ETEC665 Final PD Plan

Professional Development PlanSchool Year 2010-2011

ETEC 665

Prepared by Joanna Cross, Alicia Drake, and Paula Naugle

Fall 2010

Professional Development Plan of 31

Table of Contents

Page

Rational......................................................................................................... 3

Theoretical Foundations............................................................................... 3

Learning Community.................................................................................... 4

Current Status.............................................................................................. 4 – 5

Faculty Technology Survey Results.............................................................. 6 - 9

Student/Parent/Community Technology Survey Results.............................. 10 – 11

Timeline for Technology Professional Development.................................... 12 – 13

Bissonet Plaza’s eBoard Training Schedule................................................. 14

Making the Most of Your eBoard – Beginner Lesson................................... 15 – 16

Making the Most of Your eBoard – Intermediate Lesson............................. 17 – 18

Making the Most of Your eBoard – Advanced Lesson.................................. 19 – 21

Budget.......................................................................................................... 22

Bibliography................................................................................................. 23 - 24


Rational

As 21st century learners in a world where collaboration and connections are key life skills as stated in the ISTE NETS*T, we need to value the growing technology around us. So many technologies have been given so fast in this new decade that we need to step back and relate these new resources into our everyday lives. Many teachers are feeling left behind and professional development (PD) needs to address their concerns. PD needs to allow for time to accomplish what JPPSS is asking them to do. This PD was designed with teachers as learners in mind. What is scary to most needs to be given in doses that can be handled and accepted.

The eBoard is provided and paid for by Jefferson Parish Public School System (JPPSS) but no training was ever given. Teachers are mandated to use this technology and need a PD that addresses their frustration with being pushed to use a new technology with no training. Therefore we decided that not only was this PD convenient but also pertinent to their daily lives. They will be learning technology skills that are applicable to a 21st century person’s life.

Theoretical Foundations

JPPSS, like so many other districts, gives piecemeal initiatives to teachers as Micheal Fullan addresses in Change Forces. When considering Fullans research on change, we tried to address a PD that would be positively substantial and provide continuous improvement. Without this consideration our PD would not be as effective. Knowles’ also states that teachers need their own guidance (self-direction). Many PD sessions simply state what you should be doing without the support needed to accomplish the stated outcome. When making this PD, Knowles helped us support adult learners. He also states that experience is important to increase success. We made sure to adapt this theory by adding additional classes that are not required but will allow more experience and direction to be applicable. By being able to start at their current comfort level our adult learners will have a readiness to learn and motivation by being comfortable. This will lead to intrinsic motivation to continue learning, which also is supported by Knowles.


Learning Community

Teachers are hung up on having extra work to do. This professional development enables the person to create and use the resource with limited time spent. The design of the PD allows the person to move at a pace that is comfortable to them. Plus, each session allows them to complete the desired outcome if they only want the minimal requirements, but also helps those individuals who have embraced the technology to use it to its fullest advantage. Those that are advanced in the technology are allowed to test out of the beginner trainings as well. Having these advantages will appease any concerns that this PD is not useful. According to Knowles adult learners need to be responsible for their own decisions and able to be self-directed. After processing the initial survey results it was clear that no one wanted anything heavy to be thrown at them, or that they had a whole lot of experience with technology as a resource either. This PD is basic enough for every type of adult learner to succeed with our desired results. Therefore, this PD would be successful in many different settings.

Current Status

Bissonet Plaza is a 50 year old public elementary school in Metairie, Louisiana which is a suburb of New Orleans. Thanks to a generous grant given to the Jefferson Parish Public School System after Hurricane Katrina by Cisco, Bissonet was rewired for wireless Internet access in 2008 and received a new server in 2009.

When our former principal first came to Bissonet she spent a majority of the school budget on technology hardware updates. Over two years she purchased four wireless laptop carts. Each cart contains 15 Dell laptops. She also purchased two Quizdom carts and enough desktop computers, so that all 25 regular education classrooms had at least two updated computers.

In 2004 four classrooms at the school were outfitted as Technology Model Classrooms with interactive whiteboards, and six desktop computers. Then in 2009 the district gave each teacher a laptop computer and twelve classrooms at Bissonet received Promethean boards, ActivSlates, and ActiVotes. One teacher at the school received a grant from the district for a $15,000 Technology Model Classroom and two other teachers will be receiving Promethean boards through district grants. Another teacher has an Eno interactive whiteboard in her classroom.


