Teacher iPad App Training

York County District 3 W.C. Sullivan Middle School

Final Product
Justin Manuele 12/03/12

Table of Contents
Section Page Number

Proposal:

The proposal maps out the general timeline of the project. It is an overview of the budget, personnel assignments, deadlines, objectives, project components, and project background.

3 8 11

Budget Analysis: The Budget Analysis will

provide the estimated costs of personnel and resources needed to complete the project.

Needs Analysis :

The Needs Analysis will collect data on learners in order to gain information on how to best meet their needs.

Personnel Analysis:

The purpose of this document is to describe the personnel, their responsibilities, and their qualifications. It explains each job title involved in the project, such as project manager, instructional designer, technical writer, subject matter expert, and client.

19

Work Plan:

It provides dates and personnel responsible for project components and deliverables. It provides dates for client sign-off on components and deliverables. It describes the frequency and method of communication with the instructor, client, project team, and additional stake holders.

22

Evaluation Plan:

The Evaluation Plan will include what types of summative and formative assessment will be used throughout the project.

28 34

Implementation Plan:

The Implementation Plan will outline the events that lead to project adoption and the implementation goals

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Proposal
Project Overview Background
York County District 3 is in its first year of its iRock initiative. Teachers have been given iPads this year and are in need of training. The goal is to move teachers from the entry phase, through the adoption phase, and into the adaptation phase by the end of the 2012-13 school year. The entry phase encompasses basic iPad usage, such as turning it off and on, downloading apps, adjusting settings, etc. The adoption phase encompasses using the iPad for productivity, such as using Dropbox and Evernote to organize files and notes, and using Powerschool to log grades and attendance. The adaptation phase includes creating lessons that involve student use of iPads, laptops, iPhone/Android phones, or other portable computer devices. The districts goal is to foster a more constructivist learning approach using technology as a means to create collaborative, project-based learning. They aim to use technology to extend learning outside of the classroom as well. Sullivan Middle School teachers and support staff are the target audience for this training.

Problem
This is the first year teachers have been issued iPads to use in their classrooms, and they are in need of training. Some have previously owned their own iPad, while others have never used one. Teachers need training on how to use the iPad to increase their productivity and to gain knowledge of how to implement the iPad and other computer technology into lessons. Preliminary training has been completed to introduce them to the basic functionality of the iPad. Teachers have begun using their iPads for their productivity needs, but adoption has been uneven. Some teachers have begun using their iPads for productivity and in lessons, while others have not.

Purpose
York County District 3s iRock initiative has made an investment in iPad technology and aims to utilize the technology inside and outside of the classroom to increase student learning and teacher productivity. The purpose of this training is to give teachers the ability to use their iPads as a tool for being more productive and to extend learning 3
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outside of the classroom. The training will provide teachers with the ability to use five apps that will allow them to accomplish the aforementioned goals: Evernote, Dropbox, CloudOn, Quizlet, and Educreations. The training will include face-to-face training as well as video tutorials that can be used anytime, anywhere.

Audience
The clientele for this training are middle school teachers (grades 6-8) at Sullivan Middle School. They range from tech-savvy teachers with experience using iPads to teachers who have never used an iPad until this year and shy away from technology. All hold college degrees. Most hold bachelors degrees, a few hold masters degrees, and two have their doctorates. Most have experience with Edmodo and Twitter. Most teams use Edmodo and Twitter to communicate class info with students. Few, if any, have used them to extend teaching outside of the classroom.

Project Description
Training will consist of two face-to-face sessions: one session will address productivity tools, and one will address how to extend learning outside of the classroom. Session one will cover the use of Evernote, CloudOn, and Dropbox. It will cover how to save documents, organize files, create documents, and how to set up shared files. Job aids will be created in a PDF format and as screencasts for teachers to use as a post-training reference. Session two will cover the use of Quizlet and Educreations. Like session one, job aids will be created in a PDF format and as screen casts for teachers to use as a posttraining reference. Job aids will be delivered digitally via email and/or posted on the schools website. In total, four job aids and four video tutorials will be created. Each program, Dropbox, Evernote, Educreations, and Quizlet, will have one job aid and one video tutorial developed for them. Job aids will be created as if teachers have no knowledge on how to use the apps. Teachers will be formatively assessed through trainer observation. During face-to face training, teachers will have to create products using Quizlet and Educreations, as well as add notes and files to Evernote and Dropbox.

