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Montgomery County Public SchoolsDistrict Technology Training Program

Rachel NachmanEDTC640 – Summer 2014

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Table of Contents

The District 3

The Problems 4

The Needs 7

The Audience 9

Goals 11

Content 12

Instructional Strategies 18

Sample Five-Day Workshop 20

Materials 35

Field Test 45

Revision 47

Evaluations 48

Summative Evaluation 49

Budget 51

Follow-Up 52

Appendix A 53

References 54

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The District

Montgomery County Public Schools (MCPS) is the largest school system in Maryland.

Currently, there are 151,289 students and 22,597 employees within the district. The county

currently employs 12,110 teachers within its 202 schools. Within the school district, there

are 132 elementary schools, 38 middle schools, 25 high schools, 5 special schools, 1 career

and technology center, and 1 charter school (Montgomery County Public Schools, 2014).

The student population within Montgomery County Public Schools is extremely racially

diverse. An underwhelming majority of students are white, followed by Hispanic and then

African American. Additionally, 13.3% of students currently receive ESOL services and

11.7% currently receive special education services. Additionally, about a third of students

participate in the Free and Reduced Meals program (Montgomery County Public Schools,

2014).

There is a wide variety of technology available with Montgomery County Public Schools. All

schools utilize Promethean Boards, desktop computers, laptop computers, multi-function

printers, and audio or video recording equipment. Additionally, many schools are equipped

with wireless Internet that connects to the district’s wireless server. Select schools

currently utilize iPads, tablets, or ActivExpression technologies; however, these are not

available in all schools.

There is also a wide variety of software available on school computers. All schools offer

access to Promethean software (for the Promethean Board), as well as access to

productivity, image-editing, presentation-creation, assistive technology, and educational

software and tools.

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The Problems

To identify the technology problems within the school system, a survey was distributed to

current MCPS teachers. This survey is titled “Technology Problems and Needs Survey” and

a link to this survey is found in Appendix A of this document.

According to the survey participants, there are various teacher-related technology issues.

These include:

Lack of Technology Training – Many teachers believed that there is not enough

technology training opportunities. They feel as though they are given a new

technology tool or software to use; however, they are not given the training needed

in order to effectively utilize the technology within the classroom.

Lack of In-House Training – Some teachers described how there is a lack of

training “in-house” (or administered within their school). They need to seek out

classes offered by county administrative staff, and some of these classes are either

too far away or would require them to miss school.

Rushed Training – Some teachers described that the technology training they have

received has been rushed. Thus, the training was not sufficient in educating teachers

on how to use the technology effectively.

Lack of Technology Knowledge – Teachers discussed how in some cases, they are

unaware of the different technologies that are available. Therefore, while they

would like to utilize technology, they do not know which tools are accessible or

available for use.

Lack of Time – Many teachers stated how they are quite overwhelmed and busy

with the many other tasks that they need to do during the year. Thus, even if they

wanted to become more tech savvy, there isn’t enough time to do so.

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Lack of Technology Integration Knowledge – Some teachers described how they

simply do not know how to effectively integrate technology into their instruction.

They lack knowledge of effective and appropriate technology integration strategies.

Additionally, survey participants identified various student-related technology issues.

These include:

Lack of Technology Education and Access – Many teachers stated how they

believed that there is not enough time for students to become adequately familiar

with the different technologies available within the classroom. They believed that

students are not given sufficient training or access to technology during the school

day.

Lack of Typing Practice – Some teachers described how students are expected to

know how to type fluently; however, they are not given explicit typing instruction at

school.

Limited Ability To Use Technology For Research – Teachers discussed how

students struggle with using technology to engage in the inquiry-based research

process.

Curriculum Regulation – According to one teacher, “although there is a wide range

of technology tools available, the curriculum instructs them to use one specific tool.

They do not have the option to use many of the tools available due to the curriculum

requirements” (personal communication, June 18, 2014).

Lack of Preparation for State Assessments – Next year, the Maryland state

assessments will be administered on a computer. Students will be expected to

answer multiple-choice questions, as well as type their answers to written

responses, using the computer. However, some teachers believed that students are

not prepared to take these assessments on the computer because they don’t have

sufficient opportunities to utilize the computers in school.

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Lastly, survey participants identified various school- and community-related technology

issues. These include:

Lack of Classroom Computers – All teachers who took this survey identified “lack

of classroom computers” as an issue.

Limited Technology Resources – In addition to a lack of classroom computers,

many teachers believed that the amount of technology resources available in school

was limited.

Unequal Access To Technology – Some teachers described how within a given

school, technology access was inequitable. For example, not all teachers in a school

have access to Promethean Boards, or not all classrooms in a school have the same

ratio of computers to students.

Too Many Technology-Based Initiatives – Some teachers felt that MCPS is

introducing too many technology-based initiatives simultaneously.

Lack of Technology Equity Within Montgomery County – In addition to

inequitable technology access with schools, some teachers identified a lack of

technology equity among families as an issue. Due to the economic diversity of the

student population, some students have greater access to technology outside of

school than other students.

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The Needs

To identify the technology training needs within the school system, a survey was

distributed to current MCPS teachers. This survey is titled “Technology Problems and

Needs Survey” and a link to this survey is found in Appendix A of this document. Survey

participants identified many training-related needs. These include:

Increased Training Opportunities – Many teachers stated that they would like

more opportunities for technology training. Additionally, they indicated that these

trainings should be offered “in-house”. One teacher explained how “she has said for

years that there are quite a few programs that staff members aren’t familiar with. If

the school would take some time for training (perhaps during staff meetings), then

teachers would be inclined to use it [the technology]” (personal communication,

June 18, 2014). One teacher also stated how she wished there were more technology

training webinars that could be accessed anytime and from anywhere.

Increased Planning Time – Some teachers believed that increased planning time

was needed in order to learn and plan how to integrate the technologies

successfully. According to one teacher, “we need more time – however, I know that

this is something that all teachers wish they had during the school year. There is so

much to do and so things fall by the wayside, such as technology training and

planning” (personal communication, June 18, 2014).

Current MCPS teachers were also given an additional survey that addressed specific

technology software and hardware. The purpose of this survey was to collect data

regarding specific software and hardware that teachers were using, as well as software and

hardware that teachers needed more training on. Furthermore, teachers were asked to

identify the technology-based skills that their students were proficient in. This survey is

titled “Technology Software and Hardware Survey” and a link to this survey can be found in

Appendix A of this document.

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Participants’ responses to this survey were then compiled to create a list of specific

training needs (found below). This list is prioritized in order of importance:

1. Developing Students’ Ability to use Technology to Conduct Research

2. Using the Promethean Board in the Classroom

3. Using ActivInspire 1.6 in the Classroom

4. Developing Students’ Typing and Word Processing Skills

5. Utilizing Assistive Technology Software in the Classroom

6. Using Web 2.0 Tools in the Classroom

7. Developing Students’ Ability to Create Multimedia Presentations and Videos

8. Utilizing iPads or Tablets in the Classroom

9. Using ActivExpressions in the Classroom

10. Using Presentation- and Movie-Creation Software in the Classroom

11. Using Microsoft Excel in the Classroom

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The Audience

This training program is designed for teachers and administrators within MCPS Pre-K,

Preschool Education Program (PEP), or Head Start programs, as well as within MCPS

elementary schools, middle schools, high schools, special (special education) schools, and

alternative programs.

