Part I General Introduction

General Audience:
The primary Audience consists of certified teachers of all ages and
experience levels teaching in an Elementary School. These teachers
teach grades 5-11, and teach students across all content areas,
including Special Education. These students ages vary between 5-11
years old. Teachers working directly with the special education
students will receive the training first, followed by the general
education (content area co-teachers). In the Liberty County School
system (LCSS) the average percentage of Special Education Students
with-in the General Education classroom, being served under the Cotaught classroom is around 85%.

Problem Identification:
The overwhelming goal in Liberty County is to raise the expectations of
students themselves in their abilities. It is becoming more and more
abundant that low functioning Special Education students are being
placed in General Education classrooms with the hope that by being
surrounded by peers of their same age, that the low functioning
students will rise to meet the standards based on the general
education curriculum. It has become very obvious that technology is
great asset to teaching in this day an age. Technology can allow those
Slower Special Education students to utilize their strengths as

students, and to rise closer to the levels of their peers. In our school
district, technology has become so important that iPads were given to
every student and every teacher in hopes to helping those students
rise to the high expectations that we have in our school system.

The major problem that we face in our district is the fear of technology
in our teachers. Many of the teachers in the district have been
teachers for many years have a very big distrust in changing
instruction to incorporate technology. They have distrust in
technology, not because they do not like it, but because they do not
feel comfortable enough to utilize technology effectively in the
classroom. It is not a novel idea to believe that if teachers understood
how and why technology could be useful to them, then will be more
apt to use technology in the classroom.

To assist with the transition, instruction will be designed to educate

teachers about a certain website that will raise their level of
instruction. This learning tool called, Google Classroom, is a tool based
that allows teachers, students, and parents to communicate effectively.
It allows teachers to post videos, discussion questions, both formal and
summative assessments, and updates throughout the course. It is a
very teacher friendly tool and can be easily and effectively utilized in
the classroom.

Learning Goals:
-

80% of teachers in Button Gwinnett Elementary School will utilize

Google Classroom in the classroom

Teachers will communicate effectively through the university-like

discussion forum
Teachers will input all students on their roster in Google
Classroom, and grouped by classes/ content area

Part II: Learner Analysis

Introduction:
The targeted groups of learners are Elementary school teachers at
Button Gwinnett
Elementary. This school is located within the Liberty County School
District in Hinesville, Georgia. The teachers ages range from 23 years
old to just over 60 years old with the average ages falling between 30
and 35. The high schools in this district are made up of around 75%
women and 25% men. The schools in Liberty County are all Title I,
which means that most or all of the students in the school are awarded
free or reduced lunch. To attain the information found within this
document, several methods were employed. A needs assessment was
given for teachers to give their feedback on several different
questions. The data that was used most for the purpose of this
Professional development was Question 2: Rate each area on the
level of at which targeted professional development would enhance

your capacity to support students. The grouping of questions were

used attain information on how or what kind of professional
development was needed in order for the teachers to become more
aware of technology and how they could better server their students.
Over the last two years the district has begun a technology initiative to
provide every student and teacher with an iPad to cut down on paper
consumption, and to teach young people in the county that technology
can be used for learning.

Entry skills and Prior Knowledge

Basic knowledge of apple products

Basic knowledge on how to download apps
Use basic iPad tools

Prior Knowledge

Use of the iPad within instruction

Basic apps and how to use them instructionally
Technology based classroom procedures

Along with the ratings of professional development survey question,

other questions were used to measure teachers feelings towards
effectiveness of professional development. With this survey
question, the teachers voices are loud and clear. They
overwhelmingly rated topics of methods of providing professional
development and ongoing support for Professional Development
Implementation the highest with 20% for both in the very
effective category. High Quality, Evidence-based professional

development on content and pedagogy and Personalized

development opportunities were rated the highest in the
effective category with 52% and 56% respectively. These ratings
show that personalized, researched-based, student-based
professional learning with ways of ongoing support/implementation
techniques are most needed at Button Gwinnett at this time.

Attitudes Towards Content & Academic Motivation

The attitudes toward technology are very different with the different
ages of teachers within the district. To the veteran teachers,
technology is a nuisance in the classroom. They do not use it, and
they do not feel like it is necessary. The majority of the teachers
feel like technology is a big part of the classroom and showed
interest in learning more about how to use technology during
instruction. When surveyed on how they feel about feel about their
personal use of technology in and outside of school, the results
were astonishing. 100% knew how to use it and were comfortable
enough to use a computer. However, only 65% felt comfortable
using iPads on a personal basis.

Educational Ability Levels

After researching the county and Button Gwinnett Elementary in
general, evidence was given to gauge the level of education among

teachers at Button Gwinnett in the district. 1% have their doctorate

(4 total), over 30% have their specialist degree, 55% have their
masters, and around 10% have their bachelors degree. Also during
individual interviews and they were questioned if they would further
their education to the next level, 65% said they would, only do it to
make more money.

