Brigette Southern

Part 1: Identification of Learning Problem

General Audience:
The primary audience is certified teachers of all ages, levels of experience, and in any
elementary grade level. This training targets teachers who are responsible for parent
communication. The average teacher at the target school has been teaching 12 years. An
advanced degree is also held by majority of the teachers.
Problem Identification:
One of the performance standards that Georgia teachers are evaluated on is communication. The
Teacher Keys Effectiveness System (TKES) handbook states, Uses verbal and non-verbal
communication techniques to foster positive interactions and promote learning in the classroom
and school environment. In order to be rated proficient, the teacher has to continually use
communication techniques in a variety of situations to proactively inform, network, and
collaborate with stakeholders to enhance student learning. This means that teachers are required
to not only call parents but they are required to keep in constant communication using a variety
of methods.
Lastly, Henry County Schools has a strategic plan that gives goals for the upcoming school year.
One of the focus areas of the plan is culture, climate, and community. Goal 2 under that focus
area states, The district and schools will communicate effectively with students, parents,
employees and the community.
Teachers may find that they have difficulty contacting all parents through email or sending home
materials that will help them. Most teachers have between 18- 26 students. The use of web 2.0
technology will allow teachers an avenue to contact parents without having to individually
contact each one.
Instructional Goal:

Teachers will learn how to use Glogster to introduce themselves to parents

Teachers will use Glogster to create a poster that explains math concepts to parents

Part 2: Learner Analysis

Introduction:
The learners are made up of 90% men and 10% women. The demographic makeup of the
teachers at the target school are 52% Caucasian, 40% African American, and 8% other. The need
for technology training was determined by interviews with the principal of the target school.
Entry Skills and Prior Knowledge:
Teachers must have basic typing, internet, and computer skills to complete this training. Teachers
already have a basic understanding of Microsoft Office such as Word, Excel, and PowerPoint.
All teachers must use their email on a daily basis. They also have to keep up with a classroom
website. This requires that they have basic webpage writing skills.
Professional development has been given on Prezi and Tagxedo. Therefore, teachers have been
introduced to some Web 2.0 technologies. They are required to use some of these technologies in
their classrooms. Although all of the mentioned have taken place, some teachers still do not feel
comfortable with Web 2.0 technology.
Misconceptions are that teachers believe that doing tasks on the internet take longer than
completing a document in a program like Excel, printing, copying, and sending home the
documents.
This information was obtained from observations and interviews with teachers.
Attitudes toward Content & Academic Motivation
When talking to teachers about their use of Web 2.0 technology, they say that they do not have
the time to create those things. Some teachers also say that they do not feel comfortable or
understand how to use those technologies.

Educational Ability Levels

All teachers have at least a bachelors degree in education. They have all had training on Teacher
Keys Effectiveness System which states the requirements for parent-teacher communication and
technology integration.
General Learning Preferences
Based on interviews and according to the technology committee at the target school, teachers
prefer learning based on their needs. They feel as though teachers need different training based
on their ability and comfort levels. They prefer trainings that do not last a long time and are
broken up into small segments.
Attitude toward Teachers and School
The teachers attitudes at the school are both positive and negative. Many teachers embrace the
change that is coming. They want to learn as much as they can about new technology so that they
can make their classroom and instruction better. There are some teachers who say that they do
not see a problem with teaching the old fashioned way. All teachers do know that they will be
required to use new technology so they accept the fact that they must learn how to use it
regardless of their personal opinions.
Group Characteristics
This school is located in Hampton, GA and is part of the Henry County School System. It is a
Title I school. The principal of the school puts an emphasis on technology and the use of it in the
classroom. Henry County Schools states that they spend $2.1 million for technology. There are
16,500 computers in operation in this school system.
Part 3: Task Analysis
Task Analysis
I completed a procedural analysis because it is important that I identify the steps required
to complete the process of using a Glogster to keep in constant contact with students and parents.
I started by creating a Glogster from scratch so that I could ensure all steps were included. The

procedural analysis instructs the learners on how to create a basic Glog to introduce themselves
to students for the new school year.
A topic analysis was also completed to ensure that the teachers being trained fully
understand the importance of using a Glogster for parent-teacher communication. The procedural
and topic analysis were combined in the task analysis outline.
Task Analysis Outline
1. Identify the importance of parent-teacher communication.
1.1.
Parents will stay informed of students education
1.2.
Teachers will potentially earn an exemplary in Teacher Keys evaluation
syste
2. Identify the benefits of a Glog
2.1 Saves time with easy to use interface
2.1.1 Simply click the plus sign to add a feature to your
interactive poster
2.2 Keeps information organized by topic
2.2.1 Create multiple posters as you teach them to your
class.
2.3 Items are saved for use over multiple years
2.3.1 Online website saves interactive posters for future
use
2.4 Saves time
2.4.1

Teachers will not have to conference with parents

when they dont understand the material that their
child is learning.

