Beruflich Dokumente
Kultur Dokumente
Lisa A. Flicker
August 2017
Dr. Jo Williamson
June 2017
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 2
This capstone experience will take place at Holcomb Bridge Middle School, a public
school located in Roswell, Georgia. Roswell is a mid-sized suburban town, twenty miles north of
Atlanta. Holcomb Bridge Middle School (HBMS) has an enrollment of 751 students between the
6th and 8th grades. HBMS offers 8 class periods per day for the students, and with 4 rotating
quarter schedules per year. They rotate in order to offer students the opportunity to have their
various core courses at different times throughout the year. HBMS has one principal, two
assistant principals and one assistant administrator. There are 62 teachers, two full-time
counselors, one full-time graduation coach, and other supporting staff including a media
HBMS is a very culturally diverse school. The student demographics include 39%
Hispanic, 28% White, 27% African American, and 3% Asian. About 30% of the students would
be classified as middle class, 58% of the students are on the Free/Reduced Lunch Program, 10%
of the student population is English as Second Language learners and 27% are classified under
Special Education. We do have several students who are classified as homeless and are living at
Holcomb Bridge Middle School has twice been designated as a Georgia Lighthouse
School to Watch, in both 2013 and re-designated in 2016. We are an AVID program school and
a Verizon Innovative Learning School. Furthermore, HBMS is a 1:1 school which offers the
students iPads with 5GB per month of data provided by a grant from Digital Promise and
Verizon. However, this three-year program will end at the end of the 2017-2018 school year. We
have also received a Fulton County Education Foundation Grant of $42,000 to support AVID
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 3
W.I.C.O.R. strategies across all contents. The school also offers for our families a Title I Parent
Teachers take part in Professional Learning Communities on a regular basis. There are
norms and expectations set for these communities. Backward Design Days are offered for
teachers to collaborate by content level twice a year. HBMS has a Student Governance
Committee made up of administration and elected parents, teachers, and community leaders.
Teachers promote the iCARE positive behavior model as well as the Positive Behavioral
Given that our population is so varied and that every student’s interests and strengths are just as
varied, we wanted a format that allowed our diverse population of students to be able to show
mastery of the standards being taught and in a manner that worked best for them. By allowing for
personalized learning through voice and choice opportunities, students are empowered to show
learning through ways they create and help develop and through formats that work best for them.
The utilization of voice and choice strategies can be defined as learner driven and facilitated by
the teacher (Bray and McClaskey, 2013). In other words, “allowing learners to drive their
learning based on interests, aspirations, and questions. Students will be learning at their own
pace and with constant feedback that gives them the ability to use their own voices to choose the
HBMS is promoting this integration of voice and choice with technology not only to help
our students become lifelong learners but also to help our students to be competitive in the work
force. Teachers have been provided professional development activities and access to tools,
methods, and resources to help create personalized learning opportunities for their students.
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 4
HBMS students have access to IXL, Redbird Math, iMovie, Keynote, Study Island, iTunes U,
Office 365, and many other resources to both promote extended learning, to use as a base, and to
help students create products. Last year, given the use of One Note, iTunes U, and several other
on-line platforms teachers were using in their individual classrooms, students and parents were
was chosen.
