EducatingTeachers.Com:
A Professional Development Experience for K-6 Educators
Jaclyn Scott
Masters of Science
Online Teaching and Learning
EducatingTeachers.Com:
A Professional Development Experience for K-6 Educators
Jaclyn Scott
Masters of Science
Online Teaching and Learning
Table of Contents
I. Abstract
II. Introduction
VI. Website Design
VII. Lesson Selection
VIII. Evaluation Information
XI. Conclusion
XII. Bibliography
EducatingTeachers.Com is an online professional development website designed for K-6 educators. This online learning venture provides educators with research, tools, and skills needed to implement Internet technology into classroom curricular lessons. I have completed this project at http://www.educatingteachers.com to fulfill my Masters of Science final project requirement for the California State University Hayward. EducatingTeachers.Com was field tested with educators in the Glendale Unified School District in Glendale, California. This researched based paper discusses the background research of the project, the pedagogical lesson design and choice, the trial run of the website, as well as an analysis of participant evaluations.
EducatingTeachers.Com is an online professional development opportunity designed around the need of K-6 educators to integrate online resources into curricular lessons. This project has taken into account current research, current technology, participant need, and professional development pedagogies.
The integration of internet resources into K-6 curricular lessons benefits elementary students and teachers. The rigor of learning is being raised by meeting grade level educational standards and national technology standards through activities such as electronic text readings and internet research expeditions. Students participating in such activities are better prepared technologically for their future lives. Barbara Bowman, president of the Erikson institute, discussed children and technology at the Proceedings of the Families, Technology, and Education Conference (1997).
Predictions of the educational needs of citizens in the 21st century stress the importance of flexible intelligence, rapid shifts in thinking as contexts differ, life-long ability to learn new ways of solving problems. The vision endorses teaching children to be active users of technology rather than simply reactors to it—a vision wherein technology is not simply putting the same old thing inside of a box rather than on a piece of paper or a slate, but a tool for their own thinking. Young children share their community’s perceptions of the place of technological objects in the social world and the individual’s relationship to them.
Hence, integrating technology into K-6 lessons is a necessary addition to daily classroom instruction (Dasher 1997). “The recent movement to connect schools around the world to the internet is due to the perception that networked information resources will be central to children’s futures” (Karchmer 2001). Furthermore, a United States Department of Education Executive Summary states, “the use of technology in education must remain a national priority” (2001). By implementing Internet resources into daily classroom lessons, students and teachers will need to supplement traditional learning pedagogies with technologically sound learning strategies.
Unfortunately, however, many teachers are hesitant to implement internet resources into their classroom lessons (Nisan-Nelson 2001, Tobin & Dawson 1992). Individual reasons vary, but the consensus of many teachers remains that education and curriculum instruction has survived without technology and can feasibly continue without it. Yong Zhao and Gary Cziko (2001) have written their ideas about teachers and technology in their article, Teacher adoption of technology: A perceptual control theory perspective. These authors believe that “lack of suitable training, technical and administrative support, systemic incentives, traditional pedagogical beliefs, and resistance to change are” among the most common reasons teachers have not implemented technology into their classrooms. The authors continue by stating, “The assumption that the lack of teacher involvement in technology has been caused by the lack of suitable training and thus providing more opportunities to develop technological skills to teachers will lead to more technology integration”.
The bar of achievement for students and teachers, however, has been raised by the addition of national technology standards for K-6 students and District implementation of technology plans. These benchmark goals are added to the already existing curricular grade level standards. All instruction and curriculum components in California school districts are based on state curriculum standards. Curriculum standards describe what students must achieve by the end of the school year. Students are held accountable to meet their specific grade level standards. In turn, all educators are also held accountable to teach grade level standards and promote standards-based learning opportunities daily.
The Internet can provide unlimited quality standards-based learning opportunities for K-6 students with proper guidance and modeling from classroom teachers. The benefits of utilizing the Internet to supplement standards-based lessons are vast. Corrina Perrone, Alexander Repenning, Sarah Spencer, and James Ambach (1996), from the Department of Computer Science at the University of Colorado state, “The World Wide Web (WWW) is widely acknowledged as a resource, which can bring many gigabytes of useful information to students in schools. The breadth of influence that Internet technology is having on commerce, industry, broadcast information, and education is staggering”. Continuing this argument, Green and O’Brien (2002), professors at Binghamton University in New York, state the following:
“The Internet increases access for all students to information not known to their teachers and increases opportunities for teachers to learn from students. This is an opportunity for teachers who believe [Internet] activities can promote effective learning”.
