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Kendal Moss

Washington County Public Schools


District Technology Training Plan
EDTC 640
Spring 2015

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District Technology Training Plan
Table of Contents
District

Problems

Needs 6
Audience

Goals/Objectives
Content

Instructional Strategies

21

Sample Five-Day Workshop22


Materials

50

Field Test

53

Revision

54

Evaluations 55
Summative Evaluation
Budget

58

Follow Up

59

Conclusion

60

Appendix

61

References

62

57

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District Technology Training Plan
District
As of 2015, Washington County Public Schools (WCPS), located in Western Maryland, is
the third largest employer in the district. More than 22,000 students attend 46 school facilities,
administered by nearly 2,500 employees (WCPS, 2009). Washington County Public Schools are
dispersed throughout the county. Many schools reside in the countryside hilltops, while others
are located in the heart of the city of Hagerstown. From spacious farmland to the inner city hustle
and bustle, committed educators across the county are continuously striving to empower students
and inspire both curiosity and a love for learning.
Unfortunately, I am unable to obtain information regarding student demographics in
Washington County including: students who are provided free or reduced lunch meal programs,
gender, ethnicity, or students within the district who are provided ESOL services or special
education services. In the District of Washington County, this information is considered
classified and confidential. That being said, my experience working in a few different schools
throughout the county has revealed the socioeconomic status of the WCPS student body to be
notably diverse.
There is a plethora of technology available in Washington County. Every school within
the county has access to a wide variety of technological resources to implement within their
classrooms. All full time teachers are given a desktop computer or laptop for personal use as well
as a printer. However, not all printers are the same, and one teachers printer may not provide all
of the multi-functioning tools that another may provide. In most schools, teachers have access to
interactive whiteboards and a diverse distribution of laptops, desktop computers, and iPads. That
being said, every classroom in each school building does not have equal or unified access to
technological resources.
Additionally, teachers within the district are provided various instructional technological
software. All schools offer Microsoft Office applications such as Microsoft Word, PowerPoint,
Excel, and OneNote. All schools also offer Synergy Gradebook and provide various assistive
technologies, educational software, and tools.
In the 2014-2015 school year, the Washington County superintendent, in partnership with
the educators of the district, has stepped forward in advocating for a 1:1 technological

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District Technology Training Plan
implementation plan. Educators in the county have worked feverishly to advocate and showcase
the transformational learning that is taking place in schools as a result of effective
implementation of instructional technology. The Washington County Board of Education
continues to reflect upon and analyze the benefits of schools acquiring 1:1 technology, in order to
support and fund the initiative.
Problems
Washington County Public School teachers, administrators, and support staff have
volunteered to express their thoughts and opinions regarding instructional technology. In addition
to several face-to-face interviews, data reflecting these opinions on instructional technology was
collected via Google survey; it will be cited within this document and referenced in the appendix
as Technology Questionnaire. Below are the most influential problems facing teachers in this
district:

Unequal access to technology: Every school in the district does not have equal access to
technology. A few schools in the county have laptop carts that are shared between
classrooms and hallways, as opposed to other schools that only have a computer lab or
sets of iPads to be shared throughout the building. One teacher noted, Technology isn't
always available, and it's sometimes difficult to gain access to it if I'm not planned at least
a month ahead. It's on a first-come, first-served basis here and that's not always fair
(personal communication, March 9, 2015). It has also been noted that a few schools
within the county are currently implementing a 1:1 technology initiative. Thus, access to

and distribution of technology across the county is highly diverse.


Limited Opportunities for instructional technology professional development:
Regarding professional development workshops that are offered in-house, more focus
has been placed on curricular content and instructional practices and strategies. As a
result, teachers are not given the proper opportunity to gain additional expertise,
knowledge, and understanding with regards to instructional technology and

corresponding implementation strategies.


Lack of Differentiated Technology Trainings: Teachers have expressed interest in
professional development workshops that are differentiated to accommodate the teachers
needs. One teacher specifically noted in the survey that because only one workshop is

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District Technology Training Plan
available on a specific technology, teachers are attending the training with a variety of
knowledge and familiarity towards the technological resource, thereby making it difficult

for teachers of all abilities to equally benefit from the training.


Limited Instructional Technology Knowledge: In some cases, teachers have expressed
that while they enjoy integrating technology, they are unaware of different or emerging

technological tools or software that are accessible or available for implementation.


Limited Knowledge of Instructional Technology Implementation: Teachers with a
general understanding of technological resources have expressed their lack of knowledge
on effective implementation strategies, which prohibits them from using various

technological software or hardware during instruction.


Lack of Troubleshooting Infrastructure Issues: Teachers struggle to troubleshoot
problems when they arise, such as: internet/network connectivity, volume control, log in
difficulties, etc. Teachers are motivated to implement instructional technology into their
daily activities; however, due to these infrastructure issues, teachers are hesitant to rely

on instructional technology.
Time Constraints: As much as teachers strive to learn more about instructional
technology and implementation strategies, these teachers feel that there is not enough
time to focus solely on building technology skills.

Additional information regarding student-related technology issues was identified in the


Google survey entitled Technology Questionnaire:

Instructional Time Constraints: Teachers have stated that there is not enough time
during the instructional school day to expose and provide opportunities for students to

become familiar with technological resources.


Limited Access to Instructional Technology: Many teachers discussed the limited
access to the same type of instructional technology hardware, consequently making it
difficult to provide equal opportunities for all students to engage in instructional
technology. Teachers have also suggested that building and sustaining routines and
expectations is difficult because the instructional technology for students is not always

accessible or available for student use on a consistent basis.


Limited Ability to use Instructional Technology for Collaboration Purposes:
Teachers have also stated that the lack of accessibility to technological hardware for all
students makes implementing instructional technology for collaboration and

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District Technology Training Plan
communication purposes difficult. Teachers in younger grades have also expressed
concern regarding the lack of opportunities for students to practice and build upon typing
skills, thereby making it more difficult for students to engage in written communication.
Lastly, the Technology Questionnaire survey provided an opportunity to identify problems
that most, if not all teachers across the district in various communities believe were notable
issues. Listed below are several problems that were universally communicated:

Unequal Access to Technology: The general consensus amongst teachers around the
district is that within a given school, access to technology is inequitable. For example, a
teacher can walk into one school where every classroom is implementing a 1:1
technological initiative. However, in a different school that is only miles away from the
aforementioned 1:1 school, the only access to technology is through a computer lab and
various unified technologies dispersed throughout the classrooms. Not all classrooms

have the same ratio of technological hardware to students.


Limited Number of Technological Resources: Teachers believe there is a limited
amount of technological hardware offered per class. Teachers find it difficult to
implement technology on a consistent basis when a laptop or iPad cart is shared within
the building.

Needs
The Technology Questionnaire also provided teachers the opportunity to express and
identify the technological training needs within the district. Below are the following needs
expressed by educators within the county:

Increased Technology Training Opportunities: It was essentially unanimous that


teachers throughout the district believe there should be more opportunities for
professional development regarding instructional technology and effective
implementation strategies. Not only should there be more technology trainings, but
also these trainings should be offered within each school to provide each teacher

throughout the county equal opportunity for professional growth.


Differentiated Technology Training Options: In addition to increased opportunities
for technology training, teachers should also be provided workshops that are

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District Technology Training Plan
differentiated to provide teachers of all technological abilities to equally benefit. One
teacher explained, When a professional development training has been led on
instructional technology, there is a wide range of expertise and ability in one room,
making it hard for everyone to gain valuable information from the training (personal
communication, March 9, 2015). Another teacher had a similar perspective, stating
that it is more likely for teachers to attend professional development trainings on
instructional technology when the workshops accommodate the abilities and expertise
of the teacher on the particular technology.
Through the Technology Questionnaire, which will be referenced in the appendix of this
document, participant survey responses were compiled and prioritized in order to develop a list
of specific technological training needs. This list is reflected below, in order of importance:
1. Utilizing instructional technology software that can be implemented on a variety of
2.
3.
4.
5.
6.

technological hardware (i.e. iPads and laptops).


Utilizing iPads and laptops in the classroom.
Utilizing Google tools and features in the classroom.
Using Web 2.0 tools in the classroom.
Developing students typing and word processing skills for collaborative projects.
Using instructional technology software that can be implemented for student

assessment purposes.
7. Developing and utilizing troubleshooting strategies for technological resources
effectively in the classroom.
Audience
It is the responsibility of the educators in our district to effectively support the students of
Washington County in becoming college and career ready in the 21st century. As a result, it is
essential that our educators are properly equipped and trained in regards to instructional
technology, so that we can better prepare our students. Therefore, this training program is
designed for teachers, administrators, and support staff in the Washington County Public School
district. According to the Washington County Public Schools website (WCPS, 2009), as of 2015,
there are currently 27 elementary schools, 7 middle schools, and 7 high schools. The following
institutions are also noted as part of the Washington County Public School district: a technical

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District Technology Training Plan
high school, an evening high school, a middle-high school, an outdoor education center, and a
special education center.
In addition to the 46 Washington County Public School buildings, and centers, WCPS
(2009) also published statistics in regards to staff departments. Approximately 37% of educators
are education support staff, approximately 57% of educators are teachers, and the remaining 6%
are administration. According to the most recent published statistics by Maryland State
Department of Education (2011, p.), approximately 97% of the educators in WCPS district are
Caucasian, .8% of the population is African-American, and 2% are identified as Other (Asian,
Hispanic, American Indian, etc.). The Maryland State Department of Education (2011), also
reports that of the 97% of Caucasian educators, 73% are female and Caucasian, and 27% are
male. Statistics show that Caucasian females make up the majority of educators in the
Washington County Public School district.
Additionally, the Maryland Department of Education (2011, p. 51) published statistics in
reference to educators years of experience and education backgrounds. It is reported that the
majority, approximately 60% of the educators in Washington County, have between 1-10 years of
teaching experience. Approximately 25% of educators have 11-20 years of experience, while the
reaming 15% have 20+ years of experience. The Maryland Department of Education (2011, p.
51) also reports educators who have obtained a Bachelors degree are almost equivalent to those
who have obtained a Masters degree or higher.
Goals/Objectives
After thorough research and analysis of the problems and needs of the district, it is noted
that there are several technological issues and needs identified. It is evident that additional
training on specific technological resources is provided for teachers within the district.
Additionally, teachers also need differentiated support on how to effectively integrate and
implement instructional technology within the classroom. Additionally, students need more
opportunities to gain and build technological skills in order to be better prepared for college and
career readiness in the 21st century. As a result, educators within the district must be proficient in
using technologies that most effectively support student needs, as well as curricular standards
and objectives.

