District Technology Training Plan

Prince Georges County Public Schools

Ryan Hurd
EDTC 640 Spring 2016

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The District
Prince Georges County Public School (PGCPS) system surrounds most of the
Washington D.C. area. There are 209 schools, hosting 128,937 students. The student
demographics are as follows:
Demographic
Black or African American
Hispanic/Latino
White
Asian
English Language Learners
Special Education
Free and Reduced Meals

Student population
61.4% (79,139 students)
29.6% (38,133)
4.2% (5,446)
2.8% (3,589)
15.8% (20,345)
11.1% (14,355)
63.8% (82,242)

There are approximately 19,000 employees in the school system (PGCPS, 2016).
Technology availability is dependent on each individual school. Middle schools, such as Buck
Lodge Middle School, have implemented 1:1 use of iPads for students. Elementary schools, such
as Mary Harris Mother Jones Elementary, have implemented the use of Google Chromebooks
in 3rd through 5th grades, as well as a newly adapted iPod program for Kindergarteners, as part of
the Take My Teacher Home program. These devices are used to improve student learning
growth, and are directed especially towards low performing students (PGCPS, 2015).
The Problems
PGCPS is providing an increasing number of technology for its staff and students. While
Google technology is now the main host for email and online document sharing, the proper
training has not been conducted. Teachers understand that Google is the host, but are not fully
knowledgeable of its capabilities. Some trainings have been offered, but these are outside of
normal school hours, such as during the 2015 Powering Up With Technology Conference. While
informative, this conference was hosted on a Saturday and may be difficult for teachers to attend.
Many valuable sessions were held during the conference, however they would be more valuable
as in-school trainings.
Students also face an issue of a digital divide. 63.8% of the student population qualifies
for free and reduced meals, showing that they are coming from low-income households where
internet connectivity may not be a priority. The only opportunity many students have for

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accessing technology is in school. Technology needs to be more accessible on a consistent basis

in order to have the greatest impact on student learning.
A survey was conducted to various PGCPS teachers, mostly physical educators,
regarding the status of technology trainings in the county. Almost fifty percent of respondents
noted that a major concern is that trainings are not related to the individuals content area, yet
they are still forced to attend.
The Needs
A recent survey of PGCPS employees communicates some of the concerns regarding the
countys training process. Through this survey, teachers in the county were able to voice their
concerns on how trainings have been produced, along with ways in which trainings can be
improved. Below are the top four responses for what are felt to be the most needed areas of
training, according to the PGCPS teachers who completed the survey.
-

Google applications and uses

Utilization of mobile devices and applications
Health related technology (pedometers, heart rate monitors)
Individualized fitness programs

Results from the survey also found that teachers would like trainings to be based on
experience levels. One suggestion was for breakout sessions for the same technology can be
offered based on the teachers familiarity and comfort level with the technology that is the focus
of the training. This suggestion would pair novice users together, and also allow those with more
comfort and experience to focus on more sophisticated uses of technology, instead of wasting
time on registering for an application or exploring basic functions.
PGCPS should continue to move towards 1:1 programs for any type of technology. This
can include small devices, such as iPods, and larger individual devices, such as Chromebooks.
Other personal technologies, such as pedometers, are also increasing in popularity as teachers are
using these tools for lessons in health, science, and mathematics. As the use of personal devices
grows, trainings should be made available for the integration of the devices. The Take My
Teacher Home Program has had multiple available workshops for Kindergarten teachers to
attend at select locations. Similar opportunities should be offered for all staff as their classrooms
receive personal devices.

