Running Head: TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN

Technology Professional Development Plan

Samantha Nguyen

California State University, Fullerton

DISTANCE EDUCATION, MOTIVATION, AND ENGAGEMENT

Table of Contents

Introduction 2-7
Purpose 2
School Description 2
Theoretical Introduction 4
Needs Analysis 8-12
Literature Review 13-18
Research Supporting Technology Integration
13
Considerations for Reluctant Teachers 15
Professional Development Models 16
Summary 18
Goals and Standards 19-21
Goals 19
Standards 20
Summary 21
Timeline 24
Budget 26
Face-to-Face Professional Development 27-35
Introduction 27
Planning 28
Implementing 29
Evaluation 30
Reflection 33
References 36-38
Appendices 39-45
Appendix A 39
Appendix B 40
Appendix C 41
Appendix D 42
Appendix E 45

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Technology Professional Development Plan

Purpose

This Technology Professional Development Plan (TPDP) provides a framework of

technology professional development and classroom integration for the teachers at Community

Roots Academy. The goal of this plan is to help smoothly and purposefully guide teachers on

the path to creating classroom environments that promote innovation, technology understanding,

and consistency in order to meet curriculum standards, while empowering students to be

well-prepared and self-motivated individuals. The plan will focus on assisting teachers in

gaining comfort and reaching proficiency in consistent and purposeful technology-integration.

By doing so, teachers will be better equipped in guiding their students toward acquiring

technological skills and 21st century skills.

School Description

Community Roots Academy (CRA) is a public charter school located in Laguna Niguel,

California. While the Capistrano Unified School District has general oversight of CRA’s

activities, the school is governed by its own board of trustees. CRA provides a public

educational choice for parents with students in kindergarten through eighth grade. In contrast to

traditional education models that rely primarily on teaching to the test and memorization, CRA

has been known for its innovation and project-based learning (PBL) across the grade levels.

Teachers are encouraged to simultaneously teach students multiple, fundamental disciplines and

the essential 21st century skills, with a goal to foster independent thinkers and active community

members. CRA is proud to be ACS WASC accredited, the world-renowned Accrediting

Commission for Schools, Western Association of Schools and Colleges known to value the

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cyclical process whereby schools demonstrate the capacity, commitment and competence to

support high-quality student learning and ongoing school improvement. An accredited school is

a statement to the broader community and the stakeholders, and is a trustworthy institution that

perpetuates growth-mindsets in staff and students.

At CRA, the teachers are all credentialed in their specialized fields and have at least two

years of full-time classroom teaching experience. 22 out of the 27 full-time classroom teachers

possess a master’s degree in various subjects. The directors (i.e., Director of CRA, Elementary

Director, and Middle School Director) were well-respected teachers for at least ten years before

stepping into their current roles. The directors are heavily involved in getting to know every

student and the student’s parent(s). The school consists of 27 classrooms, over 35 teachers and

support staff, and currently over 700 students (see Appendix A). There are PD meetings every

Wednesday (minimum day) after school, and typically include all of the teaching and support

staff or involves splitting up the lower elementary (K-2), upper elementary (3-5), and middle

school (6-8). The meetings may focus on MTSS practices to analyze and combat behavioral

issues, upcoming events/deadlines and major assessments, and or arbitrary self-improvement and

increased engagement strategies. Along with these meetings, teachers meet in grade-specific

teams once a week on Monday, Tuesday, or Thursday to discuss lesson plans, PBL, and progress

monitoring. At least one director is present and participating during these meetings for part of

the meeting.

The K-5 teachers at CRA all teach to the Amplify CKLA (Core Knowledge Language

Arts) curriculum for ELA and Social Studies/Science, and they more or less follow the lessons

provided by EngageNY for Mathematics. Middle School teachers have more autonomy in

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deciding on a curricular program and assessment methods for their respective discipline. Three

times a year, every grade level is expected to produce a project presentation showcasing what the

grade level had been working on during their PBL time. The amount of PBL time and when

PBL takes place is dependent primarily on each teacher, but the theme/topic and outcome are a

grade-level effort and are generally the same for each classroom in the grade if presented

separately. PBL presentations entail scripts, practice, products/props, and a presentation in front

of an audience (i.e., family and community members).

In regards to accessibility to technology and school materials, every teacher is loaned a

MacBook Pro for use during the school year and is given a school email and set usernames for

schoolwide programs and testing sites. Every student is assigned his/her own school email as

well. Majority of classrooms are provided with a digital projector and screencast device. Seven

classrooms have a Smart TV. Middle School classrooms are equipped with roughly 30

Chromebooks, which are kept in the charging cart unless used or temporarily borrowed by

students from another classroom. Classrooms grades 3-5 are equipped with 15-20 Chromebooks

per classroom. There are roughly 120-130 iPads spread across the school in designated areas for

teachers and support staff to use for testing, either with DIBELS or CAPIT. Frequently, teachers

in grades 2-5 will have to borrow Chromebooks from other classrooms due to a short supply and

high demand of the digital tools. When the digital devices are used, it is often for displaying

textbook materials, images, videos, and other basic functions. Students typically use

Chromebooks for research purposes and creating presentation slides for PBL.

Theoretical Introduction

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Due to an increase in technology present in today’s society and a growing desire to gain

competency in understanding and using new technology, learning about the digital world has

become a common topic across the education system, particularly within primary schools

(Kihoza, Zlotnikova, Bada, & Kalegele, 2016). With the education systems demand for

contemporary technologies, teacher trainees should be imparted with competencies and skills to

integrate information and communication technology (ICT) into their future teaching and

learning practices. ICT is a fundamental tool that is widely integrated in the teaching and

learning process at all levels. The ability of teachers to practice pedagogical ICTs is highly

influenced by the knowledge, competencies, and skills they received during their college years

(Kihoza, et al., 2016). Technology application knowledge acquired during college could

positively affect the future of technological pedagogical practices (Khan, 2013). The teachers’

decision to use technology in their classroom is mainly influenced by access to resources, quality

of software and hardware, incentives to change, commitment to professional learning, ease of

use, and experience and background in computer training (Buabeng-Andoh, 2012). In light of

this, recent ICT initiatives have improved access to infrastructures and digital contents and

trained users.