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District Technology Training Plan
The following is a list of goals and objectives for this District Technology Training Plan:
1. Improving educators knowledge of different technology that can be implemented and
utilized in the classroom.
2. Improving educators ability to implement technological resources effectively and
purposefully during instruction.
3. Improving teachers ability to implement instructional technology software on
multiple hardware devices effectively.
4. Providing teachers instructional strategies to help their students build and develop
technological skills.
Content
The following chart outlines a list of the courses that are available as part of the five day
district-wide technology training program. The courses that are being offered were developed
based upon the training needs identified by current teachers, administrators, and support staff
within the Washington County Public School system. Beginner and intermediate courses will be
offered to accommodate the varying technology proficiency levels. These courses are designed to
offer teachers a continuous education on various instructional technologies. Beginning-level
training will focus on basic skills, while intermediate-level training will provide teachers the
opportunity to engage and collaborate to acquire in-depth knowledge and understanding of
additional, advanced features offered in technological resources and share applications and
implementation strategies.
Title and Course Description
Introduction: Promoting Communication

Intended Audience
Elementary School Teachers, Administrators,

and Collaboration through Online

and Support Staff

Communities
Beginner Level Course: Learn the basics of
wikis, blogs, and other online communities,
and learn how to integrate this software into
your daily instruction.
A Deeper Look into Promoting

Elementary School Teachers, Administrators,

Communication and Collaboration

and Support Staff

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District Technology Training Plan
Title and Course Description
Through Online Communities

Intended Audience

Intermediate Level Course: Learn the


advanced features of wikis, blogs, and other
online communities, and learn how to
integrate this software into your daily
instruction.
Introduction: Promoting Communication

Middle and High School Teachers,

and Collaboration through Online

Administrators, and Support Staff

Communities
Beginner Level Course: Learn the basics of
wikis, blogs, and other online communities,
and learn how to integrate this software into
your daily instruction.
A Deeper Look into Promoting

Middle and High School Teachers,

Communication and Collaboration

Administrators, and Support Staff

through Online Communities


Intermediate Level Course: Learn the
advanced features of wikis, blogs, and other
online communities, and learn how to
integrate this software into your daily
instruction.
Google Drive: Docs for Teachers and

Elementary School Teachers, Administrators,

Students

and Support Staff

Beginner Level Course: Google Documents


offers teachers and students the opportunity to
collaborate and share documents. Teachers
will learn the basics of Google Documents.

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District Technology Training Plan
Title and Course Description
Additionally, this course will address ways

Intended Audience

that elementary school students can utilize


this software.
Google Drive: A Deeper Look at Docs for

Elementary School Teachers, Administrators,

Teachers and Students

and Support Staff

Intermediate Level Course: Google


Documents offers teachers and students the
opportunity to collaborate and share
documents. Teachers will learn the advanced
features of Google Documents. Additionally,
this course will address ways that elementary
school students can utilize this software.
Google Drive: Docs for Teachers and

Middle and High School Teachers,

Students

Administrators, and Support Staff

Beginner Level Course: Google Documents


offers teachers and students the opportunity to
collaborate, create and share documents.
Teachers will learn the basics of Google
Documents. Additionally, this course will
address ways that middle and high school
students can utilize this software.
Google Drive: A Deeper Look at Docs for

Middle and High School Teachers,

Teachers and Students

Administrators, and Support Staff

Intermediate Level Course: Google


Documents offers teachers and students the
opportunity to collaborate, create, and share
documents. Teachers will learn the advanced
features of Google Documents. Additionally,

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District Technology Training Plan
Title and Course Description
this course will address ways that middle and

Intended Audience

high school students can utilize this software.


Google Drive: Creating Multimedia

Elementary School Teachers, Administrators,

Presentations in the Classroom

and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about
software that can create multimedia
presentations. Additionally, this course will
address ways students can utilize this
software in the classroom.
Google Drive: A Deeper Look at Creating

Elementary School Teachers, Administrators,

Multimedia Presentations in the Classroom

and Support Staff

Intermediate Level Course: This course is


designed to educate faculty and staff about
this software, and the advanced features that
can be used to create multimedia
presentations. Additionally, this course will
address ways students can utilize this
software in the classroom.
Google Drive: Creating Multimedia

Middle and High School Teachers,

Presentations in the Classroom

Administrators, and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about
software that can create multimedia
presentations. Additionally, this course will
address ways students can utilize this
software in the classroom.
Google Drive: A Deeper Look at Creating

Middle and High School Teachers,

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District Technology Training Plan
Title and Course Description
Multimedia Presentations in the Classroom

Intended Audience
Administrators, and Support Staff

Intermediate Level Course: This course is


designed to educate faculty and staff about
this software, and the advanced features that
can be used to create multimedia
presentations. Additionally, this course will
address ways students can utilize this
software in the classroom.
Google Drive: Forms for Surveys and

Elementary School Teachers, Administrators,

Student Assessments

and Support Staff

Beginner Level Course: Teachers will learn


the basic features of Google Forms.
Additionally, this course will address ways to
utilize this software in the classroom.
Google Drive: A Deeper Look at Forms for

Elementary School Teachers, Administrators,

Surveys and Student Assessments

and Support Staff

Intermediate Level Course: Teachers will


learn advanced features of Google Forms.
Additionally, this course will address ways to
utilize this software in the classroom.
Google Drive: Forms for Surveys and

Middle and High School Teachers,

Student Assessments

Administrators, and Support Staff

Beginner Level Course: Teachers will learn


the basic features of Google Forms.
Additionally, this course will address ways to
utilize this software in the classroom.
Google Drive: A Deeper Look at Forms for

Middle and High School Teachers,

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District Technology Training Plan
Title and Course Description
Surveys and Student Assessments

Intended Audience
Administrators, and Support Staff

Intermediate Level Course: Teachers will


learn advanced features Google Forms.
Additionally, this course will address ways to
utilize this software in the classroom.
Google Drive: Spreadsheets for Teachers

Elementary School Teachers, Administrators,

and Students

and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about
ways to use this software for data collection
and evaluation. Additionally, this course will
address ways students can utilize this
software in the classroom.
Google Drive: A Deeper Look at

Elementary School Teachers, Administrators,

Spreadsheets for Teachers and Students

and Support Staff

Intermediate Level Course: This course is


designed to educate faculty and staff on the
advanced features of this software for data
collection and evaluation. Additionally, this
course will address ways students can utilize
this software in the classroom.
Google Drive: Spreadsheets for Teachers

Middle and High School Teachers,

and Students

Administrators, and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about
ways to use this software for data collection
and evaluation. Additionally, this course will

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District Technology Training Plan
Title and Course Description
address ways students can utilize this

Intended Audience

software in the classroom.


Google Drive: A Deeper Look at

Middle and High School Teachers,

Spreadsheets for Teachers and Students

Administrators, and Support Staff

Intermediate Level Course: This course is


designed to educate faculty and staff on the
advanced features of this software for data
collection and evaluation. Additionally, this
course will address ways students can utilize
this software in the classroom.
ClassFlow: Putting ActivInspire Flipcharts

Elementary School Teachers, Administrators,

into the Hands of our Students

and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about the
basic features of this software. Additionally,
this course will address ways to utilize this
software in the classroom.
A Deeper Look into ClassFlow: Putting

Elementary School Teachers, Administrators,

ActivInspire Flipcharts into the Hands of

and Support Staff

our Students
Intermediate Level Course: This course is
designed to educate faculty and staff
advanced features of this software.
Additionally, this course will address ways to
utilize this software in the classroom.
ClassFlow: Putting ActivInspire Flipcharts

Middle and High School Teachers,

into the Hands of our Students

Administrators, and Support Staff

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District Technology Training Plan
Title and Course Description
Beginner Level Course: This course is

Intended Audience

designed to educate faculty and staff about the


basic features of this software. Additionally,
this course will address ways to utilize this
software in the classroom.
A Deeper Look into ClassFlow: Putting

Middle and High School Teachers,

ActivInspire Flipcharts into the Hands of

Administrators, and Support Staff

our Students
Intermediate Level Course: This course is
designed to educate faculty and staff about the
advanced features of this software.
Additionally, this course will address ways to
utilize this software in the classroom.
Using Educreations to Create Multimedia

Elementary School Teachers, Administrators,

Presentations

and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about the
basic features of Educreations. Additionally,
this course will address ways to utilize this
software in the classroom.
A Deeper Look into Using Educreations to

Elementary School Teachers, Administrators,

Create Multimedia Presentations

and Support Staff

Intermediate Level Course: This course is


designed to educate faculty and staff about the
advanced features of Educreations.
Additionally, this course will address ways to
utilize this software in the classroom.
Using Educreations to Create Multimedia

Middle and High School Teachers,

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District Technology Training Plan
Title and Course Description
Presentations

Intended Audience
Administrators, and Support Staff

Beginner Level Course: This course is


designed to educate faculty and staff about the
basic features of Educreations. Additionally,
this course will address ways to utilize this
software in the classroom.
A Deeper Look into Using Educreations to