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Finally, PGCPS has turned to Google for its email and document hosting service. Along
with email, Google provides a wide array of capabilities that are accessible for each teacher and
student. With their own email, each student has access to many teacher created resources. These
opportunities can be individual and group learning experiences, most of which have not been the
focus of professional development in the past. A large part of this plan will focus on the many
uses of Google in the classroom.
The Audience
This District Technology Training Plan is designed for all physical education teachers in
the county. Everyone is encouraged to use the information as applicable to their own individual
classroom. The information can be taken and individualized based on student needs, as well as
available access to technology, which will vary by school. As a separate program, similar
opportunities will be made available for middle and high school staff, which will be more health
specific.
The ultimate goal of the plan is for all physical educators to incorporate technology into
their classrooms. In order to prepare them for the most effective use of technology, staff will be
able to attend trainings regardless of their prior experience and comfort levels. With that in mind,
this program is designed for attendees to select sessions that are appropriate for their experience
level.
The Goals/Objectives:
As a result of this program, PGCPS employees will be able to utilize basic functions of
Google applications in their classroom. They will also be able to learn how personal devices can
be integrated into the curriculum to enhance their students learning experiences. This includes a
teacher using applications on their own device for those classrooms who are not yet working in a
1:1 capacity. Lastly, teachers will also learn about various online resources that can be used in
the classroom.
These goals are designed to align with the teacher standards from the International
Society for Technology in Education (ISTE). They will help teachers reach the following
objectives:

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1. Teacher training will facilitate the integration of Google applications into elementary
school classrooms in order to improve student learning in multiple content areas.
a. ISTE 2.A Design or adapt relevant learning experiences that incorporate digital
tools and resources that promote student learning and creativity (ISTE, 2016).
b. ISTE 3.a Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations (ISTE, 2016).
c. ISTE 3.c Communicate relevant information and ideas effectively to students,
parents, and peers using a variety of digital age media and formats (ISTE, 2016).
2. Teachers will learn about various iPod applications in order to effectively implement
them into their curriculum.
a. ISTE 2.A - Design or adapt relevant learning experiences that incorporate digital
tools and resources that promote student learning and creativity (ISTE, 2016).
3. Teachers will become knowledgeable of a variety of non-Google based online resources
in order to integrate them effectively into their classroom.
a. ISTE 2.A - Design or adapt relevant learning experiences that incorporate digital
tools and resources that promote student learning and creativity (ISTE, 2016).
b. ISTE 2.C Customize and personalize learning activities to address students
diverse learning styles, working strategies, and abilities using digital tools and
resources (ISTE, 2016).
4. Teachers will gain experience utilizing individual devices in order to implement into the
health and physical education curriculum.
a. ISTE 2.D 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.
Content
According to the PGCPS employee survey on technology, teachers are requesting more
trainings in the uses of Google, utilization of mobile devices and applications, health related
technology, and using technology for individualized fitness programs. These needs can be met
with appropriate workshops, which can be directed to teachers of all experience levels, as well as
teachers of all grade levels. The following courses are needed:
Program Title

Description

Target Audience

Self-evaluated

Google basics

Staff will to go into their

All P.E. teachers will

experience level
Novice

email and explore the

little Google

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Google Grid of

experience and

applications. Time will be

ability.

given to understand how to

get between Google Docs,
Sheets, Slides, Drive, Sites,
Google Docs

and Forms.
Introductory session on

All P.E. teachers

Novice

All P.E. teachers

Experienced to

Google Docs and its basic

functions as a word
processor.
Advanced use of Google
Docs, focused on

proficient

utilization of Add-Ons, and

Google Drive

additional features.
Use of Google drive as an

All P.E. teachers

online storage drive for all

Novice to
experienced

documents. How to save,

Google Sheets

sort, share, and more

Basic functions of Google

All P.E. teachers

Novice

All P.E. teachers

Experienced to

Sheets as a spreadsheet
host. Basic formulas will
be introduced.
Advanced use of Google
Sheets, focused on

proficient.

utilization of Add-Ons,
formula writing, and
additional features, and
how to apply them in the
Google Slides

P.E. setting.
Basic functions of Google
Slides as a presentation
tool. Use of templates and
editing will be a main

All P.E. teachers

Novice

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focus.
Advanced use of Google

All P.E. teachers

Slides, focused on

Experienced to
proficient

utilization of Add-Ons for

Google Sites

P.E. presentations
Teachers will be given an

All P.E. teachers

Novice to proficient

All P.E. teachers

Novice to

opportunity to set up a
Google Site for their
programs. Basic and
advanced functions will be
Google Forms

discussed.
How to utilize Google
forms for student feedback

experienced

and assignments, as well as

how to utilize for
Go Noodle

parent/teacher feedback
Short movement activities

Mobile

for primary level students.

