Grant Proposal for Professional Development:

Transforming Elementary Teachers Instructional Practice Through Blended Learning to

Increase Student Achievement
Jennie Champion, champi1@my.westga.edu, 770.301.7480
Bridgette Mercer, bridgette.mercer@coffee.k12.ga.us, 912.393.5789
Lametric Patterson, lpatter2@my.westga.edu, 678.561.3002
University of West Georgia
MEDT 8462

Abstract

Riverside Intermediate Elementary School is interested in furthering its teachers knowledge of

technology tools through the incorporation of a blended learning environment. The project team for this
professional development course consists of Lametric Patterson, program director,
lpatter2@my.westga.edu, Bridgette Mercer, co-program director, bridgette.mercer@coffee.k12.ga.us, and
Jennie Champion, lead facilitator, jchampi1@my.westga.edu. The goal of this professional development
course is to increase teachers knowledge, skills and disposition for creating a blended learning
classroom environments. Participants, sixteen fourth grade teachers and one media specialist, of the
professional development course will achieve this by participating in a five-day summer session, two
follow-up sessions in the fall, and one follow-up session in the spring. Participants will receive hands-on
training of several technology and Web 2.0 tools, Weebly, Office Mix, Screencastify, and ThingLink, that
can be used to create blended learning classroom environments. They will collaborate to develop
lessons that demonstrate best practices for implementing technology and blended learning in the
classroom. In addition, teachers will integrate, with support from the media specialist, these tools into
their classroom beginning fall 2017. The project team has also established a partnership with the
National Museum of Natural History to introduce virtual field trips to the participants as an additional tool
for use in blended learning classroom environments. The project team is seeking $31,135.61 for the
purpose of this professional development course with the course beginning in the summer of 2017 and
the final report of the course being presented in March of 2018.
Keywords: blended learning, technology integration, professional development, school improvement

Introduction

Ask any teacher you know why they teach and they will probably say, ...because I want to make
a difference. Ask them to identify the number one resource they need to make a difference and increase
academic achievement for students and they will probably name more than one resource--time,
technology, money, and training should definitely make the list. According to Reeves (2009), Reid (2014),
Kervin, Verenikina, Jones, and Beath (2013) and Levin and Schrum (2012), teachers need more time,
technical support, reliable technology, and quality professional development to successfully integrate
innovative and transformative technology into the classroom. They also need leadership that has a clear
vision/mission, that act[s] on principles of distributed leadership, plan[s]...in order to make changes and
implement goals, create[s] structures and processes for technology infrastructure and support, and
provide[s] ongoing, high-quality, formal and informal professional development in order to leverage
technology for continuous school improvement (Levin & Schrum, 2012, pp. 180-181).
Not all teachers will have the opportunity to experience a teaching and learning environment with
an abundant supply of technology tools, visionary leadership, and high achieving students. Some schools
have devices for every student and every classroom, yet student achievement has not improved. While
other schools have effective leadership, but lack the funding necessary to secure innovative technology or
improve technical infrastures. Further examination of Leading Technology-Rich Schools: Award-Winning
Models for Success (Levin & Schrum, 2012), reveals that a delicate balance between visionary
leadership, technology access and integration, time, and high-quality professional development must be
achieved in order for districts, schools, and teachers to be successful at increasing student achievement.
A feat that very few schools have been able to successfully accomplish.
Riverside Intermediate School (RIS), a Title I school located in Cobb County, Georgia, with more
than 95% of its students receiving free and reduced lunch as of 2014, has yet to achieve that balance
between visionary leadership, time, access to reliable technology, and high-quality professional
development. RIS has 1,202 students, 49% female and 51% male, enrolled in grades 2-5 with a student
teacher ratio of 16:1. With a high minority population, 57% African American and 38% Hispanic students,
3% Caucasian and 1% identified as other, Riverside Intermediate School struggles to meet state and
national standards.

A closer look at achievement data for Riverside Intermediate School highlights the growing gap in
achievement for RIS students compared to other students in the district and state. For example, 2014
CRCT scores indicate that 4th grade students at Riverside Intermediate School scored in the lowest
achievement percentile compared to other 4th grade students in the county and state. Riverside
Intermediate Schools 4th grade students ranked in the bottom 8% of all elementary schools on the 2014
CRCT. Though the district and local leadership has placed a priority on grade level and content specific
professional development in efforts to increase student achievement, based on a review of a 2015-2016
Cobb County School District Strategic Plan for Riverside Intermediate School (Riverside Intermediate
School, 2015), goals or intended actions for integrating innovative or transformative technology tools
and/or resources to ensure student success were not included in the plan.
With support from Principal Swinney and the leadership team at RIS, this project will focus on
providing high-quality professional development to increase the knowledge, confidence and use of
blended learning models and technology for sixteen fourth grade teachers and a media specialist at
Riverside Intermediate School to create student-centered classroom environments that ultimately lead to
increased student achievement.
Demonstrated Need
Criterion-Referenced Competency Test (CRCT) scores for 4th grade Reading, Language Arts,
Math Science and Social Studies from 2014 indicate a radical need to improve student achievement at
Riverside Intermediate Schools.
Table 1. Comparison of the percentage (%) of students that Did Not Meet (DNM) on Reading, English
Language Arts (ELA), Math, Science and Social Studies.
Grade 4

Riverside Intermediate

Cobb County

Georgia

Reading

15

4.5

6.4

ELA

25.4

8.1

11.3

Math

42.1

15.1

18.3

Science

46.4

15.3

19.1

Social Studies

40.7

14.7

18.8

In 2014, according to the Criterion-Referenced Competency Test (CRCT) scores, Riverside

Intermediate scored well below other schools in the county as well as the state. Table 1 indicates a
discrepancy of more than ten percentage points compared to the county and more than eight percentage
points compared to the state in Reading. Table 1 also indicates a discrepancy of more than 17
percentage points compared to the county and more than 14 percentage points compared to the state in
ELA. Table 1 indicates a discrepancy of 27 percentage points compared to the county and more than 23
percentage points compared to the state in Math. Table 1 indicates a discrepancy of more than 31
percentage points compared to the county and more than 27 percentage points compared to the state in
Science. Table 1 indicates a discrepancy of 26 percentage points compared to the county and more than
21 percentage points compared to the state in Social Studies.
The results, provided in Table 1 indicate a discrepancy of 8 or greater points in Reading and
Language Arts and an even larger discrepancy of 20 points or greater in Math, Science and Social
Studies compared to the state and county. The inadequate scores could be a result of the instruction and
the mode of delivery provided by the 4th grade teachers at Riverside Intermediate School. As mentioned
by Singh (2003) Learning requirements and preferences of each learner tend to be different. Blended
learning combines multiple delivery media that are designed to complement each other and promote
learning and application-learned behavior (p. 51). Therefore, a blended learning experience may prove
beneficial by improving student achievement, student motivation and transforming the classroom from
teacher-centered to student-centered. Tseng and Walsh (2016) presented evidence from their study
which states, higher levels of learning outcomes and skills were found from the students in the blended
learning environment (p. 48). The blended learning instruction will be beneficial to meeting the needs of
every student by reaching them at their ability level and allowing them to work at their own pace. Poon
(2013) states that blended learning encourages student-led learning and allows students to learn at their
own pace. It gives greater flexibility of learning for students, which in turn, improves students' learning
experiences and achievement (p. 281). Furthermore, in order to address the current instructional
strategies, the entire department of 4th grade teachers and one media specialist will receive at least 50
hours of mandatory professional development for the integration of blended learning models and
technology tools in all content areas.

