Needs Assessment

Flipping the classroom has become a buzzword at conferences and in school districts in the last

several years. Many educators are experimenting with the idea of a flipped classroom model. In fact,

in my district this year, two educators have approached the Technology Department for assistance in

finding resources to help get them started with the flipped classroom model. They just don’t seem to

know where to begin. My goal with this online course is to demonstrate what a flipped classroom is and

what it is not to K-12 teachers within the Suffolk Public Schools district.

Because this model is new to many, teachers will require continued training and reinforcement in order

to master the skills required to flip their classroom. The instructional personnel have varying schedules

and planning times throughout the day which will make it difficult to gather all together for instructor led

training sessions. In addition, select personnel wish to experiment with this model of teaching. For

these reasons, this training can best be addressed through the use of an online professional

development course.

The course will be delivered as an online course using Google Sites, a structured wiki-and web page-

creation tool, for access by Suffolk Public Schools K-12 teachers. Instructional personnel will be

responsible for obtaining the necessary equipment in order to access the online course from home.

Course can be accessed using a computer, laptop, or other mobile device that can connect to the

Internet. All instructional personnel have access to a computer and the school network while at school.

Training can occur on their time schedule in their classroom if they wish.

Goal Statement

Given a computer, laptop, or other mobile device, connection to the Internet, headset with microphone,

webcam, instructional content, and instructional technology resources, Suffolk Public Schools K-12

instructional personnel will create a “flipped” lesson using Screencast-o-matic screencasting software.

Analysis - Flowchart

Given a computer, laptop, or other mobile device,

connection to the Internet, headset with

microphone, webcam, instructional content, and

instructional technology resources, Suffolk Public

Schools K-12 instructional personnel will create a

“flipped” lesson using Screencast-o-matic

screencasting software.

1.0

Access Screencast-o-matic

Software

2.0

Capture video and audio

using the tools in the

Screencast-o-matic Software

3.0

Publish to video file

1.1

Open

Screencast-o-

matic Software

2.6

Preview the

finished video

2.1

Start recording

2.2

Drag and resize the

frame to surround

the recording area

2.3

Turn on microphone

capture

2.4

Turn on camera

capture

2.5

Start and finish a

recording

3.1

Click Done to

finish publishing

the video file

Step 1: Learner Analysis

What are the general characteristics of

your target population? Examples

include age, grade level, topic area, etc.

The age range of the instructional personnel is 22-58. The

schools in which they work are a mixture of suburban and rural,

some Title I schools. There are approximately 1,100 teachers

teaching grades K-12. There are 19 schools in the district (3

high, 4 middle, 12 elementary). Overall student to teacher ratio

is 25:1. Instructional personnel come from various

socioeconomic settings.

Are there any entry behaviors that are

not specific to your goal, and yet you

feel are required for your intended

learners to possess? (Entry Behaviors)

Instructional personnel will need to know how to use a

computer, laptop, or other mobile device and understand the

basics of saving a file. They will also need to be familiar with

using a headset with microphone and a webcam.

While the instructional personnel will be shown how to create

and upload a video using technical resources, the teachers will

need to know how to prepare that lesson for upload.

Do the learners already know

something about the topic? (Prior

Knowledge)

Most learners may know something about the topic of “flipping”

a classroom through a variety of other online and face-to-face

courses that have been offered through the district. But the

majority of the learners will not know how to use screencasting

tools and publishing tools.

Do they have a positive attitude towards

the content and the delivery system?

(Attitudes Toward Content and Potential

Delivery System)

The teachers in Suffolk Public Schools have positive attitudes

toward learning more about using a variety of technology as a

way of engaging their students. Many schools (3 high and 2

elementary) have already been approved and are using Google

Apps for Education with the students. They are eager to learn

how to engage their students using a variety of instructional

technology resources.

They will have the most positive attitude about the delivery

system if it is hands on, where they can be

sitting and doing the steps as they are instructed and during a

time when it is convenient for them.

Is it reasonable to expect them to want

to learn what needs to be learned? Is

the topic likely to interest them?

(Academic Motivation)

It is reasonable to expect the teachers to want to learn what is

expected of them by their administrators. Learning these skills

will help build their confidence in learning how to use a variety

of instructional technology tools and resources. By learning

how to use these tools to “flip” a classroom, students will be

doing lower levels of cognitive work (gaining knowledge and

comprehension) outside of class, and focusing on the higher

forms of cognitive work (application, analysis, synthesis,

evaluation) in class, where they have the support of their peers

and instructor.

