Edtc640 District Technology Training Plan Qureshi

Running Head: DISTRICT TECHNOLOGY TRAINING PLAN 1
District Technology Training Plan

Muneebah Qureshi
University of Maryland Global Campus
EDTC640
Professor Lynn Nolan
Introduction
Executive Summary
The purpose of this technology training plan is to address the needs of the teachers at the
Winchester School based on the results of a five-part Needs Analysis Survey. An overwhelming
number of participants stated a need for more training in technology use and integration into
classroom activities. This technology training plan will address the need for training, providing
an outline of the specific needs, an outline for a proposed five-day training workshop, evaluation
methods for assessing the outcomes of the workshop, and a budget for all expenses needed for
the training courses.
District Background
The Winchester School is a private school for Pre-K 3 to 2nd grade. It was founded in 1970 and
is heavily academic focused. The school follows the Core Knowledge Curriculum (which is
different than Common Core) and, specifically for language arts, the phonovisual method.
Subjects include language arts, math, science, social studies, art, music, and Spanish. Students
used to have all subjects daily and all, except for the 3-year olds, rotated to different subject
teachers throughout the entire school day. The 3-year olds were self-contained with one teacher
teaching all subjects and napped in the afternoon. The school offers before and after care, which
most families usually opt for. Due to the pandemic, all students are now self-contained (no
rotation) and Spanish is not offered at this time due to low overall school enrollment with Art &
Music incorporated within the core subjects.
As for the make-up of the school, the teachers are 100% people of color. Under normal
circumstances, there are usually 6 full-time teachers, 1 full-time administrator, 2-3 support/after
care part-time staff, and three owners (family-owned). The breakdown for the staff last school
year is as follows:
Race Percentage of Staff
White 23.1%
Black/African/African American 0%
Hispanic/Latino 30.8%
Asian 46.2%
Two or more races 0%
Due to the pandemic and reduced enrollment, there is a total of 2 full-time staff (teacher/director
& administrator—both Asian) with the other staff as substitutes. Once enrollment increases such
that a new class of students are on the waitlist, one or two of the teachers will return full-time.
The student body for the current school year is 86% of color, which is around the range of the
average amount students of color although the overall diversity has somewhat decreased due to
less enrollment. The breakdown for the student body this school year is as follows:
Race Percentage of Student Body
White 14.3%
Black/African/African American 64.3%
Hispanic/Latino 0%
Asian 0%
Two or more races 21.4%
As this is a private school that does not participate in any voucher programs, families do not
qualify for FARMS. In the past there have been students who would receive special education
services and those who are English language learners. However, this school year, there are no
students in special education or who are ELLs.
Current State of Technology
The current state of technology is quite lacking overall. Teachers use a television or laptop to
show videos. There are two desktop computers that teachers can use to print or find resources.
The school recently integrated STEM in a formal manner but only purchased three iPads to be
shared among the teacher and students. They rely mostly on Code.org activities by sharing the
iPads. The pandemic caused a major shift to using technology. They used ClassDojo to send
materials, weekly updates, and instructions during the closure starting mid-March. During the
first two weeks of closure, the director held Zoom meetings to give teachers a crash-course in
how to use the application with features such as screen-share and annotation in addition to
suggestions related to synchronous online instructional strategies. In April, they held daily Zoom
classes for all students, where the director would make all teachers co-host and split the students
into their respective classes in the breakout rooms. The director would then switch teachers to
account for their rotation-style format of classes. This year, ClassDojo will still be used for
updates and communication for both in-person and online students. Zoom and Google Classroom
will be used for the online students. If the school needs to close due to exposure or by governor-
order, the school will keep the online students on their own schedule in the afternoon and have
the in-person students log in in the morning using Zoom. Previously there was no dedicated
professional development related to technology.
Needs Analysis Section
Discussion of Needs
Staff at the Winchester School were given a survey. Seven out of the nine staff members
responded to the survey. Out of the seven, four are classroom teachers, one is an administrator,
and the other two are the owners. One of the classroom teachers is also the director. Some
respondents did not respond to all questions.
According to the survey results, 83% of respondents cited that lack of computers in the
classroom serve as obstacles to integrating technology. In fact, 100% of respondents say they use
their personal laptop for school-related work. Only two respondents say they have access to
shared tablets (3 tablets in total). Three respondents say they access a school-owned desktop
computer, but only one of them has access to an assigned computer for their own use (i.e. not
shared with others). Out of the two responses for an open-ended question of “what technology
tool would you want in the classroom,” both said that they would want more access to
computers, with one specifying her rationale for why they should have more laptops. In fact,
when rating the program (as in the school), 60% said the school has had moderate success in
implementing access to hardware, while 20% say it is not successful. The same results occur in
regards to access to software.
Figure 1: Device Graph: Devices respondents have access to for school purposes
In addition, 83% of respondents stated that “insufficient or inadequate support on how to use
technology in my teaching” are obstacles, with 50% rating it as a major obstacle. Eighty percent
state that they are “not sure how to make technology relevant to my teaching subject.” Likewise,
67% state that “there is too much course material to cover to make room for technology use.”
Lastly, 66% state that lack of leadership related to technology act as obstacles and 66% also state
that teachers lack input into technology decisions. In this regard, there needs to be clear direction
from the owners as to how technology should be integrated with a specific point of contact for
technology integration-related issues, whether it be the director or another teacher. Preferably,
leadership should not be the owners since they are not physically present at the school; however
the instructional technology leader should have the authority to make decisions on her/his own.
Figure 2: Obstacles for Effectively Using Technology Graph

Summary of Key Challenges

Overall, teachers at this school are facing various challenges for integrating technology into the
school and their teaching with the main one being lack of access to hardware provided by the
school. In addition, teachers need targeted professional development on the integration of
technology, specifically for their subject-matter. PD should be focused on “integrating
technology into classroom activities” (see Figure 3: Professional Development Graph) such as
project- or inquiry-based activities so that technology integration does not become an “added
step” in regards to there being too much course material to cover. PD should also focus on
curation and learning of software and OERs, targeted for early childhood education and student-
centered learning.
Figure 3: Professional Development Graph
Key Challenges according to the responses for technology needs and professional development
needs listed in order of priority (See Figure 3 and Figure 4):
1. Training on how to create multimedia for instructional use (See Professional
Development graph)
2. Dedicated time for training on how to use applications/software (See Technology Needs
graph & Professional Development graph)
3. Training on integrating technology for homework assignments
4. Training on integration of technology into classroom activities (See Professional
Development graph)
5. Training on how to create videos of students for assessment/evaluation (See Professional
Development graph)
6. Dedicated time for targeted PD for the planning of technology integration into the
curriculum (See Technology Needs graph)
7. Training on how to use technology in general (See Technology Needs graph)

