
college and career readiness. The PARCC assessment data is listed in the table below.
Figure 3. 2015 PARCC achievement by grade level and demographic group (percentage met
or exceeded)
MCPS identifies three competency areas for students to be successful: academic

excellence, creative problem solving, and social emotional learning (MCPS, n.d.). Based on
these key student achievement markers, the districts needs for GAFE integration are to
prepare teachers to:
Differentiate instruction for diverse learners
Broaden evaluation measures to assess student comprehension through varied and
diverse instructions
Facilitate problem based learning for students to generate innovative solutions,
collaborate, and apply learning to real world contexts
Develop professional development options for teachers for self-service learning
accessible through the Google platform and an online learning management system
Obtain flexible training resources for later retrieval after initial orientation
workshop sessions
Gain access to model lesson activities that can be adapted for instructional use
Create collaborative learning opportunities for teachers to evaluate and reinvent

learning experiences with technology integration and student interactivity
Learn effective ways for seamless integration of Promethean interactive
whiteboards and Chromebooks
Increase student and teacher knowledge of appropriate use for personally owned
devices
Enhance professional learning to support hybrid learning in virtual classroom
environments
Audience
The districts technology training plan will be for teachers (8,341), administrators
(489), instructional support staff (1,956), and technology coaches (49) (MCPS, n.d.). Each
staff member will be involved in relevant PD based on their responsibilities for directly or
indirectly facilitating student-centered technology integration.
The majority of MCPS teachers have obtained an advanced professional certificate
which signifies their interest in furthering their education. The graph below shows
qualifications for the 8,341 teachers.
Figure 4. MCPS teacher certification in numbers

In order to guide the districts improvement strategies, the districts partnership

with Gallup surveyed teachers to measure teacher engagement and identify improvement
areas in order to foster an innovative and collaborative learning culture. Furthermore,
teacher engagement and subsequent satisfaction has an impact on school outcomes,
student achievement, and retention. The summary based on 2014 data, is provided below:
Engaged 44%
Not Engaged 45%
Actively Disengaged 11% (Gallup, 2014)
One way to facilitate engagement is to include teachers and administration in
interest-based decision making in order to support the motivation and adoption of
technology integration. For instance, relevant stakeholders will be involved in the
definition of goals and objectives for PD. Alternative PD initiatives will aim at growth
through the use of protocols and other collaborative networks.
The technology training plan will focus on improving teacher engagement and
motivation for incorporating technology daily in instruction and student assessments.
Goals & Objectives
The vision will be to transform to a 21st century student learning environment that
also promotes a culture of lifelong learning through collaboration and problem based
learning. Initiatives will translate to improved teaching productivity and instructional
presentation tools and enhanced student productivity and motivation. The technology
training plan will support the districts school improvement support team framework to
provide one-on-one coaching, expanding learning networks, and strengthening PLCs.
Training will also focus on careful integration of technology in instruction (and not
simply as an improvement in technology literacy) through an expansion of the district's
current instructional ideology, the TPACK Framework. TPACK (which refers to Content,
Pedagogy and Technology) is a framework that looks at effective technology integration
that lies between all three constructs. TPAC is an interwoven framework where each
construct works congruently.
Content: Teachers knowledge about the subject matter to be learned or taught.
Pedagogy: Teachers deep knowledge about the processes and practices or

