Teacher Technology Training

Teacher Technology Training

Team Awesome
Jessica McCrea
Clay McElheny
Rosa Vestal
Lana Garner

University of Georgia
Edit 6170: Introduction to Instructional Design
Spring 2015

Teacher Technology Training

Table of Contents
Executive Summary

Page 3

Needs Assessment

Page 4

Learner Analysis

Page 6

Context Analysis

Page 7

Course and Unit Design

Page 8

Lesson Design

Page 10

Formative Evaluation Plan

Page 11

Formative Evaluation

Page 14

References

Page 18

Appendix A

Page 19

Appendix B

Page 21

Appendix C

Page 22

Appendix D

Page 23

Appendix E

Page 25

Appendix F

Page 27

Appendix G

Page 29

Appendix H

Page 31

Appendix I

Page 32

Teacher Technology Training

EXECUTIVE SUMMARY
The members of Team Awesome conferred and decided that improved teacher
training would be beneficial for teachers at Greater Atlanta Christian School. Although
the school already has some training in place, particularly for new teachers, once a
teacher has been employed for several years, the opportunities for technology training
become less consistent and there is a wide variety of basic knowledge across the faculty.
The goal of the team was to provide an excellent curriculum that would help teachers to
effectively use all of the appropriate technology tools necessary to do their jobs
excellently. The training took place in a classroom at the school that is equipped with a
projector, Apple TV, a sound system, and plenty of electrical outlets for student
computers.
For the small group evaluation, the group of learners consisted of teachers in the
foreign language department. Before the instruction was designed, the lead evaluator
gathered information about the learners in order to provide the best and most
appropriate materials possible. Due to the time of year and high stress level of those
involved, many pastries were provided as bribes and motivation for attendance.
Although the instruction was designed around the learners, the learners had a difficult
time with the material as a couple of them had some language difficulties and learning
differences that made each step of the instruction take longer. However, there was also a
learner in attendance who was already highly skilled and was able to serve as a more
knowledgeable other. Due to the attendance and assistance of this MKO, the session was
successfully completed during the allotted time. Although the post-learning surveys
reflected that most of the teachers were still unlikely to use the tools, the project
manager was encouraged that at least one of the learners expressed how much the

Teacher Technology Training

instruction had helped her and that she was excited about implementing the learned
material with her own students.

NEEDS ASSESSMENT
Background of Problem
At a small private school in Gwinnett County, teachers work together in a
department that offers Chinese, French, Latin and Spanish to 8th grade through high
school seniors. The teachers range in experience from first year teachers through those
who have 20+ years of experience. Skills in technology, specifically using the
Quintessential Instructional Archive (Quia), have an equally wide range with some
teachers who have technology related specialist degrees and others who have difficulty
using technological resources. Quia is a tool used to create engaging, interactive
assignments and games with the purpose of reinforcing what has been taught in the
classroom. While the school offers limited technology training as professional
development, the teachers in the department have an inconsistent set of technology
skills.
Problem Statement
Despite the fact that teachers use technology in their classrooms on a daily basis,
some teachers are not effective in using all of the tools available and necessary to do
their jobs. Therefore, the opportunity statement for this project is as follows: The
foreign language department at a small private school in Gwinnett County has an
opportunity to receive supplemental training using Quia, Haiku, Microsoft Outlook and
Faculty Access to deliver interactive and engaging curriculum to students.
Needs Analysis

Teacher Technology Training

The instructional design team surveyed a group of foreign language teachers at

this small private school In Gwinnett County (Appendix A). The purpose of this survey
was to gain a better understanding of these teachers background and experiences in
using Quia. This survey, completed on March 25, 2015 by group of seven foreign
language teachers, included eight items. These items were structured to collect
information about the teachers prior training and proficiency level in using Quia. Based
on the respondents answers, the following needs were identified:
1) Teachers are not proficient in using technology due to a lack of training.
2) Teachers are lacking skills that could enable them to create more engaging,
interactive foreign language instruction.
Rationale for the Need for Instruction
Teachers at a small private school deliver foreign language content to several
middle and high school students. With such a variety of student learning styles, it is
necessary to make sure the delivered content is engaging, interactive and meaningful.
Teachers have access to Quia, which gives them access to create interactive assignments
and games; however, these teachers are not proficient in using this resource because
they lack the effective language.
After analyzing questionnaires that were administered to the teachers, the team
discovered that forty-three percent of these teachers have never received Quia training
in the past. Out of the remaining fifty-seven percent, half of these teachers felt as
though their prior Quia trainings were very ineffective for various reasons. They also
indicated that they prefer a variety of instruction delivery, such as hands on activities
and tutorials (Appendix A). Due to the teachers varying levels of effectiveness and
willingness to learn more about Quia, the design team decided that proper training and
instructional delivery was needed to provide teachers with the skills necessary to

