december 5, 2014 lyda mcmurray, becky wasden, cory hanavan...

December 5, 2014

Lyda McMurray, Becky Wasden,

Cory Hanavan,

Christi Barrow, Annie (Kathryn) Arnone

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Group Responsibilities

Lyda McMurray

Team Leader Valuable contributor to all sections Lead on Broad Goals and Big Ideas Lead on Task Analysis Lead on Types of Learning Experiences and/or Instruction Lead on Materials for Training Program or Learning System Lead on Implementation Plan including Schedule Contribute to References and Appendices

Becky Wasden

Valuable contributor to all sections Lead on Learning Objectives Lead on Needs Assessment Lead on Contextual Analysis Lead on Types of Learning Experiences and/or Instruction Contribute to References and Appendices

Cory Hanavan

Valuable contributor to all sections Lead on Broad Goals and Big Ideas Lead on Formative Evaluation Lead on Learner Analysis Lead on Contextual Analysis Contribute to References and Appendices

Christi Barrow

Valuable contributor to all sections Lead on Learning Objectives Lead on Task Analysis Lead on Summative Evaluation Lead on Learner Analysis Contribute to References and Appendices

Annie (Kathryn) Arnone

Valuable contributor to all sections Lead on Needs Assessment Lead on Formative Evaluation Lead on Summative Evaluation Lead on Materials for Training Program or Learning System Contribute to References and Appendices

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Table of Contents Group Responsibilities………………………………………………………………....……….2 I. Desired Results

A. Broad Goals and Big Ideas……………………………………………....…….4 B. Learning Objectives……………………………………………………….…….5 C. Needs Assessment…………………………………………………….……….9 D. Task Analysis………………………………………………………………......15

II. Evidence of Acceptable Results A. Formative Evaluation……………………………………………………..…...18 B. Summative Evaluation………………………………………………………..20

III. Learning Experiences and/or Instruction A. Learner Analysis……………………………………………………………….22 B. Contextual Analysis…………………………………………………………...25 C. Types of Learning Experiences and/or instructions………………………..29 D. Materials for Training Program……………………………………………….30 E. Implementation Plan…………………………………………………………..31

References…………………………………...………………………………………………..33 Appendices……………………………………………………………………………………34 Appendix A. Needs Assessment Instruments and Evaluation Materials

A.1 Needs Assessment Materials A.1.1. Pretraining Teacher Survey…………………………………………...…….34 A.1.2. Pretraining Interview (Administration & Technology Staff)......................37 A.1.3. Grade Level Teacher Leaders Pretraining Focus Group...………..…….38

A.2 Procedural Analysis Detailed Outline..…………………………………………….39 A.3 Formative Evaluation Materials

A.3.1. Interview with an Instructional Design Expert……………………………...41 A.3.2. Pretraining Teacher Survey………………………………………………....42 A.3.3. End of Day One Survey……………………………………………..……….42

A.4 Summative Evaluation Materials A.4.1. Posttraining Focus Group………………………………………………..….43 A.4.2. Six Weeks Posttraining Survey……………………………………………..44

Appendix B. Materials, Schedules, Outlines, Etc. B.1 Table of Learning Experiences and Instructional Strategies…………………...46 B.2. Learner Analysis Data Collection………………………………………………….61 B.3 Contextual Analysis Data Collection……………………………………………...61 B.4 Google Slide Presentation………………………………………………………….61 B.5 Applications Resource Page……………………………………………………….67 B.6 Implementation Schedule…………………………………………………………..68

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I-A Broad Goals and Big Ideas As schools build and expand their technology usage in the classroom through districtwide funding and/or individual grants, teachers are having greater access to technology tools for their students. It is an all too common practice for school districts to acquire and implement new technology with very little or no training available for the staff. One of the technology tools that is becoming ever more prevalent in the classroom is the iPad. Some classrooms have been fortunate enough to become 1:1 with this interactive device while other buildings have a class set that is shared among a group of classes. In addition, some classrooms have only one or two iPads that they must learn to integrate with their students. Our goal for this project is to develop a two day training for elementary educators who have recently acquired access to iPads for use in their classroom. The training is designed to be delivered both by a slideshow presentation and interactive demonstration as well as smallgroup handson practice (as each trainee will have an iPad with them throughout the entire training). Teachers will learn many of the necessary skills needed to begin using their iPads for authentic learning in the classroom on a daily basis. This training will also include any digital “reference handouts” for teachers to load onto their iPads to use at any time after the training is complete.

Goal 1: Teachers will be able to access, configure, and navigate the iPad interface.

Goal 2: Teachers will be able to access and use iPad applications as a workflow tool.

Goal 3: Teachers will be able to access and use iPad applications as a research tool.

Goal 4: Teachers will be able to access and use iPad applications as a presentation tool.

Goal 5: Teachers will be able to access and use iPad applications as an interactive teaching tool.

Goal 6 Teachers will be able to access and use iPad applications as a collaboration tool.

Goal 7: Teachers will be able to access and use the iPad as a multimedia tool. Goal 8: Teachers will be able to access and use iPad applications to promote

critical thinking and meet Common Core or state standards.

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I-B Learning Objectives

Goal 1: Teachers will be able to access, configure, and navigate the iPad interface.

1.1 Upon completion of the instructional session on basic iPad configuration, the participant will be able to access and configure WIFI, sound, brightness, and Siri through the settings panel and the dropup control panel by connecting to the internet, making adjustments to sound and brightness, and asking Siri one verbal question.

1.2 Upon completion of the instructional session on navigating the iPad home screen, the participant will be able to navigate through preset applications by opening and closing applications with 100% accuracy.

1.2.1 Participants will also move icons, create new homescreen folders, and new home screen pages with 100% accuracy.

1.3 Upon completion of the instructional session on the iPad home screen, the

participant will be able to download recommended applications and delete unwanted applications by demonstrating how to add one app and how to delete one app.

Goal 2: Teachers will be able to use iPad applications as a workflow tool.

2.1 Upon completion of the instructional session on accessing the Internet, the participant will be able to access their preferred browser, bookmark a web page, and retrieve the web page by opening, saving, and retrieving one browser bookmark.

2.2 Upon completion of the instructional session on organizational tools, the participant will be able to check mail, calendar, and reminders with 100% accuracy.

2.3 Upon completion of the instructional session on production tools, the participant will be able to download and access three Google Apps by creating or using a preexisting gmail account and opening Google Apps.

2.4 Upon completion of the instructional session on Apple Apps, the participant

will be able to access Pages word processor and Keynote slide presentation tool by demonstrating how to open Pages and by creating a single slide in Keynote.

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2.5 Upon completion of the instructional session on screen reading and

dictation, the participant will be able to use Siri by dictating an email message and sending it.


3.1 Upon completion of the instructional session on iBooks and Dogo News, the participant will be able to access and download a free iBook by logging onto an existing Apple account (or creating a new account) and downloading one book.

3.2 Upon completion of the instructional session on KidRex, the participant will

be able to research a topic of interest for 3rd grade science students by logging onto the website and typing one browser search.

3.3 Upon completion of the instructional session on research with the iPad, the

participant will be able to discuss ways to use iBooks, Dogo News, or KidRex in the classroom by talking to educators on their grade level about potential lesson planning goals using these tools.

Goal 4: Teachers will be able to use iPad applications as a presentation tool.

4.1 Upon completion of the instructional session on displaying the iPad to a

projector or TV, the participant will be able to connect the iPad to a projection device by explaining what connector cord or cable is necessary for the display to work properly with 100% accuracy.

4.2 Upon completion of the instructional session on Explain Everything and

Canva the participant will create a short presentation and share 2 slides that include media and text with a fellow educator.

4.3 Upon completion of the instructional session on Tellagami, Make Beliefs,

and Word Clouds, the participant will use Make Beliefs to create a presentation by opening the app and creating a 3 frame cartoon.

4.4 Upon completion of the instructional session on Educreations, the participant will be able to create a one page presentation using Educreations by opening the app and starting a new project.

4.5 Upon completion of the instructional session on presenting information with

the iPad, the participant will be able to discuss ways to use presentation

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tools in the classroom by talking to educators on their grade level about potential lesson planning goals using these tools.

Goal 5: Teachers will be able to use iPad applications as an interactive teaching tool .

5.1 Upon completion of the instructional session on Math Playground and Thinking Blocks, the participant will be able to solve a mathematical word problem by downloading and using Thinking Blocks on Math Playground.

5.2 Upon completion of the instructional session on Geoboard and Geogebra, the participant will be able to illustrate a geometry concept by creating a geometric figure in Geoboard.

5.3 Upon completion of the instructional session on Book Creator, the

participant will be able to create a double page spread using images and text by adding an image and text to the pages.

5.4 Upon completion of the instructional session on Reading Apps including

MeMe Tales, StoryKit, StarFall, ABC Letter Tracing, and Sight Words, the participant will be able to find and download three applications of their choice.

5.5 Upon completion of the instructional session on QR Codemaker, the

participant will be able to create and retrieve a QR code by downloading the app and linking a code to a URL.

5.6 Upon completion of the instructional session on interactive teaching with

the iPad, the participant will be able to explain how to find and download recommended applications by

showing another teacher one app they chose to add to their iPad. explain how they would use one application in the classroom by sharing

one lesson idea with another educator. Goal 6: Teachers will be able to access and use iPad applications as a collaboration tool.

6.1 Upon completion of the instructional session on BaiBoard and Popplet, the participant will be able to use BaiBoard to collaborate with 2 or more colleagues to create a single page.

6.2 Upon completion of the instructional session on Nearpod, the participant will be able to open Nearpod and watch a tutorial on its collaborative features and capabilities.