8. Access to both hardware and software (See Device graph, Obstacles graph, Technology
Needs graph, and Open-Ended Responses)
Figure 4: Technology Needs Graph
Program Overview
Program Goal(s)
The goal of this program is to prepare teachers for effective technology integration into specific
subject areas to further student learning in all aspects of the classroom. By the end of the
program, teachers will have the technology skills and instructional strategies necessary to
integrate software. Teachers will learn how to implement technological, pedagogical, and content
knowledge (TPACK) into their teaching and learning. Teachers will learn and implement
specific software that can be used immediately in their teaching and learning activities, using
personal laptops, school iPads, and free educational software.
Program Outcomes
Teachers will participate in a five-day workshop on technology training. After the training,
teacher will be able to implement specific educational software into classroom activities,
instruction, homework, and assessment. By the end of school year, teachers will be asked to
implement at least one online homework assignment using an educational software of their
choice per month with their students. Teachers will also use at least one different educational
software in their classroom activities and/or assessment methods on at least a weekly basis. At
the end of the school year, teacher will reflect on their implementation of technology, identifying
strengths and areas for improvement.
Program Standards
ISTE Standards
ISTE Standards for Students (See Appendix E for full reference of all standards)
 Empowered Learner 1c: “Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways.” (ISTE,
2020b)
 Knowledge Constructor 3d: “Students build knowledge by actively exploring real-world
issues and problems, developing ideas and theories and pursuing answers and solutions.”
(ISTE, 2020b)
ISTE Standards for Educators (See Appendix E for full reference of all standards)
 Designer 5a: “Use technology to create, adapt and personalize learning experiences that
foster independent learning and accommodate learner differences and needs.” (ISTE,
2020a)
 Designer 5b: “Design authentic learning activities that align with content area standards
and use digital tools and resources to maximize active, deep learning.” (ISTE, 2020a)
The technology training plan will focus on exposing teachers to the benefits of using
instructional and educational technology in the form of hardware and software. The goal should
be for teachers to leave with an understanding of how integrating technology can support and
advance student learning, personalize learning for students, and help engage students in active
learning activities. In order to do so, focusing on the above standards will help introduce teachers
to software they can use with the limited hardware they have (two desktop computers usually
reserved only for teacher use, three iPads shared between the STEM teacher and students, and
personal laptops), using examples of technology-infused inquiry- and project-based activities.
Curriculum Standards
Maryland Technology Literacy Standards for Students (See Appendix E for full reference of all
standards)
 “Standard 1.0 – Technology Systems: Develop foundations in the understanding and uses
of technology systems”
 “Standard 3.0 – Technology for Learning and Collaboration: Use a variety of
technologies for learning and collaboration”
The Winchester School follows the Core Knowledge Curriculum for their content area.
However, they refer to Maryland’s standards and frameworks to ensure alignment. The school
has not formally adopted the ISTE Standards, so instead, the focus will be on on Maryland’s
“Technology Literacy Standards for Students.” Not only should students be able to use computer
and other devices at the basic level (the school is from Pre-K 3 to 2nd grade), but they should also
be able to use technology to learn content matter and to collaborate both inside and outside of the
classroom. Again, the focus of the technology training plan is so that teachers learn to use
technologies to support student learning, and students should also have the understanding that
those technologies can support learning with one’s peers.
Training Framework
For the technology training plan, focus will be on the ISTE Standards for Educators, specifically
the standards in the Design category as noted in the first section, while the Analyst, Collaborator,
and Learner categories will also be drawn up. The focus of this plan is to train teachers to design
and/or redesign learning activities and experiences using technology to enhance learning for their
students. In addition, as the main framework for the training, TPACK framework will be used.
The teachers at the school are all strong in their content knowledge of the subject they teach, and
they have pedagogical knowledge as it relates to teaching in general and for their content-area.
They have basic understanding of technology, but they are lacking in the overlap of
technological and pedagogical knowledge (i.e. how technology can be used for learning) as well
as the overlap of technological and content knowledge (i.e. technology in their content area).
Focusing on these two overlaps will lead teachers to reach the intersection of all three areas.
Target Audience
The target audience will focus primarily on teachers with a few training courses for all faculty
members, including administration, owners, and support staff.
Program Content
Training Delivery Standards
Description Audience
Course Title Format Alignment
The training
covers the basics
of a laptop,
especially how to ISTE Standards
download & save All staff at the for Educators:
Laptop Training Face-to-Face
files/applications, school Learner 1a &
add attachments Designer 5c
to email, and
connect to
external monitor.
iPad Training The training Face-to-Face All teachers at ISTE Standards
covers the basics the school for Educators:
of using an iPad, Learner 1a &
including turning Designer 5c
on/off,
downloading
apps, using both
cameras, syncing
to different
accounts, and
connecting to
external monitor.
The training will
ISTE Standards
cover the basics
All staff at the for Educators:
Google Drive of the Online
school Collaborator 4a
applications in
& 4d
Google Drive.
The training will
cover how to ISTE Standards
create, use, and All staff at the for Educators:
Google Docs Online
share Google school Collaborator 4a
Docs in relation & 4d
to teacher use.
The training will
cover how to
create, use, and
share Google
ISTE Standards
Slides in relation All teachers at
Google Slides Online for Educators:
to creating the school
Designer 5c
interactive
multimedia
presentations for
instructional use
The training will
cover how to set-
up a Google
ISTE Standards
Google Classroom and
All teachers at for Educators:
Classroom for add activities and Face-to-Face
the school Designer 5a, 5c
HW assignments for
& Analyst 7b
homework using
specific outside
software.
The training will
cover what the
TPACK model is
and how teachers
should keep this
ISTE Standards
in mind when All teachers at
TPACK Model Online for Educators:
integrating the school
Learner 1c
technology for
planning,
teaching,
learning, and
assessments.
Technology- The training Face-to-Face All teachers at ISTE Standards
Infused covers examples the school for Educators:
of how to use
Khan Academy,
PhET
Classroom
Simulations, and Designer 5b
Activities
EdPuzzle for
subject-area
lesson activities.
The training
focuses on
participants ISTE Standards
Educational All teachers at
finding, sharing, Hybrid for Educators:
Games/Apps the school
and using Collaborator 4a
educational
games.
The training will
Formative cover the use of
ISTE Standards
Assessments videos and All teachers at
Hybrid for Educators:
using Quizizz for the school
Analyst 7b
Technology formative
assessments
Workshop Training Plan

