TO:School Administrators, Counselors and Professional Educators.
From: Batoul Baydoun
Graduate Student with ED TECH
University of Michigan – Dearborn
RE: Fall 2011 Professional Development Activities: Google Custom Search Engine, Blogs
Date: December 6, 2011
Dear teachers and administrators,
During the fall 2011 semester, I designed and implemented a professional development for a small group of teachers at various schools. Using an online training tool, gototraining, I provided resources, assistance, directions and guidance on how to create an online Google Custom Search engine for use in the classroom. Also the multiple sessions of the training included help and training on creating a classroom blog that is used to host the created custom search. The following report includes a summary of the process, activities, surveys, and reflections of the designed PD. Also in this report you will find consideration for further implementation.
Thank you for your time,
Batoul Baydoun
Introduction:
As the national education seeks improvement and advancement in implementing and integrating the use of technology for teaching and learning and per my endorsement requirement, I have designed and implemented a technology integration tool professional development for teachers at various schools. This PD requirement stems from the proposed ISTE NETS for teachers to promote and demonstrate the use of technology in the classroom.
Needs Assessment:
In order to design an effective professional development it is recommended to find out and assess a need among the staff receiving the training. My purpose for the PD was to design a PD to help teachers integrate and implement a technology tool with teaching and for student learning. I established a need assessment survey to find out what background knowledge and experience teachers had in the area of using and integration of technology, and what are the needs of teachers to further integrate the technology in their daily lessons and learning activities. Using monkey surveys as a tool I sent out the created survey to various teachers to identify their need for a technology integration tool PD. The survey was sent through emails and here is a link provided through my personal classroom page. Technology Need Assessment. The survey results indicated a need for learning how to use and integrate Google Custom Search engines in the classroom and through student activities. Using the data collected I designed the proposed professional development.
Professional Development Proposal:
My proposal for the professional development followed the recommendations of the North Central Education Laboratory (2000), Critical issues: Providing professional development for effective technology use. As recommended a one time workshop or training session for a specific tool will not be sufficient for teachers to fully learn, engage and implement the tool. The technology plan for the school must be addressed as well, to set targets of technology integration using the available tools. The designed proposal focuses on the components of effective professional development for technology use such as, but not limited to, connection to student learning, hands on technology use, variety of learning experiences, the curriculum specific applications, active participation of teachers, and collegial learning. Most importantly the proposed PD focused on making the use of technology directly related to student learning. Prior to sending out the survey I prepared a power point slide show presenting the various tools which I can present my training with and how each tool is used in the classroom. The slide show was sent to the principal to be sent out along with the survey to all classroom teachers.
Teachers indicated their need to building content rich custom search engines to facilitate and guide students into learning the process of online research and goals. This need was directly connected to student learning and the need for students to master online search skills. The integration of this tool aids students engaging in safe online search for school related and topic-focused activities. Prior to the introduction of the PD session all teachers are recommended in selecting an assignment goal for the research along with grade level appropriate websites related to the topics and subject of their lesson goals. Teachers needed to prepare for the PD by providing their specific goal of the assignment making the PD directly related to the content curriculum and hands-on learning. Teachers may join the PD using the online scheduled meetings or face-to-face training sessions. Screen sharing is implemented allowing teachers to collaborate and interact with the trainer and other participants. Participants share topic and subject related websites and collaborate in the creation of the customized search engines. The created search engines will be used with specific curriculum assignments to enhance student learning and products of learning.
Implementation:
The implementation of the PD began when teacher had identified a specific assignment and subject for the creation of the customized search engines. Teachers were sent invitations to attend online training sessions where material, quizzes and evaluation was included. Teachers were able to view and review the material before the meeting sessions to become familiar and prepare for the PD training. Each session begins with an introduction to the tool and its affordances. Specification and alignment with curriculum objectives are identified and a free Google account is created if not available before hand.
