DTTP Nicholas Andrews

Running Head: DISTRICT TECHNOLOGY TRANING PLAN 1
District Technology Training Plan

Nicholas Andrews
Charles County Public Schools
DISTRICT TECHNOLOGY TRANING PLAN 2
The District
Charles County Public Schools is located 35 miles southeast of Washington D.C. and is
considered part of the greater Washington D.C. Metropolitan area. Charles County Public
schools currently serves 26,307 students with 36 Elementary, Middle, and High Schools and 4
educational centers ("CCPS at a glance", 2017). The total school district encompasses a total of
643 square miles and ranges from rural to suburban area. According to the Charles County 2016
Maryland Report Card (2017), the student demographics is 0.5% American Indian/Alaska
Native, 3% Asian, 54.3% Black/African American, 6.9% Hispanic/Latino, 0.2%
Hawaiian/Pacific Islander, 28.2% White, and 6.9% two or more races with 52.1% male and
47.9% female. Charles County Public Schools maintains a greater than 95% attendance rate for
elementary and middle school students, 94.2% attendance rate for high school students, and a
92% graduation rate with 70.1% of students from Charles County Public Schools attending
college after graduating ("Charles County: 2016 Maryland report card", 2017).
Charles County Public Schools currently has 3,542 employees consisting of 2,079
teachers, 1,122 support staff, 114 technical employees, and 227 administrators ("CCPS at a
glance", 2017). According to Charles County 2016 Maryland Report Card (2017), 28.9% of
teachers hold a Standard Professional teaching certification, 58.2% Advanced Professional, and
2.2% are working as a Conditional Teacher. Accordingly, 11.2% of classes are not taught by
Highly Qualified Teachers. Teachers and employees come from a variety of locations and
cultural backgrounds. Most teachers and employees have relocated into the Charles County area
from other states such as Michigan, Ohio, Pennsylvania, New Jersey, and New York. The staff
consists of a multicultural background with most identifying as Black/African American and
White.
The amount and usage of technology varies across Charles County Public Schools
depending on the grade level and school. Most schools are equipped with several standalone
computer labs and laptop carts for the classroom. Each teacher and classroom is equipped with
at least 1 teacher desktop and a LCD projector. All desktops and computers have access to the
school districts network and internet. Some teachers and schools have SMART boards available
in the classroom while all teachers have access to the SMART Notebook software. All teachers
and students currently have access accounts for Office 365 which includs several applications
such as Word Online, Power Point Online, One Drive, One Note, Outlook e-mail, Clever, and
other web-based applications. At the start of the 2016-17 school year, Charles County Public
Schools adopted a Bring Your Own Device (BYOD) policy. All teachers and students have
access to the school districts Wi-Fi which is closely filtered and monitor to prevent intrusive
malware and damages. However, some students do not own their own devices which can be
used during school. Individual schools may have other technologies available depending on
several factors. Some teachers report they have more than enough technology within their
school while others feel there is not enough.
The Problems
There are several technology problems which were identified by teachers during an
informational survey. According to the survey, most teachers are willing to use technology in
the classroom but rarely use technology, feel ineffective at using technology, or feel inadequately
trained with technology. Teachers participating in the survey rated their own willingness,
effectiveness, usage, and training on a 5-point scale with 1 as low and 5 as high. On average,
teachers self-reported themselves as a 4 for willingness, 3.4 for effectiveness, 2.4 for BYOD
usage, and 3 for adequate training. Clearly, teachers want to use technology in the classroom but
feel ill-equipped to do so.
Click Here for Survey Results
During the survey, teachers were also asked to identify the problem(s) they have with
technology in the classroom. The majority of teachers identified student access to technology
devices as the biggest problem. However, many teachers also expressed concerns with students
using technology for non-educational purposes as well as a lack of time dedicated on technology
training and development of technology enhanced lessons. Other problems teachers identified
included a lack of knowledge of current technology hardware and software supplied by the
school district, too much focus on outdated technologies, a lack of applicable technology
demonstrations, and not enough training for teachers with low-level technology skills.
The Needs
The survey distributed to teachers also asked them to identify what types of professional
development were needed to address the problems they are facing with technology in the
classroom. Accordingly, teachers identified the following 10 professional development needs:
Further understanding of what technologies (hardware/software) are available and how