The following table represents the outline of training courses for a five-day workshop for
teachers as well as administration and support staff. See Appendix B for the full description of
each course.
Training Delivery Standards
Description Time Audience
Course Title Format Alignment
The training
covers the basics
of a laptop,
ISTE
especially how to
Standards for
Laptop download & save All staff at
3 hours Face-to-Face Educators:
Training files/applications the school
Learner 1a &
, add attachments
Designer 5c
to email, and
connect to
external monitor.
iPad Training The training 3 hours Face-to-Face All teachers ISTE
covers the basics at the school Standards for
of using an iPad, Educators:
including turning Learner 1a &
on/off, Designer 5c
downloading
apps, using both
cameras, syncing
to different
accounts, and
connecting to
external monitor.
The training will ISTE
cover the basics Standards for
All staff at
Google Drive of the 2 hours Online Educators:
the school
applications in Collaborator
Google Drive. 4a & 4d
The training will
ISTE
cover how to
Standards for
create, use, and All staff at
Google Docs 2 hours Online Educators:
share Google the school
Collaborator
Docs in relation
4a & 4d
to teacher use.
The training will
cover how to
create, use, and
share Google ISTE
Google Slides in relation All teachers Standards for
2 hours Online
Slides to creating at the school Educators:
interactive Designer 5c
multimedia
presentations for
instructional use
The training will
cover how to set-
ISTE
up a Google
Standards for
Google Classroom and
All teachers Educators:
Classroom add activities and 6 hours Face-to-Face
at the school Designer 5a,
for HW assignments for
5c & Analyst
homework using
7b
specific outside
software.
TPACK The training will 2 hours Online All teachers ISTE
Model cover what the at the school Standards for
TPACK model is Educators:
and how teachers Learner 1c
should keep this
in mind when
integrating
technology for
planning,
teaching,
learning, and
assessments.
The training
covers examples
of how to use
Technology- ISTE
Khan Academy,
Infused All teachers Standards for
PhET 4 hours Face-to-Face
Classroom at the school Educators:
Simulations, and
Activities Designer 5b
EdPuzzle for
subject-area
lesson activities.
The training
focuses on ISTE
participants Standards for
Educational All teachers
finding, sharing, 3 hour Hybrid Educators:
Games/Apps at the school
and using Collaborator
educational 4a
games.
The training will
Formative cover the use of ISTE
Assessments videos and All teachers Standards for
3 hours Hybrid
using Quizizz for at the school Educators:
Technology formative Analyst 7b
assessments
Evaluation
Training Course Pre-Test(s)/Assessments
Participants will take a pre-survey on their perceived ability level on the following hardware and
software: laptop, iPad, Google Drive applications (specifically Google Docs, Slides, and
Classroom), Khan Academy, PhET Simulations, EdPuzzle, and Quizizz. They will also indicate
whether or not the hardware/software has been implemented by the participant in the classroom,
for school-related administrative work, for homework, and/or for assessments.
Training Course Field Test(s)/Assessments
To test the viability and effectiveness of a workshop, the director and/or the owners will be asked
to take the course in advance of the formal workshop with the teachers and other staff members.
In the workshop course, “Google Classroom for HW,” all teachers will learn not only how to set
up a Google Classroom, but they will also learn how to redesign traditional homework
assignments and/or create new ones that are online using specific software. The director and/or
owners will take the course, along with all of the activities, assessments, and evaluation survey.
Training Course Revision(s)
Based on the results of the field test noted above, the workshop course will be adjusted on
various factors. First, the length would be adjusted for more or less time. In addition, more or
less time may be devoted to the different parts of the training: (1) training on how to set up & use
Google Classroom and (2) designing or redesigning homework assignments into an online
format, depending on the needs of the participants. For example, if the field test showed that they
needed more time in learning how to use Google Classroom before redesigning homework
assignments or if they were able to navigate Google Classroom quickly and need more time to
collaborate on designing relevant homework assignments. In addition, the workshop could be
adjusted to provide more time for modeling and mock activities to stimulate the environment for
both teachers and their students.
Workshop Evaluation(s)
For this DTTP, Kirkpatrick’s “Model of Learning Evaluation” is best suited for the school.
Kirkpatrick’s model encourages evaluation of learning on four levels: reaction, learning,
behavior, and results (Downes, 2016). With proper designing of this training plan, instructors
should be able to see whether teachers responded positively to the training, if they passed
evaluation assessments and demonstrated learning, if they implement the pedagogies/strategies
taught, and if any of those measures led to improved results. The model aligns with the training
plan because it focuses on identifying a problem and addressing that problem as it relates to the
standards mentioned in the Program Overview Section. After each workshop, participants will
take a survey reflecting on the four levels in relation to the goal of the workshop and participant
need. See Appendix C for Workshop Evaluation Survey.
Summative Program Evaluation
Kirkpatrick’s “Model of Learning Evaluation” will be used again to evaluate the program in a
summative manner. After the completion of the entire program, participants will take a survey
reflecting on the four levels in relation to the overall program goals and outcomes, as well as
participant need. The survey asks participants to provide feedback on the program as a whole,
indicating future need.
At the end of the school year, participants will take the second part of the survey, which focuses
exclusively on the third fourth level of Kirkpatrick’s model—behavior and results. These
questions ask participants about their actions regarding technology use for homework
assignments, classroom activities, and assessments; frequency; and type of software used. The
survey also asks for explicit feedback on student results and again asks whether there is need for
future need for technology training.
Budget
Total Budget
The Winchester School has an average yearly budget of $3000 for professional development for
their six full-time teachers, one administrator, and two support/after-care staff. This budget
includes instructor, material, and lunch fees. PD days are built into the school-year calendar, and
attendance is part of their salaried contract.
The technology training plan requires a total budget of $2450-$2530 for five days of professional
development for the six full-time teachers, of which 1.5 days will also include the administrator
and support/after care staff. The venue for all professional development is at the school, and
teachers are required to bring their personal laptops. School iPads will be used and shared for
appropriate training courses. However, a projector must be purchased and/or rented for the
training course, paid for by the school.
Expense Items
Expense Item Cost Rationale

$50 per hour for 30 hours of
Instructor will lead each face-
PD (including creation &
to-face and hybrid sessions
Instructor(s) assessment of online
and will provide real-time
modules)
guidance for online sessions
=$1500
To demonstrate the
technology tools in order for
teacher to follow along with
own devices and to stimulate
Rental: $120 per day x 4 days
classroom setting.
= $480
(not needed on Day 2)
Fee for both rental and
Projector
purchase are included.
OR
Recommendation to purchase
since it is cheaper, teachers
Purchase: $400
without TV/monitor can share
for use in classroom, and is
more cost effective in the
long run.
Outline, step-by-step guides,

and templates for student
activities/lessons to help
teachers organize content
Print Materials $50 learned and brainstorm ideas.
Step-by-step guides mostly in
digital format except for the
Laptop and iPad Training
courses.
School provides lunch for full

Lunch ~$500
day of in-school PD
Follow Up
In summary, this technology training plan aims to address the needs of the teachers at the
Winchester School in regards to effective technology implementation into planning, teaching,
homework, and administrative activities. By the end of this program, teachers will have the
technology skills and technological pedagogical knowledge necessary to implement technology-
infused instructional practices, classroom activities, and homework assignments. The plan
discussed will meet these goals because they encompass targeted professional development
opportunities for teachers to learn about software, the TPACK model for technology integration,
specific uses for select software, and hands-on opportunities for collaboration and designing of
classroom activities, homework assignments, and assessments. To follow up after this plan has
been implemented, at the end of the school year, teachers will be assessed on whether they have
followed through with the program outcomes outlined and if they saw enhanced student learning
as a result of technology implementation. Should the results turn out to be positive, then the case
can be made that the owners should purchase more hardware in the form of laptops (enough for
one full classroom) to be shared among teachers and their classes. In addition, all participants
will be asked if further training and workshops need to take place and the kinds that are
necessary for further technology integration.
Appendices
Appendix A (Needs Analysis Survey & Results)
Background Information
1. Name
a. Responses withheld for privacy
2. Subject(s) Taught (Note N/A if administrator/owner) (7 responses total)
a. Language arts, math, science, and social studies – 1 response
b. Science, social studies, and STEM – 1 response
c. Math – 1 response
d. Spanish – 1 response
e. N/A – 3 responses
3. Number of Years at Winchester (7 responses total)
a. 6
b. 9
c. 12
d. 13
e. 14
f. 15
g. 30
Section 1: General Technology Use
1. Choose the level of proficiency you have in relation to using computer technologies (7
responses)
a. Unfamiliar: I have no experience with computer technologies. – 0 responses
b. Beginner: I am able to perform basic functions in a limited number of computer

