Running head: INSTRUCTIONAL DESIGN UNIT

Instructional Design Unit

Tammy Clayton, Jessie Harris, David Lively, Amanda Yarbrough & Jared Young
EDUC 633_B01
Liberty University Online
March 13, 2016

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Abstract
This Instructional Design Unit is a group collaboration providing instruction in educational
technology and distant education in the eLearning environment. The group will present various
media tools to assist in the training of teachers in becoming efficient in the use of technology, by
incorporating new methods of digital instructions, with the support of technological training
devices. The instructional unit consists of five lessons, each of which has associated
assessments, test and quizzes. The different types of media selection tools demonstrate the
operation and use of the technological devices in an eLearning environment, using interactive
media to supplement core curriculum for lessons in the classrooms in direct, blended, or online
instruction. Data will be collected in the form of an e-Portfolio to be submitted to the head of
curriculum development.
Key Words: Blended, Core Curriculum, Curriculum, Digital Instructions, Interactive,
eLearning, Instructional Systems Design, Media Selection, Online, Task Analysis,
Technology

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Team
This Instructional Design Unit, (ISD), will be completed by Tammy Clayton, Jessie
Harris, David Lively, Amanda Yarbrough and Jared Young during the course of EDUC 633 Principles in Design and Management in Distance Education.
Collaborative Technology Identification
The team will be using Google Hangout for synchronous classroom meetings and using
Google Docs to share information. There will be one Google Doc that is for the actual ISD and a
second Google Doc that will be used to post information, articles, links and other information
among group members. A Weebly

site has been constructed to house the video presentations

for the Instructional Design Unit. The site URL is: http://sciencesocialscienceisd.weebly.com
Need Identification
This professional development unit is directed to teachers at the secondary education
level to allow teachers to better incorporate technology in the core curriculum classroom. This
fulfills a normative need in which teachers are expected to incorporate more technology in the
21st Century classroom. Teachers will be asked to design a unit of instruction that uses five
different types of technology to enhance student learning: a WebQuest, Powtoon , a Prezi
presentation, EdPuzzle

and iBook Author . Data will be collected in the form of an e-

Portfolio submitted to the head of curriculum development.

Goal Statement
The goal of this instructional design unit is to train teachers to become technology enablers
by fostering processes of innovation that seeks out and incorporate new methods of digital
instructions with the support of technological training devices. Employing the school's
Educational Technologist team, consisting of the schools principal, librarian, special education

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and resources teachers and IT staff members. The team will aid the teachers in developing the
knowledge and skills needed to effectively select and use technology in the classrooms, to avoid
duplication of devices by leveraging resources and common efforts across the school domain.
The team will provide training on the proper operation and use of the technological devices
along with aiding the teachers in understanding the processes of how to select practical
applications using interactive media to supplement core curriculum for lessons in the classrooms.
Task Analysis
The following task analysis describes the tasks that are associated with each of the
modeled technology skills included in the instructional components of the unit. While
introducing various scientists and highlighting each scientists contributions, teachers can engage
students with technologies to enhance student learning potential. This design unit demonstrates a
variety of technologies for purposeful instruction that can be used for direct, blended, or online
instruction. Because of the nature of this instructional unit, the task analysis is subdivided into
three areas: (1) topic analysis, (2) procedural analysis, and (3) critical analysis.
Topic analysis. This instructional unit can be streamlined for either science or social studies, or it
can be used for integrated studies. For this particular unit, instructor(s) have selected five
scientists according to a particular timeline in history, which are represented in sequence.
Students will conduct research using a particular technology associated with each individual
lesson. The focus of the research will be to highlight the main contributions of the scientists,
culminating in a report describing the extent to which the contributions of each of the scientists
enhanced the capabilities of the next scientist in sequence.
I.

Leonardo da Vinci (1452-1519)

II.

Nicolaus Copernicus (1473-1543)

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III.

Gerardus Mercator (1512-1594)

IV.

Galileo Galilei (1564-1642)

V.

Zacharias Janssen (1585-1632)

Procedural analysis. Each topic/scientist has a specifically assigned technology that the students
will use to complete each lesson. This instructional unit will require teachers to apply
technologies for research. The necessary technology skills for each of the individual lessons are
indicated.
I.
II.
III.
IV.
V.

