Overview

As the technology integrator for a middle school, the primary focus of my job is to collaborate with teachers, other staff members, and students to enhance instruction through the use of technology in the classroom. My duties and responsibilities (as per my job description) include

Design, coordinate and provide instructional technology in-service opportunities for school-based personnel.
Establish an environment that encourages creative and independent use of instructional technology throughout the school.
Help teachers integrate technology into classrooms.
Train teachers in the use of media, equipment, and technology to support technology integration in the instructional program.
Assist teachers in the use of computer software as part of their instruction and curriculum management.
Provide staff with information about new technology developments in their specific area of responsibility.
Use knowledge about current ideas, trends, methods, programs, materials, and equipment for technology integration to ensure optimum instructional delivery.
Model effective instruction incorporating technology integration.

Over the years I have worked hard to create our 1:1 program and provide support to staff to encourage and improve their use of technology within their classroom. I have created websites to share new EdTech tools and resources, I have designed Symbaloo webmixes, led in-school professional development, and even worked one-on-one with teachers to share new resources and support their implementation. When our district went remote during the recent COVID pandemic I designed a new Tech Support website for staff, students, and parents. I made myself available hours each day to provide support and training for staff and students and as a district, we did an amazing job providing instruction using the EdTech tools available.

Now that we are back in school and have returned to normal, many teachers have stopped using the EdTech tools they used during remote instruction though we still maintain subscriptions and licenses for several programs and applications and are a 1:1 district. With permission from the technology director, I have identified several EdTech tools that I would like to require all the educators within the district (K-8) to know how to use in their instruction, to facilitate student learning, and improve communication, which I plan to review/introduce in this learning module. Since the district is already using the Google Workspace for Education Fundamentals I plan to use Google Classrooms as the platform to complete this professional development. In addition, several of the educational technologies that I will be introducing or reviewing will be from the Google Workspace for Education Fundamentals including Gmail, Docs, Slides, Classroom, and Sites. In addition, I will be including several EdTech tools that the district maintains subscriptions for including Kami, BrainPop, and Screencastify.

The focus of my work one was on the various factors that impact teachers’ use of EdTech tools. Through my research, I was able to identify 4 key factors that impact a teacher’s use of technology including professional development, support from their district/school, their own personal digital mindset, and access to technology. Our district has worked hard to ensure that everyone has access to technology, implementing a district-wide 1:1 Chromebook program. In addition, we have purchased other devices including iPad, and TouchView TVs, upgraded our projectors and document cameras and added 3D printers and other various coding robots like Edisons and Sphero Bolts. I can honestly say that our district embraces technology and fosters an environment where educators are encouraged to experiment and integrate technology into their lesson plans and students’ learning experiences. The two factors that I know I need to address within our district are in regards to expanding teachers’ own digital mindset by showing them how using different EdTech tools can make their jobs easier and their teaching more engaging and successful as well as working to provide effective professional development. Hopefully, through this learning module, I can accomplish both.

E-Learning Ecologies

EPOL 583 introduces the concept of E-learning Ecologies or learning environments that incorporate technology and the affordances that these educational technologies provide. Educational technologies can simply be used to replace traditional means of teaching, such as video lectures instead of in-person lectures and the use of ebooks instead of traditional textbooks. However new educational technologies are constantly being developed as the technology continues to evolve and expand providing new and exciting opportunities for teachers and students. One of the primary opportunities is for teachers to take these new and transformative technologies and modify their teaching from a primarily didactic pedagogy to more of a reflexive pedagogy using the seven affordances available through the use of technology in our classrooms. According to Cope and Kalantzis, educational technologies can create e-learning ecologies that are “more engaging for learners, more effective, more resource-efficient, and more equitable in the face of learner diversity” (Cope & Kalantzis, 2017, p. 15) The diagram below represents the seven e-learning affordances as identified by Cope and Kalantzis.

Figure 1: Cope, Bill, and Mary Kalantzis. E-Learning Ecologies: Principles for New Learning and Assessment. New York, NY, Routledge, 2017.

Ubiquitous Learning: Learners can access content from any computer or mobile device, online or offline, anywhere and anytime.
Active Knowledge Makers: Learners take ownership of their learning by discovering new connections between pieces of information in order to create new meanings.
Multimodal Meaning: The use of different media elements including text, images, audio, and video to present information, add interest, and break up the style of learning.
Recursive Feedback: Timely and relevant feedback in the form of formative assessments throughout the learning process to support learning and comprehension.
Collaborative Intelligence: Learners work together and engage in peer-to-peer learning recognizing the social structure of learning and sharing information.
Metacognition: Learners reflect on what they have learned. Helping them determine areas of weakness as well as strengths.
Differentiated Learning: Personalizing learning experiences or tailoring a course to a learner’s needs and interests. (Mastroianni, 2015)

Throughout this learning module, I hope to introduce different educational technologies that teachers within our district can use to incorporate some of the affordances mentioned by Cope and Kalantzis and provide the students with more engaging and enriching learning experiences.

Curriculum Standards

The International Society for Technology in Education (ISTE) “is an international advocacy organization that seeks to "transform teaching and learning" through technology” (Schoology Exchange, 2018) and has created standards for both students and educators. The focus of this learning module is on professional development for teachers to improve their use of EdTech tools and align with the ISTE Standards for Educators, specifically those listed below.

ISTE 2.1 Learner 2.1a and 2.1c

ISTE 2.2 Leader 2.2a, 2.2b, and 2.2c

ISTE 2.3 Citizen 2.3a, 2.3b, 2.3c, and 2.3d

ISTE 2.4 Collaborator 2.4a, 2.4b, 2.4c, and 2.4d

ISTE 2.5 Designer 2.5a, 2.5b, and 2.5c

ISTE 2.6 Facilitator 2.6a, 2.6b, 2.6c, and 2.6d

ISTE 2.7 Analyst 2.7a, 2.7b, and 2.7c

For a detailed explanation of the ISTE standards click here.

Getting Started: Course Overview

For the Participant

Learning Objectives

At the completion of this learning module, participants will be able to:

Use the new or current educational technologies adopted by the district
Understand how the use of these additional educational technologies can enhance their instruction and students learning experiences
Assist students in their use and application of various educational technologies
Reflect on their effectiveness to implement educational technologies in their classroom

This learning module is designed to train teachers within the district on several required educational technologies. These may be part of the Google Workspace for Education Fundamentals or other applications and tools that the district has subscriptions and licenses for.

This learning module will be completed over the course of the year with deadlines for each individual lesson in order to help with time management.

To ensure that all teachers are provided the opportunity to complete this work in a manner that fits their learning preferences and schedule we are offering different ways to work through this learning module. Teachers may choose to

Complete these lessons independently on their own using the resources and videos provided.
Choose to work one-on-one with the district Technology Integrator.
Attend a training session offered synchronously both in-person and online after school within the assigned time period, with dates to be determined.
Attend a training session offered synchronously both in-person and online during district in-service days scheduled throughout the school year.

Please complete the pre-course survey so that the district technology integrator can review and plan accordingly in order to ensure they can meet the needs of all staff.

https://docs.google.com/forms/d/e/1FAIpQLSdXIxvzVuoSd63eElR3KEWOZCW1Yulf0kS-DVAiNWVMXwXcpQ/viewform?usp=sf_link

Participants in this learning module are expected to demonstrate course completion by actively participating in the course and completing the activities assigned within each lesson including a comment, formative assessment, and response activity.

To help you manage time and plan accordingly please use the Learning Module Participant Checklist to ensure you complete all the required elements during the learning module.

For the Instructor

Standards

ISTE 2.1a Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

ISTE 2.1c Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

ISTE 2.2a Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

ISTE 2.2b Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

ISTE 2.2c Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

ISTE 2.3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

ISTE 2.3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

ISTE 2.4a Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

ISTE 2.4b Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

ISTE 2.5a Use technology to create, adapt and personalizes learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active deep learning.

ISTE 2.5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

ISTE 2.6a Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

ISTE 2.6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.6c Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

ISTE 2.6d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

ISTE 2.7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

ISTE 2.7b 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.

Set-Up

At the start of the year create a Google Classroom for this professional development and share it with the staff in the district inviting them to join as students. The other technology integrators and the director of the technology department should be added as co-teachers.

After setting up and inviting all the staff to join make sure to post the first assignment “Getting Started: Course Overview”.

Make sure to include the link to the pre-course survey.

https://docs.google.com/forms/d/e/1FAIpQLSdXIxvzVuoSd63eElR3KEWOZCW1Yulf0kS-DVAiNWVMXwXcpQ/viewform?usp=sf_link

Class Session

During the district's first in-service session held before school opens remind all teachers that they need to accept their invite to the Google Classroom and complete the first assignment giving them the first two weeks of school to get it done.

Once you have received all the responses take the time to review the survey results and reach out to staff to schedule one-on-one sessions, during the after-school synchronous sessions, or plan necessary in-service workshops.

Post Student Content to a Community

Google Classroom

For the Participant

Learning Objectives

At the completion of this lesson, teachers will be able to:

Set up their Google Classrooms
Understand the basic functions of Google Classroom
Create, post, and collect assignments on Google Classroom
Communicate with students through Google Classroom

Figure 2: Google. (2014, May 17). English: Original Google Classroom Logo. Google Classroom is a Feature of the Google Apps for Education Suite. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Google_Classroom_Logo.png

Google Classroom is the primary tool that the district has chosen to adopt to ensure that students have access to the necessary educational resources at any time and anywhere. Google Classroom is not a stand-alone Learning Management System, but it does provide us with the ability to manage classes, digitally organize, share, and collect assignments, communicate with students, as well as monitor student work, and provide feedback.

To learn more about Google Classroom explore Google for Education’s Teacher Center tutorials for Getting Started with Google Classroom.

Additional Support

Additional video tutorials can be found here to help address various instructional challenges you may experience when using Google Classroom.

https://docs.google.com/presentation/d/1x-_rDk0Ixfo5wbpQrNrOI44BV4cWiktCoGR0nF_fmig/edit#slide=id.gdea53299fc_858_0

Extension Activity

To learn to use some of the more advanced features like Rubrics, Comment Bank, etc check out the video linked below.

Media embedded April 23, 2022

Video 1: Ed Tech Team. (2020, September 17). Advanced Google Classroom [Video]. YouTube. https://www.youtube.com/watch?v=dutEUd9zaKs

Comment

How will using Google Classroom benefit your class this year? What types of difficulties do you think you'll encounter when trying to use Google Classroom this year?

Formative Assessment

In the event that the district has to implement a remote learning day all teachers need to have their Google Classrooms set up and ready to go, however, you are all encouraged to use Google Classroom as part of your daily instruction.

Every teacher in the district is expected to create a Google Classroom for each of their classes and invite their students to join. Please add your Google Classroom information to the spreadsheet linked including your name, grade, and class codes.

https://docs.google.com/spreadsheets/d/17bSHLGgmyvia5eMZ-ho9ap3paivacZQS9LwX0cOeCv0/edit?usp=sharing

Throughout the course of this learning module, you will be adding to your Google Classroom as you learn new EdTech Tools and submitted at the completion of this learning module with a personal reflection.

Respond

Read through your colleagues' comments regarding Google Classroom. Do you have any suggestions or recommendations for them to help them integrate Google Classroom in their classroom or address any difficulties they may experience?

For the Instructor

Standards

ISTE 2.2b Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

ISTE 2.5a Use technology to create, adapt and personalizes learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active deep learning.

ISTE 2.5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

ISTE 2.7b 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 2.7c Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

Set-Up

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment, Formative Assessment, and Respond directions.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to staff to join.

Class Session

If running this session in person with teachers individually or in groups make sure to walk them through the tutorials found in Google for Education’s Teacher Center Getting Started with Google Classroom.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

A few tips to point out regarding Google Classroom:

to give an assignment or collect work from students you must go to the Classwork tab---don't post on Stream
Classwork tab allows you to use TOPICS to organize assignments by units or categories
in order to have access to student work for the duration of an assignment, it is beneficial to "make a copy for all students"
once you've made copies of an item for each student changes you make to the original won't appear on the students' copies
you can only schedule assignments or announcements 1 class at a time ---- use the reuse post option under "create" to schedule assignments for multiple classes
if you want students to indicate they've completed the task assigned but aren't collecting work from them have them indicate on the task "Mark as Done"

Point out that Google Classroom allows teachers to provide a ubiquitous learning environment that students can access at any time and anywhere. By utilizing Google Classroom teachers will no longer need to worry about gathering work for students who miss class, as they can always access the class materials and lessons online through Google Classroom.

Additionally, Google Classroom allows teachers to assign work digitally which they can monitor throughout the entire learning process and provide students with recursive feedback.

Google Classroom allows students to work independently or collaboratively on assignments depending on how the teacher creates the assignment.

Formative Assessment

https://docs.google.com/spreadsheets/d/17bSHLGgmyvia5eMZ-ho9ap3paivacZQS9LwX0cOeCv0/edit?usp=sharing

Post Student Content to a Community

Google Docs

For the Participant

Learning Objectives

At the completion of this lesson, participants will be able to:

Edit and format a Google Doc
Share a Google Doc
Comment or provide suggested edits on a shared Google Doc
Print a document
Download a document as another file type

Figure 3: Google. (n.d.-a). English: Updated Logo for Google Docs in 2020. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Google_Docs_2020_Logo.svg

Google Docs is a collaborative word processing program that can be used on many types of devices and by multiple users. With Google Docs, your documents are stored in the cloud but you create and edit documents right in your web browser and every change is saved automatically.

Google Docs allows multiple people to collaborate and work at the same time on the same document, where you can see people’s changes as they make them,

During this lesson, you will learn how to open Google Docs, create and format a new document, as well as how to share a document to work with collaborators, provide comments, and suggestions, and download your document as a PDF.

Media embedded April 23, 2022

Video 2: Flipped Classroom Tutorials. (2020). Google Docs Beginners Tutorial 2020 [Video]. YouTube. https://www.youtube.com/watch?v=84oqNE_MZN0

Check out this great article following articles containing additional tips for using and sharing Google Docs in your classrooms.

7 Tips for Teachers Using Google Docs

Google Docs is Cool Again!

Additional Support

For those who may need additional support, you can check out the Google Workspace Learning Center page for further training and help with Google Docs.

https://support.google.com/a/users/answer/9282664?hl=en

Extension Activity

To learn how to take Google Docs further with the use of Add-ons, templates, and other advanced features check out the video linked below.

Media embedded April 23, 2022

Video 3: Dear DISes. (2020, April 22). Going Deeper with Google Docs Tutorial [Video]. YouTube. https://www.youtube.com/watch?v=BIEHMBaQ5xQ

Comment

How can using Google Docs benefit yourself or your students?

Formative Assessment

Create an assignment for your class using Google Docs. This can be a template, hyperdoc, or even simply a basic worksheet. Submit the share link for your Google Doc giving the user permission to only view the assignment.

Respond

Review the Google Docs assignment shared by one of your colleagues. Using the Glow and Grow Conversational format below provide your colleague with feedback.

Figure 4: Slinkman, A.-M. (2016, April 18). A Simple Tool for Peer Feedback in the Art Room. The Art of Education University. https://theartofeducation.edu/2016/04/18/peer-feedback-helping-students-glow-grow/

For the Instructor

Standards

ISTE 2.4c Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

ISTE 2.5a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

ISTE 2.6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.6d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

ISTE 2.7b 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.

Set-Up

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment, Formative Assessment, and Respond directions.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to staff to join.

Class Session

You may choose to either share the video with the whole group or simply demonstrate the skills in the video yourself. The comments in the video include the specific topics covered and their timestamps. You should review them ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

Media embedded April 23, 2022

Video 2: Flipped Classroom Tutorials. (2020). Google Docs Beginners Tutorial 2020 [Video]. YouTube. https://www.youtube.com/watch?v=84oqNE_MZN0

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

Make sure to point out the sharing feature of Google Docs, which allows students to collaborate with others on a single document. In addition, users can be assigned as editors or commenters when sharing a document which limits their access to the document. Collaborators would be added as editors. However, if the Google Doc is only be shared for peer review they would only want the user to have commenting privileges so they can make suggestions, recommend edits, or add comments.

Formative Assessment

Post Student Content to a Community

Google Slides

For the Participant

Learning Objectives

At the completion of this lesson, participants will be able to:

create their own blank Google slides template
navigate the basic features of slides
understanding of how to change fonts and color themes
add pictures & videos to your presentation
use animation tool in your slides presentation

Figure 5: Google. (2022b, April 22). English: This is a Logo Owned by Google for Google Slides. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Google_Slides_logo_(2014-2020).svg

Similar to Microsoft Office PowerPoint, Slides Google’s version of a presentation program.

“Slides allows for pictures, audio, and even video to be added easily so presentations can be very engaging and pull in information from a wide variety of source.

Live collaboration is another key aspect. A group of students can work on a single presentation without actually being in the same room together” (Edwards, 2020).

Media embedded April 23, 2022

Video 4: Flipped Classroom Tutorials. (2019, November 12). Google Slides The Complete Beginners Overview [Video]. YouTube. https://www.youtube.com/watch?v=o7wvajrAxUQ&t=1s

Additional Support

To review the basics of Google Slides check out the Google for Education’s Get Started with Google Slides tutorial page.

Extension Activity

To take your Google Slides presentations to the next level here are a few additional resources containing tips and tricks you may want to know.

How to Lock Content in a Google Slide

Media embedded April 23, 2022

Video 5: Vincent, T. (2017, September 26). Creating a hyperlinked index in Google Slides [Video]. YouTube. https://www.youtube.com/watch?v=HqAX5zkgvZs&t=5s

Media embedded April 23, 2022

Video 6: New EdTech Classroom. (2020, July 2). Must-Have Google Slides Add-Ons for Teachers [Video]. YouTube. https://www.youtube.com/watch?v=jvpU2qPAt-k&feature=emb_logo

Comment

Take some time to review the article 30 Interactive Googe Slides activities for Classroom Excitement. In what ways could you incorporate Google Slides into your classroom to make it more exciting and engaging?

Formative Assessment

Create a Google Slides presentation to be used in your classroom either as a teaching tool or as a learning project for your students. Submit the link to your Google Slides project, making sure to give the user viewing privileges only.

Respond

Review the Google Slides assignment shared by one of your colleagues. Using the Glow and Grow Conversational format provide your colleague with feedback.