At this point, training for most teachers has not been completed. The concern is how to
utilize the iTunes U platform while also providing for voice and choice opportunities for
students, especially if they had not used iTunes U before. Teachers are feeling a bit
overwhelmed with having to organize and figure out new technology, create “courses” to meet
their own needs, and then relay this new information to their own students. By providing an on-
line platform and with extensive training, choice board examples, course set-up examples, and
one-on-one help for the faculty, this could help to foster the access of voice and choice
We live in a rapidly growing global economy, one that is constantly changing through
the needs of this new world and how we can help our students to become competitive and
comfortable dealing with these rapid changes and updates. Holcomb Bridge Middle School is
looking to move away from traditional teaching methods and to move teachers toward the role of
defined by Netcoh (2017), is the process of allowing students to “have a voice in what they are
learning based on how they learn best and have a choice in how they demonstrate what they
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 5
know and provide evidence of their learning” (p.384). Holcomb Bridge wants to accomplish this
by creating an environment encouraging students to direct their own learning paths through
Given the fact that Holcomb Bridge Middle School is culturally and economically
diverse, the diversity needs had to be addressed when considering which format to pursue. The
iTunes U platform allowed opportunity for educators to personalize their e-learning delivery to
O’Donnell, Lawless, Sharp and Wade (2015) states personalized learning prevents an
appropriate and engaging information geared toward specific needs and at a suitable level, and
activities are appropriate to match students and their diverse learning goals. Allowing individual
students to access information they need based on teacher recommendations and continuously
updating information to students based on feedback and assessments is ultimately best practice
The complimentary, open, and fluid system that is iTunes U allows educators the
opportunity to continuously update information as it expands and changes. Furthermore, the vast
amount of resources available in iTunes U allow teachers access to resources including podcasts,
videos, books, documents, college courses, images, and audios. Strashko (2016) implies that “it
experience and socially significant knowledge in the context of the cognitive and informational
interaction in the global educational environment” (p.78). The iTunes U platform allows a
variety of methods and forms to get information out to our digitally savvy students and for the
purpose of their disseminating information to create their own products. Strashko (2016)
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 6
continues to say that the task of modern education is to not only transfer knowledge and mastery
but to use that information to create new information and ideas (p.79). All of this information is
available to schools at no cost, within the course that is provided by their teacher, and available
to them at all times while enrolled. This provides students the ability to work at their
convenience, even if extended absence occurs, or for the purpose of remediation or acceleration.
Traditional classroom settings make it difficult for teachers to provide resources students
can access to help direct their own learning. Providing resources in an iTunes U format allow
teachers the ability to relay information in a format that is currently limited to the teacher’s time,
capabilities, and ideas. This supports the flipped classroom model. The flipped classroom model,
which does away with the top down initiative, allows teachers to have more time to connect with
students, increase the value of class time, and spend more time teaching and facilitating instead
of delivering information (Sota, 2016). Teachers can involve their learners in building engaging
learning environments by adding them as co-designers in the process (Bray and McClaskey,
2013).
An e-learning platform, states McLoughlin and Lee (2010) allows learning experiences to
be active, process based and driven by learner’s interests (p. 29). Students have the potential to
cultivate self-regulated independent learning. McLoughlin and Lee (2010) further state and
define self-regulated learning as the ability of a learner to prepare for his or her own learning, to
take the steps needed to learn, manage, and evaluate the learning process. They go on further to
state that this type of learner is able to move in the higher order thinking realms by using self-
The web offers innumerable resources for teachers to access and utilize for
personalization and meeting individual needs of students. This can seem overwhelming to some
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 7
personalized e-learning efforts in one place. This is a platform that allows educators to
individually design their courses to specifically meet the needs of their students and the subject
matter they are teaching. Students can be given various paths to follow, alternatives to learning
certain standards, and additional opportunities to master and enhance the learning experiences
(O’Donnell et al., 2015). Unfortunately, these opportunities for students are limited to the
comfort level, technological capabilities, and accessibility of the teachers looking to utilize them.
to educators using on-line platforms, like Holcomb Bridge Middle School, to ensure success.
Some challenges noted in classrooms when allowing access to voice and choice are the
belief it may cause chaos and undermine student learning. However, engagement has actually
been shown to rise when students are empowered with the choice of completing learning goals
through their chosen paths and relevant to their interests when creating standards-based products
(McLoughlin & Lee, 2010). Teachers need to feel comfortable creating these types of settings.
The teachers at Holcomb Bridge Middle School are interested in making this change and
understand the benefits. However, some educators at Holcomb Bridge Middle are concerned
with the time needed to implement this change, are unsure how to best implement this platform
within their classrooms, and concerned if they have the technology background needed to
an iTunes U course utilizing voice and choice strategies. Within the course will be guidelines and
“prepared resources allowing students to exercise control over their learning while also guiding
them toward particular learning objectives” (Netcoh, p. 385, 2017). Teachers will have access to
these guidelines and prepared resources through a one drive after the professional development
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 8
is delivered. The file will be updated as new products are implemented within the school.
Universal Design for Learning (UDL) principles will be considered for students to access, engage
and express their learning, styles and preferences for choice and personalization (Bray and
McClaskey, 2013). Strategies will be shared regarding student use of iTunes U to access course
materials, take notes, track assignments, access grades and reflection pieces, and foster class
communication. Examples provided would show how this platform can be used to enhance
student interaction, learning, and differentiation (Matta, Salakas, Salerno, and Sultano, 2016).