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become proficient in utilizing Quia. Furthermore, the team agreed that face-to-face
instruction would be most effective because it would enable the design team to model,
scaffold and clarify misconceptions accordingly.
Goal Statement
Teachers at a small private in Gwinnett County have an opportunity to receive
supplemental technology training that will prepare them to create engaging, interactive
and meaningful foreign language content that will be delivered to middle and high
school students. Learners will be able to demonstrate usage of all technology tools
available and required to successfully do their jobs.
LEARNER ANALYSIS
Characteristics of the Learners
Not only must the designer determine what is to be taught but also the
characteristics of the learners (Dick, Carey & Carey 2009). To gather information for
the learner analysis, we revisited the survey that was used to gather information about
the teachers in the Needs Assessment. 8 out of 10 teachers responded and provided
information. In addition to the survey, some additional information was gathered
through interviews.
Prior knowledge of the Topic
While a couple of teachers responded to the survey stating that they consider
themselves to be experts in certain areas of technology, others responded that they
consider themselves to be complete beginners. For the most part, they are all rather
comfortable with basic usage of the computer, although there is at least one teacher who
is new and still struggling to learn some of the basic functions of the computer.
Motivation

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Every single respondent stated that they would be willing to participate in further
training in order to learn more about how to use Quia web. Their willingness to spend
additional time in training reflects their positive attitudes and high level of motivation
not only to improve their instruction, but to improve themselves as individual
educators.
Education and Ability Levels
Through informal interviews and conversations, we learned that several of the
teachers have masters level degrees, with at least two of them being in Educational
Technology. There are also several teachers whose highest degree is a bachelors degree
in Education. Additionally, there is at least one teacher who has taken an alternative
route to education and has a degree that is non-related to the field.
General Learning Preferences
Not surprisingly, a majority of the participants responded that they would prefer
hands on training or video tutorials. Only 25% stated that they would prefer a manual.

CONTEXT ANALYSIS
This course will be taught in a high school classroom at a private school in
Norcross, Georgia. This classroom is a typical classroom at the school and will allow
participants to get the feel of what it will be like for them to use the technology in their
own classrooms as well. It has an overhead projector, Apple TV, sound system and DVD
connection. The furniture is somewhat easy to rearrange and there is a presenter
podium that is mobile and in addition to holding the presenter computer, can also
accommodate other useful materials. The learner have their own laptops and access to a
shared website through which instructions can be given in additional to google docs.
Each participant has the same software as the presenter. The classroom also has

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whiteboards on the front and side walls. There are electrical outlets all over the room
because it used to be a computer lab. Student desks are big enough for two people, but
since we will be working with a small population, it may be beneficial to let each
participant have their own table.

COURSE AND UNIT DESIGN

Context
The course and project will be implemented in a high school classroom. The
classroom has 7 two-person tables and 4 individual student desks. There is a projector
with a hook up for the computer and also Apple TV. There are whiteboards and markers
available. Because the classroom used to be a computer lab there are outlets all over the
room.
Our instructional goal for the course was established from the needs assessment,
which is to supply teachers at a small private school in Gwinnett County the opportunity
to receive supplemental technology training that will prepare them to create engaging,
interactive, and meaningful foreign language content that will be delivered to middle
and high school students (Appendix B). There is also an attitudinal objective to support
the course goal: The teachers will choose to use Quia Web desired and appropriate
resources independently. Teachers will use computers or any device that can connect to
the Internet. Four basic units are needed to achieve our course goals: 1) using the
attendance program, 2) using the learning managing system, 3) using Microsoft
Outlook, 4) using Quia web. These units are built upon learning objectives that the
design team builds each lesson from so that these objectives can be achieved.

