District Technology Training Plan

EDTC 640 - Leading Technology Change in Schools

Meagan Norris

The District
The St. Mary’s County Public Schools District serves St. Mary’s County, MD and is made up
of a collection of diversified schools each focused on best serving the students who make
up its population. Covering a county that is 764 square miles, the district consists of 18
Elementary Schools, 3 Middle Schools, 3 High Schools, 1 Charter School serving K-8
students, 2 Alternative High Schools, and the Dr. James A Forrest Career and Technology
Center, which serves vocational 9-12 students. In total, the SMCPS district serves
approximately 18,000 students. SMCPS is unique in the fact that it serves a varied
population, combining both rural and suburban backgrounds throughout the schools. A
push has been made throughout the district to introduce and incorporate new technology
into every school. At this point, all schools have access to some form of computers and
Internet. Many schools have computer labs, laptops, iPads, SmartBoard computers, and
desktop computers, but no schools throughout the district all have the same technology
present.

The Problems
The largest problem the St. Mary’s County district has with technology is that teachers
avoid using technological resources that could improve instruction. Not every teacher falls
into this problem, but almost all are unaware of current resources that would greatly
impact their teaching. The lack of knowledge about available resources is another main
problem that impacts the teachers of the district when it comes to technology utilization.
Where resources exist they should be utilized, and this under-utilization of readily
available technology resources contributes to the overall lack of technology integration in
the district. The decision to focus on this problem developed as I observed classrooms,
conducted discussions with teachers, and recorded the results of a survey designed to
collect information about technology usage and integration. Reflecting upon these various
opportunities to examine teachers and technology allowed me to identify two main
technology problems affecting educators in this district. To summarize the problems: (1)
teachers do not know what technology resources are available for them to use and (2)
teachers lack the know-how to create meaningful lessons that integrate technology
effectively in order to engage students and offer learning opportunities at the same time.
The Needs
In order to discover the reasons educators in the St. Mary’s County School District
identified as the reasons why they avoid technology integration, I created a Google Forms
Survey that tasked educators with explaining their educator status, technology available to
them, their comfort-level with technology, how they use resources, and why they do or do
not use technological resources in their instruction. This survey can be found here. Made
apparent by the survey is the fact that teachers in the district want to incorporate
technology in their lessons, as they see the benefits for students, such as increased
engagement and diverse instructional opportunities that can reach a variety of different
types of learners. What is also apparent is that teachers need training, both in order to
understand what resources are available and to be able to effectively integrate these
resources in such a way as to provide meaningful and worthwhile lessons whose use of
technology benefits student understanding and engagement. What follows is a prioritized
list of needs, based on observation, discussion, and survey results:
1. Teachers in this district need to be made aware of existing technology resources
that can be used in instruction.
2. Teachers need to be able to effectively integrate existing technology resources.
3. Teachers need to ensure student engagement when integrating technology
resources.
4. Teachers need to have access to a network of support systems when implementing
the change in technology integration.
5. Teachers need to create meaningful lessons that incorporate technology to allow
students to access and participate with instruction in a worthwhile way.
6. Teachers need to have the time to familiarize themselves with technology resources
in order to appropriately select and incorporate these resources.
7. Teachers need to discover the benefits of integrating technology versus employing
more traditional methods of instruction.
8. Teachers need instruction in how to monitor technology use by students.
9. Teachers need to understand and utilize free Web resources due to ease of use and
budget alignments.
 10. Teachers need to be able to use technology effectively to enhance lessons.

After assessing the needs of the St. Mary’s County district and the training that is currently
available, I have developed this District Technology Training Plan (DTTP) in order to
address the most pressing needs that are not currently being met. This DTTP will focusing
on increasing awareness and utilization of existing technology resources in order to deliver
meaningful instruction that engages students in their learning. This DTTP will instigate a
change in the technology integration that occurs at all levels of instruction - elementary,
middle, and high school - and will be tailored to those with both beginner and intermediate
levels of technology usage.