General Learning Preferences

The following information was gathered by short interviews with my
colleagues and peers. When the teachers were asked about their
preferences to educate the students or design their instruction,
teachers said that they still prefer the old school lecture and
remediation instruction. These same teachers also showed interest
in using the iPads to more effectively meet the needs of the
students. The overwhelming comment was, If I were more
comfortable, I would use it. When asked about how they would
prefer to train for the app, the majority of the teachers stated that
they would rather go through the training with a more hands on
approach (iPad in front of them while instruction is taking place),
and a handful of teachers stated that they would rather the app be
shown on the big screen and be walked through the training step by
step.

Attitude Toward Students, School, & Technology

The following information was gathered by observations and
interviews.
The majority of the teachers said they felt the student population
respected teachers as a whole, and felt like the students were eager
to learn. They also stated that students might be getting tired of
the old school PowerPoint lectures, and remediation worksheets.
Last year was the first year that every student in the county had an
iPad, and it was a very rough transition. Students were frequently
off-task, and disrespectful when it came to using the iPads. This
created a love/hate relationship towards technology in the
classroom. Teachers stated that although they love technology, but
the distractions and behavior difficulties that come along with it
make it very difficult to use in the classroom. They felt that there
needed to be tighter restrictions on the students, and they did not
want to use them until those were put in place. Teachers did say
that they would be open for training on how to correctly use
technology, but made sure to voice their opinions on quick
trainings and not to waste valuable teaching and planning time.

Group Characteristics.
The school district is located in a small town about 20 miles south
of Savannah in the city of Hinesville. The majority of the community

is at or below the poverty level. The majority of the students

receive free or reduced lunch this qualifies Liberty County High as a
Title I school. The teachers in the district seem very eager to teach
young people, and better the community as a whole. All of the
teachers were professional in their dress, and were professional in
their answers in both my interviews and surveys.
Part 3: Task Analysis
1.0

Define and explain what a Web 2.0 tools is

1.1
Web 2.0 tools are self contained programs or
piece of software designed to enhance teaching and learning
1.1.1 Web 2.0 tools are revolutionary new ways of
creating, collaborating, editing and sharing usergenerated content online.
1.1.2 Can be used online and also can be downloaded
1.1.3 Can be used by anyone
1.1.4 Are usually free, but some can be bought
1.1.5 Tools are very user friendly
1.2
Web 2.0 tools can use many modalities
1.2.1 Can utilize research tools
1.2.2 Can utilize videos
1.2.3 Can utilize data to build quizzes
1.2.4 Teachers can engage students by embedding and
allowing them to play games

2.0
Identify reasons why teachers can utilize web
2.0 tools to engage, motivate, and connect themes from different
units for learners
2.1
Self-motivation and engagement is heightened
2.1.1 Increases motivation for students because
technology is new and intriguing
2.1.2 Many students like to work on their own
2.1.3 Students do not have to wait for the teacher to move
to next section
2.2
Students can move at own pace
2.2.1 Students learn at different rates
2.2.2 Students learn best by using different modalities
2.2.3 Each students needs are different
2.3
Inexpensive ways to utilize technology into
instruction

2.3.1 Most web 2.0 tools are free, but some require small
fees
2.3.2 Do not need Web 2.0 tools to be approved by your
Board of Education because of the makeup and many
uses of the tools.
2.3.3 Minimum training needed
2.3.3.1 Many tools have short tutorials for nontechnology savvy people
2.3.3.2 Workshops and crash courses will be
provided (if applicable)
3.0
Identify safety and behavioral issues that could
affect High School students while uploading, downloading, and
utilizing web 2.0 tools
3.1
Acceptable Use Policy for Internet Use
3.1.1 Determines what acceptable student use of iPad
services
3.1.2 Governs students use of iPads
3.1.3 Part of Board Policy and Employee Ethical
Regulations
3.1.4 Includes a release form to use the iPad requiring
parent signature
3.2
Students should not include personal
information when signing up for web 2.0 tools
3.2.1 Some apps require students to register information
3.2.1.1 Teachers and students will be required input
necessary information
3.2.1.2 Students may input information under the
supervision of teachers
3.2.1.3 Students may input information at the
discretion of their parents (see 3.1.4)
3.2.2 Teachers, Guidance Counselors, Media/ tech
specialists and Parents/ Guardians will be the only
people with clearance to see students information.
3.2.3 Teachers and Students parents will monitor all App
downloading
4.0
4.1

Open Safari (on Macbook or Ipad)

Search Google
4.1.1 Log-in to your Gmail account
4.1.2 Input user name and password acquired from the
guidance office or media center
4.1.3 Once Gmail is open, we may get to the Google
Classroom tool one of two ways.