The lack of focus on technology integration in the form of blended learning has prevented the
implementation of a student-centered learning environment in many classrooms. Courts and Tucker
(2012) state The technology to support learning, the ability to bring this technology to the classrooms, the
climate, and consumer demand which supports the sharing of knowledge, already exists (p. 121).
Furthermore, it is important to understand the impact that technology integration, such as blended
learning, can have on student achievement. Hew and Brush (2007) reiterate the idea that research
studies in education show that use of technology can help student learning (p. 224). Additionally, Safar
and Alkhezzi (2013) report that Thus, a wide range of scholarly research studies conducted over the past
15 years or more attest the close linkages among scholastic success, information and communication
technology (ICT) use, curriculas content and blended learning and teaching methodologywith students
doing better in national standardized tests, becoming more fascinated and involved in their own studies,
and even having more fun learning (p. 619). Evidence shows that blended learning can, in fact, provide
a student centered approach to learning in order to increase student achievement. Hannafin and Land
(1997) mentioned Technology-enhanced, student-centered learning environments manifest diverse
psychological foundations (p. 173). Additionally, blended learning not only provides personalized
instruction, but targets the different learning styles of students as well. Student-centered learning
environments provide interactive, complementary activities that enable individuals to address their unique
learning interests and needs, examine content at multiple levels of complexity and deepen understanding
(Hannafin, 1992). The application of blended learning provides the student centered environment needed
in order to expand students knowledge. As stated by Tseng and Walsh (2016), The blended course
design involves thoughtful integration of various course delivery methods, learning principles, and
instructional technologies that can provide learners with a flexible, autonomic, and situated learning
environment (p. 44). In addition, blended learning can be used to increase student motivation, in turn
positively influencing student test scores. Salili, Chiu & Lai (as cited in Lim & Morris, 2009), found that
students who were confident and motivated to learn, spent more time and effort and achieved higher
levels of performance than those who were not confident and motivated (p. 284).
Likewise, professional development for blended learning can lend support to teachers needing to
focus on a more personalized approach to learning such as blended learning. Garrison and Kanuka

(2004) suggest that The most effective support systems for teaching faculty are those that provide a
course development team for the development of blended learning courses (p. 102). However, one of
the most common barriers towards technology integration is lack of knowledge. As mentioned by
Wachira and Keengwe (2011), without the right technology tools to practice on as well as the appropriate
training on how to appropriately use technology, they [teachers] will fail in meeting the technology
objectives required to effectively prepare their students (p. 25). Therefore, professional development
must be presented to teachers in order for them to adequately grasp the concept of blended learning and
properly integrate it in their own classrooms. The implementation of blending learning, in order to create
a student centered learning environment, is a step towards improving student achievement.
Goals and Objectives
The purpose of this professional development is to increase teachers knowledge, technical skills,
and disposition for creating blended learning environments for their students. Additionally, there is a
significant focus on the need to increase student achievement which goes hand-in-hand with blended
learning models. Blended learning models will lend to the formation of a more student-centered
environment which will allow for a more personalized approach to learning. Tseng and Walsh (2016)
declared with the assistance of technologies, the blended learning environment has potential benefits on
promoting extended time communication, learner-instructor and learner-learner interactions, and timely
feedback that can lead to strong cognitive learning (p. 49). The following goals and objectives, aligned to
the International Society for Technology in Education (ISTE) Standards for Teachers as shown in Table 2,
will guide the project.
Goal #1: Increase participants understanding of blended learning.
Process Objectives:
A. Provide professional development for blended learning to 17 participants (Riverside Intermediate School
fourth grade teachers and media specialist).
B. Provide a Blended Learning Weebly site that provides a list of additional technology tools and resources
available for use in a blended learning classroom.
Outcome Objectives:
A. Participants will define blending learning.
B. Participants will understand the standards for creating a blended learning environment.
C. Participants will recall the criteria for creating an effective blended learning environment.

Goal #2: Increase at least 80% of the participants knowledge of technology and Web 2.0 tools
appropriate for implementing blended learning.
Process Objectives:
A. Provide professional development for technology and Web 2.0 tools (Weebly, ThingLink, Screencastify
and Office Mix) to 17 participants (Riverside Intermediate School fourth grade teachers and media
specialist).
B. Participants will learn how to implement Web 2.0 tools (Weebly, ThingLink, Screencastify and Office Mix)
during the 5-day professional development sessions.
Outcome Objectives:
A. Participants will know how to design a Weebly course site.
B. Participants will know how to create a learning map launch pad using ThingLink and embed it into their
Weebly course site.
C. Participants will know how to create an instructional video using Screencastify and embed it into their
Weebly course site.
D. Participants will know how to create an Office Mix video and embed it into their Weebly course site.
E. Participants experience and know how to access virtual tours appropriate for blended learning
environments
Goal #3: At least 80% of the teachers will fully implement blended learning in their classrooms by March
2018.
Process Objective:
A. Participants will learn how to implement and assess blended learning environments
B. Provide Blended Learning Framework for each participant to assess level and quality of blended learning
Outcome Objectives:
A. 80% of participants will implement 3 blended learning lessons within the first three months of the fall
B.

semester.
Participants will use at least 3 days and their content knowledge to collaborate with their peers to create
3 quality lessons using at least 3 of the technology tools demonstrated during days 1-4 of the professional

development session.
C. Participants will discuss, share resources and reflect upon their learning and experience with blended
learning during the professional development sessions held during the year.
D. Participants will demonstrate the appropriate disposition for implementing blended learning in their
classroom.
Table 2. Course Objectives Aligned to ISTE Standards for Teachers

Objectives

ISTE Standards for Teachers

Participants will define blending learning.

Participants will recall the criteria for creating an
effective blended learning environment,
Participants will understand the standards for
creating a blended learning environment.

5. Engage in professional growth and leadership.

Teachers continuously improve their professional
practice, model lifelong learning, and exhibit
leadership in their school and professional
community by promoting and demonstrating the
effective use of digital tools and resources.
a. Participate on global and local learning
communities to explore creative applications of
technology to improve student learning.

Participants will know how to design a Weebly

course site.
Participants will know how to create a learning
map launch pad using ThingLink and embed it into
their Weebly course site.
Participants will know how to create an
a.
instructional video using Screencastify and embed
it into their Weebly course site.
Participants will know how to create an Office Mix
video and embed it into their Weebly course site.
Participants experience and know how to access
virtual tours appropriate for blended learning
environment

3. Model digital age work and learning.

Participants will use at least 3 days of professional

learning time in order to collaborate with coworkers to create technology-rich lessons.
Participants will use their content knowledge to
create 3 lessons using at least 3 of the technology
tools demonstrated during days 1-4 of the
professional development session.
Participants will discuss, share resources and
reflect upon their learning and experience with
blended learning during the professional
development sessions held during the year.
Participants will demonstrate the appropriate
disposition for implementing blended learning in
their classroom.