Objectives
Terminal Learning Objective 1: Teachers will become proficient at the basic operation of Dropbox and Evernote by using their iPads and/or laptops. Enabling Learning Objective 1A: Teachers will create notes, organize notebooks, tag notes, and share notebooks in Evernote using their iPads and/or laptops. 4
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Enabling Learning Objective 1B: Teachers will save files in Dropbox, share folders, and edit files in CloudOn using their iPads and/or laptops. Enabling Learning Objective 1C: Teachers will edit documents Word and PowerPoint documents in CloudOn using their iPads. Terminal Learning Objective 2: Teachers will become proficient at creating minilessons using Educreations and Quizlet and uploading them to social media, such as Edmodo and Twitter, by using their iPads and/or laptops. Enabling Objective 2A: Teachers will use Educreations to record lessons, use the text and drawing features, import pictures, and share recorded lessons via Twitter or Edmodo, using their iPads and/or laptops. Enabling Objective 2B: Teachers will create flash cards on Quizlet and share them on Twitter or Edmodo, using their iPads and/or laptops.

Timeline
Project Component Project Proposal Needs Analysis Personnel Analysis Work Plan Budget Analysis Evaluation Plan Implementation Plan Project Prototype/Storyboard Final Project Initial Submission Date September 17 September 24 September 24 October 22 November 5 November 12 November 12 November 19 December 1 Resubmission Date

Personnel
Client As an employee of York County District 3 and Sullivan Middle School, I have insider knowledge of the districts goals for their iPad initiative. Michael Waiksnis, the principal at Sullivan Middle School, will be consulted on training dates, length, and content. The client representative will work together to ensure the project stays on task and is completed in a timely fashion. Project Manager The project manager will oversee the project from start to finish. He/she will provide direction for the project and be a liaison between the client and development team. It is 5
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key that clear expectations are set between the client and project manager so all stakeholders are satisfied and project creep does not set in. In addition, the project manager will ensure deadlines are met, the job stays on budget, and the work is high quality. Instructional Designer The instructional designer is in charge of creating training materials, learning objectives, and learning activities to meet learning goals. The instructional designer will conduct the learner analysis, needs analysis, and formative and summative assessments. He/she will work closely with the project manager, subject matter experts, clients, technical writers, and end users of the project. Technical Writer The technical writer will work with the instructional designer to create training materials. He/she should have excellent skills at writing and editing, such as spelling, grammar, paraphrasing, etc., while making the instruction easy to understand. It is also important they use user friendly terminology so the terminology is comprehended by the end user. Subject Matter Expert (SME) The SME will be a resource of knowledge that will work with the instructional designer and technical writer to ensure accuracy of information. The SME is the main resource for content and helps ensure the training is effective and relevant to the learners needs. The SME will need to communicate effectively with the instructional designer and technical writer. Assignments In this project, Justin Manuele will serve as the SME, project manager, instructional designer, and technical writer. Michael Waiksnis, Sullivan Middle Schools principal, will serve as the client representative. Initial Budget The budget will be evaluated based on an hourly rate of $75. It is estimated that 2 hours will be spent recording and editing each screencast (8 total hours). It is estimated that 1 hour will be spent typing and editing each PDF job aid (4 total hours). The total time of production should be about 12 hours. The total cost will be $900.

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Client Sign-Off
I have read and understood the plan for creating an iPad training module for teachers at Sullivan Middle School. By signing, I confirm that I am in agreement with the proposal above. The information contained in this proposal is subject to change as deadlines and budget may need to be adjusted. If so, any adjustments must be mutually agreed upon in writing at least 3 days in advance of associated deadlines.

_____________________________________________ Michael Waiksnis, Principal Sullivan Middle School

_________________ Date

_____________________________________________ Justin Manuele, Project Manager

__________________ Date

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Budget Analysis
Purpose of Budget Analysis
The purpose of this document is to map out the timeline of the project. More specifically, it provides dates and personnel responsible for project components and deliverables. It provides dates for client sign-off on components and deliverables. It describes the frequency and method of communication with the instructor, client, project team, and additional stake holders. Furthermore, it provides a detailed description of all instructional products. Proposal Phase
Project Manager Hourly Rate # of Hours on the Project Contractors Subtotal $ 60.00 4.5 $ 270.00

Assessment and Design Subtotal

$ 270

Development Phase
Instructional Designer/Technical Writer/Project Management Hourly Rate # of Hours on the Project Contractors Subtotal Research Hourly Rate $ 60 $ 60.00 16.5 $ 990.00

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# of Hours on Project Contractors Subtotal Print Costs Job Aids/per unit Alpha Review Copies Job Aids Subtotal $ 300

$ 6.00 4 $ 24 $ 24

Print Costs Subtotal Conference Calls - Client Follow-up Total # of Minutes on Conference Calls Total # of Callers/Call-in Sites Cost per Minute per Site Conference Call Subtotal Office Expenses Postage to mail review materials

90 2 $ 0.12 $ 21.60

$ 65

Other Subtotal

$ 65.00 $ 1,401

Development Subtotal Production Phase

Instructional Designer/Technical Writer/Project Management Hourly Rate # of Hours on the Project Contractors Subtotal Evaluation Materials Survey Monkey subscription

$ 60.00 29.5 $ 1,770.00

$ 40

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Evaluation Materials Subtotal Office Expenses Printed evaluation reports (2 @ $10) binder (1@$4)

