Outline for Professional Development Workshop

Google Docs (using Jing as a tool to create presentation)
Introduction – prior to workshop (days before) Ask workshop participants to take an online survey (created with Google Survey tool) to assess participants level of fluency with technology. This survey will provide the presenters with information as to amount of background knowledge necessary to be presented prior to introduction to Web 2.0 tools. a. Do participants need basic knowledge as to accessing the Internet b. Do participants need basic knowledge as to the use of word processing or spreadsheet applications Day of Workshop 1. Presenters will create scenario for using Google Docs word processor with teacher’s lesson being written at home and necessary to access at school. Using Google Docs word processor at home, save document, open document at school.
2. Student Use – Assignment is created at home and can be

electronically submitted. – no excuses about printer didn’t have ink…. Students can create and share with teacher – share can be to view or edit. The edit function will allow teacher to correct the electronic version (change font color) and then student will make corrections and resubmit. 3. Activity –
a. Have participants create an account with Google Docs.

Have teachers create a short word processing document and save it – share it with another participant to explore that function b. Practice sharing to view and sharing to edit. c. Edit a document as if correcting

4. Activity – a. Open spreadsheet results of survey (created in Google Docs) to illustrate spreadsheet capabilities to participants. b. Use this tool for data collection and data analysis with students – spreadsheet capabilities for data analysis to be illustrated at this point c. Have participants create a Google Docs survey that can be used with their students to practice data collection and data analysis 5. Share the use of Jing with participants a. Demonstrate how Jing was used to capture screens to create our presentation b. Activity – i. Have participants download Jing on their computers ii. Have participants capture a screen using Jing

Massachusetts Technology Standards
Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity. Basic Operations
G3-5: 1.1 Demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals). G3-5: 1.3 Use various operating system features (e.g., open more than one application/program, work with menus, use the taskbar/dock).

Spreadsheet
G3-5: 1.11 Demonstrate an understanding of the spreadsheet as a tool to record, organize, and graph information. G3-5: 1.12 Identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph).

Internet, Networking, and Online Communication
G3-5: 1.14 Explain and use age-appropriate online tools and resources (e.g., tutorial, assessment, Web browser). G3-5: 1.15 Save, retrieve, and delete electronic files on a hard drive or school network.

Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. Society
G3-5: 2.4 Identify ways in which technology is used in the workplace and in society. G3-5: 2.5 Work collaboratively online with other students under teacher supervision.

Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.
G3-5: 3.7 Use spreadsheets and other applications to make predictions, solve problems, and draw conclusions.

National Standards for Students
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: c. collect and analyze data to identify solutions and/or make informed decisions. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively.

National Standards for Teachers
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a . design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. b. c. d.

demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: advocate, model, and teach safe, legal, and ethical use of digital information and technology, a. including respect for copyright, intellectual property, and the appropriate documentation of sources. b. c. d. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. promote and model digital etiquette and responsible social interactions related to the use of technology and information. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: participate in local and global learning communities to explore creative applications of technology to improve student learning.

a.

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