TO:
School Administrators, Counselors and Professional Educators.
From: Batoul Baydoun
Graduate Student with ED TECH
University of Michigan – Dearborn
RE:
Fall 2011 Professional Development Activities: Google Custom Search
Engine, Blogs
Date: December 6, 2011
Dear teachers and administrators,
During the fall 2011 semester, I designed and implemented a professional
development for a small group of teachers at various schools. Using an online
training tool, gototraining, I provided resources, assistance, directions and guidance
on how to create an online Google Custom Search engine for use in the classroom.
Also the multiple sessions of the training included help and training on creating a
classroom blog that is used to host the created custom search. The following report
includes a summary of the process, activities, surveys, and reflections of the
designed PD. Also in this report you will find consideration for further
implementation.
Thank you for your time,
Batoul Baydoun
Introduction:
As the national education seeks improvement and advancement in implementing
and integrating the use of technology for teaching and learning and per my
endorsement requirement, I have designed and implemented a technology
integration tool professional development for teachers at various schools. This PD
requirement stems from the proposed ISTE NETS for teachers to promote and
demonstrate the use of technology in the classroom.
Needs Assessment:
In order to design an effective professional development it is recommended
to find out and assess a need among the staff receiving the training. My purpose for
the PD was to design a PD to help teachers integrate and implement a technology
tool with teaching and for student learning. I established a need assessment survey
to find out what background knowledge and experience teachers had in the area of
using and integration of technology, and what are the needs of teachers to further
integrate the technology in their daily lessons and learning activities. Using monkey
surveys as a tool I sent out the created survey to various teachers to identify their
need for a technology integration tool PD. The survey was sent through emails and
here is a link provided through my personal classroom page. Technology Need
Assessment. The survey results indicated a need for learning how to use and
integrate Google Custom Search engines in the classroom and through student
activities. Using the data collected I designed the proposed professional
development.
Professional Development Proposal:
My proposal for the professional development followed the
recommendations of the North Central Education Laboratory (2000), Critical issues:
Providing professional development for effective technology use. As recommended
a one time workshop or training session for a specific tool will not be sufficient for
teachers to fully learn, engage and implement the tool. The technology plan for the
school must be addressed as well, to set targets of technology integration using the
available tools. The designed proposal focuses on the components of effective
professional development for technology use such as, but not limited to, connection
to student learning, hands on technology use, variety of learning experiences, the
curriculum specific applications, active participation of teachers, and collegial
learning. Most importantly the proposed PD focused on making the use of
technology directly related to student learning. Prior to sending out the survey I
prepared a power point slide show presenting the various tools which I can present
my training with and how each tool is used in the classroom. The slide show was
sent to the principal to be sent out along with the survey to all classroom teachers.
Teachers indicated their need to building content rich custom search engines
to facilitate and guide students into learning the process of online research and
goals. This need was directly connected to student learning and the need for
students to master online search skills. The integration of this tool aids students
engaging in safe online search for school related and topic-focused activities. Prior
to the introduction of the PD session all teachers are recommended in selecting an
assignment goal for the research along with grade level appropriate websites
related to the topics and subject of their lesson goals. Teachers needed to prepare
for the PD by providing their specific goal of the assignment making the PD directly
related to the content curriculum and hands-on learning. Teachers may join the PD
using the online scheduled meetings or face-to-face training sessions. Screen
sharing is implemented allowing teachers to collaborate and interact with the
trainer and other participants. Participants share topic and subject related websites
and collaborate in the creation of the customized search engines. The created
search engines will be used with specific curriculum assignments to enhance
student learning and products of learning.
Implementation:
The implementation of the PD began when teacher had identified a specific
assignment and subject for the creation of the customized search engines. Teachers
were sent invitations to attend online training sessions where material, quizzes and
evaluation was included. Teachers were able to view and review the material
before the meeting sessions to become familiar and prepare for the PD training.
Each session begins with an introduction to the tool and its affordances.
Specification and alignment with curriculum objectives are identified and a free
Google account is created if not available before hand.