During the summer of 2009, ceiling projectors were installed in all classrooms without an interactive whiteboard. Each classroom teacher now either has an interactive white board or a ceiling mounted projector which they can connect to their laptops. All regular education classrooms also have document cameras and printers and access to flip cameras and digital cameras.


The school pays for subscriptions to Compass Learning, Accelerated Reading, Accelerated Math, Math Facts in a Flash, Study Island, BrainPop, BookFix, and Rosetta Stone.

While the hardware in some rooms stills needs updating, using technology in the classroom and allowing students to use technology to enhance their learning is an area that needs to be strengthened too. While staff members rate themselves on average in the intermediate range, technology currently does not play a significant role in daily classroom instruction. While Bissonet Plaza has had a strong technology component for many years, particularly so for a PK-5 elementary school, it is part of our plan that the use of technology in the classroom increase in the coming years.

All staff and administrators need to become more aware of their current level of technological skill and more focused on raising that skill. Toward this end, all staff and administrators need to attend technology professional development at our school so that our needs are being met. To help achieve a higher level of computer profiency and to learn how to integrate technology into the classroom we have formed two teams at Bissonet Plaza:

1. The Bissonet Technology Team (BTT)Consists of 7 teachers and the administrators

2. The Bissonet Promethean Team (BPT)Consists of 5 teachers and the administrators


Faculty Tecnology Survey Results

The technology team designed a survey issued to the faculty at Bissonet Elementary. The team addressed work, personal, and higher educational technology in the survey. A total of 18 faculty members completed the survey anonymously. The faculty frequently uses technology for personal reasons but infrequently uses technology including Word, Excel, and the Internet for classroom instruction. They have acquired knowledge of technology mostly through online experiences and district/school training. Few utilize formal continuing education courses, Personal or Professional Learning Networks. The faculty infrequently uses technology beyond what is required by the district. Students infrequently use technology including Word, Excel, and the Internet in whole or small groups for research projects. They are infrequently allowed to be the “Sage on the Stage” during instructional time. These results detail the foundation on which the technology team will build through professional developments, questions & answer sessions, and grade level meetings.

Survey Results:

Survey Question Frequency Percentages

1) I feel comfortable using technology for personal purposes such as e-mail, purchasing on-line, and/or using web tools.

Always 39%

Often 44%

Sometimes 17%

Rarely 0%

Never 0%

2) I use technology in teacher directed instruction in my classroom. (interactive whiteboard, projector, document camera, online resources)

Always 28%

Often 28%

Sometimes 33%

Rarely 11%

Never 0%

3) I use Word, Excel, and/or Internet Resources for teaching the curriculum.

Always 22%

Often 33%

Sometimes 33%


Rarely 11%

Never 0%



4) My students use Word, Excel, and/or Internet resources for learning the curriculum.

Always 0%

Often 33%

Sometimes 11%

Rarely 28%

Never 28%

5) My students use technology in small groups to do research and create projects.

Always 0%

Often 11%

Sometimes 28%

Rarely 39%

Never 22%

6) Beyond what is required by the district, I use technology to design and deliver my content and to continuously assess my students. (teacher created flip charts, student responders, interactive web sites, etc.)

Always 11%

Often 6%

Sometimes 72%

Rarely 6%

Never 6%

7) In my classroom the “Sage on the Stage” is someone other than me during a portion of the lesson.

Always 6%

Often 6%

Sometimes 61%

Rarely 6%

Never 6%

8) The percentage of my technology knowledge that has been acquired through district/school training is:

about 10% 11%

about 20% 11%

about 30% 28%

about 40% 11%

about 50% 17%

about 60% 11%


about 70% 11%


9) The percentage of my technology knowledge that has been acquired through formal continuing education courses is:

about 10% 43%

about 20% 36%

about 30% 21%

about 40% 0%

about 50% 0%

about 60% 0%

about 70% 0%

10) The percentage of my technology knowledge that has been acquired through on-line experience (formal or informal) is:

about 10% 6%

about 20% 18%

about 30% 18%

about 40% 29%

about 50% 0%

about 60% 0%

about 70% 12%

11) The percentage of my technology knowledge has been acquired through a Personal (family/friends/colleagues) or Professional Learning Network (PLN) is:

about 10% 13%

about 20% 38%

about 30% 13%

about 40% 13%

about 50% 19%

about 60% 0%

about 70% 6%


Student/Parent/Community Technology Survey Results

During the same time, the technology team designed a survey issued to students, parents, and community service providers of Bissonet Elementary. The team addressed work, personal, and higher educational technology in the survey. A total of 7 people completed the survey anonymously. Although the technology team received few completed surveys most own a PC personal computer with Internet access and have visited Bissonet’s website. Most replied that technology is necessary but not essential. They frequently communicate with the school through email, use technology for word processing and the Internet. They rank technology as a moderate to high need in the classroom and their children should be taught basic computer skills. The results below detail strengths and weaknesses the technology team will address.

