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Whitney Plunkett
Forest Ridge Elementary School (FRES) is located in Laurel, MD and is a part of the
Howard County Public School System (HCPSS). FRES is celebrating its’ 25th anniversary this
year. There are over 700 students are Forest Ridge and almost 100 staff members. The FRES
community is extremely diverse with over 21 languages spoken at our school. The slogan at
FRES is “First Steps on the Path to College & Career” (fres.hcpss.org). Teachers at FRES
believe in moving students forward to be prepared for whatever their future holds. We try to use
the resources provided by the school district and the community to create more opportunities for
our students. HCPSS bought Google Apps for Education (GAFE) for every student in Howard
County. They have an account with a username and password. Students can access Google Apps
including Google Docs, Maps, Forms, Sheets, and Drive. Learners can share and comment on
information with their teacher and with others in their class. Currently, there are very few
teachers who use the technology provided in our school other than for the required school
testing. Some teachers use the technology available for research or rely on the technology
instructors to teach those skills to students. GAFE has the potential to create opportunities in our
school for teachers to personalize instruction for students and to provide meaningful and easily
accessible resources using technology. GAFE can also create more opportunities for our students
to collaborate with peers inside and outside of the classrooms. Forest Ridge is already a fantastic
school in a remarkable diverse and thriving community. GAFE would fit in well with the
community and school goals to make Forest Ridge excel more than ever before.
II. Analysis of Forest Ridge Elementary School (FRES)
Perceived Attributes
Google Apps for Education (GAFE) is a hub of applications provided by Google that
enhances education in 21st century classrooms. Google Apps for Education can be tried and
explored by teachers who have an account. Teachers can explore all of the applications and the
features that it provides without much effort because they all have Google accounts. They do not
have to set up a classroom in order to explore all of the apps. However, in order to understand
and explore the features in Google Classroom, teachers must set up a class in that Google app.
Google Classroom is one of the many features that GAFE includes which allows teachers to send
assignments, grade, assign tests, and more. For teachers that are new to the idea of using
technology with students, it might be in their best interest to only explore ways they can have
GAFE is very compatible with the technology that Forest Ridge has through Howard
County. In order to use GAFE, Forest Ridge students and teachers need technology devices
(iPads, desktop computers or laptops), Internet access, and a Google account. All of those are
provided by the school system. This works in our favor and the compatibility with current
Using Google Apps to personalize instruction is compatible with the school’s vision.
Personalizing instruction in reading and math is part of the FRES’ progress plan. GAFE is not
compatible with the current perceptions that many teachers have about using technology in the
classroom. Hopefully once teachers begin to see the advantages of using GAFE, the perceptions
teachers have about GAFE or technology in general will begin to shift in the right direction and
This innovation has the advantage of using less paper. Forest Ridge is a certified Green School
with a large team of students that push for our school to remain Green. Also, having directions
and assignments on Google will put more initiative on students and will create less chaos in the
classroom. Students will ask less questions pertaining to directions because they will be posted
It will be clearly observed that teachers are using GAFE based off feedback they give
throughout the process. The hope is that once teachers begin using GAFE and hear about how it
can transform their classrooms, other teachers will see how easy it is to implement. Then, they
will want to adopt GAFE into their own classrooms. I will send monthly updates to an
administrator to put in our Staff newsletter that goes out weekly. This update will feature a
picture and a testimonial from a teacher that has used GAFE in their classroom. Teachers love to
be recognized by the school and this is a great way for results to be observed by other teachers
Naturally, many teachers at FRES will hesitate using a new technology, especially
because it has some complexities. There will definitely be some push back. Some teachers may
see this as another idea that they are being asked to do. Other teachers may view this as daunting
because of their lack of technology knowledge. Lastly, some teachers do not believe using
technology in the classrooms is beneficial and believe that technology is harmful to our students.
