kendal moss dttp

District Technology Training Plan

MossDistrict Technology Training Plan

Kendal MossWashington County Public Schools District Technology Training Plan EDTC 640Spring 2015

Table of ContentsDistrict3Problems4Needs6Audience7Goals/Objectives8Content9Instructional Strategies21Sample Five-Day Workshop22Materials50Field Test53Revision54Evaluations55Summative Evaluation57Budget58Follow Up59Conclusion60Appendix61References62

DistrictAs of 2015, Washington County Public Schools (WCPS), located in Western Maryland, is the third largest employer in the district. More than 22,000 students attend 46 school facilities, administered by nearly 2,500 employees (WCPS, 2009). Washington County Public Schools are dispersed throughout the county. Many schools reside in the countryside hilltops, while others are located in the heart of the city of Hagerstown. From spacious farmland to the inner city hustle and bustle, committed educators across the county are continuously striving to empower students and inspire both curiosity and a love for learning. Unfortunately, I am unable to obtain information regarding student demographics in Washington County including: students who are provided free or reduced lunch meal programs, gender, ethnicity, or students within the district who are provided ESOL services or special education services. In the District of Washington County, this information is considered classified and confidential. That being said, my experience working in a few different schools throughout the county has revealed the socioeconomic status of the WCPS student body to be notably diverse.There is a plethora of technology available in Washington County. Every school within the county has access to a wide variety of technological resources to implement within their classrooms. All full time teachers are given a desktop computer or laptop for personal use as well as a printer. However, not all printers are the same, and one teachers printer may not provide all of the multi-functioning tools that another may provide. In most schools, teachers have access to interactive whiteboards and a diverse distribution of laptops, desktop computers, and iPads. That being said, every classroom in each school building does not have equal or unified access to technological resources. Additionally, teachers within the district are provided various instructional technological software. All schools offer Microsoft Office applications such as Microsoft Word, PowerPoint, Excel, and OneNote. All schools also offer Synergy Gradebook and provide various assistive technologies, educational software, and tools.In the 2014-2015 school year, the Washington County superintendent, in partnership with the educators of the district, has stepped forward in advocating for a 1:1 technological implementation plan. Educators in the county have worked feverishly to advocate and showcase the transformational learning that is taking place in schools as a result of effective implementation of instructional technology. The Washington County Board of Education continues to reflect upon and analyze the benefits of schools acquiring 1:1 technology, in order to support and fund the initiative. ProblemsWashington County Public School teachers, administrators, and support staff have volunteered to express their thoughts and opinions regarding instructional technology. In addition to several face-to-face interviews, data reflecting these opinions on instructional technology was collected via Google survey; it will be cited within this document and referenced in the appendix as Technology Questionnaire. Below are the most influential problems facing teachers in this district: Unequal access to technology: Every school in the district does not have equal access to technology. A few schools in the county have laptop carts that are shared between classrooms and hallways, as opposed to other schools that only have a computer lab or sets of iPads to be shared throughout the building. One teacher noted, Technology isn't always available, and it's sometimes difficult to gain access to it if I'm not planned at least a month ahead. It's on a first-come, first-served basis here and that's not always fair (personal communication, March 9, 2015). It has also been noted that a few schools within the county are currently implementing a 1:1 technology initiative. Thus, access to and distribution of technology across the county is highly diverse. Limited Opportunities for instructional technology professional development: Regarding professional development workshops that are offered in-house, more focus has been placed on curricular content and instructional practices and strategies. As a result, teachers are not given the proper opportunity to gain additional expertise, knowledge, and understanding with regards to instructional technology and corresponding implementation strategies. Lack of Differentiated Technology Trainings: Teachers have expressed interest in professional development workshops that are differentiated to accommodate the teachers needs. One teacher specifically noted in the survey that because only one workshop is available on a specific technology, teachers are attending the training with a variety of knowledge and familiarity towards the technological resource, thereby making it difficult for teachers of all abilities to equally benefit from the training. Limited Instructional Technology Knowledge: In some cases, teachers have expressed that while they enjoy integrating technology, they are unaware of different or emerging technological tools or software that are accessible or available for implementation. Limited Knowledge of Instructional Technology Implementation: Teachers with a general understanding of technological resources have expressed their lack of knowledge on effective implementation strategies, which prohibits them from using various technological software or hardware during instruction. Lack of Troubleshooting Infrastructure Issues: Teachers struggle to troubleshoot problems when they arise, such as: internet/network connectivity, volume control, log in difficulties, etc. Teachers are motivated to implement instructional technology into their daily activities; however, due to these infrastructure issues, teachers are hesitant to rely on instructional technology. Time Constraints: As much as teachers strive to learn more about instructional technology and implementation strategies, these teachers feel that there is not enough time to focus solely on building technology skills.Additional information regarding student-related technology issues was identified in the Google survey entitled Technology Questionnaire: Instructional Time Constraints: Teachers have stated that there is not enough time during the instructional school day to expose and provide opportunities for students to become familiar with technological resources. Limited Access to Instructional Technology: Many teachers discussed the limited access to the same type of instructional technology hardware, consequently making it difficult to provide equal opportunities for all students to engage in instructional technology. Teachers have also suggested that building and sustaining routines and expectations is difficult because the instructional technology for students is not always accessible or available for student use on a consistent basis. Limited Ability to use Instructional Technology for Collaboration Purposes: Teachers have also stated that the lack of accessibility to technological hardware for all students makes implementing instructional technology for collaboration and communication purposes difficult. Teachers in younger grades have also expressed concern regarding the lack of opportunities for students to practice and build upon typing skills, thereby making it more difficult for students to engage in written communication.Lastly, the Technology Questionnaire survey provided an opportunity to identify problems that most, if not all teachers across the district in various communities believe were notable issues. Listed below are several problems that were universally communicated: Unequal Access to Technology: The general consensus amongst teachers around the district is that within a given school, access to technology is inequitable. For example, a teacher can walk into one school where every classroom is implementing a 1:1 technological initiative. However, in a different school that is only miles away from the aforementioned 1:1 school, the only access to technology is through a computer lab and various unified technologies dispersed throughout the classrooms. Not all classrooms have the same ratio of technological hardware to students. Limited Number of Technological Resources: Teachers believe there is a limited amount of technological hardware offered per class. Teachers find it difficult to implement technology on a consistent basis when a laptop or iPad cart is shared within the building. NeedsThe Technology Questionnaire also provided teachers the opportunity to express and identify the technological training needs within the district. Below are the following needs expressed by educators within the county: Increased Technology Training Opportunities: It was essentially unanimous that teachers throughout the district believe there should be more opportunities for professional development regarding instructional technology and effective implementation strategies. Not only should there be more technology trainings, but also these trainings should be offered within each school to provide each teacher throughout the county equal opportunity for professional growth. Differentiated Technology Training Options: In addition to increased opportunities for technology training, teachers should also be provided workshops that are differentiated to provide teachers of all technological abilities to equally benefit. One teacher explained, When a professional development training has been led on instructional technology, there is a wide range of expertise and ability in one room, making it hard for everyone to gain valuable information from the training (personal communication, March 9, 2015). Another teacher had a similar perspective, stating that it is more likely for teachers to attend professional development trainings on instructional technology when the workshops accommodate the abilities and expertise of the teacher on the particular technology.Through the Technology Questionnaire, which will be referenced in the appendix of this document, participant survey responses were compiled and prioritized in order to develop a list of specific technological training needs. This list is reflected below, in order of importance:1. Utilizing instructional technology software that can be implemented on a variety of technological hardware (i.e. iPads and laptops).2. Utilizing iPads and laptops in the classroom.3. Utilizing Google tools and features in the classroom.4. Using Web 2.0 tools in the classroom.5. Developing students typing and word processing skills for collaborative projects.6. Using instructional technology software that can be implemented for student assessment purposes. 7. Developing and utilizing troubleshooting strategies for technological resources effectively in the classroom.AudienceIt is the responsibility of the educators in our district to effectively support the students of Washington County in becoming college and career ready in the 21st century. As a result, it is essential that our educators are properly equipped and trained in regards to instructional technology, so that we can better prepare our students. Therefore, this training program is designed for teachers, administrators, and support staff in the Washington County Public School district. According to the Washington County Public Schools website (WCPS, 2009), as of 2015, there are currently 27 elementary schools, 7 middle schools, and 7 high schools. The following institutions are also noted as part of the Washington County Public School district: a technical high school, an evening high school, a middle-high school, an outdoor education center, and a special education center. In addition to the 46 Washington County Public School buildings, and centers, WCPS (2009) also published statistics in regards to staff departments. Approximately 37% of educators are education support staff, approximately 57% of educators are teachers, and the remaining 6% are administration. According to the most recent published statistics by Maryland State Department of Education (2011, p.), approximately 97% of the educators in WCPS district are Caucasian, .8% of the population is African-American, and 2% are identified as Other (Asian, Hispanic, American Indian, etc.). The Maryland State Department of Education (2011), also reports that of the 97% of Caucasian educators, 73% are female and Caucasian, and 27% are male. Statistics show that Caucasian females make up the majority of educators in the Washington County Public School district.Additionally, the Maryland Department of Education (2011, p. 51) published statistics in reference to educators years of experience and education backgrounds. It is reported that the majority, approximately 60% of the educators in Washington County, have between 1-10 years of teaching experience. Approximately 25% of educators have 11-20 years of experience, while the reaming 15% have 20+ years of experience. The Maryland Department of Education (2011, p. 51) also reports educators who have obtained a Bachelors degree are almost equivalent to those who have obtained a Masters degree or higher. Goals/ObjectivesAfter thorough research and analysis of the problems and needs of the district, it is noted that there are several technological issues and needs identified. It is evident that additional training on specific technological resources is provided for teachers within the district. Additionally, teachers also need differentiated support on how to effectively integrate and implement instructional technology within the classroom. Additionally, students need more opportunities to gain and build technological skills in order to be better prepared for college and career readiness in the 21st century. As a result, educators within the district must be proficient in using technologies that most effectively support student needs, as well as curricular standards and objectives. The following is a list of goals and objectives for this District Technology Training Plan:1. Improving educators knowledge of different technology that can be implemented and utilized in the classroom.2. Improving educators ability to implement technological resources effectively and purposefully during instruction.3. Improving teachers ability to implement instructional technology software on multiple hardware devices effectively.4. Providing teachers instructional strategies to help their students build and develop technological skills.ContentThe following chart outlines a list of the courses that are available as part of the five day district-wide technology training program. The courses that are being offered were developed based upon the training needs identified by current teachers, administrators, and support staff within the Washington County Public School system. Beginner and intermediate courses will be offered to accommodate the varying technology proficiency levels. These courses are designed to offer teachers a continuous education on various instructional technologies. Beginning-level training will focus on basic skills, while intermediate-level training will provide teachers the opportunity to engage and collaborate to acquire in-depth knowledge and understanding of additional, advanced features offered in technological resources and share applications and implementation strategies. Title and Course DescriptionIntended Audience