4.1.3.1 Find the invitation to join the classroom in

your email
4.1.3.1.1Click on the accept invitation, and
follow the short directions
4.1.3.2 Click on upper right hand corner on the
Menu symbol
4.1.3.2.1Scroll down until you get on the Even
more
Apps topic
4.1.3.2.2Find The classroom App and click on
the icon
4.1.3.2.3Follow the short list of directions to
login to your class classroom
4.1.4 Classroom approval needed by asking for permission
from the Classroom administrator
4.1.5 Register each classroom teacher
4.1.5.1 Instructions can be found on at bullett
4.1.3.1-4.1.3.2
4.1.5.1.1Teachers were to print copies of
instruction for their use
4.1.5.2 Teachers will also be issued paper copies if
they did not print and have them on their
person
4.1.6 Search Classroom teachers and content areas
4.1.6.1 Open class page
4.1.6.1.1 Classes should already be uploaded to
their roster page
4.1.6.1.1.1 If not:

4.1.6.1.1.1.1
Add students to
classroom teachers
roster
4.1.6.1.1.1.1.1 Choose
student names
4.1.6.1.1.1.1.2 First name
4.1.6.1.1.1.1.3 Last name
4.1.6.1.1.1.1.4 Input school
email for each
students
4.1.6.1.1.1.2
Send invites to
students
4.1.6.1.1.1.2.1 Teachers
may also
add
students by
giving students the
class pin

4.2

5.0

For Collaborative Teachers

4.2.1 Share teacher content class rosters and student
names
4.2.2 Teachers may now post tools on both rosters
4.3
By Department
4.3.1 Teachers will break into department groups
4.3.2 Teachers of same subjects will share profile
information to encourage collaboration techniques
Design class activity
5.1
Assign pre-test to assess students prior
knowledge
5.2
Assign activity for students to give information
on how much they know about the subjects
5.2.1 Strengths & weaknesses
5.2.2 Likes & dislikes
5.2.3 What ever they know/ if they know anything
5.3
Assign video on given subject (i.e. Government
classroom- Crash course government)
5.4
Share information with Co-workers
5.4.1 Co-Teachers
5.4.2 Department Co-workers

6.0
6.1
6.2
6.3

Monitor and contribute support to teachers

Support number
Support email
6.2.1 Email whenever problems arise
Constant feedback
6.3.1 Imperative for continued revisions
6.3.2 Needed for help-support
Key Assessment part IV

Terminal Objective: Teachers will apply new

tools and resources to utilize technology( i.e.
Google Classroom) in the classroom
Instructional Objective 1: Teachers will actively participate on the
classroom discussion
forum
Enabling objectives:
1A:Teacher develop a post on the Google Classroom forum for
each individual class roster, that will be answered by students,
parents, and fellow colleagues
1B: Teacher will respond to at least 75% of posts on discussion
forum

1C: Teacher will schedule a post for a future date

Instructional Objective 2: Teacher will locate and use media/ tools in
cooperation with their content areas
Enabling objectives:
2A: Teacher will locate and upload a YouTube video to the class
roster page
2B: Teacher will prepare a lesson to be uploaded to the class
roster page
2C: Teacher will locate and post relevant information and new
Apps
for their department
Instructional Objective 3: Teacher will use data to design instruction/
differentiate instruction
Enabling objectives:
3A: Teacher will develop a pretest to be given to students in each
of the class rosters
3A1: Teacher will assign differing activities with students
with similar scores
3B: Teacher will develop an assessment to be to be taken strictly
online
3C: Teacher will assemble remediation activities into a folder and
will post them on the discussion forum

Instructional
Objectives

International Society for Technology in Education

1.) Facilitate and inspire student learning and
creativity: Teachers use their knowledge of subject

1A

matter, teaching and learning, and technology to

facilitate experiences that advance student learning,
creativity, and innovation in both face-to-face and
virtual environments.
C. Promote student reflection using collaborative tools
to reveal and clarify students conceptual
understanding and thinking, planning, and creative
processes
D. Model collaborative knowledge construction by
engaging in learning with students, colleagues, and
others in face-to-face and virtual environments
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.
B. Collaborate with students, peers, parents, and
community members using digital tools and resources
to support student success and innovation
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.
C. Promote and model digital etiquette and
responsible social interactions related to the use of
technology and information

1B

2A

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.
C. Promote student reflection using collaborative tools
to reveal and clarify students conceptual
understanding and thinking, planning, and creative
processes
2.) Design and develop digital age learning
experiences and assessments: Teachers design,
develop, and evaluate authentic learning experiences
and assessments incorporating contemporary tools and
resources to maximize content learning in context and

2B

2C

to develop the knowledge, skills, and attitudes

identified in the Standards.
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.
C. Communicate relevant information and ideas
effectively to students, parents, and peers using a
variety of digital age media and formats
D. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate,
and use information resources to support research
and learning
5.) . Engage in professional growth and
2.) Design and develop digital age learning
experiences and assessments: Teachers design,

3A

develop, and evaluate authentic learning experiences

and assessments incorporating contemporary tools and
resources to maximize content learning in context and
to develop the knowledge, skills, and attitudes
identified in the Standards.
B. Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants
in setting their own educational goals, managing their
own learning, and assessing their own progress

3B

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.
B. Address the diverse needs of all learners by using
learner-centered strategies providing equitable
access to appropriate digital tools and resources