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6.3 Upon completion of the instructional session on Google Apps, the

participant will be able to create and modify a Google Document by collaborating with 2 or more colleagues to insert images and add text.

Goal 7: Teachers will be able to access and use the iPad as multimedia tool.

7.1 Upon completion of the instructional session on the iPad Camera, the participant will be able to record images and video from front and back cameras and retrieve them through the photo gallery.

7.2 Upon completion of the instructional session on SloPro and Video Star,

the participant will be able use SloPro in the VideoStar application to transform a short clip.

7.3 Upon completion of the instructional session on iMovie, the participant will

be able to create an iMovie project containing two video clips.

Goal 8: Teachers will be able to access iPad applications to promote critical thinking and meet Common Core or state standards.

8.1 Upon completion of the instructional session on the iPad and Bloom’s Taxonomy, the participant will be able to identify how a single task completed with the iPad can reach each of Bloom’s levels by talking to educators on their grade level about potential lesson planning goals using these tools.

8.2 Upon completion of the instructional session on the iPad and the Rigor and

Relevance Framework the participant will be able to discuss how to elevate Rigor and Relevance of a single task by using iPad applications by talking to educators on their grade level about potential lesson planning goals using these tools.

8.3 Upon completion of the instructional session on the iPad and the SAMR

technology framework, the participant will be able to explain how a traditional task can be Substituted by an iPad task, Augmented by an iPad task, Modified using applications that allow for interactivity, and Redefined using applications that incorporate collaboration by talking to educators on their grade level about potential lesson planning goals using these tools.

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I-C Needs Assessment To determine the best possible outcome for our learners, we will assess the needs of faculty, administration and technology support staff pertaining to their goals for integrating iPads into classrooms prior to our training. Our goal is to use various instruments to determine the direction and focus for educating the faculty on iPad use during our training sessions. Our first instrument to assess educator needs will be a pretraining survey delivered online through Google Forms that can be taken by teachers, support staff (such as media specialists) and any other faculty members that will attend the two day training. This survey will ask a variety of questions pertaining to individual goals and attitudes towards effective iPad use to enhance meaningful learning for students. Faculty will have the opportunity to answer multiple choice, short answer and openended questions to voice opinions, concerns and support for new technology integration in their classrooms. Our second instrument will be face to face interviews with the administration and technology support staff. Our goal is to become familiar with the long term schoolwide technology plans for iPad use within the classrooms and to determine whether the building is equipped with the proper infrastructure needed to support large volume device use. We will also be assessing the design for continuous yearround technology support for teachers and staff, particularly after our two day training is complete. Our third instrument will be a focus group containing grade level teacher leaders who will meet with the instructors before the two day training. This group will help assess development ideas for delivering information to the faculty, to learn many of the applications that will be reviewed and taught during the training, and most importantly to serve as teacher mentors during the training to assist educators and staff within their own grade levels during small group breakout sessions. See Appendix A.1. for Needs Assessment Instruments

Table of Rossett Framework To Identify Five Information Elements

Types of Information

What we need to know?

Why do we need to know this?

Information Sources

Types of Procedures (Instruments)

OPTIMALS: (Vision of desired outcome of

How do elementary educators and administration

To establish what information and material needs

Elementary Teachers Administration

Survey Interview Focus Group

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performance) intend to incorporate iPads for the purpose of meaningful learning? What technical skills do the faculty need before and during training to effectively utilize iPads with educational applications? Will the use of iPads increase student motivation towards class participation, collaborative work and standardized testing?

to be incorporated in the training. To understand and establish how the training is intended to help educators. To confirm the need for change within the educational approaches for teachers using technology in their classrooms to enhance student learning.

Technology Support Staff Specialized Education Support Staff (i.e. Media Specialists)




Information Sources


ACTUALS : (The way it is; what people know and do)

Do teachers currently use technology tools in their classroom and are they effective in enhancing

To gage what prior knowledge and experience teachers have with integrating other technology in their

Elementary Teachers Administration Technology Support Staff


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student learning? Does the school have the infrastructure supports and tech staff to maintain large volume iPad use? How will the administration provide ongoing training and support for teachers using iPads in their classrooms?

classrooms to build upon existing practices. To know if the school has sufficient Internet access and other hardware capabilities to support ease of iPad functionality. To understand if teachers will have continued support throughout the year regarding iPad use not just two days of training.

Specialized Education Support Staff (i.e. Media Specialists)




Information Sources


DETERMINING CAUSES : (Why is there a problem? What is causing it?)

Why has this school decided to integrate iPads into their classroom learning? Have teachers encountered

To see if iPads were going to replace existing technology or be a completely new experience in technology for teachers and students. To determine if teachers had

Elementary Teachers Administration Technology Support Staff Specialized Education Support Staff (i.e. Media


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problems with other technologies which have now prompted the adoption of iPads? What district supports are in place for teachers integrating iPads?

experience in using other forms of technology to determine transferable skills when developing training. To determine what support systems are in place for teachers to draw on if further support on the training team is needed after the training experience.

Specialists)




Information Sources


FEELINGS : (Opinions about the problem or task and the competence related to it)

Do the teachers want to use iPads to enhance student learning in their classrooms? Do teachers feel they can authentically integrate iPads into their teaching?

To evaluate teacher willingness to integrate iPads into their classroom teaching system. To determine teacher comfort level with the technology pertaining to lesson planning, student

Elementary Teachers Administration


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Does the administration feel confident that iPad integration will have a positive impact on student learning?

participation and collaborative practices. To consider the driving force behind administrative support for iPad integration.




Information Sources


POSSIBLE SOLUTIONS : (Ways of ending or diminishing the problem)

Will the use of iPads generate better results for students in terms of CCSS alignment or other state standards being met through technology integration? Would the use of iPads generate an easier transition into using the Next Generation Science Standards (NGSS) that

To monitor if iPad integration would be an authentic way of incorporating technology in the classroom to support assessment needs for both teachers and students. To help assuage teacher nervousness about integrating NGSS, especially the Engineering portion. Being

Elementary Teachers Administration Technology Support Staff Specialized Education Support Staff (i.e. Media Specialists)


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integrates both Science and Engineering? Would the use of iPads aid in meeting the needs of diverse learners in the school?

able to provide support in this area could peak teacher interest and buyin. To plan training activities that would specifically address the needs of all students, even those students who have special needs or require special modifications.

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I-D Task Analysis Goal 1: Teachers will be able to configure and navigate the iPad interface.

1. Learners will manipulate different variables found in the Settings panel. a. Learners will click on the wifi icon and learn how to select the local network. If

a password is required then they will enter one. b. Sliding the controller left and right will adjust iPad volume levels in the Sound

section of the settings panel. c. Sliding the brightness control left and right will adjust how bright the screen is

for viewing. d. Practice holding down the home button for 2 seconds and waiting until Siri

responds. Then ask her a question and wait for her response. e. Users will access the Drop Up Control Panel by sliding the menu bar “up” and

noticing the settings options that are available there. 2. Learners will practice the basics of Home Screen manipulation.

a. Tap on an app to open it, and press on the home button to close the app. b. Press and hold on an app for 2 seconds until it begins to wiggle. Now create

new homescreen folders by dragging apps of similar content on top of one another, placing them inside a folder. Name the folder if it isn’t named already.

c. Slide folders and apps from one page to another page in order to create new homescreen pages.

3. Users will become familiar with the “App Store” including the process of downloading an app and deleting an app.


1. Select the chosen internet browsers for internet access. a. Go to the App Store and download your preferred browser if it is not currently

located on the iPad. b. Create a bookmark using the provided icon (name and choose a location for

the bookmark). Select the bookmarks icon in the browser to retrieve bookmarks.

2. Users will locate and utilize Organizational Applications. a. Select the Mail app and navigate through to check an email, reply to an email,

and create a new email. b. Navigate through the calendar app by searching for specific dates and creating

new events. c. Add a reminder to the reminders app and manipulate the information which can

be used to set the reminder. 3. Users are able to access Google Apps. 4. Users are able to access Apple Apps, search and download selected apps. 5. Understand that there are tools used for Dictation and as Screen Readers.

a. Siri is used to type an email to someone via Voice Command.

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1. Able to download one book via the iBooks app. 2. Users explore Dogo News to view studentfriendly news articles. 3. Utilize KidRex to search for 3rd grade science topics.


1. Users will understand the different ways an iPad can be connected to a projection device by knowing which connector cords and cables are necessary (as well as how to plug and unplug them).

a. Recognize a thunderbolt adaptor and how it is used for projection purposes. b. Recognize an Apple TV device and how it is used for projection purposes. c. Recognize and understand mirroring projection.

2. Download and create a basic slideshow with 2 slides via “Explain Everything” app. 3. Create a one slide presentation in “Canva” app. 4. Recognize and view an animated presentation created in the “Tellagami” app. 5. Use “Make Beliefs” app to create comics. 6. Recognize the Word Clouds apps available for use. 7. Create an Educreations account and build a basic presentation.

Goal 5: Teachers will be able to access and use iPad applications as a interactive teaching tool.

1. Teachers will explore a few of the virtual manipulatives accessible through Math Playground such as Thinking Blocks.

2. Teachers will use Geoboard (good for lower grades) or Geogebra (good for upper grades) as a math tool by creating geometrical figures.

3. Users will create a double page spread in Book Creator using both images and text. 4. Users will view a book on MeMe Tales after downloading the app. 5. Teachers will explore at least 2 of the following apps:

a. Story Kit b. Starfall c. ABC Letter Tracing d. Sight Words

6. Download QR Codemaker and then create a QR Code through the app. Goal 6: Teachers will be able to access and use iPad applications as a collaboration tool.