Middle and High School Teachers,

Create Multimedia Presentations

Administrators, and Support Staff

Intermediate Level Course: This course is


designed to educate faculty and staff about the
advanced features of Educreations.
Additionally, this course will address ways to
utilize this software in the classroom.
Using Plickers for Student Assessments

Elementary School Teachers, Administrators,


and Support Staff

Who knew assessing student knowledge and


understanding could be so fun? Here is an
effective alternative to paper-pencil
assessments. This course is designed to
educate faculty and staff about the basic
features of Plickers, and how to use this
software to assess student knowledge and
understanding.
Using Plickers for Student Assessments

Middle and High School Teachers,


Administrators, and Support Staff

Who knew assessing student knowledge and


understanding could be so fun? Here is an
effective alternative to paper-pencil
assessments. This course is designed to

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District Technology Training Plan
Title and Course Description
educate faculty and staff about the basic

Intended Audience

features of Plickers, and how to use this


software to assess student knowledge and
understanding.
Creatively Using iPads in the Elementary

Elementary School Teachers, Administrators,

School Classroom

and Support Staff

This course is designed to educate faculty and


staff about various emerging applications that
can be used in the classroom. Ranging from
little access to 1:1 iPad implementation,
teachers will learn creative and effective ways
to implement this resource in the classroom.
Various elementary school applications will
be discussed and modeled.
Creatively Using iPads in the Middle and

Middle and High School Teachers,

High School Classroom

Administrators, and Support Staff

This course is designed to educate faculty and


staff about various emerging applications that
can be used in the classroom. Ranging from
little access to 1:1 iPad implementation,
teachers will learn creative and effective ways
to implement this resource in the classroom.
Various middle and high school applications
will be discussed and modeled.
Using Software Programs That Are

Elementary School Teachers, Administrators,

Compatible on Any Device

and Support Staff

Struggling to find applications or software


that can be used on iPads, tablets, and/or

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District Technology Training Plan
Title and Course Description
laptops? This course is designed to educate

Intended Audience

faculty and staff about various emerging


applications and software that can be used in
the classroom. No matter the device, teachers
will learn creative and effective ways to
implement these software resources in the
classroom. Various elementary school
applications and software programs will be
discussed and modeled.
Using Software Programs That Are

Middle and High School Teachers,

Compatible on Any Device

Administrators, and Support Staff

Struggling to find applications or software


that can be used on iPads, tablets, and/or
laptops? This course is designed to educate
faculty and staff about various emerging
applications and software that can be used in
the classroom. No matter the device, teachers
will learn creative and effective ways to
implement these software resources in the
classroom. Various middle and high school
applications and software programs will be
discussed and modeled.
Dont Give Up! Troubleshooting Tips for

Elementary School Teachers, Administrators,

Teachers and Students

and Support Staff

Ever run into an error message on a computer


screen? Cant hear audio from the speakers?
Having trouble connecting to the internet?
Dont give up! This course is designed to
educate faculty and staff about various

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District Technology Training Plan
Title and Course Description
troubleshooting tips that can be used in the

Intended Audience

classroom. Additionally, this course will


provide tips that can be used to teach students
how to troubleshoot technology problems in
the classroom.
Dont Give Up! Troubleshooting Tips for

Middle and High School Teachers,

Teachers and Students

Administrators, and Support Staff

Ever run into an error message on a computer


screen? Cant hear audio from the speakers?
Having trouble connecting to the internet?
Dont give up! This course is designed to
educate faculty and staff about various
troubleshooting tips that can be used in the
classroom. Additionally, this course will
provide tips that can be used to teach students
how to troubleshoot technology problems in
the classroom.
Instructional Strategies
Teachers will have the opportunity to learn this content in a variety of instructional
delivery strategies. Below is a list of the instructional strategies that will be implemented to teach
the District Technology Trainings:

Explicit Modeling: Each training offered will provide opportunities for instructional
activities that involve direct and explicit modeling of the specific instructional
technological resources being presented. The presenter of each workshop will effectively
model and incorporate clear and concise instructions on how to use the technological

resource.
Audio and Visual Instruction: Each workshop will offer information through the use of
multimedia presentationsdisplays, recordings, simulations, etc.and a variety of audio

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District Technology Training Plan
and visual formats will be used to engage and deliver instructional information to

properly accommodate multiple learning styles.


Collaborative Exploration: Each workshop offered in this plan will provide participants
multiple opportunities to explore instructional technology resources with fellow faculty
and staff members. Participants will have the opportunity to inquire, engage, and build
upon their knowledge and understanding in order to effectively gain expertise in regards

to the instructional technology and implementation strategies.


Hands-on Learning: Participants will be provided several opportunities at each
workshop to gain knowledge and understanding through hands-on learning experiences.
These experiences will allow the participants to engage in the instructional technologies
in order to apply what they have learned from the instructional modeling to build and
increase proficiency in acquiring the skills and strategies needed to effective utilize the

technological resources in the classroom.


Effective Facilitation: As participants engage in collaborative and hands-on exploration,
workshop presenters and experts in the field will be able to facilitate learning and provide
immediate feedback. Presenters and leaders will be able to scaffold and accommodate to
the needs of groups and individuals during the exploration process to better support
participants in gaining valuable understanding of specific instructional technologies and

implementation strategies.
Online Support: To promote continuous learning and support after the professional
development workshops, videos and presentations on the technological resources will be
available for teachers to obtain additional information regarding the technological
resources and utilization strategies. Additional instructions and implementation strategies
will be recorded to offer participants the opportunity to revisit training lessons on specific
technological resources.

Sample Five-Day Workshop


The sample five day workshop provided below is for the workshop titled Introduction:
Promoting Communication and Collaboration through Online Communities. The workshop will
take place at a local elementary school for the duration of one school week, Monday through
Friday, lasting approximately five hours each day. The workshop will be held during the summer
and scheduled one week before teachers return to school. This workshop is designed to teach

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District Technology Training Plan
participants about different online communitieswikis, blogs, and digital classroomsand how
they can be utilized in the classroom on any type of device, including: desktop computers,
laptops, iPads, and tablets. Additionally, participants will identify the value of online
communities in promoting communication and collaboration that will effectively prepare
students for college and career readiness in the 21st century. This workshop is intended for
elementary teachers (grades 3-5), administrators, and support staff in Washington County who
identify themselves as beginners in this area.

Presenter: Kendal Moss

Technology Workshop Lesson Plan


Workshop Title: Introduction: Promoting

Day # 1

Communication and Collaboration


Subject of Workshop:

through Online Communities


Prerequisite Knowledge:

The educational value of Online

Communities
PBworks

Basic technological/computer skills


Fluent typing
Knowledge of locating student email

addresses
Ability to create and develop clear
science and/or reading learning
objectives.

Content:
This workshop will provide a basic introduction to online communities such as wikis, blogs,
and digital classrooms. In addition to identifying and describing an online community, we will
also discuss implementation strategies and utilization within the classroom. Participants will
learn the goals and objectives for the five-day workshop, including the online communities
that will be presented.
Participants will learn about the first online community: PBworks. Due to this being a
beginner level course, classroom teachers (3rd-5th grade), administrators, and support staff will
learn the basic features of PBworks, as well as how to set up their class wiki to promote
student communication and collaboration emphasizing reading and/or science curricular
concepts. Opportunities for collaborative exploration and discussion will occur for participants

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District Technology Training Plan
to brainstorm how PBworks can be utilized within the classroom. Finally, participants will
have the opportunity to create a workspace that could potentially be used within their
classroom. Administrators and Support Staff will have the opportunity to join a grade level
team or classroom of their choice.
Objectives
Participants will be able to utilize the basic features of PBworks to create an educational class
wiki workspace that aligns with at least one reading and/or science curricular learning
objective.
Procedure
1. Each participant will have access to a computer within the computer lab. The presenter
will be located at the front of the lab, using a computer that is connected to an
interactive whiteboard or projection screen.
2. To introduce the lesson, the presenter will ask the participants:
What is an online community?
Participants will have the opportunity to engage in a whole group brainstorming
discussion on identifying what an online community is, what it looks like, and
examples of online communities.
3. Once participants have identified the purpose of an online community, the participants
will then be asked:
How can an online community be used within a classroom?
How can the use of an online community promote student communication and
collaboration?
Participants will be encouraged to engage discussion with another participant in close
proximity regarding ways teachers can utilize an online community in the classroom.
The presenter will then ask a few participants to share their examples.
4. The presenter will then ask:
How can students demonstrate their curricular knowledge and understanding
through the use of an online community? What would be an example?
Participants will be given the opportunity to chart their brainstorming ideas on chart
paper, and share their ideas as a whole group on how students can utilize online
communities in order to demonstrate their learning.

Moss 24
District Technology Training Plan
5. Both an overview of the workshop and the digital resources that will be utilized in the
five-day training will be presented by the workshop facilitator.
The five-day workshop will focus on ways teachers can utilize an online
community to promote communication and collaboration along with aligning to
curricular standards within their classroom. There will be four online
community programs that will be covered during the five-day training: PB
works, Google Classroom, Kidblog, and Collaborize Classroom. Participants in
these workshops will gain knowledge and understanding of basic features that
each online community (wiki, blog, digital classroom) provides, and will create
a workspace that could be implemented within the classroom. At the end of this
unit, teachers will choose one of these tools to design an educational unit or
project to use in their classroom. The unit or project will demonstrate what they
have learned about their chosen platform, and will be uploaded to their chosen
workspace for their students.
6. The presenter will introduce the first online community: PBworks. To introduce this
Wiki, the presenter will show the introductory video: PBworks Overview. The
presenter will ask educators the following question: Although this video is geared
towards business companies, how can PBworks be tailored to meet our needs in
classrooms? The presenter will ask participants to brainstorm ideas on how this
program can be utilized in the classroom, as well as whether any participants have
prior knowledge or experience with Wikis or this particular program.
7. After the video, the presenter will show a finished workspace on the interactive white
board or projector and screen, the PBworks titled Overview: Using PBworks in the
classroom. This wiki will address the various basic features of PBworks, and
utilization strategies for implementing this online community within the classroom.
This wiki will be shared with the participants, and participants will be encouraged to
request access to this wiki later in the session when accounts have been created in
order to have unlimited access to this workspace. While modeling the PBworks wiki:
The presenter will focus on the basic features of PBworks so that participants
gain an understanding of necessary features in order to effectively implement

this software.
The presenter will provide examples of how this software can accommodate to

Moss 25
District Technology Training Plan

meet the needs of every classroom.