Is it reasonable to expect that they can

learn what needs to be learned?

(Educational and Ability Levels)

I have found that teachers are ready to learn and implement

new technologies that will save them time and make them more

efficient in their daily tasks. With accountability and assessment

responsibilities intensifying, teachers are looking for ways to

save time and perform tasks that will be less time consuming so

that more focus can be put on student learning and

understanding.

Do they have any general learning

preferences? (General Learning

Preferences)

Generally, teachers have a preference for hands-on learning.

They also are more comfortable when they have assistance in

someone sitting beside them and they like to be able to try

things over and over. With an online learning approach, the

teachers will be able to go through the lesson as many times as

is needed and they will be able to follow along completing the

task as they see it being done.

Do they have a positive attitude

regarding the organization providing the

instruction? (Attitudes Toward Training

Organization)

The vast majority of teachers in the district are positive and

accepting of any type of technology training. They have

expressed that they are ready to learn more. They understand

and accept the requirements that the district has placed on

them.

Are there any important group

characteristics? How similar or diverse

are they? (Group Characteristics)

Similar

· Enjoy using technology

· Desire to learn new technologies

Diverse

· Cultural differences

· Motivation

· Cooperative learning vs. individual learning

How did you obtain this information

regarding the learner characteristics?

Information about the learning characteristics was obtained

through conversations with the teachers. Demographics were

obtained from data contained on the Suffolk Public Schools

website. I consistently train in this district during my 9 years as

a district-wide Instructional Technology Resource Teacher.

The learners are a diverse group of K-12 teachers ranging in ages between 22 and 58 years old.

Instructional personnel come from various socioeconomic settings. Learners may be aware of what

“flipping” is through a variety of other online and face-to-face courses that have been offered through the

district but the majority of the learners will not know how to use screencasting tools and publishing tools.

The teachers are ready to learn and implement new technologies.

Step 2: Performance Context

What type of organizational support can

learners expect to receive when they

use their new skills? (Managerial

Support)

In addition to the online course, two district-wide ITRTs will go

to the classroom to support individual teachers as needed. The

teachers are able to contact the ITRTs at the Help Desk by

calling 654911 or they can email us at our school address or to

the Help Desk email address should they need assistance.

Will the use of their new skills depend

on certain equipment, facilities, tools, or

other resources? (Physical Aspects of

the Site)

Their new skills will depend on the following:

· Computer Lab with a sufficient number of working

computers

· Working computer/laptops/mobile device in their classroom

· School network connection

Will they work alone or in a team? Will

they work independently in the field or

as a supervisor? (Social Aspects of the

Site)

This will depend on the teacher. Some teachers may decide to

work together to collaborate on lesson planning and then work

alone when it comes to delivering the lesson itself.

How relevant are the new skills to the

actual workplace? Will the new skills

actually be used in the performance

setting? Are there any physical, social,

or motivational constraints to the use of

the new skills? (Relevance of Skills to

Workplace)

The skills learned will be most beneficial to teachers who are

interested in flipping their classroom. I don’t believe there to be

any physical, social or motivational constraints to the use of the

new skills.

How did you obtain this information

regarding the performance context?

I obtained this information about the performance context based

on my nine years of experience as a district-wide ITRT as well

as my previous experience being in individual schools.

In addition to the online course, the two district-wide ITRTs will go to the classroom to support individual

teachers as needed. The teachers are able to contact the ITRTs at the Help Desk by calling 654911 or

they can email us at our school address or to the Help Desk email address should they need assistance.

Their new skills will depend on having the equipment and resources they need. The skills learned will be

beneficial to teachers who are interested in flipping their classroom.

Step 3: Learning Context

How many sites are there, and what are

the characteristics of the sites? What

equipment and resources are

available? (Number and Nature of

Sites)

Since this will be a online course which will be web-based, the

teachers will be able to access the lesson from any computer,

which means they can go through the lesson at home or at

school. The following are the resources available in all schools

if they plan to work on their lessons there:

· 1 Computer Labs equipped with at least 10 computers.

· 2 Computers on Wheels that each contain a classroom set

of laptops that have wireless Internet connection that are

available for use in teacher classrooms.

· 1-2 desktop computers in each classroom

· Network connection

Does the site include any tools or other

items that are necessary for the

learning of the goal? Are there any

personnel or time constraints that you

can identify? (Compatibility of the Site

With the Instructional Requirements)

Time constraints may include not having the time at school to

work in the online course. Personnel constraints may include

teachers not being able to contact me for assistance as I am not

permanently located in their building. However, help is

available by contacting the Help Desk either by phone or email.

