Montgomery County Public Schools: District Technology Training Plan Lakisha D. Wright University of Maryland Global Campus

Montgomery County Public Schools: District Technology Training Plan
Lakisha D. Wright
University of Maryland Global Campus
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Executive Summary
In a highly digital and ever-changing world, educators require ongoing access to training
and professional development (PD) to improve the quality of teaching, meet students’ unique
needs, and enhance learning for all students. The growing importance and use of technology in
education highlight the critical need for the Montgomery County Public School (MCPS) district
to create a district technology training plan (DTTP) that is aligned with the district’s vision. The
DTTP will include ongoing, high-quality PD opportunities for educators to effectively use
technology to transform teaching and learning.
The purpose of this DTTP is to guide the effective and innovative use of technology to
improve instruction, enhance learning for all students, and improve student learning experiences.
This DTTP will provide the framework for creating district-wide PD opportunities that are
aligned with content areas, grade levels, different levels of pedagogy, and educators’ technical
skill level. By taking this approach, MCPS can meet educators’ specific technology needs. This
DTTP includes ongoing, face-to-face and online PD opportunities. Providing diverse and
ongoing PD will help educators to meet the demands of a changing educational landscape, adapt
effectively to change, and stay updated on new findings and revelations in their area of expertise.
This DTTP will provide the specialized knowledge and skills educators in MCPS need to prepare
students for the demands of education in the 21st century and success in a highly competitive
global workforce.
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Introduction
Montgomery County Public Schools – Background
MCPS is one of the largest school districts in the State of Maryland. MCPS serves
160,564 students in grades Pre-K-12, and there are 209 schools in the district (Montgomery
County Public Schools, 2021, para. 1). Student demographics for MCPS include 26.9%
Caucasian, 32.4% Hispanic or Latino, 21.4% African American, 14.1% Asian, and 5.3% of
students fall in the Two or More Races category (Montgomery County Public Schools [MCPS],
2021, para. 1). The student population in MCPS is diverse, and students in the district have
diverse needs. According to MCPS (2020) 33.2% of students receive free & reduced-price meals
(FARMS), 18.2% of students are English for speakers of other languages (ESOL), and 11.7% of
students receive special education services (para. 1). MCPS has a student graduation rate of
89.3%. It is important to note that MCPS’ graduation rate is higher than the State of Maryland’s
average graduation rate of 86.8% (MCPS, 2021, para. 1).
Student Diversity at a Glance
Caucasion
Hispanic or Latino
African American
Asian
Two or More Races
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MCPS Services at a Glance
40
30
20
10
0
There are 24,589 employees in MCPS, and 56.1% of employees fall in the professional
category (i.e., teachers, specialists, etc.). The district’s workforce is slightly diverse. For
instance, 58.3% of employees are Caucasian, 18.3% are African American, 13.9% are Hispanic
or Latino, 18.49% are Asian, and 1.43% fall in the Multiple Races category (MCPS, 2021, para.
1). MCPS created a certification program that is aligned with the Maryland State Department of
Education (MDSE). According to MCPS (2021) the “Certification Unit works directly with the
MSDE to provide certification services for all MCPS professional employees. Once employed by
MCPS as a contracted educator, specialist or administrator, MCPS handles all…certifications”
(para. 1). MCPS is committed to ensuring all professional employees obtain the required
teaching certifications for the Maryland State Department of Education (MSDE). In addition,
MCPS is equally committed to providing professional learning experiences using technology that
increase educators’ “digital literacy and enable them to create compelling learning activities that
improve learning and teaching, assessment, and instructional practices” (Office of Educational
Technology, 2017, p. 40).
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Workforce Diversity at a Glance
70
60
50
40
30
20
10
0
Caucasian African American Hispanic or Asian Multiple Races
Latino
Current State of Technology
MCPS is driven by the overarching goal to create a digital environment where “all
students are empowered and prepared to participate as full citizens in a dynamic global society in
which they create, achieve, engage, contribute, and flourish in meaningful communities through
universal access to people, information, and ideas” (MCPS, 2014, p. 5). The school district’s
Office of Technology and Innovation (OTI) plays an integral role in helping employees, as a
whole, to achieve this goal by leading, planning, managing, supporting, and provisioning all
technology and information systems for the entire district. The OTI provides “high-quality
technology systems and services essential to teaching and learning. The office is committed to
excellence in providing technology solutions to support teachers, engage students, and assist in
the effective business operations of MCPS” (MCPS, 2021, para. 1). The most widely used
technology in the school district includes laptops, desktops, iPads (1:1 ratio), printers, Synergy,
Canvas, Pear Deck, SMARTBoards, and a range of digital technologies.
PD in MCPS takes a district-wide approach to “improve the learning outcomes for our
students, support the professional learning and development of our staff, and enhance the
effectiveness of our services” (MCPS, 2021, para. 1). PD opportunities are closely aligned with
district-wide technology initiatives. Current PD opportunities include “online Zoom training,
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face-to-face training (when allowed), and support documents…” (J. Allaire, personal
communication, August 27, 2021). MCPS also offers a teacher mentorship program, MCPS
Interventions Network, and a range of informal professional learning opportunities to help
educators improve instruction, support at-risk students, meet students unique needs, enhance
learning, and improve student achievement (MCPS, 2020).
Needs Analysis
As the use of technology and innovative digital tools continue to increase in education,
educators in MCPS face a growing number of challenges. In particular, the needs analysis
revealed that some educators in MCPS lack the specialized skills and support needed to
effectively integrate and use technology in their classrooms. These issues can lead to the
ineffective use of technology (i.e., by educators and students), digital assignments and projects
that fail to enhance and support learning for all students, gaps in student achievement, and a lack
of student engagement.
Technical Skills Level
0% 10% 20% 30% 40% 50% 60% 70%
Beginner Intermediate Advanced
The survey results identified the need to increase educators’ technical skills level. Out of
the five participants that were surveyed, three educators self-assessed their technical skill level as
“beginner,” one educator self-assessed his or her technical skill level as “intermediate,” and one
educator self-assessed his or her technical skill level as “advanced.” Increasing educators’
technical skills can help them to integrate and effectively use technology to improve instruction
and enhance student learning experiences.
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Technology Challenges in the Classroom
40%
35%
30%
25%
20%
15%
10%
5%
0%
Integrating technology Using technology Lack of technical support
The survey revealed that educators face a range of challenges and concerns while using
technology in the classroom. The most common challenges include integrating technology, using
emerging technology, and a lack of technical support for educators. Out of the five participants
that were surveyed, two educators identified technology integration as a challenge, two educators
identified using technology as a challenge, and one educator identified a lack of technical
support as a challenge. The survey highlights the need to implement effective solutions to
address the technology challenges educators face in MCPS’ highly digital classrooms. By taking
this approach, MCPS can remove technology related barriers and provide the support educators
need while integrating and using technology in the classroom.
Prior PD Participation
Yes No
The survey revealed that most educators in MCPS participated in PD opportunities in the
past. Out of the five participants that were surveyed, four educators participated in school or
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district-provided PD and one educator reported that he or she did not participate in school or
district-provided PD. Educators were also asked if the PD opportunities addressed their
immediate technology needs in the classroom. Out of the four participants that participated in
PD, all of the participants indicated that PD did not meet their immediate technology needs in the
classroom. It is important to note that PD in MCPS is “typically based around system-wide
technology related initiatives that impact all schools. System initiatives include Canvas, Grade
Book, Document Cameras, Website Development and Canvas Studio” (J. Allaire, personal
communication, August 27, 2021). This approach to PD fails to include the digital tools
educators need to teach and students need to learn in the district’s 21st century classrooms.
Prather (2015) notes PD opportunities “must have immediate relevance and impact on teachers’
[activities]” in the classroom (para. 6).
PD "Wish List" Topics
Using Web 2.0 tools in ed-