2. Design and develop digital age learning

experiences and assessments.

Teachers demonstrate knowledge, skills and work

processes representative of an innovative
professional in a global and digital society.
Demonstrate fluency in technology systems and
the transfer of current knowledge to new
technologies and situations.

Teachers design, develop and evaluate authentic

learning experiences and assessments
incorporating contemporary tools and resources to
maximize content learning in context and to
develop the knowledge, skills and attitudes
identified in the standards.
b. develops technology-enriched learning
environments that enable all students to pursue
their individual curiosities and become active
participants in setting their own educational goals,
managing their own learning, and assessing their
own progress.

Note. Adapted from ISTE Standards for Teachers by International Standards for Technology in
Education [ISTE], n.d., Retrieved from http://www.iste.org/standards/standards/standards-for-teachers
The goals and objectives are outlined to ensure the focus on the professional development leads
to providing the participants with knowledge of blended learning. Additionally, the goals and objectives
are aligned to provide the participants with the skills needed in order to create and implement a blended
learning environment. Following the initial days of professional development, the goal is to increase the

participants awareness of blended learning and knowledge of various technology and Web 2.0 tools for
blended learning. Most importantly, the goal is to increase the participants implementation of blended
learning in their classrooms.
Plan of Operation
Blended learning allows for students to learn instruction partly through some form of media or
online instruction and other parts of instruction through face to face interaction (Lim & Morris, 2009, p.
283). Blended learning increases pedagogical knowledge because educators are knowledgeable of their
students learning needs. In a blended learning classroom the learning environment is designed to
accommodate the fact that students have different learning needs and preferences (Poon, 2013, p. 273).
When teachers integrate blended learning into their learning environment they are meeting the individual
needs of their students. Poon (2013) also states that blended learning encourages students to learn in
an interactive and collaborative environment, and at their own pace and in their own time (as cited by
Graham, 2006; Saltzberg & Polyson, 1995, p. 273). With the integration of blended learning, more class
time is constructive. This five-day professional development course is designed for sixteen 4th grade
teachers and one media specialist to engage in the implementation of blended learning in their content
area. The professional development course will follow the framework of the blended learning community
(Mirriahi, Alonzo, & Fox, 2015, pp. 5-6). The framework consists of utilizing the resources available,
integrating activities that will increase student achievement, offering support to the students as they
create artifacts for the blended learning environment, and assessing the students knowledge of the tool
created for the blended learning environment in order to provide remediation if necessary.
Summer Workshops
Registration
As participants are registering online for the professional development course, they will be asked
to complete a pretest and a survey. The pretest will assess their background knowledge of blended
learning and the technology tools available to support blended learning. The survey will measure their
attitude towards implementing technology in the classroom. By completing these two pieces of
information, the project team will be able to properly prepare for the professional development course.
Day 1

10

During Day 1, the participants will be welcomed, introduced to the project team, and receive an
explanation of the objectives and goals of the blended learning sessions. After the welcoming, the lead
facilitator, Ms. Jennie Champion, will define blended learning, provide examples of blended learning, and
explain the criteria and standards for implementing blended learning into the classroom following the
blended learning framework (Mirriahi, Alonzo, & Fox, 2015). By presenting this information to the
participants, outcome objectives A and B from Goal 1 will be accomplished. In the afternoon session of
Day 1, Ms. Champion will introduce the participants to Weebly and the steps to design their own Weebly
site for their classroom. After the introduction and instruction on Weebly, the participants will create an
educational Weebly account and design their own Weebly site for their classroom which will allow the
participants to complete outcome objective A from Goal 2. To conclude the day, the participants will
participate in a Session Wrap-up which includes a Question and Answer Session and the completion of a
Feedback Survey.
Day 2
At the beginning of Day 2, the participants will reflect on and discuss the previous days learning
as a group. After the reflection and discussion period, the facilitator, Lametric Patterson, will introduce
ThingLink. ThingLink will be used to create a learning map to serve as a launch pad for each lesson or
unit of the teachers course. Ms. Patterson will also instruct the participants on how to embed ThingLink
into their Weebly site created on Day 1. During the afternoon session of Day 2, participants will be given
a 4th grade standard from their content area and instructed to create an artifact aligned with the standard
using ThingLink. After the creation of the artifact, the participants will embed it into their Weebly site. At
the conclusion of Day 2 session, the participants will participate in a Session Wrap-up which includes a
Question and Answer Session and the completion of a Feedback Survey. With the conclusion of Day 2,
the participants will have accomplished outcome objective B from Goal 2.
Day 3
Day 3 will begin with a reflection and discussion session on ThingLink. At the conclusion of the
reflection and discussion session, the facilitator, Jennie Champion, will introduce Screencastify.
Screencastify is a simple video recorder for Chromebook and Chrome browser (Screencastify, 2016).
Ms. Champion will lead the participants in the steps to create an instructional video using this Web 2.0

11

tool. After receiving instructions on how to utilize Screencastify, Ms. Champion will demonstrate how to
embed the video into their Weebly site. After a collaborative lunch, the participants will be assigned a 4th
grade standard associated with their content area. Participants will create an instructional video that
aligns with their assigned standard using Screencastify. After completing the artifact, participants will
embed the video into their Weebly site. Participants will participate in a Session Wrap-up which includes
a Question and Answer Session and the completion of a Feedback Survey. With the completion Day 3,
the participants will have achieved project outcome objective C of Goal 2.
Day 4
A reflection and discussion session on Screencastify will begin Day 4. After the reflection and
discussion session, an outside facilitator, Ms. Summaya Knight, will be introduced to the participants in
the professional development course. Ms. Knight will demonstrate the benefits and use of Office Mix in a
blended learning classroom. Office Mix, a PowerPoint plug-in, turns PowerPoints into interactive online
lessons (Office Mix, 2016). Ms. Knight will also review how to embed an artifact into their Weebly site
using her Office Mix presentation. At the conclusion of Ms. Knight presentation, the participants will
participate in a collaborative lunch. This lunch will allow teachers time to discuss the technology and Web
2.0 tools of the week and support each other in the proper use of each tool as needed. After lunch,
participants will be assigned a topic from their content area. As participants work on their Office Mix
artifact, they are engaged in outcome objective D of Goal 2. Using PowerPoint and Office Mix,
participants will create an engaging Mix to instruct and assess student learning. Participants will then
embed their Mix into their Weebly site. At the conclusion of the day, the participants will participate in a
Session Wrap-up which includes a Question and Answer Session and the completion of a Feedback
Survey.
Day 5
To begin Day 5, participants will begin with expressing what they have learned to date and offer a
prediction of how it will impact their pedagogical practices. The activities for Day 5 of the professional
development course will encompass outcome objectives A and B of Goal 3. The facilitator for Day 5 will
be Bridgette Mercer. During the morning session, Ms. Mercer will demonstrate the writing of lesson plans
utilizing the four technology tools introduced to the participants during the course. During the working