Presenters and the audience All P.E. teachers

experienced
Novice to

applications for

will share mobile

experienced

health/P.E.

applications for health and

All P.E. teachers

Novice to

P.E. which they have used

Technology for

and have had success with.

How to use photo and

assessment

video capabilities of

Personal fitness

devices for assessment.

Online and individual

programs

device programs that can

All P.E. teachers

Novice to
experienced

All P.E. teachers

Novice to
experienced

be used to design and

implement individual
Heart Rate

fitness programs.
Hands on experience with

Monitors and

how to utilize heart rate

Pedometers

monitors and pedometers

All P.E. teachers

Novice to
experienced

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effectively in the P.E.

Wii and video

setting.
Utilizing video game

games

consoles and online

All P.E. teachers

Novice to
experienced

resources for limited space

activities.
Instructional Strategies
In order to keep the trainees interested and engaged in the lessons, a variety of strategies
will be used. Sessions which focus on applications and programs for fitness or activity tracking
will include movement activities for the trainees. Physical educators will be able to get hands on
experience with the programs to design and track their activity as if they were a student in their
class.
Open forums will also be provided for trainees to voice their ideas and experiences with
various tools, especially when discussing mobile applications. Teachers will have joint access to
PollEverywhere as a part of multiple presentations, as well as shared Google documents and
pages. This will keep the trainees engaged as they are able to contribute to the presentations. The
leader of these sessions will be able lead discussion focused around audience suggestions, ideas,
and input.
Multiple sessions will focus on Google tools. These sessions will require trainees to
utilize their own laptops. All projects which will be created as a part of the Google trainings will
be real-life examples which can be used in a Physical Education setting immediately after
completion of the trainings. As teachers are creating new resources on their own devices, they
will stay motivated in order to improve their own teaching methods.
Sample Five Day Workshop
The training methods will be implemented during five consecutive training days. These
training days will occur during the teacher preparation week in August before the school year
begins for students. This allows teachers to use their new skills and knowledge with the start of
the new school year. Beginning the school year with technology trainings will also give teachers

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plenty of time throughout the year to, either become experts and assist others, or reach out for
assistance if necessary.
Technology Workshop Lesson Plan
Ryan Hurd
Workshop Technology in Physical
Day # 1
Education
Subject:
Prerequisite Knowledge Basic knowledge of
Establishing a Google site for
accessing the Google grid and the Google Applications.
your Physical Education program Learners will need to be able to save from docs, sheets,
and slides within Google Drive in order to upload to
their own Google Site.
Content Learners will access their county-provided Google account and establish a Google
Site for their individual Physical Education programs. The site will be created as a resource
for parents and students, and additional pages can be added for the technology experts. As
more resources are introduced throughout the week, learners will be able to go back to their
Google Site and upload documents and links in order to extend their students learning to
outside of the classroom.

Objectives:
- Learners will experience the basic functions of Google Sites in order to create a
functioning web-site as a resource for parents and students.
- Learners will utilize digital images in order to include personal photos on their
Google Site.

How will you teach the lesson?