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Course Goals/Objectives
1. Teachers will demonstrate successful usage of Quia pertaining to attendance, grade
books, email and rosters.
2. Teachers will be able to demonstrate successful management of resources, calendars,
and grade books available through online technology resource center.
3. Teachers will be able to demonstrate successful usage of Microsoft Outlook,
specifically for email and meeting scheduling.
4. Teachers will be able to demonstrate successful usage of Quia for creating
assessments, practice exercises and polls.
The sequence in which instruction should occur is in order, as we believe it allows
for the ability for the learners to take previous objectives and use that knowledge to
demonstrate our overall course goal.
In this course, the design team has developed four lessons for Unit 4, which has
the stated goal: Foreign Language teachers will be able to demonstrate successful usage
of Quia Web (Appendix C). From our needs assessment, teachers expressed concern
over a lack of training using Quia web and therefore the inability to create more
engaging, interactive foreign language instruction. The first lesson focused on the
ability of the learners to generate questions using Quia Web. The second lesson then
focuses on the learners demonstrating the ability to upload rosters to Quia Web.
Building off the second lesson, the third lesson learners generated audio clips with
Quick Time. Lesson four culminates with the learners generating and assigning an audio
quiz to students using Quia Web.
The unit will begin with learners will be in teams to complete a quiz with funny
images and videos that demonstrates many of the different options and activities that
can be utilized through Quia. Once the activity is complete then the facilitator will go

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back over the quiz and also remind learners of what things they will be able to do
(objectives) once they complete the lesson. Next the learners will watch a video tutorial
that describes the steps for making a Quia quiz with special features. The video will have
questions embedded so the learners are interacting as they watch the video. The teacher
will circulate around the room at this time to clear up and answer any questions.
Learners will then be put in teams of 3 in order to make their own quizzes that they will
then present to the class and have the class do their quizzes. The teacher will continue to
circulate during the activity and provide support. Groups that finish first will also
circulate and provide support to enhance their understanding and to provide additional
MKOs (more knowledgeable others). To complete the lesson, learners will write their
own quizzes. Provide challenges for things that the students need to include on their
quizzes. Please see Appendix C below for further detail.

LESSON DESIGN
Overview
By providing the course and lessons for teacher training, Team Awesome can
help Greater Atlanta Christian School to update technology training and knowledge for
both new and veteran teachers. Each unit focuses on a different technological aspect
that is relevant to the tasks of a professional teacher.

Instructional Objectives
Lesson 1: Teachers will be able to demonstrate how to navigate and utilize the
Microsoft Outlook mailbox menu. (Appendix D)
Lesson 2: Teachers will be able to demonstrate how to schedule meetings and
make appointments with the use of Microsoft Outlook Calendar. (Appendix E)

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Lesson 3: Teachers will be able to demonstrate successful usage of Quia web for
creating assessments. (Appendix F)
Lesson 4: Teachers will be able to demonstrate successful usage of quia web for
creating assessments with embedded video, using true/false, multiple choice, and essay
questions. (Appendix G)

Instructional Lessons
The first two lessons come from unit 3 on the Instructional Curriculum Map. The
unit is titled Email/Calendars. The objective for unit 3 states that teachers will be able
to demonstrate successful usage of Microsoft Outlook. The two lessons that are included
from that unit teach different aspects of Microsoft Outlook. The first lesson in the unit
teaches the learners how to use the features of the mailbox menu while the second
lesson focus on scheduling meetings and using features of the calendar.
The third and fourth lessons that are included focus on the quia web site. Lesson
3 helps the learners to master the creation of assessments using the site and Lesson 4
takes them a step further so that they are then able to make advanced quizzed using the
function of embedded video.

FORMATIVE EVALUATION PLAN

The formative evaluation will be divided into four phases: Subject Matter Review,
One-on-One Review, Small Group Review and Field Test Review.
Subject Matter Review
The first phase is consulting with an expert that is proficient in technology. The
subject matter expert (SME) will be a teacher that will be asked to review the
instructions content for accuracy, efficiency, and design for JH/SH Foreign Language

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teachers. The SME will be consulted in the early stages of development and will be
given the lesson plans, outline of the instruction in a guided activity, and video tutorial.
The SME will work with us through the lesson in a training room setting, but be given a
day to reflect on the lesson plan and provide their own feedback on the lesson. The SME
will be given an online questionnaire to evaluate the lesson plan (Appendix A). The
Technology Lead Teacher will represent the Learning Expert and will be asked to review
the lessons content for accuracy through the use of technology. The Learning Expert
will be given all the information and will go through the lesson plan on his own, with the
resources so that if there are any questions about the instruction. The Learning Expert
will also be asked to rate the lesson with an online questionnaire (Appendix B) as he
goes through the lesson giving feedback on the order, accuracy and feasibility of the
instruction. The feedback will determine how we proceed forward with the lesson.
One-on-One Review
The second phase, the design team will create a one-to-one evaluation. During
this phase, a learner will be chosen depending on their level of expertise to have a good
representation of the target learners. The goal of this phase of evaluation to find out how
each learner according to their level of expertise feels about the instructions, step by
step video tutorial and directions, and strategies to find any holes in instruction and to
adjust accordingly. The phase will be given two days to complete. The one-to-one phase
will give the learner a chance to go through the lesson with the instructor present to
answer any questions he may have as he goes through the lesson. He will be asked to
rate the lesson (Appendix C) and write down any questions he may have after each step
of the instruction is completed. He will also be asked to give feedback on the instruction
in order to define the accuracy and feasibility of it. The instructor will make note of any