12

lunch on Day 5, participants will begin working on creating their lesson plans using the technology tools.
Participants will continue to work on these lessons during the afternoon session and upload them to the
Weebly site when completed. At the end of Day 5, participants will finish with the days Session Wrap-up
and a Question and Answer Session. Before concluding the five-day summer course, participants will be
asked to complete a post-test. The results of the pre and posttest will be used to identify any increases in
their knowledge of blended learning. Participants will also be asked to complete a Course Satisfaction
Survey to enable the project team to improve the professional development course in the future. A
sample schedule of the professional development course is provided in Table 3.
Table 3. 5 Day Summer Professional Development Course
Time

Day 1

Day 2

Day 3

Day 4

Day 5

8:00-8:30

Team Briefing

Team Briefing

Team Briefing

Team Briefing

Team Briefing

8:30-9:30

Welcome;
Introduction of
Project Team
and
Facilitators;
Explanation of
Objectives and
Goals

Reflection/
Discussion

Reflection/
Discussion

Reflection/
Discussion

Reflection/
Discussion

Focus

Goal 1:
Outcome
Objective A
and B
Goal 2:
Outcome
Objective A

Goal 2:
Outcome
Objective B

Goal 2:
Outcome
Objective C

Goal 2:
Outcome
Objective D

Goal 3:
Outcome
Objective A
and B

ThingLink
Facilitator:
Lametric
Patterson

Screencastify
Facilitator:
Jennie
Champion

Office Mix
Facilitator:
S. Knight

ThingLink and
embed into
Weebly

Screencastify
and embed
into Weebly

Office Mix and

embed into
Weebly

Blended
Learning/Wee
bly
Facilitator:
Jennie
Champion

9:30-12:00

Defining
blended
learning,
providing
exemplars,
criteria and
standards for

13

Writing 3
Lessons
Pertaining to
Content Area
Facilitator:
Bridgette
Mercer

Create 3
Lessons
Pertaining to
Content Area

creating
effective
blended
learning
environments
following the
blended
learning
framework
12:00-1:00

Working Lunch

Working Lunch

Working Lunch

Working Lunch

Working
Lunch

1:00-2:00

Goal 2
Outcome
Objective A

Goal 2
Outcome
Objective B

Goal 2
Outcome
Objective C

Goal 2
Outcome
Objective D

Goal 3
Outcome
Objectives A
and B

Introduction to
Weebly and
how to set up a
Weebly site

ThingLink
artifact on
given topic and
embed into
Weebly

Screencastify
artifact on
given topic and
embed into
Weebly

Office Mix
artifact on given
topic and
embed into
Weebly

Create 3
Lessons
Pertaining to
Content Area

2:00-4:00

Designing own
Weebly site

4:00-4:30

Session WrapUp/Question
and Answer
Session/
Feedback
Survey

Session WrapUp/Question
and Answer
Session/Feedb
ack Survey

Session WrapUp/Question
and Answer
Session/
Feedback
Survey

Session WrapUp/Question
and Answer
Session /
Feedback
Survey

Session
WrapUp/Question
and Answer
Session;
Post-test and
Satisfaction
Survey of
Course

4:30-5:00

Team
Debriefing

Team
Debriefing

Team
Debriefing

Team
Debriefing

Team
Debriefing

Follow-Up Sessions
After the 5-Day professional development sessions, there will be three follow up days once the
participants have returned to their classrooms. With these follow up sessions, the participants will
concentrate on outcome objectives A, B, and C of Goal 1. Outcome objectives A, B, and C aligned with
Goal 3 will also be concentrated on during the follow up sessions.
Follow-Up Day 1

14

The first follow-up session will be planned for the second Saturday of September. During the first
follow up session, participants will share their experiences with implementing the framework of blended
learning in the classroom to date. Participants will also participate in a virtual tour hosted by the Natural
History Museum of Science. Participants will speak with an education specialist and discuss the various
ways that virtual tours can be used to enhance their blended learning environment. With engagement of
the education specialist, participants will achieve outcome objective E of Goal 2. Participants will then
receive time to collaborate with their peers to identify and share additional virtual tour resources with the
goal to integrate these resources into future lesson plans. At the conclusion of follow-up day one, the
participants will complete a Feedback Survey.
Follow-Up Day 2
The second follow-up session will be planned for the first Saturday of November. The second
follow up session provides participants to the opportunity to reflect and discuss their success and failures
with the technology tools and blended learning. The project team will develop and share a Blended
Learning Weebly site that provides a list of additional technology tools and resources available for use in
a blended learning classroom. The project team will also provide additional technical support as needed
to assist in increasing teachers knowledge, skills, and disposition towards successfully implementing
blended learning. Teachers will receive the link to the Weebly site and share additional resources that
can further assist them in creating blended learning classrooms. Participants will add additional
resources to the Blended Learning Weebly site and use the site as a resource to continue their blended
learning practices throughout the school year. Lastly, participants will be provided time to collaborate and
revise plans based upon what they have learned and shared during the course of the blended learning
sessions. Between follow-up session two and follow-up session three, participants will participate in peer
observations to determine the extent and quality of blended learning practices implemented in the
classroom. Follow-up day two concludes with participants completing a Feedback Survey for the project
team.
Follow-Up Day 3
The final session will be scheduled for the second Saturday of February and will focus on the
impact of blended learning on teachers pedagogical practice and student engagement and performance.

15

During this session, the data from the peer observations will be shared with the participants and reviewed
to identify and celebrate best practices. Participants will provide data that demonstrates the effect of the
implementation of blended learning in their classrooms. Also, discussion will be led on how involvement
with the professional development course influenced the participants teaching practices and if the
participants will continue to use this teaching practice. To conclude the professional development course,
the participants will complete an attitude post survey and a Feedback Survey on the course for the project
team.
Evaluation
According to Lawless and Pellegino (2007), there is a connection between student achievement
and effective professional development (p. 579). Research further suggests that high-quality
professional development occurs over a longer time period, provides exposure to the latest technology
tools and resources, engages participants in meaningful activities, encourages and fosters a culture of
community and collaboration, and has a clear vision for student success (Lawless & Pellegino, 2007, p.
579). One of the reported barriers to technology integration in the classroom is lack of quality
professional development (Reid, 2014, p. 389). The proposed 50-hour blended learning professional
development course intends to increase the knowledge, confidence and use of blended learning models
and technology of sixteen fourth grade teachers and a media specialist at Riverside Intermediate School
by providing high-quality professional development, instruction on the use and effective integration of
technology, time to explore and collaborate with their peers, and just-in-time technical support. To
determine the extent to which the project met its intended goals, a third-party evaluator will conduct a
formative evaluation and report recommendations to the project team. Both the quality of the project
elements and its impact on teachers attitudes and instructional practices will be evaluated.
Rebecca Bowman, Ed.D, will conduct the third-party evaluation. Dr. Bowman has over twelve
years of experience as a K-20 educator. She has extensive experience providing curricular support and
content-specific training to K-12 teachers. Her knowledge of pedagogy and teacher training will assist her
in evaluating the effectiveness of the proposed professional development course. Dr. Bowman will
conduct all phases of the formative evaluation including the development of pre and post assessment
instruments, pre and post attitudinal surveys, as well as the project effectiveness surveys. Guided by the

16

project goals and objectives, the evaluation will assess the effectiveness and quality of the professional
development sessions (process), the impact of the professional development on the teachers knowledge
of blended learning models and technology tools (outcome), as well as teachers attitudes towards the
use and integration of technology for teaching and learning (outcome). Lastly, the evaluation seeks to
evaluate the impact of the professional development on teachers pedagogical practices (outcome). The
logic model below, Table 4, outlines the project inputs, processes and expected outcomes used to deliver
and evaluate the blended learning professional development course.
Table 4. Project Logic Model
Inputs

Process

Outcomes

Resources
Headphones
Chromebooks
Laptops
Headphones
Tech and Web 2.0 Tools
Weebly
ThingLink
Screencastify
Office Mix
Virtual Tour
Data Collection Instruments
Facilities
Riverside Intermediate Schools
Media Center
Personnel
Project Team
Partners
Clients
Teachers
Media Specialist

Provide professional
development for blended
learning to 17 participants
(Riverside Intermediate School
fourth grade teachers and media
specialist).