3. Create a Glogster account

3.1. Open internet browser
3.2. Type edu.glogster.com in the address bar
3.3. Go to the bottom of the page and click on teacher under the Join Us category
3.4. Scroll down and click Free Version plus 30 Day Premium Trial
3.5. Type in a Nickname
3.6. Type in Password
3.7. Type in Confirm Password
3.8. Type in First Name
3.9. Type in Last Name
3.10. Select Birthdate
3.11. Select Gender
3.12. Select Country
3.13. Select State

3.14. Select City

3.15. Select School (Mt. Carmel Elementary)
3.16. Enter Code show in picture
3.17. Click Sign Up
4. Activate your Account
4.1 Check your email
4.2 Open email titled Your Glogster EDU Account Confirmation
4.3 Click Activate my account
5.

Create an introductory Glog

5.1. Click the Glog tab
5.2. Click on Create your first Glog
5.3. Choose your template
5.4. Add information about yourself for your teachers and parents to know
5.4.1. Add your college
5.4.2. Add your degrees earned
5.4.3. Add what you are teaching this year
5.4.4. Add other fun facts
5.4.5. Upload a picture of yourself
5.4.5.1. Click the plus button
5.4.5.2. Click image
5.4.5.3. Click the first button above the phrase my images
5.4.5.4. Choose your picture from your computer
5.4.5.5. Click on the picture once uploaded
5.4.5.6. Click Use It
5.4.5.7. Place picture in desired location on your Glog
6. Create a Glog about a math topic
6.1. Click the create a new Glog button
6.2. Choose vertical or horizontal
6.3. Delete all objects on the page to have blank Glog
6.4. Add a title
6.4.1. Click Text on the black taskbar
6.4.2. Choose the text type
6.4.3. Click Use It
6.4.4. Type Multiplying 2 & 3 Digit Numbers by 2 Digit Numbers
6.4.5. Change the text
6.4.5.1. Double-click the text box
6.4.5.2. Type your title
6.4.5.3. Choose your font in the box
6.4.5.4. Choose the color for your text
6.4.5.5. Slide the dot on the bar in the box to change the text size
6.5. Add a calculator graphic
6.5.1. Click the plus sign above your page
6.5.2. Click graphics
6.5.3. Click Edu2

6.5.4. Go to the 3rd page

6.5.5. Click the calculator
6.5.6. Click Use It
6.5.7. Place the graphic where you want it on the page
6.5.8. Resize the graphic
6.5.7.1. Click the graphic
6.5.7.2. Click the arrow in the corner and drag until the desired size
has been achieved
6.7. Change the wall
6.7.1. Click gallery on the left hand side
6.7.2. Choose your wall
6.7.3. Click Use It
6.8. Add audio
6.8.1. Click the plus sign above your page
6.8.2. Click audio
6.8.3. Click the image of the arrow pointing up
6.8.4. Choose your audio off of your computer
6.8.5. Click open
6.8.6. Click the image
6.8.7. Click Use It
6.8.8. Place the image where you want it on the page
6.9 Add a video from YouTube
6.9.1. Click the plus sign above your page
6.9.2. Click video
6.9.3. Click YouTube on the left side
6.9.4. Search: multiplying 2 digit by 2 digit
6.9.5. Click the 1st and 4th video
6.9.6. Click Use It
6.9.7. Move the video to where you want it on the page
6.10 Add some resource links
6.10.1. Click the plus sign above your page
6.10.2. Click Text
6.10.3. Choose your text style

