harry costner dttp

8/22/2019 Harry Costner DTTP

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Harry Costner UMUC

Summer 2013

EDTC 640

DTTP


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The District

I have chosen to create this plan for Arlington Public Schools in Arlington,

Virginia. Arlington is small, diverse county and school district located across the

Potomac River west of Washington, D.C. Arlington encompasses only 26 square miles

yet has a population of 212,900 citizens. Arlington has enrolled students from 126

nations speaking 98 different languages. Arlington is also an affluent county with a

median household income of $104,000 and a median home sales price of $530,000. 70%

of residents hold a bachelor degree and 36.7% hold graduate degrees. Arlington is also

committed to retaining this unique identity through affordable housing initiatives,

environmentally conscience new construction projects, and support of modern public

transit.

APS is comprised of 37 schools with a Pre-K to 12 th grade enrollment of 22,645.

APS also enrolls 14,000 adults through its adult education programs. The cost per pupil is

$18,675. The total FY13 budget for APS is $501,433,941. The average teacher salary is

$72,987. The economic and race breakdown is as follows:

APS is committed to having adequate technology available at all schools. Nearly

every instructional room is equipped with a laptop teacher station and a mounted

projector. 90% of classrooms have interactive whiteboards. Each school has a different

configuration of static computer labs, mobile laptop labs, tablet labs, and Chromebook

labs. Teachers and students all have access to Google Apps for education and Blackboard

is used as the default LMS. Bandwidth, storage, and Internet speed is more than adequate.

All schools are wireless facilities. APS is currently piloting a 1:1 Chromebook initiative

in select schools in 2014.


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As I look to develop a new district technology training plan it is important to

provide a brief overview of the Department of Information Services that implements

technology training, policy, and resources.

The Department of Information Services provides support and solutions that promote

education in Arlington. The department delivers technologies and data that support andpromote student learning, effective teaching, user productivity, accountability in

decision-making, reliable communication and best business practices. The department isresponsible for the development of clear technical strategies to support instructional and

business goals and to anticipate future technology trends. (APS 2013)

The department contains two main entities. These divisions are the Technology

Training and Support Services division and the Instructional and Innovative

Technologies division. The TTSS division handles district wide training on countywide

technology such as IEPOnline, grading software, employee information and ordering

software (STARS), blackboard, and basic interactive whiteboard training. The IIT

division provides instructional technology coordinators at each school. They are

responsible for developing school-wide technology initiatives and to create and

implement technology training that meets the needs of their learning community.

The Problems

The main problem with developing an effective district wide technology-training plan is

that Arlington Public Schools has decided to have a completely decentralized educational

technology system. Each school operates as a mini fiefdom. Each school has different

plans, needs, and programs. Some schools have decided to go into 1:1 computing with

iPads. Some schools have given each teacher a laptop. Some schools embrace

Blackboard. Other schools ignore Blackboard in favor of Google apps. An example of

this can be seen in the table of contents of Arlingtons annual strategic technology plan

for FY 2013. The overview states,

A technology plan must remain flexible, agile and relevant in the dynamic technologyenvironment and guide technology efforts at the district, school, office, and department levels. In

order to maintain the needed agility in the presence of changing technologies the APStechnology-planning process consists of two components. The Strategic Technology Plan sets the

long-term goals, objectives, and high-level strategies. The Annual Technology Plan containsspecific initiatives, which actualize the high level strategies. (APS 2013)


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Below is an excerpt from the table of contents:

(APS 2013)

As you can see from the above graphic, it would be very hard to develop a district

training plan that would meet the individual needs of every school. It will be my goal to

determine the best set of universal technology needs as well as common software used

across the county. It is necessary to bring all of the schools ITCs together to develop this

plan in such a way that all schools have a strong common technology foundation while

still retaining their individual focus and initiatives to support their school communities.

The main problem is not access to technology or budgetary restraints. It is perhaps the

challenge of creating a common technology hardware, software, and skills framework for

all schools to begin with. From my point of view, it is more important to understand basic

productivity enhancement possibilities through Google apps for education and basic

interactive whiteboard training before getting caught up in how iPads will revolutionize

their classrooms.


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I have been a staff member of APS for over 13 years. I have worked in many schools and

attend inter-district technology meetings. It is clear that access to technology or adequate

professional development is not what is holding back this school system. I decided to try

to see what a few teacher and technology staff members would say about this issue. My

survey is located athttp://www.surveymonkey.com/s/8MNFDVD. I asked, What is the

main impediment to developing engaging and meaningful technology integration

projects in our schools? Although only four people answered my survey, it is revealing.