The Audience
This DTTP is designed for teachers and other staff members in the St. Mary’s County
district. There will be two distinct workshops available for beginner and intermediate
technology integrators in order to allow for each level to achieve something satisfactory
from the Professional Development sessions. Because of this, prior technological
knowledge is not necessary. Teacher and staff from all departments and grade levels will all
be invited to attend, and activities are designed to aid in integration for all. Teachers with
varying skills and who have been teaching for varying amounts of time will be able to
successfully take something from this instructional opportunity as well. There are no
particular barriers to any teacher or staff member that would inhibit them from
participating in the plan and/or receiving practical technology integration instruction.

Because of the design of the DTTP to be open to all different types and levels of teachers, it
is imperative to have a system in place to know who will be in the audience when it comes
time to deliver the instructional content during the professional development. To this end, I
have designed this Google Forms Survey that will allow me to collect information about the
attendees and their particulars, including prior knowledge, technology integration level,
particular skills, department, and grade level. This information will be used to shape
groups during the PD workshops.
The Goals/Objectives
The broad, over-arching goal for this DTTP is to educate teachers about the technology
resources available to them and encourage them to bring about a change in their
technology integration practices. Ideally, the discussion of implementing this change and
the workshop teachers will participate in will lead to a change in how teachers utilize
existing technology in order to create and implement meaningful lessons that lead to
increased student understanding and engagement. The major goals and objectives are
detailed below.

Goal: Objective:

Teachers will review existing technology in To utilize resources during instruction,

order to become aware of potential teachers will be able to review and select
resources to utilize in the classroom. appropriate existing technology resources
when planning for lessons.

Teachers will participate in a technology To understand how to effectively integrate

integration Professional Development technology, teachers will attend a PD
opportunity designed to encourage session when offered.
increased technology utilization.

Teachers will design lessons that offer Through the participation in a PD session
increased student understanding and and collaboration with staff, teachers will
engagement through the incorporation of be able to develop worthwhile lessons that
technology resources. incorporate technology on a daily basis.

Each portion of the DTTP has been reviewed to ensure that there goals will be met
throughout the change process. In addition, each workshop within the Professional
Development session has been designed to meet these and narrower, focused goals.
Content
In order to achieve the change in technology integration that is proposed throughout this
DTTP, there will be quarterly Professional Development courses offered to staff members
throughout the year, with two additional offerings during the year and over the summer.
Where applicable, courses will be adapted in order to meet the needs of beginner and
intermediate technology users.

Workshop: Audience: Beginner Intermediate

Description: Description:

Get to Know Your All teachers and This course is

Resources: Laptop, staff; new teachers. designed to
Smartboard, & iPad introduce teachers
to the various
technology
resources that they
already have access
to. We will explore
software and
applications
available for use on
classroom
computers and
laptops, the
Smartboard, and
iPads.

Moodle as a Staff members of all This course is This course is

Classroom Platform departments and designed to designed to
grade levels. introduce teachers supplement the
to the basics of basics of Moodle and
Moodle as an online introduce teachers
classroom platform. to additional uses.
Setting up classes, Topics include
adding and changing uploading and
assignments, and making tests and
grading will be quizzes, forums, and
covered throughout developing
this workshop. additional activities.

Google: The Staff members of all This course is This course will
Resource and the departments and designed to introduce
Applications (Docs, grade levels. introduce staff intermediate
Slides, Forms) members to the technology
basics of using integrators to
Google as an further applications
information of Google Docs,
acquiring tool and to Slides, and Forms.
 utilizing the Google An introduction to
applications in the Google Sites, Groups,
classroom. A basic and Sheets will be
understanding of incorporated.
the use of Docs, Student
Slides, and Forms collaboration with
will be covered. these resources will
also be covered.

