District+Technology+Training+Plan




 * Mission Statement **

The mission of this technology training plan is to provide a diverse group of teachers, with varying levels of teaching experience and technological knowledge with comprehensive, high quality technology training and in-house professional development opportunities surrounding hardware and software that is currently in place at their schools. These systematic technology trainings are differentiated and designed to give teachers the tools necessary to integrate technology into their classrooms to enhance lessons and promote learning for all students: general education, special education and ELL students so they may achieve a deeper understanding of the subject matter presented.


 * Washington DC Public Charter School Demographics **

The Washington DC Public Charter School Board is the “sole authorizer of charter schools in the District of Columbia” ("Transforming public education,") and governs 52 public charter schools operating on 93 campuses. In total there are 31,562 students enrolled in pre-school through twelfth grade.

The table below is a snapshot of students who currently attend a DC Public Charter School: STUDENT
 * < English language learners ||< 8% ||
 * < Special Education ||< 11% ||
 * < African-American ||< 83% ||
 * < Hispanic/Latino ||< 12% ||
 * < Caucasian ||< 3% ||
 * < Asian/Pacific Islander ||< 1% ||
 * < Native American ||< 0% ||
 * < Other ||< 1% ||
 * < Other ||< 1% ||

Aside from the two DC Public Charter Schools with a focus on technology: Community Academy PCS-Rand Technology and Washington Math, Science & Technology PCS (WMST), technology resources in the other 50 schools are either in short supply or staff has not been properly trained on what is available to them. All schools have access to high-speed wireless Internet.

Although inventory will vary from school to school, the following is a list of all technology hardware and software that is currently owned by, available to or in use by DC Public Charter Schools:

This list was compiled through information provided by the DC Public Charter School Board and by speaking with faculty from a number of DC public charter schools.
 * HARDWARE ||  SOFTWARE  ||
 * MAC computers || Microsoft Word, Excel and PowerPoint ||
 * PC computers || Google Apps for Education ||
 * iPads || Moodle ||
 * interactive whiteboards (SmartBoards) || READ180 ||
 * document cameras || Power Teacher ||
 * digital cameras || Apangea Math ||
 * printers || Engrade ||
 * scanners || Encyclopedia Brittanica ||
 * audience response systems || Easy IEP ||
 * LCD projectors || Flubaroo ||
 * overhead projectors || Storify ||
 * Acer notebooks (no disk drive) || Google Docs ||


 * Needs Assessment **

After I gathered what hardware and software was currently available to the faculty, I forwarded a survey to all teachers, support staff and administrators. The survey asked them to indicate which pieces of technology they would be interested in receiving training for through in-house professional development opportunities. I listed hardware and software that was currently available to them and included a space for faculty to indicate something that wasn’t listed but they would want to receive training for. There were additional questions regarding: name of current school employed at, position, years teaching in current school, total years teaching, level of experience with technology and a space to write any technology trainings or professional developments they participated in.

The results of the survey were collected and analyzed and a graph was created to illustrate the results and was referred to in order to plan technology training and professional development opportunities for teachers.

There was a constant, twofold theme revealed through the survey responses submitted by classroom teachers and support staff that work directly with students. Some teachers felt that they were not properly trained on the technology that they had access to and although enthusiastic about technology integration, had concerns about their own abilities and skill level in order to integrate technology successfully into their classrooms. Others had little interest in spending time training and learning more about applications available to them and felt resources should be applied to other areas.

The administrator responses were similar to one another in that most felt the issue was with availability and allocation of resources and teacher attitude towards technology integration. Approximately 70% of the administrators surveyed expressed that integrating technology into the classroom will only produce positive results and financial resources should be allocated to state-of-the-art hardware and software and professional development. Some administrators had concerns about the quality of training available to them and would like to see some resources allocated to training the trainers so they are assured that their staff will engage in meaningful training and professional development that they can immediately use in to integrate technology into their classrooms.