The Internet provides a multitude of online learning ventures such as WebQuests and virtual fieldtrips (Oehring 1994, Dodge 1995). In addition to interactive activities, students are exposed to electronic literacy experiences. The Internet provides a unique form of electronic literacy (Fisher, Lapp, & Flood 1999, Christie 1998). This type of printed material allows students to interact with grade-level content through a technical media. Students and teachers have immediate access to research tools such as search engines and online encyclopedias.
In order for students and teachers to successfully implement Internet resources into classroom curriculum, training and integration measures must occur (Abbott & Faris 2000). Teachers need current technologically sound pedagogies and strategies to properly implement technology (McCannon 2000). To achieve this goal in technology implementation, teachers need the following: (1) proper training through professional development opportunities, (2) non-threatening opportunities to learn strategies, and (3) techniques in how to locate as well as integrate online resources into classroom lessons. A main reason for the non-integration of Internet resources is that teachers have not been adequately prepared to incorporate technology into classroom lessons. Through my personal experience being an educator in the Glendale Unified School District as well as through my research readings, it is my understanding that teachers have not been well trained in technology integration. “Half of the teachers surveyed by the Department of Education in 1998 reported that they had found it necessary to acquire technology skills on their own time, with their own money. On average, school districts spend only 9 percent of their technology budget on training” (Furger 1999).
The lack of professional development opportunities for educators in technology implementation is the foundation of this project. K-6 teachers will have the opportunity to interact with content and learn quality online implementation strategies at EducatingTeachers.Com found at http://www.educatingteachers.com.
To meet the needs of students and prepare them for the technological future, teachers must be prepared to use computer technology in classroom lessons. The issue, hence, is two-fold. First and foremost, teachers must be trained and prepared to use technology in the classroom. Second, teachers need to take their new knowledge and apply it to daily teaching practice which will in turn provide students with technological opportunities (Holland 2002). Based on the California Technology Assistance Program (CTAP2) data, 37% of California teachers who have taken the survey rank themselves intermediate in instructional technology overall. See chart below which was accessed April 25, 2003.
1
General Computer Knowledge and Skills (Includes 191170 in calculation)
2
Internet (Includes 187862 in calculation)
3
Email (Includes 184421 in calculation)
4
Word Processing (Includes 182782 in calculation)
5
Publishing (Includes 180559 in calculation)
6
Databases (Includes 178677 in calculation)
7
Spreadsheets (Includes 177460 in calculation)
8
Presentation Software (Includes 176188 in calculation)
9
Instructional Technology (Includes 176155 in calculation)
However, when broken down into sub-categories, it is evident to see that (2) The selection of appropriate technology resources has been ranked at the introductory skill level.
1
Analyzes Best Practices (Includes 175307 in calculation)
2
Selection of Appropriate Technology Resources (Includes 174465 in calculation)
3
Matching Student Learning Styles to Appropriate Resources (Includes 174308 in calculation)
4
Effective Learning Environments Using Computer-Based Technology (Includes 174100 in calculation)
5
Privacy, Security, and Safety Issues (Includes 173819 in calculation)
While only 37% of California’s credentialed teachers have completed the CTAP2 assessment, the data is clear. Educators do not feel proficient in the implementation of online resources into classroom curriculum. Furthermore, the skills of (3) Matching Student Learning Styles to Appropriate Resources and (4) Effective Learning Environments Using Computer Based Technology are both just peaking at the introductory level. The goal in the state of California is to have all educators at the proficient level. The facts state that there is a need for professional development and training opportunities specifically revolving around technology integration.
In order to meet the needs of educators, this project has come to life. EducatingTeachers.com is a website that allows educators to independently interact with technology integration subject matter. By completing the leveled lessons, educators learn current research on technology integration, how to appropriately navigate the Internet, how to utilize WebQuests and WebHunts in the classroom, as well as how to use multimedia programs. Lynn K. Bradshaw (2002), author of Technology for teaching and learning: strategies for staff development and follow-up support, states that “staff development is an effective strategy for implementing change in education”. Bradshaw continues by stating the following:
Teachers must be encouraged to think of and try new ways to use technology personally and in the classroom, and they must have opportunities to talk with each other about the results. Ultimately, unless teachers are comfortable with technology, understand how it can be used to strengthen the instructional program, and want to use it in the classroom, teaching and learning are not likely to change.
