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Capstone Log

Instructional Technology Department

Candidate: Mentor/Title: School/District:


Margareta Tripsa Jeffrey Thomas- IT Director Vision International School,
Qatar
Capstone Title:
Professional Development Technology Orientation Course for the New Teachers at Vision International
School, Qatar

Date Activity/Amount of Time


mm-dd- (Please total the time after the last entry.) PSC/ISTE Standards
yy
Meet with the IT director and identify problem/need [1
1-28-16 PSC 1.4, 5.1, 6.1, 6.3
Hours]
2-12-16 Design a plan for meeting the need [10 Hours] PSC 1.2, 2.6, 5.1, 5.2, 6.2
Discuss the plan with the IT director and the school
2-15-16 PSC 1.2, 2.6, 5.1, 5.2, 6.2
administrators [1 Hours]
Create an End-of-Year Survey, administer it to the faculty,
6-26-16 PSC 1.2, 2.6, 2.8, 5.1, 5.2, 6.2
and analyze the results [2 Hours]
Reflection:
During the meeting with IT Director, we identified the most pressing in regards to technology integration
at Vision International School (VIS), Qatar. We determined that, given the high teacher turnover, which is
typical in international schools, and is no different at our school, a Technology Orientation Course that
teachers could access upon their employment, would be very helpful. The survey administered at the end
of the 2016 school year was a Google Forms survey and was administered to the whole faculty and
administrative team. This interview provided relevant and specific feedback about what teachers
technology needs for the next school year. This feedback provided the foundation for preliminary
planning, the design and the development of the Technology Orientation Course for the New Teachers at
Vision International School, Qatar. It was an important step in the process of initiating and sustaining
technology changes at my school and in the process of developing and implementing technology-based
professional learning that aligns with technology professional learning standards and promotes best
practices in teaching, learning, and assessment.

Meet with new IT Director and discuss the Capstone PSC 2.1, 2.2, 2.3, 2.4, 2.6, 3.6,
9-04-16
[1 Hours] 5.1
Create survey of teachers needs, School Technology Needs
9-05-16 PSC 2.8, 3.3, 3.7, 4.1, 5.1
Survey 2016-2017 [2 Hours]
Meet with IT director, disseminate the survey results, make
9-12-16 PSC 2.8, 3.3, 3.7, 4.1, 5.1
preliminary plans [2 Hours]
Reflection:

The second survey was a Google Forms survey and was administered to the whole faculty and
administrative team at the beginning of the new school year, 2016-2017 when about a third of the staff
was new. This interview provided relevant and specific feedback about what teachers technology needs.
This feedback provided the foundation for preliminary planning, the design and the development of the
Technology Orientation Course for the New Teachers at Vision International School, Qatar. We
determined the main areas to focus on: Promethean Boards, G Suite, and iPads.

Research the use of Promethean Boards and Sony projectors PSC 1.2, 1.4, 2.6, 3.3, 5.2, 6.1,
1-2-17
in the classroom [2 Hours] 6.3
Design and record Tutorial 1: ActivInspire with Promethean PSC 2.1, 2.3, 2.6, 3.2, 3.3, 3.6,
1-8-17
Boards of Sony Projectors [5 Hours] 5.2, 6.3
Design and record Tutorial 2: ActivInspire: Special Tools and PSC 2.1, 2.3, 2.6, 3.2, 3.3, 3.6,
1-14-17
Class Flow [5 Hours] 5.2, 6.3
Design and record Tutorial 3: G Suite with Promethean PSC 2.1, 2.3, 2.6, 3.2, 3.3, 3.6,
1-17-17
Boards or Sony Projectors [5 Hours] 5.2, 6.3
PSC 1.4, 2.1, 2.6, 3.2, 3.5, 5.2,
1-18-17 Provide one-on-one coaching [2 Hours]
6.3
Reflection:
The first screencasts I have designed and produced revolved around the use of Promethean Boards and
Sony Projectors. I started with basic functions and moved on to the use of more advanced tools. When I
first designed this section of the orientation course, I planned on creating screencasts on the use of
Promethean Boards for specific subjects. After a conversation with the new director, we agreed to focus
on the use of these tools from a beginner level to a more advanced level without focusing on specific
disciplines. I also provided some one-on-one coaching on the use of these tools.