Provided that the teachers’ home computers are able to access

the online course at home, there should not be any issues with

them completing the training.

Are the sites convenient to the learners,

are there necessary conveniences

available, and is there adequate space

and equipment for the expected number

of learners? (Compatibility of the Site

With the Learner Needs)

· Adequate space is available for the learners in the

computer lab or individual classrooms

· Because the training is web-based, teachers will have the

convenience of completing at home.

Does the learning environment

adequately simulate the eventual work

environment? Is there anything that can

be done to make it more like the work

environment? (Feasibility for Simulating

the Workplace)

Yes. As with the learning environment, the work environment

will contain a computer workstation or a laptop. The

screencasting software is web-based and teachers will be able

to access from any computer, laptop or mobile device.

How did you obtain this information

regarding the learning context?

I obtained this information about the performance context based

on my nine years of experience as a district-wide ITRT as well

as my previous experience being in individual schools.

The learning context for instruction will include a computer lab, laptops, and 1-2 computers in each

classroom. Resources that are available include those within the online instructional program and contact

with the ITRT or Help Desk through a phone call or email. Adequate space is provided for the learners in

the computer lab or in the classrooms. But because the training is web-based, teachers will have the

opportunity and convenience of completing at home.

Goal Statement

Given a computer, laptop, or other mobile device, connection to the Internet, headset with microphone,

webcam, instructional content, and instructional technology resources, Suffolk Public Schools K-12

instructional personnel will create a “flipped” lesson using Screencast-o-matic screencasting software.

Terminal Objective

Suffolk Public Schools K-12 instructional personnel will be able to create a “flipped” lesson using

Screencast-o-Matic screencasting software by following instructions given in an online course.

Step 1.0 - Access Screencast-o-matic software.

1. Performance - Teachers will be able to access Screencast-o-matic software.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are to access Screencast-o-matic software without the need to create an

account.

Objective 1.0: Given a computer with an internet connection, teachers will be able to access

Screencast-o-matic without the need to create an account.

Step 1.1 - Open Screencast-o-matic software.

1. Performance - Teachers will be able to open Screencast-o-matic software.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are to open Screencast-o-matic software by typing in the URL www.screencast-

o-matic.com in the web address bar of their internet browser.

Objective 1.1: Given a computer with an internet connection, teachers will be able to open

Screencast-o-matic software by typing in the URL www.screencast-o-matic.com in the web address bar

of their internet browser.

Step 2.0 - Capture video and audio using the tools in the Screencast-o-matic software.

1. Performance - Teachers will be able to capture video and audio using the tools in the Screencast-o-

matic software.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are able to capture video and audio using the tools in the Screencast-o-matic

software.

Objective 2.0: Given a computer with an internet connection, teachers will be able to capture video

and audio using the tools in the Screencast-o-matic software.

Step 2.1 - Start recording.

1. Performance - Teachers will be able to locate and select Start Recording in the Screencast-o-matic

software.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are able to locate and select Start Recording in the Screencast-o-matic software

without receiving an error message.

Objective 2.1: Given a computer with an internet connection, teachers will be able to locate and select

Start Recording in the Screencast-o-matic software using the tools in the Screencast-o-matic software.

Step 2.2 - Drag and resize the frame to surround the recording area.

1. Performance - Teachers will be able to drag and resize frame to surround the recording area.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are able to drag and resize frame to surround the recording area using the tools

in the Screencast-o-matic software.

Objective 2.2: Given a computer with an internet connection, teachers will be able to drag and resize

the frame to surround the recording area using the tools in the Screencast-o-matic software.

Step 2.3 - Turn on microphone capture.

1. Performance - Teachers will be able to turn on microphone capture using the tools in the

Screencast-o-matic software.

2. Conditions - Teachers will use a computer with an internet connection and a headset with

microphone..

3. Criteria - Teachers are able to turn on microphone capture using the tools in the Screencast-o-matic

software.

Objective 2.3: Given a computer with an internet connection and a headset with microphone, teachers

will be able to turn on microphone capture using the tools in the Screencast-o-matic software.

Step 2.4 - Turn on camera capture.

1. Performance - Teachers will be able to turn on camera capture using the tools in the Screencast-o-

matic software.