Todays workshop will be led in multiple locations throughout the designated school building
so learners will be working in groups of 20-30 people on their own laptops. Teachers can
select their working location based on their self-evaluated expertise level with technology.
Novice teachers will work in smaller groups so the leader of the individual location can
provide more assistance, while teachers with higher technology skills can work in larger
groups as they should need less one-on-one assistance. Individual screencasts will be
available as tutorials for how to navigate and create a website through Google Sites. Learners
will learn how to upload their own picture from a mobile device to include in their
biography, and also how to include links as resources for parents and students. These links
can be shared through a running PollEverywhere discussion which will be open and
projected in the front of each learning location, and polls will also be exclusive to each
individual room. Learners will be able to decide which individual pages they would like to
include on their site, but must include a biography page with a photo, and separate resource

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pages for parents and students. These pages must be established early so learners can add to
them throughout the workshops. Physical Educators who have previously established
websites for their programs will be provided the opportunity to be group leaders and provide
examples and assistance for their learning groups.

Additional materials Personal devices, most likely cell phones, will be needed for learners to upload their
biography pictures. They will also need their own individual laptops for work on their site.
Each room must also have a projector and screen, along with internet connectivity, in order
for the polls to be shared with each group. Since learners will have their own laptops, they
will also be able to upload their own documents to the site as necessary.

Evaluation Strategies
Each day, learners will complete an evaluation survey as an exit ticket. Workshop instructors
will evaluate the surveys from the week in effort to improve future development
opportunities, and also to see which areas the learners are most interested in, and where they
may need more assistance throughout the school year.
Those who are willing, can also share their websites to their learning groups throughout the
day to provide and receive feedback.

Ryan Hurd
Subjects Video Games and
online resources for physical
activity

Technology Workshop Lesson Plan

Workshop Technology in Physical
Education
Prerequisite Knowledge
Learners must have basic internet navigation skills.

Day #2

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Content:
Learners will learn how they can use various online and video game resources in Physical
Education. Prince Georges county includes many schools which do not have gymnasiums or
designated space for Physical Education class. These resources will be helpful for all P.E.
teachers, but will be especially helpful for those who teach in limited space. Learners will be
able to navigate through resources, and also participate in multiple activities so they can
experience activities from the students perspective.
Good morning! Today we will explore the challenge of limited space activities. The majority
of us who teach in elementary schools do not have a gym, and face the issue of teaching in a
classroom or even smaller space. Our goal is to make sure our students are active despite
these challenges, and there are many online resources that we can use to facilitate our
students learning when they do not have much space for movement. We will also explore the
use of the Wii game console and how those games can also be used as we explore fitness
with our students.

Objectives:
- Learners will utilize video games in order to understand how they can be used in
Physical Education
- Learners will explore multiple online resources in order to understand how they
can be used in Physical Education.

How will you teach the lesson?

Learners will attend various open-spaced locations, such as large classrooms and
gymnasiums in groups of 25 in order to replicate a standard class. Locations will rotate in the
morning and afternoon sessions based on availability of resources. Learners will experience
multiple video games, such as Just Dance and Wii Fit, and provide their feedback and ideas
for lessons to their individual groups. Learners will also be shown alternatives if they do not
have, or are not able to purchase video game consoles for their schools. These alternatives
include YouTube videos of Just Dance songs. Teachers will be able to discuss how they can
use the games and videos for motivation and assessment.
Online resources will include movement sites such as GoNoodle. Learners will be able to
create their own accounts and explore the page for easy navigation when utilizing the
resource for a lesson. Learners will also complete various activities through all online
movement resources to understand how effective they are in increasing student activity time.
The final hour of the days session will be available for learners to upload new material, such
as newly discovered links and resources, to their program website.

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11

Additional materials:
Projectors and video game consoles will be needed for successful completion. Internet
connectivity and individual laptops will be required for all attendees.

Evaluation Strategies
Each day, learners will complete an evaluation survey as an exit ticket. Workshop instructors
will evaluate the surveys from the week in effort to improve future development
opportunities, and also to see which areas the learners are the most interested in, and where
they may need more assistance throughout the school year.