Out of the four skill level choices given on the survey: beginner, intermediate, intermediate+ and proficient, approximately 50% of the responders placed themselves into the intermediate category while the remaining 50% were equally divided onto the other three.

The results of the survey also revealed that although approximately 50% of the charter schools had at least 1 SmartBoard in the building. It was alarming to learn that only half of those schools were utilizing it. Even less than that felt they were using it to its full potential. Some people surveyed expressed interest in obtaining SmartBoards for their classrooms because they heard about some of the many functions from colleagues. It was interesting to learn that even though the DC Public Charter School Board provides training to staff on the SmartBoard through Smart, Inc. most surveyed indicated they wanted SmartBoard training. Some commented that the training provided through SMART, Inc. was valuable but they would like to participate in ongoing training throughout the school year that focused on SMARTBoard functions and use, as well as, workshops that were subject specific. There were comments such as “I want someone to show me how I can use the SMARTBoard to more effectively engage my Algebra 1 students” or “I want to see lesson ideas that will allow my ELL students to more actively participate in class”. There were many more comments like that.

Some staff expressed an interest in MACs over PCs, iPads for all and more READ180 training.

See Appendix A-Needs Assessment Survey See Appendix B-Needs Assessment Survey Results


 * Training Plan **

All staff input was considered and it was decided that teachers would be systematically trained by the Technology Integration Specialist on the top 4 hardware and software applications that have been indicated as being of most interest or importance to them. The trainings are differentiated by skill level and will provide staff with relevant, valuable information they can immediately use in their classrooms and apply to their lessons. Training groups are formed as a result of skill level information submitted by staff. All mandatory trainings will focus on a single piece of hardware or software at a time and be divided into 4, 6-hour sessions taking place over 5 months. Follow up training sessions will be scheduled to support staff after the initial training has been completed.

The Technology Integration Specialist will also consider information obtained through the Needs Assessment survey such as learning differences, skill levels and attitudes toward technology in order to plan relevant training sessions and experiences for staff. The TIS will use direct instruction and hands on activities to engage staff, promote learning and active participation. Hands on activities will include games, individual projects and group work.


 * Goals **

Teachers and instructional staff will participate in multiple comprehensive, quality technology trainings over five months that are differentiated to fit their skill level.

Teachers and instructional staff will gain valuable tools and teaching strategies to integrate technology into their classrooms.

Teachers and instructional staff will be able to use technology in their classrooms to differentiate instruction to promote learning for all students.


 * Hardware Training Schedule **

There are 12 pieces of hardware available to schools. The survey results show that faculty is most interested in training sessions that focus on: MAC computers, iPads, interactive whiteboards and audience response systems. The following table outlines proposed training and professional development sessions. There will be three consecutive weeks of training on the topics listed separated by skill level. The trainings are developed so participants have the option to advance to the next week’s training.

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 1. MAC Computers **
 * ** Week 1 **
 * MAC vs. PC || advanced keyboard functions || iTunes for education (podcasts) ||
 * creating folders on the desktop || Finder and applications || student use and projects ||
 * downloading, saving and organizing files || dashboard || Safari, Firefox and Chrome ||

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 2. iPads **
 * ** Week 1 **
 * performing an Internet search || locating educational apps using the app store || advanced file management ||
 * apps included on the iPad || photos and images || productivity apps for learning ||
 * iPad vs. notebook || apps for special education || note taking apps ||

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 3. SmartBoard **
 * ** Week 1 **
 * introduction and alignment || tips and tricks || lesson activity toolkit ||
 * control panel || SMART Exchange introduction || SMART Exchange advanced ||
 * tray tools ||  ||   ||

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 4. Audience Response Systems **
 * ** Week 1 **
 * introduction || pre test/post test || specific functions ||
 * ideas for classroom use || posing questions, collecting responses and displaying data || subject specific ideas for implementing AR Systems into classrooms ||


 * Software Training Schedule **

There are 12 software applications available to schools. The survey results show that faculty is most interested in training sessions that focus on: Google Apps for Education, Google Docs, READ180 and Microsoft Word, Excel and PowerPoint. The following table outlines proposed training and professional development sessions. There will be three consecutive weeks of training on the topics listed separated by skill level. The trainings are developed so participants have the option to advance to the next week’s training.