The overwhelming response was that lack of time to prepare and experiment with

technology infused lessons was the main impediment. This technology plan must

address this point of view. Potential options for extra teacher preparation time with

dynamic and inspirational professional development include paid Saturday technology

academies, three-day technology edcamp/boot camp methods, technology based PLNs,increased reimbursements for graduate classes, and teacher access to subs once a month

to visit other classrooms and develop new technology infused lessons.

I did create a top ten list of technology training sub-category needs within our school

system. I developed this list through informal conversations with teachers, technology

specialists, and administrators. The list is in order of priority.

1) Increased time to prepare and experiment with new technology. This could be in

the form of more prep time or a lessoning of meetings, chores, obligations, etc.)

2) Teacher stipends for training workshops

3) Support from administrators on the challenges of standardized testing and

importance and value of technology integrated constructivist learning.

4) Decreased reliance on video tutorials as a training method.
http://www.surveymonkey.com/s/8MNFDVDhttp://www.surveymonkey.com/s/8MNFDVDhttp://www.surveymonkey.com/s/8MNFDVDhttp://www.surveymonkey.com/s/8MNFDVD


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5) Professional development offered at different times. (Weekends, summer,

evenings etc.)

6) Subs available to visit other classrooms to see technology in action.

7) Increased technology staff or creation of a paid lead technology educator in every

building. (Perhaps one period free to discuss and assist tech training)

8) A more efficient help desk with improved attitude, troubleshooting and repair

capabilities

9) A MacBook laptop image that does not come with a use at your own risk

caveat.

10)Common technology access and guidelines across the county.

The AudienceAfter examining the overall staff of the schools, I have created some unique

categories. These categories will group staff around specific technology needs and at

times specific software.

- Office personnel: records, official attendance, school correspondence,calendar.

- Administrators: discipline software, presentations, observation software.- Counselors: career software (Naviance) online PR, IEP software- Elementary/Secondary Teachers: technology to enhance student

engagement and learning, communication, and productivity.- Special Education Teachers: IEP software, assistive technology training,technology to enhance student engagement and learning, communication, andproductivity.

Some schools have a technology leadership group. This group is made up of the ITC,

librarian, grade level representatives, an administrator, and any special technology staff.

This should be mandatory for each school to implement a successful district technology-

training plan. This group could determine unique needs, identify building technology

experts, and help complete the summative evaluation of the plan. The DTTP guide brings

up an important topic under the audience question. I have noticed that young teacher is

not synonymous with educational technology integration proficiency. Sure, they may be

better able to navigate their smartphone or up on the latest social media app, but they are

certainly not leaving college with a solid foundation on ways to integrate technology to


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improve instruction and foster student learning. Part of a complete DTTP would include a

new hire boot camp or checklist of minimum skills that every new teacher must be

proficient at before teaching in the district. In a broader sense, this may be something to

look at with regional college and university teaching departments. Is there a technology

class requirement? Are certificate programs teaching students the latest research and

trends in the ed-tech field? This is something we as new ed-tech leaders need to examine.

The Goals/Objectives

It is important that all stakeholders in our district and those with a vested interest in the

successful implementation of this plan agree on foundational principles.

1) Technology is a vital tool that helps all students gain access to the appropriate

curriculum.

2) Classroom technology integration can motivate and engage students reaching

students of multiple intelligences and learning styles in transformative ways.

3) It is vital to prepare students to successfully navigate our complex, media

saturated, on-demand, and connected, global society.

4) As teachers, it is worth taking the time to learn new technologies to improve

productivity, communication, sharing, and pedagogy.

5) Technology is constantly changing. There is no way to learn it all or stop learning.

6) To teach technology you must use it or loose it.

7) The Internet is not a scary place. What is scary is not preparing kids to use it

properly.

8) Technology is never a silver bullet, a way to achieve better test scores, or a

substitute for great teaching.

In addition to these foundational principles, all teachers must:

1) Be proficient in countywide student management software.2) Have the ability to use cloud-based technologies (Google apps/blackboard) and

the Internet to improve instruction, communicate effectively, and showcase student

work.

3) Be comfortable in using all hardware located in the classroom including


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interactive whiteboards, projectors, audio equipment, and teacher workstations.

4) Be committed to keeping their technology skills sharp, model good digital

citizenship, and address technology problems in a timely manner.