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feedback given and be ready to answer any questions to problems that this phase may
have produced.
Small Group Review
The third phase, small group evaluation, will occur after the one-to-one phase has
been completed and changes have been made according to the feedback given. The
small group will consist of three learners: beginner level, an average level, and expertise
level would be ideal for this phase. The purpose of this instruction would be to
determine the feasibility of the lesson and the student learning from this lesson. They
each depending on their level of expertise will be looking for ways to improve the lesson
based on efficiency, validity and clarity. The small group evaluation will take place
during planning time one day during school. The small group will be given all the
instructional materials and will be instructed to follow the instructions without the help
of the design team. This is done to evaluate the accuracy of the lesson, the design team
will then evaluate the feedback on the instructional materials.
Field Test Review
The adjustments from the small group evaluation will be evaluated and taken
before the beginning of the field test, the final phase of the formative evaluation. A total
of 8-10 Foreign Language JH and SH teachers will participate in this phase of the
evaluations process. The group will conduct be instructed in a classroom in the SH
Building. The class will consist of a group of JH and SH Foreign Language teachers and
they will all have different experience levels. The field trial will be conducted within a
regular during school planning period. The group will be given time during the
instruction to create their own Quia using the instructions given to them as they follow
with the video tutorial. Once they finish the entire lesson, the instructional designer will

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write down any feedback regarding instruction or accuracy that needs to be done
differently next time. The instructional designer will observe this field trial.

FORMATIVE EVALUATION
For the formative evaluation, we chose to run the 4th lesson with a small group of
learners. This is the lesson about the creation of assessments with embedded video. The
funny thing is that we actually tried to schedule it too early in the semester and when we
realized it, the department chair wanted to go ahead and have the lesson anyway, so we
ended up having to do two lessons during the semester and create a different lesson so
that the teachers would not be bored by learning the same thing twice.
Another difficulty was the time of year. As many people know, the last six weeks
of the school year are quite stressful with important deadlines happening almost every
day, especially for teacher who have seniors in class. We were very nervous that our
learners would not agree to attend a training that was not required. Therefore, we went
out of our way to promote the lesson and basically bribe the learners into coming with
the promise of pastries and snacks.
The learners were made up of 4 teachers from the foreign language department at
the high school. It was a very interesting group as there were 2 learners who are very
high needs when it comes to technology, for example, they still have trouble finding and
responding to emails. Another learner was present who is about middle of the road and
the fourth learner has just as much expertise, if not more, than the instructor. We
invited this learner in hopes of having a diverse population for our field trial. However,
with the high needs of some of our more struggling learners, we quickly realized that the
advanced learner was really just going to have to serve as an MKO and be an aide to the
teacher in working with the other students. In addition to having the two learners who

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struggle with technology in general, those learners also have a tendency to struggle with
directions at times due to language comprehension issues.

To begin the lesson, the instructor displayed a quia quiz in front of the learners
and presented it as a game. The embedded video that was used for this quia assessment
is titled Charlie Bit Me and is one of the most famous viral videos of all time. First, the
learners watched the video. Next, using a buzzer system called Eggspert the learners
competed in teams of two answering questions about the video. In addition to gaining
confidence, learners also won candy prizes by answering correctly.
After the game, the instructor informed the learner of the objectives by going
back over the quiz. She pointed out the embedded video and the different types of
questions that the learners would be able to create after completed the lesson. The third
in the list of pre-instructional activities was to remind the learners of how to log in to
quia in order to gain access to all the functions that they would need to proceed in the
lesson.
For the presentation of the content, the instructor used the Apple TV and
overhead projector to model the steps to make an assessment with embedded video and
include three types of questions. Although there are many more possibilities, we focused
on true/false, multiple choice, and essay questions during this lesson in order to avoid
overwhelming the learners.
In order to provide learners with an opportunity to participate, learners were
grouped into their teams of two again. They were given 3 examples of funny videos in
order to make quizzes. The videos included David after Dentist, Keyboard Cat, and
Miss Teen USA, South Carolina. In their teams, they tried to remember all the steps
necessary to create the assessments. The instructor circulated through the room offering

