Garrett County Public Schools

District Training Technology Plan

2019-2020

Leah Shaw

EDTC 640, Spring 2019

Table of Contents

I. Executive Summary............................................................................................................2
II. Introduction…………………………………………………………………………………………………………………..3
a. District Background
b. Current State of Technology
III. Needs Analysis Section………………………………………………………………………………………………….4
a. Discussion of Needs
b. Summary of Key Challenges
IV. Program Overview…………………………………………………………………………………………………………5
a. Program Goals
b. Program Outcomes
c. Program Standards
d. Target Audience
e. Program Content
V. Workshop Training Plan………………………………………………………………………………………………10
a. 5-Day Workshop Overview
VI. Evaluation……………………………………………………………………………………………………………………12
a. Training Course Field Test(s)
b. Training Course Revision(s)
c. Workshop Evaluation(s)
d. Summative Program Evaluation
VII. Budget………………………………………………………………………………………………………………………….14
VIII. Follow Up……………………………………………………………………………………………………………...…….15
IX. References……………………………………………………………………………………………………………………16
X. Appendices………………………………………………………………………………………………………………….17
a. Appendix A (Needs Analysis Survey)…………………………………………………………………17
b. Appendix B (5-Day Workshop Detailed Curriculum)………………………………………….25
c. Appendix C (Workshop Evaluation Survey)……………………………………………………….33
d. Appendix D (Overall Summative Program Evaluation Survey)……………………………34
 I. Executive Summary

The Garrett County Public Schools (GCPS) technology plan represents the vision and recommendations
of technology integration into all classrooms. This plan aligns with the Superintendent’s goals to ensure
that all “technological resources provided align to current standards” and that “staff knowledge is kept
up to date by providing yearly refresher training” (Baker, 2015).

Feedback from teacher surveys was the guiding force in determining this technology plan. Applicable
professional development courses and a reasonable budget reflect the vision and mission of the Board
of Education. Due to the changing nature of technology, this plan can be adapted and revised in
subsequent years based on the needs of the district.

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 II. Introduction

a. District Background

In the westernmost part of Maryland, GCPS has 12 schools: two high schools (grades 9-12), two
middle schools (grades 6-8), seven elementary schools (grades PreK-5) and one K-8
public/Amish school. There are 297 teachers for 3811 students. The average attendance rate
for Garrett County students is 94%. The demographics for GCPS in 2018 are detailed in Figure 1.

Race/Ethnicity Number of Students

African Am. 10
HI/Pac.Isl. *
White 3,674
2+ 65
All Students 3,811
Hispanic 50
Asian 11
Figure 1. GCPS’ 2018 Demographics.

b. Current State of Technology

All elementary schools use Macs while all secondary schools use PCs. One elementary school is
1:1 with Chromebooks (that are kept at school) while all of the remaining schools have carts
(Chromebooks, laptops, iPads) that can be checked out. All schools have the same hardware
(SMART Boards, projectors, one teacher computer, computer speakers) with additional
hardware available upon request by teachers (document camera, STEM technology, robotics
technology, etc.) All teachers have access to the same software with additional software
(content-specific) available upon request by teachers. Teachers do not have “admin rights” to
their computers, so they must wait until a computer technician from the IT Department can
service that request. All schools have Wi-Fi and include a separate password protected Wi-Fi
connection for teachers vs. guests. The Wi-Fi is available in all areas of the school.

For troubleshooting, teachers first reach out to their “technology team” in their building
(comprised of the media specialist, the computer science teacher, and a few other selected
teachers). If problems persist, or require “admin rights,” then one of the two computer
technicians employed by the Board of Education will come to the school. On average, a
technician can be available within two days, but often arrives the same day. For problems that
are quick fixes, such as adding a staff member’s email address to the county-wide email
distribution list, a simple email to the Director of Information Technology will suffice.

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 III. Needs Analysis

a. Discussion of Needs

A Technology survey was created in Google Forms and distributed via email to staff members at
Southern Middle School. All staff received one additional email as a reminder to complete the
survey between February 18-28, 2019. The survey included 15 questions in regard to 1) how
devices are used in the classroom 2) the quality/types of devices available to staff and students
and 3) professional development for teachers. The number of staff respondents was 22.

Overwhelmingly, staff members (77.3%) feel that technology is critical to the learning
experiences of students and that the technology available is in “good” (59.1%) shape. Most
staff members indicated that they feel comfortable (40.9%) or very comfortable (36.4%)
implementing the current technology to help support or enhance their instructional strategies.
However, 68.2% said that they were open to changing their instruction to make increased use
of technology. This indicates that teachers are comfortable with the technology they already
use, but uncomfortable with implementing technology in which they have no experience. This is
confirmed in their short answer suggestions for professional development; there were several
specific technology PDs requested by teachers.

