Edtc 640 district technology training plan proposal

District Technology Training Plan Proposal Purpose The District Technology Training Plan was created to address the use of technology among the staff at the district office and staff at the 65 schools encompassing Frederick County Public Schools. The District Technology Training Plan hopes to help district accomplish the following: a. Increase learner engagement, motivation, and achievement through the use of technology. b. Increase the integration of technology into the essential curriculum and professional development. Problem As with many other school districts, the problem is some FCPS educators (professional development facilitators, teachers, and administrators) are not utilizing technology in a fully integrated manner. Are there barriers preventing professional development facilitators, teachers, and administrators from seizing and/or promoting the educational integration of technology into essential curriculum and professional development? Jonathan Brinkerh (2006), author of “Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices”, states: “Barriers are preventions or restrictions of the use of technology in the classroom. There may be four main categories of barriers: resources, institutional and administrative support, training and experience, and attitudinal or personality factors.” How is each aforementioned barrier affecting Frederick County Public Schools? a. Resources – All FCPS schools have Internet access, and there is an ongoing, district-wide effort to equip all classrooms with a Promethean Board, document camera, and cd/dvd player. b. Institutional and administrative – Not all FCPS educators support and/or implement professional learning communities, which could provide time to address the impact technology integration has on student achievement. At many schools, there is only one technology coordinator, who is the only person assigned to address technical issues c. Support, training and experience – Professional development is offered throughout the year, especially in January, July, and August. However, there is no evidence to support that the professional development offered was content specific or that workshop attendees were asked for their input on what should be covered. Furthermore, there is no system of follow-up regarding the implementation of skills learned in professional development workshops. d. Attitudinal or personality factors – The “perceived usefulness” and the “perceived ease of use” can both overwhelm educators and stall the integration of technology. Therefore, educators must receive ongoing support and training in an effort to become an experienced and competent facilitator of technology integration. Does Frederick County Public Schools really have a problem? The answer to the question is yes. Experts in the fields of technology and technology integration conclude: · “Typically, educators experience five phases with technology: (a) familiarization, (b) utilization, (c) integration, (d) reorientation, and (e) evolution. However, most educators fail to go beyond the utilization stage, where there is satisfaction with the limited use of technology (Bauer & Kenton, 2005).” · “Within a constructivist learning environment, learners work collectively, support each other, and use a variety of media and technology. Therefore, educators need appropriate training, opportunities to use the skills learned, adequate access to resources, and support. (Rakes et al, 2006).” Of the four barriers, Frederick County Public Schools must focus on educator support, training, and support. This way, educators can go beyond the familiarization stage of technology. Solutions to the Problem a. The LoTi Connection – The LoTi Connection offers an online survey, LoTi Digital-Age Survey, which could be used to help Frederick County Public Schools determine the most prevalent, technological professional need(s) based on participants’ positions at the time, and the survey results can be used to make technology purchases (LoTi Connection, 2008). b. Proposed Schedule – The Proposed Schedule is based on the 2010-11 Approved FCPS Calendar and will offer educators professional development workshop based on those technologies used most often. The proposed topics and dates are subject to yearly evaluation so to keep pace with changes in technology and the needs of educators. Proposed Schedule Technology Training Date(s) Facilitators Promethean Board Promethean Planet ActivInspire 08.17.2010 – 08.20.2010 09.24.2010 (Follow-up) 01.18.2011 (Follow-up) 01.19.2011 (Follow-up) Library Media Specialists and Technology Coordinators Microsoft Office · Word · PowerPoint · Excel 08.17.2010 – 08.20.2010 09.24.2010 (Follow-up) 01.18.2011 (Follow-up) 01.19.2011 (Follow-up) Library Media Specialists and Technology Coordinators Google Documents · Word Processing · Spreadsheets · Presentations · Collaboration · Classroom Activities 08.17.2010 – 08.20.2010 09.24.2010 (Follow-up) 01.18.2011 (Follow-up) 01.19.2011 (Follow-up) Library Media Specialists and Technology Coordinators Wikis 08.17.2010 – 08.20.2010 09.24.2010 (Follow-up) 01.18.2011 (Follow-up) 