Chromebook Technology Readiness Training

Course
Designed by Erica Joslin
Goal: Teaching staff will be able to implement technology
into their weekly teaching practices

Table of Contents
Learners, Needs, and Task Analysis..pg. 1
Instructional Activities...pg. 5
Objective #1 outline...pg. 5
Objective #2 Outline......pg. 7
Objective #3 Outline......pg. 8
Project Management Timeline.......pg. 9
Evaluation of Instructional Design..........pg. 11
Sources.............pg. 11
Appendix A..........pg. 12
Evaluation Form
Staff Survey
Sample Teacher Lesson Plans
Grade Level Reflection Sheets
Training Session Agendas
M-Step Simulations Links
Staff Reflection Quiz

Learners, Needs, and Task Analysis:

With the new M-Step assessment being given throughout the state of Michigan, a need
for technology readiness assistance in classrooms is growing. While some teachers have a grasp
for technology integration that will prepare students for an online assessment that requires a
variety of technology skills, other teachers are struggling to integrate technology into their
classrooms on a daily basis.
Because of this new assessment, teachers across the state of Michigan are being asked to
mainstream technology into their already developed and mandated classrooms. For this course,
the teachers themselves are acting as the students in order to help develop their technology skills
and give classroom uses to help aid in the integration of technology. These teachers/students
have a desire to learn these technology skills to help their individual students have success on the
M-Step assessment. The instructional design will be based off helping them learn technology
skills that they can apply to their instruction.
The implementation location in will be a combination of online and in-person trainings.
Some of the trainings will occur online through email correspondence and website links. Inperson trainings will occur throughout staff meetings and M-Step trainings. Instruction with
available remediations is the recommended course of training for this skill-set. Due to the
difference of technology skills people will have coming into this instructional course,
remediation activities throughout the training will be necessary for those that dont achieve all
the skills needed the first time.
For this course, a series of technology skills will need to be taught prior to suggested
lesson activities to be implemented in classrooms. The goal is to allow teachers to grasp basic
technology skills that they can apply to their classroom teachings. The Technology Readiness
Infrastructure Grant Student Technology Skills checklist, used when building the M-Step
assessment, was used to guide this task analysis. Skills to be taught include:
Domain: Basic Skills

Students can select items on the screen, move pictures, or select checkboxes

Students can open and close programs on a computer

Students can navigate within a program by using basic navigation features

Students can copy and paste words

Students can highlight text

Students can use common shortcut keys

Ctrl + c (copy)
Ctrl + v (paste)
Ctrl + b (bold)
Ctrl + u (underline)
Ctrl + i (italicize)
Ctrl + a (select all)
Ctrl + z (undo last action)
Ctrl + tab (move to next tab or screen)
Domain: Word Processing/Writing

Students can use the keyboard to add words to a document

Students can erase words using the backspace button

Students can save my document

Students can use the mouse to change the look of my document (formatting)
Students can type two pages in one sitting
Students can fix errors while typing in word processing programs
Students can copy and paste text
Students can copy and paste content (text, images, formatting, etc.).
Students can change text on a page (center, bold, resize)

Domain: Multimedia skills

Students can add and resize pictures on a computer document, presentation, or website

Students can play videos and audio by using buttons on a screen and volume controls

Students can drag items on a screen and drop them in a different location

Students can use an online calculator to solve problems, including fractions

Students can watch a video, pause, and restart a video

Students can use an online video to answer questions or complete a writing prompt

Students can click on an item and drag the item across the screen

Students can use painting and drawing tools to create a document

Domain: Research/Internet skills

Students can search the internet to find and summarize information

Students can use research to support arguments

Students can move from one website/application page to another by using buttons on the
screen

Students can scroll up and down on a website to find more information

Students have a beginning understanding of source credibility when searching for

information
Domain: Applying Technology Skills Across Curriculum

Students can create lessons and activities in multimedia web 2.0 tools and other
curriculum online tools
Discovery Education
No Red Ink
Diigo
IXL Learning
Tween Tribune
News ELA
Pearson Success Net
Weebly
KidsBlog

