Running Head: TEAM PROJECT 1

Teacher Centered Professional Development

ISD Team Project Report

Leigh Anne Langston - Team Leader

Hope I. Mason, Jennifer Petruzzi, Maggie Ward

Liberty University

EDUC 633

TEAM PROJECT 2

ABSTRACT

Pedagogical methods continue to change as more educators seek ways to integrate

technology in the classroom. Having technology in schools does not guarantee that it will be

integrated into the classroom lesson plans (Williams & Kingham, 2003). Professional

development is inadequate in giving teachers the skills needed to incorporate technology

(Eteokleous, 2008). Teachers need to be trained on how to integrate the technology into the

curriculum (Etoeokleous, 2008). The purpose of this project is to create a platform where

teachers at Greenwood Christian Academy can use identified resources to make more use of

technology in the classrooms. With the development of the Helping, Integrating, and

Progressing (H.I.P.) Teachers Network (Mason, Langston, Petruzzi, & Ward, 2013), teachers

have a place where they can learn how to integrate technology into their lesson plans on a daily

basis through a professional development workshop.

Key words: technology integration, professional development, literacy, lesson plan,

rubric

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Needs Identification

Teachers are asked to adhere to the Common Core Standards for their state and in those

standards technology is addressed as an expectation students need today. Some teachers feel less

than adequate and find it challenging when it comes to integrating technology in their classroom.

At Greenwood Christian Academy, the A Beka Book curriculum that teachers are required to use

in the classroom does not provide support for technology integration. A Beka Book is a

curriculum for Christian schools which is a traditional teacher-centered, lecture style method of

instruction. If technology is going to be integrated, teachers must find or produce the resources

themselves. Research shows that training our teachers to integrate the technology already

available to them needs to be taken seriously (Williams & Kingham, 2003). For this

Instructional Design project, a learning community will be created where these teachers can gain

knowledge about integrating technology in the classroom in the form of a professional

development workshop.

Goal Statement

Greenwood Christian Academy teachers will be able to integrate technology in all subject

areas through a user-friendly social networking site that is created by K-5 teachers. Based on a

needs assessment survey, teachers will be able to become part of a community that can access

tutorial videos on specific tasks involving technology. They will be able to learn how to create

storybooks using BoomWriter, create lesson presentations using Blendspace, and create

assessment tools for their students using Rubistar. Elementary school teachers will be able to

gain ideas and share ideas for lessons from a web-based workshop. With the help of technology,

teachers will create more rigorous lessons for the 21st century learners (Mills & Tincher, 2003).

Teachers will assess their personal objectives after the course through a “Workshop Evaluation

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Survey” which serves as a dual purpose for their own learning and the facilitators’ reflection on

improving the course.

Task Analysis

Task Statement

Teachers of Greenwood Christian Academy will be able to join an online social

community that will provide step-by-step instructions for specific tasks that involve technology.

Using BoomWriter, teachers will realize the ease of integrating technology-based instruction for

multiple subject areas, to include reading, writing, and history. They will create an online

presentation, assessments, and lesson content using Blendspace, in addition to making rubrics on

Rubistar, and sharing various content and ideas on the H.I.P. Teachers Network. Sharing

information will be an important aspect of the H.I.P. Teachers Network. Therefore, teachers will

add to the resources found on the Network by contributing content such as lesson plans, videos,

and pictures through blogs and forums.

Prerequisites

Basic computer and online skills including the ability to maneuver via the keyboard;

access, open and close files; locate websites; copy and paste files and text; and the ability to

understand and use basic technology terms. A working knowledge of pedagogy and Google Docs

is helpful.

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Task Steps

Purpose is to provide a learning environment where teachers (based on their pre-identified needs)

learn how to integrate technology into daily lesson plans on a customized social network using

BoomWriter for online storybooks; Blendspace for creating and sharing assessments; lesson

plans, blogs, videos, and ideas using Blendspace; and Rubistar to create rubrics. All of these

learning tools will be presented in a workshop format and hosted on a social networking site.

Figure 1. Task Steps. This figure is a flowchart for the task steps of the ISD project.