According to statistics published by Montgomery County Public Schools (2012), there are

currently 202 principals within the school system. Approximately 65% of school principals

are female and 35% are male. Additionally, close to half of MCPS principals have been

working as a principal within MCPS for less than five years, and about a third of principals

have been working as a principal within MCPS for between five and ten years. All principals

have an advanced professional certificate, which is the highest professional certificate in

the state of Maryland.

There are also 202 assistant principals within Montgomery County Public Schools.

Approximately 63% of these assistant principals are female and 36.7% are male.

Additionally, 98% of assistant principals have an advanced professional certificate,

whereas 2% have a standard professional certificate (Montgomery County Public Schoo1s,

2012).

As stated in the beginning of this document, Montgomery County Public Schools currently

employs 12,110 teachers. 87.5% of teachers currently have a Master’s Degree or a Master’s

Equivalent, and 97.2% “of core academic subjects are taught by teachers who are Highly

Qualified” (Montgomery County Public Schools, 2014). Nearly 81% of teachers are female

whereas 19% are male. Furthermore, the amount of teaching experience among MCPS

teachers varies, with a majority of teachers having between five and fifteen years of

experience (Montgomery County Public Schools, 2014). An important assumption to note is

that the 17.5% of MCPS teachers who have less than five years of teaching experience may

have recently graduated from an education-degree program in which they received

technology training or took educational technology-related courses. However, this is solely

an assumption.

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An additional survey was distributed to MCPS teachers regarding their language skills. This

survey is titled “Language Skills Survey” and a link to this survey can be found in Appendix

A of this document. According to this survey, many teachers are only fluent in English.

However, there are some teachers that are fluent in Spanish as well.

Lastly, a component of the “Technology Software and Hardware” survey asked teachers to

identify their current technological skills. According to the survey results, teachers

currently feel comfortable using a wide variety of technologies. However, in many cases, a

software that one teacher felt comfortable with was a software that a different teacher did

not feel comfortable with. Thus, it is not possible to generalize MCPS teachers’ current

technological comfort and proficiency.

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Goals

There are various goals of this district technology training program. Through the

administration of public surveys, a wide variety of technology issues and needs were

identified. More specifically, it is evident that teachers need additional training on specific

technologies, and many teachers require support with how to effectively integrate

technology within their classrooms. Additionally, it is evident that MCPS students lack the

fundamental technological skills needed to succeed within our current society. In order to

help our students develop these skills, MCPS teachers and administrators must be

proficient in using the technology that best aligns with our students’ needs.

The goals of this training program are as follows:

Improving administrators’ and teachers’ knowledge of different technologies that

can be utilized within the classroom

Improving administrators’ and teachers’ ability to effectively integrate these

technologies into the classroom for educational purposes

Providing administrators and teachers with instructional strategies to help their

students develop critical technological skills

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Content

The chart below outlines a list of the five-day courses offered as part of this district-wide

technology training program. These courses were developed based upon the technology

training needs identified by current teachers within Montgomery County Public Schools.

Separate courses are designed to cater to varying technology proficiency levels. Certain

classes, which focus on more basic skills, are intended for “beginners”. Additionally, it is

believed that technology training should be continuous, and thus, there are courses

designed for teachers and administrators who are proficient in the specific technology

being discussed. These courses provide a more in-depth look at the advanced features of

the technology tool, hardware, or software.

Note: “Teachers” include all classroom teachers, special education teachers, and specialist teachers

Note: Teachers in special schools or programs should attend the course that best aligns to the grade level that they teach

Title and Description of Course Intended AudienceUsing Concept-Mapping Software in the Classroom

(Elementary School Basics)

Learn the basics of Kidspiration 3 and learn how to integrate this software within your classroom.

Elementary School Teachers and Administrators (Beginners)

A Deeper Look at Using Concept-Mapping Software in the Classroom (For Elementary School)

Learn the more advanced features of Kidspiration 3 and learn how to integrate this software within your classroom.

Elementary School Teachers and Administrators (Intermediate)

Using Concept-Mapping Software in the Classroom (Middle and High School Basics)

Learn the basics of Inspiration 9 and learn how to integrate this software within your classroom.

Middle School Teachers and Administrators (Beginners)

High School Teachers and Administrators (Beginners)

A Deeper Look at Using Concept-Mapping Software in the Classroom (For Middle and High School)

Learn the more advanced features of Inspiration 9 and learn how to integrate this software within your classroom.

Middle School Teachers and Administrators (Intermediate)

High School Teachers and Administrators (Intermediate)

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Title and Description of Course Intended AudienceUsing the Promethean Board in the Elementary School

Classroom

The Promethean Board is not simply a big screen to show movies. This course is designed to educate teachers and administrators on engaging and effective ways to incorporate this technology into the elementary school classroom.

Note: This class does not thoroughly discuss how to create flipcharts for the Promethean Board.

Pre-K, PEP, and Head Start Teachers and Administrators (All Levels)

Elementary School Teachers and Administrators (All Levels)

Using the Promethean Board in the Middle or High School Classroom

The Promethean Board is not simply a big screen to show movies. This course is designed to educate teachers and administrators on engaging and effective ways to incorporate this technology into the middle or high school classroom.

Note: This class does not thoroughly discuss how to create flipcharts for the Promethean Board.

Middle School Teachers and Administrators (All Proficiency Levels)

High School Teachers and Administrators (All Proficiency Levels)

Using ActivInspire 1.6 to Create Promethean Flipcharts (Elementary School Basics)

This course is designed to educate teachers on how to create flipcharts of their own. Learn about the basic features of ActivInspire 1.6.

Pre-K, PEP, and Head Start Teachers and Administrators (Beginners)


A Deeper Look at Using ActivInspire 1.6 to Create Promethean Flipcharts (Elementary School)

This course will focus on the more advanced features of ActivInspire 1.6.

Pre-K, PEP, and Head Start Teachers and Administrators (Intermediate)


Using ActivInspire 1.6 to Create Promethean Flipcharts (Middle and High School Basics)

This course is designed to educate teachers on how to create flipcharts of their own. Learn about the basic features of ActivInspire 1.6.



A Deeper Look at Using ActivInspire 1.6 to Create Promethean Flipcharts (Middle and High School)

This course will focus on the more advanced features of ActivInspire 1.6.



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Title and Description of Course Intended AudienceAssistive Technology in the Classroom

There is a wide variety of assistive technology software available to MCPS teachers! This course is designed to educate teachers and administrators about the different possible assistive technology software options.

Note: The software that will be covered in this training include: WriteOnline, Kurzweil Version 13, Natural Reader 10, PowerTalk, and Boardmaker Plus 6.1.4

PEP Teachers

Teachers and Administrators of students with mild or moderate reading, written expression, and/or communication disabilities (All grade levels)

Microsoft Excel for Teachers and Students (Elementary School Basics)

Microsoft Excel is a valuable tool for teachers and students. This course is designed to educate elementary school teachers about ways that they can use this software for data collection and evaluation. Additionally, this course will also address ways that elementary school students can utilize this software.