1. Create a whiteboard spread on Baiboard and share it with 2 teachers at the training. 2. View the Popplet app. 3. Explore the samples showcased on Nearpod. 4. After learning about Collaboration with Google Apps users will share and work

together on a Google Document.

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Goal 7: Teachers will be able to access and use iPad applications as a multimedia tool. 1. Users will take photos and videos with the iPad Camera and then access those

created photos and videos. 2. View features in Video Star and create one short clip using SloPro. 3. Create a simple video in iMovie using 2 previously created video clips.

Goal 8: Teachers will be able to access and use iPad applications to promote critical thinking and meet Common Core or state standards.

1. Discuss how various apps relate to different levels on Blooms Taxonomy. 2. Using the Rigor and Relevance Framework examine and discuss which apps will help

elevate instruction. 3. Follow a traditional task through the SAMR technology model by listing apps that

would achieve each level of integration. Procedural Analysis: Learning Goals 1 and 3 have been detailed in a stepbystep procedural analysis. The analysis focused on determining the steps needed to achieve the observable and measurable goals for each application. These analyses are included in Appendix A.2.

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II-A Formative Evaluation The process of formative evaluation in this training will include three approaches Interview with an Instructional Design Expert, PreTraining Survey of Teachers, and an End of Day One Survey with Teachers. The Interview with an Instructional Design Expert will help aid us with our design and refinement to help create an effective training. The expert will help us ensure that our sessions and materials meet our objectives (including proven and effective methods), and that our content is appropriate. The PreTraining Survey of Teachers will take place prior to the training via email that contains a link to a Google Form. The results from this survey will ensure that the training experience and materials are designed in a way that will most effectively aid teachers in using iPads in their classrooms. Our final formative evaluation will be an End of Day One Survey which will take place with teachers at the conclusion of the first day of training. Trainers will review the results to ensure each goal is being met and to guide instruction for the following day’s instruction. Areas in which teachers feel they still need assistance will be addressed on day two of the training. Key Questions 1. Does the instructional content include sufficient information for educators to be able to use iPads and various applications comfortably? 2. Are the training sessions organized in a logical manner? 3. Has enough time been given to cover all content indicated in the instructional goals? 4. Are the learning experiences in the training session appropriate for the designated objectives? 5. Is the content of the training session appropriate for the intended audience? 6. Are there any necessary improvements to the content of the training sessions? 7. Are there improvements needed to the instructional design? 8. Is the number of participants in the training session manageable (Not too many that participants don’t get proper attention or not too few that participants feel singled out). 9. Do teachers feel comfortable using iPads themselves as well as with students? 10. Are the learning materials constructed in a way that will be useful for all participant skill

levels?

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See Formative Evaluation Instruments in Appendix A.3 Approaches to Gain Information Approach 1: Interview with Instructional Design Expert In order to develop a highly effective training, gathering feedback from an instructional design expert prior to the trainings would be beneficial. We will provide our instructional design expert with our entire plan including the objectives, our content and any materials we will be using. Our plan will outline each part of the inservice, from our wholegroup instruction to the small group breakout sessions. After the designer has finished reviewing everything, two members of our design team will conduct an interview with the designer to garner a greater understanding of what has been done well and where refinement is necessary. Interview questions will be both openended and structured to help us gain the maximum amount of information possible. Approach 2: PreTraining Survey of Teachers When working with teachers and districts that are launching into using a new technology on a large scale (1:1 iPads), it is beneficial to gather information prior to developing an instructional training. By using a PreSurvey, the designers of the training session can more adequately determine the needs of the participant group. This PreSurvey will serve as an evaluation of participant knowledge that will better inform decisions in the instructional design of the session. Once the training session is complete, participants will be asked to complete a PostSurvey. This survey will show growth in various areas as well as areas that still need to be addressed or revisited. We are using a combination of structured and openended questions in order to gather the most information possible. Approach 3: End of Day One Survey In order to determine the effectiveness of the first day of training, participants will be given a survey at the completion of Day One. The survey will focus on the objectives and goals of the first training day, as well as the personal experiences of the participant. This survey will be delivered via Google Forms, and completed by the participants on their iPads before the conclusion of the first day sessions. Both structured and openended questions will be included in the survey to allow the instructors a broad overview of the participant’s individual experiences. The instructors can use the data collected from this instrument to make adjustments or improvements for the following training day.

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II-B Summative Evaluation Our summative evaluation has three goals:

1. Did the participants learn the skills required to implement iPad technology in the school setting?

2. Is there ongoing support for teachers after the training? 3. Was the training relevant, wellorganized and effective?

We want to ascertain if participants are confident enough with the skills learned at the training to implement iPad technology in a timely manner. Some type of posttraining support is expected within the school community either formally via administration channels or organically between colleagues.

Data collected for the Summative evaluation will be done through two approaches:

1. A posttraining focus group that will be done right after the training to determine if participants are able to utilize skills taught.

2. A survey administered via a Google Form that will be emailed to participants 6 weeks after the training to determine the sustainability of the skills learned in the training.

Key Questions

1. Are participants able to access iPad settings and configure them to their needs? 2. Are the participants able to access and download applications? 3. Are the participants able to use the iPad as a workflow tool?

a. Can the participant access and use email, calendar, and their preferred browser through the iPad

4. Are the participants able to use the iPad as a research tool? a. Can the participants conduct research through a variety of applications? b. Can the participants enable students to research through select applications?

5. Are the participants able to use the iPad as a presentation tool? a. Are the participants able to connect the iPad to a presentation device? b. Can the participants use appropriate applications to enhance classroom

presentations. 6. Are the participants able to use the iPad as an interactive teaching tool?

a. Can the participants enable students to interactive with appropriate learning applications?

7. Are the participants able to use the iPad as a collaboration tool? a. Can participants enable students to collaborate with appropriate learning

applications? 8. Are the participants able to use the iPad as a multimedia tool?

a. Can the participant use the camera for images and video? b. Can the participant manipulate images and video in a their preferred

application? 9. Are the participants able to use the iPad to generate critical thinking within the

classroom? See Summative Evaluation Instruments in Appendix A.4.

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Approaches to Gain Information Approach 1: Posttraining Focus Group A focus group of one member of each grade level met with trainers before the training. This same focus group will meet after the training to discuss how the staff feels the iPads can be used now that they have the tools and skills learned in the iPad training. Discussion topics will include how the iPad will assist diverse learners and help students meet CCSS and Next Generation Science Standards. We will also discuss at this time any concerns the group has on using the iPad as well as school plans to support teachers in the implementation of the iPad in the classroom. The focus group will also be asked to rate how relevant, informative, and organized they found the training as well as soliciting information on how to improve the training.

Approach 2: Six Weeks PostTraining Survey A Google survey will be sent to participants 6 weeks after the instructional sessions to determine which products and applications they have been able to download and use. They will also be asked about their effective application of the objectives taught in the training (workflow, research, presentations, interactivity, collaboration, multimedia, and to foster critical thinking). Teachers will be asked to rate their comfort with iPad tools on a scale of 15. Teachers will also be asked to rate support received and support still needed on a scale of 15. Teachers will also be asked to share one triumph and one challenge they experienced when implementing iPad use as well as what additional supports are needed to achieve maximum results with using the iPad in the school setting.

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III-A Learner Analysis Our training for elementary educators “Applying” iPads will consist of whole group presentation instruction with small group breakout sessions where participants will get an opportunity to try out what they are learning. Analyzing our learners prior to the training will allow us to lessen or avoid any obstacles that might otherwise occur. This will also help instructors get to know the learners prior to facetoface encounters so the sessions will be tailored to their specific needs. Data Collection #1: Pretraining Survey in Google Survey For Teachers Data Collection #2: Pre/Post Focus Group/Interviews of Grade Level Teacher Leaders Data Collection #3: Pretraining Interview with Technology Staff and Administration Data Collection #4: End of 1st Day of training Teacher Feedback Survey Data Collection #5: Small Group Discussion End of 2nd Day of training Learner Analysis Data Collection Tools can be found in Appendix B.2.

Learner Factors Data Collection for Information

Orienting Context

1. What are the goals/needs of the faculty?

2. What previous experience/training do learners have with iPads?

3. What are the demographics of the participants (age, teaching experience, grade level(s) taught, learning preferences, etc.)

4. What is the school’s culture/attitude toward technology?

5. What types of technology is the school now using?

6. What is the ratio of devices per teacher (per student)?

7. Do the participants currently have an iPad they use at home?

8. Do the participants currently have a different tablet they use at home?

Pretraining Survey #15 Pretraining Survey #46 Pretraining Survey #13 Pretraining Interview #6 Pretraining Interview #7 Pretraining Interview #15 Pretraining Survey #7 Pretraining Survey #7

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9. How many participants have

experience with iPads or other tablets?

10. What do participants expect to get out of the training?

11. What do school officials expect their educators to get out of the training?

Pretraining Survey #78 Pretraining Survey #1314 Pretraining Interview #8


Instructional Context

1. Does the faculty perceive a need for this training?

2. Does the faculty perceive the benefits

of the training?

3. How do the learners feel about spending several days attending the training instead of teaching their classes?

4. Does the participant adapt quickly to new technology quickly or struggle to learn it?

5. How will the faculty be supported after initial instruction?

6. What visual cues or mnemonics will be used to support learning and retention of knowledge.

7. How many learners are willing to access and use digital resources after the training to support their learning?

Pretraining Survey #1112 Pretraining Focus Group #10 Pretraining Focus Group #12 Pretraining Survey #1112 Admin/Technology Staff Interview #5, #20 Pretraining Survey #15, #19 Posttraining Discussion #5


Transfer Context

1. Are the participants prepared to start using the iPad in classroom instruction?

End of Day 1 Survey #1

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2. Do the participants feel confident in applying the iPad skill learned in the training?