Learner and Context Analysis

Pedagogical methods continue to change as more educators seek ways to integrate

technology in the classroom. As tools such as Web 2.0 and broadband capacity increase, “the use

of more interactive, multimedia, and participatory online learning resources has become a viable

option for many institutions” (Falloon, 2011, p. 187). However, implementation of these tools

GOAL STEP 1Identify need for

integrating technology

Join workshop network.

Complete pre-survey needs assessment.

GOAL STEP 2Use BoomWriter to

create a story

Establish account.

View video on creating &

monitoring a story; set up

competitions.

GOAL STEP 3Blendspace lesson

presentation

Identify lesson plan; create quiz.

Create assessment.

Select video for presentation.

Add lesson to Blendspace.

GOAL STEP 4Use Rubistar to create

rubrics

Establish account.

Identify lesson plan.

Define success criteria.

Create rubric.

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and resources depend upon the proper training and expertise of teachers to integrate technology

in classroom curriculum. Online instruction for teachers provides the benefits of gaining the

knowledge required for technology integration in an asynchronous or synchronous manner that is

flexible and affordable.

Participants of the social networking community for technological learning will need, at a

minimum, computer with audio/video output and Internet access (broadband recommended). An

interactive whiteboard and webcam are optional but desirable for group training. In order to

successfully attract learners to the social networking community, a variety of courses will be

offered that appeal to learners with different abilities and learning styles. Available modules will

deliver instruction for teachers with limited technology education as well as more advanced

learners who are simply looking for ideas or tools to integrate technology.

Instruction will incorporate multiple learning theories that inspire learning and empower

learners. Waight and Stewart state that elements of behavioral, cognitive, and social learning

theories provide the learner with a quality online learning experience (as cited in Johnson &

Aragon, 2003). Motivation is not perceived as an issue because training is geared towards adult

learners who enter the training ready to learn. Table 1 describes the characteristic of adult

learners that are anticipated to become a part of the H.I.P. Teachers Network learning

community. Descriptors and characteristics of learning are from a study by Holyoke and Larson

(2009) which is based on generational factors. Because pedagogy comprises a wide range of

adult educators, it is expected that the generation of learners identified below will become a part

of the H.I.P. Teachers Network. As such, every attempt will be made to address the readiness,

orientation, and motivation of all learners through assessments, communication forums, and a

diversity of courses.

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Table 1.

Generational Characteristic of Learners

Generation Learning Readiness Orientation to Learn Motivator

Baby Boomers(1943-1960)

More willing to learn when outcome affects personal growth; traditional format; meets personal schedule.

Discovery; self- gratification; learn new methods.

Ability to show competence; may need more visual methods.

Generation-X(1960-1980)

Ready to learn; better when personal connections are made with classmates

Make personal connections; self-reliance.

Inclusion; collaboration with peers; interaction.

Millennia(1981-2002)

Lacks curiosity; not ready; no time.

Successful when material relates to real life.

External; probably most difficult to motivate.

Instructional Objectives                                                       

Instructional objectives have been devised using the data compiled from the teacher

surveys, needs assessment, task analysis, learner and context analyses, and goals. The purpose of

this project is to create a platform where teachers at Greenwood Christian Academy can use

identified resources to integrate technology in the classrooms. Global Knowledge Economy is

not a term widely known in schools but it is the driving force (OECD, 2013) behind the urgency

to fill our schools with highly qualified teachers (Obama, 2010) and the reason for the

accountability mandates (K12 Academics, 2010). It is essential that school systems embrace the

integration of technology and data driven instruction so that students will be able to demonstrate

levels of achievement that are consistent with 21st century global competitiveness. Mason’s

(2010) research found that as many as 99% schools had computer availability and 85% teachers

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had computers in the room but despite the availability of computers as much as 40% teachers are

not using the computers at all. Even though there is strong evidence in the link between

achievement and technology there are still many hurdles that have prevented the needful

advancement such as limited professional development opportunities. Integrating technology

should be considered a key element in 21st century education. Studies indicate that increasing the

numbers of computers in public schools was not an automatic or guaranteed solution. The

proposed resolution consisted of the following: consistent access for students, a 1:5 computer

per student ratio, ongoing relevant Professional Development for teachers, and up-to-date

infrastructure, providing responsive tech support, and user friendly software provided for

teachers who are reluctant to delve deeper into the world of the integrated classroom (p.7).

