Unit Name: Prezi for Educators

Title: Prezi for Educators Topic: Prezi Online Presentation Software Subject/Course: Teacher Technology Inservice 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 classroom teachers 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 informal feedback 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 a Doctoral 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 to their 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 (NETST) 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 and resources
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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 in face-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 NETSS. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning 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 resources 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 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 and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. 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 improve student 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 others c. 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 learning d. 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?

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.