Technology:
Technology:
Technology:
Technology:
Technology:

Powtoon (Leonardo da Vinci)

WebQuest (Nicolaus Copernicus)
EdPuzzle (Gerardus Mercator)
iBook Author (Galileo Galilei)
Prezi (Zacharias Janssen)

Critical analysis. The skills necessary to perform each of the tasks are categorized. (These skills,
currently given in parentheses, will be defined).
I. Powtoon
A. Students will create animated videos on the art and inventions of Leonardo
Da Vinci using the online program PowToon .
B. Animations in the classroom help students understand complex topics more easily,
and they also help students retain information at a higher rate (Kuchimanchi,
2013). By using animations, the art and inventions of Leonardo Da Vinci can be
presented in a way that students will enjoy. A sample animation is provided.
C. (Skill assessment)

II. WebQuest

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A. Students will be required to access the Internet, and find the lesson given the associated link on
WebQuest.
B. According to Dodge (2015), A webquest is an inquiry-based lesson format in which most or all
of the information the learners work with come from the web (p.1). A model WebQuest for
researching Nicholaus Copernicus is provided, which can be used or for classroom research, or
the teacher can use this as model from which to create a similar WebQuest. The instructions for
designing a WebQuest follow a specific flow and can be found on the website zunal.com.
C. Learners will create quizzes in the form of short answer questions, requiring higher level
thinking skills. The questions will be derived from the available resources on the WebQuest.
III. EdPuzzle
A. Students will need to have Internet access to YouTube and to the EdPuzzle application.
B. Tutorial of how to use EdPuzzle . Edudemic (2014) states, With this solution a teacher can
make the most of the video assets he or she has access to, plus everything the Internet has to
offer. It is also an easy enough experience that you can quickly create individualized video
lessons for different students and their particular needs or areas of interest.
C. Students will create higher-order thinking questions from a short video that they watch and use
EdPuzzle

to create quizzes within the video to assess student learning about the subject.

IV. iBook Author

A. Students will incorporate scientific data researched and gathered from the internet
into eBook using the iBook Author

software applications of pre-created

templates, widgets and page layouts features.

B. According to (Lohr, 2014) iBooks

support the integration of various interactive

objects beside basic functionalities like the use of dictionaries and tagging tools
such as 3D pictures, text, posting to websites such as Twitter, Facebook or Google
and other interactive objects which can be incorporated into an interactive book.

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The applications are simple to use thorough touch screen, drag and drop or copy
and paste operations. iBook

interacts with or can be accessed through various

other electronic devices by downloading pieces or full content. It supports blended

learning by encouraging teachers to implement e-learning with the usage of
eBooks into their daily lesson.
C. Students will use creative tools on mobile devices to create a minimum five page
iBook

article outlining the scientific contribution of Galileo Galilei from 1564-

1642. Using hyperlink connections to Galileo contributions.

V. Prezi
A. Students will be responsible for knowing how to research information which may
be used for a presentation within their classrooms.
B. Students will be given training on how to create a Prezi
C. Students will be tasked with creating a short Prezi

presentation

presentation that incorporates

the following: Minimum of 4 slides, images, and links to outside websites.

Learner Analysis
School administrators have provided feedback on the usage of technology within their
school. Surveys and questionnaires have been issued to the teaching staff to analyze the current
level of familiarity with utilizing technology within the classroom, as well as expectations and
current opinions of the e-learning program. (See Appendix A for survey and questionnaire.)
Based on the information received the following Learner Profile has been developed:
The average learner within this analysis has regular interaction with classroom
technologies such as a SMART board, mobile laptop lab, and email. Some individuals
may have experience with more advanced technologies as well. An e-learning program