3. Will the participants have additional opportunity to practice beyond the training?

4. Will the participants form support groups within the staff to continue learning how to use the iPad efficiently and effectively?

5. Do the participants believe using the iPad will improve teaching and learning in their classrooms?

6. What concerns do the participants have in using the iPad skills learned in the training?

7. Are there any additional incentives for participants to practice iPad skilsl learned in the training?

End of Day 1 Survey #2 Posttraining Focus Group #46 End of Day 1 Survey #3 Posttraining Focus Group Admin/Technology Staff Interview #19 Posttraining Focus Group #3 End of Day 1 Survey #9 Admin/Technology Staff Interview #2

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III-B Contextual Analysis

This contextual analysis was developed for the faculty who will be attending the Elementary Educators: “Applying” iPads training and divided among the orienting, instructional and transfer contexts. Data collection for information will occur using the following tools:

Data Collection #1: Pretraining Survey in Google Survey For Teachers Data Collection #2: Pre/Post Focus Group/Interviews of Grade Level Teacher Leaders Data Collection #3: Pretraining Interview with Technology Staff and Administration Data Collection #4: End of 1st Day of training Teacher Feedback Survey Data Collection #5: Small Group Discussion End of 2nd Day of training Contextual Analysis Data Collection Tools can be found in Appendix B.3.


Orienting Context

Immediate Environmental Factors 1. Does the school have the proper

facilities to conduct a training for the entire faculty, including support staff and administration?

2. Is the infrastructure in the building

updated to support high volume, simultaneous, multidevice Internet use?

3. Will the training be conducted during

consecutive professional development days when educators can attend without distraction?

4. What technology supports are available

to teachers on a daily/weekly basis? 5. What other technologies are being

implemented in classrooms that may have provided experience for teachers prior to this training?

Pretraining Interview #9 Pretraining Interview #10 Pretraining Interview #1 Pretraining Interview #11 Pretraining Focus Group Pretraining Interview #12

Orienting Context

Organizational Factors 1. What incentives do teachers have in attending this training, and is the school providing any incentives towards iPad use in the classroom?

Pretraining Interview #2 Pretraining Focus Group

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2. What goals would teachers like to reach by participating in this training? 3. Who will be organizing the training and conducting the sessions? 4. Will there be opportunities for followup or continuous iPad mentorship upon completion of the training? 5. Have teachers had any previous experience working with iPads for classroom integration?

Pretraining Survey #918 Pretraining Interview #3 Pretraining Interview #4 Posttraining Focus Group Pretraining Survey #48

Learner Factors Data Collection for

Information


Immediate Environmental Factors 1. What is the size of the instructional group and how will the training be conducted? 2. Is there an assurance that instruction can be delivered with all necessary equipment and Internet connection that is reliable and consistent? 3. What limitations (if any) are contributing factors of impeding instruction for staff members using technology in their classrooms?

Pretraining Interview (Overall Inquiry) Pretraining Interview #910 Pretraining Interview #12


Organizational Factors 1. Will there be ways of providing instructional information to members of the faculty who are unable to attend the training, or who have a desire to review certain sessions or teaching points? 2. Will there be time allotted for Q&A before, during or after each day of the training sessions to ensure proper participant understanding and feedback? 3. Are there any limitations for instruction for any teachers or staff members such as audio or visual disabilities that will need to

Pretraining Interview #17 Posttraining Focus Group Pretraining Interview #18 Pretraining Focus Group

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be accommodated during the training?


Transfer Context

Immediate Environmental Factors 1. Is there opportunity for teachers to create Professional Learning Communities or other grade level supports to continue learning and practicing iPad skills with others in the same field? 2. How will administration support success for teachers implementing iPad use in their classrooms? 3. Will future funding be available to teachers to support iPad use in their classroom for unforeseen costs such as protective covers, headphones, app purchases, and online subscriptions?

Pretraining Interview #19 Pretraining Interview #20 Pretraining Interview #13

Transfer Context

Organizational Factors 1. Will teachers feel motivated to continue researching and finding ways to use iPads for meaningful learning with their students? 2. How can ongoing supports on iPad use for the classroom be provided to teachers posttraining? 3. What department (i.e. technology staff) is responsible for continued upkeep on the devices (such as software and application updates?) 4. Are teacher responsibilities pertaining to the maintenance and safety of iPads clearly defined and understood by individual members of the faculty?

Posttraining Focus Group Pretraining Interview #5 Posttraining Focus Group Pretraining Interview #14 Posttraining Focus Group

The following assumptions were made based on the Contextual and Learner Analyses: Participants are willing to learn a new technology as long as they see the benefit in it. Participants want to learn in a group setting, but also want a handout they can view on

their iPad.

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Participants have a wide range of technological abilities, but each will be able to perform the necessary actions on the iPad.

Younger participants will quickly pick up on the new technology while older participants may take more time to do so.

The technology department will ensure all needed technology is in working order prior to the training taking place.

The instructors will be available before, during and after each session to ensure all participants receive the attention they need to succeed.

Participants will be able to reach the instructors via email if further guidance is needed.

Many participants will be hesitant to implement the new technology for fear that they don’t know how to troubleshoot problems that may occur.

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III-C Types of Learning Experiences and/or Instruction The training on “Applying iPads” will focus on direct instruction with visual samples as well as handson practice. Participants will be able to practice new functions and features simultaneously with the training instructor as the session is taking place. The training will be given during a consecutive two day period so that teachers can fully explore all of the iPad functionalities. The training will be delivered in 8 sections there will be four sections of focus per training day with a break halfway through the day for lunch. The instructor will lead the training, acting as both a facilitator sharing new information and as a guide to answer questions about specific content. Participants will listen to instruction, practice activities oneonone, and work together in small groups when developing collaborative resources and exploring critical thinking opportunities. Throughout the training, the instructor will be available at all times to give help and guidance, and there will be grade level teacher mentors to steer the small group discussions and practice. See Appendix B.1. for the Table of Learning Experiences and Instructional Strategies

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III-D Materials for Training Program or Learning System Sample materials that have been created to use with the two day training includes a Google Slide presentation that will help to guide instructors and participants through the training as they move from one goal to another. The slides will highlight the apps and skills we are focusing on through images and key phrases. This Google Slide presentation will be shared with each learner during the collaboration session so that teachers may go back and reference the information that was covered at any time. Additionally, we will share with all learners a digital Applications Resource Page which will have a complete list of all recommended apps for quick reference. See Appendix B.4. for the Google Slide Presentation (All icon images were located via Google Images and will be used solely for educational purposes). See Appendix B.5. for the Applications Resource Page.

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III-E Implementation Plan Including Schedule

Elementary Educators “Applying” iPads training will be given during a full two day training. All teachers who are participating will need to have two full days away from classroom teaching in order to participate in the training. Ideally, the training will take place on back to back days (Thursday and Friday) rather than split days (Friday and Monday). During each of these 8 hour days, learners will participate in a 3 ½ hour morning session, be allowed 1 hour for a lunch break, followed by a 3 ½ hour afternoon session. This training will be given immediately after teachers acquire sets of iPads for use in the classroom so that they are able to put technology tools into daily instructional use quickly. Since districts often rollout new technology (by slowly distributing it to one building at a time) the trainings will occur on different months based on which building has just acquired the newest set of iPads. The district will need to provide substitute teachers for all of the participants attending the training as well as any district personnel that are facilitating the training if it should take place during regular school days. Otherwise, the district can use preestablished PD days to provide iPad training. No additional costs are required since all teachers are already salaried employees and spending regular contract hours to attend the training. Additionally, all resources and apps being explored are free to download. There will be a survey conducted via email with the teachers and support staff (i.e. media specialists) prior to the iPad training that will collect data pertaining to teacher experience, knowledge, support and opinions about iPad use in their classrooms. Interviews will be conducted face to face with administration and technology staff to ensure there are longterm technology goals and proper infrastructure set in place for the faculty and staff of the school. The training team will work with the host building (a school library or district meeting room) to ensure that there are enough tables and chairs for all participants to sit and work comfortably and collaboratively. WiFi access is critical and therefore a strong connection must be established as well as any passwords required to access the WiFi given. There is a Google Slide presentation which will require projection capabilities. All projection equipment will be determined and setup prior to the training by a collaboration of the host building IT people and training team. A computer with the slide presentation on it will be provided by the training team as well as one or more iPads for display purposes for the instructor. Logistic Requirements:

Room with tables and seating for all participants. AC and/or heat is working in the building for comfort. Building is unlocked and open for instructor preparation at least 1 hour prior. WiFi network connection is strong and any passwords needed are given. Instructor station in a visible area with projection capabilities.

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District account access (any App Store passwords, etc.). iPad for display/demonstration purposes. All participants alerted to bring an iPad, and all account logins. Computer or iPad with slideshow and digital resources.