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assistance and checking to see how students were doing. Students who finished first
helped those who needed more time.
For the assessment portion of the class, each individual learner was presented
with a list of steps printed out and asked to make their own quizzes and include all of the
elements from the objectives, including embedded video, true/false, multiple choice,
and essay questions. One student had to have the help of another student in order to
complete the assignment. The other two students were able to complete the assessment
with minimal questions and guidance from the instructor.
To be honest, the previous activities of the class took so long that we ran out of
time and were unable to do the follow through activities. Students were emailed the
electronic version of the step-by-step instructions so that they have them available in the
future when they attempt to make a quiz on their own. However, we did not have time to
allow the students to articulate the steps they took on their own, so this follow through
activity was only recorded in theory.
After going through the first seven of Gagnes 9 Events of Instruction, we used a
checklist to assess the students comprehension of, and ability to replicate the steps to
creating a quiz with embedded video and accompanying questions. The results from the
checklist (Appendix H) show that even though there were several issues to overcome,
the learners in general were able to meet the goals of the instruction.
After the students completed the quizzes that were graded against the checklist as
an assessment, they filled out post learning surveys (Appendix I) in order to give us
feedback on the instruction. Again, there may have been some issues with language
comprehension, because although we did not ask the MKO to do the assessment because
she was helping the other students so much, we did ask each learner to complete the
survey, so there should have been 4 survey submissions, but there were only 3, so the

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data seems a bit incomplete. Additionally, a couple of the survey questions have
responses that dont seem to match up with the performance on the checklist. For
example, question number one asks students to rank their comprehension of the
instructions. Although the students performed very well on the checklist, they mostly
disagreed with this statement, with 66% of them responding strongly disagree.
Suggestions for revisions in the future are to send out the instruction in a video so
that learners who need to rewind in order to understand are able to do that without
slowing down the rate of the learners who do not need to do that. Additionally, if there
were a screenshot video posted, learners would always be able to go back to the video
and reference it if necessary. However, this is not recommended in place of teacher
instruction, but in addition to it. This lesson would also probably be more affective
earlier in the school year when teachers are more focused on creation of content and not
as distracted by all the focus on grades that is so common at the end of the school year.

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REFERENCES
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.).
Upper Saddle River, N.J. : Merrill/Pearson.

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Appendix A: Needs Analysis Survey

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Appendix B: Instructional Curriculum Map

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Appendix C: Unit Design Map

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Appendix D: Lesson 1 Instructional Strategy Planning Sheet

Lesson 1: Teachers will be able to demonstrate how to navigate and utilize the
Microsoft Outlook mailbox menu.
Instructional
Component

Instructional Plan for Each Component

1. Pre-instructional
activities
a. Motivating the
learners/gaining
their attention
b. Informing the
learners of the
lesson objectives
or purposes
c. Informing the
learner of what
they already need
to know to be
successful in this
lesson (i.e.
prerequisite skills)
2. Content presentation
a. Presenting the
content to be
learned (i.e.
stimulus material)
b. Guiding the
learners as they
are presented with
the content

1a. Learners will watch a brief video on a

funny look at emails. This video will serve
as a way to engage teachers in the lessons
objective and expectations.

3. Learner participation
a. Giving the learner
opportunities for
practice (i.e.
eliciting the
performance)
b. Giving the learner

1b. The instructor will explain to the

learners that at the end of the lesson, they
should be able to demonstrate how to
navigate and utilize the mailbox menu in
Microsoft Outlook.
1c. Explain that learners must have prior
knowledge in navigating the world wide
web to access Microsoft Outlook. Learners
must be familiar on how to log into their
Microsoft Outlook account.
2a. The instructor will demonstrate and
explicitly explain how to navigate and
utilize the Microsoft Outlook mailbox
menu.
2b. To guide the learners as the content is
being presented, guides of the labelled
Microsoft Outlook interface along with
explicit instructions for sending and
checking each mailbox (inbox, sent, drafts,
junk/spam) will be distributed. The
instructor will demonstrate how to navigate
and utilize the menu once more as the
learners follow along on their guides.
3a. Using laptops, learners will be given the
opportunity to demonstrate how to navigate
and utilize the mailbox menu. The
instructor will send learners an email to
their inbox and junk/spam mailboxes.
Learners will use the guides to follow the
instructions that were distributed to check

