Key Assessment

Melisa Eichele
Georgia Southern
July 21, 2014

Key Assessment Part 1: Identification of the Learning Problem

General Audience: The audience members are educators in an elementary school for
kindergarten through fifth grade. The training will be done with all of the general education
teachers at Creek View Elementary School in North Georgia. Fulton County School District
requires a Bachelors Degree or higher in education, state required tests, and state certification.
Problem: The teachers are not educated, as a group, to use the shared folders and resources to
create lessons. They are not educated on technology tools to help with collaboration and research
to increase professional growth and productivity.
Goals:
Review the access and availability of the district technology resources such as shared
resources.
Teachers learn to use technology tools to gather, organize, and share information.
Teachers will learn to create a curated list of resources in Pearltree.
Teachers will learn to create an informational flyer with multi-media resources on
smore.com.
Teachers will learn to research and investigate RSS feeds.

Key Assessment Part II: Learner Analysis

Introduction
The targeted group of learners are elementary school teachers at Creek View Elementary
School. There are 58 teachers for approximately 1,000 students. The elementary school consists
of kindergarten to fifth grade. All the teachers are general education and do not teach specific
exceptionalities such as TAG or special education. The teachers lead general education
classrooms that are integrated and include students with exceptionalities. There are 6 male
teachers and 52 female teachers. The teachers vary in experience from a first year teacher to
close to retirement. The teachers are culturally diverse with a wide range of different ages. The
classrooms they lead are culturally diverse. The information was obtained through school

observations and teacher information on the school website. Research was also done on the
Fulton County School website.

Entry Skills and Prior Knowledge

Each learner is an educator with lesson planning and teaching experience. Each learner has
experience using various resources and tools to create units, lesson plans, and classroom
management plans. Each learners has experience using resources to adjust to classroom, school,
and district changes.
Entry Skills:
Knowledge of the internet
The ability to access the school internet and networks.
The ability to access shared information and grade level resources
Prior Knowledge:
The ability to use a variety of resources, both technology and hard copies, to complete
lesson plans.
The ability to research education resources, both technology and hard copies, for the new
school standards with technology.
The ability to organize and prioritize various resources, both technology and hard copies,
to maximize efficiency.
This information was obtained by working in the school district and observing the school
employee policies.

Attitude towards Content and Academic Motivation

The training focuses on the benefits of using specific computer tools to simplify and
create lesson plans. The training also focuses on using the same technology tools to collaborate
on lessons and share ideas. Teachers with less experience with curation tools and RSS feeds are
skeptical of the importance. They are concerned the technology may make their jobs more

difficult. Teachers with experience with technology tools are excited to learn about the three
specific tools. The motivation for the targeted group of learners is learning about programs that
will help them maximize the limited time they have to lesson plan.

Educational Ability Levels

Each teacher is required to have a minimum of a Bachelors Degree in Education and
must be Georgia certified to teach. A portion of the teachers choose to obtain a graduate degree
because of pay incentives and increased job opportunities. There are two teachers for each grade
level that have the role of lead teachers. These lead teachers help coordinate the grade levels and
offer guidance and support. They also coordinate grade level meetings, information, and
trainings. This information was obtained through the Georgia Department of Education website
and through observation.

General Learning Preferences

The learners have expressed preferences in hands on learning. The learners would like to
learn with examples and have the opportunity to work through problems during the training.
They would also like easy to use references to refer to after the training. The teachers would like
the training to be beneficial and not make them feel more overwhelmed. This information was
obtained through discussions and observation.

Attitudes towards Teacher and School

There have been many changes for these teachers in the last 3 years. The North Georgia
area is growing and the school classrooms have grown considerably. A school, with previously
small class sizes, is now near the Georgia maximum. Kindergarten is 18 students, first through
third is 22, and fourth and fifth is 28. The curriculum has also changed to the Common Core
Standards. Language Arts and Math have completely changed from Georgia Performance
Standards to the Common Core Standards. Literacy standards were adopted to go along with the

Georgia Performance Standards for Social Studies, Science, and PE. The target group of learners
are overwhelmed with all the changes and welcome any additional support and training. The
teachers less comfortable with technology are skeptical of the school support. This information
was obtained through observations and discussions.

Group Characteristics
Each teacher is required to have a minimum of a Bachelors Degree in Education and
must be Georgia certified to teach. A portion of the teachers choose to obtain a graduate degree
because of pay incentives and increased job opportunities. Each teacher is given access to
resources and materials through the school. Each teacher is given school email, and log on
capabilities to the district network. Each teacher is given basic computer education and support.
The teachers are responsible for leading a classroom of diverse learners. Approximately 155 of
the students are ELL learners. This information was obtained by working in the school district
and observing the school employee policies.

Key Assessment Part III: Task Analysis

Task Analysis

For my task analysis I chose a combination of a procedural analysis and a topical

analysis. The material in my class requires steps and procedures combined with explanation and
narration. I began with a narration of the class information. My narration included answers to the
following questions? What do I want to accomplish in this class? How would I connect the
information to the learners? How can I show the benefits of this information? Then I created a
topical analysis in an outline form. I separated my different sections and ideas. Next, I created
my procedural analysis of the technology tools. I opened each tool and started at the beginning. I
wrote down each step and each choice.

Creating the task analysis was a discovery stage for me. I was able to specify my
objectives for teaching this information and isolate specific beneficial information. I was also
able to arrange information in a specific sequence to create a flow. I was able to organize the
reasons why I believe this information is beneficial to all the teachers who will attend. I will
begin with technical explanations and close with a description of applying this knowledge for
collaboration and lesson planning. My completed outline is a combination of explanations and
procedures.