Elementary School Teachers (Beginners)

A Deeper Look at Microsoft Excel for Teachers and Students (Elementary School)

Microsoft Excel is a valuable tool for teachers and students. This course is designed to educate elementary school teachers about more advanced ways that they can use this software for data collection and evaluation. Additionally, this course will also address ways that elementary school students can utilize this software.

Elementary School Teachers (Intermediate)

Microsoft Excel for Teachers and Students (Middle and High School Basics)

Microsoft Excel is a valuable tool for teachers and students. This course is designed to educate middle and high school teachers about ways that they can use this software for data collection and evaluation. Additionally, this course will also address ways that middle and high school students can utilize this software.

Middle School Teachers (Beginners)

High School Teachers (Beginners)

A Deeper Look at Microsoft Excel for Teachers and Students (Middle and High School)

Microsoft Excel is a valuable tool for teachers and students. This course is designed to educate middle and high school teachers about more advanced ways that they can use this software for data collection and evaluation. Additionally, this course will also address ways that middle and high school students can utilize this software.

Middle School Teachers (Intermediate)

High School Teachers (Intermediate)

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Title and Description of Course Intended AudienceMicrosoft Excel for Administrators (Basics)

Microsoft Excel is a valuable tool for administrators. This course is designed to administrators about basic ways that they can use this software for data collection and evaluation.

All School-Level Administrators (Beginners)

A Deeper Look at Microsoft Excel for Administrators

Microsoft Excel is a valuable tool for administrators. This course is designed to administrators about more advanced ways that they can use this software for data collection and evaluation.

All School-Level Administrators (Intermediate)

Type, Type, Type! Typing and Word Processing Practice for Elementary School Students

Our students are expected to be fluent and proficient typers; however, we need to teach them how to type! This course is designed to educate elementary school teachers and administrators about Type To Learn Jr., which is a typing practice software that can be used within the classroom. Additionally, teachers and administrators will also learn about the different features of Microsoft Word.

Elementary School Teachers and Administrators (All Proficiency Levels)

Type, Type, Type! Typing and Word Processing Practice for Middle and High School Students

Our students are expected to be fluent and proficient typers; however, we need to teach them how to type! This course is designed to educate middle and high school teachers and administrators about Mavis Beacon Teaches Typing, which is a typing practice software that can be used within the classroom. Additionally, teachers and administrators will also learn about the different features of Microsoft Word.



Creating Multimedia Presentations and Animated Videos in the Classroom (The Basics)

This course is designed to educate teachers and administrators about software that can be used to create both multimedia presentations and animated videos. Additionally, teachers and administrators will learn possible educational uses for this software.

Note: Tools that will be discussed include: Prezi, Zoho Show, Creaza, and PowToon.




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Title and Description of Course Intended AudienceA Deeper Look at Creating Multimedia Presentations and

Animated Videos in the Classroom

This course is designed to educate teachers and administrators about more advanced features of software that can be used to create both multimedia presentations and animated videos. Additionally, teachers and administrators will learn possible educational uses for this software.

Note: Tools that will be discussed include: Microsoft Powerpoint, Knovio, Prezi, Creaza, and PowToon.



High School Teachers and Administrators (Intermediate)

Using iPads in the Elementary School Classroom

The iPad has become a valuable educational technology tool. This course is designed to educate elementary school teachers and administrators on how to effectively use this tool within the classroom. Various elementary school applications will be discussed and modeled.

Pre-K, PEP, and Head Start Teachers and Administrators (All Proficiency Levels)


Using iPads in the Middle and High School Classroom

The iPad has become a valuable educational technology tool. This course is designed to educate middle and high school teachers and administrators on how to effectively use this tool within the classroom. Various applications designed for middle and high school will be discussed and modeled.



Using Tablets in the Elementary School Classroom

The tablet has become a valuable educational technology tool. This course is designed to educate elementary school teachers and administrators on how to effectively use this tool within the classroom.

Pre-K, PEP, and Head Start Teachers and Administrators (All Proficiency Levels)


Using Tablets in the Middle and High School Classroom

The tablet has become a valuable educational technology tool. This course is designed to educate middle and high school teachers and administrators on how to effectively use this tool within the classroom.



Not Just Paper and Pencil! Using ActivExpressions in the Classroom

Students no longer need to demonstrate their knowledge and understanding through paper and pencil assessments. This course is designed to educate teachers and administrators on how to use ActivExpressions within the classroom.




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Title and Description of Course Intended AudienceA New Way of Learning – Using Web 2.0 Tools in the

Elementary School Classroom

This course is designed to educate teachers and administrators on Web 2.0 tools that allow students to create and construct their own knowledge and understanding. Additionally, learn about the ways that you can integrate these Web 2.0 tools within your elementary school classroom.

Note: Web 2.0 tools discussed in this course include blogs, wikis, and social media networks.


A New Way of Learning – Using Web 2.0 Tools in the Middle and High School Classroom

This course is designed to educate teachers and administrators on Web 2.0 tools that allow students to create and construct their own knowledge and understanding. Additionally, learn about the ways that you can integrate these Web 2.0 tools within your middle or high school classroom.

Note: Web 2.0 tools discussed in this course include blogs, wikis, and social media networks.



Developing Students’ Research Skills (Elementary School)

This course is designed to educate teachers and administrators on instructional activities to develop students’ ability to use technology to conduct research. These skills include formulating a research question and using technology to locate appropriate sources, gather information, evaluate, synthesize, and create a list of sources.

Note: This course also discusses the use of NoodleTools, which is a software designed to help students collect, organize, and paraphrase information they gather online.

Elementary School Teachers and Administrators

Developing Students’ Research Skills (Middle and High School)

This course is designed to educate teachers and administrators on instructional activities to develop students’ ability to use technology to conduct research. These skills include formulating a research question and using technology to locate appropriate sources, gather information, evaluate, synthesize, and create a list of sources.

Note: This course also discusses the use of NoodleTools, which is a software designed to help students collect, organize, and paraphrase information they gather online.

Middle School Teachers and Administrators

High School Teachers and Administrators

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Instructional Strategies

Various instructional strategies will be implemented to teach this content. These strategies

include:

Direct modeling – Each workshop will contain instructional activities that involve

direct modeling of the technology being discussed. The workshop presenter will

provide explicit modeling and teaching of how to use the technology device or

software that is being discussed.

Opportunities for hands-on exploration – Throughout each workshop,

participants will have multiple opportunities to practice using the technology being

discussed. Thus, not only will participants be provided with a model for how to use

the technology (as stated above), but they will be able to explore the technology in a

hands-on manner as well. Participants will have many opportunities to apply what

they are learning under the guidance and support of the workshop presenter.

Opportunities for collaboration – Each workshop will contain collaborative

activities where participants can share their ideas with other teachers and/or

administrators. In certain cases, participants will be asked to collaborate with

teachers and/or administrators that teach the same grade (or school level).