6.10.4. Type Resource Sites

6.10.5. Add link to Khan Academy Website
6.10.5.1. Type Khan Academy
6.10.5.2. Highlight the text
6.10.5.3. Click the chain link picture
6.10.5.4. Type in http://www.khanacademy.org/math/arithmetic/
multiplication-division/multi_digit_multiplication/v/
multiplying-whole-numbers-and-applications-2
6.10.6. Add link to AAA Math
6.10.6.1. Type AAA Math 3 Digit by 2 Digit Multiplicaiton
6.10.6.2. Highlight the text
6.10.6.3. Click the chain link picture
6.10.6.4. Type in http://www.aaamath.com/mul_3x2.htm
6.11. Add an example
6.11.1. Click the plus sign above your page
6.11.2. Click Text
6.11.3. Choose your text style
6.11.4. Type in your example: 232 x 56= 12,992
6.12. Add game links for students
6.12.1. Click the plus sign above your page
6.12.2. Click Text
6.12.3. Choose your text style
6.12.4. Type Student Games
6.12.5. Add links to Math Playground game
6.12.5.1. Type Math Playground
6.12.5.2. Highlight the text
6.12.5.3. Click the chain link picture
6.12.5.4. Type http://www.mathplayground.com/
multiplication05.html
6.12.6. Add links to Math Play game

6.12.6.1. Type Math-Play

6.12.6.2. Click Text
6.12.6.3. Highlight the text
6.12.6.4. Click the chain link picture
6.12.6.5. Type http://www.math-play.com/one-digit-by-two-digitmultiplication-game.html
6.13. Save your Glog
6.13.1. Click Save
6.13.2. Change the name
6.13.3. Click Public
6.13.4. Click Save

Subject Matter Expert

I, Brigette Southern, will serve as the subject matter expert for the instruction. I have a
bachelors degree of Early Childhood Education from Kennesaw State University. I am currently
enrolled in the Masters program at Georgia Southern University for Instructional Technology.
I have already had practice with creating the Glogster due to another assignment in an
online class within my Masters program. This gives me the necessary knowledge to instruct
others on how to create and use a Glogster.

Open Internet
Browser

Type
edu.glogster.c
om in address
box

Create an
account

Activate your
account

Create a Glog

Add images

Add graphics

Add text

Choose your
template

Click New
Glog

Add
audio/video

Add Game and

Resource Links

Save Glog

Part 4: Instructional Objectives

Instructional Objectives
Terminal Objective 1: Define a Glogster
1A. Identify a Glog as an interactive poster
Terminal Objective 2: To create a Glog
2A. Create a Glog with a photo
2B. Create a Glog with text
2C. Add graphics to a Glog
2D. Add audio to a Glog
2E. Add video to a Glog
Terminal Objective 3: Identify the importance of parent-teacher communication
3A. Identify the positive outcomes of keeping in constant contact with parents
Terminal Objective 4: Identify the benefits of using a Glog
4A. Identify the positive outcomes to using a Glog versus typical communication such as email
and paper communication
Terminal Objective 5: To communicate effectively with parents
5A. Create a Glog that introduces the teacher to parents
Terminal Objective 6: To create a Glogster that informs parents about multiplying.
6A. Add an informative video to Glogster
Content Standards
ISTE Standard 3: Model Digital age work and learning
ISTE Standard 5: Engage in professional growth and leadership
CCGPS.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard
algorithm.

Content
Fact

Recall
1A

Concept

4A
3A

Principles and Rules

Procedure

Performance
Application

Standards
ISTE 3,5
ISTE 3
NBT 5; ISTE 3,5

5A

ISTE3

2A, 2B, 2C, 2D, 2E, 6A

ISTE 3,5
NBT 5; ISTE 3

Interpersonal
Attitude

Relationship Between Objectives and Standards

Terminal Objective 1: Define a Glogster

ISTE3a: Demonstrate fluency in technology

Enabling Objective:

systems and the transfer of current knowledge

1A. Identify a Glog as an interactive poster

to new technologies and situations

b. Collaborate with students, peers, parents,
and community members using digital tools
and resources to support student success and

Terminal Objective 2: To create a Glog

innovation
ISTE3a: Demonstrate fluency in technology

2A. Create a Glog with a photo

systems and the transfer of current knowledge

2B. Create a Glog with text

to new technologies and situations

2C. Add graphics to a Glog

d. Model and facilitate effective use of current

2D. Add audio to a Glog

and emerging digital tools to locate, analyze,

2E. Add video to a Glog

evaluate, and use information resources to

support research and learning
ISTE5a: Participate in local and global
learning communities to explore creative
applications of technology to improve student

