How to Effectively Create an Adobe Spark Page Key Assessment

By Valerie Morris
KA Part I: Identification of Learning Problem
Target Audience
After conducting a needs assessment, it was determined that foreign language
department teachers at Southeast Bulloch High School most needed a new Web 2.0 tool to
enhance their lessons. Eight teachers that teach English, Literacy, and Spanish courses
attended a face-to-face workshop on how to effectively create an Adobe Spark Page.
Learning Problem
Student motivation has declined over the past two years in language development
courses at SEB. Students are beginning to show more interest in STEM based classrooms, and
are neglecting to fulfill their duties and expectations in English and Spanish classrooms.
Teachers at Southeast Bulloch High School requested help finding a new source of inspiration
to increase intrinsic motivation in students. That is where Adobe Spark comes in.
Goal
The goal is to increase student motivation through the use of a Web 2.0 tool, which in
this course is Adobe Spark Page.
KA Part II Learner Analysis
1. Introduction
The 8 teachers that I will be instructing teach at Southeast Bulloch High School in
Bulloch County, Georgia. Brooklet is a smaller, more rural environment that has a willingness to
learn new strategies and work as a team. There are 8 different language development
classrooms, and each has a similar mixture of high and low achieving students. 68% of the
students are Caucasian, with the remaining 32% being a mixture of African American, Asian,
and Hispanic students. Roughly 44% of the students receive free and reduced lunch. The free
and reduced lunch and ethnicity information was found on the county web site here.
2. Entry Skills and Prior Knowledge
Language teachers at Southeast Bulloch High understand how to analyze data pulled
from sources such as Illuminate, create presentations in Google Slides, and use a document
camera. All have taught for more than 5 years, with the exception of a teacher on her fourth
year. None of them have used Adobe Spark before, or even seen a presentation made on it.
3. Attitudes Toward Content & Academic Motivation

Teachers have noticed a decline in their students wanting to put forth their best effort in
English and Spanish classes. Many students have directly admitted that they feel more pressure
to spend their time completing task in classrooms geared towards Science, Technology,
Engineering, and Math. It would be interesting to see how many of these struggling students
also participate in extra-curricular activities and have jobs after school. All teachers are
interested in learning a new way to increase student motivation in their classroom.
4. Educational Ability Levels
Users of Adobe Spark Page will need to understand how to navigate the tools and save
a project. If they understand how to use other Web 2.0 tools such as Google Slides, then they
should be able to pick up the new steps quickly.
5. General Learning Preferences
Most teachers do not feel they have time for professional development. To cater to this, I
have designed a short tutorial on Adobe Spark Page to capture their attention. Teachers also
prefer to learn new tools with visuals and creative platforms. It is a huge plus when students can
log in using their Google Accounts information, saving time.
6. Attitude Toward Education in General
Most teachers wish they had more time to spare to find innovative ways to reach their
students. While it was difficult to convince teachers to take they time to attend this workshop,
they all found it beneficial that they did.
7. Group Characteristics (including social characteristics and relevant cultural
information)
The language development teachers at SEB are used to implementing new strategies to
address changing standards, group dynamics, and testing changes over the years. Their
adaptability will come in handy for learning a new Web 2.0 tool. The students that will benefit
from experiencing this digital tool in the classroom are diverse and usually very accepting of
new technologies that promise to offer convenience and visual appeal.
KA Part III Task Analysis
Task Steps
1. Perform a needs assessment.
1.1 Create a survey on Google Forms.
1.2 Email out links to the Google Form to language teachers at Southeast Bulloch High.
2. Design an introduction using Adobe Spark Page as an example.
2.1 Share this with teachers to capture interest.
3. Have teachers create their own Adobe Spark Page
4. Walk them through the program step-by-step
4.1 Learn how to Sign In
4.1.1 Use Google Account to sign in with ease

4.2 Select a Design

4.2.1 Click on the middle option, Page.
4.3 Learn how to use the tools
4.3.1 Select and install a picture
4.3.2 Select and install a video
4.3.3 Select and install a glideshow
4.3.4 Select and install text
4.3.5 Select and install a button
4.3.6 Select and install a photo grid
4.4 Learn how to share design
I, Valerie Morris, will serve as SME, or subject matter expert throughout this instructional
unit. I am completing my practicum in Instructional Technology at Georgia Southern University. I
have utilized many Web 2.0 tools and I am excited to have the opportunity to collaborate with
other teachers and bring energy and creativity back into the classroom.

Part IV Instructional Objectives

Terminal Objective #1
1. In order to more effectively determine the usefulness of Adobe Spark Page, candidates
will view an example as a hook.
1a. Show Presentation Tools example.
Terminal Objective #2
2. To ensure that all learners understand how to create one themselves comfortably, they
will practice creating one.
2a. Demonstrate the features of Adobe Spark Page.
2b. Provide assistance to first time users.

Content

Performance
Recall

Fact
Concept
Principles and Rules

Compreh
ension

Application

Analysis

Synthesis

Evaluation

Procedure

1, 1a, 2

2b

Interpersonal Skills
Attitude

1, 1a, 2a

Instructional
Objectives

1, 1a, 2, 2a, 2b

Technology Standards (ISTE)

Standard 2: Teaching, Learning, & Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate
technology into their own teaching practice and to collaboratively plan with and assist
other educators in utilizing technology to improve teaching, learning, and assessment.