Making the Most of Staff members of all This course This course is
Free Web Resources departments and introduces teachers designed to help
grade levels. and staff to free teachers select and
Web-based evaluate free Web-
resources they can based resources
use to supplement they can utilize in
instruction. Games, their classroom.
research Implementation,
opportunities, utilization,
vocabulary, math, familiarization, and
lab, and project evaluation will be
builder resources covered.
will be introduced.

Increasing Staff members of all This course offers

Engagement departments and insights into how to
Through Technology grade levels. keep students
Integration focused through
effective technology
integration.
Students often
become distracted
by technology, but
selecting and
utilizing appropriate
resources that
supplement
instruction in a
meaningful way is a
skill that will be
discussed.

Technology Staff members of all This course is

Integration: departments and designed to offer
Standards-Based grade levels. insights and aid with
Lesson Plans creating lesson
 plans that
incorporate
technology
resources and align
with subject and
technology
standards. The use
of technology as a
support and
instructional tool of
value is asserted,
taking teachers
beyond the
utilization of
technology for the
sake of using
technology.

Instructional Strategies
Diverse instructional strategies are essential when dealing with adult learners. Having a
focus for andragogy, or how adults learn, can result in an improved educational experience
for adults. Malcolm Knowles presents six assumptions involving adult learners, which
include need to know, experience, readiness, and problem-orientation. Toister discusses an
additional key component of Knowles’ theory: "andragogy emphasizes learner motivation
by connecting it to practical application" (2017). My instructional strategies will all connect
to the practical application of the material being discussed, will pull from teachers’ prior
knowledge and experience, will connect to immediate instructional concerns, and will
tailor instruction to these concerns.
Previously I attended an in-depth Computer Science workshop and experienced one
of the most worthwhile PD opportunities I’d ever been a part of. The success of the PD
came from the unique learning opportunities we had, and the instructional strategies that
encouraged us to learn the material in many different ways. The decisions for my own PD
instructional offerings stem from this PD session.
The instructional strategies I will implement are highlighted here:
 Lecture - Although often avoided by “progressives” in the world of instructional
delivery, traditional lecture components appeal to many different learners.
Think-pair-share - Allowing adults the time to reflect on a topic, discuss with
someone near them, and then participate in a group-wide discussion provides the
opportunity for all ideas to be heard and discussed, even in a large group setting.
Games - When teachers try out various technology resources, they may even find
unique instructional games their students can benefit from. Engagement requires allowing
students to learn in novel ways that appeal to their interests, and games accomplish this.
Likewise, teacher attendees will be able to appreciate the learning opportunities.
Displays - Creating visual displays connected to understanding allow for learners to
interact with their learning in a dynamic way. These visuals appeal to many different types
of learners.
Jigsaw - Breaking learners into groups, allowing some to become masters on a topic,
bringing the learners back together, and having them teach each other concepts reinforces
concepts, allows for teachers to switch from teacher to student roles, and saves time when
attempting to incorporate a large amount of instruction.
Modeling - It is essential that teachers who are learning how to integrate technology
are provided with the opportunity to see resources in action, and to get an idea of how such
an incorporation would both occur and would look to students. Modeling also allows for
teachers to critique resources and lesson implementation.
Reflection - Self-reflection related to technology approaches and instructional
abilities, along with reflection related to the varying technology resources introduced
allows for deeper connections to be made, and for additional thoughts to process.

Sample Workshop
The following is a five-day workshop that presents the beginner course Google: The
Resource and the Applications (Docs, Slides, Forms). The workshop will be given over five
consecutive days, and will last five hours each day. An outline for the five days is provided,
and a more in depth lesson plan for each day follows.
Day 1 - Overview of Google as a searching and information collecting tool. Overview of
basic Google applications (Docs, Slides, Forms) and their uses in the classroom.
Day 2 - Docs, Slides, and Forms. An introduction to each application, with three different
example activities presented in order to showcase how to utilize each application in the
classroom. Sample 45 minute lesson delivered by instructors with evaluation and
reflection.
Day 3 - Practical application for the classroom - teacher groups will design and present a
10-15 minute activity that incorporates a Google app into a previously traditional lesson.
Sample 45 minute lesson delivered by instructors with evaluation and reflection.
Day 4 - Practical application for the classroom - teacher groups will participate in lesson
development, creation, evaluation, and reflection in order to prepare for their own
implementation in the classroom. Sample 45 minute lesson delivered by instructors with
evaluation and reflection.
Day 5 - Completing teacher group lesson delivery. Break-out sessions dedicated to each
topic, where teachers choose which resource they’d like to review further. Additional time
will be dedicated to collaborative lesson planning.