2. Conditions - Teachers will use a computer with an internet connection and a webcam..

3. Criteria - Teachers are able to turn on camera capture using the tools in the Screencast-o-matic

software.

Objective 2.4: Given a computer with an internet connection and a webcam, teachers will be able to

turn on camera capture using the tools in the Screencast-o-matic software.

Step 2.5 - Start and finish a recording.

1. Performance - Teachers will be able to start and finish recording using the tools in the Screencast-

o-matic software.

2. Conditions - Teachers will use a computer with an internet connection, headset with microphone,

and a webcam.

3. Criteria - Teachers are able to start and finish a recording using the tools in the Screencast-o-matic

software.

Objective 2.5: Given a computer with an internet connection, a headset with microphone, and a

webcam, teachers will be able to start and finish a recording using the tools in the Screencast-o-matic

software.

Step 2.6 – Preview the finished video.

1. Performance - Teachers will be able to preview the finished video using the tools in the Screencast-

o-matic software.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are able to preview the finished video using the tools in the Screencast-o-matic

software.

Objective 2.6: Given a computer with an internet connection, teachers will be able to preview the

finished video using the tools in the Screencast-o-matic software.

Step 3.0 - Publish to video file.

1. Performance - Teachers will be able to publish their video file.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are able to publish their video file as a Quicktime MP4 saved in an accessible

location.

Objective 3.0: Given a computer with an internet connection, teachers will be able to publish their

video file as a Quicktime MP4 saved in an accessible location.

Step 3.1 - Click ‘Done’ to finish publishing the video file.

1. Performance - Teachers will be able to click ‘Done’ to finish publishing the video file using the tools

in the Screencast-o-matic software.

2. Conditions - Teachers will use a computer with an internet connection.

3. Criteria - Teachers are able to click ‘Done’ to finish publishing the video file using the tools in the

Screencast-o-matic software.

Objective 3.1: Given a computer with an internet connection, teachers will be able to click ‘Done’ to

finish publishing the video file using the tools in the Screencast-o-matic software.

Objectives and Assessment

Objective Assessment Item

1.0 Given a computer with an internet connection, teachers will be able to access Screencast-o-matic without the need to create an account.

1.0 1.0 - Test Item 1: Login to a computer, open a web browser and access Screencast-o-matic. Teachers will be evaluated using a self-assessment instrument provided within the course.

Performance Yes No

The teacher successfully logged into a computer, opened a web browser and access Screencast-o-matic.

1.1 Given a computer with an internet connection, teachers will be able to open Screencast-o-matic software by typing in the URL www.screencast-o-matic.com in the web address bar of their internet browser.

2.0 1.1 - Test Item 2: Open Screencast-o-matic software using the provided URL. Teachers will be evaluated using a self-assessment instrument provided within the course.

Performance Yes No

The teacher successfully opened Screencast-o-matic.

2.0 Given a computer with an internet connection, teachers will be able to capture video and audio using the tools in the Screencast-o-matic software.

2.0 - Test Item 3: Capture video and audio using the tools in the screen capture software. Teachers will submit their screen capture video file by uploading to Google Drive and sharing with instructor.

Performance Yes No

The teacher successfully captured video and audio using the tools in the screen capture software.

2.1 Given a computer with an internet connection, teachers will be able to locate and select Start Recording using the tools in the Screencast-o-matic software.

2.1 - Test Item 4: Locate and select ‘Start Recording’. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully located and selected ‘Start Recording’ within the screen capture software.

2.2 Given a computer with an internet connection, teachers will be able to drag and resize the frame to surround the recording area using the tools in the Screencast-o-matic software.

2.2 - Test Item 5: Drag and resize the frame to surround the recording area. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully dragged and resized the frame to surround the recording area using the screen capture software.

2.3 Given a computer with an internet connection and a headset with microphone, teachers will be able to turn on microphone capture using the tools in the Screencast-o-matic software.

2.3 - Test Item 6: Turn on microphone capture. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully turned on the microphone capture within the screen capture software.

2.4 Given a computer with an internet connection and a webcam, teachers will be able to turn on camera capture using the tools in the Screencast-o-matic software.

2.4 - Test Item 7: Turn on camera capture. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully turned on the camera capture within the screen capture software.

2.5 Given a computer with an internet connection, a headset with microphone, and a webcam, teachers will be able to start and finish a recording using the tools in the Screencast-o-matic software.

2.5 - Test Item 8: Start and finish a recording. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully started and finished a recording using the screen capture software.

