Final Evaluation Report of Western High School’s iPad Training

8/13/2019 Final Evaluation Report of Western High Schools iPad Training

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Evaluation Report of Western High Schools iPad Training:

Using iMovie in the ClassroomPrepared for Western High School Technology Committee

Prepared by Cynthia Mills

Master of Educational Technology Student

Boise State University


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Table of Contents

Summary.1

Program Description..2

Program Objectives5

Program Components.5

Evaluation Method .5

Participants..5

Procedures...6

Data Sources....6

Results ..6

Discussion...10

Project Cost.10

Appendices11


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SummaryThe Technology Committee at Western High School, established in 2012, and made up of ten

teachers from ninth through twelfth grade, organized two trainings for teachers to promote theuse of iPads in their classrooms. The iPads were part of the Turnaround Zone grant and were

purchased in 2011. The committees continuing goal is to provide teachers opportunities to

integrate technology into their curriculum and offer students engaging activities to promote 21

st

Century skills for career and college readiness. The committee met in September 2013 anddecided that the focus of the two trainings would be the use of iMovie; therefore, the technology

specialist was asked to focus his first training on the app itself and the second training on

integrating iMovie into the curriculum. Teachers signed up for the trainings on a voluntary basis;however, the administration asked that at least one teacher from each core area and each grade

level attend. The trainings were scheduled from 2:00-3:00 on the first and second Wednesday in

October 2013. Teachers who attended the training were given an iPad to check out and take

home so that they could practice what they had learned, collaborate with each other, andultimately create a lesson or a series of lessons that integrated the app.

The 2013 goals of the Technology Committee are as follows:

Increase the number of teachers and students who use the iPads Increase the use of the iMovie app among teachers and students

This evaluation incorporated a goal-based method. The purpose of this evaluation was to assist

the Technology Committee in its goals to increase the usage of the iPads and to increase the useof the iMovie app. The evaluation incorporated observations and surveys. For instance, the

evaluator observed the trainings, observed the teachers who attended the training, and observedthe students utilizing the app in their core subject classrooms. In addition, the evaluator surveyed

both the teachers who participated in the trainings and the students who created projects using

iMovie. This evaluation was designed to assist the committee in determining the following:

Who is participating in the training Who is using iPads in the classroom Who is integrating iMovie in the curriculum How is iMovie being used across the curriculum How are students benefitting from using iMovie

The evaluation encompassed the following components:

Survey of training (teachers) Survey of projects (students) Survey of projects (teachers) Survey of the Technology Committee (members) Checklist data (gathered by the evaluators observations)

This evaluation found that Western High Schools Technology Committees goal for increasing

the use of iPads can be achieved, and while it is only at the beginning stages, the evaluationfound that both teachers and students need training in order to successfully utilize an iPad as a

technology tool that both engages and enhances learning. The committee needs to continue to


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Facilitate two trainings in October Teach basic iPad functions Teach iMovie Teach methods of integrating iMovie into the curriculum Staff will create a lesson plan incorporating iMovie Students will create a project using iMovie Evaluator will conduct formative assessments Staff and students will complete a survey for a summative assessment

Program Components: The Technology Committee consists of staff members who share a

passion for integrating technology into the curriculum and fostering 21stCentury learning. There

are 10 members in total, and all members volunteer their time. The committee was formed in

2012, and had 4 original members. The membership grew in the fall of 2013 when Western

High School hired 40 new staff members.

The Technology Committee meets once a week to discuss future goals, objectives, and ideas that

they feel will benefit Western High School. In addition, members participate in weekly Twitterchats to stay current on best practices across the country. Each month, the committee sends outan electronic newsletter via email that updates staff on district policies, initiatives, and programs.

The committee also offers new teachers training on the CCSD email system, gradebook, and

attendance interfaces.

Evaluation Method

Participants: After the Technology Committee sent out a school wide email inviting teachers to

participate in the iPad training and evaluation, and a subsequent email followed from each gradelevel vice principal inviting at least one core teacher from each subject to participate, the

participants in the training included the following: 1 senior English teacher, 1 senior history

teacher, 2 junior English teachers, 1 sophomore math teacher, 1 sophomore history teacher, and 1freshman science teacher. These teachers volunteered for the training; they did not receive

professional growth credits, nor did they receive a stipend. In addition to the teachers who

participated, the Technology Committee members also attended the training so that they could

mentor teachers throughout the training process. Technology Committee members were alsoinvolved in the evaluation. The technology specialist conducted the training. The students who

participated in the evaluation were the students of the teachers who attended the training.