Google: The Resource and the Applications (Docs, Slides, Forms) - Day 1:
Subject: Google as a search and information collection tool. Google search and information
evaluation. Transitioning from traditional book-based research to Internet-based research
articles and videos = how students learn. A brief focus on effective and ethical Google use
by students. Basic Google applications (Docs, Slides, Forms) introduction and their uses in
the classroom.

Prerequisite Knowledge:
Basic knowledge of computers and the Internet/Google required.

Content:
Digital Research article
YouTube video - How to Research Topics Effectively Using Google Search
Objectives:
- Participants will identify reasons why students are transitioning from traditional
instruction methods to Internet based methods.
- Participants will be able to demonstrate effective use of Google and Google
applications.

How the Lesson Will be Taught:

We will begin the workshop with a brief “getting to know you” activity.
Moodle Classroom Set-Up/Review
Participants will be grouped by grade level departments.
Individually read Digital Research article
Think/Pair/Share article reflection questions
Mini Activity - Traditional vs. Digital Searching
Video
Discussion on Effective Google Use
Mini Session - Teaching Effective/Responsible Google Use
Ethics and the Internet Activity
Walkthrough - Google Docs
Walkthrough - Google Slides
Walkthrough - Google Forms
Reflection

Additional Materials & Their Use:

Traditional vs Digital Searching activity sheet

Evaluation Strategies:
Participation in all activities and discussions will be monitored to ensure that all
participants are engaged and actively acquiring the material presented. In addition,
participants will be required to complete a Moodle reflection before they leave the
workshop for the day. The reflection will ask the following:
● What was the most valuable topic covered today? Most valuable activity?
● What was the least valuable topic covered today? Least valuable activity?
● What questions do you still have about the material covered today?
These responses will be reviewed and will be used to guide the workshop on the following
day. In particular, any questions posed will be covered during the first 10 minutes of the
next workshop.

Google: The Resource and the Applications (Docs, Slides, Forms) - Day 2:
Subject: Subject: Docs, Slides, and Forms. Introduces each application, with example
activities presented focusing on practical classroom utilization. Sample 45 minute lesson
delivered by instructors with evaluation and reflection.

Prerequisite Knowledge:
Basic knowledge of computers and the Internet/Google required.

Objectives:
- Participants will be able to identify the practical application of Google Docs, Slides,
and Forms in the classroom
- Participants will view a demo lesson and identify useful instructional strategies
related to Google app integration

How the Lesson Will be Taught:

Participants will take part in a reflective group discussion about the previous day’s
material
Review of questions from previous day
Google Docs - Sample activities, how-to, tips, Q&A, examples in the the classroom, walk-
through usage.
Google Slides - Sample activities, how-to, tips, Q&A, examples in the the classroom, walk-
through usage.
Google Forms - Sample activities, how-to, tips, Q&A, examples in the the classroom, walk-
through usage.
45 minute Sample Lesson - Google Docs
Sample Lesson Discussion & Evaluation
Reflection

Evaluation Strategies:
Participation in all activities and discussions will be monitored to ensure that all
participants are engaged and actively acquiring the material presented. In addition,
participants will be required to complete a Moodle reflection before they leave the
workshop for the day. The reflection will ask the following:
● What was the most valuable topic covered today? Most valuable activity?
● What was the least valuable topic covered today? Least valuable activity?
● What questions do you still have about the material covered today?
These responses will be reviewed and will be used to guide the workshop on the following
day. In particular, any questions posed will be covered during the first 10 minutes of the
next workshop.
Google: The Resource and the Applications (Docs, Slides, Forms) - Day 3:
Subject: Sample 45 minute lesson delivery by instructors with evaluation and reflection.
Participants begin to explore the practical application of Google apps in the classroom as
they work collaboratively to develop 10-15 minute activities designed to incorporate the
use of a Google app. Activities will be delivered, discussed, critiqued, and reflected upon, in
order to prepare participants for their lesson creation and delivery.

