Running Head: FIELD EXPERIENCE C 1

Field Experience C: Plan and Deliver a Technology Professional Development

Suzana H. Tran
TEC 595
July 4, 2018
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Professional Development Lesson Plan

Title of Workshop/Profession Development
Google for Education

Prepared by: Suzana Tran

Description: This training will highlight a variety of tools provided by Google and multiple
uses of it beyond the basics of Docs, Sheets, and Slides. This training will help teachers
intertwine their lessons, technology plans, and classroom structure together.

Audience: Faculty at Westhoff Elementary Timeframe: 12:00-2:00 PM

Materials/Technology Needed:
 My Portal (School’s access to provided tools included Google resources)
 Laptop

Technology Standards for Teachers (ISTE-T)

Which ISTE Standards for Teachers are addressed in this lesson?

The Google Training Center was found to support the following indicators of the ISTE Standards

for Educators

1. Learner

1.a. Set professional learning goals to explore and apply pedagogical approaches made

possible by technology and reflect on their effectiveness.

1.b. Pursue professional interests by creating and actively participating in local and global

learning networks.
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2. Leader

2.a. Shape, advance and accelerate a shared vision for empowered learning with technology by

engaging with education stakeholders.

2.c. Model for colleagues the identification, exploration, evaluation, curation, and adoption of

new digital resources and tools for learning.

3. Citizen

3.a. Create experiences for learners to make positive, socially responsible contributions and

exhibit empathetic behavior online that build relationships and community..

3.b. Establish a learning culture that promotes curiosity and critical examination of online

resources and fosters digital literacy and media fluency.

3.c. Mentor students in safe, legal and ethical practices with digital tools and the protection of

intellectual rights and property.

3.d. Model and promote management of personal data and digital identity and protect student

data privacy.

4. Collaborator

4.a. Dedicate planning time to collaborate with colleagues to create authentic learning

experiences that leverage technology.

4.b. Collaborate and co-learn with students to discover and use new digital resources and

diagnose and troubleshoot technology issues.

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4.c. Use collaborative tools to expand students' authentic, real-world learning experiences by

engaging virtually with experts, teams and students, locally and globally.

4.d. Demonstrate cultural competency when communicating with students, parents and

colleagues and interact with them as co-collaborators in student learning.

5. Designer

5.a. Use technology to create, adapt and personalize learning experiences that foster independent

learning and accommodate learner differences and needs.

5.b. Design authentic learning activities that align with content area standards and use digital

tools and resources to maximize active, deep learning.

5.c. Explore and apply instructional design principles to create innovative digital learning

environments that engage and support learning.

6. Facilitator

6.a. Foster a culture where students take ownership of their learning goals and outcomes in both

independent and group settings

6.b. Manage the use of technology and student learning strategies in digital platforms, virtual

environments, hands-on makerspaces or in the field.

6.c. Create learning opportunities that challenge students to use a design process and

computational thinking to innovate and solve problems.

6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or

connections.
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7. Analyst

7.a. Provide alternative ways for students to demonstrate competency and reflect on their

learning using technology.

7.b. Use technology to design and implement a variety of formative and summative assessments

that accommodate learner needs, provide timely feedback to students and inform instruction.

7.c. Use assessment data to guide progress and communicate with students, parents and

education stakeholders to build student self- direction.

Content Area Standards (If applicable)

Are there any content area standards addressed?

See above.

Learning Outcomes
What will teachers know and be able to do as a result of this lesson?

See above.

Process/Activities
How will this lesson be facilitated with teachers?

This professional development will be located in the multi-purpose room. Tables will be set up

for the teachers to place their laptops on. The professional development will be led by using a

projector and document camera. An HDMI cord for the viewers to see exactly what is to be

presented would connect the information on the laptop screen.

Teachers will be presented with an objective for the professional development. It will include

the main concepts that will be covered using the various Google tools. Teachers will log into

their district’s “My Portal” using their Google email. Through the portal, they can access Google

classroom and G-Suite.

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Teachers will get instructions on how to use the Google tools and how to integrate them into

their assignments.

Google Tools: Keep, Site, Doc, Sheet, Slides, Form, Calendar, Drive, Email, and Classroom.

Differentiation Activities/Methods
How will the workshop be adapted for different skill levels?

The workshop will be geared towards beginners, but after the introduction of a specific tool, I

will address an additional step or two for those who are ready. I will also have two colleagues

who have been Google certified to help assist teachers who are in need of assistance or

clarification.

Assessment of Learning
How will the participants demonstrate mastery of the learning outcomes?

At the end of the professional development, all attendees would be required to perform a specific

task for me. They will utilize the Google Classroom made for our specific professional

development. They will add assignments, post announcements, and additional strategies learned

throughout the time. By performing the procedure and strategies, it will give me an

understanding of where the teacher’s stand and what their abilities are.

Resources
Provide at least three online resources for participants to review content and extend the learning.

 Making the Best Use of Free Google Tools

 Google For Education Training Center

 Google Youtube Subscription

 Google Classroom
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Part 2: Delivery and Reflection of the Professional Development

Areas of Strength

The lesson plan went according to planned. Since the professional development was intended for

beginner users, the lesson plan appropriate for the audience. The lessons were level appropriate.

The audience was able to follow along each step of the way. Occasionally, I did stop to walk

around and provide support to a few attendees. The resources selected provided a different lens

from my perspective, which provided users the reassurance of credibility. Resources were given

at the end for further support after the professional development. The assessment portion of the

professional development provided me with humble reassurance of the teacher’s understanding.

As I walked around, each teacher knew how to complete the tasks. Having two other Google

certified teachers to assist, it definitely met the needs of many learners.

Areas of Improvement

The time of the professional development went longer than intended, which caused my audience

to feel a little restless at the end. My professional development was very thorough, which was

great but the teachers did not want to spend hours of their summer in a professional development

setting. To keep the focus of my audience and shorten the duration of my professional

development, I should have removed Google Calendar and Google Site for a later time. Those

two were not as essential to instruct, as they are optional for the classroom.

Feedback

The professional development was inspiring for teachers. The audience found the resources to be

beginner friendly, providing them confidence in the classroom. At the end of the professional

development, I handed out a professional development review. The teachers were able to rate
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how helpful the professional development was and gave feedback in regards to areas of

improvement and strengths. I decided to pass out a hard copy at the end to ensure that the

audience is to complete it rather than walking away with a link to complete. Teachers found

Google for Education moving. The transformation the school district is undergoing to increase

the use of technology-enhanced tools is powerful. The audience was appreciative of my service

but did find it lengthy. In my perspective, if this were during a mandatory, school-year

professional development, they would have a different mindset. I was able to collect fifteen

reviews at the end of the professional development with a one-hundred percent rating that they

would like to attend another Google for Education training with me.
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References

Google for Education. (2018). Google for education. Retrieved from

https://www.youtube.com/user/eduatgoogle

Google for Education. (2018). Training center. Retrieved from

https://edutrainingcenter.withgoogle.com/trainer_course/course?reset=I7EZ201P

Schuh, S. (2017). Making the best use of free google tools. Retrieved from

https://docs.google.com/presentation/d/1aUBIiOQXivdyGdhplKLpm9zJsHsJK4Xx4oIR

Ym28Zpo/edit#slide=id.g35ed75ccf_022

Tech Nerd Services. (2017). Tutorial: An updated guide to google classroom (2017). Retrieved

from https://www.youtube.com/watch?v=LpGlU11j39w