Classification of Instructional Objectives

Performance
Content
Recall

Application

Fact

1A,1B

1,3C

Concept

2B,3A

1C,3A1

Principles

Procedure

2,2A,3,3B

Interpersonal

2C

Attitude
Defined ISTE Standards for educators:
Link: http://www.iste.org/standards/iste-standards/standards-forteachers
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.
C. Promote student reflection using collaborative tools to reveal and
clarify students conceptual understanding and thinking, planning,
and creative processes
1.) Teachers will prepare a reflection assignment in the Class
portal
2.)Teachers will arrange a video (or other type of media) on their
class page
D. Model collaborative knowledge construction by engaging in
learning with students, colleagues, and others in face-to-face and
virtual environments
1.) Teacher will select a question to be asked on the EDMODO
class forum
2.) Teacher will respond to question posted on chat board
2.) Design and develop digital age learning experiences and
assessments: Teachers design, develop, and evaluate authentic
learning experiences and assessments incorporating contemporary
tools and resources to maximize content learning in context andto
develop the knowledge, skills, and attitudes identified in the
Standards.
A. Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity
1.) Teacher will assemble a lesson plan to be posted on EDMODO
2.) Teacher will arrange activities to be complete solely online by
students
B. Develop technology-enriched learning environments that enable
all students to pursue their individual curiosities and become active
participants in setting their own educational goals, managing their
own learning, and assessing their own progress
1.) Teacher will develop a learning styles survey under the poll
tab to be posted online
2.) Teacher will differentiate students work by applying different
levels and modalities of notes to at risk students

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.
B. Collaborate with students, peers, parents, and community
members using digital tools and resources to support student
success and innovation
1.) Teacher will prepare instruction through Google Classroom
2.) Teacher will develop a statement to be posted on the Google
Classroom forum for each individual class roster, that will be
answered by students, parents, and fellow colleagues
C. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital age media and
formats
1.) Teacher will locate and post relevant media to class page
2.) Teacher will locate and provide an article on the class portal
D. Model and facilitate effective use of current and emerging digital
tools to locate, analyze, evaluate, and use information resources to
support research and learning
1.) Teacher will utilize a hyperlink that will contain the PowerPoint
notes for a given day
2.) Teacher will locate and post relevant information and new
Apps
for their department
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.
B. Address the diverse needs of all learners by using learner-centered
strategies providing equitable access to appropriate digital tools
and resources
1.)Teacher will design a pretest to be taken by the students on
Google Classroom, data from pretest will be used to guide
instruction
2.)Teacher will post content textbook to class page
C. Promote and model digital etiquette and responsible social
interactions related to the use of technology and information
1.) Teacher will post and participate in a university style
discussion board on Google Classroom for students to answer
2.) Teacher will locate and post plagiarism guidelines
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.

D. Contribute to the effectiveness, vitality, and self- renewal of the
teaching profession and of their school and community
1.) Teacher will locate and post a motivational YouTube video to
school discussion board
2.)Teacher will manage rosters of their respective classes

Part V: Instructional Strategies

Instructional
Strategies
Lesson 1 part 1:
Teachers will add
their students onto
their roster

Lesson 1 part 2:
Teachers will post
and respond to
questions on their
department
Google Classroom

Goals

Explains the
characteristics and
usefulness of Google
Classroom,

Small group instruction

to explain the
importance of utilizing
social networking as a
means of effective
communication between
parents, teachers, and
students

Objectives

UDL

Objective 1: Teachers will add students,

teachers of same departments, and
parents to rosters

Teachers, who do not

understand the sequence of
adding students to their
classes, will be given a
flowchart with sequence
and directions on how to
add students.

1A: Teachers will navigate through

Google Classroom and create a class
roster for each content area, Block, or
period they teach
1B: Teachers will prepare an invite to
each roster, and send the request to
each self-made roster

Objective 2: Teachers will actively

participate on the classroom discussion
forum
2A: Teacher develop a post on the
Google classroom forum for each
individual class roster, that will be
answered by students, parents, and
fellow colleagues
2B: Teacher will respond to at least 75%
of posts on discussion forum

Lesson 1 part 3:
Teachers will
schedule a post
to be displayed
in the near
future

Teachers will be able to

post assignments,
videos, tools,
assessments, and other
resources to be
displayed/ taken at a
later date. The
instructor will

2C: Teacher will schedule a post for a

future date

Some teachers may have

already been introduced to
Google Classroom, and will
send a discussion-based
question to their actual
classes. The teachers will
be required to respond to
EACH response in the
discussion and will produce
evidence of responses.

To fully introduce and

reiterate how useful Google
Classroom can be to
instruction, a different
group will be assigned to
create and post a pop
quiz to be taken in the near
future for their personal

monitor/spot-check to
make sure the resources
are indeed posted to be
shown at a later date

Lesson 2 part 1:
Teachers will
locate and post
videos to their
Content area
portals
Lesson 2 part 2:
Teachers will locate
and add Collab
Teachers to their
personal class
rosters

Lesson 2 part 3
Teachers will
add resources,
tools, and
relevant apps
to their class
portal
Teachers will
locate and
upload a selfmade lesson
plan
incorporating a
educationalbased video
game

Teachers will be able to

supplement their lessons
with videos to reach
students with different
learning styles.