Terminal Objective 3: Identify the

learning
ISTE3 b. Collaborate with students, peers,

importance of parent-teacher communication

parents, and community members using

3A. Identify the positive outcomes of keeping

digital tools and resources to support student

in constant contact with parents

success and innovation

ISTE3.c. Communicate relevant information
and ideas effectively to students, parents, and
peers using a variety of digital age media and

Terminal Objective 4: Identify the benefits

formats
ISTE 3.a. Demonstrate fluency in technology

of using a Glog

systems and the transfer of current knowledge

4A. Identify the positive outcomes to using a

to new technologies and situations

Glog versus typical communication such as

email and paper communication
Terminal Objective 5: To communicate

ISTE3 b. Collaborate with students, peers,

effectively with parents

parents, and community members using

5A. Create a Glog that introduces the teacher

digital tools and resources to support student

to parents

success and innovation

ISTE3.c. Communicate relevant information
and ideas effectively to students, parents, and
peers using a variety of digital age media and
formats

Terminal Objective 6: To create a Glogster

ISTE3.b. Collaborate with students, peers,

that informs parents about multiplying.

parents, and community members using

6A. Add an informative video to Glogster

digital tools and resources to support student

success and innovation
ISTE3 c. Communicate relevant information

and ideas effectively to students, parents, and

peers using a variety of digital age media and
formats
CCGPS.5.NBT.5 Fluently multiply multidigit whole numbers using the standard
algorithm.

Teacher Keys Effectiveness System Standard Alignment

All Objectives

Performance Standard 9: Professionalism

The teacher exhibits a commitment to
professional ethics and the schools mission,
participates in professional growth
opportunities to support student learning, and

All Objectives

contributes to the profession.

Performance Standard 10: Communication
The teacher communicates effectively with
students, parents or guardians, district and
school personnel, and other stakeholders in
ways that enhance student learning.

Part 5: Development of Assessments

Lesson 1: What is

Lesson 2: Why

Lesson 3: What

Lesson 4: How do

Lesson 5: How do

Lesson 6: How do

a Glog?

should I

are the benefits of

I create a Glog?

I enhance my

I create a Glog to

Glog with

teach parents

graphics, images,

math?

communicate with a Glog?

Students will

parents?

brainstorm and

Goals

Students will go
Students will view through the steps

video and audio?

then create a

Students will use

a sample blog and

graphic organizer

Tagxedo to create

create a list of

Students will take

create a Glog to

to help them

a graphic that

ways that they can

a pre-existing

inform parents on

define a Glog.

states all of the

use a Glog in their

Glog and enhance

how to perform

positives of

classroom.

it with extras.

math tasks that

Students will

to create a Glog.

Students will

communication

their students are

with parents.
Students will

learning.
Students will

Students will

Students will

Students will

be able to

identify the

identify

create a

be able to add

be able to use

define a Glog.

positive

positives of

Glogster

graphics to a

Glogster to

components of

using a Glog

account.

Glog.

create a

parent-teacher

versus

communication

traditional

Students will
understand
how they can
use a Glog to

Students will

help with

identify how

parent-

they can

methods of
communicati
on

Student will

be able to

be able to add

create a Glog.

images to a
Glog.

Students will

resource for

Students will

parents.

Students will
create their

teacher

improve their

communicati

parent-teacher

on.

communication

add text to a

Students will

own glog on

Students will

a topic of

identify how

be able to add

their choice.

they can use

video to a

a Glog to

Glog.

Glog.

better their

parent-

Students will
be able to add

teacher

audio to a

communicati

Glog.

on.

Students will
create a Glog
about
multiplication

Objectives

Objective 1:

Terminal

Terminal

Terminal

Terminal

Objective 2A.

Define a Glogster

Objective 3:

Objective 4:

Objective 2: To

Objective 6: To

Create a Glog

Objective 1A.

Identify the

Identify the

create a Glog

create a Glogster

with a photo

Identify a Glog as

importance of

benefits of using a

Objective 2A.

that informs

Objective 2B.

an interactive

parent-teacher

Glog

Create a Glog

parents about

Create a Glog

poster

communication

4A. Identify the

with a photo

multiplying.

with text

3A. Identify the

positive outcomes

Objective 2B.