Collaboration will occur with the purpose of sharing knowledge, experiences, and

ideas with other school professionals. Participants will collaborate in both whole-

group and small-group settings.

Presenting information in both verbal and visual ways – Each workshop

presenter will use multiple means to present the information. Examples include

verbal discussions, videos, and written guidelines. By both seeing and hearing the

information, it is more likely that participants will remember what they are

learning.

Providing valuable feedback in a timely manner – Throughout each workshop,

the presenter will be providing feedback to participants. This feedback will be

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delivered in a timely manner as to allow participants to reflect on the comments

they are given. In each workshop, feedback will be given on participants’ final

products as a method of assessment and evaluation.

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Sample Five-Day Workshop

The sample five-day plan that follows is for the workshop titled “Creating Multimedia

Presentations and Animated Videos in the Classroom (The Basics)”. It is designed to teach

participants about different tools they can use to create multimedia presentations and

animated videos. Additionally, participants will discuss the different educational uses of

both multimedia presentations and animated videos. This workshop is aimed for teachers

and administrators at all grade levels that identify themselves as “beginners” in this area.

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Technology Workshop Lesson PlanPresenter: Rachel Nachman “Creating Multimedia Presentations and

Animated Videos in the Classroom (The Basics)”Day #1

Subject of Workshop:

The educational value of multimedia presentations and animated videos

“Prezi”

Prerequisite Knowledge:

Ability to write clear learning objectives Basic computer operation skills Fluent typing

Content:

This workshop will provide a basic introduction to multimedia presentations and animated videos. In addition to discussing what multimedia presentations and animated videos are, we will also discuss ways that they can be used within the classroom. Participants will learn about the goals of the five-day workshop as well as the different technology tools that they will be using.

Participants will then begin learning about the first tool: Prezi. Because this class is designed for beginners (of all grade levels), teachers and administrators will learn the basic features of Prezi. They will have opportunities to collaborate with other professional staff in brainstorming how this tool can be used in the classroom. Participants will then be asked to create a Prezi presentation that they can use within their classroom (administrators will create a presentation for a grade level or classroom of their choice). Objectives:

Participants will be able to utilize the basic features of Prezi to create an educational presentation with multimedia elements that aligns with at least one learning objective.Workshop Outline:

1. Participants will be seated in a computer lab. Each participant will be given his or her own computer. The presenter will be in the front of the lab and will be using a computer that connects with an Interactive White Board or projection screen.

2. First, the presenter will ask the following two questions. Participants will be asked to discuss their thoughts with the person sitting next to them.

What is multimedia? What are multimedia presentations and animated videos?

Once participants have finished brainstorming answers to this question, they will be asked to share their thoughts with the whole group. A class-wide discussion will be held on these two types of media, as well as the progression from simple text-only presentation to multimedia presentations and animated videos.

3. The presenter will then ask: What are some ways that teachers can multimedia presentations and animated videos can be

used in the classroom?Participants will be asked to discuss their thoughts with someone sitting near them. The presenter will facilitate a whole-group discussion regarding how teachers can use multimedia presentations and animated videos within the classroom.

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Workshop Outline (continued):

4. The presenter will ask: What are some ways that students can use multimedia presentations and animated videos to

demonstrate their learning?The presenter will facilitate a whole-group discussion with the participants regarding how students can utilize multimedia presentations and animated videos.

5. The presenter will provide an overview of the workshop as well as the tools covered in the workshop:

This five-day workshop will focus on ways that teachers can utilize multimedia presentations and animated videos within their classrooms. In addition, this course will also address how students can use presentations and videos to express their learning. There will be four different technology tools covered: Prezi, Zoho Show, Creaza, and PowToon. Participants will explore the basic features of each of these tools and create different presentations and animated videos that they can use within their classrooms and schools. At the end of the five days, participants will design an educational unit or project for students. This unit or project will involve the creation of a multimedia presentation or animated video for students to demonstrate what they have learned.

6. The presenter will inform participants that they will first be learning about Prezi. To introduce this software, the presenter will show the “What Is Prezi?” video. The presenter will ask participants to share their prior knowledge or experience with Prezi.

7. After the video, the presenter will show an example of a finished Prezi titled “Using Prezi in Your Classroom”. This presentation addresses the different features of Prezi and the ways that Prezi can be used within the classroom. While navigating through the presentation:

The presenter will explain that she will not teach all of the Prezi features that are mentioned within the presentation (because some are more advanced and this is a course for beginners)

The presenter will discuss the different ways that Prezi could be used within the classroom The presenter will also discuss the different multimedia components of the presentation

8. The presenter will ask participants to share any additional ways that teachers or students can use Prezi within the classroom. Why do participants think that Prezi is a valuable tool within the classroom?

9. Using the computer connected to the Interactive White Board or projection screen, the presenter will model how to create a Prezi account. Once the presenter has modeled, each participant will use his or her computer to create a Prezi user account.

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10. The presenter will then model how to use Prezi to create a presentation: The presenter will model how to choose a template for the presentation (or how to use a

blank template) The presenter will model how to add text, images, and multimedia elements (music, videos,

etc.) to a presentation The presenter will model how to create a “path” for the presentation The presenter will model how to inset diagrams or files into the presentation

11. Once the presenter has finished modeling how to use the basic features of Prezi, participants will be asked to create a Prezi that they can use within their classroom or school. The Prezi must contain multimedia elements and must align with at least one learning objective. Participants will be provided with a copy of “How To Create A Prezi Presentation”. This handout provides a step-by-step tutorial on how to create a Prezi presentation.

12. Once participants have finished creating their presentations, they will get in small groups of other teachers or administrators at their school level (elementary, middle, or high) to share their presentations.

Materials:

1. “What Is Prezi” video - https://www.youtube.com/watch?v=pxhqD0hNx4Q

2. “Using Prezi in Your Classroom” - http://prezi.com/aorqpbem3ifc/using-prezi-in-your-classroom/

3. Computer with Internet access for each workshop participant

4. Computer (with Internet access) connected to a projection screen or Interactive White Board for workshop presenter

5. “How To Create A Prezi Presentation” – See Sample Material #1Evaluation Strategies:

Participants’ Prezi presentations will be evaluated for: Incorporation of multimedia elements Alignment and relevance to learning objective Educational value within the classroom

Additionally, the presenter will observe the participants’ ease and comfort level with using Prezi as they create their presentations.

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The educational value of multimedia presentations

“Zoho Show”


Definition of multimedia presentation Ability to write clear learning objectives Basic computer operation skills Fluent typing

Content:

This workshop will review multimedia presentations. In addition to discussing what multimedia presentations are, we will also discuss ways that they can be used within the classroom.

Participants will then learn about another tool: Zoho Show. Because this class is designed for beginners (of all grade levels), teachers and administrators will learn the basic features of this tool. They will have opportunities to collaborate with other professional staff in brainstorming how Zoho Show can be used in the classroom. Participants will then be asked to create a Zoho Show presentation that they can use within their classroom (administrators will create a presentation for a grade level or classroom of their choice). Objectives:

Participants will be able to utilize the basic features of Zoho Show to create an educational presentation with multimedia elements that aligns with at least one learning objective.Workshop Outline:


2. First, the presenter will review the content of the previous lesson by asking participants: What is multimedia? What are multimedia presentations? How can we use multimedia presentations to teach? How can students use multimedia presentations to demonstrate their knowledge and

understanding?Participants will be asked to share their responses in a whole-group discussion.