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designed to help teaching professionals make use of new technologies within their
classrooms is well suited to an instructors busy schedule. School administration has built
a positive view of improved technology training, thus the teachers are excited and highly
motivated to view and participate in this training.
Context Analysis
The performance context of this unit will include administrative support for professional
development. There will be training provided for the teachers on the use of the various
technologies that will be used. This training will include a tutorial of the technology and a chance
to practice using it while there is a knowledgeable staff member present to help. That staff
member will also be available for future reference if the teachers need them.
Students will be expected to work on their own on the projects using these technologies.
Teachers will provide training to their students on the use of these technologies. Alternatively, if
any teacher does not feel adequate in providing this training, a member of the technology staff
will be made available to help. The knowledge the students will gain from this unit will help
them in their future careers. They will be asked to work with different kinds of software and they
need to learn how to quickly assimilate new technologies (Cotugno, 2014).
The learning context will be compatible to the instructional requirements. The students
will need to use either iPads or laptops that will be provided for them. Research has shown that
students who use laptops in their learning are more enthusiastic about learning (Sabzian,
Gilakjani, & Sodouri, 2013). The software is free to install, so they will have access to that with
no problems. The schools network has enough bandwidth and the access points are configured
to handle the requirements of multiple students using these technologies simultaneously. Both
class time and time spent at home may be required for the students to complete this unit.

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Secondary teachers require access to computer labs as a necessary component to incorporating
technology (Wood, Mueller, Willoughby, Specht, & Deyoung, 2005). Therefore, computer labs
and school resources will be made available to the teachers for this unit.
Lesson 1: Leonardo da Vinci
Instructional Objectives
Goal: Students will create animated videos depicting Leonardo Da Vincis art and inventions.
Performance: Students will use computer software to animate videos to show their classmates.
Skill: Students will access the internet and use an online resource to create and animate videos.
1. Performance: By using this software, students will have a chance to learn how to use
a new program and to create a product using the skills they have acquired in that
software.
2. Conditions: The videos must be about Leonardo Da Vinci and his work.
3. Criterion: Students will be given a list of websites on which they can find the
necessary information and pictures to use for their videos.
Objective: Given a brief training lesson on the use of the PowToon

software, students will be

able to create animated videos about Leonardo Da Vinci and his art and inventions.
Assessments
Diagnostic: Once the tutorial is completed, students will be given a 10-question quiz on the steps
needed to create an animated video. (See Appendix B for assessment.)
Formative Assessment: Students will attend a tutorial and work through a step-by-step process
of creating animated videos with the teacher.
Summative Assessment: Students will be required to create the animated video. This will then
be uploaded to YouTube

and assessed by their peers.

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Instructional Strategy
It is important for students to learn how to use new technologies (Cotugno, 2014). This
software will teach students how to animate videos. The teacher will give a demonstration and
tutorial, walking the students through the creation process. Once the students have learned how
to use the software, they will then be tasked with creating their own animated videos. By doing
this, they will have the chance to immediately put into practice the skills they just attained. They
will then upload their finished videos to YouTube

and assess the work of their peers.

Media Selection
PowToon

Requirements
o Internet access
o Flash-enabled browser

Skills needed by users

o
o
o
o

Ability to drag and drop

Understanding of how to resize icons and text
Understanding of changing the timing of the video
If the user can use PowerPoint , they can use this

Bandwidth requirements
o There are no specific bandwidth requirements
Students will create their own videos
The instructor will need to have a firm understanding of how to use the software themselves to
be able to help the students use it. Training will be provided for the instructor on the use of the
website. Tutorial videos are available for any perceived gaps in the training.
Students will need to be trained in using the website. A practice assignment would be
appropriate, as would requiring them to watch the tutorial videos.
Lesson 2: Nicolaus Copernicus

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Instructional Objectives
Goal: Students will be able to create a WebQuest for classroom research.
Skill: Students will access links to research, and select appropriate articles and images for use in
creating the WebQuest.
1. Performance: Students will perform individual research to access information from
the Internet.
2. Conditions: Student will use the suggested websites for creating their WebQuests.
3. Criterion: Students will be supplied with a list of necessary components that are
expected to be included in the completed WebQuest.
Objective: Using the modeling of creating a WebQuest, students should be able to replicate the
model in designing a unique WebQuest that can be used in their classroom research.
Assessments
Diagnostic: In order to test Internet research skills, students will be asked to supply short
answers to a list of 10 questions, the answer of which must be found by accessing the sample
WebQuest provided in the professional development session. In addition, students must illustrate
proficiency uploading images. (See Appendix C for assessment.)
Formative: The students will attend a professional development session in which the teacher
will go through each of the steps of creating a WebQuest, while the students participate in each
of the steps of creating a WebQuest on the same website.
Summative: Students will create another WebQuest, following the instruction received from the
professional development session.
Instructional Strategy