Objective 6A.

Objective 2C. Add

positive outcomes

to using a Glog

Create a Glog

Add an

graphics to a Glog

of keeping in

versus typical

with text

informative video

Objective 2D.

constant contact

communication

Objective 2C. Add to Glogster

Add audio to a

with parents

such as email and

graphics to a Glog

Objective 2A.

Glog

paper

Objective 2D.

Create a Glog

Objective 2E. Add

communication

Add audio to a

with a photo

video to a Glog

Glog

Objective 2B.

Objective 2E. Add Create a Glog

video to a Glog

with text
Objective 2C. Add
graphics to a Glog
Objective 2D.
Add audio to a

Assessments

Students will take

Students Tagxedo

Students will list 5 Performance

Glog
Students will

Performance

a quiz where they

creations will be

positives to using

based assessment:

write a paragraph

based assessment:

define a Glog and

assessed

a Glog versus

Students Glog

answering the

Students Glog

identify the

(Performance-

using traditional

question, How

must have all

features of a Glog. based)

communication

will you use this

components

They will also

methods.

resource to

mentioned.

explain how they

enhance parent-

can use this in

teacher

their classroom.

communication?

UDL

Provide Multiple

Provide Multiple

Multiple Means of Provide Multiple

Provide Multiple

Multiple Means of

Means of

Means of

Engagement

Means of Action

Means of Action

Engagement

Representation

Representation

and Expression

and Expression

Provide Multiple
Means of Action
and Expression

Quiz Examples
Lesson 1 Quiz
1. What is a Glog?
a. The same as a blog
b. An online interactive poster
c. An online research resource
d. A game website for children
2. List 5 features of a Glog.
a. _Add audio____________________________
b. _Add images____________________________
c. _Add video____________________________
d. _Change text font, color, and size____________________________
3. List 3 ways you could use a Glog.
a. __Create a handout for students in your classroom._____________
________________________________________________________________
b. __Create an introduction to students and parents at the beginning of the school
year. ___________________________________________________________
c. __Have students create an all about me poster to introduce themselves to their
classmates._______________________________________________________

Lesson 2 Example Tagxedo

Lesson 3 Assessment
List 5 positive aspects of using a Glog that traditional communications methods to not provide.

1. ____Teachers can add video to a Glog ________________________________________

2. ____Teachers can add audio to a Glog._______________________________________
3. ____Teachers can create interactive posters all in one place and allow parents to access at
any time. _______________________________________________________________
4. ___Parents can access videos right on the poster rather than having to click on a link or
search for it themselves. ____________________________________________________
5. ___Teachers do not have to notify parents every time a new subject is loaded, parents can
access and check the site periodically for new content.______________________

List 5 ways you can use Glog for parent-teacher communication

1. ____Create a poster to introduce yourself to parents.______________________________
2. ___Create a poster for new content that is being taught in class. ____________________
3. __Have students create a poster to show parents their work online. __________________
4. __Create posters instead of sending home newsletters. _______________________
5. ___Create posters with important need to know information instead of sending home
emails.__________________________________________________________________

Lesson 4 Example Glog

Lesson 5
Write a paragraph answering the following question:
How will you use this resource to enhance parent-teacher communication?
____This resource can be used to make parent-teacher communication much easier. Instead of
sending home handouts to parents, they can be created on Glogster. I can create a Glog and email
it to parents. I can create weekly or monthly newsletters to email home to parents. When
introducing a new math topic, I can email an informational handout to help parents better
understand the math topics that we are covering in the classroom. _______________________
______________________________________________________________________________

Lesson 6

Example Glog:

Lesson 1 Assessment

To differentiate this assessment, students who lack understanding in technology before this
training will be able to use the Glogster website to answer the first two questions of the quiz.
Lesson 2 Assessment
Students will work with a partner to create a list of positives outcomes of parent-teacher
communication.
Lesson 3 Assessment
Students will work in groups sorted by understanding and create these lists together.
Lesson 4 Assessment
Students will be given a written steps to help with this assessment.
Lesson 5 Assessment
To differentiate this assessment, students who lack understanding in technology before this
training will be able to use the Glogster website to answer the assessment question.
Lesson 6 Assessment
Students will be given a written steps to help with this assessment.