Survey Results:

Survey Question Responses Percentages

1) Do you own a personal computer?Yes 86%

No 14%

2) What kind of computer do you own?

PC (Windows) 86%

Apple (Mac) 0%

None 14%

3) Do you have Internet access?Yes 86%

No 14%

4) Where do you have access to a computer outside of school?

Home 71%

Public Library 29%

5) Have you seen the Bissonet Plaza website? (http://bissonet.jppss.k12.la.us/bissonet/)

Yes 86%

No 14%

6) What is your opinion of technology in the classroom?

Essential 43%

Necessary but not essential 57%

7) Which programs do you have on your personal computer?

Word Processing 71%

Games 14%


Other 14%

Survey Question Responses Percentages

8) You use your personal computer for which of the following:

Email 57%

Internet 14%

Games 29%

9) How do you communicate most often with teachers or other personal at our school?

Email 57%

Other Electronic 14%

Phone Call 14%

Hand Written Note 14%

10) What kind of computer skills do you think students at Bissonet should learn?

Basic Computer 100%

11) Among all the needs facing schools today, where would you rank technology?

High Need 43%

Moderate Need 43%

Low Need 14%

12) I would be interested in technology training classes for parents at the school.

Yes 43%

Maybe 57%


Timeline for Technology Professional Development

The Bissonet Technology Team (BTT), after analyzing the survey data and assessing the available technology at Bissonet Plaza, has established four technology professional development goals for the Spring semester of 2010 and the Fall semester of 2011:

1. eBoard2. Podcasting 3. Digital Storytelling4. Videoconferencing

Activity Projected DatePerson(s)

ResponsibleMonitoring and

Evaluation

Beginner eBoard Training

January 11, 2011 Alicia Drake Notes & calendar artifacts on eBoard

Follow-up Q&A Session for Beginner eBoard

January 26, 2011 Alicia Drake BTT created survey

Intermediate eBoard Training

February 16, 2011 Joanna Cross Images & hyperlinks posted on eBoard

Follow-up Q&A Session for Intermediate eBoard

March 2, 2011 Joanna Cross BTT created survey

Advanced eBoard Training

March 16, 2011 Paula Naugle

Moderating comments, embedding

videos, etc. as evidenced on the

eBoard

Follow-up Q&A Session for Advanced eBoard

March 30, 2011 Paula Naugle BTT created survey

Beginner Podcasting Training April 20, 2011 BTT & Title I Teacher

A sample lesson videoed using the

Promethean software

Intermediate Podcasting Training

May 4, 2011 BTT & Title I Teacher A sample vide using a Flip camera

Advanced Podcasting Training September 7, 2011 BTT & Title I Teacher

A sample podcast using Audacity

software


Beginner Digital Storytelling Training September 21, 2011 BTT & Title I Teacher

A sample digital story using animoto or similar software

Intermediate Digital Storytelling Training

October 5, 2011 BTT & Title I Teacher A sample digital story using PhotoStory 3


Advanced Digital Storytelling Training October 19, 2011 BTT & Title I Teacher

A digital story using Windows Movie Maker

or iMovie

Beginner Videoconferencing Training

November 2, 2011 BTT & Title I TeacherA survey of observing

a Skype/video-conference call

Intermediate Videoconferencing Training

November 16, 2011 BTT & Title I TeacherLog/reflection of a

Skype/video-conference call

Advanced Videoconferencing Training

December 7, 2011 BTT & Title I TeacherLesson plan/ recording

of a class videoconference

eBoard Training Lessons

After collecting the survey data and meeting with the BTT, we mapped out our technology professional development plan for the rest of the 2010-2011 school year. We decided it was best for all teachers to learn to post things to their eBoard notes.The reasons for this are:

1. District pays good money to maintain our eBoards2. Good way for parents and students to access information from home as

well asschool

3. Allows for easy access to links teachers want to use is the classroom4. Helps with time management when students are completing computer

assignments5. Keeps parents informed about homework, tests, and upcoming events

Our desired outcome for the Professional Development plan addresses ISTE NETS*T standards 2 through 5.