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In learning the new technology, students should be able to create a WebQuest for
classroom research. The essential components of a WebQuest include the following pages: (1)
Welcome, (2) Introduction, (3) Task, (4) Process, (5) Evaluation, and (6) Conclusion (Dodge,
2015). An optional page for teachers is available for describing the features of the Webquest and
for listing standards associated with the lesson (zunol.com). In using the provided hands-on
instruction in developing a WebQuest about the scientific contributions of Nicholaus Copernicus,
students will benefit from learning the new technology.

Media Selection
Another media selection used as a part of this instructional design unit is WebQuest. The
training module for WebQuest will be conducted in a physical classroom. Each learner will be
required to have a computer with Internet access. The training session will consist of two parts.
First, the instructor will explain how to compose parts of a modeled WebQuest, based on the
scientific contributions of Nicholaus Copernicus. Further, the instructor will address related
standards of learning associated with each part. Next, the learners will be asked to create an
additional WebQuest for a topic related to their field of expertise. The WebQuests use the
website, zunal.com, for both the modeled and newly created one.
In order to create a WebQuest, learners must have either a PC or a Mac with at least a
version of Windows 2000 or higher. Learners must have knowledge in using a Web browser such
as Google Chrome, Internet Explorer, Mozilla Firefox, or Safari. In addition, learners must have
an active email account in order to register to use the free software (Teaching with WebQuests
Online, n.d.).

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Basic computer skills are required of learners involving accessing the Internet and
conducting research. For successful completion of creating a WebQuest, participants must have
writing and editing skills in addition to being able to compile resources, upload images and links.
Lesson 3: Gerardus Mercator
Instructional Objectives
Goal: Students will watch a short video on YouTube

about the life of Gerardus Mercator,

create three to five questions from the video, and use EdPuzzle

to create a quiz within the

video to assess student learning about the subject.

Performance: Students will use EdPuzzle

to create a quiz within a video to assess student

learning.
Skill: Students will use EdPuzzle

to create a quiz within a video to assess

Instructional Activities and Materials

Students will follow a tutorial to practice creating an EdPuzzle

quiz from the sites online

tutorial. Materials needed for this project is a computer with online Internet access to YouTube
and the EdPuzzle

website.
Assessments

Formative: Students will follow a tutorial to practice creating an EdPuzzle

quiz and will

submit for feedback.

Summative: Students will be given a link to a YouTube

video on the life of Gerardus Mercator

and will independently create a quiz consisting of three to five questions on EdPuzzle
assess student learning. (See Appendix D for assessment.)
Lesson 4: Galileo Galilei

that will

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Instructional Objectives
Goal: Students will create a five page eBook article using the iBook Author

application of pre-

formatted templates, widgets and images, along with using the Internet to research for content on
the scientist Galileo Galilei.
Skill: Students will learn how to sequence information in chronological order, import/export
objects, images, editing content into documents, and build on critical thinking skills.
1. Performance: Students will create an interactive eBook using iBook Author .
2. Conditions: Students will acquire skills in researching and organizing knowledge,
gaining insight, drawing conclusions and designing.
3. Criterion: Students will be assessed on design, appearance of pages to include text,
picture selection, embedded hyperlinks and sequence order of events.
Objective: Students will collaborate on the various processes, working together in using the
Internet to research for content, images, and pictures to construct the eBook. Fostering
engagement in critical thinking, as well as learning to work together, use of technology and
ownership and pride for the finished product (Halderspm, 2006, p. 18).
Assessments
Diagnostic: Student will be given an online posttest of 10 matching question on Galileo
Galileis life and scientific achievements.
Formative Assessment: Student will use the embedded tutorial as guide to create the pages of
the iBook . A questionnaire will be given as a guideline for the creation of their iBook . (See
Appendix E for assessment.)
Summative Assessment: Students will be required to chronological list Galileo Galilei life and
scientific achievement in an iBook .