The presenter will provide information on how to set up PBworks, the basic
features that are available, and how to create and implement a workspace for

the classroom.
8. During the presentation, participants will be given a PBworks PowerPoint handout
with step-by-step directions and instructions for setting up and creating a PBworks
wiki space. Participants will be encouraged to take notes and ask questions.
9. The presenter will then use the computer and interactive whiteboard/projector and
screen to dissect the features of PBworks and how to set up a PBworks account. After
reviewing the finished PBworks wiki space, the presenter will then model step-by-step
directions on how to set up a wiki account. Participants will be given time on their own
computer to log into PBworks and set up a classroom account. The presenter will
address:
Creating a username/password.
Creating a URL for the workspace.
How to invite students or other educators to the workspace.
How to request access to a wiki space (encourage participants to request access
to Overview: Using PBworks in the classroom).
10. The presenter will then model how to use PBworks to create a workspace. The
presenter will model how to:
Create, modify, and add pages to the navigation toolbar.
Use the navigation bar to locate each page.
Add text, images, video and/or audio recordings, and additional files to specific
pages within the navigation tool bar.
11. Once the presenter has modeled all of the basic features in creating a workspace on
PBworks, the presenter will show the additional page in Overview: Using PBworks in
the classroom called PBworks Helpful Hints. Participants will be able to view this
workspace at any time to provide the participants the opportunity to watch additional
tutorial videos and explore other information on setting up and utilizing this workspace
in the classroom.
12. The presenter will share with participants a sample workspace that incorporates a
reading and/or science objective and also promotes student communication and
collaboration. The sample workspace will be located on the FrontPage of the
Overview: using PBworks in the classroom wiki.
13. After the presenter has shared the sample workspaces, participants will be asked to

Moss 26
District Technology Training Plan
brainstorm ideas on how PBworks can be utilized in the classroom to support student
communication and collaboration in reading and/or science. Participants will also be
encouraged to share ideas with teams of their grade level and discuss a few ideas with
the whole group.
14. Participants will then be given the time to create their own workspace, developing one
lesson/activity that can be used within their own classroom. The participants must
create a workspace that supports at least one reading and/or science curricular standard
in their grade level. The workspace will also need to promote student collaboration and
communication. The PBworks PowerPoint (handed out earlier in the workshop), the
Overview: Using PBworks in the classroom workspace, the sample workspace, and
the PBworks Helpful Hints page will all be available for participants to utilize during
this exploration time.
15. The presenter will provide facilitated support and circulate the room to provide
additional assistance to those who are in need of further support.
16. Once participants have finished creating their workspace, they will get into small
groups by grade level and share their workspace. Participants will be encouraged to
invite teammates of their grade level to the wiki space, and participants will be asked
to comment on or partake in the workspace activities in order to visualize and
understand how individuals can communicate and collaborate on the PBworks wiki
space.
17. In closing, the presenter will ask a few volunteers to share their wiki space to the entire
group, and the presenter will encourage participants to discuss how these workspaces
engage collaboration and communication while providing opportunities for individuals
to demonstrate their knowledge and understanding of curricular content.
Materials

PBworks Overview video: https://youtu.be/y5_MM7MfEU4.


Overview: Using PBworks in the Classroom:

http://usingpbworksintheclassroom.pbworks.com/.
PBworks PowerPoint Handout.
Computer with internet access for each participant and presenter.
Interactive whiteboard or projector and screen for presenter.
Teachers will be advised to bring:
o Science curriculum, text, project ideas etc.

Moss 27
District Technology Training Plan
o Reading curriculum, books, project ideas etc.
Evaluation Strategies
The participants will be creating a workspace using PBworks, and the workspaces
(lesson/activity) will be evaluated based on:
1. Alignment and relevance in relation to at least one reading and/or science curricular
standard/objective.
2. Whether the workspace provides effective educational value for students.
3. Whether the workspace promotes student communication and collaboration.

Presenter: Kendal Moss

Technology Workshop Lesson Plan


Workshop Title: Introduction: Promoting

Day # 2

Communication and Collaboration


Subject of Workshop:

through Online Communities


Prerequisite Knowledge:

The educational value of Online

Communities
Google Classroom

Basic technological/computer skills


Fluent typing
Knowledge of locating student email

addresses
Ability to create and develop clear
science and/or reading learning
objectives.

Content:
This workshop will provide a basic review of online communities such as wikis, blogs, and
digital classrooms. In addition to identifying and describing an online community, we will also
discuss implementation strategies, and utilization within the classroom.
Participants will learn about the second online community: Google Classroom. Due to this
being a beginner-level course, classroom teachers (3rd-5th grade), administrators, and support
staff will learn the basic features of Google Classroom, and how to set up their digital
classroom to promote student communication and collaboration emphasizing reading and/or
science curricular concepts. Opportunities for collaborative exploration and discussion will

Moss 28
District Technology Training Plan
occur for participants to brainstorm how Google Classroom can be utilized within the
classroom. Finally, participants will have the opportunity to create a workspace that could
potentially be used within their classroom. Administrators and Support Staff will have the
opportunity to join a grade level team, or classroom of their choice.
Objectives
Participants will be able to utilize the basic features of Google Classroom to create an
educational digital classroom workspace that aligns with at least one reading and/or science
curricular learning objective.

Procedure
1. Each participant will have access to a computer within the computer lab. The presenter
will be located at the front of the lab, using a computer that is connected to an
interactive whiteboard or projection screen.
2. To introduce the lesson, the presenter will review:
What is an online community?
How can an online community be used within a classroom?
How can the use of an online community promote student communication and

collaboration?
How can students demonstrate their curricular knowledge and understanding
through the use of an online community? What would be an example?

Participants will be asked to discuss with fellow participants and share responses with
the whole group.
3. An overview of the workshop and the digital resources that will be utilized in the fiveday training will be reviewed by the workshop facilitator.
The five-day workshop will focus on ways teachers can utilize an online
community to promote communication and collaboration, while also aligning
with curricular standards within their classroom. There will be four online
community programs that will be covered during the five-day training: PB
works, Google Classroom, Kidblog, and Collaborize Classroom. Participants in
these workshops will gain knowledge and understanding of basic features that

Moss 29
District Technology Training Plan
each online community (wiki, blog, digital classroom) provides, and will create
a workspace that could be implemented within their classroom. At the end of
this unit, teachers will choose one of these tools to design an educational unit or
project to use in their classroom. The unit or project will demonstrate what they
have learned about their chosen platform, and will be uploaded to their chosen
workspace for their students.
4. The presenter will introduce the second online community: Google Classroom. To
introduce this digital classroom, the presenter will show the introductory video: Google
Classroom Overview. The presenter will ask educators: How is Google Classroom
similar and/or different to PBworks? How can a digital classroom benefit our teachers
and students? The presenter will ask participants to brainstorm ideas on how this
program can be utilized in the classroom, and if any participants have prior knowledge
or experience with digital classrooms or this particular program.
5. After the video, the presenter will show a sample Google Classroom workspace on the
interactive whiteboard or projector and screen. The Google Classroom titled
Smithsburg Elementary Learning Community, will address the various basic features
of how Google classroom can be utilized to promote professional growth and
collaboration between teachers, administration, and support staff.
6. The presenter will then show another sample Google Classroom workspace on the
interactive whiteboard or projector and screen. The Google Classroom titled Miss
Moss Kindergarten Class, will focus on ways teachers can utilize and implement this
online community within the classroom to promote student communication and
collaboration in reading and/or science. While modeling the Google Classroom:
The presenter will focus on the basic features of Google Classroom so that
participants gain an understanding of necessary features in order to effectively

implement this software.


The presenter will provide examples of how this software can accommodate to

meet the needs of every classroom.


The presenter will provide information in regards to how to set up Google
Classroom, the basic features that are available, and how to create and

implement a workspace for the classroom.


7. During the presentation, participants will be given a Google Classroom PowerPoint
handout with step-by-step directions and instructions for setting up, and creating a

Moss 30
District Technology Training Plan
Google Classroom to take notes and encouraged to ask questions.
8. The presenter will then use the computer and interactive whiteboard/projector and
screen to dissect the features of Google Classroom and how to set up a Google
Classroom account. After reviewing both Google Classroom examples, the presenter
will then model step-by-step directions using the workspace; Washington County
DTTP, to show how to set up a Google classroom account. Participants will be given
time on their own computer to log into Google Classroom and set up their own
account. The presenter will address:
How to create a class.
How to select a theme/upload a photo.
How to invite students or other educators to the workspace.
How to request access to join a class: Participants will be asked to join the
Washington County DTTP Google Classroom.
How to update class profile information.
9. The presenter will then model how to use Google Classroom to create a workspace.
The presenter will model how to:
Upload existing assignments.
Use the navigation bar to locate assignments, announcements, students, and

class profile information.


