Running Head: TEAM PROJECT

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 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

TEAM PROJECT 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

TEAM PROJECT 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.

TEAM PROJECT 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.

GOAL STEP 1 Identify need for integrating technology

GOAL STEP 2 Use BoomWriter to create a story

GOAL STEP 3 Blendspace lesson presentation

GOAL STEP 4 Use Rubistar to create rubrics

Join workshop network.

Establish account.

Identify lesson plan; create quiz.

Establish account.

Complete presurvey needs assessment.

View video on creating & monitoring a story; set up competitions.

Create assessment.

Identify lesson plan.

Select video for presentation.

Define success criteria.

Add lesson to Blendspace.

Create rubric.

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

TEAM PROJECT 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.

TEAM PROJECT Table 1. Generational Characteristic of Learners Generation Baby Boomers (1943-1960) Learning Readiness More willing to learn when outcome affects personal growth; traditional format; meets personal schedule. Ready to learn; better when personal connections are made with classmates Lacks curiosity; not ready; no time. Orientation to Learn Discovery; selfgratification; learn new methods. Motivator

Ability to show competence; may need more visual methods.

Generation-X (1960-1980)

Make personal connections; selfreliance.

Inclusion; collaboration with peers; interaction.

Millennia (1981-2002)

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. Masons (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.

TEAM PROJECT Table 2. Goals, objectives, and desired outcomes Goal Goal Step 1: Identify the need for integrating technology in lesson plans. Objectives 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/members The 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. The teacher will subscribe to BoomWriter and create a user profile. The teacher will create a lesson- plan inspire story using BoomWriter.

Desired Outcome / Criterion (see Appendix A for example) Professional development membership. Self-awareness of how technology can improve professional goals. Access to grade level resources. Workshop module completion will indicate success. Knowledge of how to integrate lesson plan content with technology. Workshop module completion will indicate success. The ability to create multi-formatted computer presentation that integrates technology. Workshop module completion will indicate success.

Goal Step 2: Use BoomWriter to create stories. 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 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.

Goal Step 4: Use Rubistar to create rubrics

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

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

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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.

TEAM PROJECT 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

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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 instructors 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.

TEAM PROJECT 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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TEAM PROJECT Table 3. Course Planning Matrix

Module/ Title P Prerequisite Instructional Content/ Materials This will be selfdirected through the link.

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

Assessments Pre-assessment

Activities Learners will fill in a survey by answering multiple choice, text based, yes/no questions. Learners will explore the options and resources that can aid them to effectively integrate technology in the classroom. 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.

Technology or Software Used Link for assessment

Student Participation Individual learners will answer and submit the answers. Individual or Small Group participation.

Viewing/ Readings NONE

Time 15-20 min.

1 Navigating 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

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

Media SelectionWeb based site. Camstudio or Jing screencast to help with this module.

Tutorial on How to navigate through this course.

*Video 5-7 minutes. *Instruction/ Exploration 40 minutes.

2 Create 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.

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 Boomwriter.

*Video 5-7 minutes. * Each lesson plan 40-60 minutes.

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Module/ Title 3 Create presentation on Blendspace.

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

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

Activities 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. Create rubrics for students selfassessment and teacher assessment based on the created lesson plans from BoomWriter and Blendspace.

Instructional Content/ Materials Using the lessons created from BoomWriter and creating applications through Blendspace.

Technology or Software Used Blendspace, BoomWriter

Student Participation Individual or grade level teams.

Viewing/ Readings Terms and Conditions by creating an account. Tutorial video or instructions for Blendspace. Terms and Conditions of Rubistar, and familiarity with the State Common Core Standards, review lesson plans for reviewing objectives.

Time Per lesson plan should take about 90 minutes.

4 Create 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 students learning from the created lesson plans content.

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.

30-40 minutes

TEAM PROJECT Media Selections Delivery System: The H.I.P. Teachers Network on the Group.s Platform

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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.

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

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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 websites terms of service does not guarantee there will not be any fees in the future (Blendspace, 2013).

TEAM PROJECT Rubistar Additional Support Learners can register and create a free account for free at http://rubistar.4teachers.org/

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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.

TEAM PROJECT 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

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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 BoomWriters 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 Blendspace. (2013). Terms of service. Retrieved from https://www.blendspace.com/terms. 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. Journal of Research on Technology in Education, 43(3), 187-209. Google (2013). Forms. Retrieved from: https://docs.google.com/form Holyoke, L., & Larson, E. (2009). Engaging the adult learner generational mix. Journal of Adult Education, 38(1), 12-21. Retrieved from http://search.proquest.com/docview/204489438?accountid=12085 Horton, W. (2011). Index, E-learning by design. San Francisco: Pfeiffer. doi:10.1002/9781118256039.index K12 Academics. (2013). Education Policy. Retrieved from K12 Academics: http://www.k12academics.com/education-policy Mason, H. (2010). Action research findings, implications, and policy recommendations integrating technology for academic achievement in phonics and fluency. Retrieved 2013, from http://files.eric.ed.gov/fulltext/ED543734.pdf Mason, H., Langston, L., Petruzzi, J., and Ward, M. (2013). The H.I.P. Teachers Network. Retrieved from The H.I.P. Teachers Network: http://www.hipteachers.grou.ps/.

TEAM PROJECT 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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technology integration. Journal of Research on Technology in Education, 35(3), 382-401. Obama, P. B. (2010, March 13). Weekly address: President Obama to send updated elementary and secondary education act Blueprint To Congress on Monday. Retrieved from http://www.whitehouse.gov/the-press-office/weekly-address-president-obama-sendupdated-elementary-and-secondary-education-actOECD. (2013). Innovative learning environments, education research and innovation, OECD Publishing. http://dx.doi.org/10.1787/9789264203488-en 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. Retrieved from http://amandaszapkiw.com/learning-units/principles-design-managementdistance-education/ Starr, L. (October, 11 2009). Technology integration made easy, Education World. Retrieved February 2010 from http://www.educationworld.com/a_tech/tech/tech146.shtml Williams, H. and Kingham, M. (2003). Infusion of technology into the curriculum. Journal of Instructional Psychology, 30(3), 176-184.

TEAM PROJECT Appendix A - Assessments

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

TEAM PROJECT Appendix B Module Rubric

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Appendix C

TEAM PROJECT Appendix D

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Appendix E

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TEAM PROJECT Appendix G

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