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 1. Google Apps for Education **
 * ** Week 1 **
 * Gmail and Google calendar || collaborations and living documents || Google Sites-organizing and storing ||
 * Google Talk || publishing tools || videos for education-hosting and sharing ||

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 2. Google Docs **
 * ** Week 1 **
 * word processing || collaborations and living documents || spreadsheets ||
 * saving and storing files || publishing tools || presentations and embedding code ||

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 3. READ180 **
 * ** Week 1 **
 * teacher dashboard || modeling best practices || placement and progress monitoring ||
 * on demand video || teaching strategies and differentiation || assessments ||

** basic ** ||  ** Week 2 ** ** experienced ** ||  ** Week 3 ** ** advanced ** ||
 * 4. Microsoft Word, Excel and PowerPoint **
 * ** Week 1 **
 * creating, saving and attaching documents with Word || Excel workbooks vs. Word tables || Word for students ||
 * creating and saving a workbook with Excel (auto sum and other basic functions) || Word vs. Google Docs || Excel for students ||
 * creating and saving a slide presentation || PowerPoint vs. Google presentations || PowerPoint for students ||


 * 4-day Training Plan **

The following is a detailed plan for a 4-day professional development that will train teachers how to use Google Apps for Education to create digital portfolios with their students.

A digital portfolio is a creative way for students to showcase their work and document their academic and personal growth throughout the year. The final product will represent their work throughout the school year including material that was challenging for them and will be a true reflection of them as learners. The digital portfolios can then be presented to a panel, for instance 1 student, 1 teacher and 1 administrator at the end of the marking period, semester or year.

The process has many advantages for teachers and students: personal reflection on work, peer-to-peer critique, utilizing new and interesting technologies and differentiation opportunities for general education, special education and ELL students.

The process has many advantages for teachers: one-on-one time with students while the class is doing independent work, introducing students how to respectfully participate in peer-to-peer critique sessions and introducing students to new technologies they can use in future projects.

The purpose of this training is to introduce teachers to the tools available to them so they may assist their students in constructing a digital portfolio Students can use desktops, laptops or iPads to complete this project. My vision is that all students: general education, special education and ELL students are able to access the technology available and necessary to create their digital portfolio.

This training is appropriate for general education, special education and ELL teachers and support staff, in grades 3-12, with an experienced or advanced skill level.

Participants are asked to bring samples of one student’s work. They should have one piece from each of the following subjects: Language Arts, Math, Science, Social Studies and Art. They may bring samples from other subjects as well.


 * Materials Needed **
 * computer or iPad for each participant
 * laptop or iPad (for instructor)
 * projector Internet access (Google Apps for Education, VoiceThread)
 * sample digital portfolios (elementary, middle and high school)
 * sample packets of student work (brought to the training and to be used to construct a digital portfolio)
 * white board
 * white board markers
 * pencils
 * pens
 * paper


 * Goal: ** Participants will use Google Apps for Education, VoiceThread and supporting hardware to learn how to create digital portfolios with their students.


 * Objective: ** Individuals will sign up for Google and VoiceThread accounts.
 * Objective: ** Individuals will identify parts of a digital portfolio.
 * Objective: ** Individuals will critique a sample digital portfolio.
 * Objective: ** Individuals will participate in peer-to-peer critique sessions.
 * Objective: ** Individuals will complete an online daily reflection.

** Activity ** || ** Description ** || ** Instructional Strategies ** ||  ** Materials and Resources Used **  ||
 * Day 1 **
 * Introduction || The TIS will introduce the course by explaining what a digital portfolio is and the many uses for it.