Most staff members at Southern Middle School feel technology is important in their non-
instructional duties. 85% said technology is “mostly a positive experience for them as a teacher
(collaborating with other teachers, lesson planning, communication purposes, grading, etc.)”.
However, they feel that they need professional development on new, required initiatives,
specifically, Planbook.com.

There are concerns with students using county-devices (ex. students being off task or
destructive to equipment) but the staff is overwhelmingly unsupportive (72.7%) of a BYOD
(Bring Your Own Device) initiative. Most teachers would prefer to have a classroom set of
computers (Chromebooks 66.7%, laptops 4.8%, MacBooks 4.8%) instead of 1:1 Chromebooks
that could be taken home (19%).

In general, the staff indicated that they need more time to learn to use technology on their own
and within their collaborative departments. In terms of professional development, 54.5%
indicated they want technology PDs to be completed within their department or content area.
Staff members would prefer that these be completed during the scheduled monthly 3-hour
dismissal Professional Development Days.

The years of teaching experience of the staff is a mix. It’s encouraging to see that most of the
respondents are comfortable with the technology they have and are eager to learn more.

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 b. Summary of Key Challenges

Based on the Needs Analysis Survey, there were five major concerns among teachers. These are
listed in order of most to least important, based on the percentage of respondents indicating
their concerns:

1. Concerns with BYOD policies and procedures and what implementation will look
like
2. Teachers are unprepared for the Planbook.com initiative
3. Teachers need more time to collaborate, within their content area, on
technology integration ideas and strategies.
4. Teachers need more time on their own to try out technology.
5. Concerns with students using county devices

IV. Program Overview

a. Program Goal

The goal of this program is to support teachers’ technology integration efforts to increase
student learning in all content areas.

b. Program Outcomes
o All teachers will create a technology plan for their classes for the 2019-2020
school year.
o All teachers will use planbook.com as their primary planning tool for the
2019-2020 school year.
o All teachers will use one form of interactive assessment in their classroom by
the end of the school year. They will use this data to inform the students’
instructional needs for the following class.
o All teachers will incorporate two knew instructional technologies into their
classroom by the end of the year.

c. Program Standards

In the absence of a district-wide strategic technology plan, this program will utilize the ISTE
Standards for Educators and the SAMR (Substitution, Augmentation, Modification, Redefinition)
Framework.

ISTE Standards for Educators:

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1a Set professional learning goals to explore and apply pedagogical approaches
made possible by technology and reflect on their effectiveness.

1c Stay current with research that supports improved student learning

outcomes, including findings from the learning sciences.

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

contributions and exhibit empathetic behavior online that build relationships
and community.

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

of online resources and fosters digital literacy and media fluency.

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

learning experiences that leverage technology.

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

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

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

foster independent learning and accommodate learner differences and needs.

5b Design authentic learning activities that align with content area standards
and use digital tools and resources to maximize active, deep learning.

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

learning environments that engage and support learning.

7b 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.

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 SAMR Framework:

As seen in Figure 1, The SAMR Framework is a gradient scale of technology

implementation. It is not a step-by-step linear model but, rather, a spectrum. Each stage should
be utilized when necessary for student learning.

Figure 1. The SAMR model. Reprinted from “Wikimedia Commons,” by R. P. Puentedura, 2016, Wikimedia
Commons. Retrieved March 15, 2019, from https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg
Copyright 2016 by Lefflerd

d. Target Audience
This program is intended for the teaching staff at Southern Middle School. The experience of
the teaching staff is mixed, as evidenced by Figure 2.

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Tiered learning experiences will be offered based on the needs of each teacher. Level 1 learners
are teachers who have little experience in utilizing technology and integrating technology. Level
2 learners are teachers who have mastered technology basics but want to utilize and integrate
more technologies. Level 3 learners are technology users who integrate technology regularly,
are confident in their technological skills, but are interested in discovering new tools and
strategies for integration.