Bissonet Plaza’s eBoard Training Schedule


Making the Most of Your eBoard - Beginner LessonPresented by Alicia Drake

Post a note to your eBoard

1. Open your eBoard.2. Click on post/edit mode.3. Type in your administrative password.4. Click on Submit.5. Click on add a note in the top right corner.

6. When add a note boxes appear choose a title for your note (required). * This will appear on the front of your note.

7. In the text box, include any information you want to include on your note. This will

appear when someone clicks on the title of your eBoard note. Your can personalize this

with font size, color, justification, bullets, and/or number lists. * Don’t forget to run Spell Check.

8. After you’re finished with the text box, scroll down. Here is where you can add an

attachment to your note (just like for an email). You can also change the color of your

note.


9. Click on submit. Congratulations! Your first note is posted!

Adding your Google calendar to your note

1. Open your eBoard.2. Click on post/edit mode.3. Type in your administrative password.4. Click on submit.5. Click on control panel then tabs next to options.6. Add a new tab-New Name type Calendar.7. Select tab color and save and exit.8. Follow the above steps to add a note to your Calendar tab.9. In the text box select Source.

10. Paste the embed code in your calendar details from Google.11. Click on Source again (to turn off).12. Congratulations! Your calendar should appear when you open the School Calendar note.


Making the Most of Your eBoard - Intermediate LessonPresented by Joanna Cross

Adding a web link to your note

1. Find a website that you like.2. Copy the URL by highlighting the address and right clicking and choosing copy.3. Open your eBoard.4. Click on post/edit mode.

5. Type in you administrative password.6. Click on submit.7. Open the note you wish to contain the web link.8. Right click and choose the paste option.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - O R - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

1. Save the website to your desired location.2. Open your eBoard.3. Click on post/edit mode.4. Type in you administrative password.5. Click on submit.6. Open the note you wish to contain the web link.7. Scroll to the bottom till you come across attachments.

8. Click choose file.9. Select your website.


Adding an image inside a note

1. Save the image to your desired location.2. Open you eBoard and click the Post/Edit mode.3. Type in you administrative password and click submit.4. Open the note you wish to contain the web link.5. Scroll to the bottom till you come across attachments.

6. Click choose file.7. Select your image.


Making the Most of Your eBoard - Advanced LessonPresented by Paula L. Naugle

Adding an image to your note

1. Find an image online that you want to add to your eBoard note.2. Copy the URL onto your clipboard.3. Open your eBoard. 4. Click on post/edit mode.5. Type in your administrative password.6. Click on submit.7. Open your eBoard note.8. Click on the black down arrow to the right of your name.

9. A dialogue box will open. Click on edit.10. In the box that says note image url (optional) paste the URL you copied in Step 3.

11. Click on the save* button.12. Now your note has an image on it.


Allowing comments

Some teachers like to allow students to add comments to their eBoard note. If you would like to add this feature to your eBoard note follow these steps.

1. Go to your school’s eBoard.2. Click on the post/edit mode button.3. Type in your administrative password.4. Open your eBoard note.5. Click on the black drop down arrow next to the title of your note. Click on edit.6. Scroll down the note to the iNotes section.

7. Click on the drop down arrow next to Off and select Moderated.8. Click on the save* button at the bottom of your note.9. Now note moderation is turned on.10. When students send you a note, they will not be seen until you approve them.11. To approve messages, go into the edit mode on your note. Scroll down to the iNotes

section. You will place a check in the box next to the comments you approve and an x in

the box next to any comment you wish to delete.

12. Then click on the save* button. Notes you approved will now be visible for everyone who

visits your eBoard note.

Embedding a Video (Glogster, VoiceThread or anything with an embed code)

1. Find the item you want to embed on your eBoard note and copy to embed code.2. Go to your school’s eBoard.


3. Click on the post/edit mode button.4. Type in your administrative password.5. Open your eBoard note.6. Click on the black drop down arrow next to the title of your note. Click on edit.


7. Look at the editor at the top of your note.8. Click on the HTML icon. (See red arrow below. That is what you are looking for.)