3. The presenter will inform participants that in addition to learning about Prezi, they will be learning about another tool called Zoho Show. This is another online presentation tool that is free to use. The presenter will ask participants to share their prior knowledge or experience with Zoho Show.

4. As an introduction to Zoho Show, the presenter will show a YouTube video titled “Zoho Show 3.0”. This brief video provides an overview of Zoho Show as well as some of the possible features of this tool.

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5. As a sample Zoho Show presentation, the presenter will use her computer to view the “Sample Zoho Show” presentation. Not only is this an actual Zoho Show presentation, but it also highlights different “beginner” features of this tool. The presenter will provide a verbal commentary to supplement this visual presentation.

6. Once the presenter has finished presenting the “Sample Zoho Show” presentation, the presenter will use her computer to model how to create a Zoho Show account. Once the presenter has modeled, each participant will use his or her computer to create a Zoho Show user account.

7. After all participants have a Zoho Show account, the presenter will use her computer to model how to use Zoho Show. The presenter will explain how she is only going to model how to use the basic features of this tool; however, participants can explore the additional features when they work on their own presentations. Some of the features that will be modeled include:

Adding text and images Adding and formatting shapes Adding video Adding Twitter feeds Customizing the design of the presentation Animations and transitions Publishing

8. After exploring the Zoho Show tool, the presenter will ask participants the following question: What are some possible uses for Zoho Show presentations within the classroom? How can

teachers use this tool? How can students use this tool?Participants will discuss their thoughts with the people sitting near them. Once this smaller-group discussion has taken place, the presenter will facilitate a whole-group discussion.

9. Participants will then be asked to create a Zoho Show presentation that they can use within their classroom or school. The presentation must contain multimedia elements and must align with at least one learning objective. Participants will be provided with a copy of “How To Create A Zoho Show Presentation”. This handout provides a step-by-step tutorial on how to create a Zoho Show presentation.

10. Once participants have finished creating their presentations, they will get in small groups of other teachers or administrators at their school level (elementary, middle, or high) to share their presentations. Participants will also be asked to compare Zoho Show to Prezi (the tool discussed at the previous workshop).

Materials:



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Materials (continued):

3. “Zoho Show 3.0” video - http://youtu.be/aF5152yYROk

4. “Sample Zoho Show” Presentation – PowerPoint File submitted with this document

5. “How To Create A Zoho Show Presentation” – See Sample Material #2Evaluation Strategies:

Participants’ Zoho Show presentations will be evaluated for: Incorporation of multimedia elements Alignment and relevance to learning objective Educational value within the classroom

Additionally, the presenter will observe the participants’ ease and comfort level with using Zoho Show as they create their presentations.

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The educational value of multimedia presentations

“Creaza”


Definition of multimedia presentation Ability to write clear learning objectives Basic computer operation skills Fluent typing

Content:

Participants will learn about an additional presentation tool: Creaza. Because this class is designed for beginners (of all grade levels), teachers and administrators will learn the basic features of this tool. They will have opportunities to collaborate with other professional staff in brainstorming how Creaza can be used in the classroom. Participants will then be asked to create a Creaza presentation that they can use within their classroom (administrators will create a presentation for a grade level or classroom of their choice). Objectives:

Participants will be able to utilize the basic features of Creaza to create an educational presentation with multimedia elements that aligns with at least one learning objective.Workshop Outline:


2. The presenter will remind participants that the past two workshops focused on using Prezi and Zoho Show to create presentations that can be used within a classroom. Both of those tools are general presentation tools – that is, they were not primarily designed for educational purposes. However, today, the class will be centered on a new tool – Creaza. Unlike Prezi and Zoho Show, Creaza includes a separate education presentation tool designed for teachers and students. Using this tool, users can create educational presentations. The presenter will ask participants to share their prior knowledge or experience with Creaza.

3. To introduce Creaza, the presenter will use her computer to navigate through the “Sample Creaza Presentation”. The presenter will explain that a cartoon is only one type of presentation that Creaza offers – there are many other types of presentations that both students and teachers can choose from. As the presenter navigates through this presentation, she will provide a more detailed explanation about what Creaza is.

4. Once the presenter has finished presenting the “Sample Creaza” presentation, the presenter will use her computer to model how to create a Creaza account. Once the presenter has modeled, each participant will use his or her computer to create a Creaza user account.

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5. The presenter will explain that there are many different Creaza presentation options. For the sake of time, she will only model how to browse through the presentation options, how to create an “assignment”, and how to create a presentation. She will then model how to create a Creaza cartoon and discuss the features of Creaza cartoons. These features include:

Exploring the different presentation options of Creaza How to create a Creaza “assignment” for students How to create a Creaza presentation Adding text to presentations Adding images to presentations Adding background, dialogue, and props to presentations

6. After exploring the Creaza tool, the presenter will ask participants the following questions: What are some possible uses for Creaza presentations within the classroom? How can teachers use this tool? How can students use this tool?

Participants will discuss their thoughts with the people sitting near them. Once this smaller-group discussion has taken place, the presenter will facilitate a whole-group discussion.

7. Participants will then be asked to create a Creaza presentation that they can use within their classroom or school. The presentation must contain multimedia elements and must align with at least one learning objective. As an optional activity, participants will also be asked to create a Creaza “assignment” for students. Participants will be given a copy of “How To Create A Creaza” which provides a step-by-step tutorial of how to create a Creaza presentation.

8. Once participants have finished creating their presentations, they will get in small groups of other teachers or administrators at their school level (elementary, middle, or high) to share their presentations. Participants will also be asked to compare Creaza to both Zoho Show and Prezi.

Materials:



3. “Sample Creaza Presentation” - https://www.creazaeducation.com/rachelhnachman/tgsxoYcn3U

4. “How To Create a Creaza” – See Sample Material #3Evaluation Strategies:

Participants’ Creaza presentations will be evaluated for: Incorporation of multimedia elements Alignment and relevance to learning objective Educational value within the classroom

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Evaluation Strategies (continued):

Additionally, the presenter will observe the participants’ ease and comfort level with using Creaza as they create their presentations.

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Technology Workshop Lesson Plan

Presenter: Rachel Nachman “Creating Multimedia Presentations and Animated Videos in the Classroom (The Basics)”

Day #4


The educational value of animated videos “PowToon”


Definition of animated video Ability to write clear learning objectives Basic computer operation skills Fluent typing

Content:

We will learn about an additional tool: PowToon. Because this class is designed for beginners (of all grade levels), teachers and administrators will learn the basic features of this tool. They will have opportunities to collaborate with other professional staff in brainstorming how PowToon can be used in the classroom. Participants will then be asked to create a PowToon video that they can use within their classroom (administrators will create a presentation for a grade level or classroom of their choice). Objectives:

Participants will be able to utilize the basic features of PowToon to create an animated video that aligns with at least one learning objective.Workshop Outline:


2. The presenter will remind participants that the past three workshops focused on using tools to create presentations that can be used within a classroom. However, today, they will be learning about a tool that can be used to create animated videos.