applications. I still require help on a regular basis. – 1 response
c. Average: I demonstrate a general competency in a number of computer
applications. – 4 responses
d. Advanced: I have acquired the ability to competently use a broad spectrum of
computer technologies – 1 response
e. Expert: I am extremely proficient in using a wide variety of computer
technologies – 1 response
2. Rate your skill level for each of the following on a scale of 1-5 (with 5 being an expert)
(7 responses total)
a. Word processing software (e.g. Microsoft Word or Google Docs)
i. 1 – 0 responses
ii. 2 – 1 response
iii. 3 – 2 responses
iv. 4 – 2 responses
v. 5 – 0 responses
b. Email software
ii. 2 – 2 responses
iv. 4 – 1 response
c. Presentation software (e.g. Microsoft PowerPoint or Google Slides)
iii. 3– 4 responses
v. 5 – 1 response
d. TV Monitor
i. 1 – 1 response
e. Laptop/computer
f. Smartphone
iii. 3 – 1 response
g. Tablet (e.g. iPad)
Section 2: Technology Use in Education
1. Select all the technologies available to use in your teaching practice, indicate whether the
device is personal or school-owned. If school-owned, indicate if it is shared or assigned
to you/your class. If you have no access, indicate N/A. (7 responses total)
a. Desktop Computer
i. Personal – 3 responses
ii. School-Owned Shared – 2 responses
iii. School-Owned Assigned – 1 response
iv. N/A – 1 response
b. Laptop
iii. School-Owned Assigned – 0 responses
iv. N/A – 0 responses
c. Smartphone
d. Tablet
e. TV/Monitor
2. Indicate how frequently computer technologies are integrated into your teaching practice,
both inside and outside of the classroom (scale 1-6 with 1=never and 6=almost always) (6
responses total)
a. Communication
i. 1 – 1 response
vi. 6 – 1 responses
b. Organization
i. 1 – 0 response
c. Analytical/Programming
d. Recreational
i. 1 – 1 response
vi. 6 – 1 response
e. Expansive
f. Creative
g. Expressive
v. 5 – 1 response
h. Evaluative
i. Informative
i. 1 – 1 response
v. 5 – 1 response
j. Other Instructional
3. Open-ended: Explain how you currently use technology in your content area (e.g.
Language Arts, Math, Science & Social Studies, Spanish, or Art & Music) (6 responses
total)
a. I used digital scholastic news, videos and coding games to supplement my lesson
plans.
b. word processing and email to communicate with staff and parents
c. I am not a teacher so none of the questions really apply to me.
d. I use technology to create homework, search games and hands on activities,
bulletin board ideas, circle time songs
e. N/A - I do not teach, I work in administration
f. Spanish
4. Rate how frequently you integrate technology (scale 1-5 with 1=not at all and 5=every
class) (5 responses total)
a. In your TEACHING activities
i. 1=Not at all – 2 responses
ii. 2=Once a month – 0 responses
iii. 3=Weekly – 1 response
iv. 4=Almost every class – 2 responses

v. 5=Every class – 0 responses
b. In your HOMEWORK activities
ii. 2=Once a month – 1 response
iii. 3=Weekly – 0 responses
iv. 4=Almost every class – 1 response
c. In your COLLABORATION activities
d. In your ADMINISTRATIVE tasks
i. 1=Not at all – 1 response
v. 5=Every class – 1 response
5. Rate how proficient you are in the following skills (scale 1-3 with 1=weak and 3=strong)
a. Learning how to use a new application (software and programs)
i. 1=Weak – 2 responses
ii. 2=Adequate – 3 responses
iii. 3=Strong – 2 responses
b. Acting as a guide for students when researching on the Internet
i. 1=Weak – 1 response
iii. 3=Strong – 2 responses
c. Integrating technology into daily instruction
iii. 3=Strong - 3 responses
d. Using technology to differentiate instruction
iii. 3=Strong - 2 responses
Section 3: Specific Technology Use in the Classroom
1. Rate the amount of time you spend working with technology in your classroom for the
following technologies (scale: never, yearly, monthly, weekly, daily)
a. Internet for developing lesson plans/ideas
i. Never – 3 responses
ii. Yearly – 0 responses

iii. Monthly – 0 responses
iv. Weekly – 1 response
v. Daily – 2 responses
b. Apps for tablets
iv. Weekly – 3 responses
c. Assistive Technology Tools
d. Test Preparation
e. Web Design
iii. Monthly – 1 response
f. Management programs for student data
g. Computer in the classroom
h. Mobile devices (e.g. smartphone)

v. Daily – 1 response
i. Tablets (e.g. iPads)
j. Digital video cameras
Section 4: Opinions & Attitudes on Technology Integration
1. Indicate your level of agreement with the following “I think” statements. (scale strongly
agree, agree disagree, and strongly disagree)
a. Electronic media will replace printed text within five years
i. Strongly agree – 2 responses
ii. Agree – 2 responses
iii. Disagree – 2 responses
iv. Strongly disagree – 1 response
b. Most technology would improve my ability to teach
iv. Strongly disagree – 0 responses
c. Technology has changed the way I teach
d. Students are more knowledgeable than I am when it comes to technology
ii. Agree – 1 response
e. School administrators/owners expect us to learn new technologies without formal
training
i. Strongly agree – 1 response

f. There is too much technological change coming too fast without enough support
for teachers
iii. Disagree – 1 response
g. Technology is a good tool for collaboration with other teachers when building
unit plans
h. Technology is unreliable
2. Rate how much each of the following conditions provide an obstacle for you in making
more effective use of technology: (scale: not an obstacle, minor obstacle, major obstacle)
a. Lack of computers in the classroom
i. Not an obstacle – 1 response
ii. Minor obstacle – 3 responses
iii. Major obstacle – 2 responses
b. Insufficient or inadequate software on classroom or laptop computers.
i. Not an obstacle – 2 responses
c. Insufficient or inadequate support on how to use technology in my teaching
d. Computers are unpredictable – they crash or the software does not work correctly
e. The kinds of computers and software at school are different from the computers
and software I use at home
ii. Minor obstacle – 1 response
f. There is too much course material to cover to make room for technology use