Technology has transformed the isolated, teacher-centered, lecture-based instruction and

text bound classrooms into rich, student-focused, interactive knowledge environments; on

account of its recognized potential for learning support and development of learning skills,

competencies and proficiencies (Yilmaz, 2016). To acquire benefits from technology in

education, due consideration must be given to the attitude of teachers who play a crucial role in

guiding and paving the successful use of technology in the classroom. A teacher’s ICT

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knowledge and skills, training, motivation, workload, time, teaching experience, technology

access, technical expertise, and access to support are some of the key elements determining the

successful adoption and integration of technology (Rajpoot, 2011). Achieving success in

technology adoption, effective integration, and utilization for positive output in education are

contingent to the teacher’s attitude toward the concept of technology integration. Albirini (2006)

remarks that successful implementation of information technologies (IT) in education depends

on the attitude of the educators who finally decide how they are used in the teaching process.

Attitudes influence not only initial acceptance, but also future behaviors and outcomes. Rajpoot

(2011) stated that understanding attitude is important because attitudinal barriers can hinder the

adoption of new technology and other innovative practices.

To ensure that technology is not simply integrated to replace physically manual tools

such as paper and pencil, teachers need to be aware of options and how to utilize them

purposefully. There are implementation models, such as TPACK (Technological Pedagogical

and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition),

created to guide teachers in the initial steps of integrating technology to enhance effective

teaching and student learning. TPACK is a ​framework for educators “to understand and describe

the kinds of knowledge needed by a teacher for effective pedagogical practice in a

technology-increasing learning environment” (Bingimlas, 2018). Athina and George (2012)

suggested that TPACK contributes to teacher awareness and competencies that are needed for

effective classroom technology integration and eliminating obstacles, thus they stress the

importance of using the model during professional development training. Moreover, it is a tool

for examining the pedagogically-sound ways in which technology can support teachers’ and

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students’ knowledge while keeping pace on the technology, content, and pedagogy contexts.

SAMR is a model designed to aid and enable educators in designing, developing, and increasing

digital learning experiences whilst using technology (Pfaffe, 2017). It is a tool for assessing and

evaluating technology practices and impacts of it in a classroom setting by looking into student

and teacher practices, and the resulting changes. The impacts of SAMR could be “revealed by

teachers’ abilities to redefine old or traditional tasks using new technological tools” (Kihoza, et

al., 2016). These two models are most commonly used to guide the planning, assessing,

evaluating, and use of technology in education. Examining the impacts of TPACK and SAMR

models on the current technology-use practices can build a foundation for future classroom ICT

integration in education.

In an effort to better understand how to synergize administrators and teachers in their

endeavors to foster a school culture of 21st century learning and technological adaptation, a

TPDP was formulated and instituted at CRA. The PD provided insight on the research found

supporting technology integration, teachers who are hesitant in adapting digital learning tools,

and the strategies and models that can ensure positive and effective initiation, implementation,

and institutionalization.

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Needs Analysis

Google Form is a tool that the administrators at CRA use very often for various purposes,

including incident reports, creating portfolios of teachers, and creating surveys. Therefore, the

teachers are all familiar with answering to them. I felt creating a Form would be ideal in

surveying and interviewing my colleagues because not only is it familiar, but it is also flexible

(on location and time), and easily accessible (for both) through work and personal emails. I

included fill-in-the-blank and multiple choice/checkbox questions regarding the teachers’ level

of comfort and proficiency in technology-use and technology-integration. Questions along the

lines of, "How often are tech tools used in your classroom?", "If more technology were to be

enforced, what would you hope [for your students] to gain?", "Would you attend extra [tech]

training if it was provided?" and "Which of these dates would you like to attend?" were added. I

also included a short-answer question to gauge teacher attitudes and concerns on the idea of

integrating technology.

During one of our weekly staff meetings, I notified the third to fifth-grade teachers of a

Google Form I wanted them to fill out to help me in my data collection for my TPDP. I briefed

them on my goals and plans, and how the plans might benefit the upper-elementary team and

students. The teachers were eager to help, but I had only received responses from seven out of

the nine teachers. The results showed that most of the teachers mainly use technology in the

classroom for screen-casting, for enlarging images and textbook material, or sharing educational

videos to the class. The teachers shared concerns of feeling there is not enough time in the day

to add more technology-use into the classroom, let alone think of meaningful ways to do so. The

third-grade team revealed that they allow their students an hour of unstructured, choice-board

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time once a week, during which many students choose to use Chromebooks for random

purposes. Fourth and fifth-grade teachers typically have their students use Chromebooks only

when their assignment requires typing, creating slideshows or research. Of the seven responders,

three of them claim to use technology with their students 2-3 times a day, three others claim to

use technology 4-5 times a day, and only one teacher claims to use technology 6-7 times a day

(Figure 1). All seven picked more than one topic/skill they would be interested in being trained

in.

Figure 1.​ Pie chart depicting the frequency in which the participants use tech tools in class.

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Figure 2.​ Bar graph showing the student goals the participants hope to achieve from more tech.

The teachers were able to choose from a checkbox list, wherein all seven would prioritize having

their students improve on the 4Cs (Communication, Collaboration, Creativity, and Critical

Thinking) as well as achieving an innovative and diverse environment for learning enrichment

(Figure 2).

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Figure 3.​ Bar graph illustrating the training topics the participants are interested in.

The teachers were able to choose as many training topics as they would like from a checkbox list

(Figure 3). Nearly all of the teachers would like to learn about “fun” - explained to them as

typically including elements of animation, gamification and or entertainment - apps that can

enhance student learning. The second highest in terms of interest was providing differentiated

instruction using G Suites. Setting up a classroom management app and learning digital ways to

share student work tied at three, not including Other. ​From my analysis of the responses, I

interpret that the teachers, although interested in integrating more technology, are reluctant to

due to time constraints, different priorities, or would rather figure out how on their own without

training.