Media Choice
(Flash, HTML,
etc.)
1a. YouTube
video

1b. Instructor

1c. Instructor

2a. Instructor,
Microsoft Outlook

2b.Microsoft
Office, Guides,
Instructor using
laptop,
Promethean Board

3a. Guides,
Laptops,
Microsoft Office

Teacher Technology Training 24

feedback during
practice

4. Assessment
Tests and other
assessments to see if
anything has been learned
as a result of this lesson

5. Follow-through
activities
a. Memory aids for
retention
b. Activities to help
learners transfer
their learning to
other contexts

and reply to the emails that were send from

the instructor.
3b. The instructor will assist learners as
needed during this process.
4. Teachers will be given the task to send
an email to another teacher that is
participating in the Quia training. Teachers
will be allowed to use guides that were
distributed during the content presentation
while completing this task. The instructor
will use a checklist to assess the teachers
ability to navigate and utilize the Microsoft
Outlook mailbox menu.
5a. Learners will receive an electronic copy
of the step by step directions for utilizing
and navigating Microsoft Outlook.
5b. Within two weeks, the instructor will
send the learners the link to complete a
survey on the training. In doing so, learners
will have to know how to navigate and
utilize the mailbox menu.

3b. Instructor
4. Microsoft
Office, Laptops,
Guides, Instructor

5a. Microsoft
Office, Guide

5b. Microsoft
Office, Guide

Rationale for media selection for lesson 1

YouTube will grasp learners attention while making the theme relevant to the
lesson. Using the guide and promethean board will serve as visuals that will help
reinforce the skills that were learned throughout the lesson. These materials can also be
utilized as a refresher that will keep the learner up to par in utilizing the mailbox menu
in Microsoft Outlook.

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Appendix E: Lesson 2 Instructional Strategy Planning Sheet

Lesson 2: Teachers will be able to demonstrate how to schedule meetings and make
appointments with the use of Microsoft Outlook Calendar.
Instructional Component

Instructional Plan for Each Component

Media Choice
(Flash, HTML,
etc.)

1. Pre-instructional
activities
a. Motivating the
learners/gaining
their attention
b. Informing the
learners of the
lesson objectives or
purposes
c. Informing the
learner of what they
already need to
know to be
successful in this
lesson (i.e.
prerequisite skills)

1a: Learners will watch a short video

showing how to login and navigate through
Microsoft Outlook to schedule meetings and
make appointments with the Calendar
feature.

1a: video skit,

instructor

1b: The instructor will inform the learners

that they will learn how to properly navigate
through Microsoft Outlook and how to
schedule a meeting with colleagues.

1c: instructor

2. Content presentation
a. Presenting the
content to be
learned (i.e.
stimulus material)
b. Guiding the
learners as they are
presented with the
content

3. Learner participation
a. Giving the learner
opportunities for
practice (i.e.
eliciting the

1c: Explain to the learners that they will be

using their previous knowledge of computer
and internet navigation while learning about
Microsoft Outlook and its tools. They will
also need to remember their username and
password that they were given in lesson 1.
2a: The instructor will provide a live
demonstration first of how to login and
navigate through Microsoft Outlook. This
will give the learners the opportunity to see
how to set up an appointment and schedule a
meeting using the Calendar.
2b: Watch a Screen-Cast-o-Matic video of
the steps to schedule a meeting with
Microsoft Outlook. The instructor will then
demonstrate the process as the learner
follows along with a step-by-step lesson
guide.
3a: Using their lesson guide, the learners will
be given the opportunity to log on to their
email account and explore creating an
appointment and scheduling a meeting given
by their instructor.

1b: instructor,
laptop

2a: instructor,
video
2b: screencast,
instructor,
lesson guide

3a: lesson guide,

Microsoft
Outlook,
instructor, iPad

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performance)
b. Giving the learner
feedback during
practice
4. Assessment Tests and
other assessments to see if
anything has been learned
as a result of this lesson

3b: The instructor will assist learners during

their practice and answering any questions
that may arise in the exploration of
Microsoft Outlook.
4: The learners will be given a 5 email
address and a date to schedule a future
meeting with the emails and make
appointment with each.
Once the group is created and meeting is
scheduled, the learners will be asked to send
the email (which will include the instructors
email address) and a confirmation of the
future scheduled meeting. If any of the
learners missed any of the email address or
meeting did not show up on their calendar,
the instructor will be able to show the learner
how to create the information.
5a: Learners will receive a link to the
Screen-Cast-o-Matic created by the
instructor. The learners will also keep their
step-by-step guide on the screencast.

