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Unit Name: Prezi for Educators

Title: Prezi for Educators Subject/Course: Teacher Technology Inservice

Topic: Prezi Online Presentation

Software

Grade: Instructional

Staff 

Designer(s): Steve Sapere (as Media

Specialist/Leader)

Learner Analysis and Overview of Lesson:

The context of this learner analysis is a grade K-5, public elementary school in the North Atlanta suburbs with a

 population of approximately 1,200 students. The faculty is composed of 50 regular-education classroomteachers 25 special area teachers (EIP, ESOL, SPED, Art, Music, PE, Gifted, Speech), 3 administrators, and 1

media specialist. All teachers in the building have access to a Promethean board and a district-issued laptop

computer.

After discussing my plans with the elementary school media specialist, we decided to first promote the training

opportunity to the staff. A brief ‘teaser’ about the capabilities of Prezi presentation software and the upcoming

training was offered at a faculty meeting a week prior to the scheduled date of the inservice. Based on informalfeedback at this session, fewer than 10 members of the faculty had any experience with Prezi presentation

software, and a majority of teachers were interested in learning more.

A total of 11 individuals (10 teachers and 1 media specialist) attended the training session. All attendees were

invited to complete a post-inservice survey. 8 individuals completed the survey. Based on the results of the

survey, 1 teacher has a Bachelors degree, 2 have Masters degrees, 4 have Specialists degrees, and 1 has aDoctoral degree. 6 of the responding teachers have been teaching for 16 years or more. All 8 of the

respondents rate themselves as either “very comfortable” or “somewhat comfortable” with technology usage. 5

out of the 8 respondents stated that they “always” look to incorporate technology into their instruction.

In light of the interests and needs of the faculty group, I decided to present a basic overview of Prezi presentation software, highlighting some of the basic skills teacher would need in order to create web-based

 presentations for use with their classes. I also planned to show teachers how they might make Prezi available totheir students as an alternative to more traditional slide presentation software.

Stage One: Desired Results

ESTABLISHED GOALS (State and/or National Content Standard (s)):

ISTE's NETS for Teachers (NETS•T)

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences

that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

 b. Engage students in exploring real-world issues and solving authentic problems using digital tools andresources

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c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding

and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others inface-to-face and virtual environments

2. Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating 

contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills,and attitudes identified in the NETS·S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote studentlearning and creativity

 b. Develop technology-enriched learning environments that enable all students to pursue their individual

curiosities and become active participants in setting their own educational goals, managing their own learning,and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles,

working strategies, and abilities using digital tools and resourcesd. Provide students with multiple and varied formative and summative assessments aligned with content and

technology standards and use resulting data to inform learning and teaching

3. Model Digital Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies andsituations

 b. Collaborate with students, peers, parents, and community members using digital tools and resources to

support student success and innovationc. Communicate relevant information and ideas effectively to students, parents, and peers using

a variety of digital age media and formats

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use

information resources to support research and learning

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit 

leadership in their school and professional community by promoting and demonstrating the effective use of 

digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improvestudent learning

 b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making

and community building, and developing the leadership and technology skills of othersc. Evaluate and reflect on current research and professional practice on a regular basis to make

effective use of existing and emerging digital tools and resources in support of student learningd. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and

community

AASL Standards for the 21st Century Learner:

1.1.2 Use prior and background knowledge as context for new learning.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for 

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needs, importance, and social and cultural context.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in

order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding.1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources

and information.

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

1.3.1 Respect copyright/ intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.4 Contribute to the exchange of ideas within the learning community.

1.3.5 Use information technology responsibly.

1.4.4 Seek appropriate help when it is needed.

2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis,

evaluation, organization) to information and knowledge in order to construct new understandings, draw

conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express

new understandings.

2.2.4 Demonstrate personal productivity by completing products to express learning.

2.3.1 Connect understanding to the real world.

2.4.4 Develop directions for future investigations.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways

that others can view, use, and assess.

3.1.6 Use information and technology ethically and responsibly.

3.3.4 Create products that apply to authentic, real-world contexts.

3.4.2 Assess the quality and effectiveness of the learning product

4.3.2 Recognize that resources are created for a variety of purposes.

UNDERSTANDINGS:

 Students will understand that:

-Prezi is a Web 2.0 tool for creating interactive,

multi-media presentations-Prezi is a flexible format that will allow them to

seamlessly incorporate video resources into

classroom instructional presentations-Prezi is another option for students to use in

ESSENTIAL QUESTIONS:

-What is (a) Prezi?

-What features of Prezi make it more useful/flexible than

traditional presentation software?

-How can I create effective Prezi presentations?-How can I incorporate my existing slide (Powerpoint)

 presentations within a Prezi presentation?

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creating learning products

KNOWLEDGE:

 Students will know:

-How to create web-based, interactive, multi-media

 presentations using Prezi software

-How to incorporate video resources into their  presentations

-How to incorporate their existing presentations into

Prezi to create new learning and teaching tools-How to share their newly-created Prezi

 presentations with students and other teachers

ESSENTIAL VOCABULARY:

Key terms:

Prezi, zooming, path

SKILLS:

 Students will be able to:

-Create a Prezi account

-Create text boxes/fields in Prezi

-Import images into Prezi-Import slides from Powerpoint into a Prezi

-Import/emded YouTube videos into a Prezi

-Import/embed videos saved as files into a Prezi-Effectively use the zooming feature of Prezi to create

emphasis on particular parts of their presentations

-Create a path connecting various elements into a

seamless Prezi presentation-Share their Prezi presentations with students and other 

teachers via hyperlink, embedding, or download

Stage 2: Assessment Evidence

-Feedback survey -Observation, interaction and questioning of teachers both during and after the training session-Samples of teacher presentations created during and after session as a result of training/lesson

Stage Three: Plan Learning Experiences

W – Introduction of presenter and discussion of topic of presentation and planned outcome of training session

(Where? and What?)

H – Hook teachers by presenting brief ‘teaser’ of capabilities of Prezi software at faculty meeting one week 

 prior to scheduled training session (Hook)

E – Explain, discuss, and demonstrate (by showing examples) the potential uses of Prezi as a tool for creating

instructional presentations; through guided instruction and coaching on necessary skills and knowledge, teach

attendees the basic skills needed to get started using Prezi (Equip)

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R – Review important skills taught during presentation; based on questions and feedback from participants, as

well as instructor observations, revise presentation as needed to address need (Rethink and Revise)

E – Provide attendees with link to feedback survey in order to assess learning and determine need areas for 

follow-up; use feedback to make improvements to future training sessions; request (and receive) Prezi presentations made by teachers during/as a result of training as evidence of learning (Evaluate)

T – Provide continuing support to participants via e-mail after presentation by responding to individual

questions/needs (Tailored)

O – Sequence, organization of lesson/learning experience is listed below (Organized)

Agenda for Technology Training Session: Prezi for Educators

• Introduction

• Questions/needs

• Examples

o Time line

o Cycle/flow chart

o Zooming

• Getting started

o Teacher account registration

o Student account registration

• Importing PowerPoint slides

• Creating a sample Prezi

o Importing video from YouTube

o Importing video from file

o Importing images

o Creating a path

• Viewing options

o Sharing (link)

o Embedding (blogs & wikis)

• Individual work/questions/help

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• Wrap-up

• Survey/feedback 

Other training materials available at the  Prezi for Educators website created for this instructional unit.

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