Those teachers may view GAFE as unnecessary. Because of this, it will be important to show
teachers the advantages of GAFE and the features of GAFE based on their level of experience
and comfort level with the technology. This is described in more detail in the Plan of Action
section below. GAFE is easy to explore once teachers create their classrooms. Handing out step
by step instructions for teachers to create their Google Classroom and making myself available to
Ely’s Conditions
Teachers at FRES are currently dissatisfied with the call to personalize instruction but not
able to find the time that it requires. Teachers are also dissatisfied with the lack of help in
exploring new technologies. One teacher that I interviewed stated that she found our school a
difficult environment to take risks. My hope is to begin the conversation and culture of taking
risks in school with the administration and continue the conversation with other teachers.
There are various educators in the building that have a wide range of knowledge using
GAFE. I interviewed a fourth-grade teacher that rated her knowledge of GAFE a 1 out of 5
because she has never used with students. She does know how to open Google Docs and share a
Google Doc. The technology teacher rated herself a 3 out of 5. She has used with students before
but there are features that she still wants to explore. We have the technology resources available
in our school, however we could always use more. Every grade has one device cart and there are
several iPad carts. Teachers use the iPads very little. Many teachers at FRES only use the devices
Time is always one of the biggest hurdles in these types of endeavors. I can imagine that
this could slow down the shift in personalizing instruction using Google Apps. In the case studies
that we have viewed so far in class, time seemed to be one of the biggest common factors.
Currently, every adult in the building as many meetings throughout each week. We have monthly
faculty meetings, Language Arts data meetings, Math data meetings, subject trainings,
committee meetings and class climate meetings. Every week teachers have meetings with their
team. Most adults are tired of the many meetings that are required of the staff during the work
day because it does not allow for teachers to get other required tasks completed during work
hours. There are optional trainings every Friday morning provided by the reading or math
specialists. I have attended a few and depending on the topic, there is a fairly good turnout. This
surprised me based off of how much I hear teachers complain about the number of meetings we
must attend.
Just as in any school today, if a new technology or idea is shared and it is not easily
implemented or is complex, teachers are not going to buy in. Most teachers will tune out, not
listen and not try to implement in their classroom. Also, many teachers at FRES are very vocal
Our administrators are on board with continuing to change and improve the culture of our
school. They believe that teachers should facilitate learning and technology helps teacher do this
fluidly and easily with proper training. They also believe that we need to find a way to
personalize instruction for our students because every learner comes with different backgrounds
and prior knowledge. Every learner is at a different place and should be met with where they are
In order for FRES to move forward in personalizing instruction through the use of
technology and GAFE, there must be clear leadership in our school that is willing to take this on.
After interviews and a few conversations, there are at least 2 teachers that are willing to help
move our school towards these goals. Other teachers supporting this vision will be very
important.
ACOT Model
Teachers are at various stages of the ACOT model. Looking at the entire school, many
teachers are at the entry or the adoption stage. If teachers are using technology in their
classrooms, most of them are using them for educational games or memorization activities. One
teacher that I interviewed stated that she was afraid to use some of the technology because
technology fails and can ruin her lesson. She says she does not feel comfortable troubleshooting
computer problems. Although there are some teachers that are afraid to use technology, there are
There are teachers at FRES are in the entry stage. They use mostly textbooks and
worksheets, and a lot of instruction is whole group teaching. Teachers at this stage are also very
resistant to trying new technologies with their students and there are many teachers that believe
using technology with students is only the responsibility of the technology teacher. They believe
their job is only to teach the core subjects. Also, one of the technology teachers frequently uses a
program called “Type to Learn” during the technology related arts where students practice typing
during class. This reminds me of the Entry stage because students are working individually and
engaged in one independent activity. In order to move these teachers to the adoption stage, their
mindset will need to be changed. They will need to view technology as a supportive tool and not
a threat, inconvenience, or problem. This can happen by co-teaching lessons with those teachers
using GAFE and having honest conversations with those teachers to address concerns and
beliefs.