Increase participants
understanding of blended
learning.

Provide a Blended Learning

Weebly site that provides a list of
additional technology tools and
resources available for use in a
blended learning classroom.
Provide professional
development for technology and
Web 2.0 tools (Weebly,
ThingLink, Screencastify and
Office Mix) to 17 participants
(Riverside Intermediate School
16 fourth grade teachers and a
media specialist).
Participants will learn how to
implement Web 2.0 tools
(Weebly, ThingLink,
Screencastify and Office Mix)
during the 5-day professional
development sessions.
Participants will learn how to
implement and assess blended
learning environments
Provide Blended Learning
Framework for each participant
to assess level and quality of
blended learning

17

Increase at least 80% of the

participants knowledge of
technology and Web 2.0 tools
appropriate for implementing
blended learning.
Participants will demonstrate the
appropriate disposition for
implementing blended learning
in their classroom.
At least 80% of the teachers will
fully implement blended learning
in their classrooms by March
2018.

Data Collection
Data collected from daily effectiveness/feedback surveys administered at the end of Day 1-Day 5
and at the end of each follow-up session will be used to evaluate the effectiveness and quality of project
activities and staff employed to conduct the course.
Pre and post content-based assessments will be administered to all project participants prior to
Day 1, during online registration, and at the end of Day 5 to evaluate participants learning. Participants
learning will also be evaluated by reviewing the quality of lesson plans developed during Day 5. Lesson
plan quality will be judged based on the blended learning framework, criteria, and standards presented by
Mirraiha, Alonzo, and Fox (2015) in A Blended Learning Framework for Curriculum Design and
Professional Development.
Teachers attitudes towards the use and integration of technology tools and blended learning
models will be evaluated using data collected from pre and post attitudinal surveys administered prior to
Day 1, during online registration, and at the end of the third follow-up session. Program impact on
teachers pedagogical practices will be assessed using observational data collected by the media
specialist and a team of three fourth grade teachers between the second and third follow-up session, a
review of lesson plans developed by the end of Day 5 and teachers self-report of blended learning
implementation. Dr. Bowman will use a mixed-methods analysis approach to determine project success.
Both quantitative and qualitative data will be collected and analyzed to inform the evaluators
recommendations submitted in the midterm and final report.
In conclusion, the effectiveness of the blended learning professional development will be
evaluated based on the project objectives. Changes in teachers knowledge, confidence, and use of
blended learning models and technology tools will be examined for all program participants completing
the course. The project team will review all reports to determine the need for adjustments to the project
goals, activities, and/or resources. The specific data collection activities and instruments are presented in
Table 5.
Table 5. Alignment of Project Objectives and Data Collection
Project Objectives

Data Collection Instrument

18

Data Collection Schedule

Increase knowledge, recall and

understanding of blended
learning models, criteria, and
standards

Pre and Post technology

assessment
Rubric for lesson plan

Prior to Day 1 and Day 5

Day 5

Develop competencies in use

and integration of technology
appropriate for blended learning
environments

Pre and Post technology

assessment

Prior to Day 1 and Day 5

Enhance disposition towards

integration of technology and
blended learning models in
classroom practice

Pre and post attitudinal survey

Prior to Day 1 and Final Session

Demonstrate competencies in
implementing blended learning
models

Blended Learning Rubric

Observation Report
Teacher Self Report

Between Follow-Up Session II

and Session III
Follow Up Sessions 1, II and III

Provide effective activities and

resources

Effectiveness/Feedback Survey

Each Session (Qty. 8)

Partnerships
Quality partnerships are critical to the ensuring the success of the blended learning professional
development. Both internal and external partnerships are necessary to ensure project success. ...Such
partnerships may include financial resources for schools in the form of grants or donations, but also in the
form of human resources and technical support (Levin & Schrum, 2012, p. 195). Contributing partners
include the Lametric Patterson, Project Director, Bridgette Mercer, Co-Project Director, Jennie Champion,
Lead Facilitator, and Summaya Knight, Facilitator. The knowledge, skills and combined experience of the
project team, as outlined in Appendix C, will be instrumental to effectively delivering the proposed blended
learning professional development. Participants, Riverside Intermediate Schools administrative team and
other external partnerships have also been established.
Partners
With full support from Riverside Intermediate Schools administrative team, project participants
include 16 fourth grade teachers, 4 language arts, 4 math, 4 science, and 4 social studies teachers, and
one media specialist from Riverside Intermediate School in the Cobb County School District. While other
Riverside Intermediate School (RIS) teachers are welcome to participate, our project focus is on
increasing knowledge and skills to create blended learning environments for fourth grade teachers and

19

the media specialist at RIS. The administrative team at Riverside Intermediate has also agreed to provide
facility, resource, and technical support for the course. The collaborative partnership between the project
team, administrative team, and project participants will increase the likelihood of success for the proposed
professional development course.
To support the development of a positive learning experience for teachers and the opportunity to
explore resources for continued use and facilitation of blending learning for students, we have developed
a partnership with The National Museum of Natural History. The National Museum of Natural History will
provide access to virtual tours of museum exhibits as well as an education specialist who will guide our
teachers through the use of virtual tours to support teaching and learning blended learning environments.
Participant Recruitment
The Project Director, with assistance from the Co-director, will recruit directly from Riverside
Intermediate School by sending written and email invitations and flyers to the principal and our targeted
participants. With support from the schools leadership team, this course will be mandatory for all fourth
grade teachers and the media specialist. However, if space remains after our initial registration deadline,
participating teachers will be encouraged to invite fifth or third grade teachers from Riverside Intermediate
School.
Timeline
Submit Letter of Intent August 2016

Deliver Workshop July 2017

Submit Grant Proposal September 2016

First Follow-up September 2017

Receive Notification December 2016

Second Follow-up November 2017

Recruit and Register Participants February-April 2017

Final Follow-up February 2018

Prepare Workshop April 2017-June 2017

Final Report March 2018

Conclusion
In conclusion, the intention of this project is to provide professional development which supports
technology integration in order to build more blended learning classrooms at Riverside Intermediate
School. The purpose of this project is not only to increase the participants awareness of blended
learning, but properly define blending learning and provide support for proper technology integration. A
blended learning classroom will provide a more student-centered environment.