Prerequisite Knowledge:
Basic knowledge of computers and the Internet/Google required.

Content:
Google App Activity Creation activity sheet
Google App Activity Reflection sheet

Objectives:
- Participants will be able to identify the applications of Google apps in the classroom.
- Participants will be able to develop an activity that integrates a Google app
- Participants will view a demo lesson and identify useful instructional strategies
related to Google app integration
How the Lesson Will be Taught:
Participants will take part in a reflective group discussion about the previous day’s
material
Review of questions from previous day
45 minute Sample Lesson - Google Slides
Sample Lesson Discussion & Evaluation
Collaborative Google App Creation
Collaborative Activity Delivery (every group)
Collaborative Activity Reflection/Discussion
Reflection

Additional Materials & Their Use:

Giant post-it pads - Activity creation planning
Markers - Activity creation planning

Evaluation Strategies:
Participation in all activities and discussions will be monitored to ensure that all
participants are engaged and actively acquiring the material presented. In addition,
participants will be required to complete a Moodle reflection before they leave the
workshop for the day. The reflection will ask the following:
● What was the most valuable topic covered today? Most valuable activity?
● What was the least valuable topic covered today? Least valuable activity?
● What questions do you still have about the material covered today?
These responses will be reviewed and will be used to guide the workshop on the following
day. In particular, any questions posed will be covered during the first 10 minutes of the
next workshop.
Google: The Resource and the Applications (Docs, Slides, Forms) - Day 4:
Subject: Sample 45 minute lesson delivery by instructors with evaluation and reflection.
Practical application for the classroom will be explored as teacher groups participate in
lesson development, creation, evaluation, and reflection that incorporates a Google
application.

Prerequisite Knowledge:
Basic knowledge of computers and the Internet/Google required.

Content:
Google App Lesson Creation Activity Sheet

Objectives:
- Participants will be able to develop a lesson that integrates a Google app
- Participants will view a demo lesson and identify useful instructional strategies
related to Google app integration

How the Lesson Will be Taught:

Participants will take part in a reflective group discussion about the previous day’s
material
Review of questions from previous day
45 minute Sample Lesson - Google Forms
Sample Lesson Discussion & Evaluation
Teacher Collaboration - Lesson Creation
Group Lesson 1
Group 1 Critique/Discussion
Group Lesson 2
Group 2 Critique/Discussion
Reflection

Evaluation Strategies:
Participation in all activities and discussions will be monitored to ensure that all
participants are engaged and actively acquiring the material presented. Artifacts and mini
lessons will be reviewed and will be critiqued and discussed by the entire group and the
instructors in order to provide suggestions for implementation. In addition, participants
will be required to complete a Moodle reflection before they leave the workshop for the
day. The reflection will ask the following:
● What was the most valuable topic covered today? Most valuable activity?
● What was the least valuable topic covered today? Least valuable activity?
● How can you use the artifact you created today, or one like it, in your classroom?
● What questions do you still have about the material covered today?
These responses will be reviewed and will be used to guide the workshop on the following
day. In particular, any questions posed will be covered during the first 10 minutes of the
next workshop.
Google: The Resource and the Applications (Docs, Slides, Forms) - Day 5:
Subject: Participants deliver their remaining lessons. Break-out sessions dedicated to each
topic to provide more in-depth training. Collaborative lesson planning for technology
integration.

Prerequisite Knowledge:
Basic knowledge of computers and the Internet/Google required.