they can be used.
Reinforcement of the 21st century skills and classroom
More time to independently explore technology applications and design technology
enhanced lessons
More time to collaborate with other colleagues on technology enhanced lessons,
especially experts on technology.
Best practices for using technology in the classroom.
More examples of how teachers are using technology in the classroom.
New applications which can be implemented at the classroom level.
A better understanding of the new LMS (2017-18).
A more in-depth look at emerging technology tools and applications.
Slower pace trainings for the less experienced teachers.
In order to address these needs, additional technology training for teachers is required. Most
of these self-identified needs are not currently addressed in district offered professional
developments. Therefore, I have developed the following District Technology Training Plan in
order to address the problems and needs of teachers.
The Audience
The audience for the District Technology Training Plan is any teacher, support staff, and
administrator willing to use technology in the classroom. This includes teachers of all grade
levels (K-12) and support staff and administrators who wish to increase their understanding of
technology for the classroom. All professional developments described in the District
Technology Training Plan are opened to all teachers, support staff, and administrators regardless
of prior experience and knowledge. Teachers, support staff, and administrators interested in the
professional developments will enroll for them voluntarily through the current professional
development registration platform. However, some professional developments may be more
suitable to specific grade levels, content areas, and levels of technology skills.
The Goals
Below is a list of the goals for this District Technology Training Plan:
Goal 1: Teachers will have access to above adequate training on using technology in the
classroom.
Goal 2: Teachers will develop skills associated with finding, evaluating, and
implementing technology into the classroom.
Goal 3: Teachers will increase their effective usage of technology in the classroom.
Goal 4: Teachers will increase their understanding of the 21st century skills and
classroom.
Goal 5: Teachers will develop a PLN/PLC to extend their learning experiences beyond
face-to-face professional Developments.
Content
Below are suggested professional developments designed to meet the needs of the
teachers, address the problems in the school district, and help teacher achieve the goals of the
District Technology Training Plan.
Suggested Professional Developments
Developing Technology Skills: Finding, Evaluating, and Implementing
Description:
Teachers will explore resources for finding new ideas and technology, examine
critical aspects of technology for the classroom, and learn best practices for
implementing new technology in their classroom. Teachers will use time during the
professional development to develop a technology enhanced lesson with the aid of
their colleagues and facilitator. The facilitator will also share several demonstrations
on possible technologies to use and how to use them.
Audience:
All teachers regardless of level, experience, or content area.

Office 365: What can it do for you?

Description:
Teachers will examine the apps, tools, and features available through Office 365.
This includes Word Online, Power Point Online, Mix, One Note, One Drive, and
many other possibilities. The facilitator will work with teachers to enhance current
lessons and classrooms with the help of Office 365.
Audience:
Digital Citizenship in the Classroom

Description:
Teachers will explore the skills and responsibilities aligned to Digital Citizenship as
described by the ISTE standards. Topics will focus on creating students who are
actively responsible when using technology for instructional purposes. Teachers will
also have a chance to review district and classroom policies as they apply to
acceptable use and responsible use of technology by teachers and students.
Audience:
Learn Your LMS Synergy

Description:
Teachers will explore the new gradebook and learning management system called
Synergy. Synergy will be replacing the current teacher gradebook starting in the
2017-18 school year. Synergy will offer many new features including auto-graded
assessments, assessment question banks aligned to state standards, resources for
special education, the student information system, and mobile applications for
students, parents, teachers, and administrators.
Audience:

The 21st Century Skills and Classroom

Description:
Teachers will learn what it takes to create a classroom which fosters 21st century
skills and learning. The focus of the professional development will be on using
technology to create a classroom where students can develop problem solving,
critical thinking, creativity, collaboration, and communicating. Teachers will
explore technology to support these skills and develop ideas for implementing 21st
century skills into their classroom.
Audience:
Best Practices with BYOD

Description:
Teachers will explore the best practice when using BYOD activities in the
classroom. The facilitator will demonstrate several general tools and applications
which can be accessed from all devices. These applications will include Padlet,
Formative, Office 365, and others as determined by the needs and wants of the
attending teachers. Topics will also include how to create classroom BYOD
policies, keeping students on task when practicing in BYOD activities, and
generating a classroom based on respectful and responsible use of technology.
Audience:
Flip the Classroom!
Description:
Teachers will work towards creating a flipped/blended classroom by leveraging

technology. Teachers will examine applications such as Edpuzzle, Khan Academy,
and others which can be used to effectively implement the flipped/blended classroom
model while holding students accountable. The professional development will
culminate with teachers designing a flipped/blended unit for their grade level and
content area. Topics will also include using applications to create your own
flipped/blended classroom materials such as videos, online assessments, and more.
Audience:

Apps! Apps! Apps!

Description:
Teachers will explore numerous applications which can be applied to all levels and
content areas. Applications will include Edpuzzle, Khan Academy, Formative,
Edmodo, and others depending on the needs and wants of the attending teachers.
Teachers will be given the chance to explore each application and develop ideas for
using them in their own classrooms.
Audience:
A Beginners Guide to Technology in the Classroom

Description:
Teachers will develop the fundamental skills and best practices needed for using
technology in the classroom. The professional development will focus on teachers
inexperienced with using technology in the classroom and help them gain a basic
understanding of how to implement technology effectively. A few key applications
will be explored with time for one-on-one assistance from the facilitator.
Audience:
Teachers of all grade levels and content areas with a lack of experience using
technology in the classroom.
Edcamp Southern Maryland

Description:
Teachers will participate in this unconference with sessions being determined by

the teachers the day of the event. Teachers can request sessions and volunteer to
lead sessions as they wish. Teachers will be encouraged to move from session to
session as they see fit, even if this means leaving in the middle of a session. The
Edcamp will culminate with a smack down where they can share what they
learned or found useful from the sessions they attended.
Audience:
All teachers regardless of level, experience, or content area. The event will also be
open for teachers from other school districts and areas.
Instructional Strategies
The instructional strategies used during the professional development can vary based on
the audience, skill level, and type of professional development. However, there are several
constant strategies which be internalized during each professional development. First,
facilitators need to make the information presented meaningful to the teachers and staff members
attending. Adults learn best when they see how new ideas and information can directly impact
their everyday lives. Although simple suggestions on how to use the information can be
beneficial, teachers and staff members want real information on how to apply new ideas to their
classroom. To do so, facilitators should be prepared to present real ideas for lessons across all
grade levels and content areas.
Secondly, teachers want to understand why the information and new ideas are needed.
Adults are less likely to learn new information if they dont see reason for learning it.
Facilitators for the professional developments should be able to answer this question during the
professional developments. They can either present it directly through a discussion or perhaps
allow teachers and staff members attending the professional development share their own
reasons why. None the less, answering the fundamental question of why use technology is
important. It strengthens the adult learning process and establishes the new information as
meaningful and purposeful.
Third, teachers are self-directed learners and want time to thoroughly explore new ideas.
Not only does this allow teachers to learn more about the content, but it also allows them to
develop their own ideas on how to apply the content to their classrooms. Adults are self-directed
learners if they see the purpose of the content and how it can be directly applied to their everyday
lives. Facilitators do not need to control the entire professional development time. If given the
proper resources and time, teachers will explore new ideas for themselves and make into
something with meaning for them and their classroom. During professional development
sessions, plenty of time should be allocated for teachers to explore and play with new
technologies as they see fit. During that time, teachers can also be encouraged to collaborate
with their fellow teachers and share new thoughts and ideas developed by the new information.
Next, teachers want time to collaborate and apply want they have learned. Many teachers
enjoy new ideas for their classroom but very little time is dedicated to letting them work on the
ideas during the professional development. Therefore, time should be allocated for teachers to
fully develop ideas and lessons for using the new concepts in their classroom. This could be
done by allowing teachers to develop a complete lesson or unit based enhanced by technology
and having them present their new ideas to the professional development group. While
developing ideas, the facilitator can assist teachers and other staff members as needed. Teachers
could also use the time to collaborate with other teachers and staff members to gather more ideas
or to learn from their peers.
Also, teachers do not want a lecturer, they want a colleague who respects their roles as a
professional. Many professional developments are based on the traditional lecture and power
point presentation. Many current professional developments have facilitators quickly present the
new information on a precisely scheduled plan with little to no deviation. For the suggested
professional developments in this District Technology Training Plan, the facilitators role must
be adjusted to that of a guide and co-learner, not a lecturer. The facilitator should encourage
their fellow teachers to openly share their own ideas and experiences with technology. The goal
of the facilitator is to focus the attention of the professional development into the specific
content, but they should not have absolute control over the professional development. Teachers
want a choice, and it is the responsibility of the facilitator to build from what the teachers need
and want. Instead of dictating every minute of every professional development, allow the
teachers to decide on what they want to learn. For the facilitator, this means giving up some
sense of control, but it will drastically improve the meaningfulness and purpose of the
professional development.
Last, the facilitator will not spend time focusing on specific technologies and applications
but on developing general technology skills needed to effectively use technology in the
classroom. Although some specific technology tools will be demonstrated and explored, these
will only be used to present a concept and give teachers an example of what possible
technologies exist. The facilitator will focus on developing teacher skills in locating technology
tools, evaluating these technology tools, and implementing them into the classroom. By focusing
on skills and not tools, teachers will be able to explore the world of educational technology more
efficiently after completing a professional development.
Sample Five Day Workshop