20

The professional development will consist of five days during the summer of blended learning
instruction and activities with three follow-up days during the school year. The participants will create
lessons and implement the technology and Web 2.0 tools from the professional development sessions
throughout the fall semester. The follow-up days will be used to provide support as well as additional
blended learning experiences and resources. As mentioned earlier, Garrison and Kanuka (2004) suggest
that The most effective support systems for teaching faculty are those that provide a course development
team for the development of blended learning courses (p. 102). For this reason, we are focused on
providing support in the form of professional development for teachers in order to increase their
awareness and knowledge of blended learning.
The effectiveness of the professional development will be measured using a pre and post survey
to gauge the participants attitudes towards the implementation of blended learning in their classrooms. A
technology assessment in the form of a pre and post assessment will be used also. Observations will be
conducted to measure the impact of participants knowledge of blended learning towards their practices.
The lesson plans will be used as a means of measurement, as well, to determine the application of the
knowledge gained by the participants. By implementing this blended learning practice, we hope to
provide teachers with the resources they need to meet the needs of every student.
References
Courts, B., & Tucker, J. (2012). Using technology to create a dynamic classroom experience. Journal of
College Teaching & Learning (Online), 9(2), 121.
CRCT Statewide Scores. (2015). Retrieved June 24, 2016 from Georgia Department of
Education:http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/CRCT-Statewide-Scores.aspx
CRCT Statewide Scores [Table]. (2015). Retrieved June 24, 2016 from Georgia Department of
Education:http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/CRCT-Statewide-Scores.aspx
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher
education. The Internet and Higher Education, 7(2), 95-105.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future

21

directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global

perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer
Hannafin, M. J. (1992). Emerging technologies, ISD and learning environments: Critical perspectives.
Educational Technology Research and Development, 40(1), 49-63.
Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced
student-centered learning environments. Instructional science, 25(3), 167-202.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge
gaps and recommendations for future research. Educational Technology Research and
Development, 55(3), 223-252.
International Society for Technology in Education. (n.d.). ISTE Standards for Teachers [Table]. Retrieved
from http://www.iste.org/standards/standards/standards-for-teachers
Kervin, L., Verenikina, I., Jones, P., & Beath, O. (2013). Investigating synergies between literacy,
technology and classroom practice. Australian Journal of Language and Literacy, 36(3), 135-147.
Levin, B. B. & Schrum, L. (2012). Leading technology-rich schools: Award-winning models for success.
New York, NY: Teachers College Press.
Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning
application. Journal of Educational Technology Systems, 31(4), 423-439.
Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a
blended learning environment. Educational Technology & Society, 12(4), 282-293.
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A Blended learning framework for curriculum design and
professional development. Research in Learning Technology. 23(28451).
http://dx.doi.org/10.3402/rlt.v23.28451
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A Blended learning framework for curriculum design and
professional development [Table]. Research in Learning Technology. 23(28451).
http://dx.doi.org/10.3402/rlt.v23.28451
Office Mix. (2016). What is Office Mix? Office Mix for teachers. Retrieved June 22, 2016 from
http://www.mixforteachers.com/what-is-office-mix.html
Poon, J. (2013). Blended learning: An institutional approach for enhancing students learning

22

experiences. MERLOT Journal of Online Learning and Teaching, 9(2), 71-289.

Reid, P. (2014). Categories for barriers to adoption of instructional technologies. Education and
Information Technologies, 19(2), 383-407.
Riverside Intermediate School. (2015). 2015-2016 Cobb County School District Strategic Plan: Riverside
Intermediate School. Retrieved from http://www.cobbk12.org/RiversideIntermediate
/docs/Riverside%20Intermediate%20End%20of%20year%20SSP%20report%2020152016%20Revised%20.pdf
Safar, A., & AlKhezzi, F. (2013). Beyond computer literacy: Technology integration and curriculum
transformation. College Student Journal, 47(4), 614-626.
Saltzberg, S., & Polyson, S. (1995). Distributed learning on the World Wide Web. Syllabus, 9(1),
10-12.
Screencastify. (2016). Screencastify: Screen video recording. Retrieved June 22, 2016 from
https://www.screencastify.com/
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51-54.
Tseng, H., & Walsh, E. J. (2016). Blended versus traditional course delivery: Comparing students'
motivation, learning outcomes, and preferences. Quarterly Review of Distance Education, 17(1),
43-52.
Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers
perspectives. Journal of Science Education and Technology, 20(1), 17-25.

23

Appendix A
Budget Worksheet
See attached file.

24

Appendix B
Budget Narrative
The proposal is aligned with the State of Georgias initiative for all educators and students to
possess and understand how to use state funded technology by the year 2020.
Personnel and Fringe Benefits

$15,600 (TQ Funds)

Lametric Patterson is the project director on developing the ideas for this grant proposal of
blended learning with input from Dr. Danilo Baylen from University of West Georgia. Previous
standardized test scores were reviewed to determine the fourth-grade teachers of Riverside Intermediate
Elementary School were in need of professional development in the area of technology. The
responsibilities of the project director consist of recruiting sixteen fourth grade teachers and one media
specialist and serving as a facilitator during one of the the five full-day sessions during the summer
session. She will coordinate the schedule of the professional development and create and manage the
budget. Lametric Patterson will also establish two fall follow-up sessions and one winter follow-up
sessions. The fall follow-up sessions will allow for teachers to continue to utilize blended learning tools
and seek clarification with the tools. The winter follow-up session will allow teachers to present artifacts
used in their classroom with the blended learning tools. Grant funding will be $5,000 which is set pay and
$1,250 for fringe benefits ($5,000 for salary and 25% for fringe).
Bridgette Mercer will serve as co-program director and facilitator for one of the days of the
course. She will help coordinate the schedule of the professional development and help in the recruitment
of the participants for the course. She will also assist Dr. Bowman in developing the content assessment
(pretest and posttest). Bridgette Mercer will help coordinate and facilitate the two fall follow-up sessions
and the winter follow-up session. The fall follow-up sessions will allow teachers the opportunity to
continue to experiment and explore blended learning tools and resources and receive support with the
tools. The winter follow-up session will allow teachers to present artifacts used in their classroom with the

25

blended learning tools. Grant funding will be $4,000 which is set pay and $1,000 for fringe benefits
($4,000 and 25% for fringe).
Jennie Champion will serve as lead facilitator for the professional development course. She will
facilitate two of the courses during the five full day sessions during the summer. During the summer
sessions when Ms. Champion is not facilitating, she will be present to offer assistance and technical
support to the presenting facilitators and the participants of the course. She will also serve as the lead
facilitator during the two fall follow-up sessions and the one winter follow-up session. The fall follow-up
sessions will allow for teachers to continue to utilize blended learning tools and seek clarification with the
tools. The winter follow-up session will allow teachers to present artifacts used in their classroom with the
blended learning tools. Grant funding will be $3,000 which is set pay and $750 for fringe benefits ($3,000
and 25% for fringe).
Summaya Knight will serve as a facilitator to support the project team during this professional
development course. Ms. Knight will have one day for preparation and will facilitate one of the
professional development sessions. Grant funding will be $600 ($300 for preparation and $300
facilitation).
Participant Cost

$8500 (TQ Funds)

Participants will each receive a $500 stipend for attending the professional development course
and not receiving PLUs. Each participant will attend a five full day summer session and three follow-up
sessions. The follow-up sessions will be held on Saturdays and participants will be notified of these dates
at the beginning of the professional development course. Payment of stipends will be rewarded at the
conclusion of the professional development course. Grant funding will be $8500 (17 participants x $500)
Additional Cost