01.19.2011 (Follow-up) Library Media Specialists and Technology Coordinators Pinnacle Gradebook 08.17.2010 – 08.20.2010 09.24.2010 (Follow-up) Library Media Specialists and Technology Coordinators (Griffith, 2010) **Training is also available during Teacher Work Days. ***Additional professional development dates and topics will be added based on the response to initial training. ****One-on-one training is available if requested in advance. Costs Professional Development Sessions/Dates Costs Total Cost LoTi Digital-Age Survey $250.00 yearly subscription $250.00 08.17.2010 – 08.20.2010 $583.00 per facilitator $58,300.00 10.01.2010 $0.00 $0.00 11.01.2010 $0.00 $0.00 12.23.2010 $0.00 $0.00 01.18.2011 $0.00 $0.00 02.18.2011 $0.00 $0.00 03.24.2011 $0.00 $0.00 05.03.2011 $0.00 $0.00 $58,550.00 (Griffith, 2010) ** A total of 100 library media specialists and technology coordinators will be paid using the following formula: $26.50 per hour X 5.5 hours per day X 4 days. ***Included in the job responsibilities/duties of library media specialists and technology coordinators is the facilitation of professional development sessions on early release days. Therefore, they will not collect workshop pay on any professional development days occurring after August 20, 2010. Evaluation First, all professional development workshops with be facilitated by library media specialists and technology coordinators. At a later time, teachers and building administrators will facilitate sessions after receiving training. All district employees responsible for delivering or receiving professional development are expected to participate in the training regardless of knowledge base. The District Training Technology Committee will focus on participants’ comments and share feedback regarding the trainings throughout the year. Second, all participants will be asked and encouraged to complete an evaluation after completing each training session. Comments will benefit the District Technology Training Committee as it will share data and progress with schools monthly. (See Appendix A-Training Evaluation Form) Third, as part of each professional development session, participants will create products to demonstrate their skills and knowledge. Participants can evaluate their weaknesses and request additional professional development. Support Follow-up training is scheduled after each professional development session. At the follow-up sessions, assuming that the technologies have been used, participants can ask questions and get answers, which will provide more in-depth details and exposure. Until more educators are trained to facilitate sessions, library media specialists and technology coordinators will be responsible for sending out emails reminding staff to email and ask questions anytime. Conclusion In conclusion, Frederick County Public Schools would gratefully benefit from the approval of this proposal so that the barriers faced by the district can be address. Support, training, and experience are essential for the increase in learner engagement, motivation, and achievement through the use of technology and for the increase the integration of technology into the essential curriculum and professional development. Appendix A-Training Evaluation Form Professional Development Evaluation Date _______________ Professional Development Session _________________________ Instructor(s) ___________________________________________________________________ 1. Did your instructor(s) have thorough knowledge of the content area? Yes No If your answer is no, please explain. 2. Considering the session, how would you rank your level of expertise? Beginner Proficient Expert 3. How would you rate your skill level after attending this professional development session? (1 = very little increase and 5 = great increase) 1 2 3 4 5 4. What did you enjoy most about this professional development session? 5. What aspect of this professional development session needs improvement? References Bauer, J. & Kenton, J. (2005). Toward Technology Integration in the Schools: Why It Isn't Happening. Journal of Technology and Teacher Education 13.4 (2005): 519+. Retrieved July 24, 2010, from Computer Database. Web. Brinkerhoff, J. (2006). Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of Research on Technology in Education, 39(1), 22-43. Retrieved July 24, 2010, from Education Research Complete database. FCPS. (2010). FCPS 2010-11 calendar. Retrieved July 24, 2010, from http://fcps.schoolwires.com/1529101016103450233/lib/1529101016103450233/Calendar_SY_10-11_%285-4-10%29.pdf Griffith, D. (2010). Appendix A-Training evaluation form. Created July 24, 2010. Germantown, MD. Griffith, D. (2010). Costs. Created July 24, 2010. Germantown, MD. Griffith, D. (2010). Proposed schedule. Created July 24, 2010. Germantown, MD. LoTi Connection. (2008). LoTi Digital-Age Framework. Retrieved July 24, 2010, from http://loticonnection.com/detailsframework.html Rakes, G., Fields, V., & Cox, K. (2006). The Influence of Teachers' Technology Use on Instructional Practices. Journal of Research on Technology in Education, 38(4), 409-424. Retrieved from Education Research Complete database. Griffith 7