During stage two of the PD teachers are guided into creating their sample custom
search engine and obtaining a code. Since the code obtained requires a website to
embed and host the custom search all participants needed to have a blog or active
website to host the search engine along with the assignment specification. Even
though not planned for in the initial PD proposal all participants were taught and
guided into creating a classroom blog to be used with this specific assignment and
further online communication with students and parents.
All participants were engaged in tool evaluation in regards to pros and cons for
specific learning purposes. Teachers identified constrain of the tool and discussed
how each constrains maybe of benefit or disservice to the students. Each teacher
was able to embed and assign the content specific assignment and code onto their
created blog to utilize the custom search engine.
Throughout the PD the components of effective PD’s were implemented and
frequently addressed. Teachers were given ample opportunities to learn, create,
implement and evaluate the tool usage. Students also were given chances to express
their feelings in regards to the use of the newly learned and created tool. The online
small group discussion was effective and made flexible to meet the needs of the
participants. Sessions of training were scheduled after school hours and with
accordance to teachers’ availability.
Evaluation:
During each training session the participants were asked to provide feedback
and ask questions. Contact information was made available and further
communication was encouraged. The PD program proved effective since all
participants were able to create and implement the tool with content specific
learning activities. Students and teachers used the technology tool for leaning and
teaching. All participants were mostly excited to having their classroom
blog/webpage. They implemented the blog with other learning and communication
activities. Teachers expressed their need for learning other tools since the training
sessions were student and content driven. They liked the method of delivery
expressing that even though the training sessions held were not face-to-face proved
effective and collaborative. They also like the screen-sharing tool featured in the
training tool since it allowed for visual, personal and immediate feedback. Since I
have provided continuous support and feedback, teachers were comfortable taking
their time in effectively creating and applying the learned tool of technology
integration.
Reflection:
This opportunity to design and implement a specific need professional
development allowed me to grow professionally and further enhance my technology
skills. I was able to utilize various technology tools to design, and carry on the
learning experience. I was able to explore the tools implemented to their fullest
capacity. I have become proficient in utilizing and implementing the tools of the
designed PD. I have established a mentor relationship with the PD participants
where they have become very comfortable asking questions and seeking needed
assistance in other tools. Together we have explored options and various methods
for implementation of the tools learned. The teachers have gained not only one
learning objective but also another since they were each able to create and utilize a
classroom blog. They have all been able to meet the needs of their students who are
eager to utilize the 21st century while learning.
As I look back at the activities planned and implemented I find myself looking
for alternative solutions for obstacles we faced during the meetings. For instance,
when parts of technology fails to work the way we expect it to, we learned to be
flexible and patient making sure there is a back up plan. Teachers have expressed
their similar frustration with the use of technology, yet we discussed that one failing
attempt should not deter us from opening a vast door of applied and real world
experiences for our students. The world is fast changing and technology is
becoming the tool for everyone and by using technology for teaching and student
learning we are only then preparing our students to the future jobs and careers that
demand technology proficiency.
Throughout the training sessions, I learned that if I was not fully prepared
and experienced with the tools presenting my audience would lose interest.
Therefore it is very important to have fully explored the tools and material
presented before hand. Also it is critical to ensure that each planed training is
curriculum and content related. Teachers must be able to directly input and
implement their new learned skills of technology with their planed students
activities and as they plan for their future lessons. Finally it is essential for teachers
to be able to see how each tool enhances the learning of their students and facilities
their teaching experience in order for them to consider using the new technology.
As teachers recognize how effective use of technology changes their students’
attitudes towards learning more become eager to explore and spend more time
using the technology.
References:
Guskey,, T. R., (2002), Professional development and teacher change, Teachers and
Teaching; Theory and Practice, Vol 8:3 pages 381-39. Retrieved from UMD
course tools on Nov 10, 2011. http://dx.doi.org/10.1080/135406002100000512
International Society for Technology in Education. (2008). ISTE: The ISTE NETS and
Performance Indicators for Teachers (NETS•T) iste@iste.org,www.iste.org.
Retrieved September 15, 2011 from http://www.iste.org/standards/nets-forteachers.aspx
North Central Regional Educational Laboratory. (2000). Critical issue: Providing
professional development for effective technology use. Retrieved October 20,
2011 from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm.
Supplemental Material:
Please visit this website to see the process and provided supplemental material