Below is a sample 5-day workshop meant to address the goals of the District Training
Technology Plan:
Technology Workshop Lesson Plan Day 1
Facilitator: Nicholas Andrews Workshop Title: Day #: 1
Developing Technology Skills: Finding,

Evaluating, and Implementing
Subject(s) of the days Prerequisite Knowledge:

workshop:
General technology skills
Why are you here? Accessing Office 365
Flipped/Blended Classroom Navigating the internet
PLN/PLC Creating online accounts
Evaluating Technology
Content:
The workshops topics and events will focus on finding possible technology tools to use in the
classroom. Teachers will develop their own understanding of why technology is important
and should be used. Teachers will have the opportunity to develop their own Personal
Learning Network(PLN) and join Personal Learning Communities (PLC). Using their newly
developed PLNs/PLCs, teachers will select several technology tools they may want to use in
their classroom. The workshop will continue by developing evaluation methods for
technology tools and applying these methods to technology tools discovered through the
teachers PLNs/PLCs. The day will conclude by having teachers writing a reflection on the
days events, their thoughts, new ideas, likes, and dislikes. Each teacher will post share their
reflection to the facilitator through One Drive.
Objectives:
Teachers will select possible technology tools to use in their classroom by developing their
own PLN/PLC.
Teachers will evaluate the education value of technology tools to determine if they should
or should not be used in the classroom.
Teachers will explore the flipped/blended classroom model by using Edpuzzle.
Teachers will gain additional technology skills and ideas by using applications such as One
Note, One Drive, and Padlet.
Timeline:
9:00 9:30 am Set-Up/Guidelines/Introductions