$1449 (TQ Funds)

Funding for food is needed for the five full day summer session, the two fall follow-up sessions,
and the winter follow-up session. This additional cost will include the cost of food for all participants,
support personnel, and project team. Grant funding will be $1449 = $900 (17 participants + 3 team
members x 5 days) +$9 (1 outside facilitator x 1 day) + $360 (17 participants + 3 team members x 2 days)
+ $180 (17 participants + 3 team members x 1 day).
Evaluator Cost

$3,046.21 (TQ Funds)

26

Dr. Rebecca Bowman will serve as the external evaluator for this professional development
course. She will collect data at the beginning and the conclusion of the course. The data collected at
beginning of the course will determine the baseline of the participants knowledge of blending learning
and the comfort level of utilizing blended learning tools in the classroom. The data collected at the
conclusion of the course will determine the impact of the course on the participants knowledge and
comfort level of utilizing blended learning tools. This data will represent the success of the course and
also the areas of improvement for future implementation of this professional development course. Grant
funding will be $3000 as set pay and $46.21 for mileage ($3000 + $46.21 for mileage).
Supplies Cost

$233.96 (TQ Funds)

Supplies will be provided for the participants in order to complete their work. For the professional
development course, participants will need post-it notes, stick-up Chart paper, pencils, pens, and
markers. Grant funding will be $233.96 (post-it notes- $35.98, stick-up Chart paper-$152.99, pencils$5.99, pens-$4.00, markers-$35.00)
Indirect Costs

$2,306.34 (TQ Funds)

TOTAL BUDGET $31,135.61 including indirect costs

DISTRIBUTION OF FUNDING REQUEST
Education

LEA

Running Total

Personnel-Summer

12600

12600

Fringe-Summer

3000

3000

Participant Stipend

8500

8500

1224

1449

Additional Costs

225

Evaluation

3046.31

3046.31

Supplies

233.96

233.96

Sub Total

19105.27

9724

% Distribution

66.27%

33.73%

$28,829.27

Indirect Costs

$2,306.34

Total

$31,135.61

27

Appendix C
Project Team
The goal of the project team is to deliver high-quality professional development to increase
teachers knowledge, skills and disposition for creating a blended learning classroom environments. The
project team has over fifty (50) years of combined education and technology experience. The
experiences gained in and outside of the K-20 classroom will prove invaluable to providing participants
with an engaging, supportive, and well-paced professional development course that leads to sustained
integration and implementation of blended learning models and supportive technology tools in the
classroom.
Project Director: Lametric Patterson
Ms. Patterson is currently the Media and Educational Technology Instructor at S. L. Lewis
Elementary School in the Fulton County School System. She earned a masters degree in Information
Sciences and a bachelors degree in Psychology from the University of Tennessee-Knoxville. Ms.
Patterson is scheduled to complete an Education Specialist degree in Instructional Technology from the
University of West Georgia Summer 2016. She has over 16 years of combined experience as an intranet
producer, media specialist, technology specialist, and academic librarian. Ms. Pattersons combined work
experience also includes two years as a classroom teacher. She taught 9th-12th grade students Digital
Media and Technology. Many of her students competed and placed at the county and state level
technology competitions or pursued degrees and careers in technology after graduating high school.
Ms. Patterson has served in numerous leadership roles throughout her career. She currently
serves as the Chair of the School Governance Council, the Personalized Learning Team Lead, and is a
member of Fulton County Schools Vanguard Team for technology. She has recently facilitated two
professional development courses focusing on successful integration of technology in the classroom. Her
experiences will be an asset to the project team.
Lead Facilitator: Jennie Champion
Ms. Champion is a first grade teacher at Western Elementary School with Coweta County School
System. She has fourteen years of experience in education. She earned her Bachelors of Science
degree in Early Childhood Education from University of West Georgia and a Masters degree of Education

28

in Elementary Mathematics from Nova Southeastern University. She is currently attending University of
West Georgia to complete an Education Specialist Degree in Instructional Technology. Ms. Champion
has served for three years as grade level chairperson during her teaching experience. She has also
served on the AdvancEd Accreditation Team for her school during the 2014-2015 school year.
Co-Project Director: Bridgette Mercer
Mrs. Mercer is currently a Kindergarten teacher at Ambrose Elementary in Coffee County
Georgia. She has eleven years of experience in education. She plans to earn an Education Specialist in
Instructional Technology December 2016 from the University of West Georgia. She holds a Masters in
Curriculum and Instruction and a Bachelors degree in Early Childhood Education, earning both degrees
from Valdosta State University. Mrs. Mercer serves on the Leadership Team, Spirit Committee, and
Technology Committee for her grade level at Ambrose Elementary.
Facilitator: Summaya Knight
Ms. Knight is currently an Instructional Technology Specialist at Kennesaw State University in
Cobb County. She has over ten years of experience in education. She coaches teachers throughout the
Atlanta Metro area in successfully integrating technology to transform classrooms from teacher-centered
to student-centered learning environments. Her ability to engage teachers and effectively facilitate
technology trainings will definitely contribute to the success of the proposed professional development on
Blended Learning.
Project Evaluator: Rebecca Bowman, Ed. D.
Dr. Rebecca Bowman, a grade level chair at Western Elementary School and adjunct professor at
Concordia University, has over twelve years of experience in education. She earned her doctorate of
education degree in Curriculum and Instruction from Liberty University. She holds a masters degree of
science in Education Leadership from Capella University and a bachelors degree in Middle Grades
Education from Shorter College. With numerous awards and publications to her credit, including a Reflex
Math Grant and an Elementary Science Initiative Grant, Dr. Bowmans experience and expertise are an
asset to our project team.
Facilities

29

Our partnership with Riverside Intermediate Schools administrative team, Principal Swinney, Mr.
Burnaugh, Ms. Hinton, Mr. Wentz, and Ms. Robinson, has afforded the resources and facilities to conduct
our blended learning professional development beginning Summer 2017. The administrative team has
agreed to provide access to the media center, headphones with microphones, and laptops as needed. In
addition, the technology staff will be available to provide support for Internet access and hardware as
needed. Location, Riverside Intermediate School 285 South Gordon Rd SW, Mableton, GA 30126.

Appendix D
Data Collection Instruments
Attitudinal Surveys

30

Pre-Attitudinal Survey of Technology Integration

How do you rank yourself on the knowledge of technology?

Novice
Beginner
Intermediate
Advanced
Expert

How do you rank yourself on the integration of technology into your teaching practices?

Novice
Beginner
Intermediate
Advanced
Expert

If you had to implement a new piece of technology in your classroom, how would you feel towards
implementing it?

Confident
Uncomfortable

How often do you use technology in your teaching?

Several times a day

One or two times a day
Every other day
One to two times a week
None

What do you see is your biggest obstacle, if any, when integrating technology in your classroom?

31

Post-Attitude Survey of Technology Integration

How do you rank yourself on the knowledge of technology?

Novice
Beginner
Intermediate
Advanced
Expert

How do you rank yourself on the integration of technology into your teaching practices?

Novice
Beginner
Intermediate
Advanced
Expert

If you had to implement a new piece of technology in your classroom, how would you feel towards
implementing it?