methods of teaching and learning.
Technology: Knowledge about certain ways of thinking about, and working with
technology, tools and resources. and working with technology can apply to all
technology tools and resources (TPACK, n.d.)
The TPACK framework will also be aligned to current core strategies discussed in the
district implementation plan. For example, one of the objectives is to align technology with
increasing opportunities for project and problem based learning.
The training efforts will be aligned to support the integration of GAFE in instruction
and student productivity. PD will be designed to support all ISTE Standards for Teachers
using the foundations of Google for Education Training platform. Instructional training will
focus on using the Google Education suite to design interactive curricula (ISTE Standard 3
& 5) and analyzing student data (ISTE Standard 2). Training will also include inspiring
student learning and creativity by incorporating online work (ISTE Standard 1 & 3),
facilitating group work, and building student information literacy (ISTE Standard 4).
Content
The technology training courses are designed using the Google for Education
Training Center. Review of unit materials provide the foundations for teacher completion
of the Google Certified Educator training programs. During PD workshops, progress will
update automatically and participants can later access unit materials and complete
certification examinations. Professional learning will initially be delivered during summer
sessions and personalized coaching during school year per site. As the number of Certified
Google Educators increases, PD will be scheduled during planned in-service days using
technology coaches and lead teachers.
GAFE Workshop Overview
Title Audience Description

Get ready to use Teachers, Workshop provides an introduction to
GAFE in the Administrators, integrating technology to support
classroom Instructional Aids, Media instruction. Also provides information
on selecting the right tools in the
Running Head: MCPS DISTRICT TECHNOLOGY TRAINING PLAN
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Specialists, Technology Google application suite for objectives.

Coaches
Expand your access Teachers, Workshop discusses the availability of
to help and learning Administrators, GAFE resources to seek information
Instructional Aids, Media and to create and participate in online
Specialists, Technology PLCs
Coaches
Have a (mostly) Teachers, Technology Workshop provides information on
paperless classroom Coaches using, organizing, and collaborating
using Google Drive and Classroom.
Save time Teachers, Workshop explores the benefits of
communicating Administrators, Gmail including translation feature, the
Instructional Aids, Media real-time benefits of Groups
Specialists, Technology (messaging, Hangouts), and
Coaches customizing a Google site for your
classroom
Organize activities Teachers, Workshop covers the management and
for yourself and Administrators, integration of Google Calendar and
others Instructional Aids, Media Tasks utilities and how to add media
Specialists, Technology and share using Google Keep.
Coaches
Bring meetings Teachers, Workshop covers scheduling/tracking
online Administrators, meetings and booking resources using
Instructional Aids, Media Google Docs and Hangouts.
Specialists, Technology
Coaches
Bring student work Teachers, Technology Workshop covers Google tools for
online Coaches creating rosters, assigning work and
providing feedback.
Measure, Teachers, Workshop covers effective strategies
Understand, and Administrators, for collecting, securing, configuring,
Share Student Technology Coaches and analyzing data using Google tools.
Growth
Teach Students Teachers, Workshops discloses digital literacy
Online Skills Administrators, skills for searching, filtering, and
Instructional Aids, Media evaluating sources. Also strategies for
Specialists, Technology customizing Chrome and extensions
Coaches are presented.
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Build Interactive Teachers, Technology Workshop discusses how graphic

Lessons Coaches design and Google apps (including
Google Play for Education) can make
presentations dynamic and engaging.
Captivate your Class Teachers, Technology Workshop presents best methods for
with Video Coaches using YouTube in the classroom
including curating educational videos,
using the subscription feature, and
sharing videos using playlists, slides,
and forms.
Facilitate Group Teachers, Workshop provides information on
Work Administrators, facilitating effective collaboration
Instructional Aids, Media using Google Docs and Drive and
Specialists, Technology reviewing student contributions.
Coaches
Instructional Strategies
Teachers will be organized into teams by grade and content areas. At the end of the
workshop the teams will create lessons using activity structures and instructional
technology. The lessons will be evaluated for alignment with common core and technology
standards and stored in the Google Drive and uploaded to the MCPS Department of
Technology Integration and Support website for reference. Assistive technology specialists
will also work with instructional staff to incorporate assistive technologies with units.
Workshops will be hands-on and will focus on the integration of Google applications
through demonstration lessons, case discussion, and coaching:
Demonstration lessons: A district Google Certified Trainer will facilitate an
interactive lecture that will include using the Google Certified Training center.
Lecture materials will include screencasts and the ability to take a brief lesson check
of the unit. Screencasts will be essential in modeling the features and ways to
incorporate applications in instruction.
Case discussion: During each unit a scenario using a written narrative or a video
case study will be presented. After the discussion of each scenario, the facilitator
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will summarize findings and also reveal pre-established solutions to using the
applications.
Coaching: Teachers will be matched with experienced peers (identified using a
Google Form or prior completion of Google workshops) to identify technology
integrations that improve teaching and learning through collaborative problem
solving, and co-planning. Training will focus on using collaboration that will not only
increase engagement but also accommodate teachers at various technological skill
levels.
Teacher diversity provides a deeper resource for learning and through collaboration
the shared experiences of various teaching methodologies and practices will be considered
in the PD plan. Collaboration in PD will facilitate: (1) the sharing of teaching experiences,
(2) the evaluation of learning activities, and (3) the alignment of lesson activities with the
achievement of learning outcomes/content standards. Therefore, by increasing teacher
involvement and aligning them with their competencies, there will be a greater likelihood
to have successful PD implementation and technology integration while motivating
teachers interest in their development. Simply, the goal will be for teachers to be given the
opportunity to use their existing knowledge and apply it to new learning experiences.
Sample 5 Day Workshop
Technology Workshop Lesson Plan
Getting ready to use GAFE Day# 1