Content

Workshop Audience Rational

Understanding

Synergy

Teachers,Counseling,

Administrators

The districts new studentmanagement system. It is vital allstaff members are proficient before

school starts.

The Power of GoogleApps for Education

Teachers This five-day workshop covers the overallconcept of cloud based computing as well

as specific apps such as docs, sites,

hangout, and drive.

Whiteboard Rockstar101 and Advanced

Teachers This workshop is offered in twosections.

-A beginner course for thosenew to Smartboards- An advanced course tolearn new tools andtechniques.

Web 2.0 toolsRoundtable

All interested staff Come to this workshop prepared toshare a web 2.0 tool that you use in

the classroom. Learn from others and

have fun!

Multimedia

Production

All interested staff Learn simple ways to get studentscreating media projects and using

multimedia to demonstrate curriculumknowledge.

iPads in the

Classroom

Teachers This workshop focuses on integratingiPads for class projects.

The Outer Limits All interested staff Come join in the discussion about thefuture of ed-tech. Learn from our tech

experts about the exciting future of

1:1 environments, MOOCs, andmaker culture.

Additional Resources All staff Learn how to access all technologyresources available to APS staff.


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Instructional Strategies

All workshops will be interactive and hands-on activity based. All participants will bring

a laptop or one will be provided to them. Participants will complete a pre-assessment

survey to determine levels, needs, and address specific questions. All workshops will be

designed to provide time and assistance to directly relate and implement newly acquired

skills into the individual curriculums and lesson plans. Each workshop will include time

to develop these connections, share results, and discuss issues and concerns.

Workshops will all offer an invitation to an extended PLN to answer future concerns and

connect to district technology experts. This PLN will feature a forum to ask questions,

present material, get answers and discuss important ed- tech concerns. It is vital for this

training to become part of a larger network of teachers interested in learning and sharing

technology integration information. Presentation materials will be available online and

workshops will do their best to be paperless. Workshops will be a combination of

presentations, video tutorials, small group collaboration work, discussion, and individual

work time.

(Five-Day Workshop Plan found at the end of this document)

Materials

I have created several resources and materials for the workshop on integrating

multimedia production in the classroom.

1) This is a webpage I created on public service announcements. It has examples,

explanations, and an activity page outline for creating your own PSA.Click Here.

2) This is a Google site created to provide important resources to teachers and

students on multimedia production in the classroom.Click Here.

3) Read Write Think has created a fantastic PSA Rubric that many media educators

use. Find it located in the middle of the page underprintoutshere.There are also

fantastic media educator web resources on this page as well.
http://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttps://sites.google.com/site/gunstontvlinks/https://sites.google.com/site/gunstontvlinks/https://sites.google.com/site/gunstontvlinks/http://www.readwritethink.org/resources/resource-print.html?id=939http://www.readwritethink.org/resources/resource-print.html?id=939http://www.readwritethink.org/resources/resource-print.html?id=939http://www.readwritethink.org/resources/resource-print.html?id=939https://sites.google.com/site/gunstontvlinks/http://polaris.umuc.edu/~hcostner/edtc/psa.html


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The following page contains a helpful media literacy quiz my program developed to

begin discussing media, media production, and awareness.

Name: Period: Date:

Media Literacy Quiz

1. Which of the following would be considered a form of media?

a. Newspapers

b. Television

c. Radio

d. All of the above

2. 'Persuasion" can be defined as:

a. Social influence which is the process of guiding oneself or another towards

an idea, attitude, or action.

b. Giving advice.

c. The ability to explain why social groups buy certain products.

d. An understanding of demographics.

3. A persuasion technique that uses celebrity endorsements is called:

a. A Testimonial

b. Card Stacking

c. Name Calling

d. Glittering Generalities

4. Demographics are:

a. Value and belief systems

b. Statistical data of social groups defined by age, income, education, etc.

c. The product that advertisers are trying to sell

d. A persuasion technique

5. Which shot reveals the most information about the setting?a. Close-upb. Chest shotc. Over the shoulderd. Wide shot

Determine if the following statements are True or False


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6. Media messages often use bright colors and vivid images to attract

viewers attention

7. Advertisers use demographics to target certain audiences for a given

advertisement.

8.

Psychographics are the lifestyles, values, and opinions of a person.

9. Familiar music and images are NEVER used in advertisements

10. Advertisements are meant to persuade, inform, entertain, or sell a product

to the viewer.