iii. Major obstacle – 1 response
g. Teachers lack input into technology decisions
h. Internet is too slow or drops connection
i. Lack of leadership related to technology
j. Not sure how to make technology relevant to my teaching subject
ii. Minor obstacle – 1 response
k. No idea how the administration wants me to use computers in my teaching
Section 5: Professional Development
1. What are your technology needs (scale 1-5 with 1=less urgent and 5=more urgent)
a. More time to learn to use applications
v. 5 – 1 response
b. More time to integrate technology into my curriculum
v. 5 – 1 response
c. More training to use technology
d. More support from administration when it comes to my technology needs
i. 1 – 1 response
e. More technical support to keep computers and applications running
i. 1 – 1 response
f. More access to technology tools to integrate in my classroom instruction
v. 5 – 1 response
g. Faster access to the Internet
i. 1 – 1 response
v. 5 – 1 response
h. More opportunities to collaborate with colleagues on how to use technology
v. 5 – 1 response
i. More options for professional development in the areas of technology
v. 5 – 1 response
j. Help aligning the integration of technology with the implementation of the
curriculum standards
v. 5 – 1 response
2. Rate the degree of success the program (i.e. Winchester) has had in implementing the
following (scale 1-3 with 1=not successful and 3=very successful)
a. Professional Development on Technology Use and Applications
i. 1=Not successful – 0 responses
ii. 2=Moderate success – 1 responses
iii. 3=Very successful – 4 responses
b. Integrating Technology into the Curriculum
c. Technical Support
d. Access to Hardware (i.e. physical devices)
i. 1=Not successful – 1 response
iii. 3=Very successful – 1 response
e. Access to Software (i.e. access to online and offline applications/Websites)
i. 1=Not successful – 1 response
iii. 3=Very successful – 1 response
3. What kinds of professional development would be beneficial to you (scale 1-3 with
1=great influence and 3=no influence) (5 responses total)
a. Managing my computer desktop – 1 response (20%)
b. Learning to utilize network services efficiently (email, finding files, saving to
server) – 2 responses (40%)
c. Learning about research sources on the Internet – 1 response (20%)
d. Integrating technology with student writing – 2 responses (40%)
e. Integrating technology with my classroom activities – 3 responses (60%)
f. Learning specific applications/software – 3 responses (60%
g. Learning to integrate technology for homework assignments – 3 responses (60%)
h. Learning how to create videos of students for assessment/evaluation – 3
responses (60%)
i. Learning to create multimedia (e.g. video editing, formatting, and presentation)
for instructional use – 5 responses (100%)
4. Open-ended: What kind of resources should the program provide? How would you like to
see these resources used in order to improve your instructional use of technology?
Administrative use of technology? (2 responses)
a. There are a variety of science subscription programs that would help teach
science and technology. It’s a matter of having enough computers/laptops for
each student and purchasing the subscription plan.
b. Have more training for technology use and software applications

5. Open-ended: What one technology tool would you want in the classroom? (2 responses)
a. More laptops. Laptops are better, because the classrooms have limited space. All
the teachers could share the laptops. So laptops are preferred because of lack of
space and portability.
b. More access to computers
6. Open-ended: Any other feedback (0 responses)
Appendix B (5-Day Workshop Detailed Curriculum)
Technology Workshop Lesson Plan Day 1
Delivery
Day Title Description Time/Hours Audience/Level
Format/Location
The training
covers the basics
of a laptop,
focusing on how
to download & All staff at the
Laptop Face-to-Face
1 save 3 hours school of mixed
Training At School
files/applications levels
, add attachments
to email, and
connect to an
external monitor.
Pre-requisite Knowledge
Participants should know the basic functions of a laptop, such as turning on/off, opening
applications, going to an Internet browser to surf the Web, and know how to access frequently
used Websites (Google, email, YouTube, etc.)
Content
The workshop covers the following in regards to laptop use:
 How to download/save images from the Internet
 How to download/save attachments from email or a site
 How to attach a file to an email
 How to download an application (use PDFsam Basic and a screencast application)
 How to connect to external monitor (projector or TV) through HDMI for screen
mirroring and/or extension
 How to save/bookmark Websites for future reference
 How to copy, cut, paste text/images
 How to take screenshots (using laptop built-in features)
 How to create folders for saved/downloaded content and arrange/create desktop
shortcuts
Alignment with Standards listed in detail
ISTE Standards for Educators Learner 1a
Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.
ISTE Standards for Educators Designer 5c
Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
How it will be taught (instructional strategies) (activities)
The workshop will run in the style of the classroom method of “I do. We do. You do.” The
instructor will model each of the above, pointing to the steps on the provided guide. The
instructor will then walk through it again, having participants follow along on their devices.
Lastly, each participant will then independently perform the activities at the end to ensure they
understand and perform the activities without assistance. More advanced participants will be
asked to help those with less advanced computer skills to encourage collaboration among
colleagues.
Materials
Materials provided by participants
 Laptop with Internet access & charger
 Pencil/pen
 Optional: notebook or loose leaf paper
Materials provided by school/instructor
 Projector
 Step-by-step guides for laptop training activities
Location: Language Arts Classroom
Assessment plan/methods
Each participant has to perform each task noted in the “Content” section after the initial
modeling and group activity referring to the step-by-step guide if necessary. Each participant
has to perform each task independently. Some tasks (no more than three) may be performed
with minimal assistance from a colleague but without help from the instructor.
Evaluation of course plan/methods
Survey on the first two levels of Kirkpatrick’s model: reaction and learning. Survey also
encompasses feedback on future intentions regarding course content in relation to the next two
levels: behavior and results.
Delivery
Format/Location
The training
covers the basics
of using an iPad,
including turning
on/off,
iPad downloading Face-to-Face All teachers of
1 3 hours
Training apps, using both At School mixed levels
cameras, syncing
to different
accounts, and
connecting to an
external monitor
Participants should know how to use their personal smartphones in terms of turning on/off,
using built-in applications, and downloading other apps. Those with iPhones will be asked to
provide assistance to those unfamiliar with the layout of iPhones/iPads.
Content
The workshop covers the basics of using an iPad including the following:
 Turn on/off
 Use on-screen touch keyboard to type
 Download app from App Store
 Use front-facing and rear cameras for photos and videos
 Add/sign into accounts on existing apps
 Connect to external monitor using HDMI cable and iPad adapter
 Save an image from an email or Website
 Copy, cut, and paste text/images
 Draw and drag objects using finger touch
ISTE Standards for Educators Learner 1a
Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.
The workshop will run in the style of the classroom method of “I do. We do. You do.” The
instructor will model each of the above, pointing to the steps on the provided guide. The
instructor will then walk through it again, having participants follow along on their devices.
Lastly, each participant will then independently perform the activities at the end to ensure they
understand and perform the activities without assistance. More advanced participants will be
asked to help those with less advanced iPad skills to encourage collaboration among
colleagues.
Materials
 Pencil/pen
 Projector
 School-owned iPads (3 total) with Internet access & chargers
 Adapter for iPad connection to projector
 Step-by-step guides for iPad training activities
Each participant has to perform each task noted in the “Content” section after the initial
modeling and group activity referring to the step-by-step guide if necessary. Each participant
has to perform each task independently. Some tasks (no more than three) may be performed
with minimal assistance from a colleague but without help from the instructor.