Teachers will be able to

add Collab teachers to
their respective classes,
and will be able to share
the load of grading and
assigning work. Teachers
will also be able to share
apps and relative
information

Teachers will feel more

comfortable using
technology in the
classroom by utilizing
apps, and video games.
Teachers will understand
and feel comfortable
uploading a self-made
lesson plan to the class
portal

classes.

Objective 3: Teacher will locate and use

media/ tools in cooperation with their
content areas
3A: Teacher will locate and upload a
YouTube video to the class roster page

A few teachers will be

selected, or one from each
group, to come to a
separate group and to
search for a video, and post
a video to be displayed to
their personal classes
during a future class lesson

3C: Teacher will locate and post relevant

information and new Apps
for their department

Teachers who do not Coteach, or teachers who

teach honors or Advance
Placement (AP) classes will
add the like-teachers of
their department into a
separate portal for use to
post future useful Apps,
videos, remediation
activities, resource tools,
etc.

3B: Teacher will prepare a lesson to be

uploaded to the class roster page

Special Education teachers

will form a separate small
group and will search for
remediation-based
activities and videos that
they can use to supplement
future lessons. Once found,
the SpEd teachers will post
these to a file marked
remediation.

Lesson 3 Part1
Teachers will
upload an
assessment to
their (personal)
Content area
class rosters

Teachers will utilize data

to drive instruction

Objective 4: Teacher will use data to

design instruction/ differentiate
instruction
4A: Teacher will develop a pretest to be
given to students in each of the class
rosters
4A1: Teacher will assign differing
activities with students with similar
scores
4B: Teacher will develop an assessment
to be to be taken strictly online

Lesson 3 part 2
Teachers will
create an
enrichment and
remediation
folder

Teachers will utilize

resources on Google
Classroom such as
creating folders. The
teachers will create a
folder specifically for
remediation

4C: Teacher will assemble remediation

activities into a folder and will post them
on the discussion forum

While the teachers are

creating and posting their
assessments to their
content area portal, a small
group of two teachers will
come together and produce
a short fun quiz about
sports. The quiz will not be
longer then five questions,
and will be posted on the
instructors teacher page.
The teachers will take the
short quiz after creating
their own questions at the
end of the workshop as a
conclusion to the workshop.
The data will be used in a
later in the lesson.
The special education
teachers that came
together earlier to create
their remediation folder
will now come and share
some of the activities they
found to be useful to their
students. They will explain
where they found the
resource tools, what
websites were used to
assemble the activities, and
useful YouTube artists that
have created many
effective videos.

Lesson 1: Effective communication between teachers,

students, and sometimes parents:
Objective 1: Teachers will add students, teachers of
same departments, and parents to rosters
1A: Teachers will navigate through Google Classroom
and create a class roster for each content area,
Block, or period they teach
1B: Teachers will prepare an invite to each roster,
and send the request to each self-made roster

Assessment: Teachers will be asked to write a short

reflection on how or why they could use EDMODO in their
classroom instruction. They will be expected to include
examples from the course within their reflection and
examples on how they are expected to use EDMODO. The
instructor will also conduct spot-checks to make sure the
teachers are using the APP/Website within their instruction.
UDL Principles: Teachers who feel comfortable using
Google Classroom, and use the tool regularly will assemble
a PowerPoint presentation supplemented with videos from
the classroom, and data collected while using Google
Classroom.
Objective 2: Teachers will actively participate on the
classroom discussion forum
2A: Teacher develop a post on the Google classroom forum
for each individual class roster, that will be answered by
students, parents, and fellow colleagues
2B: Teacher will respond to at least 75% of posts on
discussion forum
Assessment: Following the steps given to them prior to the
training will assess Teachers, and utilizing them in the
correct manner to answer 100% of student responses
accurately- will be done randomly Spot-check
UDL Principles: A list of teachers will be selected to create
a video showing the steps of posting, replying, and
participating in the classroom discussion forum

2C: Teacher will schedule a post for a future date

Assessment: Teachers will design a post that is relevant to their
learning goal, and will use the procedure learned in the course to
have it posted in a future date- graded by rubric. Mastery of this
activity will allow the teachers to teach their students even if
they are not in the classroom. This is possible because, Google
Classroom can be utilized anywhere (including home). This
means that even if the students are home, they can still