Part 6: Content Sequencing and Instructional Strategies

Sequence
1
2
3
4
5
6

Description
Define a Glogster/ Introduction
Identify importance of parent-teacher communication
Identify Benefits of a Glog
Create a basic Glog
Create an enhanced Glog with teacher assistance
Create a Glog with no teacher assistance

Lesson 1: Introduction to Glogster

Objective
1
3
4
2
2,6
2

Objective 1: Define a Glogster

Objective 1A. Identify a Glog as an interactive poster
Initial Presentation: Have students come up with possible ideas on what a Glog is. Have students
use their internet searching skills to find definition. Students will be provided assistance provided
to students who lack understanding of technology. (Recall, Morrison, pages 139)
Generative Strategy: Students will divide into groups and create a graphic organizer of the
characteristics of a Glog. Students will be grouped by understanding of technology.
(Organization, Morrison, page 139)
Differentiation: Students will be grouped according to level of understanding based on
assessments prior to beginning of training.

Lesson 2: Identify importance of parent-teacher communication

Terminal Objective 3: Identify the importance of parent-teacher communication
3A. Identify the positive outcomes of keeping in constant contact with parents

Motivational Strategy: Show students various examples of teacher communication with parents.
Have students determine whether the example shows good communication or bad
communication. (Recall, page 139, Morrison)

Generative Strategy: Students will identify why good parent-teacher communication is

important. They will create a Tagxedo to represent this information.
Differentiation: Students will be given teacher assistance with Tagxedo according to level of
understanding based on assessments prior to beginning of training.

Lesson 3: Identify benefits of using a Glog

Terminal Objective 4: Identify the benefits of using a Glog
4A. Identify the positive outcomes to using a Glog versus typical communication such as email
and paper communication

Motivational Strategy: Show students a traditional parent handout. Then, show students an
example of a Glog used to communicate with parents. (Organization, Morrison, 139)
Instructional Strategy: Students will identify ways that they can use a Glog in their classroom.
They will specifically identify how they can use it to better parent-teacher communication.
(Elaboration, Morrison, 139)
Differentiation: Students will be grouped according to level of understanding based on
assessments prior to beginning of training.
Lesson 4: Create a basic Glog
Terminal Objective 2: To create a Glog
Objective 2A. Create a Glog with a photo
Objective 2B. Create a Glog with text

Initial Presentation: Teacher will present a previously made Glog to students to show
effectiveness of a Glog. Students will write down ways that they can use the Glog for parent
communication. Students will be separated in groups by understanding of technology.
Generative Strategy: Students will create a Glog. Extra assistance will be provided to students
who lack understanding of technology in comparison to other students. (Practice, Morrison, page
148)

Lesson 5: Create an enhanced Glog with teacher assistance

Terminal Objective 2: To create a Glog
Objective 2A. Create a Glog with a photo
Objective 2B. Create a Glog with text
Objective 2C. Add graphics to a Glog
Objective 2D. Add audio to a Glog
Objective 2E. Add video to a Glog
Terminal Objective 3: To communicate effectively with parents
Objective 3A. Create a Glog to explain rounding decimals
Motivational Presentation: Teacher will model how to add extras to a Glog that is already
created. (Demonstration, Morrison, page 148)
Initial Presentation: Students will write down ways that they can improve a previous Glog by
adding extras. Students will be separated in groups by understanding of technology. (Elaboration,
Morrison, page 148)
Generative Strategy: Students will take a blog and add graphics, images, audio, and video to
enhance their Glog. Students will follow the teacher as the teacher creates the blog.
(Demonstration and practice, Morrison, page 148)
Differentiation: Students will be separated in groups by understanding of technology

Lesson 6: Create a Glog with no teacher assistance

Objective 2A. Create a Glog with a photo
Objective 2B. Create a Glog with text

Objective 2C. Add graphics to a Glog

Objective 2D. Add audio to a Glog
Objective 2E. Add video to a Glog

Initial Presentation: Teacher will review the Glog that the group has worked on the past two
lessons. (Recall, Morrison, page 138)
Generative Strategy: Students will complete a Glog completely on their own. Students will be
able to use the notes and resources that they have collected through the previous lessons.
(Practice, Morrison, page 148)
Differentiation: Students with lower understanding of technology with be provided with some
teacher assistance and will be given detailed steps to create Glog.

Part 7: Design of Instruction

Lesson 1: What is a

Lesson 2: Why

Lesson 3: What

Lesson 4: How do

Lesson 5: How do

Lesson 6: How do

Glog?

should I

are the benefits of

I create a Glog?

I enhance my

I create a Glog to

communicate

a Glog?

Glog with

teach parents

graphics, images,

math?

Students will

with parents?

brainstorm and then

Goals

Students will go
Students will view through the steps

video and audio?

create a graphic

Students will use a sample blog and

organizer to help

Tagxedo to

create a list of

Students will

create a Glog to

them define a Glog.

create a graphic

ways that they can

create a Glog with

inform parents on

that states all of

use a Glog in their

teacher directions.

how to perform

the positives of

classroom.

Students will

to create a Glog.

Students will

math tasks that

communication

their students are

with parents.
Students will

learning.
Students will

Students will

Students will

Students will

be able to

identify the

identify

create a

be able to add

be able to use

define a Glog.

positive

positives of

Glogster

graphics to a

Glogster to

components

using a Glog

account.

Glog.

create a

of parent-

versus

teacher

traditional

communicati

methods of

on

communicati

Students will
understand
how they can
use a Glog to

Student will

resource for

Students will

be able to

be able to add

create a Glog.

images to a

parents.

Students will

help with
parent-teacher

on

Students will

communication

identify how

they can
improve their
parentteacher
communicati
on

Students will
identify how

Glog.

Students will
add text to a

create their
own glog on

Glog.

they can use

Students will

a topic of

be able to add

their choice.

video to a

a Glog to

Glog.

better their

parent-

Students will

teacher

be able to add

communicati

audio to a

on.

Glog.

Students will
create a Glog
about
multiplication

Objectives

Objective 1: Define

Terminal

Terminal

Terminal

Terminal

Objective 2A.

a Glogster

Objective 3:

Objective 4:

Objective 2: To

Objective 6: To

Create a Glog

Objective 1A.

Identify the

Identify the

create a Glog

create a Glogster

with a photo

Identify a Glog as

importance of

benefits of using a

Objective 2A.

that informs

Objective 2B.

an interactive

parent-teacher

Glog

Create a Glog

parents about

Create a Glog

poster

communication

4A. Identify the

with a photo

multiplying.

with text

3A. Identify the

positive outcomes

Objective 2B.

Objective 6A.

Objective 2C. Add

positive

to using a Glog

Create a Glog

Add an

graphics to a Glog

outcomes of

versus typical

with text

informative video

Objective 2D.

keeping in

communication

to Glogster

Add audio to a

constant contact

such as email and

Objective 2A.

Glog

with parents

paper

Create a Glog

Objective 2E. Add

communication

with a photo

video to a Glog

Objective 2B.
Create a Glog
with text
Objective 2C. Add
graphics to a Glog
Objective 2D.
Add audio to a
UDL

Provide Multiple

Provide Multiple Multiple Means of Provide Multiple

Glog
Provide Multiple

Multiple Means of

Means of

Means of

Means of Action

Means of Action

Engagement

Representation

Representation

and Expression

and Expression

Provide Multiple

Engagement

Means of Action
and Expression

Lesson 8: Formative Evaluation Plan

A survey will be conducted that assesses student understanding and level of comfort with
technology before the training. After the training is complete, the same survey will be
administered to see if their understanding and level of comfort has improved. The final
assessment will be the students Glog. It will be evaluated by looking for all of the components
and features that were taught during this course. The peer-reviewer will be a coworker who has
an advanced degree in instructional technology. They would complete the same survey based on
their opinions of the growth of the participants during the training.

Survey:

How comfortable are you will using

Least
1
1

2
2

3
3

4
4

Most
5
5

technology in your classroom?

How comfortable are you with using

technology to communicate with parents?

How comfortable are you with using

Glogster to in your classroom?

How comfortable are you with using

Glogster to communicate with parents?

How much did this training help you feel

1
1

2
2

3
3

4
4

5
5

more comfortable with technology?

How much did you like this training?
Did you find this training useful?
What are some suggestions to improve on
this training?

Method to Analyze and Review the Data

Data would be analyzed by giving some of the questions before the training then I would give
this survey after the training. The answers would then be compared to determine if the training
was effective. The last question of the survey is the most important. Those answers would be
used to improve the training so that it could be more effective the next time that it was given.