$ 40.00

$ 24

Reporting Costs Subtotal

$ 24.00 $ 1,834

Evaluation Subtotal Implementation and Evaluation Phase

Project Management/Technical Writing/Instructional Design Hourly Rate # of Hours on the Project Contractors Subtotal Office Expenses Printed copies for Training

$ 60.00 24.5 $ 1,470.00

$ 150

Other Subtotal

$ 150.00 $ 1,620.00

Implementation Phase Subtotal

Project Grand Total

$ 5,125

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Needs Analysis
Introduction Purpose of Needs Analysis The purpose of this document is to describe how the needs analysis will be conducted. It maps out what type of questions we are asking, who will be asked, and how the information will be used. In addition, it states the context of the project, the goals of the needs analysis, the instruments used to conduct the analysis the results, and proposes solutions to the instructional problem. The ultimate goal is to determine what the teachers need training on based on their entry level skills and adjust instruction accordingly. Statement of Context York County District 3s iRock initiative had put an iPad into the hands of every teacher in Sullivan Middle School, as well as the rest of the teachers in the district. Many teachers have never used an iPad until this year, let alone use one to help them teach. In addition, teachers have a wide range of technological fluency. Some have dove in head first, have downloaded many apps, and have used them to supplement their teaching and productivity. Others have been slow to adopt them and have used them for little more that checking email and surfing the web. The districts goal is to move teachers from the entry phase, through the adoption phase, and into the adaptation phase by the end of the school year. In order to do so, teachers need to be exposed to useful apps and website and shown the value of have such apps can be useful. Based on the apparent need of training to achieve district goals, instruction has been created. A needs analysis has been conducted to determine the entry level skills of the teachers and the content of the proposed job aids. Statement of Goals The needs analysis seeks to obtain data about the following goals:

Determine the entry level knowledge of iPad productivity apps, such as Evernote and Dropbox Determine the entry level knowledge of using Quizlet and Educreations Determine experiences participants have using technology to extend student learning outside of the classroom

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Determine experiences participants have using technology to improve their productivity.

To collect data for the needs analysis, a survey was developed and sent via email (see Appendix A). The survey included questions to address the goals stated above. The survey participants were the faculty of Sullivan Middle School. Fifty-five surveys were sent out in September, 2012 to the teachers in Sullivan Middle School. Twenty-five surveys were sent back, which makes a response rate of 45%. Statement of Needs After analyzing the survey data (see Appendix B), the following needs were determined:
o o o o o o o o o o o o

To a varying degree (1-5 days), most teachers (92%) teachers use their iPad while teaching in the classroom. To a varying degree (1-5 days), all teachers use their iPad for school related purposes at home or during planning periods. Only 1% of teachers have used Educreations and 48% have never heard of it. 72% have downloaded and used Dropbox 40% have downloaded and used Evernote 84% are on a team that uses Twitter to communicate with parents 40% of teachers do not use Edmodo, while 60% use it between 1-4 days per week 80% of teachers do not use Quizlet 32% would like to learn more about managing files on Dropbox and Evernote 48% would like to learn more about extending learning outside of the classroom via Twitter and Edmodo 48% never or seldom (1-2 days per week) use Evernote, while 52% 60% use Dropbox seldom or never, while 40% use it 3 to 5 days per week

There is a wide degree of variance in the teachers usage of the iPad and related software. Most do not use Quizlet, Educreations, and Evernote. Most have used Dropbox; however, 60% only use it 2 days a week or less. Teachers responded with a high interest (48%) and would like to learn more about extending learning outside of the classroom. The second highest interest (32%) was learning more about managing files via Dropbox and Evernote. Most (84%) already use Twitter to communicate with parents/students and 60% use Edmodo. The data suggests a high need and demand for teachers to learn how to extend learning outside of the classroom using software such as Educreations and Quizlet. There is also moderate need and demand for learning how to manage files Statement of Solutions Based on the stated needs, solutions were devised to address the projects instructional problems. Solutions will be presented in two face-to-face sessions where teachers can take a hands on approach to using the software (apps and websites) and hardware (iPads 12
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and laptops). In addition, job aids will be developed in two formats: PDF with screenshots and step by-step instructions and video screencasts.
o

o o o

Based on the teachers prior experience with Dropbox, less time will be spent on basics, such as saving files. More time will be spent on more advance techniques, such as setting up shared folders and editing documents via Cloudon. Due to the wide range in teacher technology usage, job aids will be created at an introductory level. Based on their interests, job aids will focus on extending learning outside the classroom via Quizlet and Educreations and using Dropbox and Evernote to increase productivity. Job aids will be constructed for each form of software. Each will have at least one screencast and on PDF to demonstrate how to use the software. The job aids will serve as a reference for teachers to use after face-to-face training. The job aids will also serve as a model of how to extend learning outside of the classroom.