11. Parts of a print advertisement may include headlines, slogans, and

graphics.

Field Test/Revision

ITC staff from this district is 12-month employed. Therefore, early summer is a

wonderful opportunity to field test this workshop. Each ITC knows very well their school

staff populations. This will provide vital feedback on content, pacing, format, and street

value of the workshop. This ITC will provide feedback during and after the workshop.

ITCs can volunteer to be a part of the restructuring sub group. This group will adjust the

workshops to better fit the general school populations. It is also vital that there be some

room to deliver each workshop in a manner that suits the audience. Beginners can work at

a reduced pace and receive extra guidance. Experienced staff can work at a personalized

learning pace and begin to assist others.

I expect revisions at the ITC beta test level as well as major revisions after the first year

of implementation. The staff will provide the best feedback and offer best practices on

technology training. The goal of this document is to be a flexible plan built to maximize

the technology expertise in the district and help others realize their goals.

Evaluations

It is critical to have an individual workshop evaluation form for participants. More

importantly, presenters must find the time to evaluate these forms and make adjustments.

Presenters must not be defensive and take criticism personally. Every audience is

different and each participant has different skills sets, learning styles, and needs.

Perceptions of a participant can be very different than the presenter thinks. I have given


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workshops where the highest rated parts were things I did on the fly. Facets of the

workshop that I spent hours planning have fallen very short in students eyes.

Evaluations can help presenters improve not only content, but also delivery, and style. I

have linked a basic evaluation template below created by Puja Lalwani. I have used this

form in the past. It can be found on BuzzleHERE.

Summative Evaluation

The summative evaluation of this plan will take place at the end of the school year of

implementation. This evaluation will be in two parts. This first section will be in the form

of a likert scale survey measuring the attitudes and beliefs of the staff against the goals

and objectives stated earlier. Have the attitudes toward technology, skills, and integration

confidence levels of our staff improved? This plan is meant to slowly change the culture

of this district toward a 21st century skills based, technology integration leadership

position in the region.

The second evaluation facet will be a collection of success stories, student work and

transformative lesson ideas that were generated as a result of this new collective

approach. Sharing of ideas is the most important proof of a successful plan. When

teachers implement, evaluate, and share anything is possible.

Budget

All workshops will be held in school buildings with school staff. Participants will be paid

a stipend at the curriculum development rate of $30/hr. Presenters will receive a standard

flat rate of $60.00 per workshop. I am in favor of requesting the school board to hire Alan

November as a keynote speaker for this workshop. His information isHERE. Alan

November is a technology integration pioneer and can provide the valuable insight and

motivation to our staff.

Conclusion

This plan is just the beginning. Technology is rapidly changing. It is our goal to always

do our best to prepare our students to be successful in this 24/7, networked, global
http://www.buzzle.com/articles/workshop-evaluation-form-template.htmlhttp://www.buzzle.com/articles/workshop-evaluation-form-template.htmlhttp://www.buzzle.com/articles/workshop-evaluation-form-template.htmlhttp://premierespeakers.com/alan_novemberhttp://premierespeakers.com/alan_novemberhttp://premierespeakers.com/alan_novemberhttp://premierespeakers.com/alan_novemberhttp://www.buzzle.com/articles/workshop-evaluation-form-template.html


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society. We can only achieve this through becoming passionate, life-long learners who

lead by example.

Five-Day Workshop

This five-day workshop is designed to give participants a solid foundation on the cloud

computing capabilities of Google apps for education. This workshop covers teacher and

student information as well as tutorials on specific apps. The workshop concludes with a

day to create a cloud based classroom environment with Google drive/Doc folders, class

webpages on Sites, classroom calendar setup etc.

Technology Workshop Lesson PlanYour Name Harry Coster Workshop Title We Are All Connected. Day # 1Subject(s) of the day's workshop

Overview of cloud computing andyour Google login.

Prerequisite KnowledgeAn APS email account.

Content (Describe in a paragraph)This workshop explains the basics of connectivity and cloud computing with Google Apps for Education. Itcovers logins, student access, the chrome browser, acceptable use at APS, and a brief overview of the cominworkshops.


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List the objectives for this lesson.SWBAT:

1) Use their APS email address to login to their Google Aps account.2) Help Students login to Google Apps3) Operate the Chrome browser4) Understand the basics of the APS Acceptable use policy.

How will you teach the lesson? Details helpThis workshop will be a combination of how-to tutorial videos developed by APS, discussions, and time to seup your Google workflow.