Introduction: Promoting Communication and Collaboration through Online Communities

Beginner Level Course: Learn the basics of wikis, blogs, and other online communities, and learn how to integrate this software into your daily instruction.Elementary School Teachers, Administrators, and Support Staff

A Deeper Look into Promoting Communication and Collaboration Through Online Communities

Intermediate Level Course: Learn the advanced features of wikis, blogs, and other online communities, and learn how to integrate this software into your daily instruction.Elementary School Teachers, Administrators, and Support Staff

Introduction: Promoting Communication and Collaboration through Online Communities

Beginner Level Course: Learn the basics of wikis, blogs, and other online communities, and learn how to integrate this software into your daily instruction.Middle and High School Teachers, Administrators, and Support Staff

A Deeper Look into Promoting Communication and Collaboration through Online Communities

Intermediate Level Course: Learn the advanced features of wikis, blogs, and other online communities, and learn how to integrate this software into your daily instruction.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: Docs for Teachers and Students

Beginner Level Course: Google Documents offers teachers and students the opportunity to collaborate and share documents. Teachers will learn the basics of Google Documents. Additionally, this course will address ways that elementary school students can utilize this software.Elementary School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Docs for Teachers and Students

Intermediate Level Course: Google Documents offers teachers and students the opportunity to collaborate and share documents. Teachers will learn the advanced features of Google Documents. Additionally, this course will address ways that elementary school students can utilize this software.Elementary School Teachers, Administrators, and Support Staff

Google Drive: Docs for Teachers and Students

Beginner Level Course: Google Documents offers teachers and students the opportunity to collaborate, create and share documents. Teachers will learn the basics of Google Documents. Additionally, this course will address ways that middle and high school students can utilize this software.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Docs for Teachers and Students

Intermediate Level Course: Google Documents offers teachers and students the opportunity to collaborate, create, and share documents. Teachers will learn the advanced features of Google Documents. Additionally, this course will address ways that middle and high school students can utilize this software.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: Creating Multimedia Presentations in the Classroom

Beginner Level Course: This course is designed to educate faculty and staff about software that can create multimedia presentations. Additionally, this course will address ways students can utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Creating Multimedia Presentations in the Classroom

Intermediate Level Course: This course is designed to educate faculty and staff about this software, and the advanced features that can be used to create multimedia presentations. Additionally, this course will address ways students can utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Google Drive: Creating Multimedia Presentations in the Classroom

Beginner Level Course: This course is designed to educate faculty and staff about software that can create multimedia presentations. Additionally, this course will address ways students can utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Creating Multimedia Presentations in the Classroom

Intermediate Level Course: This course is designed to educate faculty and staff about this software, and the advanced features that can be used to create multimedia presentations. Additionally, this course will address ways students can utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: Forms for Surveys and Student Assessments

Beginner Level Course: Teachers will learn the basic features of Google Forms. Additionally, this course will address ways to utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Forms for Surveys and Student Assessments

Intermediate Level Course: Teachers will learn advanced features of Google Forms. Additionally, this course will address ways to utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Google Drive: Forms for Surveys and Student Assessments

Beginner Level Course: Teachers will learn the basic features of Google Forms. Additionally, this course will address ways to utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Forms for Surveys and Student Assessments

Intermediate Level Course: Teachers will learn advanced features Google Forms. Additionally, this course will address ways to utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: Spreadsheets for Teachers and Students

Beginner Level Course: This course is designed to educate faculty and staff about ways to use this software for data collection and evaluation. Additionally, this course will address ways students can utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Spreadsheets for Teachers and Students

Intermediate Level Course: This course is designed to educate faculty and staff on the advanced features of this software for data collection and evaluation. Additionally, this course will address ways students can utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Google Drive: Spreadsheets for Teachers and Students

Beginner Level Course: This course is designed to educate faculty and staff about ways to use this software for data collection and evaluation. Additionally, this course will address ways students can utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Google Drive: A Deeper Look at Spreadsheets for Teachers and Students

Intermediate Level Course: This course is designed to educate faculty and staff on the advanced features of this software for data collection and evaluation. Additionally, this course will address ways students can utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

ClassFlow: Putting ActivInspire Flipcharts into the Hands of our Students

Beginner Level Course: This course is designed to educate faculty and staff about the basic features of this software. Additionally, this course will address ways to utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