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Appendix A
1. How often do you use you iPad when teaching in the classroom? Never 1-2 days per week 3-4days per week 5 days per week

2. How often do you use your iPad during planning or at home for school purposes (such as email, internet, etc.)? 1-2 days per week 3-4 days per week 5 or more days per week

Never

3. Have you used the Educreations app in your class yet? Yes No What is the Educreations app? 4. Have you downloaded and used the Dropbox app yet? Yes No What is Dropbox? 5. Have you downloaded and used the Evernote app yet? Yes No What is Evernote?

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6. Does your team use Twitter to communicate with parents/students? Yes No 7. How often do you use Edmodo to communicate with students? Never 1-2 days per week 3-4 days per week 5 days per week 8. How often do you use Quizlet in to extend learning outside of your classroom? Never 1-2 days per week 3-4 days per week 5 days per week 9. I would like to learn more about...? File management (Dropbox, Evernote) Basics (setting up email, downloading apps) Advanced (creating mini-lessons and uploading them to Twitter/Edmodo) management (how to track behavior issues, how to use PowerSchool)

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10. How often do you use Evernote? Never 1-2 days per week 3-4 days per week 5 or more days per week

11. How often do you use Dropbox? Never 1-2 days per week 3-4 days per week 5 or more days per week

12. What do you want to learn about using your iPad for teaching purposes?

13. Briefly describe how you use you iPad for educational purposes?

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Appendix B
Test Item Development Survey Responses
Number of Participants: General Background Questions 25

Question
1. How often do you use you iPad when teaching in the classroom? 2. How often do you use your iPad during planning or at home for school purposes(such as email, internet, etc.)?

Responses
2 -never 9 - 1 to2 days 11 -3-4 days 3 -5 days

0 -never

1 -1 to 2 days

2 -3 to 4 days

21 - 5 or more

3. Have you used the Educreations app in your class yet?

3 -yes

10 -no

12 -What is Educreations?

4. Have you downloaded and used the Dropbox app yet?

18-yes

4-no

3-What is Dropbox?

5. Have you downloaded and used the Evernote app yet?

10-yes

10-no

5-What is Evernote?

6. Does your team 21-yes use Twitter to communicate with parents/students?

4-no

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7. How often do you use Edmodo to communicate with students? 8. How often do you use Quizlet in to extend learning outside of your classroom? 9. I would like to learn more about...?

10-never

8-1-2 days

7-3 -4 days

0-5 days

20-never

5-1-2 days

0-3-4 days

0-5 days

8-File management (Dropbox, Evernote)

2-Basics (setting up email, downloading apps)

10. How often do you use Evernote? 11. How often do you use Dropbox? 12. What do you want to learn about using your iPad for teaching purposes? 13. Briefly describe how you use you iPad for educational purposes?

8-never

4-1-2 days

12-Advanced (creating minilessons and uploading them to Twitter/Edmodo) 8-3-4 days

3-management (how to track behavior issues, how to use PowerSchool) 5-5 or more days 4-5 or more days

5-never

10-1-2 days

6-3-4 days

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Personnel Analysis
Purpose of Personnel Analysis
The purpose of this document is to describe the personnel, their responsibilities, and their qualifications. It explains each job title involved in the project, such as project manager, instructional designer, technical writer, subject matter expert, and client. It maps out their responsibilities in order to clearly define each persons role in the project. It also lists the qualifications for each role and lists who is assigned to each job.

Personnel Overview
The following is an overview of each role involved in designing iPad training, the responsibilities of each role, and who will conduct each role. It is followed by a list of qualifications for each job.

iPad Training Job Aid Project Personnel Roles and Responsibilities

Job Title Overview The project manager will oversee the project from start to finish. He/she will provide direction for the project and be a liaison between the client and development team. It is key that clear expectations are set between the client and project manager so all stakeholders are satisfied and project creep does not set in. In addition, the project manager will ensure deadlines are met, the job stays on budget, and the work is high quality. Assignment

Project Manager

Justin Manuele

Client

The client should have knowledge of the organizations rules, practices, and needs in order to give effective advice to the design team. As an employee of York County District 3 and Sullivan Middle School, I have insider knowledge of the districts goals for their iPad initiative. Michael Waiksnis, the principal at Sullivan Middle School, is the client and will be consulted on training dates, length, and content. The client representative will work together with the design team to ensure the project stays on task and is completed in a timely fashion.

Michael Waiksnis, Principal, Sullivan Middle

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Subject Matter Expert

Instructional Designer

Technical Writer

The SME will be a resource of knowledge that will work with the instructional designer and technical writer to ensure accuracy of information. The SME is the main resource for content and helps ensure the training is effective and relevant to the learners needs. The SME will need to communicate effectively with the instructional designer and technical writer. The instructional designer is in charge of creating training materials, learning objectives, and learning activities to meet learning goals. The instructional designer will conduct the learner analysis, needs analysis, and formative and summative assessments. He/she will work closely with the project manager, subject matter experts, clients, technical writers, and end users of the project. The technical writer will work with the instructional designer to create training materials. He/she should have excellent skills at writing and editing, such as spelling, grammar, paraphrasing, etc., while making the instruction easy to understand. It is also important they use user friendly terminology so the terminology is comprehended by the end user.