5. Follow-through
activities
a. Memory aids for
retention
b. Activities to help
learners transfer
5b: Within two weeks, learners will receive a
their learning to
new email list to create an appointment and
other contexts
schedule a meeting.
Rationale for media selection for lesson 2

3b: Microsoft
Outlook,
instructor
4: Microsoft,
instructor

5a: screencast
link, lesson
guide
5b: Microsoft
Outlook, new
appointment and
future meeting

Most learners are visual learners, especially in the form of video. This skit will
catch the attention of the learner missing a meeting and another learner that attended
the meeting, which will captivate their attention on the resource that allowed one
learner to attend an important meeting and the other that did not. The screencast is easy
to create and shows them visually what needs to happen to be successful in the
navigation of Microsoft Outlook. It also can be revisited many times if they get stuck on
a particular step in the process. The lesson guide is another visual guide and a bit
redundant but it does allow for the student to use this without having to view the
screencast and it also allows the learner to write personal notes if needed. The ability for
learners to log on to Microsoft Outlook is essential during this lesson. It will allow them

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to have access to their calendar and navigate all its features on their own. The
assignment will give the learners an opportunity to practice the different features
embedded within Microsoft Outlook Calendar in order to schedule a meeting and set
appointments.
Appendix F: Lesson 3 Instructional Strategy Planning Sheet
Lesson 3: Teachers will be able to demonstrate successful usage of Quia web for
creating assessments.
Instructional Component

Instructional Plan for Each Component

Media Choice
(Flash, HTML,
etc.)

1. Pre-instructional
activities
a. Motivating the
learners/gaining their
attention.

1a. Learners in teams will complete a quiz of

general knowledge questions but in many
different formats that demonstrates many of the
different options and activities that can be
utilized through quia. Particular effort will be
made to make this a very interactive and
entertaining quiz in order to grab the attention
of the learners while also showing them what
can be done assessment wise with quia.

1a. quia quiz

using laptop
computers.

b. Informing the learners

of the lesson objectives or
purposes
c. Informing the learner
of what they already need
to know to be successful
in this lesson (i.e.
prerequisite skills)
2. Content presentation
a. Presenting the content
to be learned (i.e.
stimulus material)
b. Guiding the learners as
they are presented with
the content

1b.The instructor will explain to the learners at

the end of the lesson, they should be able to
demonstrate how to create and generate an
assessment using Quia.
1c. Remind the learners that they must be able
to log into their Quia account.
2a. Learners will watch a video tutorial that
describes the steps for making a quia quiz and
other assessments with special features. The
video will have questions embedded so that
learners are interacting as they watch the video.

2b. Teacher/guide will circulate as students

watch the video answering questions and
helping students. Quia will be used in the
learner groups so that they become comfortable
with the program although they are still
provided with the scaffold of peers and teacher
support. When they begin to present what they

1b. Promethean
Board,
instructor

1c. Instructor
2a. Instructor,
Quia
Assessment
tool

2b. Quia Web,

Guides,
Laptops,
Promethean
Board.

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have worked on, the projectors are once again
helpful to share content to the entire class.
3. Learner participation
a. Giving the learner
opportunities for practice
(i.e. eliciting the
performance)
b. Giving the learner
feedback during practice

3a. Using laptops, learners will have the

opportunity to demonstrate how to generate
and create assessments using Quia web.
Learners will use their guides that were
distributed earlier as a reference to create an
assessment in groups.

3a. Guides,
Laptops, Quia
Web
3b. Instructor

3b. Teacher/guide continues to circulate during

the activity and provide support. Groups that
finish first will also circulate and provide
4. Assessment Tests and
other assessments to see
if anything has been
learned as a result of this
lesson
5. Follow-through
activities
a. Memory aids for
retention
b. Activities to help
learners transfer their
learning to other contexts

The assessment will be for teachers to generate

their own quiz given prompts that ask them to
demonstrate certain skills learned earlier in the
lesson.
Instructor will use a checklist to verify that all
aspects of the quiz are included.
5a. Learners will receive a copy emailed to
them of the step-by-step directions for
generating an assessment using Quia Web.
5b. Within a month, the instructor will send a
survey to the learners to complete about their
training and usage so far.

4a. Quia Web,

Laptops,
Guides,
Instructor,
checklist
5a. Quia Web,
Guide
5b. Quia Web,
Survey

Rationale for media selection for lesson 3

The opener using a quiz with general trivia will not only pique their interest, in
will display many of the possibilities for question types that Quia Web can generate. The
guide used will provide step by step support and the promethean board can act as the
hub for learning and for when some learners are stuck and need to see how something
works, as the instructor can display common misunderstandings easily.