A Deeper Look into ClassFlow: Putting ActivInspire Flipcharts into the Hands of our Students

Intermediate Level Course: This course is designed to educate faculty and staff advanced features of this software. Additionally, this course will address ways to utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

ClassFlow: Putting ActivInspire Flipcharts into the Hands of our Students

Beginner Level Course: This course is designed to educate faculty and staff about the basic features of this software. Additionally, this course will address ways to utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

A Deeper Look into ClassFlow: Putting ActivInspire Flipcharts into the Hands of our Students

Intermediate Level Course: This course is designed to educate faculty and staff about the advanced features of this software. Additionally, this course will address ways to utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Using Educreations to Create Multimedia Presentations

Beginner Level Course: This course is designed to educate faculty and staff about the basic features of Educreations. Additionally, this course will address ways to utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

A Deeper Look into Using Educreations to Create Multimedia Presentations

Intermediate Level Course: This course is designed to educate faculty and staff about the advanced features of Educreations. Additionally, this course will address ways to utilize this software in the classroom.Elementary School Teachers, Administrators, and Support Staff

Using Educreations to Create Multimedia Presentations

Beginner Level Course: This course is designed to educate faculty and staff about the basic features of Educreations. Additionally, this course will address ways to utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

A Deeper Look into Using Educreations to Create Multimedia Presentations

Intermediate Level Course: This course is designed to educate faculty and staff about the advanced features of Educreations. Additionally, this course will address ways to utilize this software in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Using Plickers for Student Assessments

Who knew assessing student knowledge and understanding could be so fun? Here is an effective alternative to paper-pencil assessments. This course is designed to educate faculty and staff about the basic features of Plickers, and how to use this software to assess student knowledge and understanding.Elementary School Teachers, Administrators, and Support Staff

Using Plickers for Student Assessments

Who knew assessing student knowledge and understanding could be so fun? Here is an effective alternative to paper-pencil assessments. This course is designed to educate faculty and staff about the basic features of Plickers, and how to use this software to assess student knowledge and understanding.Middle and High School Teachers, Administrators, and Support Staff

Creatively Using iPads in the Elementary School Classroom

This course is designed to educate faculty and staff about various emerging applications that can be used in the classroom. Ranging from little access to 1:1 iPad implementation, teachers will learn creative and effective ways to implement this resource in the classroom. Various elementary school applications will be discussed and modeled.Elementary School Teachers, Administrators, and Support Staff

Creatively Using iPads in the Middle and High School Classroom

This course is designed to educate faculty and staff about various emerging applications that can be used in the classroom. Ranging from little access to 1:1 iPad implementation, teachers will learn creative and effective ways to implement this resource in the classroom. Various middle and high school applications will be discussed and modeled.Middle and High School Teachers, Administrators, and Support Staff

Using Software Programs That Are Compatible on Any Device

Struggling to find applications or software that can be used on iPads, tablets, and/or laptops? This course is designed to educate faculty and staff about various emerging applications and software that can be used in the classroom. No matter the device, teachers will learn creative and effective ways to implement these software resources in the classroom. Various elementary school applications and software programs will be discussed and modeled.Elementary School Teachers, Administrators, and Support Staff

Using Software Programs That Are Compatible on Any Device

Struggling to find applications or software that can be used on iPads, tablets, and/or laptops? This course is designed to educate faculty and staff about various emerging applications and software that can be used in the classroom. No matter the device, teachers will learn creative and effective ways to implement these software resources in the classroom. Various middle and high school applications and software programs will be discussed and modeled.Middle and High School Teachers, Administrators, and Support Staff

Dont Give Up! Troubleshooting Tips for Teachers and Students

Ever run into an error message on a computer screen? Cant hear audio from the speakers? Having trouble connecting to the internet? Dont give up! This course is designed to educate faculty and staff about various troubleshooting tips that can be used in the classroom. Additionally, this course will provide tips that can be used to teach students how to troubleshoot technology problems in the classroom.Elementary School Teachers, Administrators, and Support Staff

Dont Give Up! Troubleshooting Tips for Teachers and Students

Ever run into an error message on a computer screen? Cant hear audio from the speakers? Having trouble connecting to the internet? Dont give up! This course is designed to educate faculty and staff about various troubleshooting tips that can be used in the classroom. Additionally, this course will provide tips that can be used to teach students how to troubleshoot technology problems in the classroom.Middle and High School Teachers, Administrators, and Support Staff

Instructional StrategiesTeachers will have the opportunity to learn this content in a variety of instructional delivery strategies. Below is a list of the instructional strategies that will be implemented to teach the District Technology Trainings: Explicit Modeling: Each training offered will provide opportunities for instructional activities that involve direct and explicit modeling of the specific instructional technological resources being presented. The presenter of each workshop will effectively model and incorporate clear and concise instructions on how to use the technological resource. Audio and Visual Instruction: Each workshop will offer information through the use of multimedia presentationsdisplays, recordings, simulations, etc.and a variety of audio and visual formats will be used to engage and deliver instructional information to properly accommodate multiple learning styles. Collaborative Exploration: Each workshop offered in this plan will provide participants multiple opportunities to explore instructional technology resources with fellow faculty and staff members. Participants will have the opportunity to inquire, engage, and build upon their knowledge and understanding in order to effectively gain expertise in regards to the instructional technology and implementation strategies. Hands-on Learning: Participants will be provided several opportunities at each workshop to gain knowledge and understanding through hands-on learning experiences. These experiences will allow the participants to engage in the instructional technologies in order to apply what they have learned from the instructional modeling to build and increase proficiency in acquiring the skills and strategies needed to effective utilize the technological resources in the classroom. Effective Facilitation: As participants engage in collaborative and hands-on exploration, workshop presenters and experts in the field will be able to facilitate learning and provide immediate feedback. Presenters and leaders will be able to scaffold and accommodate to the needs of groups and individuals during the exploration process to better support participants in gaining valuable understanding of specific instructional technologies and implementation strategies. Online Support: To promote continuous learning and support after the professional development workshops, videos and presentations on the technological resources will be available for teachers to obtain additional information regarding the technological resources and utilization strategies. Additional instructions and implementation strategies will be recorded to offer participants the opportunity to revisit training lessons on specific technological resources.Sample Five-Day WorkshopThe sample five day workshop provided below is for the workshop titled Introduction: Promoting Communication and Collaboration through Online Communities. The workshop will take place at a local elementary school for the duration of one school week, Monday through Friday, lasting approximately five hours each day. The workshop will be held during the summer and scheduled one week before teachers return to school. This workshop is designed to teach participants about different online communitieswikis, blogs, and digital classroomsand how they can be utilized in the classroom on any type of device, including: desktop computers, laptops, iPads, and tablets. Additionally, participants will identify the value of online communities in promoting communication and collaboration that will effectively prepare students for college and career readiness in the 21st century. This workshop is intended for elementary teachers (grades 3-5), administrators, and support staff in Washington County who identify themselves as beginners in this area. Technology Workshop Lesson Plan

Presenter: Kendal MossWorkshop Title: Introduction: Promoting Communication and Collaboration through Online CommunitiesDay # 1

Subject of Workshop: The educational value of Online Communities PBworks Prerequisite Knowledge: Basic technological/computer skills Fluent typing Knowledge of locating student email addresses Ability to create and develop clear science and/or reading learning objectives.

Content:

This workshop will provide a basic introduction to online communities such as wikis, blogs, and digital classrooms. In addition to identifying and describing an online community, we will also discuss implementation strategies and utilization within the classroom. Participants will learn the goals and objectives for the five-day workshop, including the online communities that will be presented.