Technology Workshop Lesson Plan

Ryan Hurd
Workshop Title Technology in Physical
Education
Subject:
Prerequisite Knowledge
Utilizing mobile devices, iPods,
Learners will need prior knowledge of smart phone,
and tablets for activities and
iPod, and tablet functions, including how to download
assessments in P.E.
and open applications, as well as browser, email, and
camera functions on the personal devices.

Day #3

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Content:
Learners will utilize individual devices, such as tablets, iPods, and/or smart phones for
applications which enhance physical activity. Applications will be introduced to improve
teaching, such as Decide Now (randomize anything imaginable for selection), FitBreak
(activity app), and BaM Video Delay (video recording for skill assessment). Learners will
practice using the camera functions of the devices for assessment purposes.
Many of our students have their own iphones, ipads, or ipods, and some are even able to
bring them to school. One benefit of these personal devices is that there are many
applications that exist that can help them monitor their fitness, while also learning about the
benefits of physical activity and exercise. Today we will experiment with these apps and how
they be a resource for our students inside and outside of P.E. We will also learn about using
the camera on these devices for skill and performance assessments.
Objectives:
Learners will explore personal device applications in order to enhance physical activity
lessons.
Learners will experience applications which utilize the camera function of individual devices
in order to improve peer, self, and teacher assessment strategies.
Learners will collaborate with their peers in order to share and discover new applications to
enhance their physical education classes.

How will you teach the lesson?

Groups will be formed to simulate class sizes of 30 or less. Learners will experience
applications from a teacher and a student perspective. Volunteers will be given an
opportunity to lead hypothetical lessons using the technology. Learners will participate in an
open discussion on ways the applications introduced can be used in class. A PollEverywhere
will also be utilized so teachers can collaborate and share their thoughts and ideas for apps
that were not a part of the presentation.
Learners will learn how to use the camera function for formal assessment of skill
completion. They will film partners completing a variety of skills, both as a teacher and as a
student. When working from the student perspective, learners will focus on the application
Coachs Eye, and provide peer assessment in order to improve their partners skill
completion.
The final hour of the days session will be available for learners to upload new material,
such as newly discovered links and resources, to their program website.

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13

Additional materials
IPods, iPads, personal smart phones, and other tablets will be needed for those who have the
technologies in their own schools. Projectors and laptops in each location for demonstration
and collaboration purposes. Various P.E. equipment will be needed, such as balls, targets, and
jump ropes, for skill completion which will be recorded on the individual devices.

Evaluation Strategies
Each day, learners will complete an evaluation survey as an exit ticket. Workshop instructors
will evaluate the surveys from the week in effort to improve future development
opportunities, and also to see which areas the learners are the most interested in, and where
they may need more assistance throughout the school year.
Those who are willing, can also share their websites to their learning groups throughout the
day to provide and receive feedback.

Technology Workshop Lesson Plan

Ryan Hurd
Workshop Title Technology in Physical
Education
Subject of the day's workshop
Prerequisite Knowledge
Using heart rate monitors and
Understanding of basic functions of heart rate monitors
pedometers for instruction,
and pedometers for individual use.
motivation, and assessment.

Day #4

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Content:
Learners will complete a variety of physical activities while wearing two different wearable
technologies; heart rate monitors and pedometers. They will be able to relate the activities to
their measured activity level, and also compare the different ways to measure heart rate to
the readings of the monitors. Learners will also be given experience with uploadable
pedometers, which have been distributed to all P.E. programs in the county through a
partnership with GOPHER. They will learn how to use the step-tracking database for
evaluation purposes.
Today we will explore wearable technologies. The most common ones seen in PE are
pedometers and heart rate monitors. PG county has provided us all with at least one class set
of uploadable pedometers. These devices, as well as heart rate monitors, allow us to measure
student activity levels, and provide data for students to analyze as well. Today we will
complete activities while we put ourselves in the place of our students.
Objectives:
Learners will utilize heart rate monitors in order to monitor and assess activity levels.
Learners will utilize pedometers in order to monitor and assess activity levels.
Learners will experience how to upload data from pedometers to the online database
provided by GOPHER sports.
Learners will analyze pedometer data from databases to evaluate different types of physical
activities.
Learners will analyze heart rate monitor data to evaluate the intensity of a variety of physical
activities.