9:30 10:00 am Why are you here?
10:00 11:00 am Flipped/Blended Classroom Model
11:00 12:00 pm PLN/PLC Development
12:00 1:00 pm Lunch
1:00 2:30 pm Evaluation of Technology Tools
2:30 3:00 pm Reflections/Conclusion
How will the lesson be taught?
The lessons will be taught through a combination of demonstrations, discussions, self-

exploration, and collaboration. Teachers will read articles, watch videos, and access other
online resources as they apply to the workshop topics. The facilitator will curate resources for
the teachers to use, but teachers will be encouraged to conduct their own research. Time
during the workshop will be allocated for teachers to self-explore topics and applications as
they see fit. During this time, teachers will also be encouraged to collaborate with their peers
to further develop new ideas and lesson. The facilitator will aid the teachers and monitor their
activity as needed.
Additional materials and how they will be used:
Computers (Laptops or Desktops)

o Teachers/Facilitator will use the computers to access online materials and
content relevant to the workshops objectives
o Supplied by the school district.
BYOD
o Teachers/Facilitator will be encouraged to use their own technology devices as
they see fit if it aligns to the workshops objectives
o Supplied by the teachers/facilitator.
One Note
o Teachers will use a One Note Notebook developed by the facilitator to access
links, videos, articles, and other materials relevant to the workshops objectives.
o Already available to all teachers.
One Drive
o Teachers/Facilitator will use a shared One Drive to share and edit files
throughout the workshop.
Headphones/Microphones
o Teachers will use headphones to listen to audio files as needed and/or to record
audio files.
o Supplied by the school district or bought by the teachers.
Evaluation Strategies:
Techers will be evaluated by the following:

Participation in discussion
Facilitator observations
Written reflections by the teachers
Overall participation
The facilitator can be evaluated by the following:



workshop:
st
21 Century Skills Accessing Office 365
Formative Assessment Navigating the internet
Best Practices for Technology Creating online accounts
Implementing Technology
Office 365
Content:
The workshops topics and events will focus on reviewing topics such as 21st century skills,
using technology for formative assessment, and best practices for using technology in the
classroom with a focus on BYOD. First, teachers will read online articles and/or watch videos
based on the 21st Century skills. The facilitator will lead a discussion on what it takes to create
a 21st century classroom which fosters the development of these skills and review the ISTE
Standards for Students. Teachers will then consider technology tools which can be used as
formative assessment. The facilitator will demonstrate Khan Academy and share their
experiences with it and other formative assessment applications. Teachers will be given time
to explore possible formative assessment technologies. Next, teachers will review articles
and/or videos based on best practices for technology and implementing technology in the
classroom, especially through BYOD. This will include discussing digital citizenship,
Acceptable Use Policies, and classroom policies on technology. Lastly, the facilitator will
demonstrate some of the applications and features available through Office 365. Any
remaining time will be allocated for teachers to explore technology tools and developed ideas.
The day will conclude by having teachers writing a reflection on the days events, their
thoughts, new ideas, likes, and dislikes. Each teacher will post share their reflection to the
facilitator through One Drive.
Objectives:
Teachers will understand the 21st century skills and what it takes to create a 21st century
classroom.
Teachers will develop skills based on the best practices for using technology in the
classroom and creating a classroom based on digital citizenship.
Teachers will explore formative assessment technology tools such as Khan Academy.
Teachers will gain additional technology skills and ideas by using applications available
through Office 365.
Timeline:
9:00 9:30 am Introduction/Review Reflections

9:30 10:00 am 21st Century Skills
10:00 11:00 am Formative Assessment
11:00 12:00 pm Best Practices for Technology
12:00 1:00 pm Lunch
1:00 2:00 pm Office 365
2:00 2:30 pm Self-Exploration/Collaboration/Lesson Development

during the workshop will be allocated for teachers to self-explore topics and applications.
During this time, teachers will also be encouraged to collaborate with their peers to further
develop new ideas and lesson. The facilitator will aid the teachers and monitor their activity
as needed.