Justin Manuele

Justin Manuele

Justin Manuele

Description of Job Qualifications

Project Manager Qualifications Education: The project manager should at least have a bachelors degree in instructional design, education, business management, or a related field. A masters degree is preferred. Experience: The project manager should have at least one year of experience managing and leading a small team. Skills: The PM must have the ability to plan production, to meet deadlines, and to manage budgets. PM candidates should have excellent leadership, communication, problem solving, and organizational skills. They should have experience with instructional technology software, such as Adobe Captivate, Camtasia, or a similar program. Client Representative Qualifications Experience/skills: The client representative should be an administrator of Sullivan Middle School because a key decision makers need to be consulted with. The client should be knowledgeable of the districts iRock initiative, internal politics of the school, rules and regulations of the school, and the needs of the teachers. The client needs to be an effective communicator. 20
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Subject Matter Expert Qualifications Education: The subject matter expert should have a minimum of a masters degree in an education related field, such as instructional technology. Experience: They should have at least one year of experience with iPad apps and their application in a middle school environment. They should also be knowledgeable with additional web 2.0 tools that can enhance teacher productivity. Skills: The SME should have strong written and verbal communication skills. They should be an expert in instructional technology, especially with iPad applications and web 2.0 tools in a middle school setting. Instructional Designer Qualifications Education: The instructional designer should hold a minimum of a bachelors degree in instructional technology, education, or a related field. A masters degree is preferred. Experience: The ID should have one or more years of experience designing instruction. They should be knowledgeable in conducting needs analyses, writing objectives, designing instruction, and evaluating instructional effectiveness. Skills: The ID should be strong organizational skills, time management skills, and communication skills. They should have strong knowledge of iPads and educational apps. In addition, they should be familiar with Adobe Captive, Camtasia, or similar software. Technical Writer Qualifications Education: The technical writer should hold a minimum of a bachelors degree in English, technical writing, communications, journalism, or a related field. Masters degree or certificate is preferred. Experience: Technical writer should have at least one year of experience writing content for instruction documents. They should have at least one year of experience using desktop publish programs, such as Adobe InDesign or Microsoft Publisher. Skills: The technical writer should have exceptional writing and editing skills. They should posses superior command of the English language and be able to break down complex information into easily understood language.

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Work Plan
Purpose of Work Plan
The purpose of this document is to map out the timeline of the project. More specifically, it provides dates and personnel responsible for project components and deliverables. It provides dates for client sign-off on components and deliverables. It describes the frequency and method of communication with the instructor, client, project team, and additional stake holders. Furthermore, it provides a detailed description of all instructional products.

Deliverables
Proposal This document provides an overview of the project. It includes objectives to guide the project and proposes solutions to meet each objective. It proposes a preliminary timeline for deliverables as well as a listing of personnel and a budget estimate. Needs Analysis Report The needs analysis gathers data to assess the needs of the audience that is targeted for training. It will gather information about how teachers use their iPads and what programs they are familiar with. The information will be gathered via an online survey. Based on the data collected, objectives and curriculum will be adjusted. Personnel Analysis Report The personnel analysis with define the roles, skills, and qualifications of each project team member. It will contain a detailed description of responsibilities for each role and the names of each person who have been assigned a role. Project Work Plan The work plan maps out the key deadlines for project deliverables. In addition to providing deadlines for major events, it details supporting tasks as well. It provides which personnel responsible for project components and deliverables. It provides dates for client sign-off on components and deliverables. It describes the frequency and method of communication with the instructor, client, project team, and additional stake holders. In addition, it provides a detailed description of all instructional products.

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Budget Analysis Report A budget analysis will be conducted and approved by the client. It will estimate the cost of producing the project and will consider time, travel, materials, and resources. It will break down each task, estimate the time it will take, and estimate the cost based on an hourly rate. Prototype The prototype will be a functional rough draft of the final deliverable to be used for client review and formative evaluation. It will include a sample of each job aid, both the PDF instructions and screencast video instructions. Prior to submission, the prototype will be review by the subject matter expert and instructional design team for any errors or technical issues. Implementation Plan The implementation plan will lay out the steps and techniques necessary to succeed in training the teachers to use a variety of apps and software for their iPads. Consideration will be given to the teachers level of experience using iPad apps and software based on the needs analysis. Methods of implementing components of the instructional product will be explained, a detailed discussion of each of the implementation events will be provided, and goals of implementation will be explained. Evaluation Plan The evaluation plan includes a detailed discussion of goals of the evaluation plans as well as detailed plans for formative, summative, and ongoing evaluation. All evaluation instruments will be included. An evaluation instrument will be created for reviewers to provide feedback. The instruments will align to the evaluation plan goals. A timeline and description of all evaluations will be included. Final Delivery The finalized project will be prepared once all evaluation data has been used to revise the job aids and the client has signed off. All finalized job aids and instructions for implementation will be used to conduct iPad training.