As stated above, there are many teachers in the adoption stage as well. Similarly, to the
teachers in the entry stage, they struggle to implement new technology in their classrooms and
they teach mostly whole group lessons. Teachers at this stage at FRES see the benefit to using
tech in their classrooms but they do not know where to begin or what programs would be best to
use when. One teacher used Word processor for students to type a paper that they wrote by hand
so the paper could be printed and look neater. This activity reminds me of a teacher in the
adoption stage. They are adopting the idea of using technology in this activity. However, the
activity does not require a lot of skill or any innovation. In order to move these teachers to the
adaptation stage, I will introduce them to the SAMR model and have conversations about the
different phases. We will discuss which category most of our lessons fall under. Then, we will
brainstorm and create ways to personalize, modify and redefine future lessons from the
In the adaptation stage, there are teachers that use technology for students to access
curriculum through digital media, research for projects, and to type assignments. Some teachers
augment their lessons by increasing the performance of an activity. For example, for many
students in intermediate grades, typing is faster and more productive than writing by hand.
Teachers are also substituting online textbooks rather than the paper version of a textbook. In
order to move teachers from the adaptation stage to the appropriation stage, I will introduce the
SAMR model to this group too. We will brainstorm different ways we can incorporate project
There are fewer and fewer teachers in each group as we move up the ACOT model.
There are very few teachers at FRES in the appropriation stage. I have seen small glimpses of
teachers moving between the adaptation stage and the appropriation stage. It depends on their
comfort level of an activity and the level of risk it may be in attempting the new technology.
There are a few teachers who have used technology for project based instruction during a lesson
every once in a while. However, using project based learning is not the norm in any classrooms
at FRES. Another technology teacher, the one I interviewed, has used HCPSS’ learning
management system (Canvas) to create a learning module for students to move through at their
own pace. In order to move these educators to the Invention stage, we can discuss new uses for
GAFE. We can brainstorm strategies for using GAFE in our curriculum that will redefine lessons
and create opportunities for our students that they would not otherwise have.
Lastly, I have not seen any teachers in the Invention stage. These teachers would be
creating classroom environments for students to take risks and building classrooms for students
collaborate over projects. Teachers also do not create many opportunities for subjects to cross
over each other. If there were educators in this stage, I would encourage them to share their
wealth of knowledge, resources, lesson ideas, technology tips and more with other teachers in
their reach.
III. Stakeholders
In order for my plan of implementing Google Apps for Education (GAFE) at Forest
Ridge (FRES), I will need a group of people surrounding this plan. I will need others to assist in
helping to move others through the ACOT stages. Also, people will need to be there for support,
ideas, and motivation. Some key people at FRES that I believe will be imperative to move this
vision forward are: Geneé Varlack (principal), Danielle Shanks (assistant principal), Clair Wise
(technology teacher), Sarah Ports (5th grade teacher), Natalie Pretzello (band instructor), Heather
Tordella (school librarian) and the 2018-2019 PTA President that is not yet announced. Each
member will have their own voice in the project and will give voice to their peers by asking
questions. The stakeholders will also provide support and encouragement in their own arenas in
our school.
The Principal and Assistant Principal will be key people to help move this vision
forward. First, they will approve of this entire plan and allow for it to take place with the staff.
Also, they will address to the staff how this plan is aligned to the School Improvement Plan and
will hopefully provide time for me to share my vision and ideas with teachers at FRES. This will
hopefully address the issue of time that is in our school that is mentioned above.
Clair Wise, the technology teacher, will provide insight into the best ways to share
information with staff. She and Sarah Ports (5th grade teacher) will facilitate trainings and
conversations with other teachers in teaching them how to use GAFE and how to personalize
instruction for our learners. Both teachers will help with implementing the vision. Clair can share
knowledge to other teachers in how using GAFE can personalize instruction. Both Sarah and
Clair can facilitate discussions with different teachers in that are in different places in the ACOT
model. They can brainstorm ways for teachers to use GAFE in realistic and attainable ways.