The primary goal of this project is to provide a user-friendly online community that helps

teachers to integrate technology on a daily basis and provide professional development in the

form of a workshop.

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Table 2.

Goals, objectives, and desired outcomes

Goal Objectives Desired Outcome / Criterion (see Appendix A for example)

Goal Step 1:Identify the need for integrating technology in lesson plans.

Using the internet browser the teacher will investigate technology integration possibilities by joining the H.I.P. Teachers’ workshop network. http://hipteachers.grou.ps/admin/membersThe teacher will complete a needs assessment survey.The teacher will identify the need to integrate technology by reflecting on the needs assessment survey.The teacher will join the grade level group.

Professional development membership.Self-awareness of how technology can improve professional goals.Access to grade level resources.Workshop module completion will indicate success.

Goal Step 2:Use BoomWriter to create stories.

The teacher will subscribe to BoomWriter and create a user profile.The teacher will create a lesson- plan inspire story using BoomWriter.

Knowledge of how to integrate lesson plan content with technology.Workshop module completion will indicate success.

Goal Step 3:Use Blendspace to create lesson presentations

The teacher will create a Blendspace account.According to curriculum requirements the teacher will select a lesson to use for Blendspace.The teacher will identify the lesson content that they want to add to the presentation.The teacher will add lesson content to the Blendspace to create a quiz.The teacher will search for and add video content on Blendspace to create a presentation.

The ability to create multi-formatted computer presentation that integrates technology.Workshop module completion will indicate success.

Goal Step 4: Use Rubistar to create rubrics

The teacher will create a Rubistar account.The teacher will create or identify an assignment to grade.The teacher will define and add the success criteria to Rubistar.

The ability to create and customize rubrics for each lesson.Workshop module completion will indicate success.

TEAM PROJECT 10

Assessment

Assessment is essential to gauging learning. In the traditional classroom setting, paper

and pencil is still used. More and more testing is becoming computerized. With the

advancements being made in extending the classroom to a mobile or online environment,

assessment strategies are being challenged (Eteokleous, 2008). Questions are being raised as to

how to test knowledge of the material without the face-to-face classroom structure.

According to Rockinson-Szapkiw (2013), traditional testing involves true or false, fill-in-

the blank, and multiple choice questions. These methods have been in use for years to test

content knowledge, however, for the mobile or online learner, other methods must be explored.

Research points towards the most favored methods of assessment as discussion boards, reflective

blog posts, projects, and e-portfolios (Rockinson-Szapkiw, 2013). Further research suggests that

the instructor must give feedback that is timely, either through email or discussion boards, for

online learners to stay the course (Gaytan & McEwen, 2007; Robles & Braathen, 2002). The

rubric has become a necessity to assist in assessing the learner’s ability to follow directions and

engage in the material being covered. As well, the rubric is a way for the instructor to give

specific feedback on areas needing improvement (Rocco, 2007).

During the ISD, the assessment procedures will include rubrics for lesson planning and

submission through blogs and forums. Items being assessed will include: structure, content

knowledge, and audio/video content (see Appendix B). At the beginning of the workshop,

learners will be given a short pretest or needs assessment to gain information on needed

computer skills as well as other technical items needed to complete the course. An “Exit Form”

will be assessed after each module so the instructor and learner can keep track of the progress

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throughout the course (Google, 2013) (see Appendices C-F). A “workshop evaluation survey”

will be given to assess the workshop in order to make improvements for the future (see Appendix

G).