Participants will learn about the first online community: PBworks. Due to this being a beginner level course, classroom teachers (3rd-5th grade), administrators, and support staff will learn the basic features of PBworks, as well as how to set up their class wiki to promote student communication and collaboration emphasizing reading and/or science curricular concepts. Opportunities for collaborative exploration and discussion will occur for participants to brainstorm how PBworks can be utilized within the classroom. Finally, participants will have the opportunity to create a workspace that could potentially be used within their classroom. Administrators and Support Staff will have the opportunity to join a grade level team or classroom of their choice.

Objectives

Participants will be able to utilize the basic features of PBworks to create an educational class wiki workspace that aligns with at least one reading and/or science curricular learning objective.

Procedure

1. Each participant will have access to a computer within the computer lab. The presenter will be located at the front of the lab, using a computer that is connected to an interactive whiteboard or projection screen.2. To introduce the lesson, the presenter will ask the participants: What is an online community? Participants will have the opportunity to engage in a whole group brainstorming discussion on identifying what an online community is, what it looks like, and examples of online communities. 3. Once participants have identified the purpose of an online community, the participants will then be asked: How can an online community be used within a classroom? How can the use of an online community promote student communication and collaboration?Participants will be encouraged to engage discussion with another participant in close proximity regarding ways teachers can utilize an online community in the classroom. The presenter will then ask a few participants to share their examples. 4. The presenter will then ask: How can students demonstrate their curricular knowledge and understanding through the use of an online community? What would be an example?Participants will be given the opportunity to chart their brainstorming ideas on chart paper, and share their ideas as a whole group on how students can utilize online communities in order to demonstrate their learning.5. Both an overview of the workshop and the digital resources that will be utilized in the five-day training will be presented by the workshop facilitator. The five-day workshop will focus on ways teachers can utilize an online community to promote communication and collaboration along with aligning to curricular standards within their classroom. There will be four online community programs that will be covered during the five-day training: PB works, Google Classroom, Kidblog, and Collaborize Classroom. Participants in these workshops will gain knowledge and understanding of basic features that each online community (wiki, blog, digital classroom) provides, and will create a workspace that could be implemented within the classroom. At the end of this unit, teachers will choose one of these tools to design an educational unit or project to use in their classroom. The unit or project will demonstrate what they have learned about their chosen platform, and will be uploaded to their chosen workspace for their students.6. The presenter will introduce the first online community: PBworks. To introduce this Wiki, the presenter will show the introductory video: PBworks Overview. The presenter will ask educators the following question: Although this video is geared towards business companies, how can PBworks be tailored to meet our needs in classrooms? The presenter will ask participants to brainstorm ideas on how this program can be utilized in the classroom, as well as whether any participants have prior knowledge or experience with Wikis or this particular program.7. After the video, the presenter will show a finished workspace on the interactive white board or projector and screen, the PBworks titled Overview: Using PBworks in the classroom. This wiki will address the various basic features of PBworks, and utilization strategies for implementing this online community within the classroom. This wiki will be shared with the participants, and participants will be encouraged to request access to this wiki later in the session when accounts have been created in order to have unlimited access to this workspace. While modeling the PBworks wiki: The presenter will focus on the basic features of PBworks so that participants gain an understanding of necessary features in order to effectively implement this software. The presenter will provide examples of how this software can accommodate to meet the needs of every classroom. The presenter will provide information on how to set up PBworks, the basic features that are available, and how to create and implement a workspace for the classroom.8. During the presentation, participants will be given a PBworks PowerPoint handout with step-by-step directions and instructions for setting up and creating a PBworks wiki space. Participants will be encouraged to take notes and ask questions. 9. The presenter will then use the computer and interactive whiteboard/projector and screen to dissect the features of PBworks and how to set up a PBworks account. After reviewing the finished PBworks wiki space, the presenter will then model step-by-step directions on how to set up a wiki account. Participants will be given time on their own computer to log into PBworks and set up a classroom account. The presenter will address: Creating a username/password. Creating a URL for the workspace. How to invite students or other educators to the workspace. How to request access to a wiki space (encourage participants to request access to Overview: Using PBworks in the classroom).10. The presenter will then model how to use PBworks to create a workspace. The presenter will model how to: Create, modify, and add pages to the navigation toolbar. Use the navigation bar to locate each page. Add text, images, video and/or audio recordings, and additional files to specific pages within the navigation tool bar. 11. Once the presenter has modeled all of the basic features in creating a workspace on PBworks, the presenter will show the additional page in Overview: Using PBworks in the classroom called PBworks Helpful Hints. Participants will be able to view this workspace at any time to provide the participants the opportunity to watch additional tutorial videos and explore other information on setting up and utilizing this workspace in the classroom.12. The presenter will share with participants a sample workspace that incorporates a reading and/or science objective and also promotes student communication and collaboration. The sample workspace will be located on the FrontPage of the Overview: using PBworks in the classroom wiki.13. After the presenter has shared the sample workspaces, participants will be asked to brainstorm ideas on how PBworks can be utilized in the classroom to support student communication and collaboration in reading and/or science. Participants will also be encouraged to share ideas with teams of their grade level and discuss a few ideas with the whole group.14. Participants will then be given the time to create their own workspace, developing one lesson/activity that can be used within their own classroom. The participants must create a workspace that supports at least one reading and/or science curricular standard in their grade level. The workspace will also need to promote student collaboration and communication. The PBworks PowerPoint (handed out earlier in the workshop), the Overview: Using PBworks in the classroom workspace, the sample workspace, and the PBworks Helpful Hints page will all be available for participants to utilize during this exploration time.15. The presenter will provide facilitated support and circulate the room to provide additional assistance to those who are in need of further support.16. Once participants have finished creating their workspace, they will get into small groups by grade level and share their workspace. Participants will be encouraged to invite teammates of their grade level to the wiki space, and participants will be asked to comment on or partake in the workspace activities in order to visualize and understand how individuals can communicate and collaborate on the PBworks wiki space. 17. In closing, the presenter will ask a few volunteers to share their wiki space to the entire group, and the presenter will encourage participants to discuss how these workspaces engage collaboration and communication while providing opportunities for individuals to demonstrate their knowledge and understanding of curricular content.

Materials

PBworks Overview video: https://youtu.be/y5_MM7MfEU4. Overview: Using PBworks in the Classroom: http://usingpbworksintheclassroom.pbworks.com/. PBworks PowerPoint Handout. Computer with internet access for each participant and presenter. Interactive whiteboard or projector and screen for presenter. Teachers will be advised to bring: Science curriculum, text, project ideas etc. Reading curriculum, books, project ideas etc.

Evaluation Strategies

The participants will be creating a workspace using PBworks, and the workspaces (lesson/activity) will be evaluated based on:1. Alignment and relevance in relation to at least one reading and/or science curricular standard/objective.2. Whether the workspace provides effective educational value for students.3. Whether the workspace promotes student communication and collaboration.

Technology Workshop Lesson Plan

Subject of Workshop: The educational value of Online Communities Google ClassroomPrerequisite Knowledge: Basic technological/computer skills Fluent typing Knowledge of locating student email addresses Ability to create and develop clear science and/or reading learning objectives.

Content:

This workshop will provide a basic review of online communities such as wikis, blogs, and digital classrooms. In addition to identifying and describing an online community, we will also discuss implementation strategies, and utilization within the classroom.

Participants will learn about the second online community: Google Classroom. Due to this being a beginner-level course, classroom teachers (3rd-5th grade), administrators, and support staff will learn the basic features of Google Classroom, and how to set up their digital classroom to promote student communication and collaboration emphasizing reading and/or science curricular concepts. Opportunities for collaborative exploration and discussion will occur for participants to brainstorm how Google Classroom can be utilized within the classroom. Finally, participants will have the opportunity to create a workspace that could potentially be used within their classroom. Administrators and Support Staff will have the opportunity to join a grade level team, or classroom of their choice.

