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Evaluation Report of Western High Schools iPad Training: Using iMovie in the Classroom Prepared for Western High

School Technology Committee Prepared by Cynthia Mills Master of Educational Technology Student Boise State University

Table of Contents Summary.1 Program Description..2 Program Objectives5 Program Components.5 Evaluation Method.5 Participants..5 Procedures...6 Data Sources....6 Results..6 Discussion...10 Project Cost.10 Appendices11

Summary The Technology Committee at Western High School, established in 2012, and made up of ten teachers from ninth through twelfth grade, organized two trainings for teachers to promote the use of iPads in their classrooms. The iPads were part of the Turnaround Zone grant and were purchased in 2011. The committees continuing goal is to provide teachers opportunities to integrate technology into their curriculum and offer students engaging activities to promote 21st Century skills for career and college readiness. The committee met in September 2013 and decided that the focus of the two trainings would be the use of iMovie; therefore, the technology specialist was asked to focus his first training on the app itself and the second training on integrating iMovie into the curriculum. Teachers signed up for the trainings on a voluntary basis; however, the administration asked that at least one teacher from each core area and each grade level attend. The trainings were scheduled from 2:00-3:00 on the first and second Wednesday in October 2013. Teachers who attended the training were given an iPad to check out and take home so that they could practice what they had learned, collaborate with each other, and ultimately create a lesson or a series of lessons that integrated the app. The 2013 goals of the Technology Committee are as follows: Increase the number of teachers and students who use the iPads Increase the use of the iMovie app among teachers and students

This evaluation incorporated a goal-based method. The purpose of this evaluation was to assist the Technology Committee in its goals to increase the usage of the iPads and to increase the use of the iMovie app. The evaluation incorporated observations and surveys. For instance, the evaluator observed the trainings, observed the teachers who attended the training, and observed the students utilizing the app in their core subject classrooms. In addition, the evaluator surveyed both the teachers who participated in the trainings and the students who created projects using iMovie. This evaluation was designed to assist the committee in determining the following: Who is participating in the training Who is using iPads in the classroom Who is integrating iMovie in the curriculum How is iMovie being used across the curriculum How are students benefitting from using iMovie

The evaluation encompassed the following components: Survey of training (teachers) Survey of projects (students) Survey of projects (teachers) Survey of the Technology Committee (members) Checklist data (gathered by the evaluators observations)

This evaluation found that Western High Schools Technology Committees goal for increasing the use of iPads can be achieved, and while it is only at the beginning stages, the evaluation found that both teachers and students need training in order to successfully utilize an iPad as a technology tool that both engages and enhances learning. The committee needs to continue to 3

implement trainings for the iPads and in particular, iMovie, so that more teachers and students at Western High School are able to use digital video for authentic learning, including anecdotal evidence, individual and creative expression, and synthesizing knowledge. English, history, science and math instruction is enhanced through digital video, and student engagement and interest is increased when students are offered opportunities of expression through multiple paths. Program Description Western High School is located in Las Vegas, Nevada. It is a Title 1 school in the Clark County School District, which is the 5th largest school district in the country. The demographics are as follows: 65% Hispanic, 17% African American, 11% Caucasian, with a small percentage of Asian Pacific Islanders and Native Americans. There are approximately 2,300 students and 105 teachers. In addition, the high school is in year three of the Turnaround Zone grant, which is the final year of the grant. Therefore, there have been numerous changes at Western in the past three years, including replacing almost all of the teachers, remodeling the entire campus, and creating programs and academics to meet the needs of students. Westerns mission statement is, Every student in every classroom without exceptions, without excuses. The guiding principle is to provide instruction that will help students graduate who are not only proficient in academics, but also who are career and college ready. In 2012, the second year of the Turnaround Zone grant, a team of teachers, who are innovators in their field, got together to form a technology committee. The goal of the Technology Committee was to begin to investigate new technologies to foster 21st century skills in students and teachers, create a technology plan, and oversee the implementation of that plan. After discussing some of their ideas with the technology specialist, who is involved with the committee but does not oversee it, it was suggested that teachers were not taking advantage of the five iPad carts available to them. When teachers were surveyed at the end of the 2013 school year, it was discovered that teachers lacked the training necessary to use the apps on the iPads, including iMovie. In other words, while most teachers were familiar with the basic functionality of using an iPad, most teachers did not know how to use the basic apps that come with the iPad such as iMovie. Therefore, the committee decided to schedule two iPad trainings for teachers by first introducing them to iMove and then training them on ways in which they can use iMovie as a final project for a unit of study. The committee elected to schedule the training after school and to make it a voluntary training (rather than a required professional development) in order to pilot the program. However, the vice principals at every grade level invited at least one teacher from every core subject to attend in order that he or she might be able to share the experience during a PLC. A total of seven teachers committed to the training, and the core subjects taught by these teachers included math, English, science, and social studies. There was at least one teacher represented per grade, but not all grade level subjects were represented. Program Objectives: The program objectives for creating a pilot program for training teachers will enable the Technology Committee to draft and review recommendations to address selected areas related to technology integration and professional development. The following are objectives for the iPad training:

Facilitate two trainings in October Teach basic iPad functions Teach iMovie Teach methods of integrating iMovie into the curriculum Staff will create a lesson plan incorporating iMovie Students will create a project using iMovie Evaluator will conduct formative assessments Staff and students will complete a survey for a summative assessment

Program Components: The Technology Committee consists of staff members who share a passion for integrating technology into the curriculum and fostering 21st Century learning. There are 10 members in total, and all members volunteer their time. The committee was formed in 2012, and had 4 original members. The membership grew in the fall of 2013 when Western High School hired 40 new staff members. The Technology Committee meets once a week to discuss future goals, objectives, and ideas that they feel will benefit Western High School. In addition, members participate in weekly Twitter chats to stay current on best practices across the country. Each month, the committee sends out an electronic newsletter via email that updates staff on district policies, initiatives, and programs. The committee also offers new teachers training on the CCSD email system, gradebook, and attendance interfaces. Evaluation Method Participants: After the Technology Committee sent out a school wide email inviting teachers to participate in the iPad training and evaluation, and a subsequent email followed from each grade level vice principal inviting at least one core teacher from each subject to participate, the participants in the training included the following: 1 senior English teacher, 1 senior history teacher, 2 junior English teachers, 1 sophomore math teacher, 1 sophomore history teacher, and 1 freshman science teacher. These teachers volunteered for the training; they did not receive professional growth credits, nor did they receive a stipend. In addition to the teachers who participated, the Technology Committee members also attended the training so that they could mentor teachers throughout the training process. Technology Committee members were also involved in the evaluation. The technology specialist conducted the training. The students who participated in the evaluation were the students of the teachers who attended the training. Procedures: After completing both trainings, the participants (staff and committee members) were emailed a survey to complete. The survey focused on the effectiveness of the training. In addition, teachers were also emailed a survey to complete after grading their students iMovie projects. This survey focused on the effectiveness of integrating iMovie into their curriculum. Students were also given a survey after they completed their iMovie projects. The student surveys were conducted during class. The focus of the survey dealt with the iMovie app and the learning process. Students took approximately 5-7 minutes. Finally, the evaluator conducted formative assessments, observing in each classroom one time. The formative assessment included a checklist. The Evaluation Committee members operated more interactively during the evaluation period than they normally do because they made themselves available to mentor

teacher participants on the use of the iPad, specifically the iMovie app as well as fostering integration ideas. Data Sources: The data that was collected was qualitative data, and it was new data because the committee had never collected data on technology training or the use of iPads in the classroom until now. Of the seven teachers who attended the training, all seven teachers completed both surveys, which were created using Survey Monkey and emailed through the school email. See Appendix A and B. All 10 members of the Technology Committee completed their surveys, which were also created using Survey Monkey and emailed to members. See Appendix C. Of the 210 students who participated in the iPad assignment, 193 completed the assignment, and 193 completed the survey because teachers built the survey into the assignment as a self-assessment to ensure participation. See Appendix D. Teachers completed a final evaluation focused on student achievement. See Appendix E. Finally, the evaluator completed a formative, observational checklist. See Appendix F. Results Teacher Training: The teachers who attended the trainings were surveyed about both trainings. There were seven teachers who attended, and none of the teachers who attended had ever used iMovie. The first survey questions focused on the effectiveness of the training. Teachers were asked if the training aided in their understanding of the app. The survey also asked if the committee members, who were there to mentor the teachers, were helpful. Finally, the survey asked teachers to measure how comfortable they felt with using the app and if they were going to practice using the app. The second survey focused on how effective the training was regarding the use of the iMovie app as an integration tool. Teachers were asked if they gained insight about how to use iMovie to create a course project and if they gained more knowledge about the app itself. The following are graphs of the iPad training Day 1 and Day 2

Committee members were also surveyed after the training period. The survey questions were based on their overall observation and perception of the training, teacher engagement and comprehension.

