Ruby Johnson November 25, 2012

EDTC 6037: Artifact Project SAFARI Montage Staff Development Introduction: Triton High School serves students from the communities of Coats, Dunn, and Erwin in rural Harnett County. Our rural roots lead the Advanced Ed team, during our reaccreditation process last spring, to describe the school as having a family type atmosphere. Together, the administration and staff strive to provide students with a well-rounded education that will help them meet the challenges of the 21st century work force. At the recommendation of the Advanced Ed team, Triton has made technology implementation its top priority in the current school improvement plan. Every classroom has a computer for instructional purposes and over 85% of the classrooms are equipped with data projectors and SmartBoards. SmartBoard training is an ongoing process; however, many teachers prefer to use it as an electronic chalkboard. The school has five computer labs and eight mobile carts, each containing 30 Dell Netbooks. In addition, teachers have the opportunity to participate, on a voluntary basis, in at least three technology activities per year. Before starting this project, a needs assessment survey was conducted. The survey identified SAFARI Montage to be the area in which the largest percentage of teachers expressed a need for training. This selection is largely due to Harnett County Schools discontinuing their subscription to Learn 360 and contracting with SAFARI Montage as the new digital media management and distribution system in the county. The logistics for the training are as follows: Objective: Teachers will create a playlist using SAFARI Montage to integrate technology into the common core and essential standards objectives of their instructional lessons.

Learners: Participation is voluntary with learners coming from varying disciplines and computer skills ability levels. Teachers will participate during their planning period; therefore, there will be four sessions offered each training day. Location: Computer Lab Room 153 Dates: Thursday 11/1/12, Thursday 11/8/12, Thursday 11/15/12 Times: 8:00-9:00 a.m., 9:30-10:30 a.m., 11:00 a.m.- 12:00p.m., and 1:00-2:00 p.m.

Needs Assessment: A questionnaire using Survey Monkey was created to assess the technology needs of the staff. Approximately 57% (27 out of 83) of the teaching staff responded to the survey, which was open from October 8, 2012 to October 15, 2012. Below is the questionnaire. Technology Staff Development Needs Assessment 1. According to the HCS Technology Policy, have you earned your 1 CEU for this certification cycle? Yes No

2. Have you ever used the Big Six model when assigning research? Yes No

3. How often are you utilizing SAFARI Montage in your instructional plans and lesson delivery? Not at all Seldom Occasionally Frequently Daily

4. How proficient are you at creating a playlist in SAFARI Montage? 1 Minimal 2 3 4 5 Maximum

5. How proficient are you at opening and effectively using your Gmail? 1 Minimal 2 3 4 5 Maximum

6. How often are you utilizing collaborative tools such as Google Apps when teaching students to research and develop projects? Not at all Seldom Occasionally Frequently Daily

7. How often are you charting and graphing your common assessment data using Excel or a similar program? Not at all Seldom Occasionally Frequently Daily

8. How often are you utilizing free educational online programs that can be accessed by students to create presentation and products following research? Not at all Seldom Occasionally Frequently Daily

9. How often are you using SmartBoard for instructional purposes other than as an electronic chalkboard? Not at all Seldom Occasionally Frequently Daily

10. Please, identify technology staff development needs that you feel are important? Mark all that apply. Big Six Research Model Common Assessment Analysis Google Applications Online Product-based Programs Other (Please specify) _______________________________________________ Research Strategies SAFARI Montage SmartBoard Training

After collecting the data from survey monkey, the following charts and graphs were constructed to analyze it. From the staff responses, there appears to be a need for staff development in several areas. The majority of the staff are unfamiliar with the Big Six approach to research, SAFARI Montage, Google applications, data analysis, and online presentation tools. Opening and using Gmail, along with the ability to use the Smart technologies located in the classrooms seem to be divided between proficient and needing help. The final question on the survey was the deciding factor that determined the course of instruction for this assignment. Below is the breakdown for each survey question.
Q1. Have you earned the districts required 1.0 CEU technology credit for this certificate renewal cycle?
yes no unanswered TOTALS 26 55.32% 20 42.55% 1 2.13% 47 100.00%
30
25 20

Technology CEU's
26 20

15
10 5 0 yes no unanswered 1

Q2. Have you ever used to "Big Six" model for assigning research?
yes no unanswered TOTALS 5 10.64% 41 87.23% 1 2.13% 47 100.00%

Big Six Research Model Usage

60 40 20 0 5 1 41

yes

no

unanswered

Q3. How often are you utilizing SAFARI Montage in your instructional plans?
Not at All Seldom Occasionally Frequently Daily Totals 24 53.33% 13 28.89% 7 15.56% 1 2.22% 0 0% 45 100.00%

Utilization of SAFARI Montage

24

25 20 15 10 5 0

13 7 1

Q4. Using a rating scale from 1 to 5 where 1 represents minimal proficiency and 5 represents maximum proficiency; How proficient are you at creating a playlist in SAFARI Montage?
Rating Minimal 1 2 3 4 Maximum 5

35 3 4 3 1

SAFARI Playlist Proficiency

35

35 30 25 20 15 10 5 0

Q5. Using a rating scale from 1 to 5 where 1 represents minimal proficiency and 5 represents maximum proficiency;

how proficient are you at opening and using g-mail?