3. To introduce PowToon, the presenter will use her computer to show the “What Is PowToon?” video. The presenter will ask participants to share their prior knowledge or experience with PowToon.

4. The presenter will then use her computer to show an example of a PowToon. This PowToon video is called “5 Ways To Use PowToon in the Classroom”. Thus, this activity serves two purposes: to model what a PowToon is and to identify educational purposes of PowToon.

5. Once the video has played, the presenter will use her computer to model how to create a PowToon account. Once the presenter has modeled, each participant will use his or her computer to create a PowToon user account.

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6. The presenter will then model how to create a PowToon. Some of the basic PowToon features that will be modeled include:

Adding sound to videos Adding images to videos Adding text to videos Adding transitions between frames Adding animation to videos Adding text effects, shapes, and markers to videos Adding props and characters to videos Exporting videos

7. After exploring PowToon, the presenter will ask participants the following questions: In addition to the ways addressed in the video we watched earlier, what are some possible

uses for PowToon videos within the classroom? How can teachers and students use this tool?

Participants will discuss their thoughts with the people sitting near them. Once this smaller-group discussion has taken place, the presenter will facilitate a whole-group discussion.

8. Participants will then be asked to create a PowToon video that they can use within their classroom or school. The video must align with at least one learning objective. Participants will be given a copy of “How To Create A PowToon Video” which provides a step-by-step tutorial of how to use PowToon.

9. Once participants have finished creating their videos, they will get in small groups of other teachers or administrators at their school level (elementary, middle, or high) to share their videos.

Materials:



3. “What Is PowToon?” video - https://www.youtube.com/watch?v=oR__WIK_yqk

4. “5 Ways To Use PowToon in the Classroom” - https://www.youtube.com/watch?v=f-fXKOIWMqI

5. “How To Create a PowToon Video”Evaluation Strategies:

Participants’ Creaza videos will be evaluated for: Alignment and relevance to learning objective Educational value within the classroom

Additionally, the presenter will observe the participants’ ease and comfort level with using PowToon as they create their videos.

31

Technology Workshop Lesson Plan

Presenter: Rachel Nachman “Creating Multimedia Presentations and Animated Videos in the Classroom (The Basics)”

Day #5


The educational value of multimedia presentations and animated videos

Creating a unit or project that utilizes multimedia presentations or animated videos as a way for students to demonstrate understanding


Definition of multimedia presentation Definition of animated video Ability to write clear learning objectives Ability to design instructional unit/project Basic computer operation skills Fluent typing

Content:

This workshop will review multimedia presentations and animated videos. We will also discuss ways that they can be used within the classroom.

Participants will then design an educational unit or project for students. This unit or project will involve the creation of a multimedia presentation or animated video as a way for students to demonstrate what they have learned. Additionally, the unit or project will align with at least one standard and learning objective. Teachers will create a unit or project for their classroom whereas administrators will create a unit or project for a grade-level within their school. Objectives:

Participants will be able to design an instructional unit or project in which students create a multimedia presentation or animated video to demonstrate their understanding.Workshop Outline:


2. The presenter will explain that throughout the past four days, the workshop has focused on ways that teachers can create and use multimedia presentation and animated videos within their classmates. In essence, the multimedia presentations and animated videos were teacher-led and teacher-directed. However, these tools can also be used as a tool for students to demonstrate their understanding. Today, we will focus on using multimedia presentations and animated videos for this purpose – as a final product for students to create that expresses what they have learned.

3. The presenter will introduce three guest speakers (one elementary school teacher, one middle school teacher, and one high school teacher). These speakers will discuss examples of projects and units they have created or implemented in which students created their own presentation or video to demonstrate their understanding. Copies of these lesson plans will be distributed to all participants.

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4. The presenter will further explain the focus of today’s workshop. During the session, participants will create an instructional unit or project in which students create a multimedia presentation or animated video to demonstrate their understanding. Using her computer, the presenter will display the “Guidelines For Your Instructional Unit or Project”, which gives participants the guidelines for the project or unit they will create. Participants will also be given a paper-copy of these guidelines.

5. The presenter will go through these guidelines with the whole group. These guidelines include:

The project or unit must align with at least one instructional objective The project or unit must align with at least one educational standard (state or federal) The project or unit must involve students creating a multimedia presentation or animated

video in order to demonstrate their understandingo Students can use any of the four tools covered throughout the workshop

The project or unit must contain multiple parts and must span over multiple days The project or unit must contain at least three teacher-created resources (rubrics,

instructional materials, etc.) A lesson plan describing the sequence of instructional activities must be included

5. Participants will then have the opportunity to begin working on designing their instructional unit or project.

6. At the end of the workshop, the presenter will conduct a closing discussion on the educational value of multimedia presentations and animated videos.

7. Participants will then be asked to complete a reflective post workshop survey that asks them to discuss what they learned, provide praise about the workshop, and provide constructive feedback and suggestions for improvements.

NOTE: Participants who do not finish before the end of the day will be asked to submit their final project or unit to the presenter when it is completed (by a due date determined by the presenter). All projects or units will be submitted to the presenter electronically.

NOTE: Once the presenter has received all projects and units, she will create a website in which each project or unit is linked and can be downloaded. The presenter will organize the projects and units by grade-level.

Materials:



3. Lesson plans for instructional units and projects

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Materials (continued):

4. “Guidelines For Your Instructional Unit or Project”

5. “Post Workshop Survey”

Evaluation Strategies:

Participants’ instructional unit or project will be evaluated for: Alignment and relevance to learning objective Alignment to at least one educational standard Whether the student is required to create a multimedia presentation or animated video to

demonstrate his or her understanding Whether the project contains multiple parts and spans over multiple days The quantity and quality of the teacher-created resources (at least three) The quality of the lesson plan describing the sequence of instructional activities taking place

throughout the project or unit

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Materials

The following sample materials can be found in this section:

Material Corresponding Workshop Sample Material Number

“How To Create a Prezi Presentation”

Day #1 Sample Material #1

“Sample Zoho Show Presentation”

Day #2 Submitted separate from document

“How To Create a Zoho Show Presentation”

Day #2 Sample Material #2

“How To Create a Creaza” Day #3 Sample Material #3

All materials that are multiple pages will be copied double-sided and stapled. Participants

will be asked to keep all materials until (at least) the end of the five-day workshop.

NOTE: Some images within the “Sample Zoho Show Presentation” do not appear on the

PowerPoint version of this presentation.

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Sample Material #1: “How To Create A Prezi Presentation”

How To Create a Prezi Presentation

Note: This guide only provides directions for using the basic features of Prezi that were addressed in the workshop.

1. Open http://www.prezi.com and log into your Prezi account by clicking the “Log In” button at the top right corner of the screen

2. Once you are logged in, click on the “Your prezis” link on the navigation bar. Then, click on “New Prezi”.

3. Choose a template that you would like to use for your presentation, or, click on “Start blank prezi” if you do not wish to use a pre-made template.