9. The HTML editor will open. Don’t let it freak you out. Put your cursor at the end of the

code and paste in the embed code you copied in Step 1. Click on the Update button.

10. Now you have embedded a video (or whatever) on your eBoard note. Congratulations!


Budget Below is the anticipated cost of this professional development plan for Bissonet Elementary School. The majority of the funds will be spent on staffing stipends.

Budget

Stipends Brief Description of Each Meeting or Activity Amount

Twelve 1 hour trainings for 25 teachers after school for Technology Integration.

$10,500.00

Three 1 hour trainings for 3 teachers after school for Technology Integration.

$315.00

Total for Stipends $10,815.00

Materials and Supplies

Brief Explanation of Expenditures

Unit Cost Cost

Miscellaneous supplies including paper, pens, markers, and index cards for twelve 1 hour

trainings after school for Technology Integration.

$75.00 $900.00

One $25 door prize for each of the twelve 1 hour trainings after school for Technology Integration.

$25.00 $300.00

One $15 door prize for each of the twelve 1 hour trainings after school for Technology Integration.

$15.00 $180.00

Snacks and refreshments for twelve 1 hour trainings after school for Technology Integration.

$100.00 $1,200.00

Total for Materials and Supplies $2,580.00

Grand Total $13,395.00


Bibliography

Atherton, J. (2010). Learning and Teaching. Retrieved October 13, 2010, from Knowles' andragogy: an angle on adult learning web site: http://www.learningandteaching.info/ learning/knowlesa.htm

Deubel, P. P. (2007, June). Podcasts: Where's the Learning? Retrieved September 2010, from Augusta State University Web site: http://www.aug.edu/its/is/handouts/ InstructionalTechnology/Deubel-Podcasts-Where-sTheLearning.pdf

Dunham, R. B., & Bennett, K. A. (2008, Summer). Is There a Podcast in Your Classroom? Retrieved September 2010, from University of Colorado Denver Institure for International Business and Center for International Business Education & Research Web site: http://www.ucdenver.edu/academics/InternationalPrograms/CIBER/GlobalForumReports/ Documents/Is_there_a_Podcast.pdf

Flanagan, B., & Calandra, B. (2005). Podcasting in the Classroom. Learning & Leading with Technology, 33(3) , 20-23.

Fullan, M. (2010). Second International Handbook of Educational Change. Toronto, ON, Canada: University of Toronto.

Harrison, D. (2009, September 10). Video Conferencing to Bring the World to Students. Retrieved September 2010, from The Journal Web site: http://thejournal.com/articles/2009/ 09/10/videoconferencing-to-bring-the-world-to-students.aspx?sc_lang=en

Hohlfeld, T., Ritzhaupt, A., & Barron, A. (2010). Connecting Schools, Community, and Family with ICT: Four-Year Trends Related to School Level and SES of Public Schools in Florida. Computers & Education, 55(1) , 391-405.

Kanuka, H. (2006). Instructional Design and eLearning: A Discussion of Pedogogical Content Knowedge as a Missing Construct. E-Journal of Instructional Science and Technology, 9(2) .

Kennedy, J. (2010). A New Way of Learning.

Lewin, C., & Luckin, R. (2010). Technology to Support Parental Engagement in Elementary Education: Lessons Learned from the UK. Computers & Education, 54(3) , 749-758.

McKenzie, J. (1998, April). Creating Learning Cultures with Just-in-Time Support. Retrieved September 2010, from Staff Development Web site: http://staffdevelop.org/adult.html


Means, B. (2010). Technology and Education Change: Focus on Student Learning. Journal of Research on Technology in Education, 42(3) , 285-307.

Pachnowski, L. (2002). Virtual Field Trips through Video Conferencing. Learning & Leading with Technology, 29(6) .


Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3) , 220-228.

Rodriguez, G., & Knuth, R. (2000). Critical Issue: Providing Professional Development for Effective Technology Use. Retrieved September 2010, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Rossell-Aguilar, F. (2007). Top of the Pods-In Search of a Podcasting "Podagogy" for Language Learning. Computer Assisted Language Learning, 20(5) , 471-492.

Sun, J., Heath, M., Byrom, E., Phlegar, J., & Dimock, K. V. (2000). Planning into Practice. Durham, NC: SouthEast and Islands Regional Technology in Education Consortium.

ETEC665 Final PD Plan

Education

Transcript of ETEC665 Final PD Plan