The results of the needs analysis survey indicated that teachers are comfortable with

technology and would like to learn more about bringing practices related to critical thinking,

creativity, communication, and collaboration into their classrooms, and are equally interested in

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learning about using apps as a supplement to providing an enriching and diverse learning

experience for their students. All of the survey participants expressed an interest in having their

students become innovative and diverse learners, which speaks to creativity (Figure 2). Majority

of the participants were interested in learning about apps/programs that would enhance learning

through entertainment or networking approaches, which speaks to communication and

collaboration, as well as in learning about ways to differentiate instruction by incorporating the

use of digital apps (Figure 3). The choices of “Setting up a classroom management app” and

“About apps for sharing projects with the school community” can be combined and be

considered as being of high interest among the teachers.

Based on these results, the PD will focus on setting up a digital system that they can

introduce and continue to use as a way to promote creativity, collaboration, and communication.

Seesaw: The Learning Journal and Google Classroom are the two systems that will be initially

suggested to the participants. Both programs allow teachers to organize their classrooms through

a digital platform. Both feature a variety of communication and publication tools for teachers

and students. The PD will include an introductory lesson that will initiate the beginning of the

learning process for teachers and students. The lesson will introduce the use of a digital

communication app and involve not only how to navigate and use the functions of the app, but

also an assignment in which the students will be challenged to think critically about a current,

relevant topic (e.g., diversity acceptance, appropriate language, social awareness, etc.). This will

set the tone for what will continually be expected when engaging in the app, and will perpetuate

an educational routine. The app will be a highly accessible communication tool for both teachers

and students.

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Literature Review

Research articles were located through the ERIC, PsycINFO, and FixIt databases

available through the California State University, Fullerton’s Pollak Library. Keywords that

were used during the search consisted of ​professional development, technology integration,

education, TPACK, and SAMR​. The articles used for this review were published between 1997

to 2018. Articles were chosen based on relevant information regarding the impact of promoting

optimal use of technology in classrooms to enhance student learning. The topics that will be

addressed are the ways in which technology integration can support teachers in providing a

consistent and innovative learning environment within their classrooms and support Universal

Design for Learning (UDL), the considerations for how to educate reluctant teachers in

integrating technology, and the different models that can be used to initiate technology

integration.

Research Supporting Technology Integration

With the growing demand for 21st century methods of teaching and learning, schools and

educators are turning to modern and innovative approaches to foster certain skill sets in their

teachers and students. Teachers should be prepared and sufficiently equipped with the tools

needed to provide their students with an educational experience filled with extensive

opportunities to succeed. In a team of teachers, it is imperative that everyone is in agreement

with practices that span through the grade level, and or will be revisited in future grade levels.

Inconsistencies throughout the school are typically dismissed or overlooked, and the outcome

has proved to cause gaps in achievement and a decrease in efficiency. The present goal now is to

narrow the gap among the teachers as well as the students in their knowledge and skill sets, and

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cultivate a technology-rich learning environment of best practices that will promote initiation,

innovation, social-awareness, collaboration, communication, creativity, and critical thinking.

Currently, the majority of classroom technology-use involves Type 1, or incrementalist

uses, in which technology makes traditional strategies - such as rote memorization, drill and

practice, or lecture - faster, more efficient, or otherwise more convenient (Maddux & Johnson,

2006). Type 2, or transformational uses, refers to when teachers use technology in innovative

ways that are authentic, purposeful, and supportive of higher-level thinking, are more infrequent

but growing in number when comparing results of early studies to more recent ones. iPads,

Smart phones, Chromebooks, and other mobile and mainstream devices have applications that

use visual approaches to complement and supplement teaching, learning, and communication.

These technology tools and approaches have been discovered to be popular among teachers and

diverse learners (Bryans-Bongey, 2018).

According to Bryans-Bongey (2018), there are three types of approaches that can

complement and or supplement traditional, paper and pencil instruction. In addition to utilizing

graphic organizers, implementing assistive technology and mainstream educational technology

would contribute a great deal to the efforts in formulating Universal Design for Learning (UDL)

lessons. UDL emphasizes the provision of multiple means of engagement, representation, and

action and expression. Findings from Bryans-Bongey (2018) indicate that UDL supports a wide

range of learners and can significantly reduce barriers for diverse learners. Some forms of

assistive technology, such as creating flow charts and filling in digital graphic organizers can be

used as a means of enriching general education classrooms with visual, engaging, and

constructivist approaches to teaching and learning (Bryans-Bongey, 2018). Visual devices may

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be used by teachers or learners to organize or express concepts in a summative way.

Additionally, learners construct meaning through social interactions, which allows them to

exchange ideas and learn alongside of more knowledgeable or experienced others. These

approaches can provide a flexible, pedagogically-sound, and motivational experience for

students and help lead to the interaction and collaboration of team-driven and student-directed

learning.

Considerations for Reluctant Teachers and Diverse Methodology

Many studies have used surveys to examine teacher technology-integration practices.

These studies include surveys to determine the kinds of technologies and technology-related

activities used in classrooms, surveys seeking to identify the practices of effective

technology-using educators, and studies comparing the practices of one teacher to another. In

this literature review, the participants of the TPDP are surveyed for the purpose of studying

teacher technology-integration practices and the relationship between practices and perceived

student outcomes, in order to reach an understanding of where the gaps might exist and what

commonalities come forward.

As stated by Jones (2010), there exists six barriers reluctant teachers face when

considering technology integration: 1) confidence and comfort, 2) attitudes toward computer use

by teachers, 3) attitudes toward computer use by students, 4) administrative support, 5) teacher

preparation for computer use, and 6) technical support (p. 2). Although school administrators are

offering training to instructors, the question remains as to whether preparation is adequate for the

new and emerging technologies. Also, training is a process that should be continuous because

technology is ever-changing. Friedman (2006) suggested that barriers are areas that prohibit

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teachers from integrating technology, such as a lack of access to software, lack of time, lack of

experience, and teachers’ personal beliefs regarding technology integration. Okojie, Okojie,

Olinzock, and Tinukwa (2006) explained that teacher success with technology integration could

depend in part on the instructors’ ability to explore the relationships between pedagogy and

technology. Wood, Mueller, Willoughby, Specht, and Deyoung (2005) indicated that although

teachers used computers at home and school, instructors were not wholly comfortable with the

technology used in the classroom. Wood et al. (2005) discussed technology and contended that

the more familiarity teachers have with technology, the more likely teachers would integrate

technology. If teachers do not prepare for technology integration, it will be difficult to attain. In

turn, the process will feel less rewarding and more burdensome. Brown and Warschauer (2006)

illustrated one key might be to find practical and effective methods to prepare teachers.