e. Program Content

Course Title Description Delivery Level ISTE SAMR

GCPS Learn the expectations for Online Level 1a Substitution,
Technology technology usage in the 1, 2, 3 Augmentation,
Use schools. Modification,
Expectations Redefinition
Technology Teachers will create a Online Level 1c Substitution,
Plan/SAMR departmental or content area 1, 2, 3 Augmentation,
Model technology plan and include the Modification,
SAMR model. Redefinition
Web 2.0 Tools Try out different Web 2.0 tools Face-to- Level 5c Modification,
and determine what's best for Face 2&3 Redefinition
your classroom.
Office Basic functions of Microsoft Face-to- Level 7b Substitution,
Products Word, Excel, and Power Point Face 1 Augmentation
Google Apps An introduction to Google Face-to- Level 5b Substitution,
for Beginners Classroom & Google Forms Face 1 Augmentation,
Modification
How to use a An introduction to the SMART Face-to- Level 5b Substitution,
SMART Board Board software and to SMART Face 1 Augmentation
as more than Exchange
just a
projector
screen
Personal Finding PLNs that are right for Hybrid Level 4a Substitution,
Learning you and how to use them 1 Augmentation
Networks
Replacing Step-by-step instructions to Face-to- Level 5b Substitution,
your paper begin using planbook.com as Face 1&2 Augmentation
plan book your official classroom plan
with book.
planbook.com

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Blogs in Instructions and ideas for Online Level 3a Modification,
Google student blogging in Google 2&3 Redefinition
Classroom Classroom
Bring Your Pros and cons of BYOD. How to Face-to- All 5a Modification,
Own Device implement the BYOD initiative Face levels Redefinition
(BYOD) is into your classroom and
coming and manage its challenges. Learning
you need to activities and assessments using
be prepared! BYOD.
What Cloud Comparing cloud storage types Hybrid Level 1a Substitution
Storage is and determining what's best for 2&3
right for you? you.
Create your Teachers will create a Hybrid All 3b Substitution,
own website! departmental, grade level, or levels Augmentation,
content area website Modification,
Redefinition
iPads in Apps for use in your content Face-to- Level 5b Substitution,
education area Face 1 Augmentation,
Modification,
Redefinition
Interactive Explore different assessment Face-to- All 7b Substitution,
data tracking apps and software programs to Face Levels Augmentation,
for educators use immediately in your Modification
classroom!
Connect and Explore different ways to Hybrid All 4c Redefinition
collaborate collaborate with global levels
with students classrooms in your content
and teachers area.
across the
globe!

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V. Workshop Training Plan

a. 5-Day Workshop Overview

The full workshop curriculum is placed into Appendix B

Course Title Description Time Delivery Level ISTE SAMR

Day 1
Google Apps Set up a Classroom and 3 Face-to- Level 5b Substitution,
for Beginners connect your students; Input Hours Face 1 Augmentation,
content and add attachments; (9am- Modification
Create a Forms survey and noon)
distribute to someone; Create
a Forms pre-assessment
Blogs in Set up blogging in a 3 Online Level 3a Modification,
Google hypothetical Google Classroom Hours 2&3 Redefinition
Classroom and respond to posts; Set up (9am-
blogging in your Google noon)
Classroom to prepare for
students; Research blogging
strategies for your content
area
Replacing Set up an account; Locate 3 Face-to- All 5b Substitution,
your paper content standards (or input Hours Face levels Augmentation
plan book them); Navigate the software; (1pm-
with Begin documenting next 4pm)
planbook.com week's lessons
Day 2
How to use a Navigate SMART Notebook 3 Face-to- Level 1a Substitution,
SMART Board software- text, images, Hours Face 1 Augmentation
as more than interactive features; Access (9am-
just a SMART Exchange and noon)
projector download content area
screen templates/lesson plans
Which Cloud Defining cloud storage; 3 Hybrid Level 1a Substitution
Storage is Comparing cloud storage to Hours 2&3
right for you? computer storage; Comparing (9am-
types (Google Drive, Dropbox, noon)
Apple iCloud, and Microsoft
OneDrive)

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What is a Defining PLNs; Comparing 3 Hybrid Level 4a Substitution,
Personal different PLNs (Twitter, Hours 1 Augmentation
Learning Facebook, LinkedIn, etc.); (1pm-
Network and Locating PLNs in your content 4pm)
which ones area; Subscribing to PLNs and
are right for choosing your involvement
you? (lurking, responding, intiating)
Integrating Comparing apps for general 3 Face-to- Level 5b Substitution,
iPad apps into content use (Google Earth, Hours Face 2&3 Augmentation,
your content iMovie, Kahoot, etc.); (1pm- Modification,
area Researching apps for your 4pm) Redefinition
content area
Day 3
Bring Your Research/experience based 6 Face-to- ALL 5a Modification,
Own Device discussion on BYOD challenges Hours Face Levels Redefinition
(BYOD) is and how to manage them;
coming and Student uses: notetaking,
you need to collaborative writing, blogging,
be prepared! screenshots, PowerSchool
Day 4
Create your Discuss the uses of a website. 6 Hybrid All 3b Substitution,
own website! Explore teachers' website Hours levels Augmentation,
online for your content area. Modification,
Create a website using Google Redefinition
Sites, Weebly, or Wix as a
department, grade level, or by
content area
Day 5
Interactive Explore different assessment 3 Face-to- All 7b Substitution,
data tracking apps and software programs to Hours Face levels Augmentation,
for educators use: practice with Plickers, (9am- Modification
GoFormative, Quizzizz, etc. noon)
Connecting Discuss the importance of 3 Hybrid All 4c Redefinition
and global connections; Explore Hours levels
collaborating websites that encourage global (1pm-
with students connections: iEarn, Flat 4pm)
and teachers Classroom Project, ePals,
across the PenPals, etc.; Explore current
globe! PLNs for global classroom
lesson plans/projects