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Instructional Strategy
Content Sequence and Clustering
4th graders aged 13 and 14 with practical experiences using mobile devices, iPads and Personal
Computers will provide the basic foundational knowledge needed to maneuver throughout the
iBook application.
Learning Components
A study conducted at the Virtual Pedagogical University of Austria addressed the
students interaction with eBooks interactive digital devices. Pupils ages 13 and 14 years
experienced with eLearning via PCs and iPads were asked for their opinion about learning with
eBooks, the results were eBooks makes it easier for students to understand complex complicated
scientific conceptions and processes. (Lohr, 2014).
Learners Grouping
Two students per group.
Media Selection
The iBook Author

media selection is free software from the Apple corporation, it is

designed for Apple Mac, iPads, iPhone and other Apple products compatible with the MAC
iOS

system. Students will use the tutorials and help menu to construct the pages of the eBook.

Basic computer skills in accessing the internet to research content are required knowledge
needed to be successful in creating the eBooks. Students will be instructed to use various text
styles along with importing, copying and pasting images and content into the templates selected
for designing the eBook. Teacher and students will walk through the tutorial of how to embed a
link to external websites via a provided URL. Students will construct a glossary list of 10 words
with definitions (preselected by the teacher) where they will be assessed on ten words selected

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from the glossary to be matched to definitions in an online posttest. (See Appendix F for
preselected glossary and definitions sheet.)
iBook Author

Operating System: OS X 10.10 or later

Size: 2GB of RAM
Available Disk Space: 1.2GB
Type: Word processor, Desktop publishing, Digital distribution
License: Proprietary (Apple Inc.)
Available in: 29 Languages
Keynote 6.0 or later (required for importing presentations created in Keynote 6.0+)
Pages 5.0 or later (required for importing documents created in Pages 5.0+)
iBooks for iOS 4.3 or later (required for previewing on an iOS device)
iBooks for Mac 1.2 or later (required for previewing on Mac)
iTunes Producer 2.9 or later (required for book publishing)
Network Connection (required for book publishing)

Lesson 5: Zacharias Janssen

Instructional Objectives
Goal: Students will create an online interactive presentation that makes use of images and links
to engage others.
Skill: Students will be able to evaluate and select the appropriate information, images, and links
to be used in their own presentations.
1. Performance: Students will be able to perform research on their own to obtain the
information to be shared within their presentations.
2. Conditions: Students will be given a list of topics to choose from for a sample Prezi
presentation to be worked on after the training seminar.
3. Criterion: A rubric outlining what is required on a successful Prezi presentation will
be used to assess student achievement.

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Objective: Having been through a training seminar about Prezi presentations, students will be
able to design a Prezi presentation of their own to be used within their classrooms.
Assessments
Diagnostic: Students will be tasked with a 10 question fill-in-the-blank test which will be used
to make sure they are able to perform adequate research on their own. Students will complete
this test online and are able to use full internet capabilities to locate their answers. This
assessment will show that students are able to begin this training seminar on presenting
information.
Formative Assessment: During the training seminar the instructor will begin the creation of a
new Prezi

presentation. Students will follow along on their own computers and construct the

same Prezi

presentation using their own account. Students will be given access to a shared

Google Doc that will be used to house information for the presentation being constructed.
Summative Assessment: Students will be required to create a sample Prezi

presentation based

on a list of topics given to the students to choose from. A rubric outlining the details necessary
for a successful presentation will also be provided.
Instructional Strategy
1.

Pre-instructional/Orientation Activities:
i.

Students will be enrolled in a 10 question fill-in-the-blank online test to assess the

students ability to perform research on their own.

ii. Students will view a completed Prezi

presentation on Zacharias Janssen and his

contribution to science to see what is expected of a successful Prezi

2.

Learner Groupings:
Students will work individually.

presentation.

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3.

Practice Activities:
i.

Students will follow along with the instructor and create a new Prezi

presentation.

(Information to be used in this presentation can be found in a shared Google Doc)

ii. Students will be able to submit questions via an online forum to obtain feedback
while they work on following the instructors presentation.
4.

Post Assessment:
i.