Rating Minimal 1 2 3 4 Maximum 5

13 1 7 9 17

G-mail Proficiency
20 15 10 5 0
17

13
7 1 9

Q6. How often are you utilizing collaborative tools such as Google Apps? when teaching students to research and develop projects?
Not at All Seldom Occasionally Frequently Daily Totals 20 43.48% 13 28.26% 7 15.22% 6 13.04% 0 0 46 100.00%

Utilization of Google Apps

20 20 15 10 5 0 13

Q7. How often are you charting and graphing your common assessment data using Excel or a similar program?
Not at All Seldom Occasionally Frequently Daily Totals 18 38.30% 13 27.66% 8 17.02% 8 17.02% 0 0 47 100.00%

Common Assessment Frequency

18

20 15 10 5 0

13

8
0

Q8. How often are you utilizing free educational online programs that can be accessed by students to create presentations and products following research?
Not at All Seldom Occasionally Frequently Daily Totals 18 38.31% 11 23.40% 11 23.40% 7 14.89% 0 0 47 100.00%
20 15 10 5 0

Utilization of Online Presentation Tools

18 11 11 7

Q9. How often are you using your Smart Board for instructional purposes other than as an electronic chalk board?
Not at All Seldom Occasionally Frequently Daily Totals 11 23.91% 4 8.70% 12 26.09% 11 23.91% 8 17.39% 46 100.00%

Smart Board Utilization

15
10 5 0

11
4

12

11
8

Q10. Please identify technology staff development needs that you feel are important. Mark all that apply.

"Big Six" Research Model Common Assessmnet Analysis Google Applications Onine Product-based Programs Research Strategies SAFARI Montage Smart Board Training Others

18 18 24 17 14 33 21 4

38.30% 38.30% 51.06% 36.17% 29.79% 72.02% 44.68% 8.51%

Technology Needs Assessment

0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 72.02% 51.06% 38.30% 38.30% 36.17% 29.79% 8.51% 44.68%

Design and Development of Instruction The staff development this assignment will address is the use of SAFARI Montage to integrate technology into the common core and essential standards of classroom lessons by creating content playlists. SAFARI Montage is a digital media management and distribution system that allows users to create playlists in their SAFARI account. To do this, SAFARI provides users access to thousands of media sources, and the capability of uploading outside sources such as YouTube clips and teacher created presentations and documents. The training will consist of three, one-hour sessions. Participates will receive 0.3 CEU credits at the completion of the staff development. Using a best practice approach, the design of this staff development is to use modeling, exploration, and product-based instruction as a guide to help participants achieve the workshop objective: Teachers will create a playlist using SAFARI Montage to integrate common core and essential standards objectives into their instructional lessons. The following is an outline listing the components of the instruction. Preparing for staff development 1. Conduct and analyze needs assessment. 2. Meet with Jennifer Byrd, county level technology coordinator, to discuss SAFARI Montages features. 3. Write Staff Development Proposal. 4. E-mail staff with logistics of the training. 5. Develop workshop playlist in SAFARI Montage. 6. Make copies of handouts. Day 1: 1. Open session with a YouTube clip uploaded into my SAFARI Montage workshop playlist. 2. Use Prezi document produced by Jennifer Byrd, to facilitate discussion concerning the Top 10 reasons why Harnett County chose SAFARI Montage as the new digital media system.

3. Allow learners to log in to their SAFARI Montage account. Help those who need assistance. 4. Introduce the various features SAFARI has to offer users. 5. Allow learners time for exploration using SAFARIs search feature. Day 2: 1. Begin with review of SAFARIs features. 2. From the workshop playlist, open the PowerPoint on how to create a playlist and add content to it. Distribute copies of the lesson to the participants. 3. During the presentation, guided practice will allow learners to create an instructional unit playlist. 4. Learners will use any remaining time to begin constructing a playlist. Day 3: 1. Begin session with a quick review of adding content to a playlist. 2. Provide learners with time to complete the creation of their instructional unit playlist. 3. Provide assistance when needed. 4. Allow time for learners to share their created playlist with others. 5. Ask learners to complete an evaluation sheet for the workshop.

In preparing to facilitate instruction on SAFARI, the first step was to create a workshop playlist in my SAFARI Montage account. Any good lesson needs a hook. To find an inspirational clip, a search of YouTube produced the Family Engagement Inspirational segment from the Bill Cosby Show (http://youtu.be/SXxlTJcUs6A ). Using the Modules feature in SAFARI, I uploaded it to the playlist. The next step was to upload a prezi document (http://prezi.com/pynf1qkxgjsp/top-ten-list-how-will-safari-montage-affect-my-classroom/ ) , created by Jennifer Byrd; outlining the top ten reasons Harnett County Schools selected SAFARI as the current media provider. The creation of a PowerPoint lesson instructing learners how to create a playlist and add content to it was next in the development of this training. Finally, the creation of an evaluation form completed this phase of the staff development.