Delivery
Format/Location
The training will
cover the basics
All staff at the
Google of the Online
2 2 hours school of mixed
Drive applications in At School
levels
Google Drive
and G Suite.
Participants will need to know how to access their Google accounts by signing into the home
page of Google.com. They need to know how to open a shared Google Slide using a link sent
to their Gmail.
Content
The workshop will cover an overview of the applications available in Google, including in
Google Drive/Suite that could be used for teaching, homework, collaborative, and
administrative activities. The following applications will be discussed:
 Docs (more detail in next workshop)
 Slides (more detail in future workshop)
 Sheets
 Jamboard
 Drawings
 Classroom (more detail in future workshop)
 Forms
 Translate
 Earth
 YouTube
ISTE Standards for Educators Collaborator 4a
Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.
ISTE Standards for Educators Collaborator 4d
Demonstrate cultural competency when communicating with students, parents and
colleagues and interact with them as co-collaborators in student learning.
This online workshop will be completed primarily by the viewing of Google Slides and videos
regarding the content. Each Google application will be prefaced on a slide with a general
description of the application and possible uses (both school and non-school uses). The next
slide will have an embedded video about the general set-up and use of each application.
Videos may be found from the Internet or created by the instructor as applicable to the group
of participants based on the pre-evaluation survey results. At the end of the slides, there will be
a link to a Google Form, where participants will be asked multiple choice questions about what
each application is.
Materials
 Access to personal Google Account
 Pencil/pen
 Access to online training module
 Graphic organizer with list of available Google Drive/Suite applications, a general
description, and space for participants to take notes on possible uses
Location: Teachers/staff in individual classrooms
Participants must complete the Google Form and earn 70% on the multiple choice questions
about each application. In addition, participants should fill out and return the graphic organizer
for feedback on their brainstorming of possible uses.
Delivery
Format/Location
The training will
cover how to
create, use, and
All staff at the
Google share Google Online
2 2 hours school of mixed
Docs Docs in relation At School
levels
to teacher and
administrative
use.
Participants should have basic knowledge of Microsoft Word, including its basic
functions/uses, which is similar to Google Docs. They need to know how to open a shared
Google Doc using a link sent to their Gmail.
Content
The workshop will cover the basics of Google Docs, including how to create, use, and share
Google Docs. In addition the workshop will go over the following:
 How to make a copy of a Google Doc
 How to share a Google Doc with various permissions
 How to create numbered/bulleted lists
 How to change font style, size, and color
 How to highlight, underline, strikethrough, italicize, and bold text
 How to adjust margins and indentation, as well as text alignment, page breaks, and
page numbers
 How to insert images and hyperlinks
 How to view version history
 How to add comments and make edits in suggestion mode
 How to use the embedded instant-message chat feature when another collaborator is
online the same document
ISTE Standards for Educators Collaborator 4d
Demonstrate cultural competency when communicating with students, parents and
colleagues and interact with them as co-collaborators in student learning.
This online workshop will be completed primarily the viewing of a Google Doc and videos
regarding the content. The Google Doc will have steps and images to all of the relevant
content, in addition to hyperlinked videos. The first step asks participants to make a copy of
the Google Doc to save to their drive, which they will then use for reference and for the rest of
the workshop. After each feature, the Doc will ask participants to engage by performing one of
the actions specified in the “Content” section using the given text. At the end, participants will
share the Google Doc with the instructor for feedback. Videos may be found from the Internet
or created by the instructor as applicable to the group of participants based on the pre-
evaluation survey results.
Materials
 Pencil/pen
 Graphic organizer with description of Google Docs, list of features/capabilities, and
space for participants to take notes on possible use
Location: Teachers/staff in individual classrooms
Participants must correctly perform at least 80% of steps within the Google Doc. In addition,
participants should fill out and return the graphic organizer for feedback on their brainstorming
of possible uses.
Delivery
Format/Location
The training will
cover how to
create, use, and
share Google
Google Slides in relation Online All teachers of
2 2 hours
Slides to creating At School mixed levels
interactive
multimedia
presentations for
instructional use
Participants should have basic knowledge of Microsoft PowerPoint, including its basic
functions/uses, which is similar to Google Slides. They need to know how to open a shared
Google Slides using a link sent to their Gmail.
Content
The workshop will cover the basics of Google Slides, including how to create, use, and share
Google Docs. In addition the workshop will go over the following:
 How to make a copy of a Google Slides
 How to share a Google Slides with various permissions
 Review of the following features, which are the same as for Google Docs:
o How to create numbered/bulleted lists
o How to change font style, size, and color
o How to highlight, underline, strikethrough, italicize, and bold text
o How to insert images and hyperlinks
o How to view version history
o How to add comments and make edits in suggestion mode
o How to use the embedded instant-message chat feature when another
collaborator is online the same document
 How to add slides with various layouts
 How to add transition, text, and image animation
 How to add sound
 How to embed a video
 How to change the design layout
This online workshop will be completed primarily by the viewing of a Google Slides and
videos regarding the content. The Google Slides will have steps, images, and videos to all of
the relevant content. The first step asks participants to make a copy of the Google Slides to
save to their drive, which they will then use for reference and for the rest of the workshop.
After each feature, the Slide will ask participants to engage by performing one of the actions
specified in the “Content” section using the given text. The last slide will ask teachers to
design one slide specific to a concept/topic of their choice for use in the classroom (for
instruction, direction, activity, or assessment) in any layout they see as appropriate. At the end,
participants, will share the Google Slides with the instructor for feedback. Videos may be
found from the Internet or created by the instructor as applicable to the group of participants
based on the pre-evaluation survey results.
Materials
 Pencil/pen
 Graphic organizer with description of Google Slides, list of features/capabilities, and
space for participants to outline/sketch at least one idea for a multimedia presentation
Location: Teachers/staff in independent classrooms
Participants must correctly perform at least 80% of steps within the Google Slides. Participants
must also create one slide of classroom use that is clear in purpose, easy to read, and
appropriate for the intended grade level/subject. In addition, participants should fill out and
return the graphic organizer for feedback on their brainstorming of possible uses.

Delivery
Format/Location
The training will
cover how to set-
up a Google
Classroom and
Google Face-to-Face
add activities and All teachers of
3 Classroom 6 hours /Hybrid
assignments for mixed levels
for HW At School
homework using
specific Google
and outside
software.
Participants will need to know how to access their Google accounts by signing into the home
page of Google.com. After the workshops from Day 2, participants should be familiar with
Google applications in their general use/purpose, specifically Google Docs and Slides.
Content
The workshop will cover how to set-up a Google Classroom and add activities using specific
Google and outside applications/software. The following will be covered in detail:
 How to set up Google Classroom
 How to add students
 How to post announcements/messages in the “Stream
 How to create items in the “Classwork” tab
o Assignment, Quiz Assignment, Question, Material, & Topic
 How to grade assignments
The second half of the workshop will cover how to create activities for students, focusing on
homework assignments using embedded Classroom items as well as outside software (Quizizz
& EdPuzzle).
ISTE Standards for Educators Designer 5a
Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
ISTE Standards for Educators Analyst 7b
Use technology to design and implement a variety of formative and summative
assessments that accommodate learner needs, provide timely feedback to students and
inform instruction.
For the first half of the workshop will run in the style of the classroom method of “I do. We
do. You do.” The instructor will model each of the above, pointing to the steps on the provided
guide. The instructor will then walk through it again, having participants follow along on their
devices.
For the second half of the workshop, the instructor will pair participants up to share past
homework assignments and discuss ways to turn them into interactive, online homework
activities for their students. Participants will use their graphic organizer to take note of ideas,
thoughts, and sketch out a plan. In their pairs, the instructor will go to each group to discuss
ideas further and provide feedback.
At the end, participants will turn one of their sample/past homework assignments into an
online homework activity using Google Classroom’s embedded items, Quizizz, or EdPuzzle. If
using Quizizz or EdPuzzle, an “assignment” must be created with the link and directions
within their Google Classroom.
Materials
 Samples of present/past homework assignments for at least one class
 Pencil/pen
 Projector

 Step-by-step guide on how to set up a Google Classroom, add students, post
announcements/messages in the “Stream,” create items in the “Classwork” tab, and
grade assignments.
 Graphic organizer with list of possible assignment methods through Google Classroom
and outside software (Quizizz & EdPuzzle) with space to write how to turn sample
homework assignments into online assignments
By the end of the workshop, participants must be able to set up a Google Classroom and
perform all of the steps from the first half with minimal help from the instructor and/or
colleagues. Participants must also create an online homework assignment that is clear for their
intended students and easy to understand/complete (in terms of navigating the assignment)