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 VI. Evaluation

All evaluations will be based on the Kirkpatrick Model in order to determine how effective the
course training is and what needs improvement (www.kirkpatrickpartners.com). The New
World Kirkpatrick Model consists of four levels:

1. Reaction: The degree to which participants find the training favorable, engaging and
relevant to their jobs.

2. Learning: The degree to which participants acquire the intended knowledge, skills,
attitude, confidence and commitment based on their participation in the training

3. Behavior: The degree to which participants apply what they learned during training
when they are back on the job

4. Results: The degree to which targeted outcomes occur as a result of the training and the
support and accountability package

This model will be adapted for each evaluation opportunity (field test evaluation, course
evaluation, and program evaluation) detailed below.

a. Training Course Field Test

Before administering to the staff, the Google Apps for Beginners course will be performed and
tested by the technology team. The technology specialist will use their own GCPS Google
account to create a fictional Google Classroom “class” and instruct the technology team to
“join” the class. They will create a Google Form and upload it into the Classroom as a test. The
technology team will move through the course content in order to revise the step-by-step plan
and to re-work any portions of the course. Teachers will “join” each other’s Google Classroom
projects in order to experience the platform from a student-user perspective. It’s important
that they experience what the students will see in order to troubleshoot problems in-classroom
application.

b. Training Course Revision

The technology team will use the Kirkpatrick Model’s “Reaction” level to evaluate this field test.
They will determine how favorably they felt about this field test. They will evaluate the content,
materials, and presentation and adjust the needs accordingly.

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 c. Workshop Evaluation

The technology team will use all levels of the Kirkpatrick Model to evaluate each course
individually. The content and/or delivery of each course will be adapted, based on the teacher
survey data received after each course.

1. Reaction: teachers will indicate how favorably they feel toward the training. They will
evaluate the content, materials, presentation, instructor, and venue.

2. Learning: the technology team will measure what teachers have learned with pre-
assessment and post-assessment questions.

3. Behavior: the technology team will evaluate whether teachers have applied their new
knowledge and changed their behavior, based on the course, by interview and survey
questions.

4. Results: the technology team will analyze the final results by measuring against the
course standards.

The Workshop Evaluation Survey is located in Appendix C and will be administered on Google
Forms.

d. Summative Program Evaluation

The technology team will use all levels of the Kirkpatrick Model to evaluate the success of the
Garrett County District Training Technology Plan. Data from course surveys will be compiled to
determine:

1. Reaction: the percentage of teachers who viewed the courses favorably.

2. Learning: the percentage of teachers who improved their learning based on the pre- and
post-course assessments.

3. Behavior: the technology team will evaluate whether teachers have applied their new
knowledge and changed their behavior, based on the course, by interview, observation,
and survey questions

4. Results: the technology team will analyze the final results by measuring against the
program outcomes and standards

The Summative Program Evaluation Survey is located in Appendix D and will be administered on
Google Forms.

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VII. Budget

According to the GCPS’ calendar for the 2019-2020 school year, there are 39 hours allotted
specifically for professional development (PD). All teachers are required to attend PD during
those times. By utilizing some of these times to administer courses in this technology plan, the
budget is minimal because 1) there is no fee for utilizing the space, 2) there is no need for
stipends, per diem, or travel costs 3) the “technology team” in the building is made up of 5
teacher-leaders in technology and can present course material 4) PD information is
disseminated via email by the building principal, therefore there are no marketing costs.
Additionally, according to the Needs Analysis Survey, teachers at Southern Middle School
simply want training in the technology hardware and software that the school currently owns.

There are a few courses that will not be offered during the allotted PD times but, rather, will be
offered at other times during the school year or during the summer. For those few courses, and
for additional courses added in subsequent years, a budget is included.