Additional materials you will use and how will you use them.

Evaluation StrategiesI will use the evaluation sheet linked earlier as well as document participants ability to meet the objectivesthrough a checklist system.


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Technology Workshop Lesson PlanYour Name Harry Costner Workshop Title DRIVE and DOCS Day # 2Subject(s) of the day's workshop

An overview of file managementusing Google Drive and Docs.

Prerequisite KnowledgeDay 1 Workshop.

Content (Describe in a paragraph)This workshop helps teachers with classroom file management. It demonstrates how to set up classroom andclass specific folders to encourage a paperless and efficient class. Sharing of Docs and saving files, videos, andimages will also be covered.

List the objectives for this lesson.

SWAT:1) Create a file management system for their classes.

2) Understand the basics of sharing and being shared documents.3) Navigate Google Drive to upload videos and images.4) Create URLs for specific classroom files.

How will you teach the lesson? Details help.This workshop will be a combination of how-to tutorial videos developed by APS, discussions, and time to setup your Google Docs and Drive workflow.



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Technology Workshop Lesson PlanYour Name HARRY COSTNER Workshop Title Calendar and Sites Day # 3Subject(s) of the day's workshop

An overview of Google Calendarand Google Sites.

Prerequisite KnowledgeWorkshop 1, 2

Content (Describe in a paragraph)This workshop is split into two main sections. The first section covers Google Calendar. This section covers hoyour personal, classroom, and the school calendar can all work together. This can increase awareness of schoevents, create a more efficient meeting schedule, and increase team productivity.The second part covers how to create basic websites using Google sites. This can be used to create a Wiki,webquest, teacher page, or encourage student web creation.

List the objectives for this lesson.SWAT:

1) Set up Google calendar and understand and navigate between the school and teacher calendars.2) Create a basic Google Site and develop plans to integrate Google Sites into their curriculum.

How will you teach the lesson? Details help.This workshop will be a combination of how-to tutorial videos developed by APS, discussions, and time to setup your Google Docs and Drive workflow.



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ional materials you will use and how will you use them.


Technology Workshop Lesson PlanYour Name HARRY COSTNER Workshop Title: Create It. Day # 4Subject(s) of the day's workshop

Teachers have time to set up andintegrate all the skills with the

guidance and supervision oftechnology experts.

Prerequisite KnowledgeWorkshop 1, 2, 3

Content (Describe in a paragraph)This is a studio workshop where participants will work on lesson plans, set up classroom environments, buSites etc.

List the objectives for this lesson.SWBAT:1) Understand, create, and use all the necessary tools to take advantage of all of the transformative powe

cloud computing through Google Apps for Education.


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How will you teach the lesson? Details help.Experts will be on hand to answer questions and assist teachers in building their Google Apps environme


Evaluation StrategiesI will use the evaluation sheet linked earlier as well as document participants ability to meet the objectivthrough a checklist system.

Technology Workshop Lesson PlanYour Name HARRY COSTNER Workshop Title Going Further Day #5Subject(s) of the day's workshop

This workshop is a culminatingday for questions, final checklist

documentation, and a briefoverview of some of the newest

dynamic tools in the Google Apps

toolkit.

Prerequisite KnowledgeWorkshops 1, 2, 3, 4

Content (Describe in a paragraph)This workshop will cover new tools such as Google Hangout, Voice, Earth, and Blogger. It will also serve a

final chance to ask questions, get personal help, and turn in your Google Skills checklist.


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List the objectives for this lesson.SWBAT:Finish and turn in the Google Skills Checklist.Be motivated to try out some of the advanced tools.

How will you teach the lesson? Details help.This workshop will be a combination of how-to tutorial videos developed by APS, discussions, and time fiup and turn in checklist and final evaluation.


Evaluation StrategiesI will use the evaluation sheet linked earlier as well as document participants ability to meet the objectivthrough turning in the final checklist system.

References:

Arlington Public Schools (2013).Department of information services. Retrieved fromhttp://www.apsva.us/page/2470

Arlington Public Schools (2013).APS annual technology plan fy2013.Retrieved from http://www.apsva.us/page/2470
http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/116/Annual%20Technology%20Plan%20for%20FY13.pdfhttp://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/116/Annual%20Technology%20Plan%20for%20FY13.pdfhttp://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/116/Annual%20Technology%20Plan%20for%20FY13.pdfhttp://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/116/Annual%20Technology%20Plan%20for%20FY13.pdf

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