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Running head: FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 1

Field Experience C: Plan and Deliver a Technology PD

Pia L. Bowes

Grand Canyon University: TEC 595

Dr. Howard Janoff

7/4/18
FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 2

Field Experience C: Plan and Deliver a Technology PD

After completing a needs assessment, the next step to supporting teachers in their

technology needs is to complete a technology professional development plan and provide

professional development (PD) sessions (Williamson, 2015). The following paper contains the

professional development lesson plan that was used to deliver the professional development

session and its subsequent reflection.

Part I

This is the professional development lesson plan to support the session given. It should

be noted that this was plan was modified to fit within summer school duty hours and

requirements. The professional development format was changed from a workshop to a

presentation because of the time constraint and its effect on the staff members’ primary need of

understanding the parts of the Smart Board and its basic uses. Though staff members responded

that they needed more resources for both the Smart Board and the iPad, the decision was made to

only focus Smart Board because the summer school session staff duty hours and requirements

are drastically different from the school year hours and requirements.

Professional Development Lesson Plan Template

Professional Development Lesson Plan


Title of Workshop/Profession Development
Getting to Know Your SmartBoard

Prepared by: Pia L. Bowes


Description: Digital tools and Resources that can support classroom instruction

Audience: Pre-K/Pre-School Teachers Timeframe: 25 minutes


FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 3

Materials/Technology Needed:
Fully Charged Laptop

Technology Standards for Teachers (ISTE-T)


Which ISTE Standards for Teachers are addressed in this lesson?

ISTE-T: 1a: Set professional learning goals to explore and apply pedagogical approaches made possible
by technology and reflect on their effectiveness.

ISTE-T: 4a: Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.

ISTE-T: 5a: Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.

ISTE-T: 5b: Design authentic learning activities that align with content area standards and use digital
tools and resources to maximize active, deep learning.

Content Area Standards (If applicable)


Are there any content area standards addressed?

There is no specific content area standard. The information given is about academic activities in general.

Learning Outcomes
What will teachers know and be able to do as a result of this lesson?

By the end of the lesson, teachers will be able to:

 Identify the parts of the SmartBoard


 Identify what is needed to connect the projector and interactive capability to a source
 identify age-appropriate resources to support lesson planning
 identify developmentally-appropriate tools to support instruction

Process/Activities
How will this lesson be facilitated with teachers?

This will be facilitated in a synchronous PD. Teachers will be given a presentation by asking questions.
The presentation will guide teachers through steps of identifying the parts of the SMARTBoard, how to
connect their SMARTBoard, and finding digital resources to creating lessons using digital tools.

1. Teachers will identify the parts of a SmartBoard.


a. Teachers will identify the parts of the u100W and the PowerLite 585W from
pictures within the presentation and the SmartBoard located in the classroom
b. Teachers will identify the cords needed to connect the SmartBoard for both
projection and interactive capability
2. Teachers will identify various digital resources.
FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 4

a. Teachers will be introduced to different websites to support age appropriate


instruction
i. Abcmouse.com
ii. ABCya.com
iii. Starfall.com
iv. Turtlediary.com
v. Education.com
vi. Pbskids.org
b. Teachers will be introduced to digital resources to assist in creating activties that
to support instruction in your class
i. Smart exchange.com
ii. Smart Notebook

Differentiation Activities/Methods
How will the workshop be adapted for different skill levels?

Information was given both types of Smartboards, so teachers knew information, no matter what
classroom in which they worked. Information for Macs, Dells, and Desktops were given, so
paraprofessionals could have access to the SmartBoard when their teacher was absent.

Activities to support students of different abilities was given, to support teachers of all students.

Assessment of Learning
How will the participants demonstrate mastery of the learning outcomes?

 Indicate one thing learned from the presentation (on the survey)

Resources
Provide at least three online resources for participants to review content and/or extend the learning.

ABCya.com, LLC. (2018). Pre-K. Retrieved from http://www.abcya.com/preschool_games.htm

Age of Learning, Inc. (2018). Pre-K. Retrieved from https://www.abcmouse.com/pre-kindergarten

Education.com, Inc. (2018). Preschool Games. Retrieved from


https://www.education.com/games/preschool/

International Society for Technology in Education. (2018). Standards for Educators. Retrieved
http://www.iste.org/standards/for-educators

SMART Technologies. (2012). SMART Exchange. Retrieved from http://exchange.smarttech.com/#tab=0

SMART Technologies. (2018). Smart notebook. Retrieved from


https://education.smarttech.com/en/products/notebook

Seasame Workshop. (2018). Seasame Street Games. Retrieved from http://pbskids.org/sesame/games/


FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 5

Turtlediary.com. (2018). Preschool Activities. Retrieved from https://www.turtlediary.com/preschool-


activities.html

Part II

This professional development session was delivered with time constraints because of

summer school duty hours and an unplanned staff meeting being called. The author suspects that

the staff meeting also affected the number of attendees, as only five attended the PD session.

Professional Development Session

The professional development session was a presentation to show the teachers the basic

knowledge about using the Smart Boards in each classroom. It also included websites that

teachers could use to support lessons and give guided or independent practice for targeted skills.

The session ended up being 20 minutes because of a last minute staff meeting being called, so

there was not much time to do more than give information and answer questions. Luckily, it was

done in a classroom with students who had previously used some of the websites, so one of the

attendees stayed to see how the students interacted with the programs.

The presentation overall, seemed well received by the staff members who attended. The

author believe the presentation was well organized and contained the information that they

requested, pertaining to operating the Smart Board from the survey. It also included resources for

the Smart Board, when was indicated on the survey. The presenter was also able to answer

questions that the staff members asked and give a response to the major problem that

paraprofessionals had, which was accessing the Smart Board while teachers were out. When

discussing the session with the three-year old team Lead Teacher, she mentioned that it was
FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 6

“delivered in layman’s terms, showed the technical sides, and made it specific to early childhood

[teacher] needs” (Gemma Manuel, personal communication, July 12, 2018).

The improvements were concerning the preparations and the pacing for the presentation.

Had the staff members received the presentation ahead of time, they may have been able to

explore some of the resources and had less questions. That would have allowed me to spend

more time showing the staff members how to determine appropriate resources, as opposed to just

telling them about the resources and how to use them. The length of the presentation affected

how much was able to be completed, during the session, but it could not have been helped as the

summer school schedule is much shorter than the regular school year. In addition to a longer

session, the mentor commented that the staff could have been “provided with a handout, so they

could have taken notes while [the author] was presenting” (Gemma Manuel, personal

communication, July 12, 2018).

In light of the shortened time and the staff duties, the author chose a paper survey for the

staff members. They were given this to complete before they left the classroom, making it easier

to collect and not requiring any additional duty time conflicts. The survey contained rating scales

and written response questions to evaluate the presenter’s abilities and the presentation’s content.

Conclusion

Overall, the professional development session went well. The staff had a positive

response to the information given and seemed engaged in what was being discussed. In the

future, brief sessions should focus on delving deeper into one topic or two to three sites. To the

author, trying to cover the presentation’s information, in the allotted time, made the presentation

feel rushed. Also, staff members would benefit from a handout, for note taking.
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References

Williamson, J. (2015). Effective digital learning environments: Your guide to the ISTE standards

for coaches. Eugene, Oregon: International Society for Technology in Education.