How will you teach the lesson?

Learners will be grouped in order to replicate class sizes, and meet in open physical activity
spaces. They will complete sport and fitness activities, including previously learned video
game and online resource activities, while first wearing the pedometers. They will learn how
to read and track their own data on the pedometer during activity and compare the different
scores for different activities. They will experience the uploading capabilities of the
pedometers from both the teacher, and the student perspective. Learners will discuss with
their peers how the data can be used for student assessment.
Learners will also complete similar activities while wearing heart rate monitors. These
monitors may not be uploadable. Learners will see how to track their heart rate from a
student perspective with the given technology. Learners will discuss with their peers how the
data can be used for student assessment.

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15

The final hour of the days session will be available for learners to upload new material,
such as newly discovered links and resources, to their program website.

Additional materials:
Heart rate monitors and pedometers for every attendee will be worn by all in order to
experience the technology from both a teacher and student perspective.
Projectors for each location, speakers, and individual laptops for each learner will be needed
for open discussion and visual assistance when demonstrating the uploadable pedometer
data. Projectors and laptops will also be used for completion of physical activities related to
the previous lessons of video games and online resources.
Evaluation Strategies
Each day, learners will complete an evaluation survey as an exit ticket. Workshop instructors
will evaluate the surveys from the week in effort to improve future development
opportunities, and also to see which areas the learners are most interested in, and where they
may need more assistance throughout the school year.

Ryan Hurd
Subject:
Using Google and other online
resources for fitness programs.

Technology Workshop Lesson Plan

Workshop Technology in Physical
Education
Prerequisite Knowledge
How to access Google accounts and share documents
and spreadsheets with student accounts.

Day # 5

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Content:
Through the use of shared files and databases, learners will learn how to implement fitness
programs for their P.E. students. Google accounts are provided by the county and each
student will use their own login credentials to access the documents. Learners will learn
techniques for integrating student use of Google into their lessons. Learners will research
different fitness resources to provide their students with fitness program resources, especially
for the high school level.
Youve made it! Today is the last day of our workshop! To finish up, we will work to design
fitness programs that can be used for our students. A major problem in our communities is
that our students do not have sufficient places for exercise outside of school. Using Project
based learning, we can address that problem with our students and use Googles online tools
to develop and track fitness programs. Today we will focus on how the online tools
throughout the week can be applied into tackling the issues of obesity and sedentary
lifestyles amongst our students.

Objectives:
- Learners will utilize Google Docs and Sheets in order to create and share fitness
plans with their students.
- Learners will explore online resources for planning and designing fitness
programs for their students.
- Learners will utilize online resources as tools for teaching their fitness unit.

How will you teach the lesson?

Learners will be grouped in order to replicate class sizes, and meet in open physical activity
spaces. All learners must bring a laptop. They will be able to access Google and open any
current fitness planning documents they may have. Those who are willing to share with the
group will be given an opportunity to do so. They will be given sample data from heart rate
monitors, pedometers, and FitnessGram pre-tests in order to collaboratively design a fitness
plan based on needs demonstrated by the data. Fitness goals and plans will be created
directly by the learners using Google Docs and Google Sheets. These documents will be
created for an individual report which students can access outside of school through Google,
and also for a classwide database. Learners will be given strategies for making the data
anonymous, such as numbers or other words for student identification.
Online resources for activity ideas and fitness information will be researched and shared
amongst the groups through a shared Google Doc. This Doc will allow learners to list
resources for everyone and include a one sentence description. An example Kahoot game
will be played amongst the learners to simulate an assessment on fitness content knowledge,

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17

which learners can complete during their own fitness units.