Add text, images, video and/or audio recordings, and additional files to the

digital classroom.
Post new assignments and announcements.
10. After the presenter has shared the sample workspaces, participants will be asked to
brainstorm ideas on how Google Classroom can be utilized in the classroom to support
student communication and collaboration in reading and/or science. The presenter will
encourage the participants to comment and/or respond to the announcement posted on
Washington County DTTP, on ways to utilize Google Classroom in relation to
reading and/or science, in order for participants to recognize and identify how this
digital classroom can promote student communication and collaboration.
11. Participants will then be given the time to create their own workspace, developing one
lesson/activity that can be used within their own classroom. The participants must
create a workspace that supports at least one reading and/or science curricular standard
in their grade level. The workspace will also need to promote student collaboration and
communication. The Google Classroom PowerPoint (handed out earlier in the

Moss 31
District Technology Training Plan
workshop), the Miss. Moss Kindergarten Class workspace, and the Washington
County DTTP workspace will all be available for participants to utilize during this
exploration time. Additional video tutorials and links will be provided on the
Washington County DTTP board to provide participants additional resources and
information.
12. The presenter will provide facilitated support and circulate the room to provide
additional assistance to those who are in need of further support.
13. Once participants have finished creating their Google Classroom, they will get into
small groups (the suggested grouping is by grade level) and share their workspace.
Participants will be encouraged to invite their grade level teammates to the digital
classroom, and participants will be asked to comment on or interact with the
workspace activities in order to visualize and understand how individuals can
communicate and collaborate on the Google Classroom workspace.
14. In closing, the presenter will ask a few volunteers to share their Google classroom to
the entire group. All of the participants will be asked to complete the Google
Classroom assignment. Each participant will need to share their Google classroom
code under the Google Classroom assignment on the Washington County DTTP
Google Classroom page.
Materials

Google Classroom Overview video: https://youtu.be/JUiLc0If0CI.


Smithsburg Elementary Learning Community:

https://classroom.google.com/u/0/c/MjExMjQzMTNa.
Miss. Moss Kindergarten Class https://classroom.google.com/u/0/c/NTIxNzgyMjla.
Washington County DTTP https://classroom.google.com/u/0/c/MTQyNzI5NDc4.
Google Classroom PowerPoint Handout.
Computer with internet access for each participant and presenter.
Interactive whiteboard or projector and screen for presenter.
Teachers will be advised to bring:
o Science curriculum, text, project ideas etc.
o Reading curriculum, books, project ideas etc.
Evaluation Strategies
The participants will be creating a digital classroom using Google Classroom, and the
workspaces (lesson/activity) will be evaluated based on:

Moss 32
District Technology Training Plan
1. Alignment and relevance in relation to at least one reading and/or science curricular
standard/objective.
2. Whether the workspace provides effective educational value for students.
3. Whether the workspace promotes student communication and collaboration.

Presenter: Kendal Moss

Technology Workshop Lesson Plan


Workshop Title: Introduction: Promoting

Day # 3

Communication and Collaboration


Subject of Workshop:

through Online Communities


Prerequisite Knowledge:

The educational value of Online

Communities
Kidblog

Basic technological/computer skills


Fluent typing
Knowledge of locating student email

addresses
Ability to create and develop clear
science and/or reading learning
objectives.

Content:
This workshop will provide a basic review of online communities such as wikis, blogs, and
digital classrooms. In addition to identifying and describing an online community, we will also
discuss implementation strategies and utilization within the classroom.
Participants will learn about the third online community: Kidblog. Due to this being a
beginner-level course, classroom teachers (3rd-5th grade), administrators, and support staff will
learn the basic features of Kidblog, as well as how to set up their class blog to promote student
communication and collaboration emphasizing reading and/or science curricular concepts.
Opportunities for collaborative exploration and discussion will occur for participants to
brainstorm on how Kidblog can be utilized within the classroom. Finally, participants will
have the opportunity to create a workspace that could potentially be used within their
classroom. Administrators and Support Staff will have the opportunity to join a grade level
team or classroom of their choice.
Objectives

Moss 33
District Technology Training Plan

Participants will be able to utilize the basic features of Kidblog to create an educational class
blog workspace that aligns with at least one reading and/or science curricular learning
objective.
Procedure
1. Each participant will have access to a computer within the computer lab. The presenter
will be located at the front of the lab, using a computer that is connected to an
interactive whiteboard or projection screen.
2. To introduce the lesson, the presenter will review:
What is an online community?
How can an online community be used within a classroom?
How can the use of an online community promote student communication and

collaboration?
How can students demonstrate their curricular knowledge and understanding
through the use of an online community? What would be an example?

Participants will be asked to discuss with fellow participants and share responses
whole group.
3. An overview of the workshop and the digital resources that will be utilized in the fiveday training will be reviewed by the workshop facilitator.
The five-day workshop will focus on ways teachers can utilize an online
community to promote communication and collaboration along with aligning to
curricular standards within their classroom. There will be four online
community programs that will be covered during the five-day training: PB
works, Google Classroom, Kidblog, and Collaborize Classroom. Participants in
these workshops will gain knowledge and understanding of basic features that
each online community (wiki, blog, digital classroom) provides, and will create
a workspace that could be implemented within their classroom. At the end of
this unit, teachers will choose one of these tools to design an educational unit or
project to use in their classroom. The unit or project will demonstrate what they
have learned about their chosen platform, and will be uploaded to their chosen
workspace for their students.
4. The presenter will introduce the third online community: Kidblog. To introduce this

Moss 34
District Technology Training Plan
blogging software, the presenter will show the introductory video: Kidblog Overview.
The presenter will ask educators: How is Kidblog similar and/or different when
compared with PBworks and/or Google Classroom? How can a classroom blog benefit
our teachers and students? The presenter will ask participants to brainstorm ideas on
how this program can be utilized in the classroom, as well as whether any participants
have prior knowledge or experience with this particular program or blogging generally.
5. After the video, the presenter will show a sample Kidblog workspace on the interactive
white board or projector and screen. The Kidblog titled Ms. Mosss Class will
address the various basic features of Kidblog, as well as how this tool can be utilized to
promote student communication and collaboration in reading and/or science. While
modeling the Kidblog:
The presenter will focus on the basic features of Kidblog so that participants
gain an understanding of necessary features in order to effectively implement

this software.
The presenter will provide examples of how this software can accommodate to

meet the needs of every classroom.


The presenter will provide information on how to set up Kidblog, the basic
features that are available, and how to create and implement a workspace for

the classroom.
6. During the presentation, participants will be given a Kidblog PowerPoint handout with
step-by-step directions and instructions for setting up and creating a Kidblog.
Participants will be encouraged to take notes and ask questions.
7. The presenter will then use the computer and interactive whiteboard/projector and
screen to dissect the features of Kidblog and how to set up a Kidblog account. After
reviewing the Kidblog example, the presenter will then model step-by-step directions
to show how to set up a Kidblog account. Participants will be given time on their own
computer to log into Kidblog and set up their own account. The presenter will address:
The Dashboard:
How to create a class.
Users:
How to invite or share the class blog with students or other educators to

the workspace.
How to create your profile.
Settings:

Moss 35
District Technology Training Plan
How to select a theme/avatar.
How to control who can comment and view the classroom blogs.
8. The presenter will then model how to use Kidblog to create a workspace. The presenter
will model how to:
Add and post a new post.
Use the navigation bar to locate the dashboard, new posts, review posts,

comments, users, and settings.


Add text, images, video and/or audio recordings, and additional files to the a

new blog post.


Review blogs and post comments.
9. After the presenter has shared the sample Kidblog, participants will be asked to
brainstorm ideas on how Kidblog can be utilized in the classroom to support student
communication and collaboration in reading and/or science. The presenter will
encourage the participants to comment on both the District Technology Training blog
and on ways to utilize Kidblog in relation to reading and/or science, in order for
participants to recognize and identify how classroom blogs can promote student
communication and collaboration.
10. Participants will then be given the time to create their own workspace, developing one
lesson/activity that can be used within their own classroom. The participants must
create a workspace that supports at least one reading and/or science curricular standard
in their grade level. The workspace will also need to promote student collaboration and
communication. The Kidblog PowerPoint (handed out earlier in the workshop), the
Ms. Mosss Class blog, and the District Technology Training blog will all be
available for participants to utilize during this exploration time. Additional video
tutorials and links will be provided on the District Technology Training blog to
provide participants additional resources and information.
11. The presenter will provide facilitated support and circulate the room to provide
additional assistance to those who are in need of further support.
12. Once participants have finished creating their Kidblog workspace, they will get into
small groups (the suggested grouping is by grade level) and share their workspace.
Participants will be encouraged to invite their grade level teammates to their classroom
blogs, and participants will be asked to comment on or interact with the workspace
activities in order to visualize and understand how individuals can communicate and
collaborate on the Kidblog workspace.

Moss 36
District Technology Training Plan
13. In closing, the presenter will ask a few volunteers to share their Kidblog with the entire
group, and the presenter will encourage participants to discuss how these workspaces
engage collaboration and communication while providing opportunities for individuals
to demonstrate their knowledge and understanding of curricular content.
Materials

Kidblog Overview video: https://youtu.be/UKhMeHcCG_8.


Ms. Mosss Class: http://kidblog.org/MsMosssClass-8/48c24142-ba3c-4f73-9343-

026dc13c7b0f/hydroponics/.
District Technology Training: http://kidblog.org/MsMosssClass-8/48c24142-ba3c-

4f73-9343-026dc13c7b0f/district-technology-training/.
Kidblog PowerPoint Handout.
Computer with internet access for each participant and presenter.
Interactive whiteboard or projector and screen for presenter.
Teachers will be advised to bring:
o Science curriculum, text, project ideas etc.
o Reading curriculum, books, project ideas etc.
Evaluation Strategies

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

Presenter: Kendal Moss

Technology Workshop Lesson Plan


Workshop Title: Introduction: Promoting

Day # 4

Communication and Collaboration


Subject of Workshop:

through Online Communities


Prerequisite Knowledge:

The educational value of Online

Communities
Collaborize Classroom

Basic technological/computer skills


Fluent typing
Knowledge of locating student email
addresses

Moss 37
District Technology Training Plan

Ability to create and develop clear


science and/or reading learning
objectives.