Path and pace components will be included in the professional development as it applies to voice
and choice opportunities for students. This is all the more enhanced by the iTunes U platform,
as it permits students to advance at their own pace while following custom paths of knowledge
(Strashko, 2016), instead of more rigid traditional processes previously utilized in many
The utilization of iTunes U at Holcomb Bridge Middle School is a means for promoting
personalized learning. Teachers and staff have felt overwhelmed by this new platform and how it
may relate to their own teaching. Therefore, the need for professional development opportunities
for teachers and staff is necessary to aid in the successful utilization of iTunes U as a means for
facilitating personalized learning initiatives for all Holcomb Bridge Middle School students. The
professional learning will be focused on both the creation of individualized iTunes U courses as
well as how this platform may be used to promote student voice and choice opportunities.
Additional access to resources will be provided to educators through a one-drive digital folder
that will be up-dated as new school materials are created and implemented. The goal of this
project will be based upon the following objectives, each of which should be achieved by May,
2018.
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 9
Increase the use of iTunes U as a classroom platform in grades 6-8, including special area
teachers.
Provide effective and efficient means for teachers to access additional materials, ideas,
and templates to create voice and choice activities with the iTunes U platform.
The following deliverables have been determined and will be created to support the success of
the project:
An on-line survey identifying the specific needs of Holcomb Bridge teachers and their
A One-Note digital folder highlighting resources created within our school and on-line.
PSC Standards
the capstone project. My roll will initially start as an agent of change, as is supported by
Standard 1.1, Shared Vision, and then continue to Standard 1.4 as I help colleagues to create an
iTunes U course utilizing personalized strategies for their students. Personalization and iTunes U
are initiatives that Holcomb Bridge is in the beginning stages of implementation for teachers and
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 10
staff. Standard 1.4, Diffusion of Innovations & Change, will be supported through my
implementing professional learning opportunities for teachers that are based from needs
assessments carried out earlier in the year. The change process has been difficult for some
teachers who were very comfortable with the format they had previously used. I need to model
and give specific strategies for utilizing the iTunes U platform to promote personalized learning
Due to the nature of this project, much of the emphasis will be placed on the second
standard, Teaching, Learning, and Assessment. In standard 2, I will provide support to teachers
who are creating and implementing iTunes U courses to promote and utilize personal learning
strategies. These learning strategies will be used to foster authentic, differentiated, and higher-
order thinking experiences for students of Holcomb Bridge Middle School. Specific strands
addressed with this standard will be 2.1, Content Standards and Student Technology, as well as
2.5, Differentiation.
Another standard that will be visible throughout this capstone experience will be
Standard 3, Digital learning Environments. Through professional learning opportunities and one-
on-one training, I will be modeling and providing resources for the implementation of the iTunes
U platform that will give students the means to use their own voice to choose learning paths for
themselves. Most of this standard will be covered within this capstone as teachers learn how to
implement this technology tool, troubleshoot problems, utilize adaptive technologies and
Standard 4, Digital Citizenship and Responsibility will also be addressed. This standard is
one that Holcomb Bridge Middle School tries to incorporate through homeroom digital
citizenship lessons on a monthly basis. For this capstone experience, I will be focusing on 4.3,
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 11
Diversity, Cultural Awareness & Global Awareness. This strand is important as teachers focus
on meeting the specific and varied needs of the diverse population at Holcomb Bridge Middle
School. As our society becomes more accessible through technological advancements, students
need to learn how to access community and global resources, and to use them in a responsible
way.
Professional Learning & Program Evaluation, Standard 5, will also be addressed through
creating an initial survey to assess what specific needs individual teachers have at the current
time, I will then design professional learning trainings based from those results and work one-on-
one with educators to best meet the diverse needs of the teachers at Holcomb Bridge Middle
School.