BYOD
One Note
One Drive
audio files.




workshop:
One Notebook/One Drive Accessing Office 365
Creating Online Materials Navigating the internet
Open Educational Resources Creating online accounts
Content:
The workshops topics and events will focus on creating and curating online content into a
centralized location. First, the facilitator will demonstrate how to use One Notebook and One
Drive. The demonstration will include how to set-up a Class Notebook, organize the Class
Notebook, and add content to the Class Notebook such as links, videos, and other materials.
The facilitator will also demonstrate how to set-up shared files in One Drive where they can
distribute worksheets and have students submit assignments. Next, the workshop will focus
on creating instruction videos and presentations using applications such as SMART Notebook
and Power Point. The facilitator will demonstrate the general process and allow teachers to
create a video presentation using one of these tools. After teachers have created a video, the
facilitator will demonstrate how to distribute the video through Edpuzzle, YouTube, and One
Drive. Then, the workshop will focus on the idea of Open Educational Resources. The
facilitator will share resources on Open Educational Resources and allow teachers to explore
the resources for materials relevant to their grade level and content areas. The rest of the time
will be dedicated as teacher work time. Teachers can continue to explore technology tools,
collaborate on ideas with their peers, and work on developing their lesson which will be
presented on day 5 of the workshop. The day will conclude by having teachers writing a
reflection on the days events, their thoughts, new ideas, likes, and dislikes. Each teacher will
post share their reflection to the facilitator through One Drive.
Objectives:
Teachers will develop ideas on how to use Office 365s One Notebook and One Drive.
Teachers will develop their own instructional videos which can be used with their students.
Teachers will curate content from Open Educational Resources which is aligned to their
grade level and content area.
Timeline:

9:30 11:00 am One Notebook/One Drive
10:00 12:00 am Self-Exploration/Collaboration/Lesson Development
12:00 1:00 pm Lunch
1:00 2:00 pm Creating Videos/Open Educational Resources

as needed.

BYOD
One Note
One Drive
audio files.

Facilitator: Nicholas Andrews Workshop Title: Day #:
4

workshop:
Virtual/Augment Reality Accessing Office 365
Lesson Development Navigating the internet
Creating online accounts
Content:
The workshops topics and events will focus on using virtual/augment reality and fully
developing lessons to present on day 5. First, the facilitator will give teachers the opportunity
to experience virtual reality using Google Cardboard VR glasses. The teachers will get to
experience possible applications and instructional activities through the virtual reality glasses.
The facilitator will also give teachers the opportunity to experience augment reality through
different activities and applications. Teachers will use their devices to experience augmented
reality for themselves. The rest of the workshop will be dedicated to developing lessons to
present on day 5. The teachers will explore possible technologies to use, collaborate with
other teachers, and work towards a completed lesson to present. The day will conclude by
having teachers writing a reflection on the days events, their thoughts, new ideas, likes, and
dislikes. Each teacher will post share their reflection to the facilitator through One Drive.
Objectives:
Teachers will develop ideas on how to virtual reality and augmented reality in their
classroom.
Teachers will develop a technology enhanced lesson based on their grade level and content
area.
Timeline:

9:30 11:00 am Virtual/Augment Reality
12:00 1:00 pm Lunch

as needed.

BYOD
One Note
One Drive

audio files.
Google Cardboard Glasses
o Teachers will use Google Cardboard Glasses to experience virtual reality and
develop virtual reality lessons.

Facilitator: Nicholas Andrews Workshop Title: Day #:
5

workshop:
Virtual/Augment Reality Accessing Office 365
Lesson Development Navigating the internet
Creating online accounts
Content:
The workshops will focus on having teachers present their technology enhanced lessons to the
class. After each presentation, teachers can discuss the technology used, good parts of the
lesson, bad parts of the lesson, and any other ideas they may have. The facilitator will
evaluate each teacher based on their presented lesson. The day will conclude by having
teachers writing a reflection on the days events, their thoughts, new ideas, likes, and dislikes.
Each teacher will post share their reflection to the facilitator through One Drive. Before
leaving, each teacher will complete the Professional Development Evaluation used to evaluate
the professional development and facilitator.
Objectives:
Teachers will develop ideas on how to virtual reality and augmented reality in their
classroom.
Teachers will develop a technology enhanced lesson based on their grade level and content
area.
Timeline:

9:30 11:00 am Virtual/Augment Reality
12:00 1:00 pm Lunch

during the workshop will be allocated for teachers to self-explore topics and applications as
they see fit. During this time, teachers will also be encouraged to collaborate with their peers
to further develop new ideas and lesson. The facilitator will aid the teachers and monitor their
activity as needed.