in the classroom
Subject: Prerequisite Knowledge:

Digital Classrooms Learners must have basic computer knowledge and
familiarity with Google platform but not in instruction.
Content:
The session will facilitate collaboration among participants that will be important in
fostering a collaborative exchange throughout the workshop. Participants will begin by
expressing the impact of technology in their lives and any experience with integrating
technology in education. Furthermore, participants will share one aspect of technology
they would like to increase their knowledge. Participants will be encouraged to share
their reluctance and frustrations with integrating technology in the classroom. The
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session will provide a video with recommendations and examples of educators with
technology rich classrooms. A video case using GAFE will be presented to align the tools
with learning objectives and to become more acquainted with the Google Education
platform. Lastly participants will create goals for their digital classrooms and share using
a Google Docs worksheet.
Objectives:
Learners will identify the importance of digital classrooms to align with student
competency areas.
Learners will set goals for integrating technology in their classrooms
How will you teach the lesson?

The session will include lecture, multimedia, and collaboration on the utilization of
Google Apps and overall instructional technology. Learners will be provided with an
electronic agenda stored in Google Drive and the presenter will review and illustrate unit
concepts and conclude with a brief unit overview. Participants will use a goal setting
worksheet to create goals for their classrooms. A concluding lesson check will be entered
directly in the Google training platform. This will allow for discussion and tracking
towards getting credit for completion of the Google Certified Educator Level 1
certification.
Additional materials you will use and how you will use them?
Interactive whiteboard to display instructional resources and demonstrations
Chromebook/laptop per learner to review, participate, and complete session
content
Goal setting worksheet for learners to later identify strategies at the conclusion of
the workshop
Evaluation strategies:
At the end of the session participants are requested to complete a survey using Google
Forms based on their experience. The link to the survey is included in the Google Doc
workshop agenda. Users will retrieve an identical survey for each workshop but should
select the specific session to provide feedback. This will allow for easier data collection,
organization and analysis to make adjustments to future workshops.
Participants will evaluate the goals they created in this session at the conclusion of the
workshop.
Getting ready to use GAFE Day #2

in the classroom

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Google Tools for the Learners must have basic computer knowledge and
Classroom familiarity with Google platform but not in instruction.
Content:
The session will begin with a discussion of the GAFE suite and outside Google tools that
can also be incorporated in instruction. This session is an introduction of what is
available and how you might use each tool in the classroom. YouTube videos will be used
to illustrate the instructional applications of the tools that enrich student experience.
Participants will then collaborate to discuss appropriate tools to use for three given
scenarios. Lastly, the facilitator will discuss what other educators have responded to the
given scenarios and participants will conclude with completing a lesson check.
Objectives:
Learners will learn about general uses of Google Apps for Education suite of tools.
Learners will identify factors for selecting the appropriate GAFE tools and
collaborate to identify integration of Google tools for three scenarios