Item Description/ Justification Qty. Unit Cost/Rate Total

1 Teacher Leader Fees Time needed for teacher 25 $30/hour $750
leaders to develop course stipend, as per
content GCPS teacher
contract
2 Facility Rentals N/A $0
3 Hardware Purchases N/A $0
4 Instructional Materials and supplies 50 $1/unit $50
Materials
5 Instructor Fees Cost for non-GCPS employee 12 $50/hour $600
guest instructors
6 Software Purchases N/A $0
7 Stipends Teacher stipends for 70 $30/hour $2,100
involuntarily attending a PD
session outside of contracted
hours is $30/hour. This total
cost is based on each teacher
involuntarily attending two PD
sessions during the school year
8 Substitutes If each teacher is out of the 35 $110/day is the $3,850
building for one instructional maximum
day, a substitute will be substitute salary
needed
9 Travel Costs N/A $0
TOTAL COST $7350

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These costs will be allocated within the Board of Education’s projected $185,788 staff
development budget for the 2019-2020 school year.

VIII. Follow Up

This plan was designed as a result of the Needs Analysis Survey which teachers completed, that
indicated their technology needs and recommendations. Following the completion of the GCPS’
Technology Plan, teachers should exhibit improved technology knowledge and integration that
is demonstrated in their classroom instruction. In order to determine the effectiveness of the
plan, a summative report will be compiled, highlighting the key successes of the program.

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 IX. References

Baker, B. (2015). Garrett county public schools strategic planning of system goals [PDF file].
Retrieved from
https://www.boarddocs.com/mabe/garrett/Board.nsf/files/AJKLQ350D2F7/$file/Strategic%
20Planning%20BOE%20Revised%20.pdf

The SAMR model. Reprinted from “Wikimedia Commons,” by R. P. Puentedura, 2016,

Wikimedia Commons. Retrieved March 15, 2019, from
https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg Copyright 2016 by
Lefflerd

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X. Appendices

a. Appendix A (Needs Analysis Survey)

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18
Scratch TinkerCad Code.org
Online programs, word processing, quizizz, remind, web searches, library software, movie software,
webquests, audio software, editing software. Text to speech, spreadsheets, slides, PowerPoint,
publishing software, grading and grade book, Planbook, creative software for comics and wordles. Some
more I might not be remembering at the moment.
Google classroom
Smart TV Chrome Books- for typing in Google Docs, accessing online textbook, accessing Newsela,
research databases
Occasionally Discovery Education Document Camera
Kahoot Google Docs Word Cloud Generator Google Earth
We (my students and I) use the internet for research: google and academic databases. I love google
classroom for organizing assignments and communicating with my students. We also use google docs for
the writing process, especially peer editing and conferencing. Google forms are good too. I am unable to
do this consistently because of lack of desktops for each student everyday or even most days. There are
awesome academic, common-core based programs I have used. Two are no red ink.com and
newsela.com. Both free versions are good, but the paid versions are really outstanding in regards to data
tracking. I am in the process of looking at blogging platforms for my classes as well. I have also used
several interactive programs, such as quizzizz.com and goformative.com.
Smartboard, Pearson XL online assignments, Google classroom/Products
Pearson
Kahoot Google Classroom Discovery Education
Multiple... we use the issued programs as well as the google apps, etc... for each grade.
Smart Notebook, Destiny Quest, Google docs/slides, Schoolnet, HMH Central, (used to use online
textbook)
Word, Google Products, Discovery Education, Scholastic, Smartboard ( textbook resources connectEd
McGraw Hill)
Discovery Education Google Classroom , Docs, and Slides various websites
Pearson online resources, smartboard lessons, certain math websites
Math 180 Smart Ink Smart Board Google Docs

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20
None
students damaging devices
Repairs, time equipment is out. Enough for all students to be able to use it.
Devices not working, taking up too much class time for students to get a device they can login too.
misuse; breakage
No matter how closely devices are monitored, students are misusing devices. They access games when
they should be working on assignments. They type inappropriate messages to see what will happen. It's
time consuming to monitor. Punishing students for misuse only creates more work for the teacher.
Inappropriate use. Our students are already using screens WAY too much in their personal lives...
destruction of property cyber bullying
Cost for upkeep/updating....but technology is going to cost money. If we want our kids to be career and
college ready, they need to feel comfortable and competent with technology.
They don't properly care for devices.
Distractions with social media
That not all students will have the same devices with the same capabilities and I will have to manage
glitches on multiple types of devices at the same time.
My biggest concern would be whether or not we hold students completely financially responsible for their
devices. I would much rather have students carrying county controlled and monitored devices than relying
on students to appropriately use their own technology and expecting teachers to address tech issues with
various devices in a class setting.
I have no major concerns.
student access cannot be limited to the requirements of any given task
repairs/charging
misuse