BYOD

One Note
One Drive
audio files.
Google Cardboard Glasses
o Teachers will use Google Cardboard Glasses to experience virtual reality and
develop virtual reality lessons.
Presented Lesson

Professional Development Evaluation

Materials
Below is a One Note Notebook and Padlet designed to be used during the sample 5-day
professional development:
Click Here is access One Note Notebook
Click Here to access the Padlet

Field Test
Field testing the professional development workshop can happen in several ways. First,
small sections of the workshop can be delivered at schools during in-services or completed after
school. In the past, principals have used some conference style breakout sessions as part of in-
service days. During these days, different parts of the workshop could be presented to volunteer
teachers. Furthermore, sessions could be offered after the typical school day. Teachers could
volunteer to attend these same workshops. Likewise, a sample workshop could be offered to
teachers over the summer with focus on small parts of the overall 5-day workshops. Teachers
that attended these workshops could supply feedback about the workshop through exit surveys
and evaluations. However, all three scenarios are dependent on volunteers and support from the
administration.
Instead of offering the small workshops to teachers, they could also be made available to
school administrators and school board staff. Again, only small sections of the workshop would
be presented. Administrators and school board staff would participate in the mini workshops as
mock teachers. The activities used would replicated those described in the complete 5-day
sample worksheet. After each mini workshop, administrators and school board staff would
complete an exit survey and evaluation on the workshop and content. By using administrators
and school board staff, the feedback would be different from that of teachers. However, the
fielding testing would work best if feedback could be collected from teachers, administrators,
and school board staff.
Revision
After completing a field test of the workshop, exit surveys and evaluations can be
analyzed. Each survey will ask participants of the field testing to reflect on the overall rating for
the session, effectiveness of your instructor, if the event covered what they expected, usefulness
of the materials, and listing any suggestions and/or recommendations. The data and feedback
from teachers, administrators, and school board staff can be used to revise the workshop before
teaching it. This may require revising small sections or a complete overhaul depending on the
amount of negative and/or positive feedback. However, this data will be invaluable in
determining what will and will not work for the complete 5-day workshop.
Budget
Additional funding will be needed to conduct the 5-day workshop. The location of the
workshop can be held within a school classroom or computer lab. Computers, such as desktops
and laptops, can be supplied by the school district since they are already available within the
schools. No additional software will need to be purchased since the workshop is focused on
using already purchased software or free applications. Other materials such as headphones and
Google Cardboard Virtual Reality Glasses are already owned by the school district and can be
used during the workshop. Per school district policy, teachers attending the workshop will
receive a one-time stipend and will be paid $25.00 per hour, totaling $750 per attending teacher.
Facilitators receive $37.50 per hour, totaling $1,125. Current workshops offered within the
district have a max capacity of 25 and minimum of 10. Below is a breakdown of the purposed
budget:
Budget for 5-Day Workshop