The session will include lecture, multimedia and collaboration to identify appropriate
utilization of Google tools including Classroom, Google Drive, Google Apps for Education,
YouTube, and Google Search. Learners will be provided with an electronic agenda stored
in Google Drive and the presenter will review and illustrate unit concepts and conclude
with a brief unit overview. Participants will form groups according to subject area
and/or grade level to collaborate responses to three scenarios on how you might use a
Google tool for a particular subject area. Entries for responses to scenarios and the
concluding lesson check will be entered directly in the Google training platform. This will
allow for discussion and tracking towards getting credit for completion of the Google
Certified Educator Level 1 certification.
content

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in the classroom

Using Google Docs & Google Learners must have basic computer knowledge and
Drive to Motivate familiarity with Google platform but not in instruction.
Collaboration
Content:
The session will begin with a video case of how an instructor uses Google Tools to
leverage effective student collaboration. The facilitator will use screencasting to model
key features of Google Docs including real time editing and commenting. Participants will
form groups according to subject area and/or grade level to collaborate using Google
Docs to create a supplemental lesson activity. Participants will first discuss strategies for
effective collaboration. Participants will be presented with a scenario to facilitate group
work with students in the classroom and will collaborate using Google Docs and Google
Drive to prepare a group lesson activity. This activity will later be scaffolded in a GAFE
integration activity in the Day# 5 session. Participants will then share their group lesson
activity using Google Drive and provide feedback on the effectiveness of the presentation.
Lastly, the session will conclude with completing a lesson check.
Objectives:
Learners will learn about applications of GAFE suite of tools to facilitate
collaboration
Learners will be able to use Comment, Messaging, and Share features for real time
collaboration
Learners will be able to access revision history to revert to an older version
Learners will be able to review comments in Google Docs to identify contributions

The session will include lecture, multimedia, screencasts and collaboration to identify
appropriate utilization of Google tools to facilitate student collaboration. Learners will be
provided with an electronic agenda stored in Google Drive and the presenter will review
and illustrate unit concepts and conclude with a brief unit overview. Participants will
form groups according to subject area and/or grade level to create a group activity for a
particular subject area. Entries will be uploaded to Google Drive for Day#5 activity. The
session will conclude with a lesson check that will be entered directly in the Google
training platform. This will allow for discussion and tracking towards getting credit for
completion of the Google Certified Educator Level 1 certification.
content
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in the classroom

Digital Citizenship Learners must have basic computer knowledge and
Learners should have familiarity with districts Acceptable
Use Policy and digital citizenship agreements/resources
Content:
The session will begin with a review of digital citizenship. Participants will receive copies
of the districts AUP and digital citizenship agreement. Six audio cards will be used to
identify how teachers address online safety, copyright and fair use regulations, and
online communications. Participants will discuss how digital citizenship is taught and
promoted in the classroom. Participants will be grouped according to their direct area of
influence and then use a prompt to brainstorm the effectiveness of current digital
citizenship resources, procedures, and implementations. Technology coaches will
brainstorm current resources for addressing digital citizenship curriculum.
Administrators will evaluate digital citizenship curriculum. Teachers will brainstorm
digital citizenship topics and problems at the classroom level. Lastly participants will
discuss how to incorporate GAFE to promote digital citizenship and participants will
conclude with completing a lesson check.
Objectives:
Learners will review three areas of digital responsibility including copyright and
fair use, online safety, and communication
Learners will evaluate and brainstorm digital citizenship policies, procedures,
resources, and curriculum from three different perspectives