2.6 Given a computer with an internet connection,

teachers will be able to preview the finished

video using the tools in the Screencast-o-matic

software.

2.6 - Test Item 9: Preview the finished video. Teachers will be evaluated using a self-assessment instrument provided within the course.

Performance Yes No

The teacher successfully previewed the finished video using the screen capture software.

3.0 Given a computer with an internet connection, teachers will be able to publish their video file as an MP4 saved in an accessible location.

3.0 - Test Item 10: Publish video file as an MP4 saved in an accessible location. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully published the video file as an MP4 and saved in an accessible location.

3.1 Given a computer with an internet connection, teachers will be able to click ‘Done’ to finish publishing the video file using the tools in the Screencast-o-matic software.

3.1- Test Item 11: Click ‘Done’ to finish publishing the video. Teachers will be evaluated using a self assessment instrument provided within the course.

Performance Yes No

The teacher successfully clicked Done to finish publishing the video within the screen capture software.

Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME 1 Objectives:

1.0: Given a computer with an internet connection, teachers will be able to access Screencast-o-matic without the need to create an account. 1.1: Given a computer with an internet connection, teachers will be able to open Screencast-o-matic software by typing in the URL www.screencast-o-matic.com in the web address bar of their internet browser.

5 min.

2 Objectives: 2.0: Given a computer with an internet connection, teachers will be able to capture video and audio using the tools in the Screencast-o-matic software. 2.1: Given a computer with an internet connection, teachers will be able to locate and select Start Recording in the Screencast-o-matic software using the tools in the Screencast-o-matic software. 2.2: Given a computer with an internet connection, teachers will be able to drag and resize the frame to surround the recording area using the tools in the Screencast-o-matic software. 2.3: Given a computer with an internet connection and a headset with microphone, teachers will be able to turn on microphone capture using the tools in the Screencast-o-matic software. 2.4: Given a computer with an internet connection and a webcam, teachers will be able to turn on camera capture using the tools in the Screencast-o-matic software. 2.5: Given a computer with an internet connection, a headset with microphone, and a webcam, teachers will be able to start and finish a recording using the tools in the Screencast-o-matic software. 2.6: Given a computer with an internet connection, teachers will be able to preview the finished video using the tools in the Screencast-o-matic software.

30 min.

3 Objectives: 3.0: Given a computer with an internet connection, teachers will be able to publish their video file as an MP4 saved in an accessible location. 3.1: Given a computer with an internet connection, teachers will be able to click ‘Done’ to finish publishing the video file using the tools in the Screencast-o-matic software.

5 min.

5

Terminal Objective Suffolk Public Schools K-12 instructional personnel will be able to create a “flipped” lesson using Screencast-o-matic screencasting software by following instructions given in an online course.

Pre-instructional, Assessment, and Follow-through Activities

PREINSTRUCTIONAL ACTIVITIES

Motivation: Teachers will be informed of the terminal objective at the start of instruction.

Teachers will also be informed of how the goal will benefit their students by flipping and doing lower levels of cognitive work outside of class and focusing on the higher forms of cognitive work in class where they have the support of their peers and instructor.

The online course is designed so that they can move through instruction at their own pace while following instructions and helpful videos along the way.

Objectives: A syllabus that includes the objectives will be provided to the teachers. Instructions on how to navigate through the online course will be provided.

Student Groupings and Media Selection: Individual learning and practice. Online course that includes text, self-assessment forms, screenshots and/or video clips.

ASSESSMENT

Pretest: Teachers will be given a survey of questions to answer prior to beginning their instruction within

the course. These questions will assess their prior knowledge of “flipped” learning.

Practice Tests: Opportunities for practice will be administered throughout the online course.

Posttest: A posttest will be administered as a performance checklist.

Student Groupings and Media Selection: Individual grouping. Practice activities throughout the online course that includes text, self-assessment forms, screenshots and/or video clips. Posttest live performance checklist.

FOLLOW-THROUGH ACTIVITIES

Memory Aids: Online course includes text, screenshots, and/or video clips. Program will be self-paced.

Transfer: Teachers will be able to use new skill immediately.

Student Groupings and Media Selection: Individual groupings. Online course includes text, self-assessment forms, screenshots and/or video clips.

Content Presentation and Student Participation

CLUSTER 1:

Objectives: 1.0: Given a computer with an internet connection, teachers will be able to access Screencast-o-matic without the need to create an account. 1.1: Given a computer with an internet connection, teachers will be able to open Screencast-o-matic software by typing in the URL www.screencast-o-matic.com in the web address bar of their internet browser.