ucation
Using digital content in

instruction
Using technology to differen-

tiate instruction and student
learning
Using technology to enhance

learning for all students
The survey results identified a list of PD topics that participants need to create engaging
student learning experiences that enhance and support learning for all students. Out of the five
participants that were surveyed, two educators identified the need for PD on using Web 2.0 tools
in education, one educator identified the need for PD on using digital content in education, one
educator identified the need for PD on using technology to differentiate instruction and student
learning, and one educator identified the need for PD on using technology to enhance learning
for special education and general education students. Aligning PD with educators’ needs plays an
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integral role in providing the knowledge and specialized skills they need to effectively use
technology to improve instruction, enhance student learning, and prepare students for the
demands of 21st century education and the future.
Summary of Key Challenges
The survey data used in this DTTP identified key challenges and specific areas of need for
PD to include:
 Educators lack specialized skills to integrate and use technology in their classrooms.
 Educators lack the knowledge and skills needed to effectively use technology to enhance
and support learning for special education and general education students.
 Educators lack the skills needed to use Web 2.0 tools in the teaching and learning
process.
 PD opportunities are not relevant and aligned with educators’ immediate technology
needs in the classroom.
 PD opportunities are not offered based on educators’ technical skill level.
Program Goals
The goal of this training program is to provide the knowledge and fundamental skills
educators need to effectively use technology to transform teaching and learning in MCPS’ digital
classrooms. The program will provide the framework for using technology in a creative,
engaging, and meaningful way. The program will also provide the guidance educators need to
effectively use technology to improve instruction, enhance and support learning for all students,
improve student achievement, and provide the critical 21st century skills students need in
education and the global economy.
Program Outcomes
 Educators will infuse technology in student-centered lesson plans and projects to foster
student engagement and enhance student learning experiences.
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 Educators will use technology to differentiate content and products to meet students’
individual needs, support student learning, and allow students to demonstrate their
knowledge in different ways.
 Educators will use technology to enhance student learning and improve student
achievement.
Program Standards
Standards play an integral role in providing high quality education for all students.
Standards can also improve the impact and quality of PD for educators. The standards in this
plan will set the foundation for educational expectations by outlining what educators need to
learn and the skills they need to master. They will also provide the guidance educators need to
integrate and effectively use technology to provide engaging and creative learning experiences
for all students in MCPS. This plan includes the International Society for Technology in
Education (ISTE) Standards for Educators. The plan allows educators to select their own content
standards that are aligned with their content area and students’ grade level. The standards in this
plan will provide a guide for helping educators and students to be successful in today’s highly
digital classrooms and the future.
ISTE Standards for Educators
Learner - “Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning”
(ISTE, 2017, para. 1).
 1A - “Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness” (ISTE, 2017, para. 1).
 1B - “Pursue professional interests by creating and actively participating in local and
global learning networks” (ISTE, 2017, para. 1).
 1C - ”Stay current with research that supports improved student learning outcomes,
including findings from the learning sciences” (ISTE, 2017, para. 1).
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Leader - “Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning” (ISTE, 2017, para. 2).
 2A - “Shape, advance and accelerate a shared vision for empowered learning with
technology by engaging with education stakeholders” (ISTE, 2017, para. 2).
 2B - “Advocate for equitable access to educational technology, digital
content and learning opportunities to meet the diverse needs of all students” (ISTE, 2017,
para. 2).
 2C - “Model for colleagues the identification, exploration, evaluation, curation, and
adoption of new digital resources and tools for learning” (ISTE, 2017, para. 2).
Citizen - “Educators inspire students to positively contribute to and responsibly participate in the
digital world” (ISTE, 2017, para. 3).
 3A - “Create experiences for learners to make positive, socially responsible contributions
and exhibit empathetic behavior online that build relationships and community” (ISTE,
2017, para. 3).
 3B - “Establish a learning culture that promotes curiosity and critical examination of
online resources and fosters digital literacy and media fluency” (ISTE, 2017, para. 3).
 3C - “Mentor students in safe, legal and ethical practices with digital tools and
the protection of intellectual rights and property” (ISTE, 2017, para. 3).
 3D - “Model and promote management of personal data and digital identity and protect
student data privacy” (ISTE, 2017, para. 3).
Collaborator - “Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems” (ISTE, 2017,
para. 4).
 4A - “Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology” (ISTE, 2017, para. 4).
 4B - “Collaborate and co-learn with students to discover and use new digital resources
and diagnose and troubleshoot technology issues” (ISTE, 2017, para. 4).
 4C - “Use collaborative tools to expand students' authentic, real-world learning
experiences by engaging virtually with experts, teams and students, locally and globally”
(ISTE, 2017, para. 4).
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 4D - “Demonstrate cultural competency when communicating with students, parents and
colleagues and interact with them as co-collaborators in student learning” (ISTE, 2017,
para. 4).
Designer - “Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability” (ISTE, 2017, para. 5).
 5A - “Use technology to create, adapt and personalize learning experiences that
foster independent learning and accommodate learner differences and needs” (ISTE,
2017, para. 5).
 5B - “Design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning” (ISTE, 2017, para. 5).
 5C - “Explore and apply instructional design principles to create innovative digital
learning environments that engage and support learning” (ISTE, 2017, para. 5).
Facilitator – “Educators facilitate learning with technology to support student achievement of the
ISTE Standards for Students” (ISTE, 2017, para. 6).
 6A - “Foster a culture where students take ownership of their learning goals and
outcomes in both independent and group settings” (ISTE, 2017, para. 6).
 6B - “Manage the use of technology and student learning strategies in digital platforms,
virtual environments, hands-on makerspaces or in the field” (ISTE, 2017, para. 6).
 6C - “Create learning opportunities that challenge students to use a design
process and computational thinking to innovate and solve problems” (ISTE, 2017, para.
6).
 6D - “Model and nurture creativity and creative expression to communicate ideas,
knowledge or connections” (ISTE, 2017, para. 6).
Analyst – “Educators understand and use data to drive their instruction and support students in
achieving their learning goals” (ISTE, 2017, para. 7).
 7A - “Provide alternative ways for students to demonstrate competency and reflect on
their learning using technology” (ISTE, 2017, para. 7).
 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” (ISTE, 2017, para. 7).
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 7C - “Use assessment data to guide progress and communicate with students, parents and
education stakeholders to build student self-direction” (ISTE, 2017, para. 7).
Content Standards
This DTTP is designed to help all educators in MCPS to integrate and use technology to
improve instruction, enhance and support student learning, improve student achievement, and
provide the essential 21st century skills students need for the future. Educators will select their
own standards using Common Core State Standards and National Standards by content area and
grade level.
Target Audience
This DTTP is intended for all instructional staff members (i.e., also referenced as
educators in this plan) who are responsible for providing instruction to students in grades Pre-K
– 12, student learning, and student achievement in MCPS. This includes all teachers (i.e., general
and special education), assistant teachers, library specialists, learning specialists, and educational
specialists. MCPS requires all educators to use technology in the teaching and learning process
to enhance and support learning for all students. Instructional staff members will receive the
knowledge and specialized skills they need to use technology in effective, creative, and
meaningful ways to meet the diverse and changing needs of all students in MCPS.
PD workshop will be available to new, existing, and pre-service instructional staff. The
goal is to focus on instructional staff members’ prior knowledge and current technical skills,
rather than their length of employment with MCPS. This will provide an opportunity for new,
existing, and pre-service instructional staff members to communicate, collaborate, share ideas,
and learn in a collaborative setting. In particular, each workshop allocates time for creating
products, collaborating with colleagues and sharing work, and receiving immediate feedback in a
peer group setting. This will allow MCPS to create a learning environment that fosters
knowledge sharing, professional growth, support, and development.
The DTTP will take a multi-pronged approach by providing a 5-day PD workshop that
accommodates different skill levels. This will allow MCPS to offer PD to instructional staff
based on their current technical skill level, and prevent the district from creating a one-sized-fits-
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all PD approach that combines all technical skill levels in PD workshops. In particular, the PD
workshop will be separated for instructional staff at the beginners skill level and combined for
instructional staff at the intermediate and advanced skill levels. This provides a greater
opportunity to understand, recognize, and meet the diverse needs of all instructional staff in
MCPS. It also provides an opportunity to provide PD workshops that are relevant and closely
aligned with the instructional staffs’ immediate needs.
Training Framework
This DTTP will use the SAMR model to provide the framework for technology integration
and professional development. The acronym SAMR stands for substitution, augmentation,
modification, and redefinition. The model uses hierarchal tasks to improve instructional practices
and enhance student learning through the effective and meaningful use of technology. In this
DTTP, the SAMR model will “…facilitate the acquisitions of proficiency in modern
technologies and software for both staff and students with the hope of promoting 21st century
skills...” (Aldosemani, 2019, p. 2). The model will equip educators with the skills they need to
evaluate the unique capabilities of technology. This will allow educators to use their findings to
transform the teaching and learning process using effective and relevant technology. By using
the SAMR model, MCPS can provide the knowledge and skills educators need to effectively use
technology in an ever-changing educational landscape.
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Program Content
Training Course Title Description Delivery Skill Level Standards Alignment