Procedures: After completing both trainings, the participants (staff and committee members)

were emailed a survey to complete. The survey focused on the effectiveness of the training. In

addition, teachers were also emailed a survey to complete after grading their students iMovie

projects. This survey focused on the effectiveness of integrating iMovie into their curriculum.Students were also given a survey after they completed their iMovie projects. The student

surveys were conducted during class. The focus of the survey dealt with the iMovie app and the

learning process. Students took approximately 5-7 minutes. Finally, the evaluator conductedformative assessments, observing in each classroom one time. The formative assessment

included a checklist. The Evaluation Committee members operated more interactively during

the evaluation period than they normally do because they made themselves available to mentor


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teacher participants on the use of the iPad, specifically the iMovie app as well as fostering

integration ideas.

Data Sources: The data that was collected was qualitative data, and it was new data because thecommittee had never collected data on technology training or the use of iPads in the classroom

until now. Of the seven teachers who attended the training, all seven teachers completed both

surveys, which were created using Survey Monkey and emailed through the school email. SeeAppendix A and B. All 10 members of the Technology Committee completed their surveys,which were also created using Survey Monkey and emailed to members. See Appendix C. Of the

210 students who participated in the iPad assignment, 193 completed the assignment, and 193

completed the survey because teachers built the survey into the assignment as a self-assessmentto ensure participation. See Appendix D. Teachers completed a final evaluation focused on

student achievement. See Appendix E. Finally, the evaluator completed a formative,

observational checklist. See Appendix F.

ResultsTeacher Training: The teachers who attended the trainings were surveyed about both trainings.

There were seven teachers who attended, and none of the teachers who attended had ever usediMovie. The first survey questions focused on the effectiveness of the training. Teachers were

asked if the training aided in their understanding of the app. The survey also asked if the

committee members, who were there to mentor the teachers, were helpful. Finally, the survey

asked teachers to measure how comfortable they felt with using the app and if they were going topractice using the app. The second survey focused on how effective the training was regarding

the use of the iMovie app as an integration tool. Teachers were asked if they gained insight

about how to use iMovie to create a course project and if they gained more knowledge about theapp itself.

The following are graphs of the iPad training Day 1 and Day 2


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Committee members were also surveyed after the training period. The survey questions were

based on their overall observation and perception of the training, teacher engagement andcomprehension.

Student Projects:Next, students were required to fill out a survey after they completed their

iMovie projects. 193 students completed the survey. The survey asked students to agree or

disagree with prompts. The survey focused on student learning. The surveys were given tostudents when they finished their projects and were part of their overall grade.


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Teacher Survey/Evaluations: Teachers were surveyed a second time in order to evaluate student

achievement.

Observational Checklist: The evaluator, who has 16 years of experience teaching and two years

experience integrating iMovie into the curriculum observed all seven classrooms as students

worked on creating their iMovies using a checklist similar to the teacher survey. The checklistcontained items that focused on student engagement and iMovie integration that demonstrated


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synthesizing knowledge. The checklist included a rating system of 1-5, with 5 being the highest

for the performance. The evaluator averaged the results of all seven classrooms.

DiscussionWestern High Schools Technology Committeeis dedicated in its goal to increase the use of

technologies available to teachers. Therefore, the committee chose to train teachers on iPads and

one app, iMovie, in order to increase the number of teachers and students who use the iPads and

increase the use of the iMovie app among teachers and students. The results of the study showthat the teachers who were trained felt their students benefitted from the integration of iMovie.

Student skills were reinforced, and student engagement was high. All seven teachers surveyed

said that they would use the iPad again and six teachers said they would use iMovie.