Task Analysis Outline

1. Access grade level shared resources.

1.1 Locate the shared drive on the computer.
1.2 Open appropriate grade level folder.
1.3 Review opening, adding, and saving information to the folders.
2. Open the internet.
3. What is a curation tool.
3.1 Collecting and sharing information.
3.2 Organizing categories and groups of information.
3.3 Network with other professionals.
4. Smore.com
4.1 What is smore.com?
4.11 Create flyers and curated list.
4.12 Multi-media resources in one place.
4.13 Limited free flyers.
4.2 Log onto smore.com
4.21 Create an individual or group account.
4.22 Choose an email and password.
4.3 Creating in smore.com.
4.31 What is your topicCivil War, Long Division?
4.32 Design a flyer
4.33 Load resources
4.331 Text
4.332 Pictures
4.333 Video

4.334 Forms
4.335 Links
4.4 Exporting
4.41 Copy and paste link to shared folder
4.42 Email link

5. Pearltree.com
5.1 What is pearltree.com
5.11 Free curation software
5.12 Easy to use and share.
5.13 Create collections.
5.14 Creates a suggestion list to coordinate with collections.
5.15 Creates a network of people to coordinate with collections.
5.2 Log onto pearltrees.com
5.21 Choose one email to sign up for an account.
5.22 Choose a generic password for everyone to use.
5.3 Pearltree features.
5.31 Collections
5.32 Interests
5.33 Network
5.34 Add
5.35 Edit
5.4 Organizing pearltree.com
5.41 Creating collections.
5.42 Adding to the collections.
5.5 Exporting pearltree.com to shared folder.
5.51 Copy and paste the link to a document in the shared drive (with email and
password).
5.52 Email the link to the grade level teachers (with email and password).
RSS Feed
6.1 What is a RSS feed?
6.11 Updating news cast.
6.12 Choose topics and the tool posts the new articles, resources.
6.2 Researching RSS feeds.
6.21 Search engines RSS feeds.
6.22 Investigate multiple choices and choose one.
6.3 RSS feeds private or public.
6.31 Great resource for information.
6.32 The web posts articles not the teachers.

6.33 Cannot completely sensor information.

6.34 Information can be overwhelming.
6.4 RSS feeds as a resource.
6.41 Resource for personal research.
6.42 Latest articles and news.
6.43 Share reputable resources with teachers.
Using the tools for collaboration.
7.1 Use pearltree.com as a group.
7.2 Create and update resources for specific units and lessons.
7.3 Share standards information and lesson ideas.
7.4 Use smore.com to store resources for one central idea.
7.5 Add multi-media resources to share with teachers.
7.6 RSS feeds for individual or collaboration.

Subject Matter Expert

I (Melisa Eichele) will be the SME for this instructional plan. I have a bachelors degree
in Elementary Education through the University of Phoenix. I have worked in the classroom with
students for approximately six years. I am currently pursuing a masters degree in Instructional
Technology with a dual certification from Georgia Southern. Both my undergraduate and
graduate degree includes on-line classes. I have over five years of experience using technology
for education. My recent teaching experience was in an inclusive classroom with 10 special
education students. I was also a teacher in the school system when our standards changed and the
teachers were responsible for creating all new lessons. My previous classes through Georgia
Southern educated me in informational fluency and digital tools. I learned to incorporate
technology into unit planning, obtaining resources, and collaborating with peers. I have formal
education in the tools presented in this class as well as personal experience as an elementary
school teacher.

Flow Chart Attached KA1

Key Assessment Part IV: Instructional Objectives

Terminal Objective 1: The ability to explore specific technology tools for use in professional
development and productivity.
Enabling Objective:
1A. To explore smore.com and the possible benefits including collaboration.
1B. To explore pearltree.com and the possible benefits including collaboration.
1C: To explore the concepts of RSS feeds and the possible benefits.
Terminal Objective 2: The ability to navigate and create in smore.com
Enabling Objective:
2A. To create an account in smore.com
2B. To create a flyer/curated list in smore.com
2C. To save and edit a flyer/curate list in smore.com.
2D. Export
Terminal Objective 3: The ability to navigate and create in pearltree.com
Enabling Objective:
3A: To create an account in pearltree.com.
3B: To create a collection and add information in pearltree.com.
3C: To access the interest and networking sections of pearltree.com.
3D. Export
Terminal Objective 4: To research RSS feeds and choose a favorite tool.
Enabling Objective:
4A: Define a RSS feed.
4B: Explain the functions of the RSS feed.

4C: Research RSS feed choices.

4D: Decide if RSS feeds are a valuable professional resource.

Terminal Objective 5: To demonstrate the collaboration and resource abilities of the technology
tools for professional use and peer collaboration.
Enabling Objective:
5A: The ability to list professional ideas for curation in peer collaboration and/or individual use
with smore.com.
5B: The ability to list professional ideas for organizing/displaying resources in peer collaboration
and/or individual use with pearltree.com.
5C: The ability to list professional ideas for curation with RSS feeds.

Content

Performance

Performance

Recall

Application

Fact

4A,

Concept

4, 4B, 4C,

2, 2A, 2B, 2C, 2D, 3, 3A, 3B,

3C, 3D

Principles

1, 1A, 1B, 1C, 4D

Procedure

5, 5A, 5B, 5C,

Interpersonal
Attitude

Instructional Objectives

ISTE National Educational

Technology Standards: Teacher

Standards
1.

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

1A

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

1B

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current

and emerging technologies.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

1C

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

2A

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

2B

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

2C

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

2D

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

3A

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

3B

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:

A. demonstrate introductory knowledge, skills, and

understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

3C

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning.

4A

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

4B

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:

A. demonstrate introductory knowledge, skills, and

understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

4C

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.

4D

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of

technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
B. demonstrate continual growth in technology
knowledge and skills to stay abreast of current
and emerging technologies.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

5A

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their

productivity and professional practice. Teachers:

A. use technology resources to engage in ongoing

professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

5B

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

5C

Teachers use technology to enhance their

productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing
professional development and lifelong learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate
with peers, parents, and the larger community in
order to nurture student learning

Key Assessment Part V: Development of Assessments

Instructional
Strategies

Goals

Objectives

UDL

Assessments

Lesson1:

Review the access

and availability of
the shared folders.