Confident
Uncomfortable

How often do you use technology in your teaching?

Several times a day

One or two times a day
Every other day
One to two times a week
None

What do you see is your biggest obstacle, if any, when integrating technology in your classroom?

How has participating in this professional development course changed your attitude toward the
implementation of technology in the classroom?

32

Blended Learning Framework/Rubric

Resources

Activities

Criteria

Standard A
Teacher-Centered

Standard B

Standard C
Student Centered

Availability of
Course
Resources

Course resources
when possible are
provided online.

Standard B plus
resources are
created or cocreated by students.

Availability of
formative
assessment
resources

Links to online
formative
assessment are
provided.

Standard A plus
resources are
organized
according to
course topics.

Selection of
activities for
online and faceto-face delivery

Both face-to-face
and online activities
are
aligned to course
learning outcomes.

Standard A plus
the online
activities offer
flexible learning
opportunities.

Technology and/or
media are used to
deliver uniform
activities for all
students.

Technology and/or
media are used to
deliver
differentiated
teaching and
learning activities.

Technology to
meet students
diverse needs
and preferences
Online activities
to support
student learning

Online tools to
support
learning activities
are provided to
students.

33

Standard A plus
the assessments
are accessed by
students to better
achieve learning
outcomes.

Standard A plus
the online tools
are used by
students for
interactive and
collaborative
learning activities.

Standard B plus
assessments are
personalized for
students based on
their competency to
better achieve
learning outcomes.
Standard B plus
students have the
opportunity to
design activities or
personalize them to
help achieve their
goals.
Standard B plus
learning activities
are based on the
unique learning
needs and
preferences of
students.
Standard B plus
students use online
tools to further
facilitate selfdirected,
interactive and

collaborative
learning
activities.
Support

Support for
students digital
literacy
Opportunity for
interaction
Feedback to
support learning

Question and
answer forum for
technical
support is
facilitated by
the teacher.
Both face-to-face
and online
interaction
opportunities
between students
and the teacher are
provided
Online technologies
are
used to provide
feedback on
student progress.

Assessment

Design of
assessment
tasks
Student access
to their progress
and achievement
Self and peer
assessment

Where appropriate,
technology/media
is used to submit
assessment
tasks.
Technology (e.g.
online
assessment marks,
quizzes) is used to
inform students
about
their learning
achievement.
Both face-to-face
and online
technologies are
used to engage
students in self and
peer assessment
activities.

34

Standard A plus
online support
resources are
provided.
Standard A plus a
range of online
interaction
opportunities
between peers
are provided.
Standard A plus a
range of online
feedback methods
are used to
provide feedback
throughout the
semester (e.g.
audio/video,
overall written, or
in-text comments).

Standard A plus
students have
opportunity to use
online tools
(e.g. wikis, blogs)
to complete
assessment asks.
Standard A plus
students have
continuous access
to an online grade
book or progress
bar to monitor
activities
completed or
marks to date.
Standard A plus
standards-based
rubrics are used
by students to
self-assess and
peer-assess.

Standard B plus
students technical
capability is
determined and
personalized
training and support
are
provided based on
their needs.
Level B plus the
online interaction
opportunities are
based on the
diverse needs of
students.
Level B plus there is
opportunity for
students to receive
peer feedback
(e.g. comments on
blogs or discussion
forums or reviewing
each others work)
Standard B plus
students can use
different online tools
to complete
their assessment
that best
demonstrates their
learning (e.g.
recorded
presentation, wiki,
blog)
Standard B plus
students are
encouraged to
identify their own
learning goals to
track back against
their progress.
Standard B plus
continuous
self-assessment is
encouraged to

help students
achieve their own
intended goals.
Note: Adapted from A Blended Learning Framework for Curriculum Design and Professional
Development by N. Mirriahi, D. Alonzo, and B. Fox, 2015, Research in Learning Technology, 23(28451),
para 12.

Effectiveness/Feedback Survey
1. Based on the definition presented to you at the beginning of this professional development course, did
todays activity increase your knowledge on a blended learning environment?
2. How did todays activity align with the blended learning framework?
3. Was the tool presented today easy to use to create an artifact?
Yes, the tool was easy to use and I could easily manipulate it to create an artifact and needed no

assistance.
Somewhat, I had some difficulty manipulating the tool to create an artifact and had to seek assistance

when using it.

No, todays tool was not easy for me to use and I needed constant assistance when using it.
4. Did the facilitator effectively communicate the information in todays presentation? If not, please
comment on improvements that can be made?
5. Was the content presented in an organized and structured manner? If not, please comment on
improvements that can be made?
6. How helpful was todays session in preparing you to implement blended learning?
Not helpful at all

Slightly helpful

Somewhat helpful

Very helpful

Please specify any other comments, improvements, or suggestions:

35

Extremely helpful

Blended Learning Knowledge and Technology Skills Survey (Pre and Post)
Indicate your perceived level of proficiency in the implementation of Blended Learning and the supporting
technology listed below.
1 = no knowledge

2 = beginner

3 = intermediate

4 = advanced

5 = expert

____________________________________________________________________________________

Knowledge & Skills

Level of Proficiency

Knowledge of Blended Learning

Implementing Blended Learning models

Knowledge of the blended learning framework

Use of virtual field trips

Knowledge of ThingLink

Knowledge of the Office Mix

Knowledge of Weebly

Embedding artifacts in Weebly

Use of the blended learning framework

Use of Office Mix

Use of ThingLink

Knowledge learning maps

Use of the Screencastify

Assessing students learning using Office Mix

Use of learning maps

Creating learning maps

36

Observation Report
Teacher Name

Blended
Learning Model
Observed

Date

Number of
students present

Observed by

Time of
Observation:

Resources Standard Level Observed:

A - Teacher Centered
B - Teacher and Student
Centered
C - Student Centered

Notes:

Activities Standard Level Observed:

A - Teacher Centered
B - Teacher and Student
Centered
C - Student Centered

Notes:

Support Standard Level Observed:

A - Teacher Centered
B - Teacher and Student
Centered
C - Student Centered

Notes:

Assessment Standard Level Observed:

A - Teacher Centered
B - Teacher and Student
Centered
C - Student Centered

Notes:

Strengths:

Opportunities:

37

Lesson Plan Rubric

Criteria

Standard A
Teacher Centered

Standard B
Teacher and Student
Centered

Standard C
Student Centered

Resources

Resources for course are

teacher centered

Resources for course are

teacher and student.

Resources for course

are student centered

Activities

Activities for course are

teacher centered

Activities for course are

teacher and student centered

Activities for course

are student centered

Support

Support for course is

teacher centered

Support for course is teacher

and student centered

Support for course is

student centered

Assessment

Assessments for course

are teacher centered

Assessments for course are

teacher and teacher centered

Assessments for
course are student
centered

38

Teacher Self-Report
1. Describe the process of how you implemented blended learning into the classroom.
2. Describe how you supported students that were having difficulty with the implementation of the
blended learning environment.
3. Describe how the implementation of blended learning has impacted student motivation in your
classroom.
4.

Describe how you will seek continuous professional development on blended learning.

5.

Describe three areas that you would like to improve in your blended learning teaching practices.

39