The training was successful in that all seven teachers reported that it increased their knowledge

of the iPad and the app. While three teachers were apprehensive about using the app bythemselves, all teachers reported that the mentors, who were the committee members, were

helpful. The second training was successful in guiding teachers on how to integrate iMovie into

their curriculum. All seven teachers reported that the trainer offered many ideas, and althoughthree teachers were still unsure of what they were going to do in terms of a lesson plan, all

teachers confirmed that they would create a lesson plan using iMovie. Committee members

conveyed that the trainer was prepared and effective, and teachers were engaged in the lessons.

45% of students felt that iMovie was easy to learn, and although this program challenged moststudents, 88% of students said they would use iMovie again for other projects. In addition,

students agreed that this app allowed them to be creative and 76% said that they learned more

about their subject after creating their project and viewing other student projects.Teachers confirmed these results. All seven teachers reported that targeted skills were practiced

and that students were highly motivated. The evaluator observed that while some students

lacked the ability to completely integrate the technology, they were able to create a relevantproject that had a clear idea or argument.


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Digital video has been shown to be instrumental in education, and based on the results of this

evaluation, teachers and students found that using the iPad and iMovie app enhanced the learningexperience. Science, math, social studies and English curriculums can easily adapt this app by

utilizing it for projects that challenge and engage learners. Combining lecture, investigative

learning, collaborative learning and text-based experiences through story-telling using iMovieallows students to be successful and diverse.

Western High Schools Technology Committee should continue to brainstorm ways in which the

iPads can be used. Results of this evaluation should be shared with the administration and staffto support the committees goal to increase iPad usage and iMovie creation in the classroom.

Downloading apps specific to each subject matter would also help to increase iPad usage, but

apps that are universal are less expensive, so finding ways in which these apps can be integrated

across the curriculum would benefit teachers and students. Based on the findings, the evaluatorrecommends further training programs to increase the usage of iPads at Western High School.

Project Cost

PersonnelLead Evaluator15 days @ 500 per day = 7,500Technology Specialist4 days @ 175 per day = 700

Total personnel =8,200

Training SuppliesiPad Handbook7@ 4.50= 31.50

iMovie handouts-7@ 4.50= 31.50

iMovie Powerpoint- Time absorbed in technology specialist budget.iPads-purchased through grant

Total training supplies= 63.00

Travel and Per DeimTravel Per Diem15 days x 1 person @ 250 per day = 3,750

Supplies and CommunicationSurvey Monkey Subscription= 204

Paper, Pens, Ink, etc. = 100

Phone CallsLocal and Long Distance = 200

Total supplies and communications=504

Total Cost= 12,517

The evaluator met with Western High Schools Technology Committee to gain insight and

background knowledge about the goals of the committee and the goals of the evaluation. Theevaluator also met with the technology specialist and coordinated dates. The evaluator was

present during the creation of the surveys and analyzed the results. The evaluator also observed

classrooms. A report was written and presented to the Technology Committee.


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Appendix A

Teachers completed survey of training day one.https://www.surveymonkey.com/s/MW6DC88
https://www.surveymonkey.com/s/MW6DC88https://www.surveymonkey.com/s/MW6DC88https://www.surveymonkey.com/s/MW6DC88


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Appendix B

Teachers completed survey of training day two.

https://www.surveymonkey.com/s/MSYGRL5
https://www.surveymonkey.com/s/MSYGRL5https://www.surveymonkey.com/s/MSYGRL5https://www.surveymonkey.com/s/MSYGRL5


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Appendix C

Committee Members completed a survey of both trainings.

https://www.surveymonkey.com/s/MSFV82P
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Appendix D

Students were surveyed about their experience with iMovie.

https://www.surveymonkey.com/s/MRD6B6G
https://www.surveymonkey.com/s/MRD6B6Ghttps://www.surveymonkey.com/s/MRD6B6Ghttps://www.surveymonkey.com/s/MRD6B6G


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Appendix E

Teachers were surveyed about student performance.

https://www.surveymonkey.com/s/MRF83YX
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Appendix F

Evaluator checklist. 1-5 scoring with 5 being the highest.

https://www.surveymonkey.com/s/MTDLV3T
https://www.surveymonkey.com/s/MTDLV3Thttps://www.surveymonkey.com/s/MTDLV3Thttps://www.surveymonkey.com/s/MTDLV3T

Final Evaluation Report of Western High School’s iPad Training

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