Objective 1: Explore
specific technology
tools for use in
professional
development and
productivity.
Objective 1A:
Explore smore.com
and the possible
benefits including

Multiple means of
representation:

Discussion
Question: Name 3
tasks that you use
for technology? Has
technology
improved this task
for you?

Recall prior
knowledge.
Connect information
to daily life.
Observe real world
examples of the

Teachers learn to
use technology tools
to gather, organize,
and share
information.

Video and written

explanations.
Powerpoint.
Hands on exploring.
Graphic organizer.
Personal reflections.

Technology
Scavenger Hunt:

class material.

collaboration.
Objective 1B:
Explore
pearltree.com and the
possible benefits
including
collaboration.
Objective 1C:
Explore the concepts
of RSS feeds and
possible benefits.

Organize the
objectives and
expectations of the
class.
Apply learned facts
and procedures.

Lesson 2:
Apply learned facts
and procedures.
Observe real world
examples of the
class material.
Observe material
through multiple
input channels of the
screencast.
Connect information
to daily life.
Application of
knowledge through
choice.
Lesson 3:
Apply learned facts
and procedures.
Observe material
through multiple
input channels of the
screencast.
Observe real world
examples of class
material.
Integrate material
into professional
life.
Lesson 4:

The students will

learn to research and
investigate RSS
feeds.
The students will
learn the definition
and function of RSS
feeds.
The students will
explain how to
research RSS feeds.
The students will
draw a conclusion
about the usefulness
of RSS feeds.

The students will

learn to access and
create in smore.com.
The students will
use smore.com to
create a flyer using
personal interests.
The students will
learn to export their
projects.

Apply learned facts

and procedures.

The students will

learn to access and
create in
pearltree.com.

Observe material
through multiple

The students will

use pearltree.com to

Answer the
assignment
questions.

Objective 4: To
research RSS feeds
and choose a favorite
tool.
Objective 4A: Define
a RSS feed.
Objective 4B: To
explain the functions
of the RSS feed.
Objective 4C:
Research RSS feed
choices.
Objective 4D: Decide
if RSS feeds are
valuable professional
sources

Multiple means of
representation and
presentation.

Objective 2: The
ability to navigate
and create in
smore.com
Objective 2A: To
create an account in
smore.com
Objective 2B: To
create a
flyer/curation in
smore.com.
Objective 2C: To
save an edit a
flyer/curated list in
smore.com.
Objective 2D: Export

Multiple means of
representation and
presentation.

Objective 3: The
ability to navigate
and create in
pearltree.com.
Objective 3A: To
create an account in
pearltree.com

Multiple means of
representation and
presentation.

Video and written

explanations.
Screencast.
Verbal explanations.
Personal reflections.

Video and written

explanations.
Screencast.
Verbal explanations.
Personal reflections.

Video and written

explanations.
Screencast.

Assignment: RSS
feed questions.
Discussion
Question: What RSS
feed did you choose
and why? Do you
see a RSS feed as a
valuable tool?

Assignment: Create
a smore flyer with
one central theme. A
minimum of 3
resources. Export
Discussion
Question: Can you
think of any specific
flyer you could
create with
smore.com in your
current profession?

Assignment: Create
an organized
curation in
pearltree.com.
Create 3 categories
with 3 resources for
each category.

input channels of the

screencast.
Observe real world
examples of class
material.

organize topics.
The students will
learn to export their
project.

Integrate material
into professional
life.

Lesson 5:

Lesson 5:

Recall prior
knowledge.

The students will

connect the
technology to
professional growth.

Connect information
to daily life.
.

The students will

explain how to use
the technology in
collaboration with
grade level peers.

Objective 3B: To
create a collection
and add information
to pearltree.com.
Objective 3C: To
access the interest
and networking
sections of
pearltree.com.
Objective 3D:
Export.

Verbal explanations.
Personal reflections.

Objective 5: To
demonstrate the
collaboration and
resource abilities of
the technology tools
for professional use
and peer
collaboration.
Objective 5A: The
ability to list
professional ideas for
curation in peer
collaboration and/or
individual use with
smore.com.
Objective 5B: The
ability to list
professional ideas for
organizing/displaying
resources in peer
collaboration
and/orindividual use
with pearltree.com.
Objective 5C: The
ability to list
professional ideas for
curation with RSS
feeds.

Multiple means of
representation and
presentation.

Export.
Discussion
Question: How did
you feel using
pearltree.com? Do
you think
pearltree.com is
useful in your
profession?

Video and written

explanations.
Personal reflections

Discussion
Question: Question:
Create a list of 3
ways you can use
each for professional
development. List a
minimum of 1 idea
for using each in a
collaboration setting.

Lesson 1: An Introduction to Technology Tools

Objective 1: The ability to explore specific technology tools for use in professional development
and productivity.
Objective 1A: To explore smore.com and the possible benefits including collaboration.
Objective 1B: To explore pearltree.com and the possible benefits including collaboration.
Objective 1C: To explore the concepts of RSS feeds and possible benefits.

Assessment: Discussion Question. Name 3 tasks that you complete using technology. Has
technology improved this task for you? Example-google maps versus using a city map. ExampleMaking travel arrangements vs calling airlines, hotels, etc. Example: search engine research vs
library. Your answer can be in the form of a paragraph, outline or graphic organizer. Must
include all portions of the question.
Assessment: Technology scavenger hunt. Learners will answer 7 questions about the three
websites they were given links to. 5 questions will be about details on the websites. 2 questions
will be about using the technology.
UDL Principles: The questions will provide multiple means of expression. The 5 questions about
the websites will be matching and the 2 questions about using the tools will be short answer.
Multiple expression options with DQ.