Richardson (2007) concluded that there is a growing body of evidence that good use of

technology in schools leads to improved attainment and improved student outcomes, thus

creating opportunities for students and instructors in several ways. As technology integration

increases on a global basis, teachers and students should become familiar with using technology.

As technology-use increases worldwide, the effects will become apparent in education, along

with other areas of our lives (Jones, 2010).

Professional Development Models

The PD will address the benefits of consistency in technology integration within the

upper-elementary classrooms. The PD will begin with a face-to-face presentation with the

participating upper-elementary teachers, wherein they will be suggested a communication and

online classroom management application. The initiation will include a statistical presentation, a

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demonstration of Google Classroom and Seesaw: The Learning Journal, and a discussion to

check for understanding. After the implementation and summative assessment of the proposed

plan, the participants will reconvene to share their experiences and provide feedback and

concerns regarding the plan. Moving forward in the school year, there will be additional PD

models presented to the participants, including an online module, a direct mentoring approach,

and a flipped/hybrid classroom, distance education approach.

An online module can encompass a multitude of elements to help enrich learning for

teachers and students. Modules are typically explicit with an overview, list of learning

objectives and activities, course content, assessments, and an activity checklist (Bryans-Bongey,

2018). Grading rubrics for each assignment, as well as checklists, peer review opportunities, and

additional supports are often provided. Video, audio, text, and interaction/discussion are made

available. New teachers and teachers who are new to teaching through technology would most

likely benefit from direct assistance from a mentor teacher specializing in technology integration.

Based on the Southern Regional Education Board (SREB), teachers have limited time, resources

and public support for ensuring that students with a wide variety of academic and behavioral

needs meet increasingly rigorous learning expectations. New teachers do this work without the

benefit of experience and while juggling challenges associated with beginning a new career.

With a flipped or hybrid, ​students are given a variety of environments and ways to learn

(Limmer, 2015). A flipped classroom allows the students to receive lessons at home, and come

to class the following school day to participate in the related tasks (Gifford, 2018). In a blended

or hybrid classroom, the instructor and the students meet face-to-face with the combination of

substantial use of technology and online learning (Gifford, 2018). Furthermore, these options

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have shown positive results in motivating students to grasp new opportunities, take the initiative

to make a change in their educational status, and hold their own selves accountable (Limmer,

2015).

Summary

After completing the PD, teachers should feel more comfortable with the idea of

integrating technology as a routine method of instruction and communication, and will be open

to incorporating additional applications and programs that will further enhance student learning

and increase motivation and engagement. This may lead to higher competency in teaching and

learning different tech tools, and the increase of student-centered projects and UDL instructions

that will foster collaboration, communication, creativity, and critical thinking. Teachers may

also develop proficiency and fluidity in the use of various technological tools, thus gaining

confidence and a purposeful understanding of effective implementation to impart the skills to

their students.

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Goals and Standards

Goals

Based on these results, the PD will focus on setting up a digital system that they can

introduce and continue to use as a way to promote creativity, collaboration, and communication.

Seesaw: The Learning Journal and Google Classroom are the two systems that will be initially

suggested to the participants. Both programs allow teachers to organize their classrooms through

a digital platform. Both feature a variety of communication and publication tools for teachers

and students. The PD will include an introductory lesson that will initiate the beginning of the

learning process for teachers and students. The lesson will introduce the use of a digital

communication app and involve not only how to navigate and use the functions of the app, but

also an assignment in which the students will be challenged to think critically about a current,

relevant topic (e.g., diversity acceptance, appropriate language, social awareness, etc.).

These are the goals teachers should work toward within their classrooms:

I. With students’ input, teachers will build and maintain a classroom culture wherein they

model real-life scenarios on how to interact with others in respectful ways, and set

consistent and clear expectations.

II. Teachers will successfully adapt consistent use of technology into their classroom, and

teach about technology-use in a purposeful and valuable way (e.g., digital citizenship,

communication, and navigation).

III. Teachers will effectively facilitate a student-centered classroom through the use of

technology and student collaboration, and provide support where needed to ensure a safe

and accessible environment.

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Teachers will:

IV. Pose and respond to specific questions to clarify or follow up on the topic being

discussed during PD.

V. Engage students effectively, and explicitly teach a range of collaborative and

self-directed learning approaches that pertain to grade-level curriculum and

technology-based learning. These skills include but will not be limited to digital

communication ​tools ​(Google Classroom and the “Comment” function on certain Google

apps), online research through Google (or specific sites approved by teachers), and

gaining proficiency in using Google Slides and Docs. In order to teach these skills, the

teachers will need to reach proficiency in the use of these apps first.

VI. Support students in acquiring knowledge on how to navigate through the vast internet

(e.g., pinpointing important information, filtering searches, false advertisements). All the

while, teachers will gain articulation in educating students on the possibilities of

misinterpretation of information/data.

Standards

Standards are taken directly from the ISTE Standards for Educators as of 2019.

ISTE Standards for Educators

➢ Learner:​ Educators continually improve their practice by learning from and with others and

exploring proven and promising practices that leverage technology to improve student

learning.

1a.​ Set professional learning goals to explore and apply pedagogical approaches made

possible by technology and reflect on their effectiveness.

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➢ Leader:​ ​Educators seek out opportunities for leadership to support student empowerment

and success and to improve teaching and learning.

2b.​ Advocate for equitable access to educational technology, digital content and learning

opportunities to meet the diverse needs of all students.

➢ Citizen:​ ​Educators inspire students to positively contribute to and responsibly participate in

the digital world.

3a.​ Create experiences for learners to make positive, socially responsible contributions

and exhibit empathetic behavior online that build relationships and community.

3b.​ ​Mentor students in safe, legal and ethical practices with digital tools and the

protection of intellectual rights and property.

➢ Designer:​ Educators design authentic, learner-driven activities and environments that recognize

and accommodate learner variability.

5a. ​Use technology to create, adapt and personalize learning experiences that foster

independent learning and accommodate learner differences and needs.

5b. ​Design authentic learning activities that align with content area standards and use

digital tools and resources to maximize active, deep learning.