Objectives:
- Participants will be able to develop a lesson that integrates a Google app

How the Lesson Will be Taught:

Participants will take part in a reflective group discussion about the previous day’s
material
Review of questions from previous day
Group Lesson 3
Group 3 Critique/Discussion
Group Lesson 4
Group 4 Critique/Discussion
Group Lesson 5
Group 5 Critique/Discussion
Break-out Sessions for Each App (Docs, Slides, Forms)
Additional Time - Collaborative Lesson Planning
Reflection
Evaluation Strategies:
Participation in all activities and discussions will be monitored to ensure that all
participants are engaged and actively acquiring the material presented. In addition,
participants will be required to complete a Moodle reflection before they leave the
workshop for the day. The reflection will ask the following:
● What was the most valuable thing you will take from this workshop? Least valuable?
● How can you use the material relayed in this workshop in your own classroom?
● What questions do you still have about the material covered throughout this
workshop?
These responses will be reviewed and will be used to guide future workshops. Additionally,
this information will be incorporated into the Moodle platform that will allow teachers and
staff to continue the discussion about and implementation of this technological change.
Materials
Exemplified here is a sample of the activity sheet that will be completed on Day 3 of the
Google Resources: Docs, Slides, and Forms workshop. Teachers will be grouped together
and tasked with developing an activity that incorporates a Google resource. They will then
present the activity to the rest of the participants and ultimately reflect on the
implementation of the Google resource through a brief reflection.

Google Apps in Your Classroom

Think about the lessons you’ve delivered that could benefit from the implementation of a
Google app (Doc, Slides, or Form). With your group, develop a 10-15 minute activity that
could be included in this lesson. Implementing this technology should be for the purpose of
allowing your students to learn in a worthwhile way - not just using an app to use one.
Complete this sheet as you work through this activity.

1) List lessons you’ve taught that could utilize Google apps.

2) Choose one of these lessons to focus on. How will this lesson use a Google app?

3) What is the benefit of using the app you’ve chosen?

4) How will you approach teaching this app to students who’ve never used it before? This
will take time from your planned lesson, so be aware and ready to guide as you utilize.
5) With your group, design an activity of no more than 10-15 minutes that utilizes the
Google app you’ve chosen. Explain the purpose of your app and how it’ll enhance your
lesson.

6) Reflection. Once you’ve delivered your lesson to the class, respond to the following:
● What are things that worked with this activity? Didn’t work?
● What are some considerations to think about in terms of your own students?
● How does using this app enhance your lesson?

Field Test
Before delivering my 5-day technology integration workshop, it will need to be tested to
ensure that all desired outcomes will be met. To accomplish this, I will run a trial version of
my PD plan with a few previously selected teachers. These teachers will need to be
representative of the different levels of technology integrators that will be attending the
PD, so I will be sure to choose those who have varying levels of technology mastery. Also, it
would be beneficial to select those who have different outcome goals to ensure that those
are met as well. They will participate in all activities and PD opportunities and provide
feedback that will influence the final decisions about the sessions. I will be able to see what
activities they find most valuable and those that do not quite measure up to the goals that
they hope to achieve through the workshop. Once I’ve received their feedback on the
effectiveness of the sessions and what should be both kept and changed, I’ll be able to make
any necessary revisions that will result in a successful technology integration workshop.

Revision
Revising my workshop after running a field test is essential before teaching it. I need to be
sure that all desirable outcomes will be met, and that all activities are appropriate for the
learning goals I have in place. To conduct this revision I will evaluate the results from the
field test and will then make any changes that the participants relate and I observe
throughout the sessions. Input from the participants will be vital, as they will know what
they need to accomplish throughout the session, and will be able to directly let me know if
the PD opportunity meets their goals as it is set up. Their suggestions, critiques, and
criticisms will allow me to revise as necessary. These revisions will be ideal because I will
have direct input from those who experienced the session as a learner, rather than an
instructor, which is my role as I prepare the session. My revisions will be discussed with
the field test participants and then my final product will be ready to implement.