Objectives

Participants will be able to utilize the basic features of Google Classroom to create an educational digital classroom workspace that aligns with at least one reading and/or science curricular learning objective.

Procedure

1. Each participant will have access to a computer within the computer lab. The presenter will be located at the front of the lab, using a computer that is connected to an interactive whiteboard or projection screen.2. To introduce the lesson, the presenter will review: What is an online community? How can an online community be used within a classroom? How can the use of an online community promote student communication and collaboration? How can students demonstrate their curricular knowledge and understanding through the use of an online community? What would be an example?Participants will be asked to discuss with fellow participants and share responses with the whole group.3. An overview of the workshop and the digital resources that will be utilized in the five-day training will be reviewed by the workshop facilitator. The five-day workshop will focus on ways teachers can utilize an online community to promote communication and collaboration, while also aligning with curricular standards within their classroom. There will be four online community programs that will be covered during the five-day training: PB works, Google Classroom, Kidblog, and Collaborize Classroom. Participants in these workshops will gain knowledge and understanding of basic features that each online community (wiki, blog, digital classroom) provides, and will create a workspace that could be implemented within their classroom. At the end of this unit, teachers will choose one of these tools to design an educational unit or project to use in their classroom. The unit or project will demonstrate what they have learned about their chosen platform, and will be uploaded to their chosen workspace for their students.4. The presenter will introduce the second online community: Google Classroom. To introduce this digital classroom, the presenter will show the introductory video: Google Classroom Overview. The presenter will ask educators: How is Google Classroom similar and/or different to PBworks? How can a digital classroom benefit our teachers and students? The presenter will ask participants to brainstorm ideas on how this program can be utilized in the classroom, and if any participants have prior knowledge or experience with digital classrooms or this particular program.5. After the video, the presenter will show a sample Google Classroom workspace on the interactive whiteboard or projector and screen. The Google Classroom titled Smithsburg Elementary Learning Community, will address the various basic features of how Google classroom can be utilized to promote professional growth and collaboration between teachers, administration, and support staff. 6. The presenter will then show another sample Google Classroom workspace on the interactive whiteboard or projector and screen. The Google Classroom titled Miss Moss Kindergarten Class, will focus on ways teachers can utilize and implement this online community within the classroom to promote student communication and collaboration in reading and/or science. While modeling the Google Classroom: The presenter will focus on the basic features of Google Classroom so that participants gain an understanding of necessary features in order to effectively implement this software. The presenter will provide examples of how this software can accommodate to meet the needs of every classroom. The presenter will provide information in regards to how to set up Google Classroom, the basic features that are available, and how to create and implement a workspace for the classroom.7. During the presentation, participants will be given a Google Classroom PowerPoint handout with step-by-step directions and instructions for setting up, and creating a Google Classroom to take notes and encouraged to ask questions. 8. The presenter will then use the computer and interactive whiteboard/projector and screen to dissect the features of Google Classroom and how to set up a Google Classroom account. After reviewing both Google Classroom examples, the presenter will then model step-by-step directions using the workspace; Washington County DTTP, to show how to set up a Google classroom account. Participants will be given time on their own computer to log into Google Classroom and set up their own account. The presenter will address: How to create a class. How to select a theme/upload a photo. How to invite students or other educators to the workspace. How to request access to join a class: Participants will be asked to join the Washington County DTTP Google Classroom. How to update class profile information.9. The presenter will then model how to use Google Classroom to create a workspace. The presenter will model how to: Upload existing assignments. Use the navigation bar to locate assignments, announcements, students, and class profile information. Add text, images, video and/or audio recordings, and additional files to the digital classroom. Post new assignments and announcements.10. After the presenter has shared the sample workspaces, participants will be asked to brainstorm ideas on how Google Classroom can be utilized in the classroom to support student communication and collaboration in reading and/or science. The presenter will encourage the participants to comment and/or respond to the announcement posted on Washington County DTTP, on ways to utilize Google Classroom in relation to reading and/or science, in order for participants to recognize and identify how this digital classroom can promote student communication and collaboration.11. Participants will then be given the time to create their own workspace, developing one lesson/activity that can be used within their own classroom. The participants must create a workspace that supports at least one reading and/or science curricular standard in their grade level. The workspace will also need to promote student collaboration and communication. The Google Classroom PowerPoint (handed out earlier in the workshop), the Miss. Moss Kindergarten Class workspace, and the Washington County DTTP workspace will all be available for participants to utilize during this exploration time. Additional video tutorials and links will be provided on the Washington County DTTP board to provide participants additional resources and information.12. The presenter will provide facilitated support and circulate the room to provide additional assistance to those who are in need of further support.13. Once participants have finished creating their Google Classroom, they will get into small groups (the suggested grouping is by grade level) and share their workspace. Participants will be encouraged to invite their grade level teammates to the digital classroom, and participants will be asked to comment on or interact with the workspace activities in order to visualize and understand how individuals can communicate and collaborate on the Google Classroom workspace. 14. In closing, the presenter will ask a few volunteers to share their Google classroom to the entire group. All of the participants will be asked to complete the Google Classroom assignment. Each participant will need to share their Google classroom code under the Google Classroom assignment on the Washington County DTTP Google Classroom page.

Materials

Google Classroom Overview video: https://youtu.be/JUiLc0If0CI. Smithsburg Elementary Learning Community: https://classroom.google.com/u/0/c/MjExMjQzMTNa. Miss. Moss Kindergarten Class https://classroom.google.com/u/0/c/NTIxNzgyMjla. Washington County DTTP https://classroom.google.com/u/0/c/MTQyNzI5NDc4. Google Classroom PowerPoint Handout. Computer with internet access for each participant and presenter. Interactive whiteboard or projector and screen for presenter. Teachers will be advised to bring: Science curriculum, text, project ideas etc. Reading curriculum, books, project ideas etc.

The participants will be creating a digital classroom using Google Classroom, and the workspaces (lesson/activity) will be evaluated based on:1. Alignment and relevance in relation to at least one reading and/or science curricular standard/objective.2. Whether the workspace provides effective educational value for students.3. Whether the workspace promotes student communication and collaboration.

Subject of Workshop: The educational value of Online Communities KidblogPrerequisite Knowledge: Basic technological/computer skills Fluent typing Knowledge of locating student email addresses Ability to create and develop clear science and/or reading learning objectives.

Content:

This workshop will provide a basic review of online communities such as wikis, blogs, and digital classrooms. In addition to identifying and describing an online community, we will also discuss implementation strategies and utilization within the classroom.

Participants will learn about the third online community: Kidblog. Due to this being a beginner-level course, classroom teachers (3rd-5th grade), administrators, and support staff will learn the basic features of Kidblog, as well as how to set up their class blog to promote student communication and collaboration emphasizing reading and/or science curricular concepts. Opportunities for collaborative exploration and discussion will occur for participants to brainstorm on how Kidblog can be utilized within the classroom. Finally, participants will have the opportunity to create a workspace that could potentially be used within their classroom. Administrators and Support Staff will have the opportunity to join a grade level team or classroom of their choice.

Objectives

Participants will be able to utilize the basic features of Kidblog to create an educational class blog workspace that aligns with at least one reading and/or science curricular learning objective.