Items Quantity Cost per Item Total
Venue 1 n/a
Teacher $7,500.00
10-25 $750.00
Stipends $18,750.00
Facilitator
1 $1,115.00 $1,115.00
Stipend
Computers 25 n/a
Headphones 10-25 n/a
VR Glasses 10-25 n/a
$8,615.00 -
Total:
$19,865.00
Follow-up
After completing the workshop, teachers can follow-up through several means. First, the
end of the workshop will require teachers to complete the Professional Development Evaluation
survey required by all school district professional developments. The Professional Development
Evaluation asks attending teachers to reflect on the overall rating for the session, effectiveness of
your instructor, if the event covered what they expected, usefulness of the materials, and listing
any suggestions and/or recommendations.
Secondly, a group in Office 365 will be created where attending teachers and the
facilitator can share documents and communicate. The Office 365 group can be used by the
facilitator to check in with the attending teachers periodically. Members will also be able to
contact each other if they wish, either to share an idea or ask for feedback. The group can also
be used to share materials and lesson plans created for technology enhanced lesson which
members of the group can view and use.
Lastly, the facilitator can create a Twitter chat hashtag for members of the workshop.
Attending teachers with Twitter accounts can use the hashtag to share resources and contact each
other. Periodically, the Twitter chat can be used by the facilitator to check in with the attending
teachers. The facilitator can also be contacted through the Twitter chat and hashtag by attending
teachers if they have any questions, concerns, or need assistance after the workshop.
References
CCPS at a glance. (2017). Ccboe.com. Retrieved 4 March 2017, from
http://www.ccboe.com/aboutus/fastfacts.php
Charles County: 2016 Maryland Report Card. (2017). Reportcard.msde.maryland.gov.
Retrieved 5 March 2017, from
http://reportcard.msde.maryland.gov/Entity.aspx?K=08AAAA

DTTP Nicholas Andrews

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DTTP Nicholas Andrews

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Running Head: DISTRICT TECHNOLOGY TRANING PLAN 1

District Technology Training Plan

Click Here for Survey Results

Further understanding of what technologies (hardware/software) are available and how

Suggested Professional Developments

Developing Technology Skills: Finding, Evaluating, and Implementing

All teachers regardless of level, experience, or content area.

Office 365: What can it do for you?

All teachers regardless of level, experience, or content area.

Digital Citizenship in the Classroom

All teachers regardless of level, experience, or content area.

Learn Your LMS Synergy

All teachers regardless of level, experience, or content area.

The 21st Century Skills and Classroom

All teachers regardless of level, experience, or content area.

Best Practices with BYOD

All teachers regardless of level, experience, or content area.

Flip the Classroom!

Teachers will work towards creating a flipped/blended classroom by leveraging

All teachers regardless of level, experience, or content area.

Apps! Apps! Apps!

All teachers regardless of level, experience, or content area.

A Beginners Guide to Technology in the Classroom

Edcamp Southern Maryland

Teachers will participate in this unconference with sessions being determined by

Sample Five Day Workshop

Developing Technology Skills: Finding,

Subject(s) of the days Prerequisite Knowledge:

Teachers will explore the flipped/blended classroom model by using Edpuzzle.

9:00 9:30 am Set-Up/Guidelines/Introductions

How will the lesson be taught?

The lessons will be taught through a combination of demonstrations, discussions, self-

Additional materials and how they will be used:

Computers (Laptops or Desktops)

Techers will be evaluated by the following:

The facilitator can be evaluated by the following:

Written reflections by the teachers

Technology Workshop Lesson Plan Day 2

Developing Technology Skills: Finding,

Subject(s) of the days Prerequisite Knowledge:

9:00 9:30 am Introduction/Review Reflections

How will the lesson be taught?

The lessons will be taught through a combination of demonstrations, discussions, self-

Additional materials and how they will be used:

Computers (Laptops or Desktops)

Techers will be evaluated by the following:

The facilitator can be evaluated by the following:

Written reflections by the teachers

Technology Workshop Lesson Plan Day 3

Developing Technology Skills: Finding,

Subject(s) of the days Prerequisite Knowledge:

9:00 9:30 am Introduction/Review Reflections

How will the lesson be taught?

The lessons will be taught through a combination of demonstrations, discussions, self-

Additional materials and how they will be used:

Computers (Laptops or Desktops)

Techers will be evaluated by the following:

The facilitator can be evaluated by the following:

Written reflections by the teachers

Technology Workshop Lesson Plan Day 4

Subject(s) of the days Prerequisite Knowledge:

9:00 9:30 am Introduction/Review Reflections

How will the lesson be taught?