All materials will be given to the participants as digital copies (of both the slide presentation as well as the App Resource Guide). Participants will acquire access to these resources through the collaboration part of the training as they work in Google Drive. See Appendix B.6. for the Implementation Schedule

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REFERENCES iPads in Elementary Liz Castillo. (2014) Retrieved from http://www.lizcastillo.net/ipadselementary Ruben R. Puentedura's Weblog Hippasus. (2003) Retrieved from http://www.hippasus.com/rrpweblog/ Padagogy Wheel The Unity Learning Community. (2013) Retrieved from http://www.unity.net.au/padwheel/padwheelposterV3.pdf

iPad Classroom Work Flow | Scoop.it. (2012) Retrieved from http://www.scoop.it/t/ipadclassroomworkflow 36 Core Teacher Apps For Inquiry Learning With iPads. (2013). Retrieved from http://www.teachthought.com/technology/36coreteacherappsforinquirylearningwithipads/

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http://www.google.com/url?q=http%3A%2F%2Fwww.lizcastillo.net%2Fipads-elementary&sa=D&sntz=1&usg=AFQjCNFGO2AuyMn5wpABomJNxl4_Ke1oeg

http://www.google.com/url?q=http%3A%2F%2Fwww.hippasus.com%2Frrpweblog%2F&sa=D&sntz=1&usg=AFQjCNFTpEczmmKvWMnpLM3EShtlBgEXrw

http://www.google.com/url?q=http%3A%2F%2Fwww.unity.net.au%2Fpadwheel%2FpadwheelposterV3.pdf&sa=D&sntz=1&usg=AFQjCNFCeo5D35K2enbs0NOcAe_VmiAw1Q

http://www.google.com/url?q=http%3A%2F%2Fwww.scoop.it%2Ft%2Fipad-classroom-work-flow&sa=D&sntz=1&usg=AFQjCNHssgylPBJ8QGJ9l11xJPfGONjLFg

http://www.google.com/url?q=http%3A%2F%2Fwww.teachthought.com%2Ftechnology%2F36-core-teacher-apps-for-inquiry-learning-with-ipads%2F&sa=D&sntz=1&usg=AFQjCNEsPtRJL1Y14zWkk7CK5WzhRpIrVA

http://www.google.com/url?q=http%3A%2F%2Fwww.teachthought.com%2Ftechnology%2F36-core-teacher-apps-for-inquiry-learning-with-ipads%2F&sa=D&sntz=1&usg=AFQjCNEsPtRJL1Y14zWkk7CK5WzhRpIrVA

APPENDICES Appendix A. Needs Assessment Instruments and Evaluation Materials Appendix A.1. Needs Assessment Materials A.1.1. Pretraining Teacher Survey A link to the survey can be found here: https://docs.google.com/forms/d/1yWsz_3RxL0XnpUg1GfhWCSljsOhH_MJGmoLNJcdoczM/viewform 1. What grade level and subject area(s) do you teach?*Red

2. How long have you been teaching?*

15 years 610 years 1115 years 1620 years 2125 years 2630 years 30+ years

3. If you were to describe your preferred learning style, which of the following would you say fit you?*Required(Choose all that apply)

I want someone to talk to me directly and give me all of the information. I want to be handson with the learning object. I want to be up and moving around while I work with this new information. I want to work in a small group. I want to watch videos that teach me new information so I can go at my own pace. Other:

4. How would you describe your experience with iPads or other handheld devices?*Required

This will be my first time using an iPad. I have used one before, but only to access apps that were already loaded on the device. I can add/delete apps and troubleshoot basic issues. I could teach this training! Other:

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https://docs.google.com/forms/d/1yWsz_3RxL0XnpUg1GfhWCSljsOhH_MJGmoLNJcdoczM/viewform

https://docs.google.com/forms/d/1yWsz_3RxL0XnpUg1GfhWCSljsOhH_MJGmoLNJcdoczM/viewform

5. Have you ever had any formal training on iPads (for personal or classroom use)?*Required

Yes No

6. If yes, please provide us with a short description of your training. 7. Do you own a tablet or device (such as an iPad) that you use outside of school?*

Yes I use device technology outside of school including an iPad. Yes I use device technology outside of school other than an iPad. No I do not use device technology.

8. Have you ever used a tablet (such as an iPad or other handheld device) in your classroom?*Required

No, I have never used a tablet in my classroom. Sometimes I use my own personal tablet/device for instruction in my classroom. Yes I have a tablet/device that I use frequently in my classroom for instruction. Other:

9. How do you feel about the idea of incorporating iPads into your classroom?*Required

Energized! I can't wait to use iPads with my students. Uncertain. I am not familiar with iPads and am unsure about how to use one. Fearful I don't have time to learn a new technology for classroom use. Other:

10. How many of your students own or use a tablet/device outside of school?(Please answer to the best of your knowledge.)

All of my students have access to or own their own tablets/devices. Most of my students have access to or own their own tablets/devices. Very few of my students have access to or own their own tablets/devices. Other:

11. Technology is changing the way I teach and making an impact on student learning.*Required

1 2 3 4 5

Strongly Disagree Strongly Agree

12. Do you feel technology is creating positive and meaningful learning experiences for your students?*Required

1 2 3 4 5


13. What is the most important change that would come from your ability to use a device such as an iPad with your students in your classroom?*Required

14. What is one positive outcome and one concern you have pertaining to iPad use in your classroom?*Required

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15. Do you feel you have the necessary support from administration and technology staff to confidently implement iPads for meaningful learning? 16. How often do you see yourself utilizing iPads in your classroom for student learning?*Required

For every lesson Daily A few days a week Only for special projects Other:

17. What are your personal objectives as an educator for having a device like an iPad as a learning tool for your students?*Required(Choose all that apply)

As a reward system: To let students play games after they complete an assignment while I work with other students who may need more one on one instruction.

As an extra activity: To allow students to watch movies or surf the web when they have downtime in class.

To create lessons that inspire and reach every one of my students on their own level. To strengthen curriculum with applications that have been specially designed for education. To encourage instant datatracking that allows me to facilitate instruction to each individual in my

classroom. To bring a voice and a sense of community to my students who may feel shy about participating in

traditional lecturestyle teaching methods. To collaborate with others to enhance teamwork and leadership within my classroom and on a

global scale. All of the above None of the above Other:

18. Please feel free to contribute any other information about the integration of iPad use in your own classroom. 19. What would you like to learn about during your training training on iPad use in the classroom? *Required(Check any and all that apply.)

Using iPad as a workflow tool Using iPad as a research tool Using iPad as a presentation tool Using iPad as an interactive teaching tool Using iPad as a collaborative tool Using iPad as a multimedia tool Using iPad to meet state standards

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Other:

20. Tell us the best way to provide followup information to you after the training has concluded.*Required(Check all that apply)

Email Communication Phone/Text Message Communication Face to Face Checkin During School Hours InClass Project Supports with your Students Other:

A.1.2. Pretraining Interview (Administration and Technology Staff) Technology Staff and Administration

1. Will the training be conducted during consecutive professional development days when educators can attend without distraction?

2. What incentives do teachers have in attending this training, and is the school providing any incentives towards iPad use in the classroom?

3. Who will be organizing the training and conducting the sessions?

4. Will there be opportunities for followup or continuous iPad mentorship upon completion of the training?

5. How can ongoing supports on iPad use for the classroom be provided to teachers posttraining?

6. What is the school’s culture/attitude toward technology?

7. Why types of technology is the school now using?

8. What do you expect educators to get out of the training?

Technology Staff Only

9. Are your facilities sufficient for conducting training for the entire faculty (support staff and administration included)?

10. Does each building have the infrastructure to handle highvolume, simultaneous, multidevice internet use?

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11. What technology support will teachers have on a daily/weekly basis?

12. What other technologies are being implemented in classrooms that may have provided experience for teachers prior to this training?

13. Will future funding be available from the technology department for teachers to support iPad use in their classroom for unforeseen costs such as protective covers, headphones, app purchases, and online subscriptions?

14. What department (i.e. technology staff) is responsible for continued upkeep on the devices (such as software and application updates?)

15. What is the ratio of devices per teacher (per student)? Administration Only

16. Will the participants have additional opportunity to practice beyond the training?

17. Will there be ways of providing instructional information to members of the faculty who are unable to attend the training, or who have a desire to review certain sessions or teaching points?

18. Will there be time allotted for Q&A before, during or after each day of the training sessions to ensure proper participant understanding and feedback?

19. Is there opportunity for teachers to create Professional Learning Communities or other grade level supports to continue learning and practicing iPad skills with others in the same field?

20. How will administration support success for teachers implementing iPad use in their classrooms?

A.1.3. Grade Level Teacher Leaders Pretraining Focus Group Pretraining Discussion Questions

1. What type of devices does the school currently use? Are they the same in all grade levels?

2. How many devices does each teacher have (for workflow or classroom

presentations)?

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3. What is the student:device ratio? Is it the same in all grade levels?

4. What digital programs does the school use? Is it the same in all grade levels?

5. What are your visions for moving forward with digital technology?

6. What is your vision on using the iPad?

7. What professional development have you had in digital technology (hardware or software)?

8. Do teachers currently use technology tools in their classroom and are they effective in

enhancing student learning?

9. Have teachers encountered problems with other technologies which have now prompted the adoption of iPads?

10. Do the teachers want to use iPads to enhance student learning in their classrooms?

11. Are there any limitations for instruction for any teachers or staff members such as

audio or visual disabilities that will need to be accommodated during the training?

12. What do you feel is the benefit of an extended training on the integration of iPads in workflow and classroom instruction?

Appendix A.2. Procedural Analysis Detailed Outline A.2. Procedural Analysis: To achieve Goal 1: “Teachers will be able to configure and navigate the iPad interface.” users will complete the following procedural analysis: 1. Find the settings icon on your ipad and click on it one time with your finger.

1.1. Find the blue WiFi symbol (second from the top) and tap it once with your finger.

1.1.1. Users will see all available WiFi networks popup automatically. Select the local network that will be used.

1.1.2. If necessary, users may enter the designated password in order to access the WiFi.

1.2. Looking at the Settings Main Menu users will select the red Sounds symbol. 1.2.1. Users will touch the white circle icon and slide it left (to decrease

volume) and right (to increase the volume) on their ipad. 1.3. Find and select the blue “Display and Brightness” icon (which looks like two

capital letter A’s).