Evaluations
Determining whether the workshop professional development sessions were a success or
not is important because this will be the first step towards implementing a true change in
technology integration. The success of the workshop will likely directly correlate to the
amount of effort and longevity the change in technology integration will have. In order to
evaluate the success and effectiveness of the workshop, I will put in place two distinct
means of receiving feedback. First, I will have participants use a discussion board on our
Moodle platform to discuss what they found most and least valuable about the workshop.
This will be a place where they can communicate and collaborate as participants to discuss
their thoughts on the workshop. Second, I will send out a Google Survey that asks
participants to evaluate the workshop - whether their goals were met, how the lessons
impacted their learning, their overall impressions, and their attitude towards technology
integration after completing the workshop. These evaluations will be reviewed and will set
the tone for future workshops.

Summative Evaluation
Evaluating the effectiveness and success of of just the workshop is not enough; it is
essential to ensure that the entire project of implementing a change in the integration of
current technology resources is evaluated and improved as well. This is why, in addition to
the immediate feedback about the workshop, I will also prepare a method for continuation
of learning and evaluation by having participants continue to meet in our Moodle
classroom to discuss how they’re implementing the changes in technology integration
discussed and begun in the workshop. Participants will be required to post monthly
reflections on their use of technology resources in the classroom. These reflections will
allow me to monitor the continuation of the technology change I’m attempting to
implement. These reflections will be an evaluation of the overall technology integration
change, and will allow me to target strategies that will continue to benefit and bring about
the purpose of the project.

Budget
By utilizing existing technology resources and free Web-based applications, the budget for
this technology integration change can be reserved for Professional Development costs,
including instructor time, materials, and teacher stipends. The table below outlines these
costs.

Item: Quantity: Cost: Rationale:

Instructor 3 $40 per hour Three technology

integration
instructors will
present material,
facilitate lessons,
and aide educators
embracing the
technology
integration change.

Teacher attendee Determined by $250 each Stipend designed to

stipend number of cover all teacher
participants costs related to
attending the
workshop.
 Post-it notes pad 2 4 pack = $81.53 Used to illustrate
lessons and
(Found here) technology
integration
elements.

Markers 1 Case of 12 packs = Used to illustrate

$79.99 lessons and
(Found here) technology
integration
elements.

Follow-up
When the PD sessions have been completed, it is important to continue dialogue about the
changes that have been implemented to ensure that the training wasn’t in vain and that
teachers are still participating in the change. As a follow-up to the training, teachers will
participate in monthly Moodle meet-ups that will require them to complete several
activities. These are outlined in the chart below.

Moodle Assignment: Purpose of Assignment:

Lesson Plan Teachers will post their lesson plans that

show meaningful integration of current
technology resources and how they will be
used to enhance instruction and
engagement and meet instructional goals
and standards.

Evaluation of Integration Teachers will discuss how well the

technology resource contributed to the
instructional goals being met. They will
document how well students were able to
use the resource and any problems that
occurred because of its utilization.

Reflection of Student Work/Engagement Teachers will post a reflection detailing

how student work was accomplished using
the resource, and if students were engaged
 while using the resource. Any student
concerns can also be shared in this
reflection section.

Questions/Concerns/Suggestions Teachers will have the opportunity to post

any questions, concerns, or suggestions
related to technology integration in this
section.

These assignments will keep the focus on the technology integration change we are
incorporating. When you leave a training session, if you don’t implement the training it was
basically a pointless exercise. These assignments will ensure that implementation is
occurring, and also continue to keep the momentum going that can often lag when the focus
is not kept on the training. Through this monthly follow-up plan attention will continue to
be placed on implementing a change in technology integration.

References

Toister, J. (2015). Introduction to Malcolm Knowles's andragogy theory [Video]. Retrieved

from https://www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-
Knowless-andragogy-theory/170070/193558-4.html#tab