EDTC 602 Backward
Design Template
Unit/Training Series
Title: Using
Classroom Technology
Your Name: Christie Cutshall
Context Map: You will begin to analyze the barriers and
challenges that may impact your planning.
You will identify the external forces, the stakeholders, and the impact
the external forces and stakeholders represent.
External Forces: What
are the economic, political, social, environmental, and technological forces or
trends that impact your work?
Economic: My school is charter, meaning that we have to pay for many things that the
district provides its public schools for free (ie Infinite Campus, databases,
our facilities.) Money is tight, but we have more control over how we spend it.
We put an emphasis on technology. Our building has many different technology
resources available to teachers.
Political: The District and State have
some say in our school, like state mandated testing: CSAP, TCAP, PARCC, and
District mandated highly extensive English Language Acquisition teacher
training. However, we have a lot of
control over the day-to-day goings on at our building.
Social: We are a public school, so we
serve all kinds of students (who are chosen through a lottery system.) We have a very large achievement gap
between gifted students who need challenging, and special needs students who
have not had successes in public school, and not very many students in the
middle. Generally, we have a student population of middle-upper socio-economic
status with a lot of parental involvement. There are 5% of students on low-income
free and reduced lunch. 17% of our students are minority.
Environmental: We built our school
building in the fall of 2011. It is
very up to date with technology with projectors in every classroom. We are,
however, out of space for extra classes with only one small multi-purpose room
for 2 simultaneous gym classes and lunch.
Technological: We began our school with
a three-year technology roll out plan. Currently, every general education
classroom has 3 student iPads, one teacher iPad, a projector, Doceri (similar
to SMART Board software), audio enhancing equipment (microphones) and a desktop
iMac computer. Most general education classrooms have document cameras, access
to Google Apps, and Apple TV capabilities. Many teachers are not using this
technology because of lack of training or allocated professional development
time. We also have a full time Technology Director. She is not a teacher. She
knows how to deal with hardware and software, but not instructional strategies.
Stakeholders: What points of view do these stakeholders
represent? What does each of these
groups want you to do?
Community: The community wants us to
uphold the good image and standing we have created in the year and a half we
have been in our building.
Teacher: A few dedicated teachers want
more classroom technology. All teachers want more professional development and more
time in their classrooms to play with and learn the technologies. Teachers are also currently feeling
very overwhelmed by all the demands placed on them.
Parents: Parents want the best possible
education for their kids. They know that technology is becoming more
and more important, and thus they want to see more of it at school.
Students: Kids want to have fun but
also enjoy learning. I see them teaching each other things all the time about
topics that interest them, like video games or sports.
Policy Makers at the district level:
The district wants to see student growth,
whether that be in TCAP scores, or MAPS scores.
Policy Makers at the state and
federal level: The state wants high TCAP
scores. (We are doing pretty well with this so far.)
Technologists: Our building has a
technology director, who has a background in technology but not education. From
her perspective there needs to be more technology being modeled by teachers and
in student hands. She does what she
can, but she is not an educator.
Administrators at the site level: Admin
at our school want to see students making growth and being actively engaged in
their lessons. They also want to see teachers using all the resources the
school has provided them with.
Administrators at the district
level: Administration at the district want to
see school wide student achievement growth.
Forces That Impact: As
you consider the external forces and the stakeholder points of view, what
barriers are the most critical to overcome?
My focus is on professional
development for teachers. The most critical barrier to overcome is the
teachers’ willingness to put time and effort into learning new things,
especially new technologies. They might desire to learn more, but all are
feeling overwhelmed with everything being asked of them.
Supports: As you
consider the external forces and the stakeholder points of view, what supports
are in place that will boost your work?
Our Technologist will be very
helpful in putting my action plan into motion. The administration is very
supportive of more PD and technology for teachers. There are a few teachers at
our building that are very supportive of technology integration as well, and I
know they will back me up.
Theory of Action: Now that you have an overview of
the environment and stakeholders, you will develop a theory of action that will
focus your unit or training. This theory
of action will require you to gather and analyze your current state through
data, visualize your desired state, and identify action steps to achieve your
desired state.
Audience: Who is the
audience? Who will be participating in
the unit or training?
The audience of my unit will
consist of returning teachers at my school. At the beginning of the year
Professional Development, teachers new to our school are trained separately for
technology. Because we are a relatively new school we have quite an influx of
new teaching staff every year. They need to learn the basics of our school,
like how the audio enhancing equipment works, how our gradebook is set up, and
basic iPad/Mac functions. My training will focus on teachers that are familiar
with those basics and ready to delve into more complicated technologies.
Current State: Describe
your current state using available data (quantitative and qualitative). Be sure to describe your current state in
terms of achievement scores, State Content Standards, 21st Century
Skills, NETS, and Workforce Readiness Skills.
What does it currently look like, sound like, and feel like?
·
Our school’s
academic achievement isn’t suffering for lack of technology being used by
teachers. Our third grade reading TCAP scores for the 2012-2013 school year came
back as 0% students unsatisfactory, 13% partially proficient, 81% proficient,
and 6% advanced.
·
The National
Education Technology Standards for teachers (NETS-T) state that teachers need
to be continually improving their professional practice by demonstrating the effective
use of digital tools (NETS-T Standard 5.) All of our building’s teachers
participate in professional development (bi-monthly staff meetings and monthly
professional development days) but much of the time, that knowledge isn’t being
applied to the teachers’ classrooms. Teachers also need to be modeling digital
learning by using of digital tools in their instruction and collaborating with
school stakeholders using technology (NETS-T Standard 3b and 3d.) We need to
see more of this in our building. There are currently no indicators on our
teacher evaluation rubric that reflect our ability to incorporate technology
into our instruction (and thus no consequence for not using technology.)
·
Our Technologist
sent out a teacher survey to see how the teachers were feeling about their
current technology. Here are some of the results: 48% of teachers said they
never use the document camera in their classroom. 68% of teachers use their
projectors daily. 88% of teachers say they never use their Doceri interactive whiteboard
software. 60% of teachers use their teacher iPad during instruction at least
once every week.
·
Our school has a
teacher technology team that meets monthly to discuss school technology and
problem solve any issues we might have. We also have just begun a technology
sub-committee of the school board. This is comprised of mostly parents in the
technology field and a few staff members, myself included. We have met three
times now, and we are focusing our discussions on the future of technology at
our school and the possibility of a BYOD 1:1 iPad model for every student third
grade and up.
·
Being that I teach
at a charter school we have a very distinct student demographic. The majority
of our students are of upper/middle class and high socio-economic status. I
wish I had technology data about our students. If they have computers, iPads,
or Internet access at home could have an impact on how they use the available
technology at school.
Desired State: Describe
your desired state using the data you’ve analyzed for the current state. What is it that you will be working toward
achieving? Again be sure to describe
your desired state in terms of achievement scores, State Content Standards, 21st
Century Skills, NETS, and Workforce Readiness Skills. What will the desired state look like, sound
like, and feel like?
· All teachers are confidently using some aspect of technology
in their classrooms daily, fulfilling NETS-T Standard 3d: Teachers will be able
to model and
facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and
learning. This will be tracked on the teacher’s evaluation rubric.
·
Teachers collaborate
with one another using various technologies on a weekly basis and also
collaborate about various technologies, fulfilling NETS-T Standard 3b: Teachers
will be able to collaborate with peers using digital tools.
·
Our school has
monthly technology professional development classes offered for teachers to
elect to take, fulfilling NETS-T Standard 5: Teachers will be able to engage in
professional growth and leadership.
·
Teachers are using
technology in new and different ways in their classrooms, including
differentiation, so that we were able to raise our number of third graders
reading at an advanced level on TCAP from 6% to 15%.
·
Our administration
encourages teachers to take the time to learn new technologies and recognizes
those that do so on our teacher evaluation rubric with a specific technology
integration indicator.
Theory of Action: What
steps of action will you take to achieve your desired state? What will you do specifically?
·
Have a meeting with
administration, the teacher technology team, and board technology subcommittee about
adding a technology indicator to our teacher evaluation rubric to encourage
teachers to incorporate more technology into their classroom instruction.
·
Conduct professional
development workshops in small group settings centered around the different
technologies we have available at our school to help teachers become familiar
with them. Our technology director, members of the teacher technology team, and
I would conduct these workshops. Many of them would take place during August
Professional Development before school starts. After school begins, we will
hold further sessions monthly. Some of these workshops might include:
o
Using student iPads
in the classroom
o
Using a teacher iPad
in the classroom
o
iPad apps for all
occasions
o
Using Doceri in the
classroom
o
Basic classroom
technologies: audio enhancing equipment, document cameras, projectors
o
What are Flipped/
Flat/ Blended classrooms?
o
What are ISTE NETS/
21st Century Skills?
o
Technology
differentiation for Gifted Learners
·
Through these
professional development workshops, I will foster a community of technology learners
that work well together and aren’t afraid to ask questions and ask each other
for help.
Backward Design Map
Unit/Training Design: Using a backward planning process,
you will begin to identify the content and process of your unit or
training. In this process you will need
to identify your end of unit/training series goal. You will also need to identify the target
goal for each lesson/training session within your unit/training series.
End of Unit/Training Series Target Goal: Based on your description of your desired
state, what will your final instructional goal(s) be?
90% of teachers are working
together collaboratively to utilize or integrate technology
resources to enhance their curriculum with
help from Professional Development to fulfill NETS standards.
Individual Lessons/Training Session Topics: Working backwards from your end of
unit/training series goal(s), develop four lessons/training sessions. With each lesson/training session you will
need to identify the target goal for content (skills, knowledge, strategies)
and the process (thinking strategies) the learner will use to access the
content knowledge. You will also need to
identify a formative assessment or assessment for learning that will provide
you with data regarding the progress the learner is making during the
lesson/training session.
All of the sessions below hit NETS-T Standard 5a: Engage in Professional Growth
and Leadership:
Participate
in local and global learning communities to explore creative applications of
technology to improve student learning
|
Session
|
Target Goal
|
Topics
|
|
1
Technology Standards
|
Teachers will be able to describe and access the
different technology standards available and apply them to their instruction.
Standard: NETS-T 2a
2.
Design and Develop Digital Age Learning
Experiences and
Assessments
Teachers design, develop, and evaluate authentic learning
experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills,
and attitudes identified in the NETS·S.
a.
Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity
|
What are the different kinds
of technology standards?
ISTE
NETS-S
NETS-T
AASL
21st Century Skills
Colorado
Standards for Technology
How do we incorporate the
technology standards into the curriculum?
Address NETS-T Standard 3b on
technology collaboration.
Give time for teachers to meet
in their grade level teams to collaborate about integrating the technology
standards into their curriculum.
|
|
2
Classroom Technology Resources
|
Teachers will be able to successfully manipulate basic
technologies in their classrooms.
Standard: Performance Based Standards for Colorado Teachers 7.1
& 7.2
Knowledge of Technology: The
teacher is skilled in technology and is knowledgeable about using technology
to support instruction and enhance student learning.
The teacher has demonstrated
the ability to:
7.1 Apply technology to the
delivery of standards-based instruction.
7.2 Use technology to increase
student achievement.
|
How do we effectively integrate
the classroom technology we have in order to enhance our curriculum?
Audio enhancement equipment
iMac desktop computer
Projector
Document camera
Discuss how to plan using
technologies in general, not just the resources in our classrooms. Technology
should not be an afterthought.
(Give time for teachers to
meet in their grade level teams and in their classrooms to collaborate on how
they can more integrate classroom technologies into their curriculum.)
|
|
3
iPads in the Classroom
|
Teachers will be able to use iPads effectively in their
instruction.
Standard: NETS-S 6
6. Technology Operations and Concepts
Students demonstrate a sound understanding
of technology
concepts, systems, and operations.
Understand and use technology systems
Select and use applications effectively and productively
Troubleshoot systems and applications
Transfer current knowledge to learning of new
technologies
|
How can we use iPads in the
classroom to their full potential?
iPads for student use
iPads for teacher use
Using Apple TV with the iPads
iPad apps
Give time for teachers to meet
in their grade level teams to collaborate on how they can better incorporate
iPads into their instruction.
|
|
4
Using Doceri Desktop
|
Teachers will be able to navigate the Doceri Desktop
software.
Standard: NETS-T 3a
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
a.
Demonstrate fluency in technology systems and the transfer of
current knowledge to new technologies and situations
|
Doceri Desktop is our interactive
whiteboard software that connects the teacher’s iPad to the projector and
allows the iPad to become a wireless remote/whiteboard.
What is Doceri?
What can it be used for?
How does it work?
What are the features?
Give time for teachers to meet
in their grade level teams to collaborate on how to use Doceri and to
solidify the skills they learned in this session. I will be nearby to answer
questions they might have as they explore.
|
Assessments for
Learning Table
In all of my lessons I will use
a gradual release model: I do, we do, you do. I will frontload the teachers
with the information and give direct instruction. I will have the other
teachers work together with me, and I will release the teachers to try the
technology on their own while I am nearby to help and answer questions.
|
List your target goals for each of your
learning activities
|
Process Behaviors: What will it sound
like, look like, feel like?
(How will participants apply the
learning?)
|
Content Behaviors: What will it sound
like, look like, feel like?
(What are the skills, new understandings,
or concepts?)
|
Assessment for Learning –Progress
Monitoring:
How will you collect your assessment
data?
|
|
Teachers will be able to
describe and access the different technology standards available and apply
them to their instruction.
|
Teachers will study the
standards collaboratively with their grade level team to incorporate
standards into their units of study
|
The new understanding teachers
will glean is that technology standards exist
|
I will meet with grade level
teams as they collaboratively plan to see how their units of study technology
integration is coming
|
|
Teachers will be able to
successfully manipulate basic technologies in their classrooms.
|
Teachers will utilize the
technology resources available to them in their classrooms
|
The new skills teachers will
learn include how to operate technology resources
|
Teacher teams will self assess
and assess one another on their technology integration using a peer
reflection form.
|
|
Teachers will be able to use
iPads effectively in their instruction.
|
Teachers will use their
teacher iPad in instruction as well as training their students on effectively
using the class set of iPads
|
The skills teachers will practice
are how to effectively operate and manipulate iPads
|
I will send out weekly surveys
asking teachers to reflect on how they were using iPads to impact their
curriculum.
|
|
Teachers will be able to
navigate the Doceri Desktop software.
|
Teachers will try to use their
Doceri software in their instruction
|
Teachers will be learning the
functions of Doceri and how to operate the software
|
I will hold extra small-group
sessions to work with teachers on how to operate Doceri and take anecdotal
notes on how teachers are doing with the technology
|
|
Progress Monitoring:
·
What will you communicate to your learners?
I will give
constructive feedback to my teachers about how they are using technology in
their classrooms.
·
How often will you communicate this information?
I
communicate with teachers over email weekly to check in and discuss their
progress. I will meet with them face to face monthly.
·
How will you communicate the assessment
information to your learners?
I
will give them anecdotal notes I have taken on their progress towards their
goals.
·
How will you use the data to analyze your
progress as the instructor?
I
will see what my teachers still need to work on and adjust my future
instruction from that data.
|
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Pedagogy/Process
Briefly describe teaching strategies that you will use. Explain your infusion of technology and how
that matches your ACTION PLAN.
In preparing this unit I thought about what I really
needed my teachers to know and be able to do. The answer for this specific
instance is use technology in their daily instruction.
I did a lot of thinking about the most effective way to
deliver this information. I will be using a lot of technology in my
instruction, because that is what I want the teachers to be able to do. I will
use technology standards projected from my computer to the whiteboard. I will
use iPads and Doceri Desktop software. All of these technologies align with my
learning objectives.
The main teaching strategy I decided to implement was the
gradual release model. This model begins with me modeling what I want the
teachers to learn, and they know what this is from my explicit discussion of
our learning objectives. This is the “I do” portion of the model. Next is “we
do” where the teachers and I work together. Finally, there is “you do” where I
will give teachers time to work with their grade level teams to get their hands
on technology and really sink their teeth into it. This is really about teacher
discovery. I am providing the atmosphere for my teachers to explore and get
comfortable with different technologies we have at our school. I will be
available as a facilitator to answer any questions they might have.
After my instruction, I will be doing a lot of progress
monitoring and checking in with my teachers to assure that they have retained
the material and are able to apply it to their instruction. I will use a
progress monitoring Google Doc along with many different assessments and
self-assessments to assure the teachers have learned what they needed to learn.
Upon reflection of this data, I will make adjustments to my instruction
according to the need of the teachers.
I will be addressing many ISTE NETS Standards in my unit
including:
NETS-T 2a
2. Design and Develop Digital Age
Learning
Experiences and Assessments
a.
Teachers design, develop, and evaluate
authentic learning experiences and assessment incorporating contemporary tools
and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the NETS·S.
NETS-T
3a
3. Model Digital Age Work and
Learning
a. Teachers exhibit knowledge,
skills, and work processes representative of an innovative professional in a
global and digital society.
NETS-S 6
6. Technology
Operations and Concepts: Students demonstrate a sound understanding
of
technology concepts, systems, and operations.
Progress Tracking
Tool
For my
progress-monitoring tool I chose to use Google Drive. The purpose of this tool
is to assure that my teachers are making progress towards their goals, and this
will be a very concrete way to see the growth they are making, or lack thereof.
I am
using several different forms of assessment throughout my unit of professional
development to assess teachers on how they are integrating technology into
their curriculum and instruction. Some of these tools include formative walk
throughs, meetings, peer reviews, self-assessment, and surveys. I will
synthesize all of this data into my progress-monitoring tool.
I
created my tool by giving categories based on my learning targets. My learning
targets are, after all, what I am expecting my teachers to learn and then
assessing them on. Some learning targets have been broken into more than one
column in my tracking tool for clarity. I will be monitoring teacher progress
on integrating technology standards into their curriculum, collaborating around
technology, using classroom technologies, using iPads for teachers and students,
and using the Doceri Desktop software. These categories directly correlate to
the learning objectives of my professional development sessions.
To
monitor my teachers I chose to use a Standards Based Grading scale, since that
is what we use for our students at school. A 1 is unsatisfactory, a 2 is
partially proficient, a 3 is satisfactory, and a 4 is advanced. I like Google
Docs because I can create graphs of this number data so we can see overall
trends through time.
Every
teacher I work with will have their own separate Google Doc that I share with
them. That way we can collaborate electronically and they can chart their own
progress towards their goals. My tool has a side for me to assess my teachers
and a side for my teachers to assess themselves. We will fill in our progress
monitoring every two weeks. I will complete my bi-weekly assessment of each
teacher after they have completed their self-assessment.
In
addition to a grade level number assigned to each standard, we will also both
reflect on what category or categories should be the teacher’s focus in the
coming weeks.
Here is
the link to my working progress monitoring tool for one teacher:
Sample Lesson or Agenda and Supplemental Materials
You will be expected to submit one sample lesson plan or faculty development agenda (or website). This must be accompanied by all supplemental documents and interactive components you will be using during this lesson or training.
You will be expected to submit one sample lesson plan or faculty development agenda (or website). This must be accompanied by all supplemental documents and interactive components you will be using during this lesson or training.
Regis University
College
for Professional Studies
School
of Education and Counseling
Professional Development Meeting Agenda
August 14th, 2013
PRA Room 164
8:00-12:00pm
|
Item/Presenter
|
Time
|
Expected Goal/
identified
behaviors
|
Process or
Pedagogy/ Supplemental Materials
(provide direct link to materials, including attachments) |
Progress
Monitoring/ Next Steps/
Due Dates
|
|
All teaching staff
should attend
|
||||
|
Anticipatory Set
|
8:00-8:15
|
I will ask teachers to do a 60
Second write on everything they know about iPads. They will do this on their
iPads and email the response to me. This means they will brainstorm and write
down everything they can think of, and they are not allowed to stop writing
or moving their pencil for the full 60 seconds. I use this strategy a lot
with my students to activate their prior knowledge and assess what they
already know about a topic. I will then take their responses and create a
word cloud using Wordle.net. Here is what our word cloud might look like:
The words that are larger mean
that more people included that word in their 60 second write.
|
||
|
iPad Demonstration Lesson By
Ms. Cutshall
(I do)
|
8:15-8:45
|
-Teachers will be able to
identify iPad uses in the classroom, for both teachers and students.
|
-Using an iPad, an Apple TV,
and a projector, I will demonstrate a content lesson on Ancient Rome that I
would teach to my students incorporating both the teacher and student iPads.
|
-Teachers will turn and talk
about the iPad components of the demonstration lesson and why they were
effective.
|
|
Explicit instruction of iPad
functions
By Ms. Cutshall
(I do)
|
8:45-9:30
|
-Teachers will be able to
manipulate the basic functions of their iPad.
|
-I will use Apple TV to mirror
my iPad to the projected screen. I will go over basic functions, what the
buttons do, how the settings work, how the restrictions work (specifically
for student iPads,) and how to use the Apple TV.
-Teachers will work with the
people sitting around them to brainstorm practical classroom applications using Apple
TV that support NETS-S.
|
-Teachers will be able to
describe basic functions of the iPad.
|
|
Staff discussion: teacher
iPads
(We do)
|
9:30-10:00
|
-Teachers will be able to
demonstrate how to use the app store to find iPad apps.
-Teachers will be able to
quickly assess apps on their educational merit and initially being to think
about how the apps could be integrated into their curriculum.
|
-I will call on several
teachers to model and demonstrate different iPad skills, specifically geared
towards teacher use, that we have previously discussed.
-Teachers will collaborate in
vertical, mixed grade level teams to discuss and seek out iPad apps for
teacher use. Teachers will begin to discuss how the apps could be integrated
into their curriculum. We will place apps we find on the following shared
Google Doc:
|
-Teachers will evaluate apps
that we have found and continue to seek out more after the training session. We
will revisit this Google doc at our next iPad meeting in a month.
|
|
Break 10:00-10:15
|
||||
|
Staff discussion: student
iPads
(We do)
|
10:15-10:45
|
-Teachers will be able to
demonstrate how to use the app store to find iPad apps.
-Teachers will be able to
quickly assess apps on their educational merit and initially being to think
about how the apps could be integrated into their curriculum.
|
-I will call on several
teachers to model and demonstrate different iPad skills, specifically geared
towards student use, that we have previously discussed.
-Teachers will collaborate in
vertical, mixed grade level teams to discuss and seek out iPad apps for
student use. We will place apps we find on the following shared Google Doc:
|
-Teachers will evaluate apps
that we have found and continue to seek out more after the training session.
We will revisit this Google doc at our next iPad meeting in a month.
|
|
Team work time
(you do)
|
10:45-11:45
|
-Teachers will begin to map
out how they can use the iPads in their every day instruction specifically
catered to their curriculum.
|
-Teachers will get together
with their grade level team to assess the apps already found, and discuss
different ways in which the iPads can be integrated into their specific
curriculum.
-Grade level teams will
present their initial findings.
|
-Teachers will need to provide
at lease 3 different iPad classroom applications they have come up with as a
grade level and present them to the staff.
|
|
Closing and Celebration
|
11:45-12:00
|
-Teachers will be able to show
what they know and review everything we have learned in this session.
|
-I will again ask teachers to
do a 60 second write on their iPads of everything they know about iPads. I
will create another Wordle with their results. This time I expect to see
words in their Wordle that show a greater understanding of the iPad than they
had at the beginning of the session.
|
-I will send out a survey in
one week to ask teachers to assess their own use of iPads in the classroom
from the previous week. Here is a link to the survey:
|
|
Next Meeting:
August 15th, 2013 8:15-12:00 in room 164 at PRA
|
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