Research best practices using G Suite applications PSC 1.2, 1.4, 2.6, 3.3, 3.5, 5.2,
1-16-17
[2 Hours] 6.1, 6.3
Design and record Tutorial 4: G Suite Must Know (part 1) [5 PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
1-19-17
Hours] 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
Design and record Tutorial 5: G Suite Must Know (part 2) [5 PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
1-21-17
Hours] 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
PSC 1.2, 1.4, 2.6, 3.3, 5.2, 6.1,
2-3-17 Research the use of Google Calendar [2 Hours]
6.3
Design and record Tutorial 6: 10 Tips to Manage Your Time PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
2-4-17
with Google Calendar (basics) [5 Hours] 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
Design and record Tutorial 7: 10 Tips to Manage Your Time PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
2-5-17
with Google Calendar (advanced) [5 Hours] 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
PSC 1.2, 1.4, 2.6, 3.3, 5.2, 6.1,
2-11-17 Research the use of Google Sites [2 Hours]
6.3
Design and record Tutorial 8: Publishing Opportunities with PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
2-12-17
Google Sites (part 1) [5 Hours] 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
Design and record Tutorial 9: Publishing Opportunities with
PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
2-13-17 Google Sites (part 2) [5 Hours]
3.3, 3.6, 3.7, 5.1, 5.2, 6.3
Provide one-on-one coaching [3 Hours] PSC 1.4, 2.1, 2.6, 3.2, 3.5, 5.2,
2-14-17
6.3
Reflection:

The completion of this section of the Orientation Module required a significant amount of time. As VIS is
a Google School, the teachers expressed a high need in regards to screencasts or tutorials for the use of the
G Suite applications. Through the first two survey, a high percent of the teachers indicated their interest in
learning the basics and more advanced features of G Suite in general and Google Drive in particular, in
learning how to use Google Calendar, and in publishing opportunities with G Suite. Therefore, these six
tutorials take the teachers in a journey of learning about the use of G Suite in the classroom from a basic
level to a more advanced. Via these screencasts, I have provided teachers with tips and tricks for using
these tools beyond just sharing specific technicalities that go with these Google applications. Equipping
teachers with knowledge and skills in regards to effective technology integration was an important step in
initiating and sustaining technology change at Vision International School. The tutorials I designed in this
section would empower model effective use of research-based best practices in instructional design. These
tutorials demonstrate my ability to develop, model, and facilitate the use of online and blended learning
and digital content to support and extend student learning and expand opportunities and choice for
professional learning for teachers and administrators.

Create website for the VIS Tech Orientation Module and


2-19-17 3.2, 3.3, 3.7, 5.2, 6.3
publish tutorials [5 Hours]
Design and administer VIS Tech Orientation Module Survey
2-21-17 1.2, 1.4, 5.1, 6.2
[2 Hours]
2-28-17 Analyze survey responses [2 Hours] 2.8, 5.1, 6.2
Reflection:

I have built a website using Google Sites for hosting the Orientation Course tutorials and I published the
nine tutorials created so far. As about half of the Orientation course was completed, I designed and
administered a survey to all the faculty and administrators to get feedback on the project. I have analyzed
the results with the IT director and then I proceeded to designing the remainder of the Module. The
teachers explored the components of the course published on our website and provided suggestions and
ideas for further development. The feedback I gained helped me make organizational and navigational
changes and gave me new ideas for content that teachers wanted to be developed. The survey and the data
analysis I conducted demonstrated my ability to model and facilitate the effective use of digital tools and
resources to systematically collect and analyze data, interpret results, communicate findings, and
implement appropriate interventions that were necessary for school improvement or faculty development.

3-22-17 Research the use of Google Classroom [2 Hours]


Design and record Tutorial 10: Collaboration Within and PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.1,
3-23-17
Beyond Classroom Walls with Google Classroom [5 Hours] 3.2, 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
PSC 1.4, 2.1, 2.6, 3.2, 3.5, 5.2,
3-14-17 Provide one-on-one coaching [3 Hours]
6.3
Reflection:

The teachers who reviewed the Orientation Course provided an objective perspective on the resources and
content and helped me move forward with by designing screencasts that were responsive to their needs.
Taking teacher feedback into account, I decided to create screencasts on the use of Google Classroom as
opposed to using Blogger. As collaboration is at the heart of G Suite, empowering teachers to design
lessons that foster student collaboration is important.

3-24-17 Research the use of iPads [2 Hours]


Design and record Tutorial 11: iPads Basics [5 Hours] PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.2,
3-25-17
3.3, 3.6, 3.7, 5.1, 5.2, 6.3
Design and record Tutorial 12: Best Apps for Elementary PSC 1.4, 2.1, 2.2, 2.5, 2.6 3.2,
4-12-17
and ECE Students [5 Hours] 3.3, 3.6, 3.7, 5.1, 5.2, 6.3
Reflection:

Even though there are iPads available for classroom use at the elementary level at our school, their use is
minimal at this point. To empower teachers to be less intimidated about the use of iPads, I have designed
and recorded screencasts that instructed teachers how to perform basic things such as installing new apps
under the school Apple ID account, and I also made recommendations in regards to best apps for
elementary and early education. This was an important step in initiating and sustaining technology change
in my school.