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Appendix G: Lesson 4 Instructional Strategy Planning Sheet

Lesson 4: Teachers will be able to demonstrate successful usage of quia web for
creating assessments with embedded video, using true/false, multiple choice, and essay
questions.
Instructional Component
1. Pre-instructional activities
a) Motivating the
learners/gaining their
attention
b) Informing the learners of
the lesson objectives or
purposes
c) Informing the learner of
what they already need to
know to be successful in
this lesson (i.e.
prerequisite skills)

2. Content presentation
a) Presenting the content to
be learned (i.e. stimulus
material)
b) Guiding the learners as
they are presented with
the content
3. Learner participation
a) Giving the learner
opportunities for practice
(i.e. eliciting the
performance)
b) Giving the learner
feedback during practice

Instructional Plan for Each

Component
1a. Learners in teams will complete a
quiz with a funny videos (Charlie Bit
Me) that demonstrates many of the
different options and activities that
can be utilized through quia.
Particular effort will be made to make
this a very interactive and
entertaining quiz in order to grab the
attention of the learners while also
showing them what can be done with
quia.
1b. Once the first activity is
completed, teacher goes back over
the quiz with the students pointing
out the things they will be able to do
(objectives) once they complete the
lesson
1c. remind learners of what we
learned in last session that will be
helpful moving forward
2a. Teacher will model the steps
required in order to embed quia
videos into an assessment and add
true/false, multiple choice and essay
questions.
2b. Teacher talks through the steps
while projecting them on the
overhead.
3a. Put students in teams of 2 again
and have them make their own
quizzes using provided material to
practice with.
3b. teacher/guide continues to
circulate during the activity and
provide support. Groups that finish

Media Choice (Flash, HTML, etc.)

1a. quia quiz on overhead using
eggspert buzzer

1b. teacher, overhead projector, quia

quiz

1c. overhead projector, teacher

2a. Apple TV, projector

2b. teacher/guide
3a. quia web, projector, teacher guide

3b. teacher, student guides

Teacher Technology Training 30

4. Assessment
Tests and other assessments
to see if anything has been
learned as a result of this
lesson
5. Follow-through activities
a) Memory aids for retention
b) Activities to help learners
transfer their learning to
other contexts

first will also circulate and provide

support to enhance their
understanding and to provide
additional MKOs (more
knowledgeable others)
4. For the assessment, each student
will write his or her own quizzes.
Teacher will use a checklist in order
to assess whether students are able
to embed videos and add all the
required types of questions.
5a. Have students explain to the
class how they did at least one thing
from their quiz and field questions so
that learners can hear the same thing
explained in a different way.
Additionally, the student presenting
will benefit by articulating the steps to
making their quiz.
5b. Teacher will email the students
step by step instructions in a word
document with screen shots as
visuals so that students have
something they can use to reference
when they are on their own and want
to make more assessments on their
own.

4. individual laptops and quia

subscriptions

5a. student computers, overhead

projector, apple TV, quia accounts

5b. computer, screenshot software,

email

Rationale for media selection for lesson 4

In order to grab the attention of the learners, they will work in teams to compete
and work their way through a quiz. Not only will it be fun and engaging, it will introduce
them to the types of quiz questions they will learn to create in this unit. The eggspert
buzzer system is always a highlight for students because they have to think fast to buzz
in on the system. Additionally, using the overhead projector allows the entire class to see
the same media and discuss it when necessary. Educanon is an excellent way to present
content to students as it allows them to watch a video and interact by answering
questions that are embedded into the content and check that they understand what they
are seeing. Additionally, this allows the teacher to circulate and work one on one with
students who made need extra help. Quia will be used in the learner groups so that they
become comfortable with the program although they are still provided with the scaffold
of peers and teacher support. When they begin to present what they have worked on, the

Teacher Technology Training 31

projectors are once again helpful to share content to the entire class. At this point in the
class, students will be one to one with computers so that they are able to properly assess
their grasp of making a quiz without the scaffolds that were previously provided through
peers. When students make the job aides, they will be given choice so that they can
make an artifact that will speak to their individual needs and learning styles.
Appendix H: Assessment Checklist for Lesson 4
Lesson 4: Teachers will be able to demonstrate successful usage of quia web for
creating assessments with embedded video, using true/false, multiple choice, and essay
questions.
The following checklist shows the objectives that each student was graded on and
whether each learner successfully demonstrated it on the assessment.

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Appendix I: Post Instruction Survey responses

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