Content:
This workshop will provide a basic review of online communities such as wikis, blogs, and
digital classrooms. In addition to identifying and describing an online community, we will also
discuss implementation strategies, and utilization within the classroom.
Participants will learn about the fourth online community: Collaborize Classroom. Due to this
being a beginner level course, classroom teachers (3rd-5th grade), administrators, and support
staff will learn the basic features of Collaborize Classroom, as well as how to set up their
digital classroom to promote student communication and collaboration emphasizing reading
and/or science curricular concepts. Opportunities for collaborative exploration and discussion
will occur for participants to brainstorm on how Collaborize Classroom can be utilized within
the classroom. Finally, participants will have the opportunity to create a workspace that could
potentially be used within their classroom. Administrators and Support Staff will have the
opportunity to join a grade level team or classroom of their choice.
Objectives
Participants will be able to utilize the basic features of Collaborize Classroom to create an
educational digital classroom workspace that aligns with at least one reading and/or science
curricular learning objective.
Procedure
1. Each participant will have access to a computer within the computer lab. The presenter
will be located at the front of the lab, using a computer that is connected to an
interactive whiteboard or projection screen.
2. To introduce the lesson, the presenter will review:
What is an online community?
How can an online community be used within a classroom?
How can the use of an online community promote student communication and
collaboration?

Moss 38
District Technology Training Plan

How can students demonstrate their curricular knowledge and understanding


through the use of an online community? What would be an example?

Participants will be asked to discuss with fellow participants and share responses with
the whole group.
3. The workshop facilitator will conduct an overview of the workshop and the digital
resources that will be utilized in the five-day training.
The five-day workshop will focus on ways teachers can utilize an online
community to promote communication and collaboration, as well as align with
curricular standards within their classroom. There will be four online
community programs that will be covered during the five-day training: PB
works, Google Classroom, Kidblog, and Collaborize Classroom. Participants of
these workshops will gain knowledge and understanding of basic features that
each online community (wiki, blog, digital classroom) provides and will create
a workspace that could be implemented within their classroom. At the end of
this unit, teachers will choose one of these tools to design an educational unit or
project to use in their classroom. The unit or project will demonstrate what they
have learned about their chosen platform, and will be uploaded to their chosen
workspace for their students.
4. The presenter will introduce the fourth online community: Collaborize Classroom. To
introduce this digital classroom, the presenter will show the introductory video:
Collabroize Classroom Overview. The presenter will ask educators: How is
Collaborize Classroom similar and/or different to PBworks, Kidblog, and/or Google
Classroom? How can a digital classroom benefit our teachers and students? The
presenter will ask participants to brainstorm ideas on how this program can be utilized
in the classroom, and whether any participants have prior knowledge or experience
with digital classrooms or this particular program.
5. After the video, the presenter will show a sample Collaborize Classroom on the
interactive white board or projector and screen. The Collaborize Classroom titled
Smithsburg Leopards Class 1 will address the various basic features of Collaborize
Classroom and how this tool can be utilized to promote student communication and
collaboration in reading and/or science. While modeling the Collaborize Classroom:
The presenter will focus on the basic features of Collaborize Classroom so that

Moss 39
District Technology Training Plan
participants gain an understanding of necessary features in order to effectively

implement this software.


The presenter will provide examples of how this software can accommodate to

meet the needs of every classroom.


The presenter will provide information in regards to how to set up Collaborize
Classroom, the basic features that are available, and how to create and

implement a workspace for the classroom.


6. During the presentation, participants will be given a Collaborize Classroom
PowerPoint handout with step-by-step directions and instructions for setting up and
creating a Collaborize Classroom. Participants will be encouraged to take notes and
ask questions.
7. The presenter will then use the computer and interactive whiteboard/projector and
screen to dissect the features of Collaborize Classroom and how to set up an account.
After reviewing the Collaborize Classroom example, the presenter will then model
step-by-step directions to show how to set up a Collaborize Classroom account.
Participants will be given time on their own computer to log into Collaborize
Classroom and set up their own account. The presenter will address:
How to create a username and password.
How to create an account.
How to select a theme/upload a photo.
How to invite students or other educators to the workspace.
How to request access to join a class: Participants will be asked to join the
Smithsburg Leopards Collaborize Classroom.
How to update class profile information.
8. The presenter will then model how to use Collaborize Classroom to create a
workspace. The presenter will model how to:
Start a discussion.
Utilize the discussion features such as: yes/no voting, multiple choice options,

vote and suggest, and discussion response forums.


Post discussions, comments, and responses.
Review results and resources.
Locate and manage classroom profile, settings, members, reports, groups, and

account.
Add text, images, video and/or audio recordings, and additional files to a new

discussion.
Review site activity, participation, and user activity reports.

Moss 40
District Technology Training Plan
9. After the presenter has shared the sample Collaborize Classroom, participants will be
asked to brainstorm ideas on how Collaborize Classroom can be utilized in the
classroom to support student communication and collaboration in reading and/or
science. The presenter will encourage the participants to comment on the Smithsburg
Leopards Class 2 Discussion on ways to utilize Collaborize Classroom in relation to
reading and/or science, in order for participants to recognize and identify how
classroom blogs can promote student communication and collaboration.
10. Participants will then be given the time to create their own workspace, developing one
lesson/activity that can be used within their own classroom. The participants must
create a workspace that supports at least one reading and/or science curricular standard
in their grade level. The workspace will also need to promote student collaboration and
communication. The Collaborize Classroom PowerPoint (handed out earlier in the
workshop), the Smithsburg Leopards Class 1, and Class 2 discussion boards will all
be available for participants to utilize during this exploration time. Additional video
tutorials and links will be provided on the Smithsburg Leopards Class 2 discussion
board to provide participants additional resources and information.
11. The presenter will provide facilitated support and circulate the room to provide
additional assistance to those who are in need of further support.
12. Once participants have finished creating their Collaborize Classroom workspace, they
will get into small groups (the suggested grouping is by grade level) and share their
workspace. Participants will be encouraged to invite their grade level teammates to
their digital classroom, and participants will also be asked to comment on or interact
with the workspace activities in order to visualize and understand how individuals can
communicate and collaborate on the Collaborize Classroom workspace.
13. In closing, the presenter will ask a few volunteers to share their Collabroize Classroom
with the entire group, and the presenter will encourage participants to discuss how
these workspaces engage collaboration and communication while providing
opportunities for individuals to demonstrate their knowledge and understanding of
curricular content.
Materials

Collaborize Classroom Overview video: https://youtu.be/PP1gqxV8qMw.


Smithsburg Leopards: http://smithsburgleopards.collaborizeclassroom.com.

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District Technology Training Plan

Collaborize Classroom PowerPoint Handout.


Computer with internet access for each participant and presenter.
Interactive whiteboard or projector and screen for presenter.
Teachers will be advised to bring:
o Science curriculum, text, project ideas etc.
o Reading curriculum, books, project ideas etc.
Evaluation Strategies
The participants will be creating a digital classroom using Collaborize Classroom, and the
workspaces (lesson/activity) will be evaluated based on:
1. Alignment and relevance in relation to at least one reading and/or science curricular
standard/objective.
2. Whether the workspace provides effective educational value for students.
3. Whether the workspace promotes student communication and collaboration.

Presenter: Kendal Moss

Technology Workshop Lesson Plan


Workshop Title: Introduction: Promoting

Day # 5

Communication and Collaboration


Subject of Workshop:

through Online Communities


Prerequisite Knowledge:

The educational value of Online

Communities
Utilizing a wiki, blog, or digital
classroom to create a collaborative,
culminating unit or project as a way

Basic technological/computer skills


Fluent typing
Knowledge of locating student email

addresses
Ability to create and develop clear
science and/or reading learning

for students to demonstrate their


knowledge and understanding of
reading and/or science standards.

objectives
Ability to design a culminating project
Basic knowledge and understanding of

an online community
Basic understanding of software
features and utilization strategies

Content:
This workshop will provide a basic review of online communities such as wikis, blogs, and

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District Technology Training Plan
digital classrooms. In addition to identifying and describing an online community, we will also
discuss implementation strategies, and utilization within the classroom.
Participants have had the opportunity to learn about the basic features, and how to set up four
different online communities: PBworks, Kidblog, Google Classroom and Collaborize
Classroom. Each online community has been explored to identify and understanding effective
utilization strategies in order to promote student communication and collaboration
emphasizing reading and/or science curricular concepts within the classroom for grades 3rd-5th.
Participants will now have the opportunity to choose one of the online communities from the
workshop to develop and create a culminating, collaborative unit or project that could
potentially be used within their classroom. Administrators and Support Staff will have the
opportunity to join a grade level team or classroom of their choice.
Objectives
Participants will be able to utilize the basic features of a chosen online community to create a
culminating, collaborative unit or project that aligns with at least one reading and/or science
curricular learning objective.
Procedure
1. Each participant will have access to a computer within the computer lab. The presenter
will be located at the front of the lab, using a computer that is connected to an
interactive whiteboard or projection screen.
2. To introduce the lesson, the presenter will review the four different online communities
that have been reviewed during the five-day workshop. The presenter will explain that
over the past week, educators have had the opportunity to explore the basic features of
four online communities and have gained valuable knowledge and understanding of
how these online communities can be utilized in the classroom to promote student
communication and collaboration in reading and/or science instruction.
3. Today, the participants will have an opportunity to hear two guest speakers: a 3rd grade
and 5th grade teacher from the Washington County Public School System. Both guest
speakers have a Masters Degree in Education in Instructional Technology and are

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District Technology Training Plan
considered experts in the field of utilizing online communities to effectively support
student communication and collaboration.
4. Both speakers will have the opportunity to share a culminating science and/or reading
project that they have implemented in their classrooms utilizing one of the featured
online communities to promote student communication and collaboration. An overview
of their lesson plans will be distributed to participants for note taking, and participants
will be encouraged to ask questions during the presentation.
5. The presenter will then explain that todays training will focus on the creation and
development of a culminating project utilizing one of the featured online communities.
The presenter will distribute a Guidelines for Your Culminating Project/Unit handout
to all participants. The presenter will then review the guidelines with the participants:
The culminating project or unit must align to at least one reading and/or science

curricular standard and objective.