Assessment Examples and Answers

DQ: Name 3 tasks that you complete using technology. Has technology improved this task for
you? Must include details of each specific task. Must include an explanation of task
improvement (or not ) and why. Minimum of 6 sentences.
Answer Includes:
Include 3 different real world and personal/professional tasks.
Includes an explanation of task improvement (or not) for each example.
Minimum of 6 sentences.

Match the following statement with a specific website:

1.
2.
3.
4.
5.

_B___ This website has a UDL category with different resources.

_A___ This website gives resources such as video and websites about WWII.
_C___ This website contains current articles from EdWeek Teacher.
__B__ This website offers 7 resources on Gagnes Nine Levels of Learning.
_A____ This website offers articles on different veterans.
A. Smore.com
B. Pearltree.com
C. RebelMouse.com

6. Did you have any difficulties accessing the smore.com website? (Please give one specific
issue and did you move past it?) Minimum of 3 sentences.
Possible answers:
Trouble accessing the link.
Trouble navigating

7. Did you have any difficulties accessing the pearltree.com website? If not Name 3 tasks
that you complete using technology. Has technology improved this task for you?
Possible answers:
Trouble accessing the link.
Trouble navigating

Lesson 2: RSS Feeds

Objective 4: To research RSS feeds and choose a favorite tool.
Objective 4A: Define a RSS feed.
Objective 4B: Explain the functions of the RSS feed.
Objective 4C: Research RSS feed choices.
Objective 4D: Decide if RSS feeds are a valuable professional resource.
Assessment: RSS feed questions.
Assessment: Discussion Question: What RSS feed did you choose and why? Do you see a RSS
feed as a valuable tool? Do you think you will use one in the future? Minimum of 6 sentences.
Your answer can be in the form of a paragraph, outline or graphic organizer. Must include all
portions of the question.
UDL Principles: Learners are allowed to use various forms of expression such as pictures, lists,
short answer, etc to answer the questions. Multiple expression options with DQ.
Assessment Examples & Answers

1. Define a RSS feed.

Stands for Really Simple Syndication.
2. What is the function of a RSS feed?
RSS feeds deliver news content and information from the web. It is considered a content
delivery vehicle.
3. What resource did you use to choose a RSS feed
Name 1 website that you used to help you choose a RS feed and why it was helpful.
4. What RSS feed tool did you like the best?
One specific RSS feed choice such as scoop it or rebelmouse.
5. Why?
Why did you choose this specific tool.

Discussion Question: What RSS feed did you choose and why? Do you see a RSS feed as a
valuable tool? Do you think you will use one in the future?
Answer Includes
Specified choice of tool such as scoop it and rebelmouse.
Why he or she made the specific choice.
States if he or she believes RSS feeds are valuable and why or why not.
States if he or she will use in the future and how or why not.

Lesson 3: Smore.com
Objective 2: The ability to navigate and create in smore.com
Objective 2A: To create an account in smore.com
Objective 2B: To create a flyer/curation in smore.com.
Objective 2C: To save an edit a flyer/curated list in smore.com.
Objective 2D: Export
Assessment: Create a flyer in smore.com. Choose one central theme with lessons in mind (ie
long division, the civil war) create a flyer using a minimum of 3 resources. Save the flyer and
export the link.
Assessment: Discussion Question: How did you feel using smore.com? Do you think smore.com
is useful in your profession? Can you think of any specific flyer you could create with
smore.com in your current profession? Minimum of 7 sentences. Includes one topic choice and
how you could use smore.com. (You can use the example of the topic and flyer you created).
UDL Principle: The flyer can be done in various forms of expression. Personal reflection in DQ.

Assessment Example and Answers.

Create a flyer in smore.com. Choose one central theme with lessons in mind (ie long division,
the civil war) create a flyer using a minimum of 3 resources. Save the flyer and export the link.
Tip: After you receive the link, copy and paste the link into your web browser to make sure the
link works.

Rubric

One central theme

identified
3 resources used
Multimedia resources
used
Overall flyer is
organized and easy to
navigate.
Save and Export

1 Point
Theme is not
identifiable
1 resource used
1 type of media used

2 Points
The there are multiple
themes
2 resources used
2 types of media used

3 Points
There is one central
theme
3 resources used
3 types of media used

Flyer is not organized

and difficult to
understand
Saved flyer and
exported. Could not
access link

Flyer is organized but

confusing

Flyer is organized and

easy to understand
Saved flyer and
exported. Ability to
access link

Total

Discussion Question: How did you feel using smore.com? Do you think smore.com is useful in
your profession? Can you think of any specific flyer you could create with smore.com in your
current profession? Minimum of 7 sentences. Includes one topic choice and how you could use
smore.com. Use specific examples of using the flyer. Example: I could create a flyer with
resources on long division. I could use the flyer for future reference and lessons or share with
peers.
Answer includes:
Thoughts on smore
1 specific topic for a classroom lesson
A minimum of one way the student would use the flyer.
Uses specific classroom examples for the flyer.
Minimum of 7 sentences.
Lesson 4: Pearltree.com
Objective 3: The ability to navigate and create in pearltree.com.
Objective 3A: To create an account in pearltree.com
Objective 3B: To create a collection and add information to pearltree.com.
Objective 3C: To access the interest and networking sections of pearltree.com.
Objective 3D: Export
Assessment: Create a curated list in pearltree.com. Choose 3 categories you would like to
organize resources for (ie Common Core Math Standards, UDL practices, etc.) Create 3
resources to place in each category. Save and export the link.