Instructional Activities:
When designing instructional activities to assist teachers in becoming more familiar and
comfortable for the technology requirements of the M-Step assessment, there are many
components that have to be taken into consideration. As the designer of the curriculum, one of
the major components that draws my attention is the need for the instructional activities and
learning environments to change over time as the staff increases in their comfort with the
materials. These changes are necessary to continue progress with staff development. Otherwise,
the growth plateaus and teacher involvement diminishes. Each learning objective guides the
environment and activities that I would use to drive the teacher growth and understanding.
While these activities and learning environments arent your average students experiences due to
the nature of the content being discussed, the learning goals/objectivities lead towards classroom
based activities with a twist. Each objectives activities are broken down as follows:

Objective #1:
Learning Objective: Staff will be able to describe the use of basic technology required for the
M-Step assessment
Instructional Activities:
During this time the instructional environment requires a direct learning environment.
Using this style of learning environment, content is broken down and taught in increments, and
learning is promoted through specific activities and practice. The breakdown of technology
skills into workable chunks (such as suggested in the task analysis) helps to avoid overwhelming
staff that arent as familiar with technology skills. By directly teaching the staff in these chunks,
they are able to feel more confident about using the skills themselves. Most teachers complain
about having to teach technology skills to students, that they themselves are not comfortable
using. This chunking of skills into workable pieces, as suggested in the direct learning
environment, helps them to overcome this fear.
In order to directly teach the staff, training sessions would be given for staff to attend,
both before and after school. During these training sessions, technology skills would be broken
down and model for teacher use. After which teachers would be given a few minutes to apply
the skills themselves on their own individual Chromebook. Note taking would also help staff to
feel more secure with the skills. Teachers would be able to record steps, shortcuts, etc. to relate
back to when they are practicing on their own.
Activities such as simulations that allow the teachers time to play around with the skills
in a stress free environment before having to apply it in their classrooms with students watching,
will help to overcome teacher fears. Other activities would include having teachers take specific
skills, such as teaching the short cut keys, and directly teach their students prior to the next
training session. This will also help to segment that instruction for the students as well. While
the overall goal of the curriculum is to train the teachers, the ending outcome is to train the

teachers so that they can in return teach their students. By breaking down the skills for the
students as well, this will help to reach both goals.
Learning Assessment:
During this portion of the content, in order to show successful completion of the
objective goal, participants should be asked to complete a quiz that shows they understand, and
can use, the technology skills included on the M-Step assessment. Technology skills addressed
should include the overall skills that students will be asked to show, such as using a
mouse/keyboard, copying and pasting, typing skills, and selecting/dragging. Another useful
assessment would be a staff survey. By conducting a quick staff survey of skill levels, staff can
give a brief overview of if they are prepared for the next component of the program.
Content Materials (see Appendix A):
Training Session Agendas
M-Step Simulations Links
Monthly Teaching Requirements
Student Exit Tickets
Staff Reflection Quiz