Procedure

1. Each participant will have access to a computer within the computer lab. The presenter will be located at the front of the lab, using a computer that is connected to an interactive whiteboard or projection screen.2. To introduce the lesson, the presenter will review: What is an online community? How can an online community be used within a classroom? How can the use of an online community promote student communication and collaboration? How can students demonstrate their curricular knowledge and understanding through the use of an online community? What would be an example?Participants will be asked to discuss with fellow participants and share responses whole group.3. An overview of the workshop and the digital resources that will be utilized in the five-day training will be reviewed by the workshop facilitator. The five-day workshop will focus on ways teachers can utilize an online community to promote communication and collaboration along with aligning to curricular standards within their classroom. There will be four online community programs that will be covered during the five-day training: PB works, Google Classroom, Kidblog, and Collaborize Classroom. Participants in these workshops will gain knowledge and understanding of basic features that each online community (wiki, blog, digital classroom) provides, and will create a workspace that could be implemented within their classroom. At the end of this unit, teachers will choose one of these tools to design an educational unit or project to use in their classroom. The unit or project will demonstrate what they have learned about their chosen platform, and will be uploaded to their chosen workspace for their students.4. The presenter will introduce the third online community: Kidblog. To introduce this blogging software, the presenter will show the introductory video: Kidblog Overview. The presenter will ask educators: How is Kidblog similar and/or different when compared with PBworks and/or Google Classroom? How can a classroom blog benefit our teachers and students? The presenter will ask participants to brainstorm ideas on how this program can be utilized in the classroom, as well as whether any participants have prior knowledge or experience with this particular program or blogging generally.5. After the video, the presenter will show a sample Kidblog workspace on the interactive white board or projector and screen. The Kidblog titled Ms. Mosss Class will address the various basic features of Kidblog, as well as how this tool can be utilized to promote student communication and collaboration in reading and/or science. While modeling the Kidblog: The presenter will focus on the basic features of Kidblog so that participants gain an understanding of necessary features in order to effectively implement this software. The presenter will provide examples of how this software can accommodate to meet the needs of every classroom. The presenter will provide information on how to set up Kidblog, the basic features that are available, and how to create and implement a workspace for the classroom.6. During the presentation, participants will be given a Kidblog PowerPoint handout with step-by-step directions and instructions for setting up and creating a Kidblog. Participants will be encouraged to take notes and ask questions. 7. The presenter will then use the computer and interactive whiteboard/projector and screen to dissect the features of Kidblog and how to set up a Kidblog account. After reviewing the Kidblog example, the presenter will then model step-by-step directions to show how to set up a Kidblog account. Participants will be given time on their own computer to log into Kidblog and set up their own account. The presenter will address: The Dashboard: How to create a class. Users: How to invite or share the class blog with students or other educators to the workspace. How to create your profile. Settings: How to select a theme/avatar. How to control who can comment and view the classroom blogs.8. The presenter will then model how to use Kidblog to create a workspace. The presenter will model how to: Add and post a new post. Use the navigation bar to locate the dashboard, new posts, review posts, comments, users, and settings. Add text, images, video and/or audio recordings, and additional files to the a new blog post. Review blogs and post comments.9. After the presenter has shared the sample Kidblog, participants will be asked to brainstorm ideas on how Kidblog can be utilized in the classroom to support student communication and collaboration in reading and/or science. The presenter will encourage the participants to comment on both the District Technology Training blog and on ways to utilize Kidblog in relation to reading and/or science, in order for participants to recognize and identify how classroom blogs can promote student communication and collaboration.10. Participants will then be given the time to create their own workspace, developing one lesson/activity that can be used within their own classroom. The participants must create a workspace that supports at least one reading and/or science curricular standard in their grade level. The workspace will also need to promote student collaboration and communication. The Kidblog PowerPoint (handed out earlier in the workshop), the Ms. Mosss Class blog, and the District Technology Training blog will all be available for participants to utilize during this exploration time. Additional video tutorials and links will be provided on the District Technology Training blog to provide participants additional resources and information.11. The presenter will provide facilitated support and circulate the room to provide additional assistance to those who are in need of further support.12. Once participants have finished creating their Kidblog workspace, they will get into small groups (the suggested grouping is by grade level) and share their workspace. Participants will be encouraged to invite their grade level teammates to their classroom blogs, and participants will be asked to comment on or interact with the workspace activities in order to visualize and understand how individuals can communicate and collaborate on the Kidblog workspace. 13. In closing, the presenter will ask a few volunteers to share their Kidblog with the entire group, and the presenter will encourage participants to discuss how these workspaces engage collaboration and communication while providing opportunities for individuals to demonstrate their knowledge and understanding of curricular content.

Materials

Kidblog Overview video: https://youtu.be/UKhMeHcCG_8. Ms. Mosss Class: http://kidblog.org/MsMosssClass-8/48c24142-ba3c-4f73-9343-026dc13c7b0f/hydroponics/. District Technology Training: http://kidblog.org/MsMosssClass-8/48c24142-ba3c-4f73-9343-026dc13c7b0f/district-technology-training/. Kidblog PowerPoint Handout. Computer with internet access for each participant and presenter. Interactive whiteboard or projector and screen for presenter. Teachers will be advised to bring: Science curriculum, text, project ideas etc. Reading curriculum, books, project ideas etc.

The participants will be creating a class blog using Kidblog, and the workspaces (lesson/activity) will be evaluated based on:1. Alignment and relevance in relation to at least one reading and/or science curricular standard/objective2. Whether the workspace provides effective educational value for students3. Whether the workspace promotes student communication and collaboration

Subject of Workshop: The educational value of Online Communities Collaborize ClassroomPrerequisite Knowledge: Basic technological/computer skills Fluent typing Knowledge of locating student email addresses Ability to create and develop clear science and/or reading learning objectives.

Content:

Participants will learn about the fourth online community: Collaborize Classroom. Due to this being a beginner level course, classroom teachers (3rd-5th grade), administrators, and support staff will learn the basic features of Collaborize Classroom, as well as how to set up their digital classroom to promote student communication and collaboration emphasizing reading and/or science curricular concepts. Opportunities for collaborative exploration and discussion will occur for participants to brainstorm on how Collaborize Classroom can be utilized within the classroom. Finally, participants will have the opportunity to create a workspace that could potentially be used within their classroom. Administrators and Support Staff will have the opportunity to join a grade level team or classroom of their choice.

Objectives

Participants will be able to utilize the basic features of Collaborize Classroom to create an educational digital classroom workspace that aligns with at least one reading and/or science curricular learning objective.