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1.3.1. Users will touch the white circle icon and slide it left (to decrease brightness) and right (to increase the brightness) on their ipad.

1.4 Return to the home screen by pressing on the builtin “Home” button on the bottom of the ipad.

1.5. Practice using “Siri” by holding down the home button for a full 2 seconds until you hear a light 2beep tone. 1.5.1. Speak to Siri by asking a basic question, such as “What is an aardvark”. 1.5.2. If Siri still thinks you are speaking press the home button to let “her”

know you have finished. 1.5.3. Wait to view Siri’s response.

2. From the Home Screen of the iPad users will access the “Drop Up Control Panel” by sliding their finger up from the bottom of the screen. 2.1. This will bring up the graytone control panel. Users will then familiarize

themselves with the brightness slider, volume slider, orientation lock and WiFi access available.

3. Learners will practice basic operational use of the Home screen and apps. 3.1. Tap on an app one time and watch it open. Then press the home button to

close that same app and return to the home screen. 3.2. Press on an app and hold it for 2 seconds to see all of the icons begin to wiggle

(and gray corner x’s to appear). 3.2.1. Drag one app on top of another app to create a folder containing those

apps. 3.2.2. Type an appropriate folder name in the top rectangular box of the folder. 3.2.3. Delete any unwanted apps by clicking on the corner X. 3.2.4. Slide apps (and folders) to different positions on the page. Slide them

to the edge of the page (left or right) in order to place them on a new page.

3.2.4. Stop apps from “wiggling” and being movable by pressing on the home button.

To achieve Goal 3: “Teachers will be able to access and use iPad applications as a research tool” users will complete the following procedural analysis: 1. Select the orange “iBooks” App icon (contains a white openbook logo)

1.1. Select “categories” in the upper left hand corner and choose “children & teens”. 1.2. OR type “free kids books” into the search engine. 1.3. Select a book you wish to download, then select “get book”. 1.4. You will be directed to sign in to the itunes store (use appropriate password) 1.5. You may now click on the “read” button next to the book to enjoy. 1.6. Swipe your finger to move from one page to another. 1.7. To view other books that have been downloaded select “Library” in the upper

lefthand corner. 2. Select the blue “App Store” icon (looks like an ‘A’ made from a pencil and paintbrush).

2.1. In the search engine type in “Dogo News”.

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2.1.1. To download the free app select “free” and then “install”. 2.1.2. Return to the home screen by pressing on the “home” button.

2.2. Select the Dogo News App to explore. 2.2.1. Click on the magnifying glass in the upper right hand corner to search

topics. 2.2.2. Type your topic into the search engine box (i.e. rainforest) then “go”. 2.2.3. Kidfriendly news articles pertaining to the search topic will appear.

3. Select your chosen web browser to open. 3.1. In the search engine type in “KidRex.org” 3.2. Within this kidfriendly search engine type your topic (e.g. dinosaurs).

3.2.1. To save KidRex to your bookmarks press the paper with an upwards arrow symbol displayed in the upper right corner.

3.2.2. Select the “Add Bookmark” button. Then choose “Save”. Appendix A.3. Formative Evaluation Materials A.3.1. Interview with an Instructional Design Expert

1. Does the instructional sessions’ content include sufficient information for educators to be able to use iPads and various applications comfortably?

2. Are the training sessions organized in a logical manner?

3. Has enough time been given to cover all content indicated in the instructional goals?

4. Are the learning experiences in the training session appropriate for the designated

objectives?

5. Is the content of the training session appropriate for the intended audience?

6. Are there any necessary improvements to the content of the training sessions?

7. Are there improvements needed to the instructional design?

8. Is the number of participants in the training session manageable (Not too many that participants don’t get proper attention or not too few that participants feel singled out)?

9. Are the learning materials constructed in a way that will be useful for all participant skill

levels?

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A.3.2. Pretraining Teacher Survey

This survey can be found in Appendix A.1.1. A.3.3. End of Day One Survey A link to the survey can be found here: https://docs.google.com/forms/d/1Ik1po9gmLnQrpO_gi_xVCwRevE8elzDsaBSetMXLL4/viewform

1. How will you apply the skills you learned in the workshop to learning in your classroom?

2. I feel confident in applying what I learned in the iPad Worskhop.*Required

1 2 3 4 5


3. How soon will you apply the skills that you learned in the workshop to learning in your classroom?

Right Away After a little practice After collaboration with a colleague After another learning workshop Not at all

4. I can connect the iPad to my projector or TV with little or no assisstance.*Required

1 2 3 4 5


5. Do you believe iPad technology will improve learning in your classroom? *

iPad technology will boost thinking and learning. iPad technology will boost collaboration skills. iPad technology will not affect critical thinking. iPad technology will not affect collaboration. iPad technology will detract from critical thinking. iPad technology will detract from collaboration

6. How will you use the iPad to generate critical thinking in your classroom? *

7. I will collaborate with colleagues to integrate iPad learning into my classroom and/or the

school environment. *

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https://docs.google.com/forms/d/1Ik1po9gmLnQrpO_-gi_xVCwRevE8elzDsaBSetMXLL4/viewform

https://docs.google.com/forms/d/1Ik1po9gmLnQrpO_-gi_xVCwRevE8elzDsaBSetMXLL4/viewform

1 2 3 4 5


8. What support do you need to integrate iPad learning in your classroom? *

9. What concerns to you have about integrating iPad learning in your classroom? * 10. I learned valuable information in the iPad workshop. *

1 2 3 4 5


11. The iPad workshop was relevant and wellorganized. *

1 2 3 4 5


Appendix A.4. Summative Evaluation Materials

A.4.1. Post Training Discussion Questions for Focus Group

1. How will you apply the skills learned in the iPad workshop?

2. Do you feel confident in applying what you learned in the iPad workshop?

3. How soon will you apply the skills learned in the iPad workshop?

4. Do you believe the iPad can boost critical thinking and collaboration in your classroom?

5. Will the use of iPads generate better results for students in terms of CCSS alignment

or other state standards being met through technology integration?

6. Would the use of iPads generate an easier transition into using the Next Generation Science Standards (NGSS) that integrates both Science and Engineering?

7. Would the use of iPads aid in meeting the needs of diverse learners in the school?

8. Will you collaborate with your colleagues on developing iPad activities for your

classroom, department or grade level? Will you be forming support groups within gradelevels or departments?

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9. What concerns do you have in using the iPad in your classroom?

10. What support do you need to implement iPad activities in your classroom?

11. What support will you need to implement instruction via iPad in the classroom?

12. How was the workshop valuable to you?

13. What the workshop relevant and wellorganized?

14. What suggestions do you have for improving the workshop?

A.4.2. Six Weeks Posttraining Survey A link to the survey can be found here: https://docs.google.com/forms/d/1Dwu_JPN2YubetNLvna27yUYcUQHAtVfAhLBQtWnWfS4/viewform 1. How are you using iPad in the school setting? (check all that apply) ∙ workflow tool ∙ research tool ∙ presentation tool ∙ interactive tool ∙ collaboration tool ∙ multimedia tool ∙ critical thinking tool 2. How well are you able to configure preferences in the settings panel?

1 2 3 4 5

Not at All Fully capable

3. How well are you able to navigate through the home screen?

1 2 3 4 5


4. How well are you able to download and use apps of your choice?

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https://docs.google.com/forms/d/1Dwu_JPN2YubetNLvna27yUYcUQHAtVfAhLBQtWnWfS4/viewform

https://docs.google.com/forms/d/1Dwu_JPN2YubetNLvna27yUYcUQHAtVfAhLBQtWnWfS4/viewform

1 2 3 4 5


5. What are your favorite apps/tools? 6. How well are you able to use the iPad as a presentation tool?

1 2 3 4 5


7. Do you have any problems using the iPad as a presentation tool? 8. How well are you able to use the iPad as a multimedia tool?

1 2 3 4 5


9. How well are you able to use the iPad as an interactive teaching/learning tool?

1 2 3 4 5


10. What are your favorite interactive teaching/learning applications? 11. Do you use the iPad as a collaboration tool? (check all that apply) ∙ Not at all ∙ With students ∙ With teachers in my school ∙ With colleagues outside of my school 12. Are you getting the support you need to get the most out of your iPad?

1 2 3 4 5

No Support Fully supported

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13. What type of support do you need? 14. How did the workshop help you utilize the iPad? 15. What did you like about the workshop? 16. Is there anything else about the iPad you wish the workshop had covered? Appendix B. Materials, Schedules, Outlines, Etc. Appendix B.1. Table of Learning Experiences and Instructional Strategies

Goal 1: Teachers will be able to access, configure and navigate the iPad interface.

Behavioral Objectives for Learners

Type of Learning Content/Performance

Instructional Strategy

Rationale

1.1 Upon completion of the instructional session, the participant will be able to access and configure WIFI, sound, brightness, and Siri through the settings panel and the dropup control panel by connecting to the internet, making adjustments to sound and brightness, and asking Siri one verbal question.

Procedure/Application Demonstration, Organization, Elaboration and Practice

Once our learners feel comfortable using the basic interface of the iPad, they will have the confidence to proceed further into learning educational uses of the device.

1.2 Upon completion of the


Being able to navigate/organize applications on an iPad is a cornerstone 46

instructional session, the participant will be able to navigate through applications by opening and closing applications with 100% accuracy, as well as moving apps and creating folders on the home screen.

procedure that every learner must master before feeling proficient in iPad use in the classroom.