Student Projects: Next, students were required to fill out a survey after they completed their iMovie projects. 193 students completed the survey. The survey asked students to agree or disagree with prompts. The survey focused on student learning. The surveys were given to students when they finished their projects and were part of their overall grade.

Teacher Survey/Evaluations: Teachers were surveyed a second time in order to evaluate student achievement.

Observational Checklist: The evaluator, who has 16 years of experience teaching and two years experience integrating iMovie into the curriculum observed all seven classrooms as students worked on creating their iMovies using a checklist similar to the teacher survey. The checklist contained items that focused on student engagement and iMovie integration that demonstrated

synthesizing knowledge. The checklist included a rating system of 1-5, with 5 being the highest for the performance. The evaluator averaged the results of all seven classrooms.

Discussion Western High Schools Technology Committee is dedicated in its goal to increase the use of technologies available to teachers. Therefore, the committee chose to train teachers on iPads and one app, iMovie, in order to increase the number of teachers and students who use the iPads and increase the use of the iMovie app among teachers and students. The results of the study show that the teachers who were trained felt their students benefitted from the integration of iMovie. Student skills were reinforced, and student engagement was high. All seven teachers surveyed said that they would use the iPad again and six teachers said they would use iMovie. The training was successful in that all seven teachers reported that it increased their knowledge of the iPad and the app. While three teachers were apprehensive about using the app by themselves, all teachers reported that the mentors, who were the committee members, were helpful. The second training was successful in guiding teachers on how to integrate iMovie into their curriculum. All seven teachers reported that the trainer offered many ideas, and although three teachers were still unsure of what they were going to do in terms of a lesson plan, all teachers confirmed that they would create a lesson plan using iMovie. Committee members conveyed that the trainer was prepared and effective, and teachers were engaged in the lessons. 45% of students felt that iMovie was easy to learn, and although this program challenged most students, 88% of students said they would use iMovie again for other projects. In addition, students agreed that this app allowed them to be creative and 76% said that they learned more about their subject after creating their project and viewing other student projects. Teachers confirmed these results. All seven teachers reported that targeted skills were practiced and that students were highly motivated. The evaluator observed that while some students lacked the ability to completely integrate the technology, they were able to create a relevant project that had a clear idea or argument. 9

Digital video has been shown to be instrumental in education, and based on the results of this evaluation, teachers and students found that using the iPad and iMovie app enhanced the learning experience. Science, math, social studies and English curriculums can easily adapt this app by utilizing it for projects that challenge and engage learners. Combining lecture, investigative learning, collaborative learning and text-based experiences through story-telling using iMovie allows students to be successful and diverse. Western High Schools Technology Committee should continue to brainstorm ways in which the iPads can be used. Results of this evaluation should be shared with the administration and staff to support the committees goal to increase iPad usage and iMovie creation in the classroom. Downloading apps specific to each subject matter would also help to increase iPad usage, but apps that are universal are less expensive, so finding ways in which these apps can be integrated across the curriculum would benefit teachers and students. Based on the findings, the evaluator recommends further training programs to increase the usage of iPads at Western High School. Project Cost Personnel Lead Evaluator 15 days @ 500 per day = 7,500 Technology Specialist 4 days @ 175 per day = 700 Total personnel =8,200 Training Supplies iPad Handbook 7@ 4.50= 31.50 iMovie handouts-7@ 4.50= 31.50 iMovie Powerpoint- Time absorbed in technology specialist budget. iPads-purchased through grant Total training supplies = 63.00 Travel and Per Deim Travel Per Diem 15 days x 1 person @ 250 per day = 3,750 Supplies and Communication Survey Monkey Subscription= 204 Paper, Pens, Ink, etc. = 100 Phone Calls Local and Long Distance = 200 Total supplies and communications=504 Total Cost = 12,517 The evaluator met with Western High Schools Technology Committee to gain insight and background knowledge about the goals of the committee and the goals of the evaluation. The evaluator also met with the technology specialist and coordinated dates. The evaluator was present during the creation of the surveys and analyzed the results. The evaluator also observed classrooms. A report was written and presented to the Technology Committee.


Appendix A Teachers completed survey of training day one.


Appendix B Teachers completed survey of training day two.


Appendix C Committee Members completed a survey of both trainings.


Appendix D Students were surveyed about their experience with iMovie.


Appendix E Teachers were surveyed about student performance.


Appendix F Evaluator checklist. 1-5 scoring with 5 being the highest.