Instructional Strategies

Sequence and Cluster Objectives

Learners will access applications for the use of technology in the classroom through the

H.I.P. (Helping, Integrating, Progressing) Teachers network (2013). These applications or

modules incorporated in the H.I.P. Teachers network will enable learners to create lesson plans,

assess students, monitor student progress, create rubrics, and publish stories as a means of

integrating technology into the classroom. To promote active learning, participants are involved

in the design and development of each learning tool – Blendspace, Rubistar, and BoomWriter –

to create projects for immediate use in the classroom. Individual accounts will be established by

each participant and completed projects will correlate to real classroom needs and structure.

Pre Instructional/Orientation Activities

As learners enter the site, they will be directed to watch an introductory video that briefly

describes each learning module. Prior to taking a course, learners will be directed to take a

diagnostic assessment which will help in determining their needs and experience. For example,

those who have never used a digital tool to create a lesson plan would be directed to Blendspace

to create a lesson plan and then develop a rubric using Rubistar. For learners who already have

lesson plans but are looking for an easy way to create a rubric, Rubistar would be the better

choice. Teachers whose subject matter includes Language Arts would also be directed to

BoomWriter.

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Assessments

The diagnostic assessment will supply the information to plan a path of instruction for

each learner. Learners will be required to post a link to their account or share their site in order

for H.I.P. trainers to assess progress and final projects (see Appendix A for example). Trainers

will monitor the progress of learners and communicate suggestions and encouragement

throughout the process while keeping track of completed or unfinished projects. Learners will be

able to give feedback to the facilitators by filling out a “workshop evaluation survey” using

Google Forms (Google, 2013).

Follow-Through Activities

Upon completion of all projects within each module, participants will be encouraged to

share their newly created lesson plans, rubrics, and published stories on H.I.P.’s blog or forum.

In sharing their projects, participants will be able to retrieve ideas for revising current plans or

creating new plans. Learners can use the file sharing feature on the network to upload projects

for others to see, share, and simplify classroom tasks.

Content Presentations/Student Participation

All content will be available through web-based learning with tools that will help create

technology based lessons. The tools that will be used include BoomWriter, Rubistar,

Blendspace, and Google applications. Participants will be assessed by their needs three weeks

before the course takes place via email with an assessment link they will need to submit prior to

the course (see Appendix C). Learners will be presented with tutorials that are easily accessible

along with step by step usage of the tools in order for them to complete their lesson plans,

presentations, and rubrics from the web-based apparatus. Learners will be able to work

independently and or with their grade level groups in order to effectively collaborate with their

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community. At the end of the course, learners will not only have technology lessons in place to

use for their grade level, but they will be able to complete a “workshop survey” (see Appendix

G) so they can help improve the course.

Time Allotment for the Course

Learners will be able to take this workshop through professional development

opportunities at their school or through distance learning on their own pace. They will have four

to six weeks to complete the workshop.

Module P: Learners will access the link for the pre-requisite in order to drive the

instructor’s instruction for deeper meaning. The learner is expected to submit a survey two

weeks before the course. The time that it may take for the survey would be 15-20 minutes.

Module 1: Learners will set up accounts for BoomWriter, Rubistar, and Blendspace. The

students will be able to navigate through these tools and the web based learning media selection

using a tutorial video. They will become familiar with the resources that are available to them.

Based on the learners’ desire they can spend more time navigating the tools and the web. The

time during the course work is about 45 minutes.

Module 2: Learners will create stories using BoomWriter that is age-appropriate for their

grade level. This time will take between 60-90 minutes of instruction time and possible extra

time to create a complete storybook. Extra time is required in order for teachers to allow students

an opportunity to incorporate their writings into the book and vote on the best submissions for

the final book.

Module 3: Learners will upload their created lesson plans, create quizzes, and present

their lesson plans using Blendspace. This module should take about 90 minutes to complete.

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Module 4: Learners will use their lesson plans and their objectives to decide the

assessment guidelines to make a customized rubric that is student and teacher assessed from

Rubistar. This process should take about 40 minutes to complete the rubric and 20 minutes to

instruct the learners through tutorials.

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Table 3.

Course Planning Matrix

Module/Title Objectives Assessments Activities

Instructional Content/Materials

Technology or Software Used

Student Participation

Viewing/Readings Time

PPrerequisite

Learner will create a “needs based” survey on the type of comfort level on using technology in the classroom.