Heather Tordella is our school librarian and our school “Technology Help Desk”. She
troubleshoots problems with computers and she is called when a device needs repairs. Heather
incorporates technology regularly in her lessons with students of all ranges. She is very vocal and
will be an important part of our committee. She will also be critical to the maintenance piece of
our plan. Computers and iPads will need to be working and she can continue be a voice to make
sure teachers report when devices need to be repaired. This could also be a platform for her to
Natalie Pretzello, the band instructor, will be representing the fine arts department by
being the bridge between our technology team and the related arts teachers. She can share ideas
with those teachers. Teaching related arts is a different type of challenge because you are
instructing students for a shorter period of time. Natalie can share with teachers how they can
successfully incorporate GAFE while teaching several hundred students. I realize that it is
unrealistic to expect teachers to have online classrooms setup for each class. This is where
Natalie can facilitate discussions with the related arts and fine arts teachers.
Lastly, our PTA president will develop ways to involve, communicate and educate the
community on this technology plan. The PTA president can create an opportunity for me or
someone from the committee to share our ideas and our passion for personalize instruction for
students. We can share GAFE and how students can access learning and homework at home
using GAFE. The PTA president can create a forum for parents to ask questions and for us to
assure the safety of its’ use. The PTA president can update the PTA webpage with important
technology tips and ways they can stay involved in their child’s assignments on Google.
Each of these stakeholders are critical to developing a technology plan. I recognize that
this plan cannot move forward without the support of those around me. This is a unique group of
people that bring many different skill sets to the table. They are respected members of our school
community. We will all plan, share and cast visions together. To keep them involved, I hope to
meet monthly with an agenda, and create action steps between each meeting for members to
complete within their individual roles. I will also check in regularly with stakeholders to see how
The vision and mission that I have thought of for FRES are still being developed and I
would first ask for insight from stakeholders before sharing with other teachers at our school and
in the school community. My technology vision for Forest Ridge is for all teachers to become
equipped, and empowered in personalizing learning for students. This vision is in line with the
FRES School Improvement Plan in reading and math which states “staff will personalize
learning through student goal setting” (fres.hcpss.org). My vision is also in line with the FRES
mission which states “We will teach, nurture, and encourage all students to contribute positively
to our diverse community and world”. GAFE allows students to communicate and contribute to
our learning community. This will be discussed more later in the plan of action. However, it is
important to note that my technology vision for FRES is in line with the overarching vision of
our school. The vision does not include GAFE because while I do not think Google is going
anywhere anytime soon, I hope that this vision could continue to move the school forward, with
or without Google. Therefore, I have also developed a mission for FRES that encompasses what
I would like to see happen now. Also, I do recognize that this could take years and will require a
My idea for a mission for FRES is that all teachers understand GAFE and how it can be
used with students to begin personalizing instruction for our students. The mission should take
several years to be complete. In order for this change to occur, deep rooted perceptions and
Potential Problems
As stated previously, Google Apps for Education has the potential to be very complicated
or very simple. Google updates their programs very regularly and there are always new features
to learn in Google. However, I acknowledge that many teachers have never used GAFE with
students and/or are on a basic level of using GAFE. The plan is to address problems with
complexity by scaffolding trainings for different teachers. Some teachers will simply be
introduced to setting up their class and assigning an assignment. Others may be introduced to
Del Mar School District located in San Diego, California uses GAFE in their district’s
technology plan. They for teachers to “skillfully use Google Apps for Education (Drive, Docs,
Sheets, Forms, Maps) to enhance learning opportunities” (www.dmusd.org). I also hope for
teachers in my school to achieve this one day. Using these apps for students to collaborate with
each other and others outside of FRES will enhance opportunities that a textbook or an online
game cannot offer. In their technology plan, they only wrote about how they would like teachers
to enhance learning opportunities. This is important but I did not see how it would enhance
learning opportunities. I see GAFE as a perfect way to personalize instruction for our students,
Richfield School District (RSD) located in Minnesota has stated that they are using
SAMR to differentiate how they are implementing training to teachers in their district. This is
another part of their plan that I hope to emulate in conjunction with the ACOT model. Teachers
are on every level of the ACOT model and SAMR spectrum. They will need specialized training
and support just like our students. To address this plan, teachers’ level of expertise will be
identified through a survey. After the survey, teachers will be split into groups based off where
Richfield School District is also using Google as a platform for teachers and students.
