Change Agent Assignment – Final Project

Nicole Vigil

Towson University

ISTC 731: Theory and Practice for Integrating Digital Resources into Learning and Teaching

Dr. Jeffery M. Kenton

July 19, 2022

Change Agent Assignment – Final Project

Professional developments are unavoidable for teachers. Teachers are lifelong learners

with a drive and passion to know and implement effective instructional practices. While some

professional developments are looked at as a waste of time, other professional developments are

very relevant. For example, technology integration in public and private schools is becoming

necessary to support the different types of instructional methods that are being asked of current

day teachers. The Covid-19 Pandemic made technology integration a necessary “tool” in the

“toolbox” of teachers around the world. Whether teachers were instructing virtually or using a

hybrid instruction method, technology use in the place of more commonly used instructional

methods was the only option to unite a classroom community’s instructional goals and

objectives. The Covid-19 Pandemic thrust novice and veteran teachers alike into a new world of

effective technology use in the learning environment.

The Covid-19 Pandemic is a rapidly evolving situation, that means school districts are

faced with trying to return to “normal” but still feel the need to be prepared for another national

emergency in response to the Global Pandemic. It would be a waste of time and an utter shame

for teachers to throw out the instructional and educational technology that they so desperately

clung to during the height of school closures amongst the Global Pandemic. But in the push to

return to the “normal” and mandatory curriculum, lesson plans put out by school districts may

not have a focus on technology integration like they once did when virtual and hybrid instruction

was the new “normal”. School districts inevitably spent money on devices and instructional and

educational online platforms to support students during virtual and hybrid learning. Teachers

made pedagogical adaptations to support and engage students using these devices and

instructional and educational online platforms provided by the school districts. A professional

development made by teachers for teachers advocating a balance of pre-pandemic instructional

Change Agent Assignment – Final Project

methods with technology that teachers already know and are comfortable with would be

beneficial for teachers and in the interest of school districts. Ertmer & Ottenbreit-Leftwich

(2010) said it best, “To put it simply, effective teaching requires effective technology use” (p.

256). The main goal of the professional development would be to show teachers how to

effectively teach using effective and familiar technology in any instructional setting (in-person,

virtual, or hybrid).

The audience for this professional development is intermediate elementary school

teachers servicing 3rd to 5th grade students in Charles County Public Schools (CCPS). The

audience will be focused on intermediate elementary school teachers because of the wide range

of skills and knowledge between primary and intermediate students. Intermediate elementary

school teachers in Charles County Public Schools have access to a wide variety of devices. The

county switched to 1:1 device during school closures at the height of the Global Pandemic,

giving all CCPS students access to a device at home and later in the classroom. Charles County

Public School classrooms include devices like laptops, iPads, interactive boards like SMART

Boards/Promethean Boards, and document cameras.

CCPS intermediate elementary school teachers are given a mandatory curriculum in all

subjects, along with progression guides to ensure continuity in all CCPS elementary schools.

CCPS intermediate elementary school classes are grouped in many ways. Usually, classes are

grouped heterogeneously for inclusive and diverse classrooms. Behavior, learning abilities like

special education and gifted, ESOL, and 504 plans are some of the qualities considered when

grouping classes. General education, special education, instructional assistants, and specials

teachers service CCPS intermediate elementary classrooms. While the mandatory curriculum is

expected to be taught, it is up to the classroom teacher to differentiate lessons based on their

Change Agent Assignment – Final Project

students. All CCPS teachers have access to Clever and Microsoft Office 365. Clever is a hub

where a collection of CCPS approved applications and resources are available for instructional

use. For the professional development, Nearpod will be used in “Live Participation” mode so

teachers can interact and collaborate with the presenter, the Nearpod application, and fellow

teachers. The professional development can also be given to teachers in the “Student-Paced”

mode if they need to make up the professional development later.

Much like Ertmer & Ottenbreit-Leftwich (2010) suggests of most teachers, CCPS

intermediate elementary school teachers have experience using technology for administrative

tasks like learning management systems, communication tasks like emailing, and “low level

teacher-directed instruction support” like Microsoft Office 365, drill-and-practice software, and

researching information on the Internet. This also supports the SAMR Technology Integration

Model. It seems that CCPS intermediate elementary school teachers are stuck in the

“Substitution” and “Augmentation” levels of the integration model. These levels focus on the

student remembering, understanding, and applying what the student is learning. The technology

use at these levels acts as a teacher-directed tool with little to no functional improvement.

According to Ertmer & Ottenbreit-Leftwich (2010) “Using technology simply to support lecture-

based instruction falls far short of recommended best practice” (p. 257).

Keeping all of this in mind, the short-term goal of the professional development is for

CCPS intermediate elementary school teachers to understand and assess where they are currently

within the SAMR Technology Integration Model using the curriculum, devices, applications, and

resources already available to them. The long-term goal is to apply what is learned during the

professional development to move into the “Modification” and “Redefinition” levels of the

integration model continuing to use the curriculum, devices, applications, and resources already
Change Agent Assignment – Final Project

available to them. These SAMR Technology Integration Model levels use technology for

analyzing, evaluating, and creating using what the student is learning. Teachers will be able to

move to these levels because they will understand “how to use technology to facilitate

meaningful learning, defined as that which enables students to construct deep and connected

knowledge, which can be applied to real situations” (Ertmer & Ottenbreit-Leftwich, p.257,

2010).

Papart and Ertmer et al, believe that the teacher is the driving force behind technology

integration. The teacher is the “Change Agent” not the technology. Papert (1996) had the idea

that computers at home and in the classroom “will be the pivotal force for outside the control of

schools and outside the schools' tendency to force new ideas into old ways.” This professional

development will explore instructional and educational technology already available to teachers,

but this will be beneficial because it will allow the teachers to accept new ideas about the

technology that they are familiar with and at least know how to use it on a basic level because of

virtual and hybrid learning. This will also encourage teachers to collaborate and add a level of

comfortability to the professional development. Please view Appendix A for an in depth look

into the professional development.

Change Agent Assignment – Final Project

References

CAST. (2018). The UDL guidelines. Udlguidelines.cast.org; CAST. https://udlguidelines.cast.org/

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change.Journal of Research

on Technology in Education, 42 (3), 255–284. https://doi.org/10.1080/15391523.2010.10782551

Papert, S. (1993). The children’s machine : rethinking school in the age of the computer (pp. 205–225).

Basicbooks.

Papert, S. (1996, October 27). Computers in the Classroom: Agents of Change.The Washington

Post Education Review.

Samr and TPCK: A hands-on approach to classroom practice - hippasus. (n.d.). Retrieved July19, 2022,

fromhttp://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnAppro

achClassroomPractice.pdf
Change Agent Assignment – Final Project

Appendix A
Please click the link below to view a walkthrough of my professional development Nearpod
https://screencast-o-matic.com/watch/c3iYV2VZnDi
 Change Agent Assignment – Final Project

Appendix B

UDL Guidelines – Educator Checklist

I. Provide Multiple Means of
Representation:
Provide options for perception
Offer ways of customizing the display of
information
Offer alternatives for auditory information
Offer alternatives for visual information
Your notes
Profession development allows teacher and student view. Nearpod
allows customizable view and paced for user
Text, audio, and video available in the Nearpod lesson
Text, audio, and video available in the Nearpod lesson

Provide options for language,

mathematical expressions, and symbols

Key vocabulary defined during objectives and goal, matching

Clarify vocabulary and symbols
vocabulary activity
Clarify syntax and structure Audio adds clarification for understanding
Support decoding of text, mathematical Text accompanied by audio
notation, and symbols
Key vocabulary defined during objectives and goal, matching
Promote understanding across language
vocabulary activity
Illustrate through multiple media Text, video, and interactive content and activities support understanding
Provide options for comprehension
Activate or supply background knowledge Poll activity and instructional video
Highlight patterns, critical features, big Multiple content and activities to demonstrate understanding of “big
ideas, and relationships idea”
Guide information processing, Nearpod allows lessons to presented in “chunks”
visualization, and manipulation
Maximize transfer and generalization Graphic organizers (exit ticket) and sticky notes are used
II. Provide Multiple Means for
Your notes
Action and Expression:
Provide options for physical action
Vary the methods for response and Varied response options in Nearpod
navigation
Optimize access to tools and assistive Assistive technology available on devices and through Nearpod
technologies
Provide options for expression and
communication
Use multiple media for communication Text, speech, audio, video, and collaboration boards
Use multiple tools for construction and Varied activities and content allow for different composition tools
composition
 Change Agent Assignment – Final Project

Build fluencies with graduated levels of Poll activity, working in grade level teams, and the SAMR Integration
support for practice and performance Model support scaffolding of the mastery task
Provide options for executive functions
Guide appropriate goal setting Objectives, goals, and level of understanding check
Support planning and strategy “Shape My Thinking” exit ticket
development
Facilitate managing information and Instructions and audio narration in Nearpod
resources
Enhance capacity for monitoring progress Open-ended questions and understanding check
III. Provide Multiple Means for
Your notes
Engagement:
Provide options for recruiting interest
Optimize individual choice and autonomy Choice of student view or teacher view, grade level teams
Optimize relevance, value, and Socially relevant and active participation
authenticity
Minimize threats and distractions Content is streamlined and facilitated by instructor
Provide options for sustaining effort and
persistence
Heighten salience of goals and objectives Objectives and goals are discussed and reflected on
Vary demands and resources to optimize Content and activity autonomy allows for challenge to be varied
challenge
Foster collaboration and community Collaboration boards, partner work, and grade level teams
Presenter should walk around the classroom and monitor students,
Increase mastery-oriented feedback
offering observations and constructive feedback
Provide options for self-regulation
Promote expectations and beliefs that Objectives, goals, Poll activity and “Shape My Thinking” exit ticket
optimize motivation
Facilitate personal coping skills and Teacher should encourage perseverance and growth mindset.
strategies
Develop self-assessment and reflection Objectives, goals, Poll activity and “Shape My Thinking” exit ticket