Format
Using Digital Tools to The course will help Face-to-Face Beginner ISTE Standards for
Enhance and Support participants to integrate Educators:
Student Learning and use digital tools to 5B “Design authentic
create engaging learning learning activities that align
experiences that enhance with content area standards
and support student and use digital tools and
learning. resources to
maximize active, deep
learning” (ISTE, 2017, para.
5).
6A “Foster a culture where
students take ownership of
their learning goals and
outcomes in
both independent and group
settings” (ISTE, 2017, para.
6).
Digital Tools: The Key This course will build on Online Intermediate ISTE Standards for
to Student Learning existing knowledge and and Advanced Educators:
and Support skills to improve the Learners 5B “Design authentic
integration and use of learning activities that align
digital tools to create with content area standards
engaging learning and use digital tools and
experiences that enhance resources to
and support student maximize active, deep
learning. learning” (ISTE, 2017, para.
5).
6A “Foster a culture where
students take ownership of
their learning goals and
outcomes in
both independent and group
settings” (ISTE, 2017, para.
6).
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Using Assistive This course will help Face-to-Face Beginner, ISTE Standards for
Technology for Special participants to use Intermediate, Educators
Education Students in assistive technology (AT) and Advanced 5A “Use technology to
General Education to enhance and support Learners create, adapt
Classrooms learning for all students. and personalize learning
Participants will learn experiences that
how to use AT to help foster independent
special education learning and
students achieve success accommodate learner
in general education differences and needs”
classrooms. (ISTE, 2017, para. 5).
Using Technology to This course will help Online Beginner ISTE Standards for
Differentiate participants to use Educators
Instruction and technology to 5A “Use technology to
Learning differentiate content and create, adapt
products. and personalize learning
experiences that
foster independent
learning and
accommodate learner
differences and needs”
(ISTE, 2017, para. 5).
A New Way to This course will help Online Intermediate ISTE Standards for
Differentiate participants to use and Advanced Educators
Instruction and Student technology in new and Learners 5A “Use technology to
Learning in the creative ways to create, adapt
Classroom differentiate content and and personalize learning
projects. experiences that
foster independent
learning and
accommodate learner
(ISTE, 2017, para. 5).
How to Integrate and This course will provide Online Beginner, ISTE Standards for
Use Web 2.0 Tools in the knowledge and skills Intermediate, Educators
Education participants need to and Advanced 3B “Establish a learning
integrate and use Web Learners culture that
2.0 tools for student promotes curiosity and critic
learning and assessments. al examination of online
resources and fosters digital
literacy and media fluency”
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(ISTE, 2017, para. 3).
7A “Provide alternative
ways for students to
demonstrate
competency and reflect on
their learning using
technology” (ISTE, 2017,
para. 7).
Using Canvas for This course will provide Face-to-Face Beginner, ISTE Standards for
Online Teaching and an introduction to Canvas Intermediate, Educators
Learning and help participants to and Advanced 5A “Use technology to
post learning content, Learners create, adapt
digital learning activities, and personalize learning
and provide student experiences that
feedback. foster independent
learning and
accommodate learner
(ISTE, 2017, para. 5).
Workshop Training Plan
5-Day Workshop
Day Training Course Description Time Delivery Audience Level

Title Format
1 Using Digital Tools to The course will help 4 hrs. Face-to-face Beginners (All content
Enhance and Support participants to integrate and areas and grade levels)
Student Learning use digital tools to create
engaging learning experiences
that enhance and support
student learning.
1 Digital Tools: The This course will build on 4 hrs. Online Intermediate and
Key to Student existing knowledge and skills Advanced Learners
Learning and Support to improve the integration and (All content areas and
use of digital tools to create grade levels)
engaging learning experiences
student learning.
2 Using Assistive This course will help 4 hrs. Face-to-Face All Skill Levels (All
Technology for participants to use assistive content areas and grade
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Special Education technology (AT) to enhance levels)
Students in General and support learning for all
Education Classrooms students. Participants will
learn how to use AT to help
special education students
achieve success in general
education classrooms.
3 Using Technology to This course will help 4 hrs. Online Beginners (All content
Differentiate participants to use technology areas and grade levels)
Instruction and to differentiate content and
Learning products.
3 A New Way to This course will help 4 hrs. Online Intermediate and
Differentiate participants to use technology Advanced Learners
Instruction and in new and creative ways to (All content areas and
Student Learning in differentiate content and grade levels)
the Classroom projects.
4 How to Integrate and This course will provide the 4 hrs. Online All Skill Levels (All
Use Web 2.0 Tools in knowledge and skills educators content areas and grade
Education need to integrate and use Web levels)
2.0 tools to enhance
personalized learning and help
students to develop essential
21st century skills.
5 Using Canvas for This course will provide an 4 hrs. Face-to-face All Skill Levels (All
Online Teaching and introduction to Canvas and content areas and grade
Learning help participants to post levels)
learning content, digital
learning activities, and provide
student feedback.
Evaluation
Workshop Course Field Test Assessments
Prior to delivering the PD workshop, a sample test group will be selected to test the
effectiveness and viability of the “How to Integrate and Use Web 2.0 Tools in Education”
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workshop. Members of the sample group will receive a financial incentive for participating in the
test group and providing feedback. The test group will be comprised of six teachers to include
two teachers at the beginner technical skill level, two teachers at the intermediate technical skill
level, and two teachers at the advanced technical skill level. The test group will be required to
complete the entire workshop and collaborate, create and share products, and provide feedback
to colleagues, as indicated in the workshop. The test group will critique the workshop, provide
feedback on their experience, share what worked and what failed to achieve the desired results,
discuss the relevance and usefulness of the workshop for their classrooms, and make suggestions
to improve the workshop. Using a test group in this capacity would yield important information
about the effectiveness and relevance of the workshop, and it would provide important feedback
that can be used to revise and improve the workshop.
Workshop Course Revisions
Revisions for the workshop will be made using the feedback that was received from the
sample test group. For instance, if the feedback revealed that a video tutorial or presentation did
not provide clear and effective information on how to use Kahoot! for individual or collaborative
assessments, research will be used to find or create a video or presentation that directly address
participants’ needs and address the issues they identified in their feedback. All revisions will be
aligned with the overall goals, outcomes, and needs of MCPS, instructional staff, and students.
Workshop Evaluation Model
The Kirkpatrick’s Model of Learning Evaluation will be used to evaluate the