Objective #2:
Learning Objective: Staff will analyze curriculum instruction to develop ways to incorporate
technology skills
Instructional Activities:
Once the technology skills have been taught, and teachers feel success and mastery of the
basics, then the next objective is finding successful ways to include technology into lesson plans.
During this time community-centered environments would allow communication between
teachers, where the focus is on people learning from one another and contributing to the larger
societies of people who share common interests and/or goals. In this case, the larger society
would be their entire grade level. Rather than teachers individually trying to find portions of
their curriculum where technology can be included, grade level teams would work together to
analyze curriculum and discover areas where skills can be included. For example, writing units
may lead to word processing skills being introduced to type their final drafts.
Another key environment, essential to making this objective successful, is having both
open-ended and cooperative learning. Opportunities need to be set up for teachers to manipulate,
interpret, and experiment with the technology without fearing that they are doing it wrong.
During this time of instruction, teachers need to feel comfortable working together by exploring
ideas, and experimenting with how they will work and be successful. Otherwise, incorporation
of technology skills will be stagnant and basic. Open-ended learning environments allow for
grade level teams to create classroom activities as teams, and then share them with the whole
staff to add onto or revise so that all grade levels could use them.
Simulations of M-Step assessments, mock classroom activities, etc. will also be used to
help staff become more familiar with what the students will be expected to explore and use on
their own. By simulating these experiences with first the teachers, and then the students, this
will help both to feel more comfortable with the requirements.
Learning Assessment:
Reinforcing effort and providing recognition to success is critical at this point. A key
component to this would be setting the objectives for how many skills or activities need to be
included each week, and providing feedback for the staff to grow and learn from. The feedback,
along with continual grade level conversations, will continue to make the integration happen.
Establishing lesson plans, along with technology integration plans, that can be reviewed with
administration will provide the feedback as to whether the staff is following the correct pathway
towards technology integration for M-Step preparedness.
Content Materials (see Appendix A):
Training Session Agendas
Sample Training Session Handouts
Sample Teacher Lesson Plans
Grade Level Reflection Sheets

Objective #3:
Learning Objective: Staff will implement technology into their weekly classroom practices,
using a variety of technology tools, to prepare students for the M-Step assessment
Instructional Activities:
This objective is introduced after the staff has had several training sessions, along with
several meetings to work together as grade levels to brainstorm curriculum integration ideas. At
this point on instruction, the staff has mastered the technology skills and developed integration
ideas. The staff is now being held accountable for technology incorporation, however it is still
important for follow-up and feedback to continue developing the lesson plans and technology
skills. In this environment critique are used to provide learners with opportunities to rethink and
revise their ideas, which in this case is revise lesson plans with technology integration.
Activities to be used during this time would be peer evaluations, which allow for other
staff members to view how the technology is being integrated and provide feedback to the
success of the lesson. Evaluating lesson plans and activities, along with providing time for grade
level discussions to edit and revise plans, would be key to continuing the growth of the staff.
Learning Assessment:
Reinforcing effort and providing recognition to success continues to be critical at this
point. Review plans, making classroom observations, discussing technology with students as
reflections, and providing feedback for the staff to grow and learn from are all assessments that
should be being conducted throughout this objective. The feedback, along with continual grade
level conversations, will continue to make the integration happen. If no feedback is provided,
then the minimal amount of integration will be given, until it eventually falls to the wayside for
more observable elements that are required for evaluations and such. Artifacts, such as lesson
plans and student work samples, will also provide feedback to the successfulness of the program.
By establishing and showing student growth, we can correctly assume that students are
adequately prepared for the M-Step assessment.
Content Materials (see Appendix A):
Evaluation Form
Student Survey
Staff Survey

Project Management Timeline:

The production team will consist of the following positions:
Production Manager Responsible for the organization and timing of the production, including
ensuring that everyone knows their roles and responsibilities, along with maintaining the
production calendar and ensuring deadlines are met
Subject Matter Expert (SME) specializes in the M-Step assessments function, layout, and
content matter in order to guide the production of the training materials
Writer Creator of the practice content materials, under the guidance of the SME
Interface Designer Specifically focuses on the programs human-computer interactions, works
with the programmers in development of the programs curriculum
Programmer Develops and creates a working version of the software program
Video Director Responsible for creating and developing the videos used throughout the
curriculum
Talent Actors whose bodies and voices are used to interpret the video scripts, along with the
read-aloud voices
The production team will follow the following timeline:

This is a small scale project, utilizing a small team of people working together on many
different components of the overall M-Step training project. The team will hold an initial
meeting to plan out how the format would function and appear. Since this isnt a client-based
curriculum, there isnt a client approval process to go through. The three components of the
project (M-Step tools training, curriculum integration, and curriculum planning) require three
components to the design. The initial, and most intensive, portion is the training production.