Time/Hour Delivery
Day Title Description Audience/Level
s Format/Location
The training will
cover what the
TPACK model is
and how teachers
should keep this
TPACK in mind when Online All teachers of
4 2 hours
Model integrating At School mixed levels
technology for
planning,
teaching,
learning, and
assessments.
Participants do not need to be familiar with the name of the framework. They should, however,
have a strong understanding of their classes’ Content Knowledge and Pedagogical Knowledge.
After the previous workshop days, they should also have an average to proficient
understanding of Technological Knowledge.
Content
The workshop will cover the TPACK model, discussing each component as separate parts. The
workshop will discuss the different combinations possible PCK, TCK, TPK, and, the end goal,
TPACK. The course will extend the current environment of PCK to include TCK and TPACK
when attempting to integrate technology for planning, teaching, learning, and assessments.
ISTE Standards for Educators Learner 1c
Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.
This online workshop will be completed primarily by an interactive Google Slides
presentation. The Slides will include information on the framework, an embedded video, the
diagram of the intersections of the three components, and links to two online articles that
participants must go through. A link to a Quizizz will be included for participants to complete
for understanding of the content with open-ended questions to prompt teachers to reflect on
which component(s) of the TPACK model scenarios have.
Materials
 Pencil/pen
 Graphic organizer with description/diagram of each component of the TPACK model
and space for participants to note possible ways to integrate/incorporate all three
components
Location: Teachers in independent classrooms
Participants must earn at least 70% on the Quizizz for the recall/comprehension questions and
should have reasonably appropriate responses for the open-ended questions. In addition,
participants should fill out and return the graphic organizer for feedback.
Time/Hour Delivery
Day Title Description Audience/Level
s Format/Location
The training
covers examples
of how to use
Technology- Khan Academy,
Infused PhET Face-to-Face All teachers of
4 4 hours
Classroom Simulations, and At School mixed levels
Activities EdPuzzle for
subject-area and
interdisciplinary
lesson activities
Participants only need strong understanding of concepts/topics in their content area(s) and
should have a basic understanding of the TPACK model from the workshop course earlier in
the day.
Content
The workshop covers the basics of the following software and Web 2.0 tools in relation to Pre-
K to 2nd grade content: Khan Academy, PhET Simulations, and EdPuzzle. Subject-area and
interdisciplinary focus will be given to learning how to use the resources for classroom/lesson
activities. The focus of the activities will be on developing interactive, inquiry-based, and/or
project-based classroom activities.
ISTE Standards for Educators Designer 5b
Design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning.
The workshop will be divided into four parts: one for each resource and one at the end for
brainstorming/planning. For the parts on each resource, the instructor will go over each tool,
explaining how to use it (for both teachers and students), what subjects it could be used for
based on the content included, and lead a short interdisciplinary activity using explicit
instructional strategies for each to model its use.
Afterwards, teachers will independently brainstorm ideas for using at least one resource in a
classroom activity. Then they will come together to collaborate on formalizing each
participant’s idea using instructional strategies and an emphasis on inquiry/project-based
learning. Instructor will provide feedback and allow time at the end for teachers to formally
create their classroom activity using the chosen resource.
Materials
 List of topics for one unit for one class/subject (provided in advance of the session for
instructor planning purposes)
 Pencil/pen
 Projector
 Graphic organizer with names of software (Khan Academy, PhET Simulations, and
EdPuzzle), general description of each, list of features/capabilities/subject area topics,
and space for teachers to create at least one activity per software for their subject
and/or an interdisciplinary activity.
Each participant should be able to design one classroom activity for one of their classes using
one of the resources. They should also be able to provide feedback and support to their
colleagues in support of their activity design. In addition, participants should fill out and return
the graphic organizer for feedback.

Delivery
Format/Location
The training
focuses on
participants Face-to-Face
Educational All teachers of
5 finding, sharing, 3 hours /Hybrid
Games/Apps mixed levels
and using At School
educational
apps/games.
Participants should know how to access the App store and how to read descriptions and
reviews of apps and online games. Participants should have strong knowledge of instructional
strategies and a foundation of skills and instructional strategies related to technology
integration.
Content
The workshop focuses on participants researching educational games and apps (Web-based
and for iPad) using instructional strategies, sharing them with colleagues to plan interactive
classroom activities for students.
This workshop will be structured in three parts: research, sharing, and developing/planning.
The instructor will explain the purpose and goal for this course. Participants will then research
educational games and/or apps using their laptops and/or school iPads. They will use their
graphic organizer to take notes of interesting/relevant games/apps.
Then participants will share games/apps found and use their knowledge of instructional
strategies, the TPACK model, and inquiry/project-based learning to help each other develop
ideas for classroom activities, with input and feedback from the instructor/facilitator.
Finally, participants will draft/plan a lesson activity using at least one game/app for their own
classroom and for a colleague’s classroom. Participants will come together again and
collaborate on polishing ideas and sharing ideas for one another.
Materials
 Access to personal Google Account (specifically Google Docs)
 Pencil/pen
 Projector
 School-owned iPads (3 total) with Internet access & chargers
 Adapter for iPad connection to projector
 Graphic organizer with space to note research on educational game/app, name,
description, features/capabilities, possible use into own classroom, and possible use
into at least one other colleague’s classroom

Participants should be able to design a classroom activity using one game/app for their
classroom and for at least one colleague’s classroom. They should be able to collaborate and
share ideas with colleagues to support them in their activity design. In addition, participants
should fill out and return the graphic organizer for feedback on their list of newly found
games/apps and possible uses.
Delivery
Format/Location
Formative The training will
Assessments cover the use of
Face-to-Face
using videos and All teachers of
5 3 hours /Hybrid
Technology Quizizz for mixed levels
At School
formative
assessments
Participants should have an understanding of formative assessments, their purpose/benefit, and
examples of formative assessment in their content area/grade level. They should have a
foundation in the TPACK model.
Content
The workshop covers the use of creating student videos and using Quizizz for formative
assessments. In terms of student videos, this means teachers recording students during
classroom activities and projects for assessment, referring to the videos after class for taking
note of student performance, areas of strength, and areas for improvement in the content,
concept, topic, and/or activity. In terms of Quizizz, these would represent formal formative
assessments students would take during class, where teachers can see results in real-time,
which can inform next steps for immediate instruction/revision.
ISTE Standards for Educators Analyst 7b
Use technology to design and implement a variety of formative and summative
assessments that accommodate learner needs, provide timely feedback to students and
inform instruction.
The workshop will be in three parts: short overview of formative assessments, recording
videos for assessment, and Quizizz for assessment. In the first part, participants will go
through a short online module, reading an article or two about formative assessments before
discussing as a whole group the importance of and examples of formative assessments in their
class.
Then, the instructor will explain the benefits of recording students before showing a recording
of a class activity (provided by the director from one of her classes). The director will preface
the video with the goal and expected outcomes of the activity. Then teachers will discuss what
they observed and how the information gleaned can be used in formative manner. The
instructor will ask participants to extend this understanding to activities in their classroom and
what they could look for and focus on when recording students.
The last section of this workshop will introduce Quizizz, its features, and go through a mock
assessment using Quizizz. As participants take the “quiz,” the instructor will model analysis of
real-time formative data by engaging in a think aloud as results come up on the projector.
Participants will then discuss the experience of taking the assessment and the think aloud.
Participants will share one past assessment that they would want to convert into a Quizizz and
will collaborate on how to do so and how they would analyze student learning based on results
for specific sets of questions.
Materials
 Smartphone
 Access to personal Google account (including Google Classroom)
 Sample of past assessments used for at least one class/subject
 Pencil/pen
 Projector
 Sample video of classroom activity (provided by the director)
 Graphic organizer with definition/purpose of formative assessment, benefits of taking
videos for formative assessment, and space to design a formative assessment where
taking a video of students is involved and where students will use Quizizz
Participants should be able carefully analyze the sample video noting relevant information in
regards to student learning and performance (academic-focused). Each participant should share
at least one idea of extending the sample video to an activity in their classroom that could be
recorded for a formative assessment. Participants should be able to create one assessment
using Quizizz with rationale for how they could use those results in real-time and collaborate
with their colleagues for feedback and support.
Appendix C (Workshop Evaluation Survey)

Level 1: Reaction
For the following questions, use the following scale to reflect on the course: strongly disagree,
disagree, neutral, agree, or strongly agree
1. I was satisfied with the training overall.