Assessment: Discussion Question: :How did you feel using pearltree.com? Do you think
pearltree.com is useful in your profession? Can you think of any specific unit or topic you could
create a resource library for? Include one topic you believe pearltree.com could help organize.
Why do you think this would help you and how would you organize it. For example: Common
Core Resources with categories on math unit 1, math unit 2, and math unit 3. How would you
use it? (file for future lessons or send link to peers. (You can use the example of the pearltree list
you created in your assignment).
UDL: The organization and categories can be done in various forms of expression. Personal
reflection in DQ.

Assessment Examples and Answers

Create a curated list in pearltree.com. Choose 3 categories you would like to organize resources
for (ie Common Core Math Standards, UDL practices, etc.) Create 3 resources to place in each
category. Save and export the link. Tip: After you receive the link, copy and paste the link into a
your web browser to make sure the link works.
Rubric
3 categories
3 resources for each
category (9 total)
Organized and easy to
navigate.
Save and Export

1 Point
1 category
1 resource for each
category
Pearltree is not
organized and difficult
to navigate
Saved and exported.
Could not access link

2 Points
2 categories
2 resources for each
category
Pearltree is not
organized or is difficult
to navigate.

3 Points
3 categories
3 resources for each
category
Flyer is organized and
easy to navigate
Saved and exported.
Ability to access link

Total

.
Discussion Question: How did you feel using pearltree.com? Do you think pearltree.com is
useful in your profession? Can you think of any specific unit or topic you could create a resource
library for? Include one topic you believe pearltree.com could help organize. Why do you think
this would help you and how would you organize it. For example: Common Core Resources with
categories on math unit 1, math unit 2, and math unit 3. Minimum of 7 sentences.
Answer includes:
Thoughts on pearltree
1 topic or unit to use pearltree.
Include organization and information.
Includes why it would be helpful.

Minimum of 7 sentences.

Lesson 5: How can I use this Information Professionally?

Objective 5: To demonstrate the collaboration and resource abilities of the technology tools for
professional use and peer collaboration.
Objective 5A: The ability to list professional ideas for curation in peer collaboration
and/or individual use with smore.com.
Objective 5B: The ability to list professional ideas for organizing/displaying resources in
peer collaboration and/or individual use with pearltree.com.
Objective 5C: The ability to list professional ideas for curation with RSS feeds.
Assessment: Discussion Question: Create a list of 3 ways you can use each for professional
development. List a minimum of 1 idea for each to use in peer collaboration. Your answer can be
in the form of a paragraph, outline or graphic organizer. Must include all portions of the
question.
UDL: Multiple expression options for DQ.

Assessment Examples and Answers

Discussion Question: Create a list of 3 ways you can use each for professional development. List
a minimum of 1 idea for each to use in peer collaboration.
Answer Includes:
3 Professional development ideas for RSS feed.
1 idea for use in collaboration.
3 professional development ideas for smore.com.
1 idea for use in collaboration.
3 professional development ideas for pearltree.com.
1 idea for use in collaboration.

Key Assessment Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence Description

Terminal
Objective
1

The ability to explore specific technology tools for use in

professional development and productivity.
To research and make choices about RSS feeds.

The ability to navigate and create in smore.com.

The ability to navigate and create in pearltree.com

To demonstrate the collaboration and resource abilities of the

technology tools for professional use and peer collaboration.

I would like to connect the information to prior knowledge and practice basic skills first. I want
to introduce the information, connect the learners to the information, and make the information
engaging. I would like the learners with less computer experience to be comfortable with
learning new ideas. I want the experienced learners excited about using the technology for
planning and growth. I began with objectives 1 & 4 so the learners could learn and research on
their own. I continued with objectives 2 & 3 so the learners could create and explore with hands
on activities. I ended with objective 5 so I could connect the new information to professional
growth. (Merill, 2007).
Lesson 1: An Introduction to Technology Tools
Objective 1: The ability to explore specific technology tools for use in professional development
and productivity.
Objective 1A: To explore smore.com and the possible benefits including collaboration.
Objective 1B: To explore pearltree.com and the possible benefits including collaboration.
Objective 1C: To explore the concepts of RSS feeds and possible benefits.
To Do List:
1.
2.
3.
4.
5.
6.

Download all attachments labeled Part 1.

Watch introduction video with outlines.
Look at powerpoint
Assignment: Answer DQ
Download all attachments labeled Part 2.
Assignment: Technology scavenger hunt assignment.

Pre-Instruction: Short Personal Video: Introduce the topic. Talk about the benefits of the class.
Give an overview of the objectives and goals. (Merill, 2007).

Initial Presentation: Word Document: List of technology and websites the class will use. Word
Document: Outline the objectives and goals. Outline the expectations for the class. (Documents
in Part 1 folder).
UDL: Video and written outline to introduce class and material.
Generative Strategy: Connect technology to daily routines: Powepoint of the many ways we use
technology. email, checking facebook, researching a recipe, shopping on-line, booking travel
arrangements with pictures and visuals. (Merill, 2007).
UDL: Multiple modes of representation with the powerpoint: written and visual pictures.
Assignment: DQ: Name 3 tasks that you use for technology? Has technology improved this task
for you? Example google maps versus using a city map. Example Making travel arrangements vs
clling airlines, hotels, etc. (Morrison, Ross, Kalman, & Kemp 2013).
Motivational Strategy to Continue: Do you think these finished products would benefit you?
Send the students the links to the finished Smore flyer, Pearltree list, and Rebelmouse RSS feed
(all three are centered on education). Ask the students to open each link and look around. Send a
graphic organizer for students to use. The graphic organizer will include instructions for opening
the links and highlight certain features or information. (Casey & Evans, 2011). (Documents in
Part 2 folder).
UDL: Multiple modes of representation with written instructions and hand on experience
with the websites.
Assignment: Technology scavenger hunt. Questions about the websites.
Lesson 2: RSS Feeds
Objective 4: To research RSS feeds and choose a favorite tool.
Objective 4A: Define a RSS feed.
Objective 4B: Explain the functions of the RSS feed.
Objective 4C: Research RSS feed choices.
Objective 4D: Decide if RSS feeds are a valuable professional resource.
To Do List:
1.
2.
3.
4.
5.