They state that “Google continues to improve and develop new Google apps for Education
improving and focuses on what is best for learners today. This solves the problem of using a
issue. Some students can access GAFE at home using iPads, laptops or desktop computers. Other
students cannot access these at home. It will be important to note that teachers should be careful
assigning homework assignments or projects to students that may not have home access. While it
is simple to say that those students can go to the library for free, they shouldn’t have to and other
In June 2018, I will inform administrators of my plan, ask for approval and feedback of
the vision, goals and action steps. After meeting with the school administrators, I will meet
individually with the educators and community member listed above in the Stakeholders section.
While meeting with each person, I will share my vision and how they could play a role in
making positive changes to educational technology in our school. Then, I will ask them to be a
part of the plan. With the teachers that have stated interest, I will meet with the group as a whole
At the beginning of the 2018-2019 school year, the new team of stakeholders will view a
survey that is being prepared to send to teachers in the school. Teachers will complete the survey
in order to reflect and give feedback as to where teachers are on the ACOT spectrum. After
receiving feedback from the survey, I will place teachers into groups based off of where they are
according to the ACOT model, their comfort level using technology to personalize instruction
and their comfort level using GAFE with students. A small portion of the Stakeholders will meet
to identify what steps we should take to introduce GAFE to teachers in the five stages. Not all
stakeholders will need to be take part in this portion of the project. For example, it will not be
technology to personalize instruction. They will be explained the “Why” and hopefully this will
at the very least spark conversations. As stated above in the potential problems and analysis of
our current situation, there will be some push back. I suspect a majority of the push back will
come from teachers in this stage. It will be important for an administrator to express to this group
in particular why they also believe in personalize instruction. When it comes from an
Then, the team will meet with teachers in the adoption and adaptation stage. They will be
shown how students can log into GAFE, how to set up their online classroom and how to create
appropriation stage will learn different ways to create groups, assign assignments to certain
students, and ways to incorporate project based learning. Teachers in all three of these stages will
also look at their curriculum to find easy and accessible opportunities to use GAFE in the
upcoming weeks. Providing the opportunity for teachers to not only understand how to use
Lastly, if there are teachers in the invention stage, we will have a small forum where we
can share ideas with each other. We can share lesson plans and different ways we have used
technology in general to personalize instruction. This will be more of a time where we can learn
All of the workshops for these stages will be ongoing. There will be opportunities for
teachers to co-teach with me or other stakeholders throughout the year. As teachers begin using
GAFE, they will be encouraged to send pictures to me. I will send the pictures and a quote to
administrators for them to feature this staff member in our Staff Newsletter.
At the end of the year, teachers will take the same survey in March 2019 that they did at
the beginning of the school year. These surveys are one of the assessments that will help quantify
and qualify the successfulness of our efforts. The support from administrators and feedback from
teachers and testimonies from students are other assessments that will help us assess if the vision
is moving forward. Lastly, at the end of the school year, the stakeholders will meet to decide how
we can move this initiative forward at FRES in the upcoming years. Because we came into this
knowing that not all teachers will jump on board and move through the ACOT model fluidly, we
will talk about issues that we came across and come up with solutions. Hopefully, at the end of
the 2018-2019 school year, there are others that are willing to join our small group of
stakeholders because they are interested in moving FRES forward after experiencing
V. Conclusion
Google Apps for Education has the potential to change the culture of Forest Ridge. It is
both complex and simple, aligned with our school improvement plan, easily accessible, and
encourages 21st century skills from our students. No matter where teachers are on the SAMR
model or the ACOT model, they can use Google Apps to move in the right direction. There will
be challenges and push backs. Not everyone will jump on the Google Apps train but I do hope
that the conversations surrounding this technology project will spark more conversations and
https://www.richfieldcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=467&da
taid=90&FileName=RSCS%202015-18%20Technology%20Plan.pdf
Del Mar Union School District Technology Plan (2016). Retrieved from
https://www.dmusd.org/cms/lib/CA01001898/Centricity/Domain/64/DMUSD%20Educat
ional%20Technology%20Plan%202016-2019.pdf