3-25-17 Research multimedia tools for showcasing student learning


PSC 2.1, 2.2, 2.3, 5.1, 6.2
during student-led conferences [2 Hours]
3-26-17 Design and record Tutorial 13: Showcasing Student Learning
PSC 2.2, 2.8, 5.1, 6.2
with Multimedia for Student-Led Conferences [5 Hours]
3-27-17 One-on-one coaching [2 Hours] PSC 1.4, 2.1, 2.6, 3.2, 3.5, 5.2,
6.3
4-11-17 Research Collaboration Tools [2 Hours] PSC 1.2, 1.4, 2.6, 3.3, 5.2, 6.1,
6.3
4-12-17 Design and record Tutorial 14: Collaborating Regionally and PSC 1.4, 2.1, 2.2, 2.5, 2.6, 3.1,
Globally [5 Hours] 3.2, 3.3, 3.6, 3.7, 4.3, 5.1, 5.2,
6.3
4-13-17 Website maintenance and publishing of the new tutorials [5
PSC 1.4, 3.2, 5.2, 6.3
Hours]
4-16-17 Review the capstone with the IT director and reflect on next PSC 1.4, 2.6, 3.3, 5.2, 5.3, 6.2,
steps [1 Hours] 6.3
TOTAL: 130 HOURS
Reflection:
For this section of the Orientation Module, the teachers needed to be knowledgeable in regards to the use a
variety of technology tools. The last two screencasts were: Tutorial 13: Showcasing Student Learning with
Multimedia for Student-Led Conferences and Tutorial 14: Collaborating Regionally and Globally. These
two screencasts aimed at developing teachers technology integration skills in the context of the
disciplines they are teaching.

At the completion of the Orientation module, I reviewed it with the IT director. We decided not to have
the current teachers take a second look at it because they are not actually the intended audience for the
course. The IT Director and I reflected on next steps and decided to wait until Fall 2017 for administering
a final survey when, for the first time, the new teachers will access it and will be able to provide genuine
feedback on its value.

One piece of advice I would give to other teachers who would attempt to create a similar resource would
be to make sure they surveyed the teachers and administrators before proceeding with the design of the
project. The pre-survey was absolutely critical as it ensured that the whole process was smooth and I did
not have to make many changes along the way. A second piece of advice would be to be very flexible.
Keeping in mind the needs of the teachers is essential and should drive the project. Sticking to the initial
plan is not as important as meeting the needs of the teachers and prioritizing the work along the way. A
third piece of advice would be related to media and instructional design. The resources to be created, both
the website that would host the tutorials and the tutorials/screencasts, need to be well-structured and easy
to follow. Creating a list of learning outcomes to follow each tutorial would help the user figure out if the
resource would address his or her needs. Finally, the length of the tutorials is another aspect that IT
coaches need to be careful about.

What I would change if I were to create a new Orientation Course would be to edit each segment of the
tutorials right after recording them. Because, a few times, I have created all the segments, and I edited
them only at the end when I was done recording them, I had the surprise to have tutorials that were too
long and had to split them and rerecord the introduction. In addition, I would use a different nomenclature
style. If I had titled the three tutorials about the use of Promethean Boards, for instance, as 1.1, 1.2, 1.3
instead of Tutorial 1, Tutorial 2, Tutorial 3, that would have allowed me to add to any topic as many
tutorials as needed in the future without making changes to the way I titled the rest of the tutorials of the
Orientation Course. Because I havent done so, and at this point, as tutorial number 4 is about G Suite
applications, I would not be able to add another tutorial related to Promethean Boards without changing
the titles of all the other tutorials that follow. No matter how time consuming instructional technology
teachers might think this is, giving the teachers this resource is extremely helpful. By creating this
Orientation Course, I have learned that giving teachers asynchronous learning opportunities is very
rewarding!

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this capstone.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X X X X X X X X
Black X X X X X X X X
Hispanic X X X X X X X X
Native American/Alaskan
Native
White X X X X X X X X
Multiracial X X X X X X X X
Subgroups:
Students with Disabilities X
Limited English Proficiency X X X
Eligible for Free/Reduced
Meals