2. The training was effective in presenting the content.
3. The course covered enough material at the appropriate level.
4. The training addressed my needs in my role.
5. The activities and methods helped me learn.
Level 2: Learning
1. After the training, my overall understanding of the topics increased.
2. The workshop was relevant to my classroom.
3. I gained the skills I needed/wanted to learn.
4. I feel that I can apply what I learned immediately into my classroom/work.
Level 3: Behavior
1. Before the course, I used/applied the concept/resources covered (select one)
a. Daily
b. Weekly
c. Monthly
d. Yearly
e. Never
2. After the course, I will use/apply the concepts and resources covered to integrate
technology into my classroom (select one)
a. Daily
b. Weekly
c. Monthly
d. Yearly
e. Never
3. Explain one way you plan on using/implementing the concept/resource covered in the
workshop.
4. Are there any obstacles preventing you from using the concepts/resources learned? If so,
what are they?
5. If you answered yes to Question 4, what can the school and/or instructor do to help
alleviate those obstacles?
Level 4: Results
1. The training helped me work toward my technology professional development goals
2. The training will help me in my classroom
For the following questions, select the response according to each scale
3. In regards to meeting my needs, the length of the training was:

a. Too short
b. Appropriate in length
c. Too long
4. Would you like/need more training in this specific area?
a. Yes
b. No
c. I want to try to implement it first before I make a decision
Appendix D (Overall Summative Program Evaluation Survey)
Part 1: Upon completion of 5-day workshop
Level 1: Reaction
1. I was satisfied with the program overall
2. The program was effective in presenting the content.
3. The courses covered enough material at the appropriate level.
4. The program addressed my needs in my role.
5. The activities and methods helped me learn.
Level 2: Learning
1. After the program, my overall understanding of technology and technology integration
increased.
2. The program was relevant to my classroom.
3. I gained the skills and instructional strategies I needed/wanted to learn.
4. I feel that I can apply what I learned immediately into my classroom/work.
Level 3: Behavior
1. Before the course, I used technology for teaching, planning, homework, and
administrative activities (select one)
a. Daily
b. Weekly
c. Monthly
d. Yearly
e. Never
2. After the course, I will use/apply the concepts and resources covered to integrate
technology into teaching, planning, homework, and administrative activities (select one)
a. Daily
b. Weekly
c. Monthly
d. Yearly
e. Never
3. Are there any obstacles preventing you from integrating technology? If so, what are they?
4. If you answered yes to Question 4, what can the school and/or instructor do to help
alleviate those obstacles?
Level 4: Results
1. The program helped me work toward my technology professional development goals
2. The program helped help me in my classroom
For the following questions, select the response according to each scale
3. In regards to meeting my needs, the length of the 5-day program was:
a. Too short
b. Appropriate in length
c. Too long
4. Would you like/need future programs similar to this one?
a. Yes
b. No
c. I want to try to integrate technology first before I make a decision
Part 2: Upon completion of school year
1. How often did you create and assign an online homework assignment?
a. Weekly
b. Monthly
c. Every other month
d. Once
e. Never
2. Which software did you use for online homework assignments? Select all that apply
a. Google Classroom Quiz Assignment
b. Google Classroom Question
c. Quizizz
d. EdPuzzle
e. Khan Academy
f. Other, please specify
3. How often did you implement a technology-infused classroom activity?
a. Daily
b. Weekly
c. Bi-weekly
d. Monthly
e. Every other month

f. Once
g. Never
4. What software did you use for a technology-infused classroom activity? Select all that
apply
a. EdPuzzle
b. Khan Academy
c. PhET Simulations
d. Quizizz
e. Other, please specify
5. Explain the outcomes noticed when implementing a technology-infused classroom
activity in relation to:
a. Student engagement
b. Student learning short-term (i.e. by end of class, lesson, and/or week)
c. Student learning long-term (i.e. retention after a period of time)
6. How often did you record a student activity for formative assessment?
a. Daily
b. Weekly
c. Bi-weekly
d. Monthly
f. Once
g. Never
7. Explain how the recorded video informed you of student learning and how you used it to
inform instruction
8. How often did you implement a Quizizz or similar for formative assessment?
a. Daily
b. Weekly
c. Bi-weekly
d. Monthly
f. Once
g. Never
9. Explain how you used the results from a Quizizz or similar assessment to inform
instruction in real-time.
10. Would you like/need further professional development in technology integration?
a. Yes
b. No
11. If yes, please explain what kind of professional development you would like. Please be
specific in your needs.
Appendix E (Standards and References)
Standards to Introduce to Teachers
International Society for Technology in Education

ISTE. (2020a). ISTE standards for educators. Retrieved https://www.iste.org/standards/for-
educators
ISTE. (2020b). ISTE standards for students. Retrieved from https://www.iste.org/standards/for-
students
Maryland Technology Literacy Standards

Maryland State Board of Education. (2007). Maryland technology literacy standards for students.
Retrieved from
https://mdk12.msde.maryland.gov/INSTRUCTION/StandardsandFrameworks/Document
s/Home/vsc_technology_literacy_standards.pdf
References
Downes, A. (2016, January 20). 4 learning evaluation models you can use. eLearning Industry.
Retrieved from https://elearningindustry.com/4-learning-evaluation-models-can-use

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Running Head: DISTRICT TECHNOLOGY TRAINING PLAN 1

District Technology Training Plan

Figure 2: Obstacles for Effectively Using Technology Graph

Summary of Key Challenges

Figure 3: Professional Development Graph

7. Training on how to use technology in general (See Technology Needs graph)

Figure 4: Technology Needs Graph

Workshop Training Plan

Expense Item Cost Rationale

Outline, step-by-step guides,

School provides lunch for full

b. Beginner: I am able to perform basic functions in a limited number of computer

iv. 4=Almost every class – 2 responses

ii. Yearly – 0 responses

iii. Monthly – 1 response

iii. Disagree – 2 responses

i. Not an obstacle – 2 responses

b. Have more training for technology use and software applications

Technology Workshop Lesson Plan Day 2

Technology Workshop Lesson Plan Day 3

 Laptop with Internet access & charger

Technology Workshop Lesson Plan Day 4

Technology Workshop Lesson Plan Day 5

into at least one other colleague’s classroom

Appendix C (Workshop Evaluation Survey)

1. I was satisfied with the training overall.

3. In regards to meeting my needs, the length of the training was:

e. Every other month

International Society for Technology in Education

Maryland Technology Literacy Standards

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