The session will include lecture, multimedia, and collaboration. Learners will be
provided with an electronic agenda stored in Google Drive and the presenter will review
unit concepts and conclude with a brief unit overview. Participants will form groups
according to job function to evaluate digital citizenship resources. Entries for responses
to scenarios and the concluding lesson check will be entered directly in the Google
training platform. This will allow for discussion and tracking towards getting credit for
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completion of the Google Certified Educator Level 1 certification.
content
Districts Acceptable Use Policy and digital citizenship agreement to review and
identify incorporation in classrooms

in the classroom

Think Beyond the Textbook Learners must have basic computer knowledge and
Content:
The session will begin with a video case of an instructor that incorporates GAFE to delve
deeper into an exploration of content beyond the textbook. Participants will form groups
according to subject area and/or grade level to collaborate using Google Docs to create a
supplemental lesson activity. Participants have the option of expanding on the group
activity that was designed during the Day#3 session. Participants will first discuss
strategies for incorporating GAFE to make topics more engaging and relatable to
students. Participants will then select a topic and locate specific online resources (e.g.
Google search, YouTube) to present content in a more engaging and visual way.
Participants will also use Google Forms to assess student understanding. Participants
will then share their lesson using Google Drive and provide feedback on the effectiveness
of the presentation. Lastly, the session will conclude with completing a lesson check.
Objectives:
Learners will collaborate to create a lesson activity using GAFE to supplement a
content covered in the textbook.
Learners will create an online assessment using Google Forms to assess student
comprehension

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The session will include lecture, multimedia and collaboration to identify appropriate
utilization of Google tools for lesson integration. Learners will be provided with an
electronic agenda stored in Google Drive and the presenter will review and illustrate unit
concepts and conclude with a brief unit overview. Participants will form groups
according to subject area and/or grade level to create a web lesson activity for a
particular subject area. Entries will be uploaded to Google Drive for future reference and
the concluding lesson check will be entered directly in the Google training platform. This
will allow for discussion and tracking towards getting credit for completion of the Google
Certified Educator Level 1 certification.
content
Materials
Participants will use their Chromebooks to receive workshop materials. Users will
login to their Google accounts and will have access to the sessions agenda (sample below)
in Google Drive which will include links to session materials (e.g. multimedia, screencasts,
collaborative documents) and resources for further reference. Participant entries will be
either completed in collaborative Google Docs or directly entered in the training module.
Users will have access to lesson materials through the Google Educator Training program
and will login during the session activities. Participant progress towards the certification
will automatically be tracked for completion.
Professional Development Agenda
Outcome:
You will explore how to use GAFE to facilitate meaningful group work to align with
learning goals and engage students in effective ways.
Learning Goals:
You will learn
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How to use applications of GAFE suite of tools to facilitate collaboration