participate in class discussions, and this may help with sick work.
Instructor will use spot-check/ rubric to check for understanding
of the activity.
UDL: Teachers who feel that they still do not feel comfortable
with posting questions to the class forum, and responding to
students posts 100% accurately, will come to ask questions
surrounding the root of their problems. The instructor will use
the remediation folder in their personal portal. The teachers
will use checklist and list of procedures to post a task to be
displayed at a later date. They will also use this folder to review
any other task they found to be difficult or strenuous. This course
is geared to teachers feeling more comfortable using technology
in the classroom. If they do not feel comfortable utilizing
technology such as Google Classroom, then they will not use it.
This remediation activity will hopefully ease some of the anxiety
tied to technology.
Lesson 2: Videos, interactive textbooks, and apps at your
fingertips
Objective 3: Teacher will locate and use media/ tools in
cooperation with their content areas
3A: Teacher will locate and upload a YouTube video to the
class roster page
Assessment: Teachers will be expected to be able to use
steps learned in the course to find a video relevant to the
content area being taught, and will post the video using
the mnemonic device from lesson 2. Teachers will be
assessed by a rubric to make sure they followed the
procedure, posted content-relevant videos, etc.
UDL: Teachers will also be given the option to write a
reflection on how the use of videos during lesson can hurt
or help instruction. The teachers will be expected to
incorporate an article supporting their views. The teachers
can expand their writing to include educational games,
tools, and other websites.

3C: Teacher will locate and post relevant information and

new Apps
for their department
Assessment(s): Collaborative teaching has become a big
part of the classroom the last several years. Some teachers
struggle to relinquish teaching responsibilities to their coteacher within in the classroom. Google Classroom helps
this practice by allowing teachers to release information
the class being co-taught to the other co-teacher(s) within
their classes. Once the co-teacher is added, the co-teacher
can help with grading, posting of information, and
responding to posts. The only thing the co-teacher cannot
do is delete information, or delete students from a roster.
This helps with those teachers that have a hard time
relinquishing that control. The Teachers will add the coteachers of their classes using the procedures learned in
the course., and will also reflect on the importance of a coteacher. This practice will be graded by a rubric.
UDL: For teachers who do not have co-teachers in their
classrooms, this will be your advanced placement or
honors classes, you will add teachers from their
departments into a separate portal to ease the use of
communication between colleagues. Teachers can post
questions, motivational posters, videos, tools, etc. on the
portal, and this should help with communication and
morale.
3B: Teacher will prepare a lesson to be uploaded to the
class roster page
Assessment: Video games have become a huge part of
American lifestyle in the last ten years, and the classroom
has yet to raise their expectations when it comes to
games. When students go home, they play video games.
When students wake up in the morning, they play video
games. Students would rather play video games then do
homework any day of the week. Teachers will incorporate
an educational-video game into a lesson plan and will post
this lesson plan to the class portal. The good part about
posting a lesson to the portal, is that it allows the students
to review the material by simply playing the game when
they get home. This practice will be graded by rubric for
content relevance, fun factors, and following of

procedures.
Games can be: IPad Apps
Android Apps
Games on computer etc.
UDL: Special education teachers rarely have the time to sit
and collaborate about what works for their students, and
how it can help their colleagues students. The special
education teachers will group and discuss apps, tools,
remediation/ enrichment games, etc. to be posted onto
their class portals.

Lesson 3: Data will drive instruction

Objective 4: Teacher will use data to design instruction/
differentiate instruction
4A: Teacher will develop a pretest to be given to students
in each of the class rosters
4A1: Teacher will assign differing activities with
students with similar scores
4B: Teacher will develop an assessment to be to be taken
strictly online
Assessment: Teachers will develop an assessment that will give
them credible data from which to build instruction. This
assessment can be a learning styles survey, pre-test, pop-quiz,
anything that data can be collected. Teachers will use these
assessments to drive their instruction, by taking the data from
the assessments and forming instruction to the learners needs.
Teachers will be expected to provide documentation on how they
implemented data into their instruction. This could range from
the lesson planning process or other assessments.
UDL: To show how data can be taken quickly and easily, a small
group of teachers will be given the option to create a short fun
quiz. The quiz can be about sports, celebrities, foods, or
contents. The teachers will produce the quiz and upload this to
the Instructors portal. To conclude the lesson, the teachers will
take the quiz, and once the data is collected, the instructor will
break the class into small groups according to their answers.
This will show how quick collecting data can be, and will
hopefully allow the teachers to become more comfortable with
the thought of using technology in the classroom.

4C: Teacher will assemble remediation activities into a

folder and will post them on the discussion forum
Assessment: After the teachers have constructed their assessments,
and their students have taken the quizzes, the teachers will take the
data, and create a remediation/ enrichment folder for their students.
Too many times, students understand what is expected on an
assignment, but miss a small piece of the instruction and do not
master the content as a whole. By creating a remediation or
enrichment folder, students will be educated on both sides of the
spectrum. The students that need extra help on a certain topic can get
it, as well as those students that just need to build on the exercise
learned. This will be graded by a rubric that will measure the
effectiveness of using data to create folders for both remediation and
enrichment, and the relevance of the tools found within the folders.
These tools can be games, apps, resources, worksheets, PowerPoint
presentations, websites, etc.
UDL: The Special Education teachers that came together earlier will
come present their folders to the other teachers. This is a big deal,
especially for those teachers with lower-level students. Sometimes
regular education teachers get stuck on providing tools and resources
for one level of students, and for the most part these activities are
geared towards the regular education students. This will help the
general education teachers to understand that sometimes it takes an
even lower level activity to reach and educate the lower-level students
in your classes.