effectiveness of professional development. The model takes a comprehensive approach by using
four evaluation levels to include reaction, learning, behavior, and results. Ardent Learning (2020)
notes the evaluation model “assesses both formal and informal training methods and rates them
against the four criteria levels…” (para. 1). The Kirkpatrick’s Model of Learning Evaluation will
provide an opportunity to analyze and measure the overall effectiveness of the training program
and determine if the program achieved the desired outcomes. The survey will be given to
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participants at the end of each workshop. A copy of the workshop evaluation survey is provided
in Appendix C.
Summative Program Evaluation
The OIT at MCPS will conduct quarterly observations, track teachers’ progress using
quarterly reports, and monitor and analyze student assessment data on a systematic basis. This
will be used to measure the effectiveness of PD, determine if educators are applying the
knowledge and skills gained in the PD workshop, determine if PD enhanced student learning and
achievement, and identify future PD needs. The following questions will be used for the
evaluation:
 Did the 5-day PD workshop meet your expectations?
 Did you integrate Kahoot! in your classroom? If so, are you able to effectively use the
tool to create engaging individual and collaborative assessments for students?
 Did you use the dictation and text-to-speech tools for iPads to provide the additional
support special education students need to learn with their peers? Did the tools enhance
learning and increase student achievement for special education students?
 Did you integrate and use Adobe Spark in your classroom to create engaging learning
content? If so, do you feel the tool enhanced and supported student learning?
 Did you integrate Padlet in your lesson plans? If so, did the tool allow students to develop
21st century skills to include communication, collaboration, critical thinking, and
technology skills?
 Are you able to use Canvas to post content in different delivery formats, post
assignments, and provide digital feedback? If so, did your skills help students to learn and
demonstrate their knowledge more effectively?
 Did the PD workshop build your confidence and skills with integrating and using
technology in the classroom?
 Did you experience any challenges with integrating or using the technology that was
covered in the workshop? Explain your answer.
 Do you have any suggestions to improve the PD workshop?
Budget
This budget will identify the expenses and funding for the 5-day PD workshop. The
funding sources will include MCPS and the MSDE Educational Technology grant. The funding
sources fully cover the expenses for the 5-day PD workshop.
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Item Quantity Cost Comments Total
Trainers 3 $60 Per This expense will cover the 5-day $5,040
Hour * 28 workshop, and it includes seven
Hours = workshops. One trainer will
$1,680 provide instruction for each
workshop, and some trainers will
provide instruction on more than
one day.
Staff
Development
Trainer Assistant 3 $0 * 28 An Instructional Technology $0
Hours Specialist (ITS) will provide
assistance and support to the
trainer for each workshop. The
ITS will perform the work during
his or her regular business hours
and at their normal pay rate as an
MCPS employee. There are no
additional expenses for this role.
Sample Group 6 $30 Per $180
Stipend Day * 1 This expense is for the field test
$5,220
Day = that will be conducted prior to
$180 providing the 5-day workshop to
MCPS’ instructional staff.
Sligo Middle N/A N/A The face-to-face workshops (i.e., N/A

Venue School in Silver total of three) will be held in a
Spring, MD. designated classroom at Sligo
Middle School.
Smart Board and 1 Each N/A The Smart Board and projector N/A
Training Projector will be available in the classroom
Equipment & for each face-to-face workshop.
Materials The equipment is assigned to
Sligo Middle School, and there
are no additional costs to use the
equipment.
Printed Materials 60 $10
Participants will require one
$600
(Hand-outs) hand-out per day for three face-
to-face workshops.
Ink Pens 7 (10 Per $1.00
Pack) Ink pens will be needed for the $7
following: to take notes, sign the
sign-in sheets, and for group
collaboration, presentation, and
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feedback activities.
$0.88
Notepads 60 Notepads will be needed to take $52.80
notes and for group collaboration,
presentation, and feedback
activities.
$0
iPad for Trainers 3 $0
An iPad will be provided as
loaner equipment by the OIT for
the 5-day workshop.
$25 $1,500
Training 60
Training workbooks will be
Workbooks
required for face-to-face
workshops.
$15 $1,200
80
Digital training workbooks will $3,359.80
be required for online workshops.
Light 66 $5 Per Refreshments will be provided for $330

Refreshments for Person each face-to-face workshop, and
Refreshments Face-to-Face there will be a total of three face-
Workshops to-face workshops.
Total Expenses: $8,909.80
Total Funding:
MCPS Funding $7,409.80
MSDE Educational Technology $1,500
Grant
$8,909.80
Follow Up
The overall goal of this DTTP is to provide the knowledge and specialized skills
educators need to effectively integrate and use technology to transform teaching and learning in
MCPS’ digital classrooms. The DTTP will allow educators to effectively use technology to
improve instruction, enhance and support learning for all students, and create engaging learning
experiences. The plan will allow educators to create meaningful lesson plans and creative digital
activities and assessments that provide the critical 21st century skills students need for the future.
The plan will provide skills, authentic learning experiences, and practice educators need to
achieve the goals in this DTTP and meet the desired outcomes. This DTTP provides multiple
22
opportunities for educators to communicate, collaborate, and learn new technical skills that can
be immediately applied in the classroom to meet students’ diverse and changing needs and
prepare them for a highly competitive global workforce.
An annual report will be used as a follow-up process after the plan has been completed.
The report will include key information from the summative survey results to highlight effective
practices and increases in student achievement as a result of completing the plan. The report will
also share key take-a-ways, topics, and skills that participants found most helpful to integrate and
use technology in creative and meaningful ways in the classroom.
A PLN will also be created to provide a continuous source of learning, communication,

collaboration, feedback, and support for participants who completed the 5-day workshop.
Participants can share best practices, discuss and work together to resolve technology challenges,
share new and creative ways to use the tools that were covered in the workshop, share ideas and
suggestions, and continue to receive feedback and support throughout the school year.
References
Aldosemani, T. (2019). Inservice teachers' perceptions of a professional development plan based

on SAMR model: A case study. The Turkish Online Journal of Educational
Technology, 18(3), 46-53. https://files.eric.ed.gov/fulltext/EJ1223786.pdf
Ardent Learning. (2020, February 19). What is the Kirkpatrick model? Learn the 4 levels of
23
evaluation. Retrieved from https://mail.yahoo.com/d/3/edit/0876834008
Centers for Disease Control and Prevention. (2019, May 29). Standard 6. Retrieved
from https://www.cdc.gov/healthyschools/sher/standards/6.htm
ISTE. (2017). ISTE standards for educators. Retrieved from https://www.iste.org/standards/iste-

standards-for-teachers
Montgomery County Public Schools. (2014). Montgomery County Public Schools strategic
technology plan. Retrieved from MCPS - Strategic_Tech_Plan.pdf
Montgomery County Public Schools. (2020). Summary: County schools. Retrieved from
https://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/cur
rentyear/schools/county.pdf
Montgomery County Public Schools. (2021). Educator certification information. Retrieved from
https://www.montgomeryschoolsmd.org/departments/personnel/certification/
Montgomery County Public Schools. (2021, February 23). MCPS graduation rate increases for
class of 2020. Retrieved from
https://www.montgomeryschoolsmd.org/mainstory/story/675517/Graduation-Rate/
Montgomery County Public Schools. (2021). Vision, mission, and core values. Retrieved from
https://www.montgomeryschoolsmd.org/about/mission/
Montgomery County Public Schools. (2021). Office of technology and innovation. Retrieved
from https://www.montgomeryschoolsmd.org/departments/technology/
Office of Educational Technology. (2017, January). Reimagining the role of technology in

education: 2017 national education technology plan update. Retrieved from
https://tech.ed.gov/files/2017/01/NETP17.pdf
Peck, D. (2019, October 26). The Kirkpatrick Model of Training Evaluation. Retrieved from
https://www.devlinpeck.com/posts/kirkpatrick-model-evaluation
Prather, L. (2015, November 12). Professional development and adult learning theory. Retrieved
from https://www.teachingquality.org/professional-development-and-adult-learning-
theory/
24
Appendix A
Survey Data
Name: J. Allaire
Position: Information Technology Specialist
25
1. What are the current technology needs in your school district? If you do not have
information regarding school-wide technology needs, please identify the technology needs
for the schools you are assigned to?
An area of need for technology support in our school district is with implementing and using new
and existing tools and using Canvas our learning management platform. Other needs will vary by
school and individual.
2. How does your department determine technology needs for educators and students?
For instance, does your department use surveys to gather information? If surveys are used,
do you have a sample that you can share?
The general support that is offered by department is based around system-wide technology
related initiatives that impact all schools. Beyond this each specialist is assigned 25-35 schools
each and we work with the teachers and staff development teachers at the schools.
3. Does your department offer specific training for Web 2.0 tools, emerging technology, or
the technology used for special education students in general education classes? Please
explain what types of professional development courses are available to teachers? Are the
professional development courses required or voluntary?
Not in most cases. The professional development currently being offered by my department
involves technology related system initiatives such as Canvas, Grade Book, Document Cameras,
Website Development and Canvas Studio. All of the trainings are voluntary but staff do receive
a stipend if they attend.
4. How does your department determine what professional development courses to offer?
This is largely based on system-wide iniatives and the feedback we get when working with
school based users.
5. Does your department create/offer professional development courses based on teachers’
skill level (i.e., beginner, intermediate, or advanced use of technology)?
This is not really an option for us as it would be hard to implement in a district our size. We
have tried this previously, but we have found that staff do not always read course requirements
carefully or they do not self-diagnose their skillset based upon training outcomes. Most of our
training is focused on central ideas that everyone needs to know and we occasionally offer
advanced courses if time allows.
6. What type of support does your department provide for educators and students who use
technology? For instance, does your department create tutorials (i.e., videos, written, audio,
etc.), offer one-on-one support, etc.? Do you have any examples to share?
My department offers online Zoom training, face to face training (when allowed), support
documents that include print and video formats. We also have recorded trainings that are
available to staff via a variety of YouTube playlists.
7. Does MCPS have a district technology training plan? If so and the plan is available to
the public, can you provide a link to the plan?
There is not a district technology training plan that I am aware of. We essentially offer support
on anything and everything that staff need in MCPS. Sometimes this is planned other times it is
just in time training with a quick turnaround.
8. Is there any other information that you wish to share about current technology needs,
support, and professional development at MCPS?
Not at this time.
Teacher Survey Data and Results
26
Name: K. Cossa
Grade Level: Middle School
1. Using this list of common technology challenges, please select a challenge that presents the
most issues for you in the classroom: Integrating Technology, Using Technology (i.e., digital
tools, Canvas, etc.), or Lack of Technical Support. Technology Integration
2. Please rate your skill level, using a scale of 1 to 3 (1 = Beginner Level, 2 = Intermediate
Level, 3 = Advanced Level), for using technology in the teaching and learning process.
Intermediate
3. Does your school or district offer professional development for teachers? YES
4. If the answer is Yes, did you participate in school or district provided professional
development (PD)? YES. If the answer is YES, did the professional development meet your
immediate technology needs in the classroom? NO
5. Using this list of PD topics, please select the PD topic that you would like the Montgomery
County Public School (MCPS) district to offer in the future: Using Web 2.0 Tools in Education,
Using Digital Content in Instruction, Using Technology to Differentiate Instruction and Student
Learning, and Using Technology to Enhance Learning for General Education and Special
Education Students. Using Web 2.0 Tools in Education
Thank you for your time!
Teacher Survey Data

Name: G. Rivera
Grade Level: Middle School
tools, Canvas, etc.), or Lack of Technical Support. Using Technology
Beginner
development (PD)? NO. If the answer is YES, did the professional development meet your
immediate technology needs in the classroom? YES or NO?
Education Students. Using Technology to Differentiate Instruction and Student Learning
Name: J. Carlson
Grade Level: Elementary School
27
tools, Canvas, etc.), or Lack of Technical Support. Integrating Technology
Beginner
Education Students. Using Web 2.0 Tools in Education
Teacher Survey Data

Name: S. Gomer
Grade Level: High School
tools, Canvas, etc.), or Lack of Technical Support. Lack of Technical Support
Advanced
Education Students. Using Technology to Enhance Learning for General Education and
Special Education Students
Teacher Survey Data

Name: J. Stollar
Grade Level: Elementary School
tools, Canvas, etc.), or Lack of Technical Support. Using Technology
28
Beginner
Education Students. Using Digital Content in Instruction
Appendix B
Day Title Description Time/Hours Delivery Audience/Level
29
Format
1 Using Digital Tools The course will help 8:00 a.m. – Face-to- Beginner (all
to Enhance and participants to integrate and 12:15 p.m. Face content areas and
Support Student use digital tools to create grade levels)
Learning engaging learning experiences
student learning.
Pre-requisite Knowledge: Participants must be able to use iPads and access the Internet.
Content: This workshop will teach participants how to integrate and use digital tools in a creative and meaningful
way. Participants will learn how to effectively use digital tools to create engaging learning content and create
interactive learning activities to enhance and support learning for all students. Participants will use their iPads to
explore and use digital tools that are beneficial by subject area, grade level, instruction and learning needs, and their
ability to provide the critical skills students need for the future. Participants will learn how to integrate and use
Adobe Spark and Seesaw in the teaching and learning process. The workshop will provide knowledge and skills that
participants can immediately use in the classroom to improve instruction and student learning. Participants will use
sample student data to collaborate and create an interactive learning activity. Participants will present their activities
in a group setting and receive feedback from their colleagues and the trainer.
Schedule:
8:00 a.m. – 9:00 a.m. “Using Adobe Spark to Create Engaging Learning Content”
9:00 a.m. – 10:00 a.m. Participants will collaborate and use sample data to create a video using Adobe Spark to
engage students and support student learning. Participants will share their videos in a group setting and receive
immediate feedback.
10:00 a.m. – 10:15 a.m. Mini-break and Refreshments
10:15 a.m. – 11:15 a.m. “Using Seesaw to Create Interactive Learning Activities”
11:15 a.m. – 12:15 p.m. Participants will collaborate and use sample data to create an interactive learning activity
using Seesaw to engage students and enhance student learning. Participants will share their interactive activities in a
group setting and receive immediate feedback.
Alignment with standards: The workshop is aligned with ISTE Standards for Educators 5B and 6A because it
provides the technical skills participants need to use technology to transform teaching and learning. The workshop
allows participants to learn and practice new and innovative ways to design authentic learning content and activities
that are aligned with content area requirements and standards. The workshop allows participants to gain the
knowledge and specialized skills needed to use Adobe Spark and Seesaw to maximize active and deep learning. The
workshop also provides the skills participants need to create learning environments that engage and empower
students to work individually and collaboratively to learn and demonstrate their knowledge in meaningful ways.
Materials – The materials that are required for this workshop include:
- iPads (Participants will use their school-provided iPads for the workshop)
30
- Google Search
- YouTube Video Tutorials
- Presentations – Google slides
- Adobe Spark
- Seesaw
- Sample data
- Google Docs or a pen and notebook to take notes
Assessment plan/methods: The school’s Office of Instructional Technology (OIT) will conduct quarterly
observations and evaluate student performance and assessment data on a systematic basis to determine if participants
are applying the knowledge and skills gained in PD workshop, determine if PD enhanced student learning and
achievement, and identify future PD needs.
Evaluation of course plan/methods: The evaluation process will follow the Kirkpatrick’s Model of Learning
Evaluation. Participants will receive a survey that evaluates the workshop based on four distinct areas to include
reaction, learning, behavior, and results. This will allow me to determine if PD opportunities are effective and
relevant, determine if they meet specific needs, and helps MCPS to identify how the workshop contribute to
participants’ success (Peck, 2019).

Format
1 Digital Tools: The Key This course will build on 8:00 a.m. – Online Intermediate and
to Student Learning and existing knowledge and 12:15 p.m. Advanced Learners
Support skills to improve the (all content areas
integration and use of and grade levels)
digital tools to create
engaging learning
experiences that enhance
and support student
learning.
Pre-requisite Knowledge: Participants must be able to be use iPads, the Internet, Adobe Spark, Seesaw, Zoom, and
Google Classroom.
Content: This workshop will teach participants how to build on existing knowledge and skills to integrate and use
digital tools in a creative and meaningful. Participants will learn how to use digital tools to create engaging
infographics and create digital assignments that incorporate images and text. This will allow participants to
immediately apply their knowledge and skills in the classroom to improve instruction and student learning.
Participants will use their iPads to use digital tools that are beneficial by content area, grade level, instruction and
learning needs, and their ability to provide the critical skills students need for the future. Participants will use sample
student data to collaborate using Zoom and create an infographic and a digital assignment. Participants will present
their products in a group setting and receive feedback from their colleagues and the trainer.
Schedule:
8:00 a.m. – 9:00 a.m. “Transform Student Learning with Engaging Infographics”
31
9:00 a.m. – 10:00 a.m. Participants will collaborate and use sample data to create an infographic using Adobe Spark
to engage students and support student learning. Participants will share their infographics in a group setting and
receive immediate feedback.
10:00 a.m. – 10:15 a.m. Mini-break
10:15 p.m. – 11:15 a.m. “Using Seesaw to Create Meaningful Assignments with Images and Text”
11:15 a.m. – 12:15 p.m. Participants will use sample data to create a digital assignment that effectively combines
images and text using Seesaw. The digital assignment will engage students, enhance student learning, and
accommodate different learning styles. Participants will be separated by content area and grade level to collaborate
and share their digital assignments. Participants will receive immediate feedback
Alignment with standards: The workshop is aligned with ISTE Standards for Educators 5B and 6A because it
provides the technical skills participants need to use technology to transform teaching and learning. The workshop
allows participants to learn and practice new and innovative ways to design authentic learning content and activities
that are aligned with content area requirements and standards. The workshop allows participants to gain the
knowledge and specialized skills needed to use Adobe Spark and Seesaw to maximize active and deep learning. The
workshop also provides the skills participants need to create learning environments that engage and empower
students to learn and demonstrate their knowledge in meaningful ways.
- Google Search
- Adobe Spark
- Seesaw
- Zoom
- Presentations using Google Slides
- Google Classroom
- Sample data
Assessment plan/methods: The school’s OIT will conduct quarterly observations and evaluate student performance
and assessment data on a systematic basis to determine if participants are applying the knowledge and skills gained in
PD workshop, determine if PD enhanced student learning and achievement, and identify future PD needs.
32
Format
2 Using Assistive This course will help 8:00 a.m. – Face-to-Face All Skill Levels (All
Technology for participants to use assistive 12:15 p.m. content areas and
Special Education technology (AT) to enhance and grade levels)
Students in support learning for all students.
General Education Participants will learn how to
Classrooms. use AT to help special
education students achieve
success in general education
classrooms.
Pre-requisite Knowledge: Participants must be able to be use an iPad, access the Internet, and analyze data to identify
and understand the needs of special education students.
Content: Participants will learn how to use assistive technology (AT) tools to provide the support special education
students need to achieve success in general education classrooms using video tutorials and hands-on-experience.
Participants will explore AT applications based on the unique needs of students with disabilities and the technology’s
ability to help students learn more effectively and work independently. Participants will explore the built-in
accessibility features for iPads to include dictation and text-to-speech. Participants will learn how to integrate and use
AT in the classroom to help special education students to participate fully and naturally in the learning process. The
workshop will use a role-playing scenario that allows participants to serve as instructional staff and students to use
dictation and text-to-speech in the teaching and learning process. Participants will collaborate and work in small
groups for the role-playing activity. Participants will receive immediate feedback on their use of dictation and text-
to-speech AT from their colleagues and the trainer. This approach will allow participants to take a real-world
approach to enhance and support learning for special education students, meet their individual needs, and help them
to achieve academic success in general education classrooms.
Schedule:
8:00 a.m. – 9:00 a.m. “Incorporating and Using Dictation to Meet Specific Needs in the Classroom”
9:00 a.m. – 10:00 a.m. Participants will collaborate and use sample data to complete a role-playing exercise.
Participants will assume the role of teachers and students in the exercise. The teachers will incorporate diction to help
special education students to effectively use the AT during instruction for a mock classroom. Participants will receive
immediate feedback from colleagues and the trainer after the role-playing exercise has been completed.
10:00 a.m. – 11:00 a.m. “Using Text-to-Speech in General Education Classrooms”
11:15 a.m. – 12:15 p.m. Participants will collaborate and use sample data to complete a role-playing exercise.
Participants will assume the role of teachers and students in the exercise. The teachers will use text-to-speech during
a sample reading assignment in a mock classroom. Participants will receive immediate feedback from colleagues and
the trainer after the role-playing exercise has been completed.
Alignment with standards: This workshop is aligned with ISTE Standards for Educators 5A because it provides the
knowledge and skills participants need to incorporate and effectively use AT to meet the unique needs of students
33
with special needs and create positive learning experiences that allow all students to learn in different ways. The
workshop also aligns with the ISTE standard because it allows participants leverage technology to support
independent learning and accommodate learner differences and needs.
- Dictation feature for iPads
- Text-to-Speech feature for iPads
- Presentations – Google Slides
- Sample data

Format
3 Using Technology This course will help 8:00 a.m. – Online Beginner (all content
to Differentiate participants to use 12:15 p.m. areas and grade
Instruction and technology to levels)
Learning differentiate content
and products.
Pre-requisite Knowledge: Participants must be able to be use an iPad, access the Internet, and use Zoom.
Content: The workshop will provide the knowledge and skills participants need to use technology to differentiate
content and projects to meet students’ individual needs and accommodate different learning styles using video
tutorials and presentations. Students in today’s digital classrooms have a diverse set of needs and different learning
styles that must be identified and met. Participants will learn how to present content in different delivery formats to
allow students to learn in different ways and create projects that allow students to demonstrate their knowledge in
different ways. Participants will learn how to use differentiation to enhance and support learning and increase
achievement for all students. Participants will use Zoom to collaborate and use a real-life scenario of two students
with different learning needs and learning styles. Participants will be required to differentiate content using two
delivery formats to meet students’ individual needs and create a project that allows students to demonstrate their
knowledge in different ways. Participants will learn how to use VoCaroo, Animoto, Glogster, and Google Slides.
Participants will present their present their work to the class and receive immediate feedback from their colleagues
and the trainer.
34
Schedule:
8:00 a.m. – 9:00 a.m. “Differentiating Content in Digital Classrooms Using VoCaroo and Animoto”
9:00 a.m. – 10:00 a.m. Participants will collaborate and use a real-life scenario to create and present learning content
in different formats using VoCaroo and Animo to meet students’ individual needs and support student learning.
Participants will share their content in a group setting and receive immediate feedback.
10:00 a.m. – 10:15 a.m. Mini-break
10:15 p.m. – 11:15 a.m. “Using Technology to Differentiate Projects”
11:15 a.m. – 12:15 p.m. Participants will collaborate and use a real-life scenario to create a project that incorporates
student choice by allowing students to demonstrate their knowledge in different ways using Glogster or Google
Slides. Participants will be required to use Glogster and Google Slides to create a sample product that can be
immediately used in their classroom. Participants will be separated by content area and grade level to collaborate and
share their products. Participants will receive immediate feedback.
Alignment with standards: The workshop is aligned with ISTE Standards for Educators 5A because it provides a
framework for effective technology integration and use by participants and students. The module also provides the
knowledge and specialized skills participants need to effectively use technology to create, adapt and personalize
learning experiences that foster independent and collaborative learning, accommodate learner differences and needs,
and provide the critical 21st century skills students need for the future (ISTE, 2017, para. 5).
Materials –
- VoCaroo
- Animoto
- Glogster
- Google Slides
- Zoom
- Presentations – Google Slides
- Sample data of two anonymous students for the real-life scenario
35
Day Title Description Time/Hours Delivery Format Audience/Level
3 A New Way to This course will help 8:00 a.m. – Online Intermediate and
Differentiate participants to use 12:15 p.m. Advanced Learners
Instruction and technology in new and
Student Learning in creative ways to
the Classroom differentiate content and
projects.
Pre-requisite Knowledge: Participants must be able to be use an iPad, access the Internet, and use Zoom. Participants
must also be able to use Pikochart, YouTube Playlists, Glogster, and Google Slides.
Content: The workshop will allow participants to build on existing knowledge and skills to use technology in a
creative way to differentiate content and projects. This will allow participants to meet students’ individual needs and
accommodate different learning styles. Students in today’s digital classrooms have a diverse set of needs and
different learning styles that must be identified and met. Participants will learn how to improve the way they use
technology to present content in different ways and create projects that allow students to demonstrate their
knowledge in different ways. Participants will learn how to improve the way they use differentiation to enhance and
support learning and increase achievement for all students. Participants will use Zoom to collaborate and use a real-
life scenario of two students with different learning needs and learning styles. Participants will be required to
differentiate content using two delivery formats to meet students’ individual needs and create a project that allows
students to demonstrate their knowledge in different ways. Participants will learn how to use Pikochart, YouTube
Playlists, Glogster, and Google Slides. Participants will present their present their work to the class and receive
immediate feedback from their colleagues and the trainer.
Schedule:
8:00 a.m. – 9:00 a.m. “Using Pikochart and YouTube Playlists to Present Content in Different Ways”
9:00 a.m. – 10:00 a.m. Participants will collaborate and use a real-life scenario to create a poster using Pikochart that
provides a visual explanation of ideas and concepts and create a video playlist using YouTube to present content
from different perspectives. This will allow participants to meet students’ individual needs and accommodate
different learning styles. Participants will share their content in a group setting and receive immediate feedback.
10:00 a.m. – 10:15 a.m. Mini-break
10:15 p.m. – 11:15 a.m. “Using Technology to Differentiate Projects”
11:15 a.m. – 12:15 p.m. Participants will collaborate and use a real-life scenario to create engaging and meaningful
projects that incorporates student choice by allowing students to demonstrate their knowledge in different ways using
Glogster or Google Slides. Participants will be required to use Glogster and Google Slides to create a sample product.
Participants will share their assignments in a group setting and receive immediate feedback.
Alignment with standards: The workshop is aligned with ISTE Standards for Educators 5A because it provides a
framework for effective technology integration and use by participants and students. The module also provides the
knowledge and specialized skills participants need to effectively use technology to create, adapt and personalize
36
learning experiences that foster independent and collaborative learning, accommodate learner differences and needs,
and provide the critical 21st century skills students need for the future (ISTE, 2017, para. 5).
Materials -
- YouTube Playlists
- Pikochart
- Glogster
- Google Slides
- Zoom
- Sample data of two anonymous students for the real-life scenario
4 How to Integrate and This course will provide 8:00 a.m. – Online All Skill Levels
Use Web 2.0 Tools the knowledge and skills 12:15 p.m.
in Education educators need to
integrate and use Web 2.0
tools to enhance
personalized learning and
help students to develop
essential 21st century
skills.
Pre-requisite Knowledge: Participants must be able to be use an iPad, access the Internet, and use Zoom.
Content: Participants will learn how to integrate and use Web 2.0 tools to engage students, enhance and support
student learning, and allow students to develop critical skills using video tutorials and presentations. Participants will
learn how to integrate Web 2.0 tools in student-centered lesson plans. Participants will also learn how to create
assessments that foster personalized and collaborative learning and achievement. Web 2.0 tools allow students to
learn in innovative ways, demonstrate their knowledge in creative ways, and develop the critical skills they need in a
highly competitive global workforce. Participants will learn how to integrate and use Kahoot! And Padlet.
Participants will collaborate and share and exchange ideas using a Professional Learning Network (PLN) that was
created for integrating and using Web 2.0 tools in the classroom. The PLN was created for the PD workshop, but it
37
will remain active after the workshop to allow participants to continue to learn in a collaborative setting, share ideas
and resources, discuss and resolve common challenges while integrating and using Web 2.0 tools, and collaborate
with other participants and instructional staff in MCPS. This will be a valuable resource that provides continuous,
informal, and on-demand learning. This will also allow participants to extend their learning beyond the workshop.
The trainer will use the PLN to share best practices and resources. For the workshop, participants will be required to
create and share a student-centered lesson that incorporates Kahoot! And Padlet.
Schedule:
8:00 a.m. – 9:00 a.m. “Using Kahoot! To Create Individual and Collaborative Assessments”
9:00 a.m. – 10:00 a.m. Participants will create a student-centered lesson that uses Kahoot! for an individual and
collaborative quiz for students in their classroom. This will allow participants to immediately apply Kahoot! in their
lesson plans and classrooms to engage students and allow them to demonstrate their knowledge in creative ways.
Participants will be separated by content area and grade level to collaborate and share their lesson plans and Kahoot!
quizzes. Participants will receive immediate feedback.
10:00 a.m. – 10:15 a.m. Mini-break
10:15 p.m. – 11:15 a.m. “Using Padlet in Lesson Plans”
11:15 a.m. – 12:15 p.m. Participants will collaborate and infuse Padlet in the lesson plans they created earlier in this
workshop. Participants will be required to create a sample product using Padlet of how students will use the tool
during the lesson. Participants will share their products in a group setting and receive immediate feedback.
Alignment with standards listed in detail: This workshop is aligned with ISTE Standards for Educators 3A and 7B
because it allows participants to effectively integrate Web 2.0 tools in lesson plans and projects to spark students’
curiosity, exploration, and allow them to learn and demonstrate their knowledge in different ways. This can lead to
deeper learning and understanding. The workshop also allows participants critically examine Web 2.0 tools, develop
and practice specialized skills, demonstrate their competency, and immediately apply their knowledge and skills in
the classroom.
Materials –
- Kahoot
- Padlet
- Google Docs
- Zoom
- Google Slides
- A pen and notebook to take notes (if needed)
38
5 Using Canvas for This course will provide 8:00 a.m. – Face-to-Face All Skill Levels
Online Teaching and an introduction to Canvas 12:15 p.m.
Learning and help participants to
post learning content,
digital learning activities,
and provide student
feedback.
Pre-requisite Knowledge: Participants must be able to be use an iPad and access the Internet.
Content: This workshop will provide the knowledge and skills participants need to use Canvas to support online
learning and teaching using video tutorials and presentations. Participants will learn how to use Canvas to post digital
content, assignments, and provide feedback to students. Participants will learn how to extend instruction and student
learning beyond the classroom by posting content, assignments, and providing timely feedback. This workshop will
be provided by a teach leader and trainer. The teacher leader will share their experience, best practices, answer
questions, and provide real-world examples of using Canvas in the classroom.
Schedule:
8:00 a.m. – 9:00 a.m. “Using Canvas to Post Digital Content and Assignments”
9:00 a.m. – 10:00 a.m. Participants will collaborate and use sample content and assignments to learn how to post,
update, revise, and delete content and assignments in Canvas. Participants will work in group to practice and
demonstrate their skills. Participants will receive immediate feedback.
10:00 a.m. – 11:00 a.m. “Using Canvas to Provide Digital Feedback”
11:15 a.m. – 12:15 p.m. Participants will collaborate and use sample assignments to create feedback for two students
using audio and text formats. Participants will share their audio and text feedback in a group setting and receive
immediate feedback.
Alignment with standards: This workshop aligns with ISTE Standards for Educators 5A because it allows
participants to use Canvas to foster independent learning, present content in different formats, meet students’ diverse
needs, and allow students to learn at their own pace.
39
Materials –
- Canvas
- Google Search
- Google Slides
- Sample learning content and assignments
- Google Docs or a pen and notebook for notes (if needed)
Appendix C
40
Professional Development Evaluation Survey
Please answer these questions about the professional development workshop you completed with
the Montgomery County Public School district.
Strongly Disagree Strong Agree
The workshop was relevant and engaging. 0 1 2 3 4 5 6 7 8 9 10
The content, collaboration opportunities, and 0 1 2 3 4 5 6 7 8 9 10

activities in the workshop helped me to learn.
I will be able to immediately use the 0 1 2 3 4 5 6 7 8 9 10

knowledge and skills that I acquired in the
classroom.
The workshop will contribute to my future 0 1 2 3 4 5 6 7 8 9 10

success in the classroom.
I would recommend this course to others. 0 1 2 3 4 5 6 7 8 9 10
41
Appendix D
Summative Professional Development Evaluation Survey
Please answer these questions about the 5-day workshop you completed with the Montgomery
County Public School district.
1. Did the 5-day PD workshop meet your expectations?

2. Did you integrate Kahoot! in your classroom? If so, are you able to effectively use the
tool to create engaging individual and collaborative assessments for students?
3. Did you use the dictation and text-to-speech tools for iPads to provide the additional
support special education students need to learn with their peers? Did the tools enhance
learning and increase student achievement for special education students?
4. Did you integrate and use Adobe Spark in your classroom to create engaging learning
content? If so, do you feel the tool enhanced and supported student learning?
5. Did you integrate Padlet in your lesson plans? If so, did the tool allow students to develop
21st century skills to include communication, collaboration, critical thinking, and
technology skills?
6. Are you able to use Canvas to post content in different delivery formats, post
assignments, and provide digital feedback? If so, did your skills help students to learn and
demonstrate their knowledge more effectively?
7. Did the PD workshop build your confidence and skills with integrating and using
technology in the classroom?
8. Did you experience any challenges with integrating or using the technology that was
covered in the workshop? Explain your answer.
9. Do you have any suggestions to improve the PD workshop?
42

Montgomery County Public Schools: District Technology Training Plan Lakisha D. Wright University of Maryland Global Campus

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Montgomery County Public Schools: District Technology Training Plan

University of Maryland Global Campus

technology to transform teaching and learning.

Montgomery County Public Schools – Background

Student Diversity at a Glance

Current State of Technology

Technical Skills Level

0% 10% 20% 30% 40% 50% 60% 70%

Beginner Intermediate Advanced

PD "Wish List" Topics

Using Web 2.0 tools in ed-

Using digital content in

Using technology to differen-

Using technology to enhance

Summary of Key Challenges

ISTE Standards for Educators

Training Course Title Description Delivery Skill Level Standards Alignment

Workshop Training Plan

Day Training Course Description Time Delivery Audience Level

Workshop Course Field Test Assessments

Workshop Course Revisions

Workshop Evaluation Model

The Kirkpatrick’s Model of Learning Evaluation will be used to evaluate the

Summative Program Evaluation

Sligo Middle N/A N/A The face-to-face workshops (i.e., N/A

Light 66 $5 Per Refreshments will be provided for $330

A PLN will also be created to provide a continuous source of learning, communication,

Aldosemani, T. (2019). Inservice teachers' perceptions of a professional development plan based

ISTE. (2017). ISTE standards for educators. Retrieved from https://www.iste.org/standards/iste-

Office of Educational Technology. (2017, January). Reimagining the role of technology in

Teacher Survey Data and Results

Thank you for your time!

Teacher Survey Data

Thank you for your time!

Teacher Survey Data

Teacher Survey Data

Day Title Description Time/Hours Delivery Audience/Level

10:00 a.m. – 10:15 a.m. Mini-break and Refreshments

Day Title Description Time/Hours Delivery Audience/Level

10:00 a.m. – 10:15 a.m. Mini-break

Day Title Description Time/Hours Delivery Audience/Level

10:00 a.m. – 11:00 a.m. “Using Text-to-Speech in General Education Classrooms”

11:00 a.m. – 11:15 a.m. Mini-break and Refreshments

Day Title Description Time/Hours Delivery Audience/Level

10:00 a.m. – 10:15 a.m. Mini-break

10:15 p.m. – 11:15 a.m. “Using Technology to Differentiate Projects”

10:00 a.m. – 10:15 a.m. Mini-break

10:15 p.m. – 11:15 a.m. “Using Technology to Differentiate Projects”

Day Title Description Time/Hours Delivery Format Audience/Level

10:00 a.m. – 10:15 a.m. Mini-break

10:15 p.m. – 11:15 a.m. “Using Padlet in Lesson Plans”

Day Title Description Time/Hours Delivery Format Audience/Level

10:00 a.m. – 11:00 a.m. “Using Canvas to Provide Digital Feedback”

11:00 a.m. – 11:15 a.m. Mini-break and Refreshments

Strongly Disagree Strong Agree

The workshop was relevant and engaging. 0 1 2 3 4 5 6 7 8 9 10

The content, collaboration opportunities, and 0 1 2 3 4 5 6 7 8 9 10

I will be able to immediately use the 0 1 2 3 4 5 6 7 8 9 10

The workshop will contribute to my future 0 1 2 3 4 5 6 7 8 9 10

I would recommend this course to others. 0 1 2 3 4 5 6 7 8 9 10

Summative Professional Development Evaluation Survey

1. Did the 5-day PD workshop meet your expectations?