Procedure

1. Each participant will have access to a computer within the computer lab. The presenter will be located at the front of the lab, using a computer that is connected to an interactive whiteboard or projection screen.2. To introduce the lesson, the presenter will review: What is an online community? How can an online community be used within a classroom? How can the use of an online community promote student communication and collaboration? How can students demonstrate their curricular knowledge and understanding through the use of an online community? What would be an example?Participants will be asked to discuss with fellow participants and share responses with the whole group.3. The workshop facilitator will conduct an overview of the workshop and the digital resources that will be utilized in the five-day training. The five-day workshop will focus on ways teachers can utilize an online community to promote communication and collaboration, as well as align with curricular standards within their classroom. There will be four online community programs that will be covered during the five-day training: PB works, Google Classroom, Kidblog, and Collaborize Classroom. Participants of these workshops will gain knowledge and understanding of basic features that each online community (wiki, blog, digital classroom) provides and will create a workspace that could be implemented within their classroom. At the end of this unit, teachers will choose one of these tools to design an educational unit or project to use in their classroom. The unit or project will demonstrate what they have learned about their chosen platform, and will be uploaded to their chosen workspace for their students.4. The presenter will introduce the fourth online community: Collaborize Classroom. To introduce this digital classroom, the presenter will show the introductory video: Collabroize Classroom Overview. The presenter will ask educators: How is Collaborize Classroom similar and/or different to PBworks, Kidblog, and/or Google Classroom? How can a digital classroom benefit our teachers and students? The presenter will ask participants to brainstorm ideas on how this program can be utilized in the classroom, and whether any participants have prior knowledge or experience with digital classrooms or this particular program.5. After the video, the presenter will show a sample Collaborize Classroom on the interactive white board or projector and screen. The Collaborize Classroom titled Smithsburg Leopards Class 1 will address the various basic features of Collaborize Classroom and how this tool can be utilized to promote student communication and collaboration in reading and/or science. While modeling the Collaborize Classroom: The presenter will focus on the basic features of Collaborize Classroom so that participants gain an understanding of necessary features in order to effectively implement this software. The presenter will provide examples of how this software can accommodate to meet the needs of every classroom. The presenter will provide information in regards to how to set up Collaborize Classroom, the basic features that are available, and how to create and implement a workspace for the classroom.6. During the presentation, participants will be given a Collaborize Classroom PowerPoint handout with step-by-step directions and instructions for setting up and creating a Collaborize Classroom. Participants will be encouraged to take notes and ask questions. 7. The presenter will then use the computer and interactive whiteboard/projector and screen to dissect the features of Collaborize Classroom and how to set up an account. After reviewing the Collaborize Classroom example, the presenter will then model step-by-step directions to show how to set up a Collaborize Classroom account. Participants will be given time on their own computer to log into Collaborize Classroom and set up their own account. The presenter will address: How to create a username and password. How to create an account. How to select a theme/upload a photo. How to invite students or other educators to the workspace. How to request access to join a class: Participants will be asked to join the Smithsburg Leopards Collaborize Classroom. How to update class profile information.8. The presenter will then model how to use Collaborize Classroom to create a workspace. The presenter will model how to: Start a discussion. Utilize the discussion features such as: yes/no voting, multiple choice options, vote and suggest, and discussion response forums. Post discussions, comments, and responses. Review results and resources. Locate and manage classroom profile, settings, members, reports, groups, and account. Add text, images, video and/or audio recordings, and additional files to a new discussion. Review site activity, participation, and user activity reports.9. After the presenter has shared the sample Collaborize Classroom, participants will be asked to brainstorm ideas on how Collaborize Classroom can be utilized in the classroom to support student communication and collaboration in reading and/or science. The presenter will encourage the participants to comment on the Smithsburg Leopards Class 2 Discussion on ways to utilize Collaborize Classroom in relation to reading and/or science, in order for participants to recognize and identify how classroom blogs can promote student communication and collaboration.10. Participants will then be given the time to create their own workspace, developing one lesson/activity that can be used within their own classroom. The participants must create a workspace that supports at least one reading and/or science curricular standard in their grade level. The workspace will also need to promote student collaboration and communication. The Collaborize Classroom PowerPoint (handed out earlier in the workshop), the Smithsburg Leopards Class 1, and Class 2 discussion boards will all be available for participants to utilize during this exploration time. Additional video tutorials and links will be provided on the Smithsburg Leopards Class 2 discussion board to provide participants additional resources and information.11. The presenter will provide facilitated support and circulate the room to provide additional assistance to those who are in need of further support.12. Once participants have finished creating their Collaborize Classroom workspace, they will get into small groups (the suggested grouping is by grade level) and share their workspace. Participants will be encouraged to invite their grade level teammates to their digital classroom, and participants will also be asked to comment on or interact with the workspace activities in order to visualize and understand how individuals can communicate and collaborate on the Collaborize Classroom workspace. 13. In closing, the presenter will ask a few volunteers to share their Collabroize Classroom with the entire group, and the presenter will encourage participants to discuss how these workspaces engage collaboration and communication while providing opportunities for individuals to demonstrate their knowledge and understanding of curricular content.

Materials

Collaborize Classroom Overview video: https://youtu.be/PP1gqxV8qMw. Smithsburg Leopards: http://smithsburgleopards.collaborizeclassroom.com. Collaborize Classroom PowerPoint Handout. Computer with internet access for each participant and presenter. Interactive whiteboard or projector and screen for presenter. Teachers will be advised to bring: Science curriculum, text, project ideas etc. Reading curriculum, books, project ideas etc.

The participants will be creating a digital classroom using Collaborize Classroom, and the workspaces (lesson/activity) will be evaluated based on:1. Alignment and relevance in relation to at least one reading and/or science curricular standard/objective.2. Whether the workspace provides effective educational value for students.3. Whether the workspace promotes student communication and collaboration.

Subject of Workshop: The educational value of Online Communities Utilizing a wiki, blog, or digital classroom to create a collaborative, culminating unit or project as a way for students to demonstrate their knowledge and understanding of reading and/or science standards.Prerequisite Knowledge: Basic technological/computer skills Fluent typing Knowledge of locating student email addresses Ability to create and develop clear science and/or reading learning objectives Ability to design a culminating project Basic knowledge and understanding of an online community Basic understanding of software features and utilization strategies

Content:

Participants have had the opportunity to learn about the basic features, and how to set up four different online communities: PBworks, Kidblog, Google Classroom and Collaborize Classroom. Each online community has been explored to identify and understanding effective utilization strategies in order to promote student communication and collaboration emphasizing reading and/or science curricular concepts within the classroom for grades 3rd-5th. Participants will now have the opportunity to choose one of the online communities from the workshop to develop and create a culminating, collaborative unit or project that could potentially be used within their classroom. Administrators and Support Staff will have the opportunity to join a grade level team or classroom of their choice.

Objectives

Participants will be able to utilize the basic features of a chosen online community to create a culminating, collaborative unit or project that aligns with at least one reading and/or science curricular learning objective.

Procedure

1. Each participant will have access to a computer within the computer lab. The presenter will be located at the front of the lab, using a computer that is connected to an interactive whiteboard or projection screen.2. To introduce the lesson, the presenter will review the four different online communities that have been reviewed during the five-day workshop. The presenter will explain that over the past week, educators have had the opportunity to explore the basic features of four online communities and have gained valuable knowledge and understanding of how these online communities can be utilized in the classroom to promote student communication and collaboration in reading and/or science instruction.3. Today, the participants will have an opportunity to hear two guest speakers: a 3rd grade and 5th grade teacher from the Washington County Public School System. Both guest speakers have a Masters Degree in Education in Instructional Technology and are considered experts in the field of utilizing online communities to effectively support student communication and collaboration.4. Both speakers will have the opportunity to share a culminating science and/or reading project that they have implemented in their classrooms utilizing one of the featured online communities to promote student communication and collaboration. An overview of their lesson plans will be distributed to participants for note taking, and participants will be encouraged to ask questions during the presentation.5. The presenter will then explain that todays training will focus on the creation and development of a culminating project utilizing one of the featured online communities. The presenter will distribute a Guidelines for Your Culminating Project/Unit handout to all participants. The presenter will then review the guidelines with the participants: The culminating project or unit must align to at least one reading and/or science curricular standard and objective. The culminating project or unit must utilize a chosen online community to encourage students to demonstrate knowledge and understanding of reading and/or science curricular content, based on the chosen standards/objectives. The culminating project or unit must utilize a chosen online community to promote student communication and collaboration (i.e., students involved in meaningful discussions, collaborating to problem solve, or engaging in critical thinking skills). The culminating project or unit must contain multiple activities/lessons that span over the minimum of two days (target allotment: 3-5 days). Lessons plans for the culminating project must be created in order to ensure effective instruction and implementation. Instructional materials (rubrics, handouts, etc.) must align with the culminating project or unit. The culminating project or unit must effectively utilize one of the following online communities: PBworks, Kidblog, Google Classroom, or Collaborize Classroom. The presenter must be invited to the chosen online community to be able to review the culminating activities/lessons, and the lesson plans must be submitted in the assignments area of the Washington County DTTP Google Classroom.6. Participants will be encouraged to ask questions for further clarification before the start of this project. After the presenter has gone of the guidelines and expectations, the participants will then be given time to begin working on designing their culminating unit or project.NOTE: Grade level teachers from the same school may work together to complete the culminating project or unit (for example: 3rd grade teachers from Smithsburg Elementary school have the option to work as a team).7. The presenter will provide facilitated support and circulate the room to provide additional assistance to those who are in need of further support.8. Once participants have finished designing and uploading their culminating project to their chosen online community, participants will have the opportunity to share their projects in either small groups or in whole group discussion. 9. In closing, the presenter will ask a few volunteers to share what they have learned about online communities, the value in utilizing a wiki, blog, or digital classroom, and how these platforms can engage student communication and collaboration while also providing opportunities for students to demonstrate their knowledge and understanding of reading and/or science curricular content.10. Before participants leave, they will be asked to complete a Google survey to discuss what they have learned and provide additional feedback on the five-day workshop. Participants will also be asked to invite the presenter to the online community where the culminating project or unit is located. The presenter will also ask participants to submit the lesson plans for the culminating project or unit to the Washington County DTTP Google Classroom.NOTE: If participants do not finish the culminating project or activity by the end of this workshop, participants will be asked to submit the project by inviting the presenter to the designated online community and submitting the lesson plans through the Washington County DTTP Google Classroom by a specific date determined by the facilitator. NOTE: Once all culminating projects and lesson plans have been turned in, the Washington County DTTP Google Classroom will post the lesson plans to provide teachers from other schools the opportunity to share and discuss the culminating projects.