Rubrics and checklists

Lesson 1
Assessment 1
Reflection Question:
Reflection on how Google
Classroom can be used in your classroom effectively:
Answers may vary but must include:
- makes it easier to communicate with students, parents,
and colleagues
- can post videos, research tools, and other resources
- can create folders for both remediation and enrichment
- the basis of the program is setup like facebook, so it
makes posting questions, responding to questions, and
posting videos much easier
- ***makes the use of technology much easier to
incorporate into everyday instruction***
Lesson 1, assessment 1- spot-check for use:
Teacher:________
Using technology? Y/N

Date:___________
Google Classroom? Y/N

What type of technology are they using?

_______________________________
_________________________________________________________________
_________________________________________________________________

If they are not using technology, describe the

lesson:______________________
_________________________________________________________________
_________________________________________________________________
Differentiation
Teachers will assemble a PowerPoint that will include:
Videos showing use of Google Classroom in the classroom
Feedback form both teachers and students about the use
of Google Classroom in the classroom
List of strategies that they have used that have worked.
That did not work
What they have done different with instruction since being
introduced to Google Classrom

Assessment 2
Teachers will respond to 100% of students response
questions correctly using the procedures learned in the course
Spot-check:
Teachers will have to verbally say how they post a
statement to Google Classroom:
1.)Find the box with the word send or cancel
underneath it
2.)type the statement
3.) press send
Teachers will also have verbally say how they responded to
questions from students on Google Classroom. Answers
cannot simply be, same as I do to post a question
1.) find class roster tab
2.) click on class roster needing responses
3.) find newly posted response
4.) underneath the response box, there will be a text
box very similar to the box found on the home
page
5.) type your message in this box
6.) press send
Differentiation: A list of teachers will be selected to create a
video of themselves, posting a statement to their portals,
responding to their students, and communicating with other
teachers. The teachers must talk their way through the video,

and discuss any strategies they used other then the ones learned
in the course to be successful on the communication front.

Assessment 3
Teachers will create a post to be displayed at a future date.
The post can be a new folder assignment, quiz, question,
or all of the above.
Rubric for Spot check
Teacher:________

Date:______________

Subject:________

Department:__________

Was post relevant to content being taught? __/5

Was post modified to be posted at a future date?___/5
List steps to create a post for the future:
1.) find text box on home page ___/1
2.) find clock underneath, pick date and time for task
to be shown __/3
3.) click send__/1
use of procedure learned in class to post ___/5
___/20
***anything under 18 is considered to not be acceptable***
Differentiation:

Teachers whom did not feel comfortable from either the posting
of assignments at a later date, or the posting and responding to
questions on Google Classroom will come to another small group
and will work together to using the folder remediation on the
instructors page. The teachers will walk step by step on how to
post/ respond to questions, and how to date a task to be shown
at a later date. These teachers will also be assessed using the
above rubric.

Lesson 2
Assessment 1
Teachers were given directions to post a video to their portals.
They were graded using a rubric:
Teacher:________
Date:______________
Subject:________

Department:__________

Was post relevant to content being taught? __/5

Did the teachers use the procedure learned in the course?
Find video: ___/2
Copy URL: ___/2
Paste URL: ___/2
Post Video: ___/1
Did teacher incorporate the use of the video in the lesson plan?
__/5\
Teacher used the lesson in class ___/3
___/20
*** score of less then 17 is unacceptable***
differentiation:

Teachers will be given a choice to write a reflection on, does

technology help or hurt instruction in the classroom?.
Yes? 5
Possibly? 2
Stated yes or no
Found support for
stance
Completed thoughts
Score: ___/ 15

Assessment 2
Teachers will add their Co-teachers to their classes, write
reflection
Teacher:________
Date:______________
Subject:________

Department:__________

Teachers used the procedures from the course to add Coteachers to the class rosters: __/5
Co-teachers were added as Teachers: ___/5
Co-Teachers and teachers swap ideas, information, teaching
strategies, and resources through the portal:___/5
Co-teachers divvied up grading to be done on EDMODO: ___/5
Reflection piece:
Teachers discussed the importance of allowing co-teachers
control in the classroom: ___/5
Teachers discussed the importance of dividing some of the work
across both teachers: ___/5
Teachers discussed some of the strategies that could be used
with Co-teachers:___/5
___/35
Differentiation

No

Teachers who do not teach classes that require co-teachers, such

as advanced placement, or honors will search for useful apps,
tools, resources, etc. to be posted onto their portals. These will
be posted to portal containing just teachers, and will provide
motivation for other teachers within in the department. This will
allow teachers another form of communication. Spot-checking
for understanding will assess posting on portals.

Assessment 3
Teachers will produce a lesson plan containing an
based video game, and will post it to the portal.
0
Content relevant
Game is not
relevant to the
learning goal

Fun Factor
(assessed through
student
observations and
interviews)
Procedures

Game is boring

Did not use

procedures
while posting
plan, could not
post plan by self

educational
2
Game is somewhat
relative to learning
goal, Mind has to
stretch to realize the
relevance to learning
goal
Game can be fun,
game is too hard,
game is too easy,
game is too young,
etc.
Had a few questions
about the
technicality of the
posting, could
possibly post by self,
but obviously
uncomfortable.