How to use Comment, Messaging, and Share features for real time collaboration in
Google docs
How to access revision history to revert to an older version in Google Docs
How to review comments in Google Docs to identify contributions
Agenda Items:
Launching the Module
Launch: Google for Education Training Center
Learning Goal 1: How does technology help facilitate collaboration and group
work?
Explore:
Strategies for effective collaboration in the classroom
Benefits and purposes for use technology: Guiding collaboration, Monitoring and
providing feedback, Motivating reluctant participants, and Increasing access to
student work
View: Use Google Docs and Drive to Motivate Group Collaboration Video Case
Learning Goal 2: How can Google Docs be used for collaboration?
Explore: Features of Google Docs: real time editing, commenting, and sharing
View: Google Docs Collaboration Screencast Video
Learning Goal 3: How can we prepare a group lesson activity?
Action:
Collaborate with colleagues to design a group lesson activity in Google Docs
Share and provide feedback in session
Access: Google Docs to create a lesson for group work (will be used in a later workshop
session)
Conclusion: Google for Education Training Center Unit Review
Action: Facilitate Group Work Lesson Check
Evaluation: Workshop Evaluation Survey
Resource Center:
40 ways to use GAFE
Google Training Resource Center
Google Apps Tips Library
Google Educator Group PLC
Field Test
The first phase of technology training plan will be delivered to technology coaches
to become familiar with GAFE training resources. Since these users will be the ultimate end
users of the training plan, this audience will be the preferred during initial introduction.
Feedback from the field test will be used to make adjustments to training plan. Technology
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coaches will also be required to complete the Google Certified Educator Levels 1 and 2
certifications. Technology coaches that have demonstrated expertise in GAFE training can
later seek Google Certified Trainer certification. This will also allow technology coaches to
design informative learning materials to conduct future PD.
Revisions
Revisions to technology training will be determined from survey feedback and the
evaluation of product creations developed during the PD sessions. After field test
implementation, technology coaches that obtain certifications will conduct future PD
workshops. PD scheduling will be aligned with technology device integrations. Workshop
units may be adapted or extended for advanced training to support more blended
instruction. Teachers that use virtual classrooms for the Online Pathway to Graduation
program or are slated to be instructors for hybrid learning courses may be considered for
Lead Teacher or Teacher on Special Assignment positions to support future PD plans.
Evaluation
Feedback from the Workshop Evaluation survey will be the main focus for making
adjustments to the training program. Participants will provide feedback per session to
analyze effectiveness and predict future needs for broadening workshop content.
Educator portfolios from workshop sessions, pre-service and planned instructional
days will be evaluated for providing enrichment and fostering collaboration. Moreover,
observations and lesson evaluations will be used to identify student achievements of key
competency areas and alignment with Common Core. Furthermore, achievements of Google
certifications by educators and technology coaches will be an identifier of educator
competencies with GAFE.
Summative evaluation
The next phase of the PD training will be directed to grades 3, 5, 6, and high school
social studies teachers in the 133 elementary and 25 high schools. These students were the
initial adopters of the Chromebook integration initiative. The latter phases will include the
next grade levels of interest for Chromebook integration. The phases will allow for better
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coaching where earlier adopters will have the opportunity to lead collaboration with the
newly adopted users.
One of the goals for the training program is to facilitate collaboration and motivate
andragogic learning. Integrating technology will not only enrich student instruction, but to
provide a professional learning community for teachers to exchange and engage in
professional growth independently. PD aims at providing the tools and resources for
effective collaboration and integration, but also to motivate educators to engage in their
own learning. Through continuous learning, educators can stay abreast of innovative
instructional technology practices.
Assessing engagement and technology integration will also be used to evaluate
progress. Ongoing collection of data collected from the Gallup Teacher Engagement Survey
and the Technology Use Survey will be used to identify future PD needs. Furthermore, data
will communicate appropriate measures to stimulate technology adoption and
instructional strategies that will also consider the motivation factors of autonomy, mastery,
and purpose.
Moreover, student proficiency levels, assessments and other data will be collected
using the data management system to determine the effectiveness of technology
integration. Student portfolios will also be used to formatively assess student achievement
of learning objectives using technology
Budget
Description Item Rate Qty Total Rationale

$40 per
hour X District information
Instructor 2 $2,000.00
25 technologists will conduct
hours initial PD
$25 per Summer in-service rate for
hours X field test. Instructional
Staff Technology
25 49 $30,625.00 coaches will conduct
Coaches
hours future phases of PD after
certification
2nd phase of teachers that
Teacher $0.00 424 $0.00 will be directed for PD.
There is no additional pay
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as workshop will be
scheduled during
in-service days
3rd phase of directed for
Teachers,
PD. There is no additional
Administrators,
$0.00 10,313 $0.00 pay as workshop will be
Media
scheduled during
Specialists
in-service days
This technology training
facility, equipped with
audio and video
Center for technologies and
Venue Technology $0.00 0 $0.00 interactive whiteboards,
Innovation has 2 training rooms that
can be modified to
accommodate up to 84
attendees with tables
The district issued
one per Chromebooks will be used
Materials Chromebooks $0.00 $0.00
attendee throughout workshop
sessions
Total $32,625.00
Follow-up
Teachers will be prepared for GAFE integration using the Google Training Center
Fundamentals Level 1 course materials and teachers will have the option to complete the
examination to achieve Google Certified Educator Level 1 certification. Future technology
training will consider PD designed around the Advanced Level 2 certification.
In addition to Google app integration, workshops will be designed to facilitate
participation in PLCs. Online PLCS, for instance the Google Educator Group, provide
connections with other educators that incorporate GAFE. Collaboration through the use of
protocols during in-house PD workshops will evaluate the lessons effectiveness with
respect to the use of digital content, interactivity, and student product creations in the
achievement of student learning goals.
Much of the current strategic plan focused on technology training with a focus on
operations, but there will be a continued focus on effective integration. The Tech Mod
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learning management system is currently being used to address operational procedures for
hardware and software, whereas training will provide additional scope and sequence for
more effective blended learning instruction. TechMod and the MCPS Department of
Technology Integration and Support website will be continuously updated with
instructional technology resources with an area for teachers to share lesson activities.
Website data will use to determine which materials (and their frequency) are being
accessed.
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References
Bowers, L. (2015). Strategic Technology Plan Update. Retrieved from
http://www.montgomeryschoolsmd.org/uploadedFiles/departments/technology/s
trategic-tech-plan-september21.pdf
Gallup (2014). District Staff Survey Results. Retrieved from