1.3 Upon completion of the instructional session, the participant will be able to download recommended applications and delete unwanted applications by demonstrating how to add one app and how to delete one app.


The freedom that comes with the knowledge of adding your own applications to an iPad (and deleting ones you don’t want) gives learners a sense of autonomy and creativity to shape the device as they see fit.

Motivational Strategy Teaching participants how to access, configure and navigate the iPad interface will give them the basic tools to successfully gain competency in using iPads for classroom learning.

Initial Presentation Starting in a whole group setting, the instructor will show different configurations on the iPad as participants work independently in a stepbystep process to follow the instructor’s guidance. If necessary, the participants will move into small groups to deepen their understanding of the basic concepts shown by the instructor.

Generative Strategy Participants will use recall, integration, organization and demonstration to master basic personal skills pertaining to the iPad interface.


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Behavioral

Objectives for Learners



Rationale

2.1 Upon completion of the instructional session, the participant will be able to access their preferred browser, bookmark a web page, and retrieve the web page by opening, saving and retrieving one browser bookmark.


Teaching our learners how to navigate the Internet with their iPad gives them a foundation for using the device in many ways for classroom integration.

2.2 Upon completion of the instructional session, the participant will be able to check mail, calendar, and reminders with 100% accuracy.

Procedure/Recall Demonstration, Organization, Elaboration and Practice

Some builtin features that come standard on every iPad are organizational tools like calendars, reminders and email that learners can benefit from if shown how to use correctly.

2.3 Upon completion of the instructional sessions, the participant will be able to download and access three Google Apps by creating or using a preexisting gmail account and opening Google Apps.

Procedure/Recall Demonstration, Organization, Elaboration and Practice

Google Apps for Education are exceptional as workflow, collaborative and interactive teaching tools. Providing an overview for our learners to GAFE opens a world of opportunity for their classroom use of iPad with Google Apps.

2.4 Upon completion of the instructional session

Procedure/Application Demonstration, Organization, Elaboration and

Apple apps such as Pages and Keynote are similar to other

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on Apple Apps, the participant will be able to access Pages word processor and Keynote slide presentation tool by demonstrating how to open Pages and by creating a single slide in Keynote.

Practice products educators might be familiar with such as Microsoft Word and Power Point. Showing our learners the Apple versions of these platforms gives them a broader view of ways to create and share documents and presentations.

2.5 Upon completion of the instructional session, the participant will be able to use Siri to dictate an email message and send it.


Teaching our learners about voice command options with the iPad can open opportunities to use specific dictation on a personal level or with students with special needs.

Motivational Strategy Teaching participants how to use their iPad as a workflow tool will offer extensive organizational tools to enhance their experience with device use in the classroom.

Initial Presentation As the second session in the training, the instructor will give whole group instruction with participants following stepbystep in learning specific applications for use with classroom workflow organization. If necessary, the participants may be moved into small groups to deepen their understanding of the workflow tools presented, with additional supports from the instructor and teacher mentors.

Generative Strategy Participants will use recall, demonstration, organization, elaboration and practice to master the workflow skills on iPad.


Behavioral Type of Learning

Content/Performance Instructional Strategy

Rationale

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3.1 Upon completion of the instructional session, the participant will be able to access and download a free iBook by logging onto an existing Apple account (or creating a new account) and downloading one book.


Knowing how to use the Apple account (which is a critical part of the iPad usage) and how to gather ebook resources will enable teachers to access desired instructional materials for students at any time based on curriculum needs and student interest.

3.2 Upon completion of the instructional session on KidRex, the participant will be able to research a topic of interest for 3rd grade science students by logging onto the website and typing one browser search.


Showing teachers a browser tool which ensures all found resources are ageappropriate will enable them to allow students the freedom of searching and discovery without constant instructor oversight.

3.3 Upon completion of the instructional session, the participant will be able to discuss ways to use iBooks, Dogo News, or KidRex in the classroom by talking to educators on their grade level about potential lesson planning goals using these tools.

Concept/Recall Integration, Organization and Elaboration

Allowing for additional internet searching capabilities and resources will open up classroom lessons to be more studentled. Based on these options, teachers can alter current lessons that have resources given directly to students and instead gain student interest

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through offering alternatives for students to do research for themselves.

Motivational Strategy Teaching participants how to use ageappropriate research tools for both instructional use as well as studentled lessons will enable them to be confident in their internet resource access.

Initial Presentation As the third session in the training, the instructor will give whole group instruction with participants following stepbystep in learning specific applications for use with classroom research tools. Participants will be invited to work in small gradelevel groups to collaborate on ways to incorporate the apps that were presented for lesson planning, with additional supports from the instructor and teacher mentors as needed.

Generative Strategy Participants will use demonstration, organization, elaboration, integration and practice to master research skills on the iPad.





Rationale

4.1 Upon completion of the instructional session, the participant will be able to verbalize how to connect the iPad to a projection device by explaining what connector cord or cable is necessary for the display to work successfully.

Fact/Recall Rehearsal, Practice, Elaboration and Development of Mnemonic

It is important that teachers are able to model what they are doing and seeing so that students can learn as a whole group through demonstrationstyle instruction. If teachers can connect independently to a projection device, they can use one iPad as a model for

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what others could be doing.

4.2 Upon completion of the instructional session on Explain Everything and Canva, the participant will create a short presentation and share 2 slides that include media and text with a fellow educator.


Learning about these presentation tools will enable teachers to not only use these as a part of their own instruction, but also have students use them in order to give presentations of their own learning.

4.3 Upon completion of the instructional session on Tellagami, Make Beliefs, and Word Clouds, the participant will be able to create a 3 frame cartoon using Make Beliefs by opening the app and designing their own project.

Procedural/Application Demonstration, Organization, Elaboration and Practice

Learning about these creative and critical thinking apps in which to display knowledge and understanding will allow teachers to use these apps to have students’ learning take place on higher levels.

4.4 Upon completion of the instructional session on Educreations, the participant will be able to create a one page presentation using Educreations by opening the app and starting a new project.


Educreations is the ultimate mashup of notetaking and handwritten thoughts connected to existing content, forms, maps, etc. Through the use of this tool, students and teachers will be interacting on a deeper level with the content as well as with each other.

4.5 Upon completion of the

Concept/Recall Integration, Organization and

Knowing how to use the iPad as a

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instructional session on presenting information with the iPad, the participant will be able to discuss ways to use presentation tools in the classroom by talking to educators on their grade level about potential lesson planning goals using these tools.

Elaboration presentation tool (in a number of formats and ways) will enable teachers to use it with various classrooms in various locations as well as having students use it for their own presentation purposes.

Motivational Strategy Teaching participants how to use the iPad as a presentation tool opens up a myriad of opportunities for the instructor as both classroom presentation as well as student presentation lessons.

Initial Presentation As the fourth session in the training, the instructor will give whole group instruction with participants following stepbystep in learning specific applications for use with classroom presentation tools. The participants will be placed in small grade level groups to deepen their understanding of the presentation tools, as well as opportunities to discuss ways to use presentation apps as meaningful learning tools for students to use to share information. There will be additional supports from the instructor and teacher mentors.

Generative Strategy Participants will use rehearsal, demonstration, organization, elaboration and practice to master presentation skills on the iPad.

Goal 5: Teachers will be able to access and use iPad applications as an interactive teaching tool.




Rationale

5.1 Upon completion of the instructional session on Math Playground


These sites contain fun games and activities that have a knowledge and learningbased foundation. Through student use of these

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and Thinking Blocks, the participant will be able to solve a mathematical word problem by downloading and using Thinking Blocks on Math Playground.

sites, they will feel that the instructional lessons are fun while still learning critical skills.

5.2 Upon completion of the instructional session on Geoboard, the participant will be able to illustrate a geometry concept by creating a geometric figure in Geoboard.


Through the flexibility of Geoboard, teachers can easily discuss critical geometry concepts while students interact with and manipulate tools to display their understanding.

5.3 Upon completion of the instructional session on Book Creator, the participant will be able to create a double page spread using images and text by adding an image and text to the pages.


Teaching students how to turn their writing into an electronically published book will strengthen their foundational writing and boost self confidence.

5.4 Upon completion of the instructional sessions on Reading Apps including MeMe Tales, StoryKit, StarFall, ABC Letter Tracing, and SightWords, the participant will be able to find and download three applications of their choice.


Beginning readers need many and varied opportunities to work with letters and words in order to build upon their reading knowledge base. All of these apps enable teachers to give their students many opportunities to keep reading growth a priority in the

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classroom through fun and interactive experiences.

5.5 Upon completion of the instructional sessions on QR Codemaker, the participant will be able to create and retrieve a QR code by downloading the app and linking a code to a url.


There are many different ways that QR codes can be used to creatively link one individual piece of information to another. Knowing how to create and link to QR codes will enable teachers to use them to creatively add more information to any learning content.

5.6 Upon completion of the instructional session on interactive teaching with the iPad, the participant will be able to explain how to find and download recommended applications, and how they would use one application in the classroom.

Concept/Recall Integration, Organization and Elaboration

A critical component of using iPads in the classroom is the ability of an instructor to critically choose an appropriate app and download that app for instructional use with students. Understanding the process, some of the options that exist, and lesson ideas will empower teachers to use iPads on a regular basis for instruction.

Motivational Strategy Teaching participants ways in which the iPad can be used as an interactive tool will help to engage all student learners and create more opportunities for focused instruction in the classroom.

Initial Presentation This section is the start to the second day of iPad training. As the fifth session in the training, the instructor will give whole group instruction with participants following stepbystep in

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learning specific applications for use as interactive teaching tools. The participants will be invited to work in small grade level groups to deepen their understanding of the interactive teaching tools presented, and discuss ways to integrate these tools into their classroom. There will be additional supports from the instructor and teacher mentors.