5
Game
with le

Game
useful
learnin
inform

Follow
posted
indepe

____/15
Differentiation:
The Special Education teachers will group and discuss tools that
help their students reach the learning goals. The teachers will
take these tools and put them into a folder deemed,
remediation to be discussed at a later date. The rubric used
in lesson 3 will also be used to assess this folder.

Lesson 3
Assessment 1
Teachers will create an assessment to be taken online, for data
collection. The teacher will use the data collected to drive
instruction.
Spot-check list
Teacher:________

Date:______________

Subject:________

Department:__________

Assessment was given: ___/10

Assessment was relevant: ___/5
Data was collected from assessment:___/10
Data was used for instruction:___/ 10
New strategies were formed from the collection of data:___/5
___/40
***score less then 30 will not be accepted***
*Teachers will provide documentation for the expected outcomes
Differentiation:
Teachers will be selected to create short fun quiz to be taken by
the entirety of the group. The quiz will be posted on the
instructors portal, and will be taken after the teachers have
created their assessments. The instructor will allow the teachers
to take the assessment, and then afterwards divide the class up
depending on what the answers where to each question. This will
show the collection process.

Assessment 2:
After students take the assessments made on Google Classroom,
the teachers will collect data to be used to create folders.
Depending on the data, there will be at most 2 folders. One
deemed, remediation, and one deemed, enrichment. The
teacher will create folders for remediation and enrichment, and
will divide the class into one folder or the other. The folders will
be graded by a rubric.
0
2
Data was
Data was not
Data was collected,
collected to make
collected
but with no target
the folders
folders in mind
Type of folders

No folders

Folders were
created

Folders were not

created

Students added

Students were not

added
Materials were off
topic, not on track
of learning goal

Materials inside
relevant?

Only one or the

other: Remediation or
enrichment
Folders were in the
process of being
made, names on
folders, with no
materials inside,
some materials were
collected
All students were not
added
Materials were
somewhat on track,
with some that were
not
Score:___/25

5
Data
colle
used
both
Both
crea

Fold
com
mat
nam

All s
folde
Mate
usef
topic

Differentiation: The special education teachers that came

together previously will present apps, tools, resources, and other
remediation activities to be used with special education students.
The teachers folders and relevancy of tools will be graded using
the above rubric.

Evaluation
In the Liberty County School System, it feels as if we take surveys all
the time over one thing or another. Most of the time a program called
Survey Monkey generates the surveys. This program allows the
surveyor to pick and to manipulate questions to get an accurate
reading of the data collection. I have created survey to be taken
online. It is short, only 10 questions, and it gets right to the point.
Some questions include: did the training help with my comfort level of
technology? Will I use technology in the future?, etc.
My subject matter expert will be the media center specialist at Liberty
County High School. I choose this person because he does trainings
like these quite frequently, and he is an expert in the field of
instructional technology. When the modules of my lessons are
completed, I will record them and post them on the county website to
share with the teachers. This would allow the teachers to go back and
revisit the modules if they needed. They will also be there for my SME
to evaluate my modules. After my SME assesses my modules and my
incorporation of Instructional Technology, I will sit down and discuss his
findings, as well as the data collected from the surveys.
The survey can be found at:
https://www.surveymonkey.com/r/HZG95TK
Data from the surveys will be compiled and uploaded to a spreadsheet
so I can view the results at my leisure. The data will be used for future
reference to make sure that the instruction is always geared towards
the strengths of the learners so that they may benefit from a
workshop. I would also like to use the data collection to find ways to
possibly make the modules shorter. Teachers struggle to find time to
do anything other then schoolwork, and when opportunities such as
this arise to better the learning environment. Teachers do not buy in
completely, thus many teachers struggle with certain workshops. It is
my belief that if the workshops were shorter, and did not take up whole
planning period, then teachers will be more accepting of taking
workshops, and learn something that might actually help them.

The Data taken from the survey showed that I have a lot of work to do
if I want to make this module one that is something that all teachers
will want to take. The survey results told me that for one, the survey
was hard to find. I get that a lot. In my mind everything makes sense,
but in the long run something that makes sense because of where it is
at to me, may be totally different then that of someone who is an
expert on the tool. Another piece of feedback that I got, is that most
of the time, survey takers go really quick through surveys, do not read
all of the answers, and just click the top option. I believe that this
happened in my case. 11 people took my survey, even though I asked
for everybody to take it, and all of them except for a rogue surveyor,
clicked agree or strongly agree. The lone wolf clicked on disagree and
strongly disagree on some of the options, but I will chalk that answer
up as a misread, because all of the other feedback on hat particular
survey was positive, and meaningful. I will make all the necessary
changes once my practicum is over, and I will instruct the module to
new test subjects in the coming months.