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22
23
??
Planbook.com
Excel
I'd like to get better at using cloud storage.
Modern and more sophisticated programs for interactive data tracking for educators
How to integrate more technology in each specific content area.
Math curriculum
I would like to suggest that inservice be available for using the library system, databases, accessing and
using the Ruth Enlow site.
Planbook, Pearson, Math 180
Personally, I'm not technologically savvy enough to know (as I have not advanced with the times in my
private life), but I suspect that we are many years behind where we should be regarding the use of
technology in the classroom.
Google Classroom
technology relevant to math, new technology to teach from (smartboards, the new computer screens that
are in a few of the classrooms, etc)

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 b. Appendix B (5-Day Workshop)

Title: Google Apps for Beginners

Day: 1 Description: Set up a Classroom and connect your Time/Hours: Delivery Level:
students; Input content and add attachments; 3 hours Format: 1
Create a Forms survey and distribute to someone; Face-to-
Create a Forms pre-assessment Face
ISTE Standards 5b Design authentic learning activities that align with content
area standards and use digital tools and resources to maximize
active, deep learning.
SAMR Substitution, Augmentation, Modification
Pre-requisite Knowledge Basic computer, internet access skills, GCPS Google account
skills (logging into computer, logging into Google account)
Content Create one Google Classroom and personalize theme; add
students; locate class code; create an announcement; create an
assignment with an attachment. Create a Google Forms with
five questions; send it to five staff members; review results;
post Form into Google Classroom as an assignment. "Join"
another teacher's class in Classroom to see user experience.
Instructional Strategies Direct instruction; cooperative learning
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Successful completion of a Google Classroom that can be
implemented the following day.
Evaluation of course Kirkpatrick Evaluation via Google Forms

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Title: Blogs in Google Classroom
Day: 1 Description: Set up blogging in your Google Time/Hours: Delivery Level:
Classroom to prepare for students; Research 3 hours Format: 2&3
blogging strategies for your content area Online
ISTE Standards 3a Create experiences for learners to make positive, socially
responsible contributions and exhibit empathetic behavior
online that build relationships and community.
SAMR Modification, Redefinition
Pre-requisite Knowledge GCPS Google account basic skills (logging in, navigating Drive)
Content Research/experience blogging strategies for your content area;
Learn about other blogging education websites; Create a
Google Classroom class (or use an existing one) and begin first
blog post; Join a colleague's "class" and respond to a post;
Learn how to delete posts; Review GCPS' Acceptable Use Policy
for students
Instructional Strategies Direct instruction; cooperative learning; independent study
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Successful completion of an introductory blog post;
implementing blogging into classroom
Evaluation of course Kirkpatrick Evaluation via Google Forms

Title: Replacing Your Paper Plan Book with Planbook.com

Day: 1 Description: Set up an account; Locate content Time/Hours: Delivery Level:
standards (or input them); Navigate the 3 Hours Format: All
software; Begin documenting next week's Face-to-
lessons Face
ISTE Standards 5b Design authentic learning activities that align with content
area standards and use digital tools and resources to
maximize active, deep learning.
SAMR Substitution, Augmentation
Pre-requisite Knowledge Basic computer and Internet skills
Content Creating an account; locating or inputting content standards;
typing one week's worth of plans; navigating website;
personalizing schedule; shifting dates
Instructional Strategies Direct Instruction; independent study
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Successful completion of one week's worth of plans
Evaluation of course Kirkpatrick Evaluation via Google Forms

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Title: How to Use a SMART Board As More Than Just a Projector Screen
Day: 2 Description: Navigate SMART Notebook Time/Hours: Delivery Level:
software- text, images, interactive features; 3 Hours Format: 1
Access SMART Exchange and download content Face-to-
area templates/lesson plans Face
ISTE Standards 1a Set professional learning goals to explore and apply
pedagogical approaches made possible by technology and
reflect on their effectiveness.
SAMR Substitution, Augmentation
Pre-requisite Knowledge Basic computer, SMART Board, projector skills
Content Access SMART exchange and explore lessons in content area;
Select one lesson, download, and personalize content to
implement into class; Create one interactive lesson
Instructional Strategies Direction instruction; independent study
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Successful completion of one interactive lesson
Evaluation of course Kirkpatrick Evaluation via Google Forms

Title: Which Cloud Storage is Right for You?