1

CONTENT PRESENTATION

Content:

Teachers will be directed to access and open the URL to Screencast-o-matic at www.screencast-o-matic.com.

Teachers will be directed to complete a self-assessment survey using a Google Form.

Examples Instructions within the online course will direct teachers to the website where they will access and open the screencasting software. Screenshots and videos are provided.

Student Groupings and Media Selection: Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

STUDENT PARTICIPATION

Practice Items: Teachers will complete each step while following instructions within the online course. Teachers will complete a self-assessment survey using a Google Form once they’ve successfully accessed and opened the screencasting software.

Feedback: If teachers have issue with this portion of the program, they can be provide immediate feedback via email to the Technology Help Desk.

Student Groupings and Media Selection: Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

CLUSTER 2: Objectives: 2.0: Given a computer with an internet connection, teachers will be able to capture video and audio using the tools in the Screencast-o-matic software. 2.1: Given a computer with an internet connection, teachers will be able to locate and select Start Recording in the Screencast-o-matic software using the tools in the Screencast-o-matic software. 2.2: Given a computer with an internet connection, teachers will be able to drag and resize the frame to surround the recording area using the tools in the Screencast-o-matic software. 2.3: Given a computer with an internet connection and a headset with microphone, teachers will be able to turn on microphone capture using the tools in the Screencast-o-matic software. 2.4: Given a computer with an internet connection and a webcam, teachers will be able to turn on camera capture using the tools in the Screencast-o-matic software. 2.5: Given a computer with an internet connection, a headset with microphone, and a webcam, teachers will be able to start and finish a recording using the tools in the Screencast-o-matic software. 2.6: Given a computer with an internet connection, teachers will be able to preview the finished video using the tools in the Screencast-o-matic software.

2

CONTENT PRESENTATION

Content:

Teachers will be directed to capture video and audio using the tools in the screencasting software.

Teachers will be directed to resize the recording frame using the tools in the screencasting software.

Teachers will be directed to turn on the microphone and camera capture using the tools in

the screencasting software.

Teachers will be directed to start and finish their recording according to the directions within the lesson.

Teachers will be directed to preview their finished video using the tools in the screencasting software.

Examples: As the online instructional course demonstrates each component, teachers will follow along and create a video on their own. Examples of what they are being directed to do will be provided by way of screenshot and/or video.

Student Groupings and Media Selection: Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

STUDENT PARTICIPATION

Practice Items: Teachers will practice capturing video and audio using the tools in the screencasting software. They will start a recording and capture audio and video using a microphone and webcam. Once they are done recording they will finish the recording and preview the finished video.

Feedback: If teachers have issue with this portion of the course, they can be provided immediate feedback via email to the Technology Help Desk.

Student Groupings and Media Selection: Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

CLUSTER 3: Objectives: 3.0: Given a computer with an internet connection, teachers will be able to publish their video file as an MP4 saved in an accessible location. 3.1: Given a computer with an internet connection, teachers will be able to click ‘Done’ to finish publishing the video file using the tools in the Screencast-o-matic software.

3

CONTENT PRESENTATION

Content: Teachers will be directed to publish their video file as a Quicktime MP4 saved in an

accessible location.

After publishing, they will be directed to click ‘Done’ to finish publishing the file.

Examples: Instructions within the online course will direct teachers to publish their video file using the tools within the screencasting software. Screenshots and/or videos are provided.

Student Groupings and Media Selection: Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

STUDENT PARTICIPATION

Practice Items: Teachers will practice by publishing their video file while following the directions in the online course.

Feedback: If teachers have issue with this portion of the program, they can be provide immediate feedback via email to the Technology Help Desk.

Student Groupings and Media Selection: Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

Consolidation of Media Selections and Choice of Delivery System

MEDIA SELECTIONS & STUDENT GROUPINGS

DELIVERY SYSTEM(S)

Individualized grouping. Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

Online Instructional Course that includes text, self-assessment forms, screenshots and/or video clips.

The program being used to create the online instruction will be Google Sites. Google Sites is a structured wiki- and web page-creation tool offered by Google as part of the Google Apps productivity suite. It is a Free web application that educators can use to create webpages. Potential limitations to using this method of delivery could include which web browser the learner is having limited Internet access. If access to Internet connection is not available, teachers will be unable to access the course.