Students will be required to complete a sample Prezi

presentation based on a topic

chosen from a list that will be provided. (See Appendix G for assessment.)
Media Selection
Testmoz.com will be used to create the pre-instructional test to assess the students
understanding of how to perform proper research on their own. Testmoz is free and does not
require registration by either the instructor or students participating in the test. The remainder of
the training module will be done through Prezi .
The training module may be delivered in a physical or online classroom setting. For
individuals who would like to participate in a physical classroom setting, it will be necessary for
the instructor to have access to an LCD Projector and for each student to bring their mobile
computer. A computer lab with an LCD Projector could also be used. For the online classroom,
students will be able to access the training module through their own connected device. Training
will be done through a video recording of the completed sample Prezi

presentation

(presentation on Zacharias Janssen) and a second recording following along as the instructor
creates a new presentation.
Testmoz

No additional support needed (i.e. plug-ins, software)

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Minimum browser requirements:

o Mozilla Firefox 3.5
o Google Chrome 21
o Safari 4.0
o Internet Explorer 9
Computer capability requirements to use Testmoz:
o Windows (32-bit and 64-bit operating systems)
Windows XP SP2, Windows Server 2003 SP1, Windows Vista, Windows 7, Windows 8,
Windows 10

Mac

Mac OS X 10.6, Mac OS X 10.7, Mac OS X 10.8, Mac OS X 10.9, Mac OS X 10.10,
Mac OS X 10.11

Bandwidth: 512 kb/s+ recommended

The training module instructor will create the test.
Users must be able to navigate a web browser to locate the Testmoz site and access the
test via a given password. Instructions on how to access the test will be provided upon
admission into the training module.

Prezi

Flash version 11.1 required

Minimum browser requirements:
o Mozilla Firefox 3.5
o Google Chrome 21
o Safari 4.0
o Internet Explorer 9
Computer capability requirements to use Prezi :
o Windows
2.33GHz or faster x86-compatible processor, or Intel Atom 1.6GHz or

faster processor for netbook class devices

Windows Server 2008, Windows Vista Home Premium, Business,
Ultimate, or Enterprise (including 64 bit editions) with Service Pack 2,
Windows 7, or Windows 8 Classic

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512MB of RAM (1GB recommended)

o Mac
Intel Core Duo 1.83GHz or faster processor
Mac OS X v10.9 and higher
512MB of RAM (1GB recommended)
Bandwidth: 512 kb/s+ recommended
Instructors will create media. Adequate research skills are necessary to insure proper
information is being shared throughout the presentation. Basic computer and document

editing skills are necessary.

Instructors creating the presentation will use basic computer and document editing skills.
Creators must be able to add text, images, videos, and links to their presentations. These
skills will be developed throughout the ISD training module through the use of a Prezi
presentation.

References
Anonymous (n.d.), Teaching with webquests online. Teacher Education Institute.
https://teachereducation.com/courses/online/teaching-with-webquests.html
Cotugno, M. (2014). Using google drive to prepare students for workplace writing and to
encourage student responsibility, collaboration, and revision. Teaching English in the Two

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Year College, 42(1), 65-76. Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/1562783184?accountid=12085
Dodge, B. (2015). What is a webquest? Webquest.org.
Kuchimanchi, B. (2013). Role of animation in students learning. Retrieved from:
http://edtechreview.in/trends-insights/insights/367-role-of-animation-in-students-learning
Halderspm, J. (2006, Aug). Middle Ground. Westerville: National Middle School Association
(NJ3). Retrieved Feb 21, 2016, from http://eric.ed.gov/?q=ibook+author&id=ED557240
iBook Author. (2016). Retrieved Mar 13, 2016, from iBook Author Create Imaging Books for
iPad and Mac: www.apple.com/ibookauthor
Lohr, M. (2014, Feb 28 Mar 2,). EBooks as PDF Files, in EPub Format or as Interactive IBooks
Digital Books in Physics Lessons of Secondary Education. International Conference on
MobileLearning (p. 8). Madrid: International Association for Development of the
Information Society. Retrieved Feb 12, 2016, from http://eric.ed.gov/?
q=ibook+author&id=ED557240
Sabzian, F., Gilakjani, A. P., & Sodouri, S. (2013). Use of technology in classroom for
professional development. Journal of Language Teaching and Research, 4(4), 684+.
Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE
%7CA350977933&sid=summon&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=7
86089b4a48387635ef6857b450d51cb
Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers' Perceptions:
barriers and supports to using technology in the classroom. Education, Communication &
Information, 5(2), 183-206. doi:10.1080/14636310500186214Zunal.org (2016).