Required Resources
Research Materials on Content Area For this project, app and software directions for Dropbox, Evernote, Quizlet, and Educreations will be obtained through a number of sources. Tutorials from their 23
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websites, YouTube instructional videos, and trial and error will used to research how each program functions. The subject matter expert will be consulted on how the software can be applied effectively to the classroom environment. Desktop Publishing Software To create training materials, desktop publishing software will be required. Adobe Captivate will be used to make video tutorials. The Reflection App will be used to project the iPad screen onto a computer in order to demonstrate how apps work on the iPad. Microsoft word will be used to create PDF file instructions. The snipping tool will be used to capture screenshots in order to provide visuals for the instructions. Presentation tools During face to face training, a number of technology resources need to be available. A laptop with the Reflection App, an iPad, a Smartboard, and a projector need to be available. Wi-Fi internet access is necessary. Also, teacher trainees need to bring laptops and iPads to the training sessions. It is preferred that they download the apps prior to arriving for training. An email will be sent out one week prior and the day before training instructing them how to download the apps. File Management and Delivery Software To deliver all the project materials, they will be uploaded to the teacher shared drive of Sullivan Middle School. In addition, PDF instructions will be emailed to the faculty prior to training. During training, they will organize the PDF instructions into folders in Dropbox and Evernote. In addition, training videos will be posted to the schools YouTube channel for teachers to reference.

Timeline
Proposal Phase
Supporting Task Review client request for proposal Write objectives Write/submit proposal Duration Date 1 hour 9/1/12 1 hour 9/17/12 2 hours 9/17/12 Description

Create terminal and enabling objectives. Create an overview of preliminary goals, objectives, personnel and budget requirements, and approach to solution for client. Client will sign off if in agreement. The proposal will provide an initial direction and approval to start project.

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Review client feedback and adjust proposal Proposal Phase Totals:

0.5 hour 9/22/12 4.5 hours

Supporting Task Write needs analysis goals Create needs survey Implement needs survey

Duration Date 0.5 hour 9/23/12

1.5 hours 9/23/12 0.5 hour 9/23/129/26/12

Description Use objectives to determine what needs to be accomplished with the needs analysis. Create a survey based on training goals Send out survey via email to all school faculty. Questions will be used to gather data and adjust training to better meet the needs of trainees.

Review/compile survey data Create needs data spreadsheet Prioritize needs and formulate solutions Write/submit needs analysis report

1 hour 9/27/12 0.5 hour 9/27/12 1 hour 9/27/12 1 hour 9/28/12 Summarize all needs analysis documents and data into a single document to be presented to the client. Include data driven recommendations to adjust training. Create a review of personnel needed to complete the project. The document will include job descriptions, qualifications, and the names of the key players involved in the project. Compile and present survey data from needs analysis in spreadsheet form.

Write/submit personnel analysis report

1 hour 9/28/12

Review client feedback for needs analysis Review client feedback for personnel analysis Write/submit work plan

0.5 hour 10/1/12 0.5 hour 10/1/12 4 hours 10/19/12 10/22/12 Create a list of the major events and deliverable. The list will include descriptions of the deliverables, an estimate of time requirements, and key dates/deadlines.

Review client feedback for work plan Gather budget data Prepare/submit budget proposal analysis

0.5 hour 10/23/12 1.5 hours 10/25/12 2 hours 10/31/12 Create a list of costs and research current market costs. Prepare a budget estimate to present to the client. It should include estimated costs for travel, physical resources, and time required to

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complete all phases of the project. Review client feedback for budget analysis Planning Phase Totals: 0.5 hour TBD 16.5 hours

Production Phase
Supporting Task Task analysis of objectives/needs Duration Date 3 hours 10/25/12 Description Based on the needs analysis, objectives will be created to determine the content and purpose of the training and job aids. 4 hours 10/26/12- Research will be conducted to find 10/30/12 sources for job aids. 2 hours 10/30/12 Create visuals job aids. 10 hours TBD Write content and create any needed graphics for job aids. 3 hours 11/15/12 Assemble job aids and publish as useable PDF files. 2 hours 11/12/12 Record video job aids using Adobe Captivate. Video will be converted into mp4 format. 2 hours 11/16/12- Check files for typographical errors, 11/17/12 clarity of recording, internal/external consistency, and accuracy of content. 0.5 hour 11/18/12 Package and upload prototypes of job aids for client review. 3 hours TBD

Research content area Job aid layout design Write content Create PDFs Create Videos

Alpha review

Submit prototype Review client feedback for prototypes and make recommended changes Production Phase Totals:

29.5 hours

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Implementation and Evaluation Phase

Supporting Task Develop evaluation plan Duration Date 2 hours 11/6/12 Description Create timelines and goals for formative, summative, and ongoing evaluation. 2 hours 11/7/12 Develop assessments needed to measure learning gains 0.5 hour 11/9/12 Turn in completed plan and instruments for conducting formative and summative evaluation to the client. 3 hours 11/9/12 Turn in a plan for adoption, onboarding, installation, and on-going maintenance to client. 2 hours 11/15/12 Solicit individuals to comprise the evaluation audience and obtain permissions, commitments, and timetables for completion. 8 hours 11/29/12- Distribute prototypes and evaluation 12/5/12 instruments to evaluation participants with instructions for completion of evaluation and deadline to have returned to instructional design team. 3 hours 12/10/12 Assess evaluation data to detect usability issues, errors, or other design characteristics that need to be revised 4 hours 12/19/11- Utilize evaluation report data to guide 1/1/12 revisions to each job aid in preparation for future submission to COE. 24.5 hours

Develop evaluation instruments Submit evaluation plan

Write/submit implementation plan Prepare evaluation

Conduct evaluation

Review/compile evaluation data Make any needed adjustments to job aids Evaluation Phase Totals:

PROJECT TOTAL:

75 hours

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Evaluation Plan
Purpose of Document
The purpose of this document is to describe evaluation goals, plans, and instruments, as well as to provide a timeline and description for major and minor evaluation events. The goal is use the evaluation to measure if training was effective in increase the teachers ability to use their iPad in their classrooms or to help increase their productivity. The evaluation will be measured using formative, summative, and ongoing evaluation. Formative evaluation will be used to adjust face to face training to the needs of teacher trainees. Despite doing a needs analysis, some data may be skewed since not all teaches will return the needs analysis survey. The goal of summative evaluation will be to measure the likelihood of adoption and rate of adoption for each app or software. Ongoing evaluation will be conducted to ensure job aids are updated as new versions of apps appear or better software becomes available.
.

Formative Evaluation
Overview Teacher trainees will be selected to preview the prototype copies of job aids and screencasts. Two veteran and two new teachers from each grade levels will receive the prototypes and review them. The idea is that the new teachers will be more likely to be tech savvy, while the older teachers are less likely. Therefore, feedback from teachers with a variety of technology skills will help me assess whether the job aids are simple enough for all teachers to utilize. Communication with participants will be done via email. The purpose of the formative evaluation will be to check the accuracy, clarity, and simplicity of the content. The goal is to ensure that even the least tech savvy teachers can follow the directions. Instrument A survey will be sent out to participants in order to gather formative evaluation data. The prototypes of the job aids will also be sent. The survey will use a Likert scale and short answer questions to gather qualitative and quantitative data regarding the job aids clarity, accuracy of content, and ease of use. The survey will cover all job aids. A copy of the formative evaluation survey can be viewed in Appendix A.

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Timeline The formative evaluation materials will be sent to the participants on Monday, November 12th and will be required to be returned by Friday, November 16th.

Summative Evaluation
Overview The summative evaluation will measure the effectiveness of the training. It will measure the effectiveness of the job aids and face to face training. The face to face training will be a means of introducing new apps/software to teachers. The job aids will be used to provide reinforcement after the training has occurred. A survey will be used to gain data on the knowledge acquired by teachers as a result of the training and job aids and face to face training. It will contain several open ended questions and Likert scale questions. The audience of the summative evaluation will be the faculty who participate in the training. Instrument A survey with some open ended questions and Likert scale questions will be used to conduct the summative assessment. It will be sent out via email one week after the face to face training takes place. The summative assessment will analyze whether the training will lead or has led to increased adoption of each app or software. It will measure changes in their comfort level using each app/software to aid in their productivity or in their classrooms. A copy of the summative assessment instrument can be found in Appendix B. Timeline Summative evaluation will be conducted one week after face to face training. Face to face training will be held on Wednesday, January 2nd . Summative evaluations will be sent out Wednesday, January 9th and be due by Friday, January 18th.

Ongoing Evaluation
Overview The screencasts and job aids will be reviewed biannually in January and July. This will ensure that the aids are updated for new teachers at the beginning of the year. It will also allow job aids to keep up with software updates. This evaluation will ensure that the job aids remain up to date and accurate. Adjustments will be made to each job aid as needed.

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Instrument An email link will be included on job aids and screencasts. It will be used to notify the instructional designer that changes need to be made due to software updates. In addition, a survey with open ended questions will be used to assess ways to keep the job aids and screen casts up to date and accessible across variety of platforms (such as on tablets, smartphones, PCs, Macs, and various web browsers). The evaluation instrument will be sent via email to the same teachers that were surveyed for the formative assessment. A copy of the ongoing evaluation instrument can be found in Appendix C. Timeline The job aids and screencasts will be evaluated biannually by the same teachers who performed the formative evaluation survey, once in July and once in January. This will ensure that job aids and screencasts remain current and account for frequent software updates before and during the school year.