5c. ​Explore and apply instructional design principles to create innovative digital

learning environments that engage and support learning.

Summary

As technology integration increases on a global basis, teachers and students should

become familiar with using technology. As technology-use increases worldwide, the effects will

become apparent in education, along with other areas of our lives (Jones, 2010). In a study done

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by Richardson (2007), a conclusion was made that there is sufficient evidence that good use of

technology in schools leads to improved attainment and improved student outcomes, thereby

creating opportunities for students and instructors in several ways. The results of the needs

analysis survey - taken by seven of the nine upper-elementary teachers - indicated that the

teachers are comfortable with technology and would like to learn more about bringing practices

related to critical thinking, creativity, communication, and collaboration into their classrooms,

and are equally interested in learning about using apps as a supplement to providing an enriching

and diverse learning experience for their students. The two systems that the teachers will focus

on are Seesaw: The Learning Journal and Google Classroom. Both programs will allow them to

organize their classrooms through a digital platform that feature a variety of communication,

tracking, and publication tools for teachers and students. Based on the ISTE - Coaching

standards, the PD will present a number of goals that the teachers will be urged to aim toward.

Teachers will be expected to successfully adapt consistent use of technology into their

classroom, and teach about technology-use in a purposeful and valuable way (e.g., digital

citizenship, communication, and navigation). Furthermore, teachers should effectively facilitate

a student-centered classroom through the use of technology and student collaboration, while

providing support where needed in order to ensure a safe and accessible environment.

This PD plan will include four different PD models, and each will be carried out

biweekly or monthly. The required PD will be a monthly occurrence, whereas the optional PD

will happen between the monthly PDs for those who need extra support. These PDs will be

scheduled based on availability shared through Google Forms. The purpose of the four models is

to expose and acclimate the teachers to the myriad of technological methods and possibilities that

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exist. They will also help me gauge progress and check for accountability. Spacing out the

models would also give the teachers time to absorb each one and learn the challenges and

commonalities. The four models that will take effect include a face-to-face (F2F) TPDP

(required), small-group mentoring PDs at a Starbuck’s Coffee for individuals who need the extra

guidance (optional), a flipped-style PD that will involve Twitter Chats (required), and an online

module-inspired PD (required), respectively. The F2F TPDP is to introduce teachers to the ideas

and open up discussions and clarifications. This TPDP will act as a platform for initiating

technology integration into the classrooms and will begin the process of familiarizing teachers

with the fundamentals of purposeful technology-use in teaching and learning. The small-group

technology mentoring is to provide individual teachers with the opportunity to speak more

personally about their students and their own progression with implementing more technology.

During this time, the teacher(s) can get one-on-one assistance with using digital tools and

personalizing their instruction. The Twitter Chats will be a chance for the teachers to fiddle with

the Twitter system. Only one of the upper-elementary teachers has made known her use of

Twitter and Instagram to post students’ work and activities. After the teachers all create a

Twitter account dedicated to showcasing school achievements, the teachers will partake in a

Twitter Chat scheduled on an agreed-upon date and time. Lastly, the interactive online PD will

be module-inspired and done through Google Slides. Each teacher will be shared an individual

Google Slide that I will be able to monitor and assess. They will all perform the same tasks and

scenario quizzes as they progress through the interactive Slides. All of these models will

promote proficiency in understanding the purpose of technology-use, increase communication

and collaboration among the teachers, inspire innovative approaches for teachers and students,

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and build comfort and confidence in integrating technology into not only the classroom but in

daily life.

Timeline

The PDs are scheduled to accommodate teachers’ availability by taking place after school

in a classroom on an agreed-upon day of the week, during the grade-level lunch break, online at

an agreed-upon night and time, or at an optional Starbuck’s Coffee support-group meeting,

which will all be scheduled through Google Forms and confirmed through email and or text

messaging. This strategy will provide teachers with flexibility and convenience in order to fully

participate in the PDs as the PDs will not hinder the teachers from carrying out their preceding

responsibilities.

Month and  Format/PD Type  Topic/Skill(s)  Facilitator 

Duration 

Nov 2019  F2F Introductory PD  Introduce PD objective and goals  Samantha 
1.5 hours  Location​: Classroom  Introduce and demonstrate Seesaw  Nguyen 
and Google Classroom 
after Wednesday  Address questions and concerns 
staff PD  Exit ticket - Reflection 

Dec 2019  F2F Post-integration  Check-in - Address questions and  Samantha 

45 mins - 1  Check-in  concerns  Nguyen 
Evaluate effectiveness of teaching and 
hour  Location​: Classroom  learning tech 
after Wednesday  Discuss plans moving forward - TBD 
staff PD  by discussion outcome 
Teachers who don’t have Twitter will 
create an account and post 
Exit ticket - Reflection 

Arbitrary  Tech Mentor @ SB  1 on 1/Small-group extra tech support 

Jan 2020  F2F Looking forward  Check-in - Address questions and  Samantha 
1 hour  Location​: Classroom  concerns  Nguyen 
Evaluate effectiveness of teaching and 
after Wednesday  learning tech 
staff PD  Share my online PD plans that will 

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occur in Feb and Apr and what to look 

forward to 
Reiterate the purpose of these PDs and 
how as we progress, teachers will be 
presented with new ways to 
incorporate more tech into their 
classrooms to differentiate instruction 
and promote innovative learning 
practices 
Exit ticket - Reflection 

Arbitrary  Tech Mentor @ SB  1 on 1/Small-group extra tech support 

Feb 2020  TwitterChat Open  **Teachers will receive a step-by-step  Samantha 

Contingent  Discussion - Q&A  tutorial on how to access TwitterChat via  Nguyen 
email prior to this PD 
Location​: Online  Check-in: Address questions and 
concerns 
I will ask general questions pertaining 
to the PD for which the teachers will 
each respond 
Teachers can ask questions and share 
experiences or findings 
I will also provide links to different 
digital programs that are easy to access 
and use everyday namely 
Classroomscreen, Popplet, Voxer, and 
Kahoot! 