The final hour of the days session will be available for learners to upload new material,
such as newly discovered links and resources, to their program website.

Additional materials:
FitnessGram equipment, pedometers, and heart rate monitors will be available for those who
want to collect raw data. Projectors and instructor laptops will be needed to display the
Google resource Doc and Kahoot activities.

Evaluation Strategies
Learners will complete a final evaluation survey here http://goo.gl/forms/eUuYoWvDYs
. Workshop instructors will evaluate the surveys from the week in effort to improve future
development opportunities, and also to see which areas the learners are most interested in,
and where they may need more assistance throughout the school year.

Materials
Below is a sample worksheet that will be shared with trainees on the final day of the
workshop. Attendees will use the sample worksheet, which can be used to collect data from their
classes. Sample data is based on a 5th grade assessment and will be an entire data set based on a
class roster. The sample is created with just one students data so everyone can work together
through the fitness plans. Healthy Fitness Zones can be found here:
http://www.cde.ca.gov/ta/tg/pf/documents/pft15hfzstd.pdf. Students who are below the healthy
fitness zones need improvement in the designated area of fitness. Trainees can then research
resources that will help provide exercise strategies for improving the fitness scores. Once
trainees can complete a fitness plan, they will research more resources which will help target
other areas of fitness.

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18

Student

FitnessGram Pre-

Healthy Fitness

Student Identified

Number
1 (10 year old

Test Scores
Push Up - 3

Zone
Push Up >7

Goal
Improvement in curl-

female)

Curl Up 14

Curl Up >12

ups is needed to

Pacer 47

Pacer >40

achieve the healthy

Height 46

Height

fitness zone.

Weight- 100

Weight

Abdominal strength

Sit & Reach left- 9

Sit & Reach 9

and endurance is

Sit & Reach right

Trunk Lift 9-12

needed to improve.

9
Trunk Lift 11
Based on the data, this student would need to focus her plan around improving abdominal
strength and endurance. She would also want to maintain or improve flexibility as her score just
meets the healthy fitness zone. From this data, trainees will take the perspective of the student to
find activities to create a fitness plan. Trainees can make the decision if they would like to save
the resources for inclusion on their website, or they can make the decision to have their students
perform research on their own.
An ideal use for this document can be found here
(https://docs.google.com/document/d/1BrUs_xitZG1Q_LcQt0wwCVHofS5kjOnEvTMHD8BLd
8E/edit?usp=sharing). In their classrooms, trainees could have their students access this
document to import their FitnessGram scores aligned with their randomly assigned identification
number. They can import their self-identified goal, which can be approved by the teacher.
Field Test
This workshop is designed for an introductory training before the school year starts.
Therefore, the program can be sampled in early July by a Physical Education committee of at
least twelve teachers, from all levels within the county. The P.E. supervisor can recruit volunteers
to complete the training over one week during July. These professionals will receive payment,
and will also be recruited as expert presenters for the actual training in August. Alterations will
be made as necessary based on feedback from the P.E. committee.