Appendix C-Digital Portfolios is handed out to the class.

All participants will obtain free Google and VoiceThread accounts.

The TIS will answer any preliminary questions before beginning. || The TIS will display the goal and objective for the day on the whiteboard.

Using a projector, the TIS will guide all participants through the process of obtaining free Google and VoiceThread accounts.

The TIS will answer any questions that need further clarification. || Whiteboard

whiteboard markers

projector

Appendix C-Digital Portfolios ||
 * Lesson || The group is given instruction surrounding what should be included in a digital portfolio, what makes one superior over another and format for presentation. Participants will learn how to locate and upload the presentation to VoiceThread.

See Appendix C-Digital Portfolios || The TIS will present hard copies of work from 1 student to each participant so they may refer to it during the lesson.

Using Google Presenter and a scanner, the TIS will provide examples of pieces to be included in a digital portfolio to make it stand out over the others. || ü whiteboard ü whiteboard markers ü projector ü copies of work from 1 student (elementary, middle and high school) ü Appendix C-Digital Portfolios ||
 * Independent Work || Individuals are given a sample of a completed digital portfolio created using Google Presenter. They are to review and critique the sample and delete unusable, irrelevant or inappropriate content per the guidelines and format presented in the preceding lesson. Individuals will edit the sample using what they’ve learned about digital portfolios. || The TIS will circulate around the room to offer one-on-one assistance to participants.

The group will have access to a screencast tutorial created by the instructor. The tutorial will cover what to include in a digital portfolio, how to make it stand out from the others and guidelines for appropriate and helpful peer-to-peer critique. || ü sample digital portfolios (elementary, middle and high school) ü desktop or laptop or iPad ü Appendix C-Digital Portfolios ü pencils, pens and paper ||
 * Group Work || Using the peer-to-peer critique guidelines, individuals will present their edited samples to the group for feedback.

See Appendix D-Peer-To-Peer Critique || The TIS will circulate around the room to offer assistance to groups. || ü Appendix D-Peer-To-Peer Critique ü pencils, pens and paper ||
 * Reflection || Participants will complete an online daily reflection form for Day 1 training.

See Appendix F-Daily Reflection Form || The reflections will be submitted before the end of the session. The TIS will review the feedback and if necessary, appropriate changes will be made to the following days sessions. || ü access to online daily reflection form ü pencils, pens and paper ||


 * Goal: ** Participants will use Google Apps for Education and supporting software to learn how to create digital portfolios with their students.


 * Objective: ** Individuals will upload edited sample digital portfolio to VoiceThread.
 * Objective: ** Individuals will use VoiceThread to add sound and enhance digital portfolio.
 * Objective: ** Individuals will participate in peer-to-peer critique sessions.
 * Objective: ** Individuals will complete an online daily reflection.

** Activity ** || ** Description ** || ** Instructional Strategies ** ||  ** Materials and Resources Used **  ||
 * Day 2 **
 * Introduction || The TIS will give a short review on Google Presenter and answer any related questions.

The TIS will introduce VoiceThread and briefly outline the features. || The TIS will display the goal and objective for the day on the whiteboard.

The TIS will answer any questions that need further clarification. || ü Whiteboard ü whiteboard markers ü laptop computer ü projector ||
 * Lesson || The participants will log on to their new Google accounts and open their sample digital portfolio with Google Presenter.

The participants will log on to their new VoiceThread accounts.

The TIS will instruct participants to create a new project on VoiceThread and upload their project from Google presenter.

Images, documents, video and audio with VoiceThread. || Using Google Presenter and a scanner, the TIS will demonstrate how to create a presentation. The presentation will be published and uploaded to VoiceThread.

The TIS will go over features of VoiceThread and how they can be implemented into digital portfolio and enhance presentation and individuality. || ü Whiteboard ü whiteboard markers ü laptop computer ü projector ü scanner ü Appendix C-Digital Portfolios ||
 * Independent Work || Individuals will explore VoiceThread and choose features to use to present their sample digital portfolio.