The culminating project or unit must utilize a chosen online community to
encourage students to demonstrate knowledge and understanding of reading

and/or science curricular content, based on the chosen standards/objectives.


The culminating project or unit must utilize a chosen online community to
promote student communication and collaboration (i.e., students involved in
meaningful discussions, collaborating to problem solve, or engaging in critical

thinking skills).
The culminating project or unit must contain multiple activities/lessons that

span over the minimum of two days (target allotment: 3-5 days).
Lessons plans for the culminating project must be created in order to ensure

effective instruction and implementation.


Instructional materials (rubrics, handouts, etc.) must align with the culminating

project or unit.
The culminating project or unit must effectively utilize one of the following
online communities: PBworks, Kidblog, Google Classroom, or Collaborize

Classroom.
The presenter must be invited to the chosen online community to be able to
review the culminating activities/lessons, and the lesson plans must be
submitted in the assignments area of the Washington County DTTP Google

Classroom.
6. Participants will be encouraged to ask questions for further clarification before the start

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District Technology Training Plan
of this project. After the presenter has gone of the guidelines and expectations, the
participants will then be given time to begin working on designing their culminating
unit or project.
NOTE: Grade level teachers from the same school may work together to complete the
culminating project or unit (for example: 3rd grade teachers from Smithsburg
Elementary school have the option to work as a team).
7. The presenter will provide facilitated support and circulate the room to provide
additional assistance to those who are in need of further support.
8. Once participants have finished designing and uploading their culminating project to
their chosen online community, participants will have the opportunity to share their
projects in either small groups or in whole group discussion.
9. In closing, the presenter will ask a few volunteers to share what they have learned
about online communities, the value in utilizing a wiki, blog, or digital classroom, and
how these platforms can engage student communication and collaboration while also
providing opportunities for students to demonstrate their knowledge and understanding
of reading and/or science curricular content.
10. Before participants leave, they will be asked to complete a Google survey to discuss
what they have learned and provide additional feedback on the five-day workshop.
Participants will also be asked to invite the presenter to the online community where
the culminating project or unit is located. The presenter will also ask participants to
submit the lesson plans for the culminating project or unit to the Washington County
DTTP Google Classroom.
NOTE: If participants do not finish the culminating project or activity by the end of
this workshop, participants will be asked to submit the project by inviting the presenter
to the designated online community and submitting the lesson plans through the
Washington County DTTP Google Classroom by a specific date determined by the
facilitator.
NOTE: Once all culminating projects and lesson plans have been turned in, the
Washington County DTTP Google Classroom will post the lesson plans to provide
teachers from other schools the opportunity to share and discuss the culminating
projects.
Materials

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District Technology Training Plan

Lesson Plan Overview Handout.


Guidelines for you Culminating Project/Unit Handout.
Washington County DTTP Google Classroom:

https://classroom.google.com/u/0/c/MTQyNzI5NDc4.
Computer with internet access for each participant and presenter.
Interactive whiteboard or projector and screen for presenter.
Teachers will be advised to bring:
o Science curriculum, text, project ideas, lesson plans, etc.
o Reading curriculum, books, project ideas, lesson plans, etc.
o Notes on the online communities from the previous trainings.
Evaluation Strategies
The participants will be creating a culminating unit/project utilizing one of the featured online
communities, and this project/unit will be evaluated based on:
1. Whether the project/unit provide effective educational value for students
2. Whether the culminating project/unit aligns with at least one reading and/or science
curricular standard and objective.
3. Whether the culminating project/unit utilizes a chosen online community to encourage
students to demonstrate knowledge and understanding of reading and/or science
curricular content based on the chosen standards/objectives.
4. Whether the culminating project/unit utilizes a chosen online community to promote
student communication and collaboration (i.e., students involved in meaningful
discussions, collaborating to problem solve, or engaging in critical thinking skills).
5. Whether the culminating project/unit contains multiple activities/lessons that span over
the minimum of two days (target allotment: 3-5 days).
6. Whether lessons plans for the culminating project are created in order to ensure
effective instruction and implementation.
7. Whether instructional materials (rubrics, handouts, etc.) align with the culminating
project or unit.
8. Whether the culminating project/unit effectively utilizes one of the following online
communities: PBworks, Kidblog, Google Classroom, or Collaborize Classroom.
9. Whether the presenter has been invited to the chosen online community to be able to
review the culminating activities/lessons, and whether the lesson plans are submitted in
the assignments area of the Washington County DTTP Google Classroom.

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District Technology Training Plan
Materials
The following sample materials will be provided in this section:
Materials
Overview: Using PBworks

Corresponding Workshop
Day #1

Sample Material Number


Sample Material #1

Day #2

Sample Material #2

Example
District Technology

Day #3

Sample Material #3

Training Kidblog Example


Smithsburg Leopards

Day #4

Sample Material #4

Day #2, #5

Sample Material #5

in the classroom PBworks


Example
Miss. Moss Kindergarten
Class Google Classroom

Collaborize Classroom
Example
Washington County DTTP
Google Classroom Example
NOTE: These sample materials are snapshots of websites that have been created for the District
Technology Training Plan. Some of the websites may not be accessible to view unless invited or
have established an account.

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District Technology Training Plan
Sample Material #1: Overview: Using PBworks in the Classroom

PBworks-Overview: Using PBworks in the Classroom FrontPage (PBworks, 2015)


Sample Material #2: Miss. Moss Kindergarten Class

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District Technology Training Plan

Google Classroom- Miss. Moss Kindergarten Class Stream Page (Google Classroom, 2015)
Sample Material #3: District Technology Training

Kidblog- District Technology Training Blog (Kidblog, 2015)


Sample Material #4: Smithsburg Leopards

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District Technology Training Plan

Collaborize Classroom- Smithsburg Leopards: Class 1 Discussion Page (Collaborize Classroom,


2015)

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District Technology Training Plan
Sample Material #5: Washington County DTTP

Google Classroom- Washington County DTTP Steam Page (Google Classroom, 2015)
Field Test
Before the implementation of the five-day training workshop, a field test is imperative in
order to assess the effectiveness of the materials, lessons, and instructional strategies. To
implement a field test, I will gather a sample audience through the implementation of a Google
survey. The survey will ask intermediate (Grades 3-5) teachers, support staff, and
administrators/lead teachers in my building to reflect upon their expertise of online communities
including: PBworks, Google Classroom, Kidblog, and Collaborize Classroom.
I will form a test group of participants who would consider themselves as beginners
with regards to implementing and utilizing online communities who are willing to participate.
The test group will target the intended audience and will be able to provide the appropriate
feedback necessary in order to evaluate the effectiveness of the five-day training plan. I will then

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District Technology Training Plan
implement an abbreviated version of the five-day workshop with the test group. Field testing will
take place over a five-day period for one hour after school. The abbreviated version of this
workshop will consist of: the purpose, goals, and expectations of the workshop, the explanation
and modeling on how to use each online community, and provision of copies of the materials that
will be used in the training plan.
Feedback from the sample audience will be essential in evaluating the effectiveness of the
five-day training workshop. During the abbreviated version of each workshop, I will continue to
monitor and evaluate participant understanding and feedback to analyze the effectiveness of the
goals, expectations, instructional strategies, and materials. In consideration of time, I will have
participants discuss what they have learned about each online community after each session, as
well as an example of how it can be utilized in the classroom to support student collaboration
and communication in alignment with reading and/or science standards.
In addition to being mindful of the participants time, in lieu of completing the
culminating unit or project which is done during day five of the workshop training, I will have
the participants simply discuss ways that these online communities could be used in order to
promote higher-ordered critical thinking skills, communication, collaboration, and demonstrate
student knowledge and understanding of curricular content.
A major focus will be on the selection of online communities, and the instructional
delivery of modeling the basic features and utilization strategies. At the end of each session,
participants will be asked to offer feedback by rating the effectiveness of the online community,
and the modeling/instructional delivery of each tool through discussing if they would feel
comfortable being able to create a workspace through guided or independent practice.
At the end of the field test, a feedback form will be distributed to the participants.
Through the use of Google survey, participants will rate the value and effectiveness of the
instructional materials, the online communities, the instructional delivery, and the
goals/expectations for each workshop. The survey will be anonymous to support confidentially
and the opportunity for participants to provide honest feedback regarding the five day technology
training plan.
Revision

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District Technology Training Plan
The feedback from the discussions and the Google survey, completed by the field test
participants, will provide the essential information necessary in order to evaluate the
effectiveness of the technology workshops in order to make instructional decisions to modify,
change, or revise components of the workshop.
There are a few components of the workshop that could potentially be revised based on
the feedback from the field test participants. One particular component that could be revised is
the instructional materials. If participants believe the materials are unclear or not reader-friendly,
it will decrease the effectiveness of the workshop training. Additionally, revisions could be made
to the instructional delivery of the basic features or utilization strategies for each online
community. Participants may feel that the strategies being used to teach the tools may be difficult
to follow, not time efficient, or ineffective. The online communities may also be revised based on
the feedback from the sample audience. If participants feel a technological tool is deemed to be
ineffective or not user-friendly, another online community software will need to be evaluated as a
replacement. The goals and expectations could also be revised based on the opinion of the field
testing group. If majority of the participants feel the culminating project/unit is ineffective in
relation to the training, the evaluation strategies may be revised.
Evaluations
In order for the workshop to be deemed effective or successful, participants must show
progress or professional growth towards and/or achieve the objectives of each training workshop.
The participants must show knowledge and understanding of the basic features of all four online
communities. The participants must be able to utilize each online communitywiki, blog, and
digital classroomto create a sample lesson/activity and a culminating project that successfully
engages student communication and collaboration that also serves an educational purpose. The
evaluation strategies created at the end of each workshop will be utilized by the presenter to
analyze and assess the sample lesson/activities and culminating project to evaluate whether the
participants have displayed progress and/or achieved the desired goals and objectives.
All of the online community sample lessons/activities will be evaluated based on the
alignment and relevance in relation to at least one reading and/or science curricular
standard/objective. Additionally, each sample lesson/activity created on an online community