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Appendix A
Technology Fluency Survey and Questionnaire
Circle the number that most applies
0 = Not at all

1 = Hardly ever

2 = Every so often

3 = Frequently

How many time a week do you use a SMART Board in your classroom?
0

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How often do you make use of the stationary Computer Labs throughout each grading period?
0

How often do you make use of the mobile Computer Labs throughout each grading period?
0

How often do you assign computer based homework throughout each grading period?
0

How often do you use Social Media in your classroom?

0

On average, how often do you contact your student's parents via email?
0

How many times a week do you use the projector in your classroom to show videos/images?
0

How many times a week do you use the projector in your classroom to present lecture notes?
0

Please answer the following questions to the best of your ability:

In what ways do you currently use the SMART Board in your classroom?

In what ways do you use the Computer Lab to help your students learn?

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What are your expected outcomes for the e-learning program?

What are your current thoughts about this e-learning program? (i.e. apprehensive, excited, etc.)

Appendix B
Powtoon Quiz
Directions: Circle the correct answer
1.

What is the first step in creating a Powtoon ?

a. Add music
b. Find pictures
c. Set up an account
d. Pass a comprehensive exam

2.

True or False: It is a good idea to create a script so you know how you want your
presentation to flow.

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3.

What is the second step in creating a Powtoon ?

a. Create a script
b. Edit a video to add to the presentation
c. Email the final product to your teacher
d. Choose the background music

4.

What is the third step in creating a Powtoon ?

a. Run the whole presentation and time it
b. Copy and paste pictures to the slides
c. Set up an account
d. Record voice-over

5.

True or False: You can NOT add music to the presentation.

6.

What is the fourth step in creating a Powtoon ?

a. Watch the finished product
b. Create your slides according to your script
c. Pass a comprehensive exam
d. Choose the background music

7.

What is the fifth step in creating a Powtoon ?

a. Populate the slides
b. Boil water to make pasta
c. Add music
d. Create a script

8.

True or False: You can only use the pictures that are in Powtoon s library on your slides.

9.

What is the sixth step in creating a Powtoon ?

a. Record voice-over
b. Find pictures
c. Adjust the timing of your presentation
d. Plant cabbages

10. After your presentation is completed, where can you save it?
a. On the website
b. On your computer
c. In an email
d. All of the above

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Appendix C
WebQuest Quiz
Directions: Provide short answers for each of the following questions.
1. In order to create a WebQuest, you should use the website location: ____________
2. The cost for creating an account on Zunal is __________________.
3. How is information included in the Welcome helpful to educators when choosing lessons
for their classes?

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4. Why is the Task Description portion considered the most important part of any
WebQuest?
5. List four types of resources that can be added to a Webquest.
6. In three to four sentences, describe what should be included in each of the phases in the
Process portion of a WebQuest.
7. List at least four tools Zunal provides for teachers in the Evaluation portion of creating a
WebQuest.
8. What are the main two purposes of the Conclusion portion in creating a WebQuest?
9. One of the features of the WebQuest is to provide standards that relate to the created
lesson. Where is this information normally provided?
10. How could you use a WebQuest in a blended learning environment?

Appendix D
Scoring Rubric for Creating an EdPuzzle
Name:

Date:
10

Class:
6

Score:
2

Title

Title for
Video
Given

No Title
Given

Cropping

Original
Video
Cropped

Original
Video Not
Cropped

Student
Questions

5 Questions 4 Questions 3 Questions 2 Questions 1 Question No

with
with
with
with
with
Questions
Answers
Answers
Answers
Answers
Answer

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Total
Score

_____/30

Appendix E
iBook Author Questionnaire-Assessment
Directions: (Provide yes or no answer, with comments to no answers). This questionnaire can
be taken online.

1. After viewing tutorial did it help you understand and plan on how you would create your
eBook?

2. What features of the iBook Author

software program did you find most challenging?