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http://www.prezi.com/

4. Navigate through your canvas by doing the following: Click and drag any point on your canvas to move around

the slide Use your mouse or the Prezi magnifying glass to zoom in

and out

5. Create a title for your Prezi presentation by double clicking on the “Title” text and replacing it with your own text. You can also add text anywhere on a frame by double clicking the location where you would like to the text to appear.

6. Use the “Insert” button at the top of the page to insert: Frames (The “slides” of your presentation) Images Symbols and Shapes YouTube videos Background music A file from your computer A PowerPoint presentation A diagram


7. Use the “Customize” button at the top of the page to customize your presentation’s background and theme.

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8. The order of your frames is also the “path” of your presentation. You can modify the “path” by clicking on the “path” button at the bottom left corner of the screen. When you view the path, you will see the order of the frames on your canvas and on the left-hand tool bar.


9. You can preview your presentation by clicking “Present” at the upper right corner of the screen.

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Happy “Prezi” creating!

For additional tutorials and support, visit https://prezi.com/support/article/

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https://prezi.com/support/article/

Sample Material #2: “How To Create A Zoho Show Presentation”

How To Create A Zoho Show Presentation

Note: This guide only provides directions for using the basic features of Zoho Show that were addressed in the workshop.

1. Open https://www.zoho.com/docs/#6 and sign into your Zoho Show account by clicking the “Sign In” button at the top right corner of the screen

2. To create a new presentation, click on the green “Create” button at the top left of the screen. Click on “Presentation”.

3. Choose a theme for your presentation by selecting a theme and clicking “OK”.


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https://www.zoho.com/docs/#6

4. Create a title for your presentation by double clicking the “Title” text and replacing it with your text.

5. Once you have titled your presentation, create a name to save the file as. On the upper left corner of the screen, replace the text “Untitled Presentation” with a file name.

6. Use the tool bar at the top of the page to create your presentation. Below is a description of each tool bar option:

Home – Use this tool bar to format text within your presentation

Insert – Use this tool bar to insert images, shapes, text, hyperlinks, video, and Twitter feeds into your presentation

Design – Use this tool bar to customize the visual design (themes, backgrounds, layouts) of your slides

Transition – Use this tool bar to set the transition settings for your presentation


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Animation – Use this tool bar to add animation to specific objects within your presentation

Slide Show – Use this tool bar to view your presentation and to customize your slide show playback options

View – Use this tool bar to change how you view your slide show in design mode

Share – Use this tool bar to share and publish your presentation

Happy “Zoho Show” creating!

For additional tutorials and support, visit http://www.zoho.com/docs/help/create-and-edit-presentation.html

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http://www.zoho.com/docs/help/create-and-edit-presentation.html

Sample Material #3: “How To Create A Creaza”

How To Create A Creaza

Note: This guide only provides directions for using the basic features of Creaza that were addressed in the workshop.

1. Open http://www.creaza.com and sign into your Creaza account by clicking the “Log In” link at the top right corner of the screen.

2. Scroll through the different presentation options until you find one that you are looking for. You can also click the blue “Discover exercises” button to filter the presentations based on your preferences.

Sample Material #3: “How To Create A Creaza”

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http://www.creaza.com/

3. Once you have decided upon a presentation template to use, you can either click on “Assign” to create an assignment with this presentation template, or you can click on “Create” to create a presentation with this template.

4. Note: Creaza offers various types of presentations that you can assign or create. To view a tutorial for your specific type of presentation, visit https://www.youtube.com/playlist?list=PLD22E6516DA5EE653

Happy “Creaza” creating!

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https://www.youtube.com/playlist?list=PLD22E6516DA5EE653

https://www.youtube.com/playlist?list=PLD22E6516DA5EE653

Field Test

Before implementing my workshop, I will need to conduct a field test as a way to assess its

effectiveness. In order to test this workshop before I deliver it, I will gather a group of

teachers (and possibly administrators) at my school who identify themselves as

“beginners” with utilizing Prezi, Zoho Show, Creaza, and PowToon. These participants will

be identified based on results of a pre-field test survey. This survey will ask participants to

describe their comfort level with these tools, as well as their interest level in attending a

field test of my workshop.

Once I have gathered my sample audience, I will then implement this workshop over the

course of five afternoons. We will meet for approximately one hour each afternoon. While I

will not deliver the entire workshop, I will implement an abbreviated version of each

session. This abbreviated version will consist of my explaining the purpose of the

workshop, modeling how to use the specific technology tool being discussed, and providing

participants with the materials I intend to use.

I will then ask for the participants’ feedback regarding if they feel as though the modeling

section of the workshop provided sufficient instruction regarding how to use the

technology tool. After the modeling portion of each workshop, I will ask participants’ to

state whether they feel “ready” to use the tool to create either a multimedia presentation or

an animated video (depending on the specific workshop session). I realize that we learn by

“doing”, and I know that my workshop participants will learn as they are creating their

product. However, I also want to provide sufficient teaching and modeling in hopes that the

participants feel confident and prepared to use the technology prior to actually doing so. If

participants do not feel ready to use the tool, then I will need to revise the modeling

component of my lesson to include more direct, explicit teaching.

Additionally, I will also ask for the sample participants’ feedback regarding the materials.

For example, do they feel that the materials are user-friendly? Do the materials provide

sufficient detail to serve as a guide for how to use the specific technology tool? Depending

on my sample participants’ answers, I may need to modify the instructional materials I

intend to use.

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While I would also like my sample audience to test the independent practice component of

the workshop, I do realize that I am already taking time away from their busy schedules.

Thus, I will not ask them to actually create a presentation or video; rather, as discussed

above, I will gauge their confidence and preparedness with using these technology tools

after my modeling. I will also not ask participants to create an instructional unit or project;

however, I again will gauge their confidence as if they were asked to do so.

Overall, this field test aims to serve as an assessment of my workshop’s effectiveness prior

to the actual implementation of the workshop. It will allow me to modify the direct

instruction component, as well as the materials, of my workshop. By having this field test, I

will be able to modify my workshop (if necessary) to ensure that my workshop is effective.

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Revision

As previously stated, the feedback from my field test audience may lead to my revising my

workshop.

If my sample audience does not feel as though the modeling component of my lesson

provides a sufficient overview of how to use the specific technology being taught, then I

will need to revise both the modeling component and the materials to incorporate more

explicit teaching. I will do this by increasing the amount of time spent on providing direct

instruction on how to use the technology tool.

Additionally, if my audience does not feel as though the materials are user-friendly or

specific enough, I will need to revise these materials based upon the feedback I am given.

For example, I can add more detail to the materials, or I can add additional screenshots to

provide more visual aides.

I also want my participants to feel as though they are ready to design an instructional unit

or project in which students create a multimedia presentation or animated video. I realize

that teaching participants how to do this is not a primary objective of my workshop.

However, if my sample audience’s feedback indicates that they do not feel ready to

incorporate student-created presentations or videos into their instruction, then I will need

to modify the day five content and provide more direct teaching on how to create a project

or unit that entails the creation of a presentation or video. I will also provide additional

examples of well-designed instructional projects or units.