Download all outlines and documents.

Watch introductory video with written outline.
Watch screencast.
Assignment: RSS Feed questions.
Assignment: Discussion Question

Initial Presentation: Short Personal Video: Give an overview and examples of a RSS feed. Talk
about the positives and negatives. Word Document: An outline of RSS feed information.
UDL: Multiple modes of representation with video and outline.
Generative Strategy: Screencast of navigating through a RSS feed. Highlight and talk about
specific points. Review the assignment during the screencast. Word Document: Give the students
a list of RSS feed resources (five maximum). Ask the students to research the listed resources.
Look at different tools and the functions of a RSS feed. (Morison et al., 2013). (Merill, 2007).
UDL: Multiple modes of representation with screencast and the outline.
Assignment: Give the students a list of questions such as the definition of a RSS feed, and the
function of a RSS feed. Ask the students to choose one RSS feed tool. Why did they choose this
tool?
Motivational Strategy to Continue: What do you think? Share your findings. Create a Discussion
Question on the research journey and the questionnaire. (Casey & Evans, 2011).
UDL: Responses are personal reflection.
Assignment: Discussion Question: What RSS feed did you choose and why? Do you see a RSS
feed as a valuable tool?

Lesson 3: Smore.com
Objective 2: The ability to navigate and create in smore.com
Objective 2A: To create an account in smore.com
Objective 2B: To create a flyer/curation in smore.com.
Objective 2C: To save an edit a flyer/curated list in smore.com.
Objective 2D: Export
To Do List:
1.
2.
3.
4.
5.

Download all of the documents.

Watch video with the outlines.
Watch the screencast with the outlines.
Assignment: Create a flyer.
Assignment: Discussion Question.

Initial Presentation: Short Personal Video: Give an overview of using smore.com. Discuss
specific projects I have created with smore.com. Word Document: Outline of ways to use
smore.com. (Morison et al., 2013).

UDL: Multiple modes of representation with outline and video.

Generative Strategy: Post the screencast of smore.com. The screencast includes all of the steps to
log on, create, and export. Word Document: Written steps to using smore.com. Ask each student
to create an account, choose a subject, and create a flyer with a minimum of three resources.
(Sugar, Brown, & Luterbach, 2010).
UDL: Multiple examples with the outline and screencast. The flyers are flexible.
Assignment: Create a flyer. Choose one central theme with lessons in mind (ie long division, the
civil war) create a flyer using a minimum of 3 resources. Save the flyer and export the link.
Motivational Strategy to Continue: Reflection: What did you think of smore? How did you feel
using smore.com? Do you think smore.com is useful in your profession? (Merill, 2007).
UDL: Responses are personal reflection.
Assignment: Discussion Question: How did you feel using smore.com? Do you think
smore.com is useful in your profession? Can you think of any specific flyer you could create
with smore.com in your current profession?

Lesson 4: Pearltree.com
Objective 3: The ability to navigate and create in pearltree.com.
Objective 3A: To create an account in pearltree.com
Objective 3B: To create a collection and add information to pearltree.com.
Objective 3C: To access the interest and networking sections of pearltree.com.
Objective 3D: Export.

To Do List:
1.
2.
3.
4.
5.

Download all of the documents.

Watch video with the outlines.
Watch the screencast with the outlines.
Assignment: Organize resources in pearltree.com.
Assignment: Discussion Question.

Initial Presentation: Short Personal Video: Give an overview of using pearltree. Discuss specific
ways I have organized resources. Word Document: Outline of ways to use pearltree.com.
(Morison et al., 2013).
UDL: Multiple modes of representation with outline and video.

Generative Strategy: Post the screencast of pearltree.com. The screencast includes all of the steps
to log on, create, and export. The screencast includes interest section and the networking sections
and possible uses. Word Document: Written steps to using smore.com Ask each student to create
an account, create 3 categories, and add 3 resources for each category. (Sugar, Brown, &
Luterbach, 2010).
UDL: Multiple examples with the outline and screencast. The curation is flexible.
Assignment: Create a curated list. Choose 3 categories you would like to organize resources for
(ie Common Core Math Standards, UDL practices, etc.) Create 3 resources to place in each
category. Save and export the link.
Motivational Strategy to Continue: Reflection: What did you think of pearltree.com? How did
you feel using pearltree.com? Do you think pearltree.com is useful in your profession? (Merill,
2007).
UDL: Responses are personal reflection.
Assignment: Discussion Question: How did you feel using pearltree.com? Do you think
pearltree.com is useful in your profession? Can you think of any specific unit or topic you could
create a resource library for?

Lesson 5: How can I use this Information Professionally?

Objective 5: To demonstrate the collaboration and resource abilities of the technology tools for
professional use and peer collaboration.
Objective 5A: The ability to list professional ideas for curation in peer collaboration
and/or individual use with smore.com.
Objective 5B: The ability to list professional ideas for organizing/displaying resources in
peer collaboration and/or individual use with pearltree.com.
Objective 5C: The ability to list professional ideas for curation with RSS feeds.
To Do List:
1.
2.
3.
4.
5.

Look at the list of reference documentsprint needed materials.

Watch the video.
Assignment: Discussion Question.
Make note of links to teacher examples.
Email with any additional questions.

Initial Presentation: Short Personal Video: Review smore.com, pearltree.com, RSS feeds.
Discuss the specific tools. Discuss collaboration ideas. List documents that will be helpful to
keep as references. (Morison et al., 2013).
UDL: Multiple modes of representation with video.

Assignment: Discussion Question: Create a list of 3 ways you can use each for professional
development. List a minimum of 1 idea for using each in a collaboration setting.
UDL: Responses are personal reflection..
Closing: Ask students to send emails with any questions. Give links to each one again (given in
lesson 1) to use as a reference. (Merill, 2007).