Day: 2 Description: Defining cloud storage; Comparing Time/Hours: Delivery Level:
cloud storage to computer storage; Comparing 3 Hours Format: 2&3
types (Google Drive, Dropbox, Apple iCloud, and Hybrid
Microsoft OneDrive)
ISTE Standards 1a Set professional learning goals to explore and apply
pedagogical approaches made possible by technology and
reflect on their effectiveness.
SAMR Substitution
Pre-requisite Knowledge Basic computer skills
Content Analysis comparison of varying cloud storage and exploring the
pros and cons of each storage solution; selecting a storage to
use and uploading files into it
Instructional Strategies Direct instruction; independent study
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Successful completion of uploading files into a cloud storage
Evaluation of course Kirkpatrick Evaluation via Google Forms

27
Title: What is a Personal Learning Network and Which Ones are Right for You?
Day: 2 Description: Defining PLNs; Comparing different Time/Hours: Delivery Level:
PLNs (Twitter, Facebook, LinkedIn, etc.); Locating 3 Hours Format: 1
PLNs in your content area; Subscribing to PLNs Hybrid
ISTE Standards 4a Dedicate planning time to collaborate with colleagues to
create authentic learning experiences that leverage technology.
SAMR Substitution, Augmentation
Pre-requisite Knowledge Basic computer skills
Content Comparing potential PLNs (Facebook, Twitter, LinkedIn, etc.) and
their pros and cons; locating and subscribing to two PLNs,
choosing your involvement (lurking, responding, intiating);
selecting one element learned from a PLN to implement into class
Instructional Strategies Direct instruction; independent study; collaborative learning
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Implementing one element learned in PLN into classroom
Evaluation of course Kirkpatrick Evaluation via Google Forms

Title: Integrating iPad Apps Into Your Content Area

Day: 2 Description: Comparing apps for general Time/Hours: Delivery Level:
content use (Google Earth, iMovie, Kahoot, 3 Hours Format: 2&3
etc.); Researching apps for your content area Face-to-
Face
ISTE Standards 5b Design authentic learning activities that align with content
area standards and use digital tools and resources to
maximize active, deep learning.
SAMR Substitution, Augmentation, Modification, Redefinition
Pre-requisite Knowledge Basic iPad skills
Content Experiencing iPad apps for cross-curricular usage; experience
iPad apps for specific content areas; procedures for requesting
apps to be downloaded by IT department; self-exploration
online of iPad apps; round-table discussion of best iPad apps for
education
Instructional Strategies Direct instruction, independent study, collaborative learning
Materials Teachers should bring their school-issued laptop and computer
charger; a printed handout and pencils will be provided
Assessment Successfully implementing one new iPad app into class
Evaluation of course Kirkpatrick Evaluation via Google Forms

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Title: Bring Your Own Device (BYOD) is Coming and You Need to Be Prepared!
Day: 3 Description: Research/experience-based Time/Hours: Delivery Level:
discussion on BYOD challenges and how to 6 Hours Format: All
manage them Face-to-
Face
ISTE Standards 5a Use technology to create, adapt and personalize learning
experiences that foster independent learning and
accommodate learner differences and needs.
SAMR Modification, Redefinition
Pre-requisite Knowledge Basic smart phone skills of any platform
Content Round-table discussion of questions and concerns; GCPS'
policies/procedures for BYOD; review GCPS' Acceptable Use
Policy; explore instructional strategies to implement BYOD into
classroom for notetaking, collaborative writing, blogging,
screenshots, PowerSchool, assessments, etc.
Instructional Strategies Direct instruction; independent study; collaborative discussion
Materials Teachers should bring their school-issued laptop, computer
charger and a personal device; a printed handout and pencils
will be provided
Assessment Post-assessment quiz of policies & procedures
Evaluation of course Kirkpatrick Evaluation via Google Forms

29
Title: Create Your Own Website!
Day: 4 Description: Discuss the uses of a website. Time/Hours: Delivery Level:
Explore teachers' website online for your content 6 Hours Format: All
area. Create a website using Google Sites, Hybrid
Weebly, or Wix as a department, grade level, or
by content area
ISTE Standards 3b Establish a learning culture that promotes curiosity and
critical examination of online resources and fosters digital
literacy and media fluency.
SAMR Substitution, Augmentation, Modification, Redefinition
Pre-requisite Knowledge Basic computer skills; Google account log in
Content Explore teacher-create websites; Compare different website-
creation services; Create a website using Google Slides (or
other web service) and include these pages: Home, About,
Content, Links; Learn to upload a photo, video, and audio clip;
personalize your website; learn policies and procedures for
linking your website to your school's website; Review website
on personal device to view mobile platform design