Pre-assessment Learners will fill in a survey by answering multiple choice, text based, yes/no questions.

This will be self-directed through the link.

Link for assessment

Individual learners will answer and submit the answers.

NONE 15-20 min.

1Navigating

through course

Learners will learn how to navigate effectively through the course to find the resources and materials they will need to complete the course.

None Learners will explore the options and resources that can aid them to effectively integrate technology in the classroom.

Step by step analysis through each web page will allow the learners to further their investigation of their learning.

Media Selection- Web based site. Camstudio or Jing screencast to help with this module.

Individual or Small Group participation.

Tutorial on “How to navigate through this course.”

*Video 5-7 minutes.

*Instruction/Exploration 40 minutes.

2Create

profile on BoomWriter.

Learner will create a profile using BoomWriter, add students, create a story starter, manage settings and learn how to monitor student submissions. They will also learn how to have a class book published and purchased.

At the end of the course the learners will show they have mastered BoomWriter by creating a story starter, adding students, and managing settings.

After learners establish an account, they will determine how to best use this resource in the classroom for a particular subject area before beginning their story starter.

Step by step through the components of BoomWriter through a tutorial video and hands on approach for practice.

BoomWriter Individual or grade level team.

Terms and Conditions of Boom-writer.

*Video 5-7 minutes.

* Each lesson plan 40-60 minutes.

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Module/Title Objectives Assessments Activities

Instructional Content/Materials

Technology or Software Used

Student Participation

Viewing/Readings Time

3Create presentation on Blendspace.

Teachers will create a Blendspace account and upload a lesson plan so they can create a presentation for other teachers to see.

Teachers will be able to see the teacher created lesson plan on Blendspace.

The teacher will add lesson content to the Blendspace to create a quiz. The teacher will search for and add video content on Blendspace to create a presentation.

Using the lessons created from BoomWriter and creating applications through Blendspace.

Blendspace, BoomWriter

Individual or grade level teams.

Terms and Conditions by creating an account. Tutorial video or instructions for Blend-space.

Per lesson plan should take about 90 minutes.

4Create rubric.

Teachers will be able to create an account and create rubrics for their lesson plans using Rubistar.

Learners will be successful when they have customized a rubric for their student’s learning from the created lesson plans content.

Create rubrics for students’ self-assessment and teacher assessment based on the created lesson plans from BoomWriter and Blendspace.

Objectives of the lesson from BoomWriter and Blendspace. Grading scale from 1-4 on the proficiency expectations for what is to be learned at the end of the lesson.

Rubistar, BoomWriter,Blendspace

Individual or grade level teams.

Terms and Conditions of Rubistar, and familiarity with the State Common Core Standards, review lesson plans for reviewing objectives.

30-40 minutes

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Media Selections

Delivery System: The H.I.P. Teachers Network on the Group.s Platform

The H.I.P. Teachers Network is a hosted social network on the social technologies studio

Groups that calls itself a social groupware platform that allows the creator to offer users to create

accounts/membership. It requires a paid monthly subscription and offers the following: user

account, six plans and billing options as low as $2.95 month, user management and assigned

roles, ability to integrate external applications and configuration, a chat app with messaging, a

music App, videos app, photos app, a blog app with RSS feed capability, a forum app, events

app, map app, files app, funds app, wiki app, links app, the ability to create groups and

subgroups, and Customer Support. The platform also allows the network creator to charge

members for membership. The platform uses LeaseWeb, which is a worldwide hosting network,

as its infrastructure partner that claims an uptime of 99.999%. It has over 15 open source code

applications.

The bandwidth capability is more than 2.3 Tbps. LeaseWeb infrastructure has data

centers in Europe and the U.S. that use telecom carriers. LeaseWeb uses a CRS-1 Cisco and one

Juniper MX-960 3D core router for its network infrastructure. It is hierarchical and scalable.

When a network exceeds bandwidth and/or storage limits they are charged more or go offline.