Arbitrary  Tech Mentor @ SB  1 on 1/Small-group extra tech support 

Mar 2020  F2F Exploring other  Check-in: Address questions and  Samantha 
1.5 hours  popular digital tools  concerns  Nguyen 
Illuminate teachers on the many digital 
Location​: Classroom  programs/systems they can use in 
after Wednesday  addition to Seesaw/Google Classroom 
staff PD  such as Prodigy, Brainpop, and or 
Mystery Science 
Remark on the types of 
assignments/assessments that can 
come from using these tools 
Note the usefulness of G Suites in the 
classroom and outside of the classroom 
Exit ticket - Reflection 

Arbitrary  Tech Mentor @ SB  1 on 1/Small-group extra tech support 

Apr 2020  Online Module on  **Teachers will receive a step-by-step  Samantha 
Contingent  Google Slides  tutorial on how to access Google  Nguyen 
Hangouts and notes, and on how to 
Location​: Online  navigate through the Slides Module via 
email prior to this activity 
Check-in on Google Hangouts within 

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the TBD time interval: Address 

questions and concerns 
Teachers will complete the online 
module that will task them to create 
their own Google Slides module. 
Submission of their final product will be 
their exit ticket - they will share this 
with their students 

May 2020  F2F end of the year  Check-in: Address questions and  Samantha 
1 hour  evaluation  concerns  Nguyen 
Teacher-pair-share their most recent 
Location​: Classroom  and overall experience with their 
after Wednesday  tech-integration journey 
staff PD. Then,  Teachers will FlipGrid their experiences 
outside for group  for the other teachers to view 
lunch  On Popplet, teachers will share what 
tools worked the best for them and 
which tools they plan on using the next 
school year 
*SB = Starbuck’s Coffee (Optional PD)

Budget

Professional development will not be scheduled during the school day, therefore,

substitute teachers will not be required. Seesaw and Google Classroom, along with the many

other programs I plan to share and recommend this year are free to use. Below is a chart

depicting the amount of costs I plan on accruing. As an incentive for teachers to participate in all

of the mandatory PDs, in-person or online, teachers are notified that they will be automatically

entered into an online raffle set up via ClassroomScreen.com after each PD. The raffle winners

are entitled to a complimentary Starbuck’s snack or beverage of their choice to be delivered to

them the following school day.

Date Needed  Items  Cost 

Nov 2019  Sandwich platter from Whole Foods -  $45.00 + $8.00 + $5.00 

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Feeds 8  $58.00 
La Croix Seltzer (24) 
Starbuck’s winner 

Dec 2019  Assorted cookie platter from Whole  $20.00 + $8.00 + $5.00 
Foods (serves 8)  $33.00 
Assorted [wrapped]-candy bowl 
Starbuck’s winner 

Jan 2020  Homemade 7-layer dip and chips  $15.00 for ingredients and 
La Croix Seltzer (24)  chips + $8.00 + $5.00 
Starbuck’s winner  $28.00 

Mar 2020  Cheese platter from Whole Foods  $25.00 + $10.00 + $5.00 
Veggie Platter from Stater Bros.  $40.00 
Starbuck’s winner 

May 2020  Pizza Hut Delivery to feed 8 teachers  $15.99 for any large pizza 
(2) 
$7.99 for pasta (2) 
$22.99 for 24 wings 
$6.50 for delivery 
$77.45 

Total Cost  $236.45 

Face-to-Face Professional Development

Introduction

What I have learned from my general school and grade-level professional development

meetings is that there is a divide in how much students should use technology in the classroom.

Additionally, there are gaps in effectiveness in management styles across the teaching staff.

After some data collection, I surmised that there is a need to address the importance of building a

classroom culture that starts with clarity and consistency in order to combat behavioral issues

and decrease achievement gaps. I feel a well-managed classroom will lead to positive growth

mindsets among students. Fostering confidence and social awareness will guide students toward

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acquiring 21st century skills that they will apply outside of school and the digital world. This

F2F Introductory PD is intended to prepare teachers in successfully adapting modernized

instruction as well as enhancing their students’ real-world and digital learning experience.

Planning

The PD presentation will begin with a broad discussion of how the teachers feel their

classroom environment has impacted the way their students communicate with each other, with

the teacher(s), and with other members of the school. Teachers will have the opportunity to

share their experiences of what has had a positive, effective impact, and what has had little or

negative impact. The discussion will segue into the bigger picture of preparing students to

communicate digitally and understand the difficulties of navigating and interpreting certain

digital texts. This PD was designed to encourage teachers to implement a new digital tool for

their students to use and have a consistent outlet for communicating learning strategies and goals

met. This would also give students an official means to use their Chromebooks or iPads for

learning. They will receive demonstration and a chance to decide whether they want to push the

communication app Google Classroom or Seesaw. This training is to give teachers an

opportunity to learn and gain proficiency in the app before pushing it out to their students. In

this training, I will reiterate the positive experiences teachers have had with Seesaw, as well as

its usability. Teachers will be asked to have their class participate in PBL - which will be a

two-part assessment. Within each classroom, the teachers will have students group together with

a social-emotional/community awareness topic.

Implementation

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A few weeks before the F2F Introductory PD, I had sent out a Google Form to the nine

upper-elementary teachers at CRA to get an idea of the needs of the teachers and their students.

Although I already had a set plan in mind for what I wanted to train and coach the teachers on, I

still needed to know what concerns and desires I had to revolve my intentions around. After

attaining individual information and conducting an analysis based on the overall needs, I was

able to add to and make new adaptations to my original plans before rolling them out. Teachers

were asked to bring in their laptops. iPads were also borrowed for this training. I created a basic

Google Slide presentation that included research on the potential benefits of technology

integration, as well as on the effectiveness of implementing a communication and publication

system that would help teachers manage classrooms and help students build character.

On the day of the PD, seven upper-elementary teachers (two third-grade, three

fourth-grade, and two fifth-grade) made attendance and appeared to be actively listening and

participating, asking questions and making connections. After the Slide presentation, the

teachers discussed with each other and shared with the entire group their goals, their views on

technology-integration and building classroom culture. Then, teachers received a brief but

detailed explanation and demonstration of both Google Classroom and Seesaw. During this

time, teachers were to note the elements from either app that would deem it the best fit for their

class. Teachers then engaged in a training exercise to familiarize themselves with their app of

choice. The list of tasks in which the teachers were challenged to complete were accessible

through a shared Google Doc that pertained to either apps (see Appendix E).