Table 1.
classroom platform in grades 6-8, Element 2.1 Content Standards & Student
Centered Strategies
Collaborative Learning
Technologies
Project Description
The project I will be delivering will support the Holcomb Bridge Middle School initiative
of becoming a single platform school. The platform will be used to create on-line content courses
supporting personalized learner-centered goals. Specifically, I will create and implement needs
One-Drive folder created and up-dated for trouble-shooting ideas and strategies for
implementing personalized learning, and samples of proven plans gathered from within and
outside Holcomb Bridge Middle School. Teachers will be given tools needed to create their own
iTunes U course and given strategies on how to utilize the course to promote personalized
The first activity involves my creating and implementing an on-line survey to assess the
current level of comfort, investment, and needs for constructing an iTunes U course supporting
personalized learning. The survey will be created using Google Forms and will be sent through
school mail to all faculty and staff at Holcomb Bridge Middle School. Since this is a school
initiative and all personnel will be coming in contact with students utilizing iTunes U and
personalized learning, it is advantageous for everyone to be familiar with the basic workings of
this platform and all that it is capable of in regard to supporting school goals. Results from the
survey will be analyzed to assess specific needs, determine the professional development
activities to be created and offered, and one-on-one coaching that may need to occur. There will
also be a second survey sent out, one month later, to assess how many courses have been created
and actively used in school, user confidence with using this platform, and additional needs or
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 14
training. It is anticipated that approximately 12 hours will be needed to create, distribute, and
Based on the survey results and the specific overall needs of Holcomb Bridge Middle
School staff, I will create and conduct professional learning workshops. The workshops will be
designed for teachers who are not only unfamiliar with iTunes U but also unsure how the iTunes
U platform can support personalized learning. I will model strategies for providing personalized
learning opportunities for students. I will also demonstrate to teachers the options they have
within iTunes U when designing a course to specifically meet content and course needs. I will
also share several examples on how to incorporate and imbed personalized learning strategies
within an iTunes U course. A calendar invite will be sent out for the workshops so I will know
how many people to expect. The workshop will be offered on a workday and at 8:00 a.m. I will
plan on having the trainings in my classroom. If there are more than 30 attendees, I will utilize
the media center. Handouts will be provided with step-by-step directions on how to set up and
enroll students in a course. It is anticipated that approximately 15 hours will be needed to create,
construct and implement these workshops based from the results of the surveys I send out to
In order for teachers to have access to necessary tools for troubleshooting and developing
personalized learning activities through their iTunes U course, I will create a folder in One Drive
dedicated to this purpose. Teachers will be given shared access to the folder to access in the
“shared with me” section of One Drive. Teachers will also have permission to contribute
resources as they create or find them. The folder will be divided in sections for the shared course
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 15
by information, troubleshooting, course set-up options, choice board templates, and suggested
personalized learning strategies. Furthermore, I will also include within the folder an enroll code
to access a mock iTunes U course that the teachers and staff at Holcomb Bridge Middle School
may access. In this course will be opportunities for teachers to try out personalized lessons,
communicate with one another, and see what it looks like from the student perspective. This will
be especially useful for teachers who could not attend the workshops, who may be more visual
and tactile learners, or need a refresher on what possibilities are available with a course and how
they can make that apply to their own classes. The creation and inputting of data and information
to the One Drive folder will initially take 10 hours. Continual updating will occur as workshop
sessions are completed and surveys evaluated. It is anticipated to take 1-2 hours to complete each
Table 2.
including special
area teachers.
Running head: PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 16
to create coaching
personalized opportunities to
and templates to
Choice activities
With iTunes U
Running head: PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 17
Evaluation Plan
during key times of this project. Evaluations will be made prior to the creation of the first
workshop, after small group sessions and one-to-one sessions, and during post-planning. For the
purpose of ensuring the objectives of this capstone are being met during the different stages of
implementation, I will create Google Form surveys. These surveys, when created and carried out
correctly, will give me insight in to any new issues that may arise or modifications that are
One of the main objectives for this project is to create professional development
workshops for teachers and staff at Holcomb Bridge Middle School. These workshops would be
designed for teachers not confident in their ability to create iTunes U courses designed for their
specific content and utilized for carrying out personalized learning lessons. The deliverable for
this proposed project will be creating and administering a Google Forms survey asking teachers
their comfort level using technology, ability to use technology, and interest in attending a
workshop geared towards assisting them in becoming more comfortable in these topics. I will
also ask teachers to share concerns they have towards creating an iTunes U course and utilizing
this platform with their students. In order to get effective data, I will need at least 60% of the
The following sample questions will be included in the initial survey created to assess
About how much of your professional development, that was technology-based, are you
How often is technology used to differentiate content, product, or process for students?