The planning calendar above mainly focuses on that. Video scripts for the trainings needs to be
written, and then filming can begin. From there, the storyboard format needs to be developed to
give the production team guidance on what to develop and create. Revisions will need to be
agreed upon and made for the practice sessions, and then once production begins then the readaloud can be recorded. While that process is going on, the lesson plan team can be developing
their storyboards and ideas to be produced for the production team as well.

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Evaluation of Instructional Design Plan:

Due to the content of the unit being developed, and understanding that the M-Step
assessment is new to all teachers and students across Michigan, there isnt a necessary preassessment to be given. This unit presents material and content that is new to all learners, which
establishes a uniform base-line to which all learners are united in their pre-unit content
knowledge.
During instruction and post-instructional assessments for this type of content based
learning reflects well with observations and anecdotal notes. Observing the teachers practicing
the M-Step technology skills helps to provide immediate reflection on their comfort levels in
using the skills, incorporating them into their instruction, and understanding how they are to be
used during/throughout the assessment. The anecdotal notes provide chances for immediate
feedback to the teachers, which allow them to reflect and accurately apply the observational
notes to their instruction. Observations of teachers lesson plans, how and when they conduct
lessons, and their ability to comfortably describe and discuss the M-Step all help to provide an
assessment into their knowledge change. These observations and notes will not only help the
teachers become better technology instructors, but will also help to guide future instruction into
M-Step technology skills used within this unit.
In order to accurately assess how well the instructional design provided the necessary
information to the learners, a student survey and a staff survey would be the most beneficial.
Since the majority of the objectives for this program consist of the teachers feeling comfortable
using the M-Step technology, an evaluation questionnaire for them to fill out would provide
necessary feedback to their content knowledge, flexibility with the technology, and ability to
comfortably incorporate the technology skills into their daily lessons. Since the final objective
of the unit consists of the students gaining the technology skills through the teachers
incorporation into their weekly lesson plans, a student evaluation questionnaire would help to
provide feedback into their final understanding of technology skills needed to successfully take
the M-Step assessment.

Brown, Abbie., Green, Timothy. (2011) The essentials of instructional design: connecting
fundamental principles with process and practice. Pearson. Boston et al. 2 edition.
nd

Student Technology Checklist. (n.d.). In TRIG - Technology Readiness Infrastructure Grant.

Retrieved February 6, 2015, from http://22itrig.org/

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Appendix A

Classroom Evaluation Form

Teacher:
Observer:
Length of Class:
Content Learning Goals:

Subject:
Date:
Number of Students Per Computer or
Technology Tool:
Technology Literacy Goals:

Essential Questions for

Observations
What technology-methods were used
during the lesson?
Acquire/access information
Process information
Produce/present/communicate
information?
What other teach practices/strategies
were used during instruction (e.g.
cooperative learning, direct instruction
using lecture or demonstration,
individual seatwork, drill and practice,
project-based learning, group
discussion)
What technology hardware and
software was used during the lesson?
What activities/tasks were students
asked to do to demonstrate their
learning?
How did the teacher respond to
students learning needs relating to the
use of technology during the class?
How was assistive/adaptive technology
used for students with learning or
physical disabilities?
How did the teacher assess student
learning related to the . . . content
learning goals? Technology literacy
goals?

Observation Notes

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Technology Survey for Teachers

As a technology user, I classify myself as:
Not yet
Beginner w/support
Confident on my own
Capable of teaching others
I have the following experience using technology with students:
Not started yet
1 year
2-3 years
4-5 years
5+ years
I classify my ability to design and assess lessons supported with technology resources
for students as:
Not yet
Beginner w/ support
Confident on my own
Capable of teaching others
I use a computer at home for professional work:
Yes
No
I rate my computer access at school for professional work:
None
Available with effort
Easily available
Always available

13

I rate my frequency of professional use of technology:

Seldom or never
2-4 times a year
Monthly
Weekly
Daily
I rate my frequency of technology use with students:
Seldom or never
2-4 times a year
Monthly
Weekly
Daily
When students need to use technology, they mostly:
Use equipment within our room
Schedule as needed the school's open lab time
Use regularly scheduled class time in the lab
Use equipment in other areas like media center
Cannot, as technology is rarely, conveniently available
When students use technology to do class work, they mostly:
Work individually
Work in pairs
Work in small groups
Not doing this at this time
The percentage of my students proficient with technology:
Not sure
Less than 15% of student are proficient
15-49% of students are proficient
50-70% of student are proficient
70%+ of student are proficient

14

Students are encouraged to construct and produce knowledge beyond the material from
teachers and textbooks:
Seldom or never
2-4 times a year
Monthly
Weekly
Daily
Students understand the technology skills required to successfully take the M-Step:
No
Yes

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Sample Teacher Lesson Plans

Objectives
Students will understand the following:
The World Wide Web can be a helpful place to find information on certain topics.
Two ways to locate information on the Web are through the Internet Library and by
using a search engine.
A Web site is a place where groups of people share information and resources on
the Internet.
The address of a Web site is called a URL, which stands for uniform resource
locator.
Materials
Computer with Internet access
Procedures
1.
Ask students to share what they know about using the Internet or the World Wide
Web. Encourage them to talk about Web sites they have visited and what they learned
from their visits. Make sure everyone in the class understands that (a) the Web can be a
helpful place to find information on certain topics, including many topics studied in
school, and (b) a Web site is a place where groups of people share information and
resources on the Internet.
2.
Ask students how they would go about using the Web to find information on a
topic. Share with the class three ways to begin:
Ask your teacher or librarian for the addresses of one or more Web sites that
offer information on your topic.
Use the Internet Public Library, which features Web resources organized, as in
an ordinary library, according to the Dewey Decimal System. The address for the
Youth Division of the Internet Library ishttp://www.ipl.org/youth/dewey/.
Use a search engine . The Classroom Connect Class Web Research Page
provides links to numerous search engines for elementary school students. The
address for this Web page ishttp://www.classroom.net/resource/search.asp.
Students should understand that all of the above methods provide the researcher with a
Web address, or URL, which stands for uniform (or universal ) resource locator. By
going to that address, the researcher may find the needed information. If not, he or she
should try other addresses.
3.
Ask students to contribute to a list of topics they might want to research on the
Web, and record their topics on the chalkboard. You may add topics of your own to the
list.

16

4.
Divide your class into groups, and give each group time to use a computer with
Internet access to research a topic of its choice. (You might have groups submit their
first-, second-, and third-choice topics to you so that you can avoid duplication of topics
among groups.)
5.

Encourage groups to visit at least three Web sites while researching their topics.

6.
Groups should use the information they have found on their topics to prepare oral
or written presentations to share with the class. They should document their
presentations with the addresses of the Web sites they used.
7.
Start a classroom library of URLs, listed by topic. The URL library might take the
form of a card file, or be kept online for students to access.
Discussion Questions
1.
Why do the president and vice president's e-mail addresses end in ".gov"? What
are some other e-mail address endings you have noticed? Debate what the categories
and standard e-mail address endings should be or if categories should exist at all.
2.
Describe how your class might use e-mail.
3.
What information might your class want to share on a Web site? Remember this
information could be text, photographs, drawings, sound, or video. Explain your design
for a Web site.
Evaluation
You can evaluate groups on their presentations using the following three-point rubric:
Three points: topic thoroughly researched; at least three URLs cited;
presentation clear, interesting, and very well organized
Two points: topic adequately researched; only two URLs cited; presentation
satisfactorily organized and presented
One point: topic inadequately researched; only one URL cited; presentation
poorly organized and presented
You can ask your students to contribute to the assessment rubric by determining a
minimum number of facts to be presented.
Standards
Grade level: K-2
Subject area: history
Standard:
Understands major discoveries in science and technology, some of their social and
economic effects, and the major scientists and inventors responsible for them.

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Benchmarks:
Understands the significance of the printing press, the computer, and electronic
developments in communication and their impact on the spread of ideas.
Grade level: 3-5
Subject area: science
Standard:
Understands the interactions of science, technology and society.
Benchmarks:
Knows that people continue inventing new ways of doing things, solving problems and
getting work done; these new ideas and inventions often affect other people
sometimes the effects are good and sometimes they are bad.
Grade level: 3-5
Subject area: language arts
Standard:
Effectively gathers and uses information for research purposes.
Benchmarks:
Uses key words, indexes, cross references, and letters on volumes to find information
for research topics.
Credit
Lynn McNally, tech resources specialist, Winchester Public Schools, Winchester,
Virginia.

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Grade Level Planning Reflection Sheets

Integrating Technology into ______________ Curriculum
Discovery Education
Diigo
Tween Tribune
Pearson Success Net
KidsBlog
Technology Resource

No Red Ink
IXL Learning
News ELA
Weebly

Subject/Unit

19

How will it be used?

Training Session Agenda Plans

Session #1: Basic Skills

Students can select items on the screen, move pictures, or select checkboxes

Students can open and close programs on a computer

Students can navigate within a program by using basic navigation features

Students can copy and paste words

Students can highlight text

Students can use common shortcut keys

Ctrl + c (copy)
Ctrl + v (paste)
Ctrl + b (bold)
Ctrl + u (underline)
Ctrl + i (italicize)
Ctrl + a (select all)
Ctrl + z (undo last action)
Ctrl + tab (move to next tab or screen)
Session #2: Word Processing/Writing

Students can use the keyboard to add words to a document

Students can erase words using the backspace button

Students can save my document

Students can use the mouse to change the look of my document (formatting)

Students can type two pages in one sitting

Students can fix errors while typing in word processing programs

Students can copy and paste text

Students can copy and paste content (text, images, formatting, etc.).

Students can change text on a page (center, bold, resize)

Session #3: Multimedia skills

Students can add and resize pictures on a computer document, presentation, or website

Students can play videos and audio by using buttons on a screen and volume controls

Students can drag items on a screen and drop them in a different location

Students can use an online calculator to solve problems, including fractions

Students can watch a video, pause, and restart a video

Students can use an online video to answer questions or complete a writing prompt

Students can click on an item and drag the item across the screen

Students can use painting and drawing tools to create a document

Session #4: Research/Internet skills

Students can search the internet to find and summarize information

Students can use research to support arguments

Students can move from one website/application page to another by using buttons on the
screen

Students can scroll up and down on a website to find more information

Students have a beginning understanding of source credibility when searching for

20

information
Session #5 and 6: Applying Technology Skills Across Curriculum

Students can create lessons and activities in multimedia web 2.0 tools and other
curriculum online tools
Discovery Education
No Red Ink
Diigo
IXL Learning
Tween Tribune
News ELA
Pearson Success Net
Weebly
KidsBlog

21

M-Step Practice Links

https://wbte.drcedirect.com/MI/portals/mi/ott1
http://sbac.portal.airast.org/practice-test/
http://www.middletownschools.org/page.cfm?p=9968

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Staff Reflection Survey

Please help us achieve our mission of excellence and understanding for students. Your candid,
confidential responses to the following statements and the comment areas will help
us serve you better in the future. Thank you!
Please circle the letters that best describe the extent to which you agree with each statement
Key: SA Strongly Agree A Agree
D Disagree SD Strongly Disagree

1) The program helped to prepare me for incorporating technology into my curriculum and lesson
plans
SA
A
D
SD
2) The information you received about the program was accurate, clear and complete
SA

SD

3) The objectives of this program were clear

SA
A

SD

4) I understand how the topic is related to the M-Step assessment, and how it helps to prepare my
students for future technology skills
SA
A
D
SD
5) Briefly describe how ideas or outcomes from this staff development topic can be or will be
linked to your teaching practice:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6) What part of this program was most valuable to you?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7) Now what? (How will you apply or use what you have learned? What are your next steps for
application?)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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8) Do you need help identifying or carrying out your next steps?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9) How will you know if your application of this program is working for your students?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10) Is there any portion of the program you need more information on, or further help with?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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