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Appendix A: Formative Evaluation Instrument

Teacher iPad App Training York County District 3 W.C. Sullivan Middle School
Formative Evaluation Thank you for participating in the formative evaluation for Sullivan Middle Schools Teacher iPad Training. Your feedback is essential to help create the best training possible. Contact me if you have any questions or concerns regarding how to complete the survey below. Please upload the completed survey by Friday, November 16th. Please rate the following attributes about the collection of job aids as a whole:
Strongly Agree Screencasts are visually appealing and legible. Job aid PDF instructions are visually appealing and legible. Instructions are well organized and easy to follow. The tone and voice are appropriate and easy to understand Content is presented clearly and easy to understand. Content is thorough enough that each job aid can stand alone if needed. Agree Neutral Disagree Strongly Disagree Comments

Thank you for your assistance! 31

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Appendix B: Summative Evaluation Instrument

Teacher iPad App Training York County District 3 W.C. Sullivan Middle School
Summative Evaluation After reviewing the included test item development job aids, please answer the following questions. Return this completed survey by Friday, January 18th. Which job aid(s) did you most recently use? Select all that apply. ___ Educreations PDF instructions instructions ___Evernote PDF instructions Screencast ___CloudOn PDF instructions Screencast ___Quizlet PDF instructions How often do you use the iPad apps/software? List the number or times (1,2,3, etc.) or how often you use them (daily, weekly, monthly, etc.). _________Educreations _________CloudOn Please respond to the following: Using the apps/software listed above, student achievement has increased. Due to learning more about Evernote and DropBox, I have been more productive and organized Y Y N N _________Dropbox _________Quizlet _________Evernote ___Educreations Screencast ___Dropbox PDF

___Evernote Screencast

___Dropbox

___CloudOn Screencast

___Quizlet

Which app or software do you use think is the most use to you or your students? Why?

Thank you for your assistance! 32

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Appendix C: Ongoing Evaluation Instrument

Teacher iPad App Training York County District 3 W.C. Sullivan Middle School
Ongoing Evaluation Thank you for participating in ongoing evaluation and helping to evaluate the iPad App job aids in use at Sullivan Middle School.! You will be asked to review each job aid for their content is accurate and up to date and that the instructions are clear and accurate. Your assistance is crucial in ensuring job aids and screen casts remain current and relevant. How many years have you been teaching?___________ How many years have you been using an iPad in your classroom?______________ Please comment on the accuracy of information based on current version presented in the job aids.

Has there been any software updates that have created a need to update job aids/screencasts? Explain.

Please comment on the visual appeal and usability of the job aids.

What do you feel are the job aids strengths and weaknesses?

What other comments or suggestions do you have?

Thank you for your assistance!

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Implementation Plan
Purpose of Document
The purpose of this document is to give an overview of the steps needed to ensure successful use, installation, and ongoing operation of the iPad App Training job aids. This document will detail how the iPad training and job aids will be implemented at Sullivan Middle School.

Goals of Implementation Plan

1. Achieve adoption of training and job aids by the Sullivan Middle School administration 2. Gain approval for use by the faculty of SMS 3. Outline steps to implement deliverables and make them available to the teachers of SMS 4. Outline steps for ongoing maintenance of the job aids 5. Provide a framework for ongoing evaluation to make sure the job aids keep up with software updates

Procedures
Present Deliverables and Data to Decision Makers In order for the project to commence, key decision makers at Sullivan Middle School need to be convinced that the iPad training will support the district goal of bringing teachers through the entry and adaptation phases of York County District 3s iRock initiative. The key decision makers include Michael Waiksnis (principal), Chris McLean (instructional coach), and Jennise Knight (assistant principal that handles technology related issues). Project components, such as the screencasts and PDF instructions, will be presented to these individuals. In addition, needs analysis data will be presented as well. This will provide evidence to justify the need for iPad training. Prepare Deliverables for Use, Distribution, and Upkeep The job aids can be delivered in a number of ways: on the schools wiki, shared drive, email, or face to face training. The final versions of the instructions will be in the form of PDF files and WAV files. Also, they can be sent out to the school via email. Furthermore, paper copies of PDF files could be placed in the mailbox of each teacher. 34
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To prepare screencasts for online use, the WAV and PDF files can be uploaded to the school wiki for future reference. The files can also be stored on the teacher shared drive in a folder entitled iPad Training. Ongoing Evaluation Using the ongoing evaluation instruments, which are detailed in the evaluation plan, job aids will be reviewed biannually by select faculty to ensure they stay functional, accurate, and up to date. This will ensure that job aids can be adjusted as new versions of software/apps become available or if better software is developed. Based on the ongoing evaluations findings, adjustments to job aids will be made as needed.

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