References

Casey, G., & Evans, T. (2011, November). Designing for Learning: Online Social Networks as a
Classroom Environment. International Review of Research in Open and Distance Learning,
12(7), 1-26.
Merrill, D. M. (2007, Fall). A Task Centered Instructional Strategy. Journal of Research on
technology in Education, 40(1), 5-22.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective
Instruction (7th ed.). Hoboken, NJ: John Wiley & Sons Inc..
Sugar, W., Brown, A., & Luterbach, K. (2010, October). Examining the Anatomy of a
Screencast:. International Review of Research in Open and Distance Learning, 11(3), 1-20.

Key Assessment Part VII: Design of Instruction

Instructional
Strategies

Goals

Objectives

UDL

Assessments

Lesson1:

Review the access

and availability of
the shared folders.

Objective 1: Explore
specific technology
tools for use in
professional
development and
productivity.
Objective 1A:
Explore smore.com
and the possible
benefits including
collaboration.
Objective 1B:
Explore
pearltree.com and the
possible benefits

Multiple means of
representation:

Discussion
Question: Name 3
tasks that you use
for technology? Has
technology
improved this task
for you?

Recall prior
knowledge.
Connect information
to daily life.
Observe real world
examples of the
class material.
Organize the
objectives and
expectations of the

Teachers learn to
use technology tools
to gather, organize,
and share
information.

Video and written

explanations.
Powerpoint.
Hands on exploring.
Graphic organizer.
Personal reflections.

Technology
Scavenger Hunt:
Answer the
assignment
questions.

class.

including
collaboration.
Objective 1C:
Explore the concepts
of RSS feeds and
possible benefits.

Apply learned facts

and procedures.

Lesson 2:
Apply learned facts
and procedures.
Observe real world
examples of the
class material.
Observe material
through multiple
input channels of the
screencast.
Connect information
to daily life.
Application of
knowledge through
choice.
Lesson 3:
Apply learned facts
and procedures.
Observe material
through multiple
input channels of the
screencast.
Observe real world
examples of class
material.
Integrate material
into professional
life.
Lesson 4:
Apply learned facts
and procedures.
Observe material
through multiple
input channels of the
screencast.
Observe real world
examples of class

The students will

learn to research and
investigate RSS
feeds.
The students will
learn the definition
and function of RSS
feeds.
The students will
explain how to
research RSS feeds.
The students will
draw a conclusion
about the usefulness
of RSS feeds.

The students will

learn to access and
create in smore.com.
The students will
use smore.com to
create a flyer using
personal interests.
The students will
learn to export their
projects.

The students will

learn to access and
create in
pearltree.com.
The students will
use pearltree.com to
organize topics.
The students will
learn to export their
project.

Objective 4: To
research RSS feeds
and choose a favorite
tool.
Objective 4A: Define
a RSS feed.
Objective 4B: To
explain the functions
of the RSS feed.
Objective 4C:
Research RSS feed
choices.
Objective 4D: Decide
if RSS feeds are
valuable professional
sources

Multiple means of
representation and
presentation.

Objective 2: The
ability to navigate
and create in
smore.com
Objective 2A: To
create an account in
smore.com
Objective 2B: To
create a
flyer/curation in
smore.com.
Objective 2C: To
save an edit a
flyer/curated list in
smore.com.
Objective 2D: Export

Multiple means of
representation and
presentation.

Objective 3: The
ability to navigate
and create in
pearltree.com.
Objective 3A: To
create an account in
pearltree.com
Objective 3B: To
create a collection
and add information
to pearltree.com.
Objective 3C: To

Multiple means of
representation and
presentation.

Video and written

explanations.
Screencast.
Verbal explanations.
Personal reflections.

Video and written

explanations.
Screencast.
Verbal explanations.
Personal reflections.

Video and written

explanations.
Screencast.
Verbal explanations.
Personal reflections.

Assignment: RSS
feed questions.
Discussion
Question: What RSS
feed did you choose
and why? Do you
see a RSS feed as a
valuable tool?

Assignment: Create
a smore flyer with
one central theme. A
minimum of 3
resources. Export
Discussion
Question: Can you
think of any specific
flyer you could
create with
smore.com in your
current profession?

Assignment: Create
an organized
curation in
pearltree.com.
Create 3 categories
with 3 resources for
each category.
Export.
Discussion
Question: How did
you feel using

material.

access the interest

and networking
sections of
pearltree.com.
Objective 3D:
Export.

Integrate material
into professional
life.

Lesson 5:

Lesson 5:

Recall prior
knowledge.

The students will

connect the
technology to
professional growth.

Connect information
to daily life.
.

The students will

explain how to use
the technology in
collaboration with
grade level peers.

Objective 5: To
demonstrate the
collaboration and
resource abilities of
the technology tools
for professional use
and peer
collaboration.
Objective 5A: The
ability to list
professional ideas for
curation in peer
collaboration and/or
individual use with
smore.com.
Objective 5B: The
ability to list
professional ideas for
organizing/displaying
resources in peer
collaboration
and/orindividual use
with pearltree.com.
Objective 5C: The
ability to list
professional ideas for
curation with RSS
feeds.

pearltree.com? Do
you think
pearltree.com is
useful in your
profession?

Multiple means of
representation and
presentation.
Video and written
explanations..
Personal reflections

Discussion
Question: Question:
Create a list of 3
ways you can use
each for professional
development. List a
minimum of 1 idea
for using each in a
collaboration setting.