http://www.montgomeryschoolsmd.org/uploadedFiles/info/gallup/MCPSEmploye
eFall2014.pdf
International Society for Technology In Education (n.d.). ISTE Standards for Teachers.
Retrieved from
http://www.iste.org/standards/ISTE-standards/standards-for-teachers
Maryland State Department of Education (2016). 2015 Maryland Report Card: Montgomery
County. Retrieved from
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http://www.montgomeryschoolsmd.org/uploadedFiles/info/annualreport/annualr
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http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/gl
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https://docs.google.com/forms/d/1RaI7RzYrzASTxVWteK_Bu2WJ75Gc75PtgUQ9ff
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Running Head: MCPS DISTRICT TECHNOLOGY TRAINING PLAN 1

District Technology Training Plan

Figure 1. MCPS 2015 student demographics

Figure 2. MCPS special services by school type by percentage

The districts technology initiative aims at providing classroom access to mobile

Elementary K-5 133

Strategic technology plans aim at providing blended learning environments with

MCPS identifies three competency areas for students to be successful: academic

Create collaborative learning opportunities for teachers to evaluate and reinvent

Figure 4. MCPS teacher certification in numbers

In order to guide the districts improvement strategies, the districts partnership

Pedagogy: Teachers deep knowledge about the processes and practices or

GAFE Workshop Overview

Title Audience Description

Specialists, Technology Google application suite for objectives.

Build Interactive Teachers, Technology Workshop discusses how graphic

Sample 5 Day Workshop

Technology Workshop Lesson Plan

Getting ready to use GAFE Day# 1

Subject: Prerequisite Knowledge:

How will you teach the lesson?

Technology Workshop Lesson Plan

Getting ready to use GAFE Day #2

Subject: Prerequisite Knowledge:

How will you teach the lesson?

Technology Workshop Lesson Plan

Getting ready to use GAFE Day #3

Subject: Prerequisite Knowledge:

How will you teach the lesson?

Technology Workshop Lesson Plan

Getting ready to use GAFE Day #4

Subject: Prerequisite Knowledge:

How will you teach the lesson?

completion of the Google Certified Educator Level 1 certification.

Technology Workshop Lesson Plan

Getting ready to use GAFE Day #5

Subject: Prerequisite Knowledge:

How will you teach the lesson?

Professional Development Agenda

How to use applications of GAFE suite of tools to facilitate collaboration

Description Item Rate Qty Total Rationale

Gallup (2014). District Staff Survey Results. Retrieved from

MCPS (n.d.). 2014 Annual Report to the Community. Retrieved from

MCPS (n.d.) Summary: County Schools. Retrieved from

MCPS (2014). MCPS to expand technology in the classroom. Retrieved from

MCPS (2016). At a Glance. Retrieved from

Tolson, S. (2016). Technology survey. Retrieved from

TPACK (n.d.). TPACK Explained. Retrieved from http://www.tpack.org/

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