During stage two of the PD teachers are guided into creating their sample custom search engine and obtaining a code. Since the code obtained requires a website to embed and host the custom search all participants needed to have a blog or active website to host the search engine along with the assignment specification. Even though not planned for in the initial PD proposal all participants were taught and guided into creating a classroom blog to be used with this specific assignment and further online communication with students and parents.
All participants were engaged in tool evaluation in regards to pros and cons for specific learning purposes. Teachers identified constrain of the tool and discussed how each constrains maybe of benefit or disservice to the students. Each teacher was able to embed and assign the content specific assignment and code onto their created blog to utilize the custom search engine.
Throughout the PD the components of effective PD’s were implemented and frequently addressed. Teachers were given ample opportunities to learn, create, implement and evaluate the tool usage. Students also were given chances to express their feelings in regards to the use of the newly learned and created tool. The online small group discussion was effective and made flexible to meet the needs of the participants. Sessions of training were scheduled after school hours and with accordance to teachers’ availability.
Evaluation:
During each training session the participants were asked to provide feedback and ask questions. Contact information was made available and further communication was encouraged. The PD program proved effective since all participants were able to create and implement the tool with content specific learning activities. Students and teachers used the technology tool for leaning and teaching. All participants were mostly excited to having their classroom blog/webpage. They implemented the blog with other learning and communication activities. Teachers expressed their need for learning other tools since the training sessions were student and content driven. They liked the method of delivery expressing that even though the training sessions held were not face-to-face proved effective and collaborative. They also like the screen-sharing tool featured in the training tool since it allowed for visual, personal and immediate feedback. Since I have provided continuous support and feedback, teachers were comfortable taking their time in effectively creating and applying the learned tool of technology integration.
Reflection:
This opportunity to design and implement a specific need professional development allowed me to grow professionally and further enhance my technology skills. I was able to utilize various technology tools to design, and carry on the learning experience. I was able to explore the tools implemented to their fullest capacity. I have become proficient in utilizing and implementing the tools of the designed PD. I have established a mentor relationship with the PD participants where they have become very comfortable asking questions and seeking needed assistance in other tools. Together we have explored options and various methods for implementation of the tools learned. The teachers have gained not only one learning objective but also another since they were each able to create and utilize a classroom blog. They have all been able to meet the needs of their students who are eager to utilize the 21st century while learning.
As I look back at the activities planned and implemented I find myself looking for alternative solutions for obstacles we faced during the meetings. For instance, when parts of technology fails to work the way we expect it to, we learned to be flexible and patient making sure there is a back up plan. Teachers have expressed their similar frustration with the use of technology, yet we discussed that one failing attempt should not deter us from opening a vast door of applied and real world experiences for our students. The world is fast changing and technology is becoming the tool for everyone and by using technology for teaching and student learning we are only then preparing our students to the future jobs and careers that demand technology proficiency.
Throughout the training sessions, I learned that if I was not fully prepared and experienced with the tools presenting my audience would lose interest. Therefore it is very important to have fully explored the tools and material presented before hand. Also it is critical to ensure that each planed training is curriculum and content related. Teachers must be able to directly input and implement their new learned skills of technology with their planed students activities and as they plan for their future lessons. Finally it is essential for teachers to be able to see how each tool enhances the learning of their students and facilities their teaching experience in order for them to consider using the new technology. As teachers recognize how effective use of technology changes their students’ attitudes towards learning more become eager to explore and spend more time using the technology.
References:
Guskey,, T. R., (2002), Professional development and teacher change, Teachers and Teaching; Theory and Practice, Vol 8:3 pages 381-39. Retrieved from UMD course tools on Nov 10, 2011.
International Society forTechnology in Education. (2008). ISTE: The ISTE NETS and Performance Indicators for Teachers (NETS•T) , Retrieved September 15, 2011 from
North Central Regional Educational Laboratory. (2000). Critical issue: Providing professional development for effective technology use. Retrieved October 20, 2011 from
Supplemental Material:
Please visit this website to see the process and provided supplemental material