Key Assessment VIII: Formative Evaluation Plan

Evaluation strategies
I will use a combination of objective based studies, and subjective-based studies to
determine the effectiveness of my class. I believe the content of the lessons and the satisfaction
of the student is equally important. I will evaluate the assessments to reflect on the class content.
I will review the growth of the student and look at the class objectives and goals. If 85% of the
students meet the objectives I will consider the classroom content successful. I will also create a

class survey to evaluate opinions, interest, and attitudes. I will also consider 85% satisfaction rate
a success.
I will choose an experienced elementary school teacher as my peer reviewer. This teacher
is also a technology major and the grade level lead. She has experience with students, teachers,
and technology. I will ask her to review the lessons, the content, and the assessments. I will ask
my peer reviewer to evaluate the following:

Organization and flow.

Accuracy of content.
Readability.
Representation of overall best practices.
Overall effectiveness.
Value to classroom teachers.
Evaluation Samples

This is an example of a summary sheet for each student:

Terminal
Objective
1
1
4
4
2
2
3
3
5

Assessment

Score

Percentage

Lesson
1/Questions
Lesson 1 DQ
Lesson 2
/Questions
Lesson 2 DQ
Lesson 3 Smore
flyer
Lesson 3 DQ
Lesson 4 Pearltree
Lesson 4 DQ
Lesson 5 DQ

This is an example of a questionnaire for each student:

Course Evaluation
Checklist:
Check each word that tells how you feel about the overall course and content.
____ Interesting

_____ Useful

_____ Organized

____ Boring

_____ Useless

_____ Practical

____ Difficult

_____ Easy

_____ Worthwhile

Check each classroom topic you feel you will use in the future.
____ Value of technology

_____ RSS Feeds

_____ Smore.com

____ Pearltree.com

_____ Technology for Professional growth

____ Technology for professional collaboration

Check each word that tells how you feel about assignments.
____ Interesting

_____ Useful

_____ Organized

____ Boring

_____ Useless

_____ Practical

____ Difficult

_____ Easy

_____ Worthwhile

Either write Agree, Disagree, or Undecided

____________________ I though the information was useful to my profession.
____________________ I learned new information about using technology.
____________________ The course was organized.
____________________ The information was easy to understand.
____________________ The assignments supported the lessons.
____________________ The instructor was helpful.
____________________ I will use this information in the future.
____________________ I am happy I took this course.
____________________ I would recommend this course to a friend.
Rate each lesson or assignment on a scale of 1 to 5. 1 is the lowest and 5 is the highest.
Lesson 1: Introduction to technology.
____ Lesson 1 introduction video.
____ Lesson 1 powerpoint.

____Lesson 1 written instructions/documents.

____Lesson 1 DQ
____ Lesson 1 Scavenger Hunt
Lesson 2: RSS Feed
____ Lesson 2 introduction video.
____ Lesson 2 screencast.
____Lesson 2 written instructions/documents.
____Lesson 2 DQ
____ Lesson 2 Questionnaire
Lesson 3: Smore.com
____ Lesson 3 introduction video.
____ Lesson 3 screencast.
____Lesson 3 written instructions/documents.
____Lesson 3 DQ
____ Lesson 3 Create smore.com flyer
Lesson 4: Pearltree.com
____ Lesson 4 introduction video.
____ Lesson 4 screencast.
____Lesson 4 written instructions/documents.
____Lesson 4 DQ
____ Lesson 4 Create a pearltree curation.
Lesson 5: How can I use this information professionally?
____ Lesson 5 introduction video.
____Lesson 5 written instructions/documents.
____Lesson 5 DQ

Open-Ended Question:

What is your general reaction to this course?

Was the information useful? If not why?
Was the information enjoyable? If not why?
How did you feel about the way the class was conducted?
How did you feel about the presentation of the information?

This is an example of questions for the peer reviewer (SME):

Rate each portion on a scale of 1 to 5. 1 is the lowest and 5 is the highest.

____ Organization

______ Flow

______ Content accuracy

____ Readability

______ Representation of best practices

____ Effectiveness

_____ Usefulness to the learner

Rate each lesson or assignment on a scale of 1 to 5. 1 is the lowest and 5 is the highest.
Please provide comments if necessary.
Lesson 1: Introduction to technology.
____ Lesson 1 introduction video.
____ Lesson 1 powerpoint.
____Lesson 1 written instructions/documents.
____Lesson 1 DQ
____ Lesson 1 Scavenger Hunt
Lesson 1 Comments:

Lesson 2: RSS Feed

____ Lesson 2 introduction video.
____ Lesson 2 screencast.
____Lesson 2 written instructions/documents.
____Lesson 2 DQ

____ Lesson 2 Questionnaire

Lesson 2 Comments:

Lesson 3: Smore.com
____ Lesson 3 introduction video.
____ Lesson 3 screencast.
____Lesson 3 written instructions/documents.
____Lesson 3 DQ
____ Lesson 3 Create smore.com flyer
Lesson 3 comments:

Lesson 4: Pearltree.com
____ Lesson 4 introduction video.
____ Lesson 4 screencast.
____Lesson 4 written instructions/documents.
____Lesson 4 DQ
____ Lesson 4 Create a pearltree curation.
Lesson 4 comments:

Lesson 5: How can I use this information professionally?

____ Lesson 5 introduction video.
____Lesson 5 written instructions/documents.
____Lesson 5 DQ
Lesson 5 comments:

Please offer any comments or suggestions below:

Analysis
I will first analyze the student grades in relation to the objectives. I will use the student
grade reports and compare each lesson as it is completed. Then I will compare the entire class
score when the class is done. If 85% of the students meet the objectives I will consider the
overall content successful. However, I will look for patterns or common problems in the lessons
and assignments. I will reflect on the analysis and adjust as necessary. I will analyze the student
evaluation of the class. I will average each section for the entire class and get an overall
percentage. If the satisfaction rate is 85% I will consider the class successful. I will look for
patterns or common problems in the evaluations. I will reflect on the analysis and adjust as
necessary. I will use my peer review (SME) to reflect on every aspect of my class.