Instructional Strategies Direct instruction; independent study; collaborative discussion

Materials Teachers should bring their school-issued laptop, computer
charger and a personal device; a printed handout and pencils
will be provided
Assessment Successful completion of a four page website, by individual
teachers, department, or content area
Evaluation of course Kirkpatrick Evaluation via Google Forms

30
Title: Interactive Data Tracking for Educators
Day: 5 Description: Explore different assessment apps Time/Hours: Delivery Level:
and software programs to use: practice with 3 Hours Format: All
Plickers, GoFormative, Quizzizz, etc. Face-to-
Face
ISTE Standards 7b 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.
SAMR Substitution, Augmentation, Modification
Pre-requisite Knowledge Basic computer and Internet skills
Content Explore different options for formative and summative
assessments using computers or devices; round-table discussion
of best assessments some teachers may already use; create two
formative assessments
Instructional Strategies Direct instruction; independent study; collaborative discussion
Materials Teachers should bring their school-issued laptop, computer
charger and a personal device; a printed handout and pencils will
be provided; Plickers cards will be provided
Assessment Successful completion of one formative assessment to be used
in class
Evaluation of course Kirkpatrick Evaluation via Google Forms

31
Title: Connecting and Collaborating with Students and Teachers Across the Globe!
Day: 5 Description: Discuss the importance of global Time/Hours: Delivery Level:
connections; Explore websites that encourage 3 Hours Format: All
global connections; Explore current PLNs for Hybrid
global classroom lesson plans/projects
ISTE Standards 4c Use collaborative tools to expand students' authentic, real-
world learning experiences by engaging virtually with experts,
teams and students, locally and globally.
SAMR Redefinition
Pre-requisite Knowledge Basic computer and Internet skills
Content Round-table discussion of teacher interest in global
connections; explore global connections in PLNs; explore web
platforms designed for global connection iEarn, Flat Classroom
Project, ePals, PenPals, etc.; select a lesson or unit of study
from content area and brainstorm global implementation;
select a web platform to explore further and research included
lessons
Instructional Strategies Direct instruction; independent study; collaborative discussion
Materials Teachers should bring their school-issued laptop, computer
charger; a printed handout and pencils will be provided
Assessment Formulate one lesson plan that includes a global focus
Evaluation of course Kirkpatrick Evaluation via Google Forms

32
 c. Appendix C (Workshop Evaluation Survey)

1. Which course did you attend? __________________________________________

2. Overall, did you like this course?

___ Yes
___ Somewhat
___ No
If yes, please skip to question #3. If “no” or “somewhat,” please complete question #2.
3. If you selected “no,” please indicate which for which of the following reasons:
___ Instructor
___ Content
___ Materials
___ Presentation
___ Venue
___ Other, please explain: ______________________________________________

4. Would you recommend this course to a colleague?

___ Yes
___ No

5. Was the course relevant to your content area and/or technology needs? Please
explain how the course will help you and/or impact your students’ learning. If not,
please explain.
________________________________________________________________________
________________________________________________________________________

6. What would you change about this course?

________________________________________________________________________
________________________________________________________________________

7. If you have any additional comments, please include them here:

________________________________________________________________________
________________________________________________________________________

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 d. Appendix D (Overall Summative Program Evaluation Survey)

1. Which course(s) did you feel were the most beneficial? (Select all that apply)

___GCPS Technology Use Expectations

___Technology Plan/SAMR Model
___Web 2.0 Tools
___Office Products
___Google Apps for Beginners
___How to use a SMART Board as more than just a projector screen
___Personal Learning Networks
___Replacing your paper plan book with planbook.com
___Blogs in Google Classroom
___Bring Your Own Device (BYOD) is coming and you need to be prepared!
___What Cloud Storage is right for you?
___Create your own website!
___iPads in education
___Interactive data tracking for educators
___Connect and collaborate with students and teachers across the globe!

2. Is there a course that you feel should’ve been offered but wasn’t?
___________________________________________________________________________

3. Did the courses meet your needs and/or have you applied the skills that you learned
at the courses into your instruction? Please explain:
___________________________________________________________________________
___________________________________________________________________________

4. What did you like most about the courses you attended? (Ex. content was relevant
and immediately applicable, instructors followed up with you, etc.)
___________________________________________________________________________
___________________________________________________________________________

5. What did you like least about the courses you attended? (Ex. more courses should be
offered online, more courses should be offered during summer, etc.)
___________________________________________________________________________
___________________________________________________________________________

34