Educating Teachers.Com main objective is to train K-6 educators how to use the internet as a tool to supplement face to face classroom curriculum. This requires educators to accept changes in their current teaching pedagogies. While the objective appears simple, it is actually a complex endeavor due to the various abilities, knowledge, skills, and concerns held by educators.
This project officially began in January 2003 when I enrolled IN the Winter Quarter in EDUI 6706 at California State University, Hayward (CSUH). This online research course mandated that I formulate a project proposal. Throughout January, February and March 2003 I researched online professional development opportunities, theories, and samples. It is based on my initial research and findings that EducatingTeachers.com was formulated.
While I officially began writing EducatingTeachers.Com in January 2003, I initially enrolled in the CSUH Masters of Science program in January 2002. It is at this time that my beginning knowledge of online education began. Through CSUH courses, I built my knowledge of what makes a successful online learning experience, current research regarding online learning, as well as technical design and webpage composition. These skills have taken my learning and knowledge to a new level where I have been able to complete this final project.
I enrolled in EDUI 6899 in the Spring Quarter 2003. During this independent study, I began creating the actual website of EducatingTeachers.com. I used Microsoft FrontPage, Microsoft Word, and Microsoft PowerPoint software to design and compose the lessons of the site during the month of April.
Starting at the beginning of May, I opened EducatingTeachers.Com to all educators in the Glendale Unified School District. I began by sending out a participant letter to draw potential participants (see appendix A). The letters were distributed during the week of April 28, 2003. Interested parties were directed to EducatingTeachers.Com beginning on May 2, 2003. For two weeks, the website was up and running and available to all who needed access. During this time, I acted as an online facilitator. My role was the observer, watching participant interaction and usage. It was during this two week time frame that I kept a researcher’s journal of events (see appendix B).
At the end of the two week trial, May 16, 2003, I tabulated all participant evaluations to decipher the success and/or redesign possibilities of EducatingTeachers.Com. Based on participant feedback, I am now planning possible redesign and lesson modification ideas to better meet the needs of all GUSD educators.
The design theory of EducatingTeachers.com took into consideration participant’s prior knowledge and technological capabilities.
Participants
The audience and plausible participants of EducatingTeachers.Com were broken down into the following categories: occupation (educator or administrator), technology skill level, and geographic region. The participants varied from K-12 teachers to administration leaders. Due to the wide span of professionals, the lesson composition was altered to meet various needs. For example, classroom educators might be interested in how students can utilize Internet resources to further enhance learning opportunities while administrators might be more interested in research based findings and presentation skills. These two different groups can feasibly find a professional development opportunity at EducatingTeachers.Com that will benefit their specific circumstances.
While participant occupation was taken into consideration, so was participant technology skill. EducatingTeachers.Com offers lesson in basic web navigation for beginning users as well as advanced applications for more proficient users. Noel Bitner and Joe Bitner (2002), authors of Integrating technology into the classroom: Eight key steps, state that it is important to provide basic training:
Training must provide teachers with knowledge of the very basics of computer use. Teachers need to have a rudimentary understanding of how to operate a computer (2002).
Patricia E. Holland, author of Professional development in technology: Catalyst for school reform, writes that there are developmental levels in learning technology: Nonreadiness level, Survival Level, Mastery Level, Impact Level, and Innovation Level (2001). Both Bitner and Bitner (2002) and Patricia E. Holland (2001) discuss the importance of scaffolding teacher learning. To account for the varying skills and knowledge level of participants, the lessons of EducatingTeachers.Com are varied from easy to challenging. This range gives participants a choice and control over their individual learning experience.
The geographic location of users played a minor yet important role in the development of EducatingTeachers.com. The main audience of EducatingTeachers.Com is K-6 teachers in Los Angeles County, California. The free professional development opportunity has been made readily available to teachers at John Muir Elementary in Glendale, California, as well as other members of the Glendale Unified School District. Through word of mouth, other locally based educators have been given the opportunity to interact with the online professional development opportunity.
Beliefs held by Participants
In addition to the ability of participants, I also felt that the resistance of change, a powerful force, needed to be addressed by providing various support methods (Bitner & Bitner 2002, Zhao & Cziko 2001, Holland 2002, Nisan-Nelson 2001, Tobin & Dawson 1992). Teachers must be willing to alter traditional pedagogical beliefs in order to make room for technology implementation. Bitner and Bitner (2002) state, “Teachers must learn to use technology and must allow it to change their present teaching paradigm”. These authors have developed an eight-step technology integration process, which includes features such as a non-threatening environment where teachers can “experiment without fear of failure,” as well as ongoing site support. “Fear, anxiety, and concern that teacher have about change [of implementing technology] must be addressed” (Bitner & Bitner 2002). It is through such an environment that K-6 teachers can begin to feel comfortable implementing technology into lessons. Knowing from experience, teachers need time to accept changes to classroom experiences. The support services implemented into EducatingTeachers.Com are the following:
1. Easy access to the course facilitator through email and face to face interaction
2. The implementation of course discussion boards
3. Explicit and easy to follow directions
Knowing the reasons behind the lack of technology integration is key in planning successful professional development opportunities. Professional development opportunities must allow teachers the time to practice their computer skills, discover adequate classroom resources, and formulate technology incorporated lesson plans. Green and O’Brien (2002) state, “Staff development should show teachers how to increase situations where students engage in higher order thinking. Simply showing teachers how to use computer applications and search the Internet is not likely to do so”. The well-rounded professional development should “provide resources, incentives, and ongoing support to create professional development activities that do not jeopardize teacher time with students or rely primarily on teachers’ personal time” (Kimble 1999). Furthermore, teachers should be empowered to “learn by doing, through the use of technologies such as distance learning, online networking and Web- and computer based classes to learn, communicated, and exchange ideas locally and globally” (Kimble 1999).
Any type of change requires educators to accept changes in their current teaching pedagogies. The fear and anxiety held by many teachers should be dealt with through open communication offerings, discussion boards and email to allow for concerns to be vocalized and heard. It is important to reflect on the following statement, “Implementing technology in a particular classroom is ultimately a very personal process” (Bradshaw 2002). The personal aspect of technology integration has been addressed to ensure a positive learning experience and to assist the pedagogical changes that will take place. The format allows educators to personally interact with subject matter at the participant’s own pace. The participant does not need to register or communicate which level he/she feels most comfortable with. The lessons are progressive from easy and light on interactivity to challenging and highly interactive. While the individual and personal interaction with EducatingTeachers.Com might appear lonely and non-supportive, support measures, such as discussion boards and email support, have been implemented.
After ascertaining participant need, I composed and designed technology integration lessons. To begin with, I worked on an easy to navigate and visually appealing website design. To achieve this desired goal, I used the software of Microsoft FrontPage. The design was planned to keep all participants focused on the content and subject matter rather than the aesthetics of the course layout.
The homepage of EducatingTeachers.Com was visually created to look like a teacher’s chalkboard. Links and prevalent information were placed on the main page as well as the navigation bar. The navigation bar allows participants to jump from lesson to lesson easily without scrolling down the entire webpage. It also keeps participants navigating within the site itself. With novice users, it is easy to accidentally navigate away from where they once began. The frames design of the site ensures that participants stay on task. See the homepage of EducatingTeachers.Com.
Hence, all lessons are placed in the same visual format. For example, each lesson begins with a title and specific lesson objectives. It is then after the title and objective in which the lesson content begins. All lessons have a white background with black text to ensure accessibility by all. See the sample of Lesson 3.
In my initial project proposal, I stated that course management software (CMS) would be used. After review of participant need, I made the difficult decision not to use CMS. Overall, the main reason for designing EducatingTeachers.com as a website instead of being presented in CMS was that a website was easier to use. When participants utilize a CMS, they must learn how to navigate the CMS courseware, login, share files with others, etc. By having a non-regulated classroom setup, participants have no need for a login name, password, etc. As revealed in the evaluation section of this paper, I found that all participants were able to navigate EducatingTeachers.com without hassle.
EducatingTeachers.Com is comprised of five lessons ranked easy and not interactive to challenging and highly interactive. In addition to skill level, the lessons are also placed in order of importance. The lessons were written, organized, and selected entirely by me. In addition to lessons, participants may select from 3 discussion boards, or navigate a webliography of resources.
Lesson One takes participants through a review of current literature and research regarding the integration of online resources into classroom lessons. This lesson was written by me as a literature review for EDUI 6706. I felt that this lesson was a good springboard for participants who were novices to online Internet benefits to education.
Lesson Two discusses Internet usage guidelines. The content of this lesson was organized by me, but taken mostly from the Glendale Unified School District’s Acceptable Usage Policy. Before any educator uses the Internet provided by their school district, it is important that they have a sound knowledge of District guidelines and principles. This lesson addresses usage by teachers as well as usage by students.
Lesson Three takes novice users through a basic Internet search. This lesson is directed at the beginning user who has little knowledge of the Internet and how to navigate.
Lesson Four begins the challenging lessons by introducing the concept of WebQuests and WebHunts. These interactive and highly educational options are widely used in the educational world. For more advanced users, this lengthy lesson teaches and trains participants how to find a beneficial WebQuest as well as how to create a WebQuest.
Lesson Five offers three options in advanced applications. Participants can select from PowerPoint, HTML, or How to create a classroom webpage. These advanced lessons allow participants to interact through online tutorials to further their technology knowledge.
EducatingTeachers.Com has three discussion boards for participants to utilize. A general discussion board, a technology plan discussion board, and a WebQuest discussion board all offer the opportunity for users to discuss current technology themes in education.
After participants complete a lesson, they are instructed to complete an online evaluation hosted by SurveyMonkey.com, http://www.surveymonkey.com/s.asp?u=40832199801. It is through this website that I wrote 9 questions requiring short answers. The purpose of the evaluation was to analyze the educational soundness, navigation ability, and usefulness of EducatingTeachers.com. Participants were asked to evaluate three main areas: (1) the content, (2) the design, and (3) their personal usage of the site. This data has given me a small sample of what areas of EducatingTeachers.com were successful and which may need more adjustment. The data presented in this paper was tabulated between the dates of May 2, 2003-May16, 2003.
Below are each of the evaluation questions and their relative answers. Some answers were multiple choice and others were short answer.
Content
Question #1
Did you find the lesson selection purposeful to educational professionals and teaching standards?
Question #2
What lesson did you participate in?
Question #3
Did you find the steps of the lesson easy to follow? Where the directions of the lesson clear? Please describe your reaction to the presentation of the lesson.
Steps good. Directions easy linked. Reaction: Microsoft directions and most tutorials were good. ACTDEN site is too goofy and dated.
This wasn't a lesson per se, but an article discussing issues relevant to the implementation of technology in the classroom.
The site and steps worked easily. Our school proxy server blocked some of the links. This is the fault of our system, not your site.
Yes, the steps of the lesson did seem very easy to follow as well as the directions. I was very impressed with the presentation of the lesson and the WebPages. It was nice to see all the working links and in an easy to follow, friendly manner.
Lesson 3 and lesson 4 were a little weak and not very interesting. Lesson 1 was too long to stay interested - a bibliography would suffice for all the supporting research data. Lessons 2 and 5 were great - very helpful. However, I just printed out the web pages to access later. I liked how the site is designed, using frames and links - very user friendly.
Easy directions to follow, good information, well laid out
Yes, I found the lessons very easy to follow, especially since the internet is new to me. The directions were simple to understand and did not overwhelm me.
I found the lesson very easy to follow. The steps were user friendly.
The links were appropriate to the objective. The tutorial was very text-heavy though.
Design
Question #4
Did you find Educating Teachers.com easy to navigate? Were you able to surf through the various lessons without hassle?
100% of all respondents replied “Yes”.
Personal Usage
Question #5
What grade level span do you teach in?
Question #6
What did you learn through this professional development online lesson?
Saved tutorials to favorites to use in professional development.
It was good to think of the computer as a medium of expression for the students rather than just a tool toward learning.
I learned that research supports some of my feelings with respect to the implementation of technology in the classroom. I liked the section discussing the reasons why schools don't implement the technology, even though it is available. Almost everyone agrees technology in education is needed, but there seems to be more excuses made for not using it when available.
That it's possible for a teacher to create a good website.
To search on the web and use a metacrawler to save time.
That I can learn PowerPoint on-line!
How efficient the web is and how helpful it could be in the classroom
I learned many things, such as the proper use and guidelines of using the Internet in education. I learned of the meanings and uses of search engines, meta-crawlers, WebQuests, and much more.
I learned about the guidelines needed to know when using the internet in your classroom. I also learned how to search the internet with my students.
Nothing more than I already knew.
Question #7
Can you apply your new technology knowledge to your current classroom lesson? Why or why not?
Kids can do PowerPoint.
I need to pursue the idea further.
I can use the information I learned in the lesson as a topic for a language arts lesson. We could make arguments for and against the use of computers in the classroom.
It's not my level-- I was just looking.
Probably not because as a Kindergarten teacher, I will probably not be having my students search for things on the web. I would focus their learning on basic computer use and opening up websites. But I would definitely be able to use it if I taught a higher grade. I will apply what I have learned in searching for materials or lessons to use in my classroom.
Yes.
Yes, because it was easy to follow
Yes, I definitely can, since I'm in the computer lab all day I can teach my students the proper uses of web sites and WebQuests with a new found understanding and confidence.
Not for this year because we only have a couple of weeks left and not all parents and students have signed the release form. I am planning on using it starting in July when the new school year begins.
N/A
Question #8
If you could add a content lesson to EducatingTeachers.com, what would you add and why?
How to affix midi or Wav files to PowerPoint to play all the way through show if that is possible.
Web page design for small children.
Something linking to sites that have standards for all grade levels.
I'd have to think about this, can I get back to you?
Most teachers have trouble even word-processing - offer MS word or Apple Works skills training. Navigation on the internet is also a problem for most teachers.
A content lesson I would add would be a fun, interactive lesson on good behavior, good manners and learning respect.
That's beyond me.
None
I'd add information on animation, creating a web page in PowerPoint, Publisher, or Word.
Question #9
Would you consider completing more professional development opportunities online? Why or why not?
Sure. They are available 24-7
Yes, it's convenient to work at my own pace at home.
I would like to participate in online professional development.
Yes. It's easier to do if I can do it on my own time and space.
Yes, because they are so convenient and learning is at your own pace.
Yes. I can work at my own pace.
Yes, because it is always good to learn more about teaching and the how to do it was well displayed
Why not? It's another way of learning and it's more fun than reading it from a book or listening to an uninvolved lecture.
Yes because this is going to become one of the essential tools in the classroom.
Yes. A great way for just in time training.
After tabulating and correlating all evaluation data, I feel very positive about the outcome of EducatingTeachers.Com. Participants responded that the learning endeavor was purposeful and meaningful to their current teaching/administrative position. The aesthetic layout and navigation ability of the website received a 100% positive feedback from all participants.
While there was a wide range of lesson usage, How to create a webpage did not have any participant usage. Likewise, HTML had only 10% of participant usage. I believe that it is important to keep these advanced application lessons part of EducatingTeachers.Com to allot for a feasible scope and sequence. Overall, participants responded that the steps of the lessons were easy to follow and comprehend. Some participants stated that the tutorials and the literature review were too high on text reading as well as “weak and not very interesting”. While others wrote that the presentation of the lessons “were easy to follow” and not “overwhelming”. I would surmise that overall, the lesson selection and choices were sound and applicable to meet the needs of most participants.
Most participants stated that they learned a lot through EducatingTeachers.Com. Only 1 participant stated that he/she did not learn anything new. I believe that this represents a small sample of participant feedback. However, the addition of other lessons would create a larger lesson base to meet the needs of all participants. Currently I am considering several of the suggestions brought forth by participants.
EducatingTeachers.Com has been a successful endeavor for the participants as well as for me. I have learned a tremendous amount of skill and knowledge in formulating an online professional development website for teachers. By reading current literature and research revolving around technology integration, I have been able to formulate a learning venture that is purposeful in content and sound in teaching theory. It is my goal to add more lessons to EducatingTeachers.Com and offer it again for teachers during the 2003-2004 school year. With technology and Internet resources taking education by storm, it is integral that educators be apprised of current research and technology. If elementary education is to prepare K-6 students for the technological future, educators must brace themselves for the technological reform of education. James Lockard and Peter Abrams (2001), authors of Computers for the twenty-first century educators, sum up the importance of technology integration. “To have a successful technology integration, classroom teachers must fully involve themselves in implementing actual plans at the curriculum, class, and unit level.” To take teacher’s to the next level, school districts and technology leaders must pave the way for teachers to fully involve themselves in technology rich classrooms, i.e. budget for and offer technology integration professional development. Slowly, change and pedagogies will make room for the technological rich classroom.
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Jaclyn Scott
John Muir Elementary School
April 2003
To: Members of the John Muir Elementary Learning Community and members of the Glendale Unified School District,
I am pursuing my Masters of Science in Education with an emphasis in online teaching and learning at California State University, Hayward. Part of my final project is to have a trial-run of my developed online professional development course. I am seeking individuals who are interested in volunteering their time to participate in this learning venture.
Participants will be required to partake in one of five lessons offered. After the participant has completed their lesson, they will be required to submit an anonymous online evaluation of the course, its components, and the lesson they were involved in. The purpose of the evaluation is to provide an analysis of the feasibility and learning quality of the proposed course and lessons. Under no circumstances will any participant’s identity be revealed in this study. All identities will be kept confidential by the course administrator, Jaclyn Scott. The content of participant evaluations will be used as a form of analyzation of the course and its lessons, not of participant usage, knowledge, or technical ability.
The proposed course and its set of five lessons can be viewed at http://www.educatingteachers.com. The trial run of the course and its lesson will begin May 2 and will conclude on May 16. if you are interested please go to the website, http://www.educatingteachers.com, on May 2 and follow the online instructions. When you’re finished with your lesson, you may complete the online course survey comprised of 10 questions. For more detailed information, please contact me at jrscott@gusd.net.
I welcome all members of the John Muir Learning Community as well as members of the Glendale Unified School District to participate and enjoy this unique learning opportunity. All individuals participating will not only benefit from this online learning venture, but can also classify this learning experience as a form of professional development hours. If you have any questions or need more clarification, please contact me at your convenience.
Jaclyn Scott
Teacher at John Muir Elementary
Masters of Science in Education Candidate
May 2, 2003
Today is the first official day that EducatingTeachers.Com is up and running for participant usage. I have distributed information flyers (see appendix A) to all members of the John Muir Elementary School Faculty (65 individuals) as well as to the Glendale Unified School Disticts’ Professional Development Coordinator, the Head of District Technology Resources, and members of the University of Phoenix’s online Master’s of Education research class .
May 5, 2003
At this time, only one individual has fully participated in EducatingTeachers.Com. “Full participation” is defined as participants who have fully completed the EducatingTeachers.Com evaluation. Considering the lack of participants, I am considering the possibility of extending the course offering dates.
May 6, 2003
A total of two participants have now completed their usage of EducatingTeachers.Com. I have made the decision to extend the usage time frame and additional week to May 16, 2003.
May 7, 2003
The course has been officially extended an additional week. The following addendum to the participant letter was published in John Muir Elementary School’s weekly newsletter:
The deadline of the trial professional development course, found at http://www.educatingteachers.com has been extended till Friday May 16, 2002. This is an optional professional development venture that revolves around integrating Internet resources into classroom curriculum. Participants can count usage of this website as professional growth hours. If you have any questions, please contact the researcher at jrscott@gusd.net. Thank you all for your support and help!
May 8, 2003
I have held several informal conversations with members of the John Muir Elementary faculty. Based on these informal conversations, I have deciphered that confusion was held by several individuals in regards to where the end of lesson evaluation was. To clear up the confusion, I added a third link to the website on the main frame to catch the eyes of participants to avoid confusion.
May 13, 2003
Mr. Brauneisen, the Director of Technology for GUSD, invited me to present EducatingTeachers.Com to the technology leaders throughout the district. I presented my course for approximately 15 minutes and invited all technology leaders to utilize the website. I also promoted sharing the site at various school sites through GUSD.
May 13, 2003
To this date, there have been a total of four respondents to the end of lesson evaluation. Once again, I am considering an extension of usage dates for all participants. Overall, however, I have received a lot of informal positive respondents. I have also perused several optional interactive activities, such as discussion boards, and notice that no participant has yet to use these course design features. This is odd to me, but I am considering various reasons as to why participants have chosen not to utilize discussion boards. There are two possible reasons: (1) The participants have no questions in regards to lessons or (2) the participants do not know how to use the discussion board. I will have to investigate this further.
May 14, 2003
Today there have been a total of five evaluation participants. Thus far, however, no participant has yet to utilize the discussion board.
May 15, 2003
I am feeling better daily to see that more people are slowly trickling into EducatingTeachers.com. Today there have been a total of 7 evaluation respondents. The feedback is very positive and has some excellent suggestions. Tomorrow marks the last “official day” for people to respond to the evaluation.
May 16, 2003
Whew! I now have a total of 10 respondents. I think that this will be enough to adequately evaluate my project. While I did consider extending the date longer, I truly feel that during the rush of end of the year activities, my professional development ideas have been buried. Based on the 10 evaluators, I feel that I have a wide enough range of participant skill, occupation, and geographic location that I will proceed with my survey analysis.
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