During the PD:​ Teachers participated in teacher-pair-share and whole-group discussions

on their experiences of using technology in their classroom to enhance student learning. They

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completed the in-person online program training that is similar to a textbook scavenger hunt

where they have a list of chronological tasks to familiarize themselves with the functions of the

app. The teachers engaged in a closing discussion of how they felt the PD might impact their

teaching moving forward. They were shared the Reflection Google Form (see Appendix C) to

complete before heading out.

Post-PD:​ After the training, teachers were tasked with competently implementing the app

and demonstrating navigational skills and proficient use of the app to support their students.

Giving clear and explicit instructions, teachers will successfully assess students in their ability to

display their knowledge and understanding of respectful digital communication and social

awareness, and use the outcome to guide future instruction. Teachers will successfully push a

digital communication app into their classrooms based on safety considerations, relevance, and

intentionality, and promote consistent use of the program to support students in technological

and social aspects.

​ verall, I feel the presentation went better than I thought it would go, with
Evaluation: O

all seven participants in attendance and engaging in the topic. Throughout the PD, teacher and

student needs were addressed and clarified based off of the Needs Analysis Google Form.

Although most elements in my plan were met, there were a few areas that I feel can be improved

on after having self-evaluated. For one, I constantly felt awkward and out of place, as I was not

sure whether I should have stayed at the front of the room where the projector was or I should

have paced back and forth, during the Slide presentation. This was also my first time presenting

to a group of teachers. The experience was daunting since I was well-aware of my new-educator

status. Another inadvertence was that the introductory PD ended up lasting for about one hour

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and 10 minutes (including a 10 minute break) as opposed to the one hour and a half that I allotted

myself, which brought me to believe that I should have come up with a more challenging activity

or more activities pertaining to technology integration. I also felt that I should have had some

checkpoint questions to ask the teachers during the presentation. What I feel I did well is that I

was able to memorize the key points of the presentation and felt well-prepared in reciting them.

Additionally, one teacher noted that I used the 10:2 strategy where I talked for 10 minutes and

gave the teachers roughly two minutes to talk amongst themselves about what was presented,

which she praised as a tool meant to build attentiveness and retentiveness. I originally planned

for teacher-pair-shares to be short because I did not want the PD to unintentionally become an

open-discussion conversation among the participants. Based on the Reflective Questionnaire

(see Appendix D), the participants seem to be taking in the process of this ongoing PD well, and

are intrigued to see what will come of it and the future PDs. They evaluated my PD as being

helpful, an eye-opener, and a great way to differentiate instruction. My goal for the next PD is to

reiterate the key points of this introductory PD without sounding too repetitive, to have multiple

and or challenging tech-based activities, and to ask teachers questions in order to not only check

for understanding but also to keep the teachers engaged and present.

Evaluation

The goals teachers were expected to work toward within their classrooms include

building and maintaining a classroom culture, setting consistent and clear expectations,

successfully adapting consistent technology-use, and effectively facilitating a student-centered

classroom through technology. These goals will ideally be ongoing, and will be addressed at

every PD as a check-in topic. I am able to evaluate how far along the teachers are progressing in

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meeting these goals at the beginning of the follow-up technology PDs through the Evaluative

Google Form (see Appendix B). Questions on the Evaluation Google Form:

1. How often do you use Seesaw/Google Classroom? (Goal I and II)

2. Have you started implementing any other digital systems to complement/supplement

teaching and learning? (Goal V and VI)

3. What has been working really well and what has not been? (Goal II, III, and IV)

4. What questions or concerns do you hope to have addressed during this PD? (Goal IV)

I plan to look at the responses as the teachers engage in a teacher-pair-share of how they are

progressing. Similarly, a Reflective Google Form that acts as an exit ticket after each PD. The

Form will consist of these questions along with additional questions that will relate to the

corresponding PD (see Appendix C for Google Form Questionnaire):

1. What is one major take-away from this PD, and how might it influence your teaching

moving forward? (Goal IV, V, and VI)

2. Based on this PD, how might having consistent use of a digital communication/classroom

management tool help enrich classroom culture? (Goal I and II)

3. Were your previous uncertainties addressed and rectified? Please list them and additional

concerns. (Goal IV)

4. In what ways can I better assist you in this ongoing PD training? (ISTE Standards)

These questions were and will be posed during the pilot Face-to-Face PD and the follow-up PDs

as a way for me to ​gain insight on how individual teachers are advancing, their receptiveness,

and how I can improve in effectiveness and in making considerations for the next PD. The

responses I seeked to get would give me an idea on whether the goals are in progress or are

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already met. The teachers received a live and hands-on tutorial on beginning and navigating the

programs. Observing and assisting the teachers during the introduction activity helped me gauge

their comprehension and competency of the program they will be pushing. Ultimately, the goals

in which the teachers are encouraged to personally work toward include explicitly teaching

collaborative and self-directed learning approaches through technology, becoming proficient in

using related digital tools - specifically Google Classroom or Seesaw - in order to teach

effectively, and having the skills to support students in navigating the internet. Based on the F2F

PD and the Reflection Google Form responses (see Appendix D), I was able to see that the

teachers are mentally processing the overall plan and are ready to integrate the programs. They

reflected on their abilities and made notes on what they individually need to alter within their

classrooms. During the next PD, I will have a clearer vision of whether or not each teach is

successfully or sufficiently hitting the other goals. ​I will also be visiting the teachers as they

demonstrate their integrated technology-use throughout the year with an evaluation sheet to

assess their methods, their students’ engagement, and the overall progress. This will also allow

me to measure the impact of my PDs and provide necessary feedback.

Reflection

Brainstorming and presenting this F2F PD proved to be challenging considering the

amount of depth and time put into it. I learned that designing and developing a PD plan requires

a lot of thought and reflection because of the serious nature of creating something that will affect

many. This was evident through the many times I requested and received feedback from my

mentors and colleagues. I learned that creating a year-round plan expected to bore success is a

cyclical concept, wherein a teacher collects data in order to instruct teachers, who will present

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new ideas to their students, who will then be assessed. The assessment becomes data that

teacher(s) will use to start the cycle all over again. This project has given me a larger sense of

appreciation for educators who lead other educators. I feel they would have to make decisions

that impact a larger group, therefore they would need the most training and capacity to

continually develop mentally.