What are some reasons why you may be reluctant to use technology in your own
classroom?
I will also conduct a similar survey after completing the professional development
include the likelihood teachers will create an iTunes U course and use this within their own class,
how useful the iTunes U platform is in delivering personalized learning activities and managing
these types of activities in an organized manner, comments for improving the workshop, and
how applicable and useful the One Drive folder for personalized learning strategies was to them.
I will then review the results periodically to troubleshoot, improve, and add to the file as needed.
I will know my questions are well-written and applicable to the objective I am trying to achieve
if the information I obtain from my survey gives me the data I need to create workshops to meet
my goals. The goals are to improve the comfort level and utilization of the iTunes U platform for
implementing personalized learning strategies. Therefore, the survey will be evaluated based on
the quantity and quality of the results I receive from the staff and teachers at Holcomb Bridge
Middle School.
The second project activity will be the creation and publication of a One Drive folder
housing personalized learning strategies and step-by-step instructions for setting-up an iTunes U
course. The products uploaded in to the One Drive folder will be guided by evaluating responses
from the surveys, including specific needs staff members shared in their responses. Success of
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 19
the One Drive folder will be determined by the amount of times teachers and staff access the One
Drive folder to create personalized learning opportunities in their classrooms. A Google Forms
survey will be conducted in March and during post-planning in May to evaluate the times
accessed and effectiveness of the One Drive folder as a deliverable for this project.
The objective for this project, that includes creating and conducting workshops on
personalized learning and iTunes U, will be accomplished through whole group workshops,
small-group meetings, and one-on-one coaching sessions. The purpose of these deliverables is to
increase confidence and mobilization of iTunes U courses as a platform for relaying personalized
learning strategies. These training sessions will be evaluated by surveys I will create using
Google Forms. The surveys will be implemented after Workshop #1, Professional Learning
Coaching Day, and Workshop #2. The success of the surveys will be based on at least 60% of
teachers and staff completing them, and the quality of feedback I am able to gather from the
responses.
Project Timeline
The timeline for this project will take place between December and May of the 2017-
2018 school year. The project will begin in December with the creation of a survey to assess the
needs and current technology integration of the Holcomb Bridge Middle School faculty and staff.
It will continue until the end of the school year and include two workshops, a small group
personalized session, and one-to-one coaching opportunities. I will also create a Google Drive
folder to store personalized learning strategies. The projected timeline is found in table 3. It is
projected that this project will take around 112 hours to implement. Although it is scheduled to
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 20
end in May, I will continue to be available to support staff as needed. A list of all proposed
Table 3.
Project Timeline
December Create survey using Google Forms to determine staff needs and 5 hours
current technology integration levels
December Administer survey and evaluate results 3 hours
January Design Workshop #1 based on survey results 15 hours
January Create One Drive folder for personalized learning 10 hours
strategies and step-by-step instruction for iTunes U course
set-up
January Prepare and set-up for Workshop #1 1 hour
January Implement Workshop #1 1 hour
February Create, administer, and evaluate Google Forms 5 hours
survey on Workshop #1
February Update One Drive Folder to meet changing needs and interests 4 hour
as reflected in survey results
February Create sign-up for Small Group Coaching on using 1 hour
personalized learning strategies through iTunes U courses
February Design and plan for Small Group Coaching 5 hours
February Prepare and set-up for Small Group Coaching 4 hour
February Implement Small Group Coaching 1 hour
March Create, administer, and evaluate Google Forms survey 5 hours
On Small Group Coaching effectiveness
PERSONALIZED OPPORTUNITIES THROUGH ITUNES U 21
Table 4.
Proposed Resources
References
Bray, B., McClaskey, K., & International Society for Technology in Education, (. (2013). A
Step-by-Step Guide to Personalize Learning. Learning & Leading with Technology, 40(7),
12-19.
Matta, J., Salakas, B., Salerno, G., & Sultana, E. (2016). Will using an iTunes U course with the
McLoughlin, C. & Lee, M. J. W. (2010). Personalised and self-regulated learning in the Web 2.0
Netcoh, S. (2017). Research paper: Balancing freedom and limitations: A case study of choice
doi:10.1016/j.tate.2017.05.010
O'Donnell, E., Lawless, S., Sharp, M. & V. Wade. (2015). A Review of Personalised E-
Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp.