Training Proposal by niusheng11


									   The following is a proposed course outline for technology integration training for the

staff of Granville County Schools. This proposal is a guideline for the evaluation of

current staff member’s levels of technology integration. The intent of this evaluation is

to determine the skills, and knowledge needed to continue the development of technology

and pedagogy skills needed to ensure the implementation of true technology integration

among all staff members. This plan of action will allow all staff members to be

evaluated and placed in technology integration training phases based on their current

levels of readiness, abilities, and interests. This will ensure that all staff members are

given the training they need to continue to grow towards the integration of technology

within their teaching and learning.

   This proposed plan will allow each staff member to be given a survey to determine

current level of instructional technology integration abilities, strengths and areas of

needed improvement.

   According to this proposal, upon completion of the survey, the results of each staff

member’s responses will be analyzed and each member will be placed within one of three

phases of instructional technology development. The phases are as follows:

   The Beginning Phase will consist of educators who have the following traits,

motivations, perceptions, skills, experiences and abilities:

      Able to operate a computer at a very basic level

      Is aware of technologies used to support learning and instruction but lacks the

       skills needed to include technology in instruction

      Use of a word processor and e-mail as primary tools
       Use of computer applications is fairly inefficient due to inexperience and lack of

       advanced skills

      Knows how to browse the web but not very knowledgeable in the advanced

       efficient use of resource

      Uses e-mail to communicate but is not experienced in other forms of technology

       communication and socialization

      Does not use multimedia tools effectively has limited experience if any, with


      Is aware of technology for instruction but uses technology in limited ways or as a


      Provides highly teacher-centered instruction that is non-interactive

      Uses assessment for measuring progress and mastery being seen as separate from

       instruction and developed entirely by the teacher

   The Emerging Phase will consist of educators who have the following traits,

motivations, perceptions, skills, experiences and abilities:

      Can manage computer operation systems.

      Can connect, import and use peripherals

      Uses technology to support instruction that existed in the classroom prior to the

       application of technology but does not transform the instructional process

      Is comfortable using a word processor, database, and spreadsheet at a basic level

      Considers technology as a tool for personal and professional tasks

      Understands internet search methods

      Incorporates deep use of online resources in instruction
   Organizes electronic resources

   Evaluates online resources

   Communicates electronically

   Navigates network use effectively

   Understands the value and use of multimedia

   Produces effective multimedia projects

   Understands peripherals such as digital cameras but lacks skills to incorporate

    them into instruction and student learning

   Uses technology to support existing curriculum standards in activities that are

    similar to activities performed before technology application

   Involves students in more active learning

   Is aware of project based learning however lacks the skills, training and

    experience to effectively apply in instruction consistently

   Uses facilitator strategies but still primarily operate using teacher-centered


   Begins to develop units of study that infuse technology in ways that combine

    objectives rather than only addressing one objective at a time

   Provides learning environment that is primarily consistent with student-centered


   Experiments with student independence

   Views assessment as an integral part of instruction

   Limits the use of portfolios to assess

   Organizes the layout of classroom to maximize learning
      Provides equitable access to technology

      Is resourceful with technology

      Uses student record system

      Uses technology to support instructional planning

   The Transformed Phase will consist of educators who have the following traits,

motivations, perceptions, skills, experiences and abilities:

      Use of computers and peripherals is transparent

      Strives to remain informed of new technologies related to area of content and


      Has ability to transfer abilities, knowledge and skills to new technologies

      Uses technology frequently to engage students in motivating and creative ways

      Alters instructional methods to accommodate technologies and its resources to

       replace older learning practices

      Works collaboratively introducing technology to fellow teachers

      Requires less time learning new applications through cross-application of

       knowledge and acts as a resource for others

      Uses technology extensively to enhance teaching/learning activities

      Uses a variety of multimedia with knowledge of formatting requirements and

       includes the development of such media in instruction as well as student activity

       and assessment

      Requires students to develop products using advanced technology for the viewing

       of outside audiences
      Encourages and requires student involvement in the development of technology-

       enriched learning activities

      Uses learning activities that are authentic, multidisciplinary, engaging and related

       to school district strategies

      Incorporates technology into many learning activities to include problem-solving

       and critical thinking

      Acts as a facilitator allowing students to construct their own learning through

       modeling, mediating, explaining and modifications

      Is willing to learn through collaboration with students

      Allows for flexibility among learners as they explore ideas based on their unique

       interests related to curriculum

      Allows students to work independently serving as independent learners,

       producing knowledge

      Incorporates assessment through the development of products

      Encourages the sharing of products to outside audiences

      Communicates and collaborates with fellow teachers, leaders, students and

       parents with the use of technology

       Once educators are placed in their determined level of technology integration

phases, educators will participate in a series of training sessions that are grouped based

on their level of technology integration as well as sessions that are grouped according to

content areas and grade levels.
       Training sessions will be held once per week alternating focus on their different

phases each week. In addition, each month I will concentrate on one content area to be

covered once that month. To further understand this proposed training schedule, please

refer to the attached calendar. (This schedule is subject to change according to staff and

district needs)

       In addition to the initial placement survey, each participant will complete a pre-

training analysis to determine the purpose, focus and reasoning for their participation in

this process thereby determining the benefits of the training program for the employees as

well as for Granville County Schools. The analysis follows:
                     Pre-Training Analysis for Technology Integration Training

Name: _____________________________________________________________

Date:______________________ Position: _______________________________

To ensure the success of the implementation of training, it is important to understand the purpose

and reasoning for the training process. This analysis looks at the intentions and focus of those

participating in the training program to determine the benefits of the training program for both the

employees as well as the success of the company. Please answer the following questions.

    1. What do you hope to learn from this instructional technology training program?

    2. What specific areas within your position do you feel you need the greatest amount

        of training and knowledge to do your job more successfully?

    3. As a trainer, what methods do you feel will help you be trained more effectively

        in the implementation of instructional technology?

    4. What do you feel is the single most important information or experience you will

        gain from this instructional technology training?
          Please submit a completed copy of this form to the facilitator prior before attending the training session.

       The following is a proposed course of study for each phase of technology


                                   Outline of the Instructional Phases

                                                     Phase One

Objective: Participants will become acquainted with technology tools, their use,

applications and opportunities for teaching and learning and the advancement of student

learning as well as professional growth.
1. Changing Perceptions about technology; overcoming technology fears; Knowledge is
   1.1. Basic Computer Components
      1.1.1. Hardware, Software, IPOS
2. Basic computer operations
   2.1. Basic Operation
      2.1.1. Window parts/maneuver multitasking
      2.1.2. Desktop Navigation/settings
      2.1.3. Keyboard shortcuts
      2.1.4. File Management
      2.1.5. Network navigation
      2.1.6. Opening/closing Applications
      2.1.7. Printing
      2.1.8. Printing Documents Operation s
      2.1.9. Altering Printing Options
3. Basic Software Application
   3.1 Word Processing

      3.1.1.   Menus

      3.1.2. Toolbars

      3.1.3. Toolbars

      3.1.4. Entering Text

      3.1.5. Formatting

      3.1.6. Tabs

      3.1.7. Alignment

      3.1.8. Line spacing

      3.1.9. Text Styles
3.1.10. Cut and Paste

3.1.11. Using Undo

3.1.12. Saving/Retrieving Files

3.1.13. Spell Check

3.1.14. Headers/Footers

3.1.15. Inserting Dates/time/Page number

3.1.16. Inserting Graphics

3.1.17. Graphics

3.1.18. Menus

3.1.19. Toolbars

3.1.20. Clipart/Libraries

3.1.21. Graphic Tools

3.1.22. Creating Objects/images

3.1.23. Graphics

3.1.24. Text

3.1.25. Manipulating Objects

3.1.26. Selecting

3.1.27. Sizing/moving

3.1.28. Deleting

3.1.29. Copy/pasting

3.1.30. Duplicating

3.1.31. Grouping

3.1.32. Locking
       3.1.33. Arranging/layout

       3.1.34. Enhancing documents with graphics


4. Teacher utilizing peripheral devices that work in conjunction with multimedia

   4.1. Projection Devices

       4.1.1. Connection

       4.1.2. Operation

       4.1.3. Use in instruction

   4.2. Scanner

       4.2.1. Connection

       4.2.2. Operation

       4.2.3. Use in instruction

   4.3. Windows Media Player

       4.3.1. Launching

       4.3.2. Operation

       4.3.3. Use in instruction

   4.4. CD-ROM

       4.4.1. Installation

       4.4.2. Viewing

       4.4.3. Basic Mimeo Use

       4.4.4. Connection

5. Notebook Operations

   5.1. Using Help options
   5.2. Using Software help

   5.3. Accessing on-line help

6. Internet Operations

   6.1. E-mail

       6.1.1. Compose

       6.1.2. Send/receive

       6.1.3. Reply/forward

       6.1.4. Save/Delete

       6.1.5. Print

       6.1.6. Address Book

       6.1.7. Attachment

   6.2. Netiquette

   6.3. Basic Searches

   6.4. Use URL address

   6.5. Navigate links

   6.7. Search Engine
   6.8. Graphic and downloads
   6.9. Evaluation of information
7. Professional Technology Use
   7.1. Grade book
   7.2. Attendance
   7.3. Portfolio
   7.4. Work Orders
   7.5. Calendar
8. Digital Citizenship
   8.1. Ethical and Social Issues
   8.2. Acceptable Use Policy
   8.3. Privacy
   8.4. Privileges
   8.5. Responsibility
   8.6. Regulations
   8.7. Copyright Issues
9. Standards
   9.1. National
       9.1.1. International Society for Technology in Education
     National Educational Technology Standards
       9.1.2. State
       9.1.3. Local
       9.1.4. Mission Statement
       9.1.5. Vision
                                         Phase Two

Objective: Participants will develop the confidence in using technology tools to enhance

teaching and learning through their knowledge of knowing why technology is used, how

it is used, what technology should be used, when it should be used and where it should be

used to enhance their previous instructional activities as well as their professional tasks.

1. Motivation/Standards

   1.1. Understanding of today’s digital society

       1.1.1. Changing Workplace

       1.1.2. Changing Society

       1.1.3. Changing educational demands

2. Understanding of the importance of Technology in education

       2.1.1. The Digital Learner

       2.1.2. Understanding 21st century skills

     Defining Creativity

     Defining innovation

     Defining authentic

     Defining Engaging

     Defining Relevant

     Defining Self-Directed learning

     Defining Critical Thinking

     Defining Communication

     Defining collaborating
3. Understanding today’s Digital student learning needs

   3.1. Defining information and technology literacy

   3.2. Defining flexible and adaptable

   3.3. Defining globally competent

   3.4. Defining financial literacy

4. Intermediate Software Operations

   4.1. PowerPoint

       4.1.1. Understanding the purpose of PowerPoint Program Software

       4.1.2. Creating a presentation

       4.1.3. Adding text

       4.1.4. Adding Slides

       4.1.5. Working with objects/graphics

       4.1.6. Working with text

       4.1.7. Working with slides

       4.1.8. Using toolbar

       4.1.9. Using views

       4.1.10. Spell check

       4.1.11. Themes

       4.1.12. Layouts

       4.1.13. Backgrounds

       4.1.14. Sound

       4.1.15. Narration

       4.1.16. Transitions
   4.1.17. Animation

   4.1.18. Hyperlinks

   4.1.19. Saving

   4.1.20. Running slideshow

4.2. Spreadsheet

   4.2.1. Menus

   4.2.2. Toolbars

   4.2.3. Modifying

   4.2.4. Entering data

   4.2.5. Functions and formulas

   4.2.6. Adding/deleting rows/columns

   4.2.7. Formatting cells

   4.2.8. Modifying cell size

   4.2.9. Move column/rows

   4.2.10. Edit cell information

   4.2.11. Sorting

   4.2.12. Selecting cells

   4.2.13. Navigating cells

   4.2.14. Splitting panes

   4.2.15. Creating Graphs

   4.2.16. Using Functions and Formulas

   4.2.17. Copying Data

   4.2.18. Printing/setting ranges
5.    Use of Multimedia Technologies in Instruction

        5.1.1. Digital Camera

    Basic Operations

    Transferring from camera to computer


        5.1.2. Video Camera

    Basic Operation

    Converting to computer

    Converting Files

    Editing Software/imovie

    Video Production

        5.1.3. Audio Digitizer

    Basic Operation




6. Presentation Technologies

     6.1. Mimeo/SMART Development and Application

        6.1.1. Lesson Development

        6.1.2. Locking Graphics

        6.1.3. On-line Resources

7. Assessment

     7.1. SMART Responders
8. Use of Technology for Communication Tasks

   8.1. Creating Web Pages

   8.2. Wikis

   8.3. Blogs

9. Technology to deliver Instruction

   9.1. Learning Management System/Moodle

       9.1.1. Defining a LMS

       9.1.2. Set-up

       9.1.3. Developing courses

       9.1.4. Developing classes

       9.1.5. Developing teaching activities

       9.1.6. Developing learning activities

       9.1.7. Developing assessing activities

       9.1.8. Developing evaluation activities

       9.1.9. Developing grading

10. Standards

       10.1.1. NETS standards



11. Develop and understanding technologies role in meeting needs of Students and


   11.1.        When to use Technology

       11.1.1. When to use technology in instruction
   11.1.2. When to use technology in student learning activities

   11.1.3. When to use technology for assessment

11.2.     How to use Technology to enhance instruction

   11.2.1. Teachers use of technology in instruction

   11.2.2. Students use of technology in learning

   11.2.3. How to use technology in assessment

11.3.     Enhancing your current teaching

   11.3.1. Produce a modify unit of instruction
                                           Phase Three

Objectives: Participants will develop the skills, knowledge, strategies, philosophies and

practices needed to incorporate technology into all aspects of their teaching, learning,

practices, strategies and methods of instruction and management to allow for a student-

centered classroom where the students construct their own learning and the teachers acts

as a facilitator.



1. 21st Century Skills

        1.1.1. Core subjects and 21st Century Skills

       Global Awareness

       Financial, Economic, Business and Entrepreneurial Literacy

       Civic Literacy

       Health Literacy

       Environmental Literacy

        1.1.2. Learning and Innovation Skills

       Creativity and Innovation

       Critical Thinking

       Problem Solving

       Communication and Collaboration

        1.1.3. Information, Media and Technology Skills

       Information Literacy

       Media Literacy
    ICT (Information , Communication and Technology) literacy

       1.1.4. Life and Career Skills

    Flexibility and Adaptability

    Initiative and Self-Direction

    Social and Cross-Cultural Skills

    Productivity and Accountability

    Leadership and Responsibility

2. Technology can enable students to become:

   2.1. Capable information technology users

   2.2. Information seekers, analyzers, and evaluators

   2.3. Problem solvers and decision makers

   2.4. Creative and effective users of productivity tools

   2.5. Communicators, collaborators, publishers, and producers

   2.6. Informed, responsible, and contributing citizens

3. What is “true” technology Integration

   3.1. What is technology Integration

   3.2. Why is technology integration so important

   3.3. What does technology integration look like

   3.4. How is technology integration different from what you are currently using

   3.5. Why you want technology integration for your classroom

4. Technology Integration Theories, principles, strategies and models

   4.1. Constructivism
   4.2. Blend of content knowledge, pedagogical knowledge and technological


   4.3. Identifying student preferences

   4.4. Identifying students abilities

   4.5. Identifying students level of readiness

   4.6. Identifying students interests

   4.7. Identifying students

5. Technology Integration Roles

   5.1. Teacher as a:

       5.1.1.   Facilitator

       5.1.2. Model

       5.1.3. Leader

       5.1.4. Learner

       5.1.5. Collaborator

   5.2. Student as a:

       5.2.1. Independent Learner

       5.2.2. Self-directed Learner

       5.2.3. Producer of Knowledge

       5.2.4. Model

       5.2.5. Debater

       5.2.6. Modifier

       5.2.7. Constructor of own knowledge

6. Technology Integrated Learning is:
   6.1. Developed through technology as primary tool

   6.2. Authentic

   6.3. Relevant

   6.4. Differentiated

   6.5. Diverse

   6.6. Global

   6.7. Collaborative

   6.8. Innovative and creative

   6.9. Engaging

7. Technology Integrated Assessment is:

   7.1. Student Driven

   7.2. Product based

   7.3. Flexible in allowing for creativity, relevance, interest, preference and ability

   7.4. Collaborative

   7.5. Viewed and evaluated by outside audiences

8. Technology Integrated Learning Environment

   8.1. Classroom Management

9. Ethical, Social and Humane Issues

   9.1. Student Digital Citizenship

10. Assessment

   10.1.      Apply technology in assessing student learning of subject matter using a

       variety of assessment techniques.
10.2.      Apply multiple methods of evaluation to determine students' appropriate

    use of technology resources for learning, communication, and productivity.

10.3.      Student developed

   10.3.1. Formal

   10.3.2. Informal

   10.3.3. Summative

   10.3.4. Formative

   10.3.5. Objective Driven

   10.3.6. Electronic Portfolio

   10.3.7. Personal Response System

   10.3.8. Project Based Assessing   What is Project Based Learning   Why is it important

   10.3.9. Characteristics   Authentic   Flexible   Diverse   Differentiated   Creative and Innovative   Relevant to learner   Students role   Self-assessment



    Project Based Assessment

         Elements of Project Based Learning

         Project Based Learning Process

         Criteria for effective PBL

         View Examples of PBL

         Plan for the development of PBL

         Collaborative assessment

11. Technology Skill Development

   11.1.   Handheld computers in the classroom

      11.1.1. Basic Operations

    Text entry

    Memo pad





    Concept Maps



         Math facts

         Order of operations



12. Skype

   12.1.       Connection

   12.2.       Application

   12.3.       Use with Instruction

13. LMS

   13.1.       Using a LMS for student centered instruction

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