Individuals || The TIS will circulate around the room to offer one-on-one assistance to participants.

The group will have access to a VoiceThread screencast tutorial created by the instructor. The tutorial will guide them through the process from setting up an account to final presentation and all the features in between. || ü sample digital portfolios (elementary, middle and high school) ü desktop or laptop or iPad ü pencils, pens and paper ||
 * Group Work || Individuals will present their completed digital portfolio using VoiceThread to their group for feedback.

Groups will use the peer-to-peer critique guidelines.

See Appendix D-Peer-To-Peer Critique || The TIS will circulate around the room to offer assistance to groups. || ü Appendix D-Peer-To-Peer Critique ü pencils, pens and paper ||
 * Reflection || Participants will complete an online daily reflection form for Day 2 training.

See Appendix F-Daily Reflection Form || The reflections will be submitted before the end of the session. The TIS will review the feedback and if necessary, appropriate changes will be made to the following days sessions. || ü access to online daily reflection form ü pencils, pens and paper ||


 * Goal: ** Participants will use Google Apps for Education and supporting software to learn how to create digital portfolios with their students.


 * Objective: ** Individuals will use student work they brought to the training session to create a digital portfolio.
 * Objective: ** Individuals will participate in peer-to-peer critique sessions.
 * Objective: ** Individuals will complete an online daily reflection.

** Activity ** || ** Description ** || ** Instructional Strategies ** ||  ** Materials and Resources Used **  ||
 * Day 3 **
 * Introduction || The TIS will give a short review on high quality digital portfolios, Google Presenter and VoiceThread and answer any related questions. || The TIS will display the goal and objective for the day on the whiteboard.

The TIS will answer any questions that need further clarification. || ü Whiteboard ü whiteboard markers ü laptop computer ü projector ||
 * Lesson || The TIS will demonstrate ||  ||   ||
 * Independent Work || Individuals will start from the beginning to create a digital portfolio with Google Presenter and VoiceThread using the sample student work they brought to the training. || The TIS will circulate around the room to offer one-on-one assistance to participants.

The group will have access to a VoiceThread screencast tutorial created by the instructor. The tutorial will guide them through the process from setting up an account to final presentation and all the features in between. || ü sample student work they brought to the training ü desktop or laptop or iPad ü pencils, pens and paper ü Appendix C-Digital Portfolios ||
 * Group Work || Individuals will present their digital portfolio work in progress to their group for feedback.

Groups will use the peer-to-peer critique guidelines.

See Appendix D-Peer-To-Peer Critique || The TIS will circulate around the room to offer assistance to groups. || ü Appendix D-Peer-To-Peer Critique ü pencils, pens and paper ||
 * Reflection || Participants will complete an online daily reflection form for Day 3 training.

See Appendix F-Daily Reflection Form || The reflections will be submitted before the end of the session. The TIS will review the feedback and if necessary, appropriate changes will be made to the following days sessions. || ü access to online daily reflection form ü pencils, pens and paper ||


 * Goal: ** Participants will use Google Apps for Education and supporting software to learn how to create digital portfolios with their students.


 * Objective: ** Individuals will identify the benefits of digital portfolios for students with different learning styles.
 * Objective: ** Individuals will complete a digital portfolio.
 * Objective: ** Individuals will participate in peer-to-peer critique sessions.
 * Objective: ** Individuals will complete an online daily reflection.
 * Objective: ** Individuals will complete an exit survey.

** Activity ** || ** Description ** || ** Instructional Strategies ** ||  ** Materials and Resources Used **  ||
 * Day 4 **
 * Introduction || A discussion on how digital portfolios can be beneficial for special education students, ELL students and students with different learning styles. || The TIS will display the goal and objective for the day on the whiteboard.