Most major file types are supported so that teachers are not limited to what they can integrate or

share. Downloading music is not permitted due to copyright laws. Videos can be uploaded in the

following formats: videos in the following file formats: .avi, .mpg, .mpeg, .mp4, .mov, .wmv and

.flv. You can use CSS, HTML, or drop and drag blocks to customize the appearance of a

network.

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No additional supports are needed to access the media. The media is created by

administrators and members. The network was created to help teachers that were not comfortable

using technology in the classroom and will offer various workshops that instruct them on how to

use different applications for integration.

Blendspace

Blendspace offers a place to prepare lessons for presenting to the class. It offers a web

search feature that puts all the internet resources in one place. Instructors can include video,

worksheets, quizzes and interactive games in the lessons. Blendspace also allows instructors to

check student progress. According the Blendspace website, instructors are able to incorporate

the flipped-classroom model, encourage project-based learning and offer differentiated

instruction (2013).

While the lesson presentation is created by the instructor, the creation of the media is

already available on the web through the search feature. Media can be obtained from web

sources like YouTube, Google, Vimeo, direct weblinks and others using Blendspace or may be

created by the instructor and used within the presentation by a simple uploading option. The

instructor is responsible for obtaining copyright permission for use of any media obtained

through internet searches. Using only basic computer and internet search skills, students and

instructors alike will be able to easily navigate the system. Through time and use of the media,

skills will continually be developed. This website does require an internet browser to access

using laptops, tablets, or mobile devices. Currently, it is free to join the website, create a profile

and a class. The website’s “terms of service” does not guarantee there will not be any fees in the

future (Blendspace, 2013).

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Rubistar

Additional Support

● Learners can register and create a free account for free at http://rubistar.4teachers.org/

● Learners will need to register by inputting their username, password, email, and zip code.

The zip code is required because Rubistar was given a grant from the U.S. Department of

Education and the zip code is important to see where this program is being used in the

United States (Rubistar, 2000-2008).

Computer Requirements

● The learner will need to understand how to use rubrics and use drop down boxes.

● The learner will be able to access a tutorial on how to customize their rubrics as well as

use existing rubrics on http://rubistar.4teachers.org/ .

● The learner will be able to see a screen casted lesson from module 4 on how to create a

rubric.

Bandwidth Requirements

● Learners will need to have access to high-speed internet.

● Learners will need to have access to a printer to print out the rubrics

Creating the Media

● The learners will create an account in module one for Rubistar.

● The instructors will teach the teachers how to create a customizable rubric for their lesson

plan using a tutorial program that is step by step.

● Depending on the individual lesson plans, the learners will create a rubric based on a

scale of 1-4 with three major components for the desired assessment for the individual

lesson plans.

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● Learners will be able to save the rubric under their created account and be able to print

the rubric for the grading process.

● Once the rubric is created, the learner will be able to view, edit, analyze, delete, and

duplicate their rubric on needs based and preference of the learner.

Skills Required

● The only skills that are required is the understanding of how rubrics work and how to

create an account.

BoomWriter

BoomWriter was established in 2010 and is supported by a group of educators, parents,

and technology specialists who love to integrate technology in reading, writing, and learning.

The program is web-based and there is nothing to download. Any user with Internet access can

use BoomWriter. There are no special bandwidth requirements because user input is mainly just

text. Additionally, there is no cost to join. The program is best suited for upper elementary

through high school grades. Anyone who can type, read, and write on a computer and connect to

the Internet is able to use BoomWriter. The program is specially structured for students or

children to be active participants.

To begin using BoomWriter in the classroom, teachers must first set up an account by

going to http://www. BoomWriter .com/ . Simply follow the links for teachers and register your

school. Once teachers have created an account, they can choose to add students and have logins

and passwords automatically assigned or have students join by linking to their school and

creating their own logins and passwords. Teachers can begin a story by using BoomWriter’s

story starters or create their own. Students will then add to the story by submitting their own

version of how they want the story to continue or end.