Element 2.1 Content Standards & Student Technology Standards - Candidates

model and facilitate the design and implementation of technology- enhanced
learning experiences aligned with student content standards and student
technology standards.

Element 2.2 Research-Based Learner-Centered Strategies - Candidates model

and facilitate the use of research-based, learner-centered strategies addressing
the diversity of all students.

Element 2.3 Authentic Learning - Candidates model and facilitate the use of
digital tools and resources to engage students in authentic learning
experiences.

Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the
effective use of digital tools and resources to support and enhance higher order
thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problemsolving, decision-making); and mental habits of mind (e.g., critical thinking,
creative thinking, metacognition, self-regulation, and reflection).

Element 2.5 Differentiation - Candidates model and facilitate the design and
implementation of technology-enhanced learning experiences making
appropriate use of differentiation, including adjusting content, process, product,
and learning environment based upon an analysis of learner characteristics,
including readiness levels, interests, and personal goals.

Element 2.6 Instructional Design - Candidates model and facilitate the effective
use of research-based best practices in instructional design when designing
and developing digital tools, resources, and technology- enhanced learning
experiences.

Element 2.7 Assessment - Candidates model and facilitate the effective use of
diagnostic, formative, and summative assessments to measure student learning
and technology literacy, including the use of digital assessment tools and
resources.

Element 2.8 Data Analysis - Candidates model and facilitate the effective use of
digital tools and resources to systematically collect and analyze student
achievement data, interpret results, communicate findings, and implement
appropriate interventions to improve instructional practice and maximize

student learning.

1, 1a, 2, 2a, 2b

Standard 3: Digital Learning Environments

Candidates demonstrate the knowledge, skills, and dispositions to create, support, and
manage effective digital learning environments.

Element 3.1 Classroom Management & Collaborative Learning - Candidates

model and facilitate effective classroom management and collaborative learning
strategies to maximize teacher and student use of digital tools and resources.

Element 3.2 Managing Digital Tools and Resources - Candidates effectively

manage digital tools and resources within the context of student learning
experiences.

Element 3.3 Online & Blended Learning - Candidates develop, model, and
facilitate the use of online and blended learning, digital content, and learning
networks to support and extend student learning and expand opportunities and
choices for professional learning for teachers and administrators.

Element 3.4 Adaptive and Assistive Technology - Candidates facilitate the use
of adaptive and assistive technologies to support individual student learning
needs.

Element 3.5 Basic Troubleshooting - Candidates troubleshoot basic software

and hardware problems common in digital learning environments.

Element 3.6 Selecting and Evaluating Digital Tools & Resources - Candidates
collaborate with teachers and administrators to select and evaluate digital tools
and resources for accuracy, suitability, and compatibility with the school
technology infrastructure.

Element 3.7 Communication & Collaboration - Candidates utilize digital

communication and collaboration tools to communicate locally and globally with
students, parents, peers, and the larger community.

KA Part V Design of Instruction

Instructional
Strategies
Part 1
Administer
Needs
Assessment

Goals
Determine the
needs of the 8
language
department

Objectives
To determine
the needs,
teachers will
complete a

UDL
Multiple
means of
action and
expression

Assessments
Google Form
Assessment

on Google
Forms

teachers

short Google
Form survey

with Google
Form.

Part 2
View the
Presentation
Tools
example on
Adobe Spark

Generate
interests for
what the
program is and
how it is
appealing to all
users.

In order to more
effectively
determine the
usefulness of
Adobe Spark
Page,
candidates will
view an
example as a
hook.

Multiple means
of engagement
with
presentation
viewing.

Part 3
Create your
own Adobe
Spark Page

To practice and
ensure all
users
understand
how to utilize
this tool.

To ensure that
all learners
understand how
to create one
themselves
comfortably,
they will
practice
creating their
own.

Multiple
means of
action and
expression
with Adobe
Spark Page.
Multiple
means of
engagement
with individual
choice.

Part 4
Administer
Evaluation

Use Google
Forms to
determine
effect of the
workshop

Candidates
will reflect on
growth using a
Google Forms
survey.

Multiple
means of
action and
expression
with Google
Forms Survey.

Google Form
Evaluation

UDL Differentiation for Assessments

Google Form
Multiple means of representation: Learners could orally answer survey questions instead of
complete them online. I could then type their responses on the results page.
Create Your Own Adobe Spark Page
Multiple styles of work: Users could pair up and create one as a group.

KA Part VI
Valerie Morris
Sequence

Description

Objectiv

View introduction on Presentation Tools (made using Adobe

e
1, 1a

Spark)
Practice creating your own Adobe Spark Page

2, 2a, 2b

This design is formatted from an elaboration theory sequence, which makes distinctions
between the types of expertise the learner will develop (English & Reigeluth, 1996). Specifically
this is a theoretical sequence in which the eight lessons were organized to discover an idea,
which in this case is how to use Adobe Spark Page. (Hannon, Lozano, Frias, PicalloHernandez, & Fuhrman, 2010).
Part 1: Presentation Tools example

Part 2: Practice creating Adobe Spark Page