Materials

Lesson Plan Overview Handout. Guidelines for you Culminating Project/Unit Handout. Washington County DTTP Google Classroom: https://classroom.google.com/u/0/c/MTQyNzI5NDc4. Computer with internet access for each participant and presenter. Interactive whiteboard or projector and screen for presenter. Teachers will be advised to bring: Science curriculum, text, project ideas, lesson plans, etc. Reading curriculum, books, project ideas, lesson plans, etc. Notes on the online communities from the previous trainings.

The participants will be creating a culminating unit/project utilizing one of the featured online communities, and this project/unit will be evaluated based on:1. Whether the project/unit provide effective educational value for students2. Whether the culminating project/unit aligns with at least one reading and/or science curricular standard and objective.3. Whether the culminating project/unit utilizes a chosen online community to encourage students to demonstrate knowledge and understanding of reading and/or science curricular content based on the chosen standards/objectives. 4. Whether the culminating project/unit utilizes a chosen online community to promote student communication and collaboration (i.e., students involved in meaningful discussions, collaborating to problem solve, or engaging in critical thinking skills).5. Whether the culminating project/unit contains multiple activities/lessons that span over the minimum of two days (target allotment: 3-5 days).6. Whether lessons plans for the culminating project are created in order to ensure effective instruction and implementation.7. Whether instructional materials (rubrics, handouts, etc.) align with the culminating project or unit.8. Whether the culminating project/unit effectively utilizes one of the following online communities: PBworks, Kidblog, Google Classroom, or Collaborize Classroom.9. Whether the presenter has been invited to the chosen online community to be able to review the culminating activities/lessons, and whether the lesson plans are submitted in the assignments area of the Washington County DTTP Google Classroom.

MaterialsThe following sample materials will be provided in this section:MaterialsCorresponding WorkshopSample Material Number

Overview: Using PBworks in the classroom PBworks ExampleDay #1Sample Material #1

Miss. Moss Kindergarten Class Google Classroom ExampleDay #2Sample Material #2

District Technology Training Kidblog ExampleDay #3Sample Material #3

Smithsburg Leopards Collaborize Classroom ExampleDay #4Sample Material #4

Washington County DTTP Google Classroom ExampleDay #2, #5Sample Material #5

NOTE: These sample materials are snapshots of websites that have been created for the District Technology Training Plan. Some of the websites may not be accessible to view unless invited or have established an account.Sample Material #1: Overview: Using PBworks in the ClassroomPBworks-Overview: Using PBworks in the Classroom FrontPage (PBworks, 2015)Sample Material #2: Miss. Moss Kindergarten ClassGoogle Classroom- Miss. Moss Kindergarten Class Stream Page (Google Classroom, 2015)Sample Material #3: District Technology TrainingKidblog- District Technology Training Blog (Kidblog, 2015)Sample Material #4: Smithsburg LeopardsCollaborize Classroom- Smithsburg Leopards: Class 1 Discussion Page (Collaborize Classroom, 2015)Sample Material #5: Washington County DTTPGoogle Classroom- Washington County DTTP Steam Page (Google Classroom, 2015)Field TestBefore the implementation of the five-day training workshop, a field test is imperative in order to assess the effectiveness of the materials, lessons, and instructional strategies. To implement a field test, I will gather a sample audience through the implementation of a Google survey. The survey will ask intermediate (Grades 3-5) teachers, support staff, and administrators/lead teachers in my building to reflect upon their expertise of online communities including: PBworks, Google Classroom, Kidblog, and Collaborize Classroom. I will form a test group of participants who would consider themselves as beginners with regards to implementing and utilizing online communities who are willing to participate. The test group will target the intended audience and will be able to provide the appropriate feedback necessary in order to evaluate the effectiveness of the five-day training plan. I will then implement an abbreviated version of the five-day workshop with the test group. Field testing will take place over a five-day period for one hour after school. The abbreviated version of this workshop will consist of: the purpose, goals, and expectations of the workshop, the explanation and modeling on how to use each online community, and provision of copies of the materials that will be used in the training plan.Feedback from the sample audience will be essential in evaluating the effectiveness of the five-day training workshop. During the abbreviated version of each workshop, I will continue to monitor and evaluate participant understanding and feedback to analyze the effectiveness of the goals, expectations, instructional strategies, and materials. In consideration of time, I will have participants discuss what they have learned about each online community after each session, as well as an example of how it can be utilized in the classroom to support student collaboration and communication in alignment with reading and/or science standards.In addition to being mindful of the participants time, in lieu of completing the culminating unit or project which is done during day five of the workshop training, I will have the participants simply discuss ways that these online communities could be used in order to promote higher-ordered critical thinking skills, communication, collaboration, and demonstrate student knowledge and understanding of curricular content.A major focus will be on the selection of online communities, and the instructional delivery of modeling the basic features and utilization strategies. At the end of each session, participants will be asked to offer feedback by rating the effectiveness of the online community, and the modeling/instructional delivery of each tool through discussing if they would feel comfortable being able to create a workspace through guided or independent practice.At the end of the field test, a feedback form will be distributed to the participants. Through the use of Google survey, participants will rate the value and effectiveness of the instructional materials, the online communities, the instructional delivery, and the goals/expectations for each workshop. The survey will be anonymous to support confidentially and the opportunity for participants to provide honest feedback regarding the five day technology training plan. RevisionThe feedback from the discussions and the Google survey, completed by the field test participants, will provide the essential information necessary in order to evaluate the effectiveness of the technology workshops in order to make instructional decisions to modify, change, or revise components of the workshop. There are a few components of the workshop that could potentially be revised based on the feedback from the field test participants. One particular component that could be revised is the instructional materials. If participants believe the materials are unclear or not reader-friendly, it will decrease the effectiveness of the workshop training. Additionally, revisions could be made to the instructional delivery of the basic features or utilization strategies for each online community. Participants may feel that the strategies being used to teach the tools may be difficult to follow, not time efficient, or ineffective. The online communities may also be revised based on the feedback from the sample audience. If participants feel a technological tool is deemed to be ineffective or not user-friendly, another online community software will need to be evaluated as a replacement. The goals and expectations could also be revised based on the opinion of the field testing group. If majority of the participants feel the culminating project/unit

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