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Evaluations

In order for this workshop to be effective, the participants must achieve (or make progress

towards achieving) the objective of each session. The participants must demonstrate an

ability to use the four technology tools to create both multimedia presentations and

animated videos that serve an educational purpose. Thus, to evaluate whether the

participants have achieved the objective of each session, the presenter will utilize the

evaluation strategies found at the end of each lesson plan to assess each presentation or

video. The presenter will also utilize the documented evaluation strategies to assess each

participant’s instructional unit or project.

All multimedia presentations will be evaluated for their incorporation of multimedia

elements, alignment and relevance to the specified learning objective, and overall

educational value within the classroom. Furthermore, all animated videos will be evaluated

for their alignment and relevance to the specified learning objective and for their

educational value.

All instructional units and projects will be evaluated for their alignment and relevance to at

least one specific learning objective and educational standard, the quality of the

supplementary lesson plan, as well as the quantity and quality of the teacher-created

resources. Additionally, the presenter will note the extent to which each unit or project

requires students to create a multimedia presentation or animated video to demonstrate

their understanding. The presenter will also note how many days the project or unit spans

over, as well as how many parts make up the project or unit.

Overall, it is projected that by evaluating participants’ final products at the end of each

session, their progress towards achieving the workshop’s objectives will be measured.

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Summative Evaluation

It is crucial to not only evaluate the participants’ performance, but to also evaluate the

overall success of the workshop. This includes an evaluation of the duration, materials,

technology integration, and instructional strategies.

One way to evaluate the overall success of the workshop is to conduct a post-workshop

survey. This survey will be administered to all participants on the last day of the workshop.

Participants will be asked to describe their overall satisfaction of the workshop and to

reflect on their own learning. Do they feel as though they learned about technology tools to

create multimedia presentation and animated videos? Did they learn about the educational

value of these types of presentations and videos? More specifically, they will be asked to

provide feedback on the following aspects of the workshop:

Duration – Should this workshop span over five days? Should it take place

for five hours per day? What are the participants’ thoughts on the overall

duration of the workshop?

Instructional Materials – Were the materials useful? Did they contain

sufficient detail needed to utilize each technology tool? What changes could

be made to improve the effectiveness of these materials?

Technology Integration – Was technology successfully integrated into the

workshop? Was it beneficial for each participant to have his or her own

computer? Was it helpful for the workshop presenter to have a computer

connected to a projection screen? What are the participants’ thoughts on the

specific technology tools (Prezi, Zoho Show, Creaza, and PowToon) that were

discussed throughout the workshop? What other technologies could have

been integrated into the workshop?

Instructional Strategies – Were the various instructional strategies

effective? What other instructional strategies or activities could have been

included to improve the effectiveness of the workshop?

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In addition to this post-workshop survey, the workshop presenter will also evaluate

participants’ application of their learning. While participants’ feedback is beneficial in

helping plan future workshops, another test of this program’s effectiveness is to monitor

whether participants are using what they have learned. Thus, teachers will be asked to

provide samples of multimedia presentations or animated videos that they have created

after attending the workshop, as well as samples of presentations and videos that their

students have created. Administrators will be asked to update the workshop presenter on

whether multimedia presentations and animated videos are being used within their

schools, and if so, to provide samples as well. By collecting these work samples, the

presenter will be able to evaluate whether participants are taking what they have learned

and applying it within their instruction.

Overall, after conducting both the specific workshop evaluations (discussed in the

“Evaluation” section) as well as this summative evaluation, the presenter will be able to

assess the value of this workshop.

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Budget

The chart below outlines the expenses for implementing the “Creating Multimedia

Presentations and Animated Videos in the Classroom (The Basics)” five-day workshop.

Expense Quantity Cost Number of Hours

Total Cost

Workshop Instructor

1 $40.00 per hour 25 hours $1,000.00 per five-day

workshopParticipant

Stipend30 $20.00 per hour 25 hours $15,000.00 per

five-day workshop

Guest Speakers 3 $30.00 per hour 30 minutes $45.00 per five-day workshop

Expense Quantity Cost Total CostComputer Lab Venue 5 days $0.00

(rented through MCPS)

$0.00

Printed Instructional Materials

465 pages (15 pages per participant + 15

pages per instructor)

$0.00(printed and copied on MCPS printers)

$0.00

TOTAL COST FOR WORKSHOP $16,045.00

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Follow-Up

As discussed within the summative evaluation, the workshop presenter will follow-up with

participants. This “follow-up” will take place either in person, on the phone, or via e-mail,

and will serve the following purposes:

To evaluate participants’ application of their learning – As previously

stated, participants will be asked to share samples of presentations or videos

used within either their classroom or their school.

To provide support – The presenter will provide support and answer any

additional questions that participants may have regarding the creation of

multimedia presentations and animated videos.

To provide additional information about emerging technologies –

Technology is consistently changing, and it is hoped that MCPS teachers and

administrators will remain up-to-date with the most current, technologies.

Therefore, the presenter will follow-up with participants to introduce new

presentation-creation or video-creation technology tools and software.

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Appendix A: Surveys Administered To MCPS Teachers

Technology Problems and Needs Survey:https://docs.google.com/forms/d/1jeR4eGDJ4DgNndogCdfTXKxm6w0nukfZOjilfZCjlAA/viewform

Technology Software and Hardware Survey:https://docs.google.com/forms/d/1zeowfnbBi97FMXXqa9JvV7KxT3jb47bOi1oa1bmKA50/viewform

Language Skills Survey:https://docs.google.com/forms/d/14OMwG3tESLllXVvm9d_ReSp82hRiq8VPOhUvgYubm7Y/viewform

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https://docs.google.com/forms/d/14OMwG3tESLllXVvm9d_ReSp82hRiq8VPOhUvgYubm7Y/viewform

https://docs.google.com/forms/d/14OMwG3tESLllXVvm9d_ReSp82hRiq8VPOhUvgYubm7Y/viewform

https://docs.google.com/forms/d/1zeowfnbBi97FMXXqa9JvV7KxT3jb47bOi1oa1bmKA50/viewform

https://docs.google.com/forms/d/1zeowfnbBi97FMXXqa9JvV7KxT3jb47bOi1oa1bmKA50/viewform

https://docs.google.com/forms/d/1jeR4eGDJ4DgNndogCdfTXKxm6w0nukfZOjilfZCjlAA/viewform?usp=send_form

https://docs.google.com/forms/d/1jeR4eGDJ4DgNndogCdfTXKxm6w0nukfZOjilfZCjlAA/viewform?usp=send_form

References

Montgomery County Public Schools. (2012). Staff statistical profile. Retrieved from http://www6.montgomerycountymd.gov/content/council/pdf/agenda/cm/2012/120501/20120501_GO2-4-MCPS.pdf

Montgomery County Public Schools. (2014). Montgomery county public schools at a glance. Retrieved from http://www.montgomeryschoolsmd.org/uploadedFiles/about/Refresh_2011_Content_Pieces/AAG1.17.14.pdf

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Documents