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District Technology Training Plan
will also evaluate the overall educational value for students in grades 3, 4, and 5. The participants
must be able to utilize each online communitywiki, blog, and digital classroomto create a
sample lesson/activity that successfully promotes student communication and collaboration that
also effectively aligns with at least one reading and/or science curricular standard. The online
communities emphasized in these workshops promote student communication and collaboration.
However, it is imperative that the educator utilizes the basic functions of the online community
appropriately in order to create a quality, educational lesson or activity that successfully supports
student engagement, communication, and collaboration. Through the use of the evaluation
strategies, the presenter will be able to assess the effectiveness and success of the workshop, and
analyze whether participants have been able to produce growth and/or achieve the objectives of
each workshop.
In addition to the evaluation of each sample lesson or activity, all culminating projects/units
designed at the end of the training will be evaluated based on the guidelines and evaluations
strategies developed in the last workshop. In the guidelines, the objective for the participants is
to utilize one of the chosen online communitiesPBworks, Google Classroom, Kidblog, or
Collaborize Classroomin order to develop a culminating project or unit that provides effective
educational value for students. The culminating project or unit must align to at least one reading
and/or science curricular standard and objective. The culminating project or unit must utilize a
chosen online community to encourage students to demonstrate knowledge and understanding of
reading and/or science curricular content, based on the chosen standards/objectives. The
culminating project or unit must utilize a chosen online community to promote effective student
communication and collaboration (i.e., students involved in meaningful discussions,
collaborating to problem solve, or engaging in critical thinking skills).
Furthermore, the culminating project or unit must also contain multiple activities/lessons that
span over the minimum of two days (target allotment: 3-5 days). Lessons plans for the
culminating project must be created in order to ensure effective instruction and implementation.
Instructional materials (rubrics, handouts, etc.) must also align with the culminating project or
unit. Through these guidelines, the presenter will be assess the participants knowledge and
understanding of the basic features of an online community in order to create a culminating
project/unit that promotes student communication and collaboration while encouraging students
to demonstrate their knowledge and understanding of reading and/or science curricular content.

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District Technology Training Plan
These guidelines for evaluation will allow the presenter to analyze and assess if participants were
able to show growth and/or achieve the workshop goals and objectives, as well as evaluate the
effectiveness and success of the five-day training workshop.

Summative Evaluation
It is imperative not only to assess the participants through a refined and detailed lens, but
also to evaluate the effectiveness and success of the five-day workshop in its entirety. The overall
success of the workshop will be evaluated based on the duration, instructional materials,
technology integration, and instructional delivery strategies.
To conduct the summative evaluation, a Google survey will be sent to all participants to
provide honest feedback on the overall effectiveness of the workshop. The survey will be
distributed and administered on the last day of the workshop. Participants will be asked to
describe and evaluate their overall satisfaction of the workshop, as well as to provide feedback
on what they have learned from the training. The participants will be asked various questions on
the overall effectiveness of the workshops, what information they have taken away from this
training, and how they plan to apply what they have learned within their classroom. More
specifically, participants will be asked to provide feedback on the overall success of the
workshop, particularly as to the following aspects:

Duration: Was the duration of the workshop too long/short? Should the workshop have
spanned over five days? Did you find the workshop spanning over one week for five
days effective? Do you believe the workshop should be held at another time during the
year? Do you think the workshop should be broken down into small increments? What

are your overall thoughts on the duration of the workshop?


Instructional Materials: Were the materials reader-friendly? Were the materials
helpful? What changes would you have made to the materials to better support or
improve the effectiveness of the materials? Were you provided with enough information

to successfully complete the training workshops?


Technology Integration: How do you feel about the integration of technology in this
workshop? Rate the online communities that were selected. Which online community did
you find most effective? Would you suggest another online community to add to this

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District Technology Training Plan
training? Was it effective to have a computer for each participant and presenter? Are
there any other technological devices that you would recommend incorporating into this
training?
Instructional Strategies: Did the presenter model the technological software

effectively? Did the presenter communicate clear and concise instructions? Did the
presenter communicate clear and concise goals and objectives? Did the presenter
communicate clear and concise expectations? Did the presenter provide the proper
feedback in a timely manner? Did the presenter provide enough opportunities for
collaborative exploration? Did you find the instructional delivery of the workshops
successful? How was your overall experience in the workshop training? Are there any
other suggestions that could be made to further improve the effectiveness of this
workshop?
Applications: Do you plan to utilize one of the online communities in your classroom?

How have you thought about additional ways one of the online communities can be
utilized in your classroom? What other curricular content could be incorporated into the
online community? What was the most valuable piece of information that you took away
from this workshop?
Overall, in efforts to conduct both the specific workshop evaluations and the summative
evaluation, the presenter will be able to assess the effectiveness and success of the five-day
training workshop.
Budget
The following chart will outline the expenses for implementing the five day workshop,
Introduction: Promoting Communication and Collaboration through Online Communities.
Expense
Workshop Presenter

Quantity
1

Cost
$40.00/hour X 25

Total Cost
$1,000.00

Participant Stipend

30

hours
$20.00/hour X 25

$15,000.00

Guest Speaker

hours
$40.00/hour X 1

$80.00

35 computers (5

hour
$0.00 (rented

$0.00

Venue: Computer Lab

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District Technology Training Plan
Instructional Materials

days)
Paper for Handouts

through WCPS)
$0.00 (printed and

(Approx. 400 pages

copied on WCPS

total)

printers, pencils

Pencils

provided by

$0.00

instructor)
Total Cost:

$16,080.00

Follow-Up
It is essential for all workshop trainings to provide follow-up opportunities. In the
Summative Evaluation section, a Google Survey will be distributed to participants of the
workshop. In this survey, follow-up questions will be addressed; additionally, follow up
communications will be established via email, phone, or in person serving the following
purposes:

Evaluation of Participant Application: Participants will be asked whether they


are finding the online community effective with their students, whether they have
seen a change or increase in student communication or collaboration using the
online community, how they are utilizing the online community for students to
demonstrate curricular knowledge and understanding, and what other lessons or
projects they have created utilizing an online community. This will provide the
presenter the opportunity to evaluate what the participant has applied within the

classroom.
Provide Additional Support, Resources, and Information: The presenter will
be able to offer additional support and answer additional questions that
participants may still have. Participants will also be reminded to revisit each
online community they joined at the workshops on a regular basis. The presenter
will continue to update information, present additional information regarding
emerging online communities for participants to try, and offer additional guidance
and support on the specific technological tools and utilization strategies.

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District Technology Training Plan
Conclusion
Educators have the most valued responsibility to inspire, motivate, and support successful
student learning. Educators have the power to make a difference in the lives of our students,
molding the minds of our future generations. This responsibility must be taken seriously. The
educators of the Washington County Public School district share the same vision and mission:
Washington County Public Schools, in partnership with community members, educates and
enables all students to fully access opportunities afforded them in a rapidly, changing, diverse
global society (WCPS, 2009). In order for our students to be properly prepared to enter our
technologically advanced society, our educators need to be appropriately equipped and
knowledgeable of instructional technologies to better support the needs of our students. It is the
role and responsibility of the educator to not only inspire and motivate students to engage in a
love of learning, but also to properly support students in becoming college and career ready and
successful in the 21st century.

Appendix

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District Technology Training Plan
Collaborize Classroom. (2015). Smithsburg Leopards: Class 1 Discussion Page. Retrieved March
22, 2015 from: Collaborize Classroom:
http://smithsburgleopards.collaborizeclassroom.com
Collaborize Classroom. (2015). Smithsburg Leopards: Class 2 Discussion Page. Retrieved March
22, 2015 from: Collaborize Classroom:
http://smithsburgleopards.collaborizeclassroom.com
Google Classroom. (2015). Miss. Moss Kindergarten Class. Retrieved March 22, 2015 from:
https://classroom.google.com/u/0/c/NTIxNzgyMjla
Google Classroom. (2015). Smithsburg Elementary Learning Community. Retrieved March 22,
2015 from: https://classroom.google.com/u/0/c/MjExMjQzMTNa
Google Classroom. (2015). Washington County DTTP Steam Page. Retrieved March 22, 2015
from: https://classroom.google.com/u/0/c/MTQyNzI5NDc4
Kidblog. (2015). District Technology Training Blog. Retrieved March 22, 2015 from:
Kidblog: http://kidblog.org/MsMosssClass-8/48c24142-ba3c-4f73-9343026dc13c7b0f/district-technology-training/
Kidblog. (2015). Hydroponics Blog. Retrieved March 22, 2015 from: Kidblog:
http://kidblog.org/MsMosssClass-8/48c24142-ba3c-4f73-9343026dc13c7b0f/hydroponics/
PBworks. (2015). Overview: Using PBworks in the Classroom FrontPage. Retrieved March 22,
2015 from: PBworks:
http://usingpbworksintheclassroom.pbworks.com/w/page/94199078/FrontPage
Technology Questionnaire https://docs.google.com/a/wcps.k12.md.us/forms/d/11gxw5jKswOcLdcs-ItsWu2p7YiXw9xMOQmbKD1h89A/viewanalytics

References

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District Technology Training Plan
Maryland State Department of Education. (2011). The fact book 2010-2011. Retrieved March 9,
2015 from: http://marylandpublicschools.org/NR/rdonlyres/0C24833A-9CBE-4C099010-B7BD88F4B1E0/31190/Fact_Book_2010_2011_1.pdf
Washington County Public Schools. (2009). Retrieved March 9, 2015 from:
http://www.wcps.k12.md.us/