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Teachers will find this site very user-friendly with support available from the developers

or other BoomWriter users throughout the world. Students will need help from the teacher on

how to enter text for their story and how to cast votes for their favorite versions. Not only will

students find this site easy to use, but they will become engaged in the whole process of writing,

editing, and reading other students’ story chapters while enhancing literacy skills.

Summary

With the development of The H.I.P. Teachers Network, teachers are able to receive the

professional development training needed to integrate technology into the classroom. The

workshop gives teachers have hands-on assignments navigating resources, creating online

writing tools, developing lesson presentations and assessment rubrics. The resources used in the

workshop are accessible online, 24/7. Upon completion of the workshop, teachers will have the

increased knowledge and skills to be more confident in implementing technology into the

curriculum and daily lesson planning. The H.I.P. Teachers Network offers a place where

teachers can revisit for inspiration, encouragement, and sharing to continue to help others

integrate technology into the 21st century classroom.

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References

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Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school

system. ScienceDirect, 669-686.

Falloon, G. (2011). Making the connection: Moore's theory of transactional distance and its

relevance to the use of a virtual classroom in postgraduate online teacher education.

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Holyoke, L., & Larson, E. (2009). Engaging the adult learner generational mix. Journal of Adult

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Retrieved from The H.I.P. Teachers Network: http://www.hipteachers.grou.ps/.

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McIntyre, T. (n.d.). www.behavioradvisor.com/taskanalysis.html. Retrieved 2013, from

www.behavioradvisor.com.

Mills, S. and Tincher, R. (2003). Be the technology: A developmental model for evaluating

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Obama, P. B. (2010, March 13). Weekly address: President Obama to send updated elementary

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Rubistar. (2000-2008). Retrieved from http://rubistar.4teachers.org/

Rocco, S. (2007). Online assessment and evaluation. New Directions for adult and continuing

education, 75-86.

Rockinson-Szapkiw, A. (2013). Principles of Design and Management in Distance Education.

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distance-education/

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Williams, H. and Kingham, M. (2003). Infusion of technology into the curriculum. Journal of

Instructional Psychology, 30(3), 176-184.

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Appendix A - Assessments

Module P● Join the H.I.P. Teachers Network● Member sign up and pre-assessment surveys

● Update status in forum section ● Post reflection blog of prior experience using technology in the classroom in 200 words

or less. Post at least 2 applications used in the most recent years with a link.● Exit Form (Google, 2013)

Module 1 - Navigating through the course● Watch introduction video on Welcome page● Set up accounts in BoomWriter, Blendspace, and Rubistar● Submit a screenshot of each in forum section● Submit reflection in blog of navigation experience within the H.I.P. Teachers Network in

200 words or less. Post a reply to 2 others offering encouragement and practical help.● Exit Form for Module 1 (Google, 2013)

Module 2 - BoomWriter● Watch Introduction to BoomWriter video● Navigate BoomWriter and find a story start to use at your grade level● Choose and submit a story start to the forum section● Set up school account● Post link in blog section and reflect on how BoomWriter can be integrated in the

classroom in 200 words or less. Post a reply to 2 others offering suggestions on integration.

● Exit form for Module 2 (Google, 2013)

Module 3 - Blendspace● Watch Introduction to Blendspace video● Create lesson plan presentation to include video, image, text, and a quiz● Set up a class● Post link in blog section and reflect on how Blendspace can be integrated in the

classroom in 200 words or less. Post a reply to 2 others offering suggestions on integration.

● Exit form for module 2 and 3 (Google, 2013)

Module 4 - Rubistar● Watch Introductory to Rubistar video● Create a rubric for lessons in BoomWriter and Blendspace.● Submit a teacher assessment rubric and student self-assessment rubric for each to the file

section.● Post reflection blog on how Rubistar can be integrated in the classroom in 200 words or

less. Post a reply to 2 others offering suggestions on integration.● Exit Form (Google, 2013)

TEAM PROJECT 26

End of Course: Workshop Evaluation Survey (Google, 2013)

Appendix B – Module Rubric

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Appendix C

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Appendix D

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Appendix E

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Appendix F

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Appendix G