Harnett County Professional Development System Activity Roster

District Activity: 6-829
Presenter: Ruby Johnson Using SAFARI Montage to Integrate Common Core Objectives and Essential Title: Standards into Classroom Lessons Start/End Date: November 1, 2012/ November 15, 2012 Number of .30 Technology CEU: Location/Time: THS Computer Lab 153 11/1, 11/8, 11/15 Block 1 - 8:00-9:00 Block 2 - 9:30-10:30 Block 3 - 11:00-12:00 Block 4 - 1:00-2:00 Proposal 7204 7235 7266 7402 7038 7053 7027 7004 7066 7402 7251 7402 7053 7092 Participant Barbara Egnor Brittany Dupree Dena Bradham Flonnie Godwin Grace Gibbs Libby Smith Matt Johnson Mildred Campbell Pamela Callahan Regina Jones Rhonda Skipper Sara Stewart Sherry Royal T. J. Morrison School Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High Triton High

SAFARI Montage Staff Development Evaluation Place an X in the box that indicates your impressions of the items listed below. Strongly Strongly Agree Agree Neutral Disagree Disagree 1 The purpose of the staff development was clearly stated 2 The content was well organized and easy to follow 3 The delivery of the presentation was appropriate to the target audience 4 AV materials used were appropriate and helpful 5 The pace of the presentation was appropriate 6 The presenter was knowledgeable and enthusiastic 7 Class participation and interaction was encouraged 8 Adequate time was provided for questions and discussion 9 The training met my expectations 10 I will be able to apply the knowledge gained by participating in this activity

11. What did you find most useful about this staff development activity?

12. What skills did you learn that might help prepare you for technology integration in your classroom?

13. What aspects of this activity might be improved?

14. Please place additional comments here.

Implementation: Instruction for creating instructional playlists using SAFARI Montage began on November 1, 2012. Fourteen teachers took part in the training. Three participated during the first block session, four during the second block session, four during the third block session, and three during the fourth block session. The departments represented in the training were English, History, Science, Family Consumer Science, Foreign Language, and Exceptional Children. I served as the only workshop instructor. The training took place in one of our five computer labs, which is equipped with a data projector but no SmartBoard; however, teachers did have access to Smart technology software. Overall, the workshop was a success, with each teacher building at least one instructional unit playlist. The playlists created include video clips, word documents, Power Points, interactive technologies, and quizzes. During the exploration of the search feature, our career teachers discovered there were very few resources available in SAFARIs libraries. Uploading media clips from the Internet allow these teachers to add video materials to their playlist. Discussions were engaging and participation was enthusiastic. Besides the limited resources available to the career teachers, the other issue encountered was with SAFARI itself. The SAFARI server is located at the county office so buffering was no longer to be an issue. However, buffering is occurring and the central office technology personnel were made aware of this problem.

Evaluation All fourteen of the learners were able to create an instructional unit playlist in their content area using SAFARI Montage. Although the workshop was mostly successful in meeting

the workshop objectives, the following are recommendations for improving the instructional component. 1. Encourage more teachers to become involved in SAFARI Montage training. Of the 47 teachers who completed the needs assessment survey, only fourteen participated. SAFARI Montage is the newest multimedia resources available to classroom teachers. Administrators at the county level have stressed the importance of utilizing this resource in preparing our 21st century learners by making instruction relevant. 2. Explore SAFARIs libraries for information pertaining to the various subject area taught at Triton. The core subject classes have an abundance of information available to them. Learning that SAFARI had very limited resources available for the Family Consumer Science teachers was surprising. The technology staff at the central office is currently addressing this discovery. 3. Since most classrooms have SmartBoards, SAFARI instruction should have taken place in a computer lab that has one. SAFARI has the capability of playing interactive media. By not demonstrating this feature, some teachers will forget it is there or feel uncomfortable utilizing it. In addition, it would be helpful to the classroom teachers to have access to a SmartBoard as they created their playlist. This would allow them to experiment with the interactive feature before using it in the classroom. 4. Encourage teachers to insert the Common Core and Essential Standard objectives to the items they add to their playlist. One of the features of SAFARI is the ability to insert the North Carolina course objectives with the description of

multimedia resources. By adding the lessons objectives with the item to the playlist, teachers have immediate access to this pertinent information. The information is then assessable to administrators demonstrating the teacher is teaching the curriculum. 5. Refer to the District and School Calendar of Events before scheduling Staff Development. Since this is my first experience with instructing technology staff development, I set the dates that were convenient to my schedule. During this same time, several other training activities were in progress. Conflicts in scheduling prevented some teachers from participating. Several teachers have expressed an interest in offering another SAFARI Montage training session in the spring.

Since the workshops completion, the participants are using their training with SAFARI Montage more frequently; however, there still seems to be some concerns with buffering of items from SAFARIs libraries. Administrators at the central office are contacting the company so they can address the problem. For any teacher who was unable to attend the workshop this fall, they can sign up for the spring session. With this session of SAFARI Montage training complete, it is time to start planning for staff development on Google applications.