Generative Strategy Participants will use demonstration, organization, elaboration, integration and practice to master interactive teaching tools with the iPad.

Goal 6: Teachers will be able to access and use iPad applications as a collaboration tool.

Behavioral




Rationale

6.1 Upon completion of the instructional session the participant will be able to use BaiBoard to collaborate with 2 or more colleagues to create a single page.


A key component of any learning is to share that knowledge with others. Through this collaborative tool not only can teachers share their understanding and lesson ideas with each other but students can share their learning with other students as well. BaiBoard enables users to write their own notes and share with another person.

6.2 Upon completion of the instructional session on Nearpod, the participant will be

Facts/Recall Rehearsal, Practice and Development of Mnemonics

Through the use of Nearpod, students can learn key concepts together while interacting independently on their own tool. This resource allows both

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able to open Nearpod and watch a tutorial on its collaborative features and capabilities.

worlds to converge (whole group instruction as well as independent interactivity) simultaneously.

6.3 Upon completion of the instructional sessions on Google Apps, the participant will be able to create and modify a Google Document by collaborating with 2 or more colleagues to insert images and add text.


Google Documents is a resource that has many applications (both for teachers as well as students). Learning about this tool will strengthen collaboration skills and be useful in a number of lessons and opportunities. This is a deeper exploration of one Google App that was introduced during session 2.3 (Google Apps as a workflow tool).

Motivational Strategy Teaching participants how to use the iPad in connection with other web based resources (iPads, computers, etc.) as a collaboration tool allows learners to share ideas and understanding creating more opportunities for cognitive development.

Initial Presentation As the sixth session in the training, the instructor will give whole group instruction with participants following stepbystep in learning specific applications for using iPad as a collaboration tool. The participants will be moved into small grade level groups to deepen their understanding of the collaborative tools, and encouraged to build a project together using one of the apps presented. There will be additional supports from the instructor and teacher mentors.

Generative Strategy Participants will use rehearsal, demonstration, organization, elaboration and practice to master collaborative skills on the iPad.

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Goal 7: Teachers will be able to access and use the iPad as a multimedia tool.

Behavioral




Rationale

7.1 Upon completion of the instructional sessions on the iPad Camera, the participant will be able to record images and video from front and back camera and retrieve them through the gallery.


Learning about and making use of the iPad camera (for both photos and video) incorporates another form of digital media into classroom instruction. Because they are builtin to the iPad, these multimedia tools can be easily incorporated into other presentational tools.

7.2 Upon completion of the instructional sessions on SloPro and Video Star, the participant will be able use SloPro in the VideoStar application to transform a short clip.


In a very simple way, teachers and students can use these video manipulation tools to make scientific discoveries or create demonstrations of information.

7.3 Upon completion of the instructional sessions on iMovie the participant will be able to create an iMovie project containing two video clips.


Through the iMovie app students and teachers can learn key components of video manipulation and linear editing while also building projects that inform and instruct on a

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chosen topic.

Motivational Strategy Teaching participants how to use all of the multimedia tools incorporated into the iPad enables instructors to use these tools to add both engagement as well as understanding to student lessons and learning.

Initial Presentation As the seventh session in the training, the instructor will give whole group instruction with participants following stepbystep in learning specific applications for use of iPad as a multimedia tool. If necessary, the participants may be moved into small groups to deepen their understanding of the multimedia tools presented, with additional supports from the instructor and teacher mentors.

Generative Strategy Participants will use demonstration, organization, elaboration and practice to master multimedia skills on the iPad.

Goal 8: Teachers will be able to access and use iPad applications to promote critical thinking and meet Common Core or state standards.




Rationale

8.1 Upon completion of the instructional sessions on the iPad and Bloom’s Taxonomy, the participant will be able to identify how a single task completed with the iPad can reach each of Bloom’s levels.

Concepts/Recall Integration, Organization and Elaboration

This will empower teachers to look at iPad applications and lesson planning critically, determining how to create the highest level of critical thinking by students through the use of these technology tools.

8.2 Upon completion of the instructional sessions on the iPad and the Rigor and


By analyzing the Rigor and Relevance Framework, teachers will understand how a simple lesson,

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Relevance Framework the participant will be able to discuss how to elevate Rigor and Relevance of a single task by using iPad applications.

assignment or student task can be taken from one basic skill and evolve into a more complex learning task with the use of technology.

8.3 Upon completion of the instructional sessions on the iPad and the SAMR technology framework, the participant will be able to explain how a traditional task can be substituted by an iPad task, augmented by an iPad task, modified using applications that allow for interactivity, and redefined using applications that incorporate collaboration.


Teachers will be able to look at current instructional lessons and curriculum requirements and determine how they can use the iPad to replace the skill, add to the lesson about the skill, modify and change the skill into something more complex, or alter the skill completely as students collaborate with each other on tasks.

Motivational Strategy Teaching participants how to analyze lesson planning and curriculum on a higher level with the help of iPads will enable teachers to feel confident in developing critical thinking lessons.

Initial Presentation As the eighth and final session in the training, the instructor will facilitate whole group instruction and discussion with participants to support critical thinking and the capabilities of iPad use in meeting standards. The participants will have the opportunity to speak openly with all fellow educators to gain a deeper understanding of ways to promote critical thinking skills when using the devices. There will be additional supports from the instructor and teacher mentors throughout this whole group discussion.

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Generative Strategy Participants will use integration, organization, and elaboration to master promotion of critical thinking and standards on the iPad.

Appendix B.2. Learner Analysis Data Collection Data Collection #1: Pretraining Survey in Google Survey For Teachers

This survey can be found in Appendix A.1.1. Data Collection #2: Pre/Post Focus Group of Grade Level Teacher Leaders

Pretraining Focus Group discussion questions can be found in Appendix A.1.3. Posttraining Focus Group discussion questions can be found in Appendix A.4.1.

Data Collection #3: Pretraining Interview with Technology Staff and Administration This interview can be found in Appendix A.1.2.

Data Collection #4: End of 1st Day of training Teacher Feedback Survey This survey can be found in Appendix A.3.3.

Data Collection #5: Small Group Discussion End of 2nd Day of training

These discussion questions can be found in Appendix A.4.1. Appendix B.3. Contextual Analysis Data Collection Data Collection #1: Pretraining Survey in Google Survey For Teachers

This survey can be found in Appendix A.1.1. Data Collection #2: Pre/Post Focus Group of Grade Level Teacher Leaders

Pretraining Focus Group discussion questions can be found in Appendix A.1.3. Posttraining Focus Group discussion questions can be found in Appendix A.4.1.

Data Collection #3: Pretraining Interview with Technology Staff and Administration This interview can be found in Appendix A.1.2.

Data Collection #4: End of 1st Day of training Teacher Feedback Survey This survey can be found in Appendix A.3.2.

Data Collection #5: Small Group Discussion End of 2nd Day of Training These discussion questions can be found in Appendix A.4.1.

Appendix B.4. Google Slide Presentation

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Appendix B.5. Applications Resource Page

Applications Resource Page 1. Google Apps 2. Apple Apps 3. Keynote 4. Pages 5. Siri 6. iBooks 7. Dogo News 8. KidRex 9. Explain Everything 10. Canva 11. Tellagami 12. Make Beliefs 13. Word Clouds 14. Educreations 15. Math Playground 16. Thinking Blocks 17. Geoboard 18. Geogabra 19. Book Creator 20. MeMe Tales 21. StoryKit 22. StarFall 23. ABC Letter Tracing 24. SIghtwords 25. QR Codemaker 26. Baiboard 27. Popplet 28. Nearpod 29. iPad Camera 30. SloPro 31. VideoStar 32. iMovie

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Appendix B.6. Implementation Schedule

Three Months Prior Conduct formative evaluation Determine dates of training based on new iPad release

schedule.

Two Months Prior Inform participants of the dates of training so they can file sub paperwork

Schedule location for training. Training Instructors finalize all digital resources (Slides

and App resources).

One Week Prior Verify location setup and arrangements prior to official date.

Inform all participants of needed materials (iPads and all login information).

Obtain any passwords or access codes necessary from district personnel.

Day of Training Give training training (over a 2 day period).

One Week After Conduct summative evaluation Make necessary changes for future trainings.

1st Training Day Schedule:

8:00 8:30 Welcome and Introductions

8:30 10:00 Complete session on Goal 1: Teachers will be able to access, configure, and navigate the iPad interface.

10:00 11:30 Complete session on Goal 2: Teachers will be able to access and use iPad applications as a workflow tool.

11:30 12:30 Lunch Break

12:30 2:00 Complete session on Goal 3: Teachers will be able to access and use iPad applications as a research tool.

2:00 3:30 Complete Session on Goal 4: Teachers will be able to access and use iPad applications as a presentation tool.

3:30 4:00 Final thoughts and conclusions (End of day survey taken by participants via Google Forms)

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2nd Training Day Schedule:

8:00 8:30 Welcome and Review

8:30 10:00 Complete session on Goal 5: Teachers will be able to access and use iPad applications as an interactive teaching tool.

10:00 11:30 Complete session on Goal 6: Teachers will be able to access and use iPad applications as a collaboration tool.

11:30 12:30 Lunch Break

12:30 2:00 Complete session on Goal 7: Teachers will be able to access and use the iPad as a multimedia tool.

2:00 3:30 Complete Session on Goal 8: Teachers will be able to access and use iPad applications to promote critical thinking and meet Common Core or state standards.

3:30 4:00 Final thoughts and conclusions (End of day small group discussion about the training*)

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