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19

Revision
Upon completion of the sample workshop in July, attendees will provide feedback and
areas for improvement. Since they will be expert presenters, they can make alterations to the plan
as they see fit. The experience of being a learner and a presenter will help them identify where
the plan needs improvement. The group can also collaborate on how the activities can be altered
to focus on specific grade levels if necessary. All decisions on modifications must be
communicated to the technology coordinator no later than two weeks before the workshop takes
place in August.
Evaluation
Upon completion of each daily workshop, teachers will be asked to complete an
evaluation survey through Google Forms (http://goo.gl/forms/Rh0qJwcNQw). The survey will
ask which activities they found the most, and the least, beneficial to their teaching. Teacher will
also be able to provide their thoughts on ways to improve future trainings.
Future surveys will also be distributed throughout the school year to ask teachers if they
were able to include the information from the training into their classrooms. Finally, expert
presenters will be asked to track any assistance that they provide to their peers regarding the
training. This feedback will be given back to the technology coordinator in order to evaluate
where more focus should be placed for the following years workshop.
Summative evaluation
On the final day of the workshop, attendees will be asked to complete a final evaluation
exit ticket (http://goo.gl/forms/eUuYoWvDYs). This will provide instructors and the technology
coordinator with overall feedback of the weeks training. Combining the feedback from the final
evaluation along with the daily evaluations will allow the coordinator to make adjustments for
future training opportunities.
As mentioned, future surveys will be conducted to observe how the information is being
utilized in the classrooms. These will be the most valuable methods of feedback as the
technology coordinator and P.E. supervisor can see how the sessions have directly impacted
teaching methods. Ongoing survey throughout the year will also allow attendees to express

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where they still need assistance. The final survey will be distributed in April, to allow enough
time for planning the following years workshop through the same process.

Budget
The PGCPS Technology in P.E. workshop will have few costs. The workshop will be
hosted at a district high school which has the amenities and resources needed for the training. All
presenters and instructors will be experts from the test-run in July. These experts will be paid for
their time with workshop pay of $40 per hour. The use of materials will also have no additional
costs for the district as teachers will provide their own county-provided laptops and personal cell
phones. Schools also have county-provided sets of pedometers and secondary school teachers
will be asked to bring their heart rate monitors. Having trainees bring their own materials will
eliminate any extra costs.
Description
Instructors (P.E.

Cost
$40/hour for each

technology experts

instructor X 25 total

who are current

hours each ($1,000

PGCPS employees)

per instructor)

Quantity
12 instructors

Total
$12,000

Workshop pay for

presenters/instructors.
Venue (a high school None

$0

$0

location with the

gymnasium and
technology facilities
to host all P.E.
teachers in PGCPS,
such as High Point
High School or
Laurel High School)
Teacher Stipends

None

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(workshop held
during scheduled
PGCPS in-service
days)
Materials (all are

None

$0

provided by attendees
and host schools):
Pedometers
Heart Rate Monitors
Laptops
iPods/iPads
Projectors
Speakers
P.E. Equipment
BUDGET TOTAL - $12,000
Follow-up
This workshop will provide Physical Educators with multiple techniques for
implementing technology into their units and lessons. Attendees will be able to look back at
various shared Google documents for resources and planning ideas. There is currently a Google
site for all PGCPS physical education teachers, and a link on the site for resources and lesson
ideas. With this workshop, an additional link will be placed on the page for ideas and methods on
incorporating technology. This will allow teachers to continuously look for, and share, ideas on
how technology can be used in their classes. The technology coordinator will also be granted
permission to access the P.E. Google site so he can monitor the progress of the teachers.
All of the collected surveys will be analyzed in order to create annual trainings on
technology for P.E. Technology in education is always changing and improving, and P.E. is no
exception to this evolution. The ideal result from including technology in P.E. will be to allow
students to have multiple ways of tracking, planning, and analyzing their fitness throughout a
lifetime. Many students have built in tools on their smart phones that they may not even realize.

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It is the job of a P.E. teacher to teach his or her students the importance of health and fitness, and
providing students with advanced, easy, and exciting ways to monitor their health will hopefully
help them become physically active for a lifetime.
References

PGCPS Facts and Figures. (2014). Retrieved March 20, 2016, from
http://www1.pgcps.org/factsandfigures/,
PGCPS Technology. (2016). Retrieved March 20, 2016, from http://goo.gl/forms/vvgtUYr6PN,
Standards for Teachers. (2016). Retrieved March 20, 2016, from
http://www.iste.org/standards/ISTE-standards/standards-for-teachers.
Title I Schools 2015-2016. (2015). Retrieved March 20, 2016, from
http://www1.pgcps.org/title1/index.aspx?id=40978.