3. Did student choose appropriate template design (portrait or landscape) for book size?

4. Did student add text to document?

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5. Did student add photos, images, widgets or video from the iBook Author

libraries,

photo library?

6. Did student add photos, images, or video from the web?

7. Did the student include a hyperlink?

8. Is there evidence of resizing and positioning of objects on pages?

9. Did the student show evidence of using the microphone to narrate the book or music
added music to the eBook?

10. Are content dates/information listed in a chronological or sequenced in order?

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Appendix F
iBook Author - Glossary

Astronomy: The branch of science that deals with celestial objects, space, and the physical
universe as a whole.
Gravity: The force that attracts a body toward the center of the earth, or toward any other
physical body having mass. For most purposes Newton's laws of gravity apply, with minor
modifications to take the general theory of relativity into account.
Telescope: an optical instrument designed to make distant objects appear nearer, containing an
arrangement of lenses, or of curved mirrors and lenses, by which rays of light are collected and
focused and the resulting image magnified.
Sun: The star around which the earth orbits.
Mercury: The chemical element of atomic number 80, a heavy silvery-white metal that is liquid
at ordinary temperatures.
Galaxy: A system of millions or billions of stars, together with gas and dust, held together by
gravitational attraction.

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Universe: All existing matter and space considered as a whole; the cosmos. The universe is
believed to be at least 10 billion light years in diameter and contains a vast number of galaxies; it
has been expanding since its creation in the Big Bang about 13 billion years ago.
Sector: The plane figure enclosed by two radii of a circle or ellipse and the arc between them.
Thermoscope: an instrument for indicating changes of temperature by accompanying changes
in volume (as of a gas)
Milky Way: Is a bar-shaped structure composed of over 400 billion stars. The closest large
spiral galaxy is the Andromeda galaxy, which is larger at 220,000 light years across. It is 2.7
million light years away.
Moon: The natural satellite of the earth, visible (chiefly at night) by reflected light from
the sun.
Jupiter: The fifth planet from the Sun and the largest in the Solar System.
Appendix G
Prezi Rubric
Category

20-16 Points

15-11 Points

10-6 Points

5-0 Points

Creativity

Content is
original
and in the
students
own words

Most content is
original. All
content is in the
students own
words.

Some content is
original. All
content is in the
students own
words.

Content is not in
the students own
words.

No spelling or
grammatical
mistakes.

Minor spelling
or grammatical
mistakes.

Some serious
spelling or
grammatical
mistakes.

Spelling or
grammar hinders
clear
communication
of ideas.

More visual
elements would
add to the
presentation.

Prezi does not

include visual
elements.

The path move

There is no path

Spelling and
Grammar

Multimedia

Effective use of
Prezi includes
images/videos/lin adequate photos,
ks to enhance and videos and/or
support content. links to support
content.
The path moves

The path moves

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Organization

Clarity of Ideas

Oral
Presentation

Content

logically from
one idea to the
next; ideas build
on each other.
Ideas are grouped
in a way that
makes sense.

logically from
one to the next.
Ideas are
grouped
logically.

in a seemingly
arbitrary way.
Ideas are not
grouped or are
grouped
arbitrarily.

and/or grouping.

Prezi is easy to
read; text guides
audience and
serves as an aid.

Prezi is
readable; text
guides the
audience/
presenter.

Prezi is
sometimes
difficult to
follow; zooming
effect is
excessive.

Prezi is difficult
to understand.

Presenter
demonstrates
thorough
understanding of
content and
speaks
knowledgeably
about content.

Presenter
Presenter
Presenter
demonstrates
demonstrates
demonstrates
good
limited
little or no
understanding
understanding
understanding of
of content and is of content and content and reads
able to speak
relies upon Prezi text directly from
knowledgeably text for most of
Prezi to
about most
the presentation.
audience.
talking points.

Ideas are
interesting and
thought
provoking. Ideas
demonstrate
depth of
knowledge.

Ideas are
interesting.
Some ideas are
thought
provoking.

Ideas do not
demonstrate
depth of
knowledge.
Ideas are not
particularly
interesting or
thought
provoking.

Ideas are
illogical or
unclear.