Planning and executing this F2F PD while also brainstorming future PDs was a

challenging but rewarding task. Even though I had worked with these teachers for over a year, I

was still very skeptical and anxious about presenting a PD of any sort as a new teacher among a

group of older and more experienced teachers, let alone a PD that focused on proficient-use of

digital systems. Although none of the participants were textbook “reluctant teachers,” more than

half hardly ever used technology in their instruction other than for research and typed

assignments or displaying enlarged images. The main challenge was convincing the participants

that there are many forms of technology-use and why these offered tech tools are needed in this

day and age. It was a great feat that I did not think I would ever have the motivation or courage

to accomplish. I am someone who dislikes being evaluated by others, and who would avoid

public speaking. I am still that person, but with the positive outcome and feedback that I

received from my colleagues, I feel convinced that I can make an impact on the way the teachers

and students at my school teach and learn with technology. I also feel much more motivated in

seeing my future PD plans through to the end. The teachers have been very supportive and have

displayed at different points eagerness and enthusiasm toward the plans. With time, I believe

that I will be able to overcome my anxieties and open myself up to initiating change.

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I think the success of the ongoing PD will naturally catch the attention of neighboring

teachers and create a domino effect of curiosity. If or when the PD is deemed to be an effective

coaching tool for teachers to use technology in their classroom with intent, I believe the teachers

and students will both benefit in better understanding what digital tools have to offer and the

diverse teaching/learning strategies that result from receiving the proper training. Because of the

positive outcome of this PD, I feel more confident in my ability to be a change agent within the

school. Furthermore, along with creating and preparing for this ongoing PD, I was challenged to

expand on my knowledge and make decisions on a wider scale. This humbling experience has

illuminated the many benefits of conducting PDs that panders to the needs of individual teachers

who seek to be more effectual in their efforts to differentiate instruction. Moving forward, I

hope to see a progressive and concrete development in teacher and student mindsets and attitudes

toward technology integration with each PD.

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References

Albirini, A. (2006). Teachers' attitudes toward information and communication technologies:

The

case of Syrian EFL teachers. ​Computers & Education, 47,​ 373-398.

Athina, M. & George, H. (2005). Pedagogical obstacles in teacher training in information and

communication technology. ​Technology, Pedagogy and Education, 14​(2), 241-254.

Bingimlas, K. (2018). Investigating the level of teachers’ knowledge in technology, pedagogy,

and content (TPACK) in Saudi Arabia. ​South African Journal of Education, 38​(3).

Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom:

Students’ experiences in learning to integrate technology in instruction. ​Journal of

Technology & Teacher Education, 14(​ 3), 599-621.

Bryans-Bongey, S. E. (2018). Tech-based approaches to supporting and engaging diverse

learners: Visual strategies for success. ​Contemporary Issues in Education Research,

11​(2), 43-54.

Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of

information and communication technology into teaching: A review of the literature.

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Communication Technology, 8(​ 1), 136-155.

Friedman, A. (2006). K-12 teachers’ use of course websites. ​Journal of Technology & Teacher

Education, 14​(4), 795-815.

Gates, B. (1997). Bill Gates on technology. ​Community College Week, 10​(6), 4.

Gifford, W. M., III, (2018). Online high school student achievement on state-issued standardized

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tests: A case study. ​Dissertation Abstracts International Section A: Humanities and

Social Sciences, 79​(3-A(E)), 10-82.

Jones, R. A. (2010). Technology integration and instructional leadership in secondary education.

University of Phoenix, ProQuest Dissertations Publishing.​ Retrieved from

https://search-proquest-com.lib-proxy.fullerton.edu/docview/942921223

Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in

Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR

models. ​International Journal of Education and Development using Information and

Communication Technology, 12(​ 1), 107-128.

Khan, S.H. (2013). Attitude of prospective teachers and prospective teacher educators’ towards

the usage of information and communication technology and its related technologies in

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Limmer, S. (2015). My asynchronous, blended, hybrid, flipped EMT class. ​Limmer Creative:

Experts in the Science of Pass-ology.​ Retrieved from

http://limmercreative.com/my-asynchronous-blended-hybrid-flipped-emt-class/

Maddux, C., & Johnson, L. (2006). Information technology, Type II classroom integration, and

the limited infrastructure in schools. ​Computers in the Schools, 22(​ 3–4), 1–5.

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Okojie, M., Okojie, B., Olinzock, A., & Tinukwa, C. (2006). The pedagogy of technology

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integration. ​Journal of Technology Studies, 32​(2), 66-71.

Pfaffe, L.D. (2017). Using the SAMR model as a framework for evaluating mLearning activities

and supporting a transformation of learning. ​ProQuest Dissertations​. Retrieved from

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responsive literacy practices: Students with learning disabilities, English language

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Rajpoot, V. K. S. & Rajpoot, O. (2011). Attitude of teachers towards educational technology.

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Richardson, T. (2007). Making the case for e-learning. ​Adults Learning, 18(​ 7), 18-19.

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Appendix A

Student Demographic at CRA as of 2018

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Appendix B

Check-in Questionnaire

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Appendix C

Reflection Questionnaire

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Appendix D

Reflection Responses

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Appendix E

F2F Digital-training Activity

Google Classroom Scavenger Hunt

+ Create a Classroom: Class name, Section, Subject, Room

1. Stream
● Select a theme and upload a picture
● Share
a. Post a short message about your favorite film
b. Post a video about technology integration
c. Post the link of this Google Doc onto your Google Classroom
d. Post anything from your Google Drive
e. Post a photo and caption it
2. Classwork
● Create an Assignment, Quiz Assignment, and Question
3. People
● Add your students

Delete your posts.

Seesaw Scavenger Hunt

+ Create a Classroom: Class name and Room

1. Share
a. Post a note about your favorite food
b. Post a drawing of your favorite food and attach a voice recording to it
c. Take a picture of the instructor and post the image with a caption
d. Save an image from Google and post it through the Camera Roll
e. Post a video recording of the teachers hard at work
f. Post the link of this Google Doc onto your Seesaw
2. Comment
a. Send yourself a comment on two of the posts
b. Add your students

Delete your posts.

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