The TIS will answer any questions that need further clarification. || ü Whiteboard ü whiteboard markers ü laptop computer ü projector ||
 * Independent Work || Individuals will complete their digital portfolios. || The TIS will circulate around the room to offer one-on-one assistance to participants.

The group will have access to a VoiceThread screencast tutorial created by the instructor. The tutorial will guide them through the process from setting up an account to final presentation and all the features in between. || ü sample digital portfolios (elementary, middle and high school) ü desktop or laptop or iPad ü pencils, pens and paper ü Appendix C-Digital Portfolios ||
 * Group Work || Individuals will present their completed digital portfolio using VoiceThread to their group for feedback.

Groups will use the peer-to-peer critique guidelines.

See Appendix D-Peer-To-Peer Critique || The TIS will circulate around the room to offer assistance to groups. || ü Appendix D-Peer-To-Peer Critique ü pencils, pens and paper || ü projector ||
 * Whole Group || Each group will choose 1 digital portfolio to present to the whole training group. || The TIS will facilitate a question, answer and comment session so individuals and groups can gather feedback. || ü desktop or laptop or iPad
 * Reflection || Participants will complete an online daily reflection form for Day 4 training and an online exit survey.

See Appendix E-Exit Survey See Appendix F-Daily Reflection Form || The reflections will be submitted before the end of the session.

The anonymous reflections will be compiled into one document separated by day and emailed to participants. || ü access to online daily reflection form ü pencils, pens and paper ü access to online exit survey ||


 * Evaluation **

The Technology Integration Specialist will meet regularly with the Charter School Board to update them on the status of the trainings. Reports will include staff attendance, progress assessment data, exit survey results and feedback.

The TIS will evaluate trainings through observation, daily reflections and exit survey results and comments provided by participants. Continual updates and changes will be made throughout the course of trainings to improve instruction. Any additional handouts and materials added would be forwarded to participants that have already completed the training.

See Appendix E-Exit Survey


 * Appendix A-Needs Assessment Survey **

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 * Appendix B-Needs Assessment Survey Results **


 * Hardware **




 * Software **




 * Appendix C-Digital Portfolios **

What is a digital portfolio?

“A portfolio is a collection of work developed across varied contexts over time. The portfolio can advance learning by providing students a way to organize, archive and display pieces of work.” ("e-portfolio basics: What,")

A digital portfolio, sometimes referred to as an electronic portfolio, is an assemblage of assignments, projects and reflections meant to showcase student work and document personal and academic growth throughout a period of time. The digital portfolio should include pieces from all subjects and areas that students are exposed to in order to represent them as learners.

A digital portfolio is assembled using different forms of technology such as: computers, scanners, Google Apps for Education, VoiceThread, personal websites and others.

What should be included in a digital portfolio? (these are suggestions)
 * student information
 * table of contents (older grades)
 * personal goals
 * academic goals
 * self-portrait
 * assignments and/or projects from all subjects and classes
 * assessments, tests, quizes
 * self-reflection
 * pieces that were challenging
 * teacher comments and feedback
 * theme or metaphor to represent the student’s marking period, semester or year (for example, my year was like a rollercoaster with a lot of ups and downs)
 * links to websites relevant to assignments or projects
 * links to websites of personal interest

The digital portfolio is an ongoing project and should be introduced at or near the start of the school year. As students are collecting and identifying pieces they want to include they should also be reflecting on themselves as learners. It is important to not only set aside time for group discussions and work time surrounding the project but also make time to check in with students individually. Since the digital portfolio is a personal representation, the teacher is there as a guide making sure that students use their time wisely, include all the required pieces and to assist them with the technology necessary to execute the project.


 * Appendix D-Peer-To-Peer Critique **

This rubric is appropriate for late middle school and high school students but can be used as a guide to create a rubric for lower grades.




 * Appendix E-Exit Survey **

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 * Appendix F-Daily Reflection Form **

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