in-service plan and implementation

7/30/2019 In-Service Plan and Implementation

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Kristen Borge & Laura Van Leer Richardson

READ 6430

June 10, 2012

In-Service Project Analysis and Reflection

Survey

Technology in the Classroom Survey

We are asking 8th

grade teachers to complete this survey in order to obtain information about

online resources and technology they use in their classrooms. That information will be used to

plan and facilitate a workshop that provides instruction in resources less frequently utilized. Ourgoal is that teachers can use this information to promote 21

stcentury literacy skills in their

classrooms.

Directions: Check or fill-in-the-blank in accordance to each questions directions.

Due: Return by June 4, 2012.

1. Of the following, which Internet resources do you use in your classroom? (Check all thatapply.)

Edmodo Class Facebook Page Twitter Evernote

Wikispaces VoiceThread Animoto Blogger

Prezi Glogster BrainPop Wordle

VisuWords Google Sites Other:_____________

2. Of the items checked in Question #1, describe how you utilize those resources.

3. Of the items listed in Question #1, which would you be interested in learning more about?

4. In what ways do you use online resources to promote literacy skills?

Reading logs

Reading discussions

Reading journals

Presentations

5. Of the following, which equipment do you use in your classroom? (Check all that apply.)

SMART Board

Document camera

LCD projector

Clickers

Laptop Computers (for student use)


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iPads or tablets

iPods or MP3 players

6. Of the items listed in Question #4, which would you be interested in learning more about?

7. Of the following, what tools have you accessed to obtain any or all of the technology listed in

Question #5? (Check all that apply.)

School PTA Grants

State/Local Grants

Asked parents for items/funding

Asked teachers for items/funding

Accessed a donor webpage (i.e., DonorsChoose.org)

Other: _______________________

8. Describe ways you feel you need support with implementing technology to promote literacy.

9. What issues have you experienced in the past using technology?

10. What types of professional development would you access in order to further your

knowledge on how to use technology to promote literacy? (Check all that apply.)

Workshop during school face-to-face Online virtual workshop

Workshop after school face-to-face Online pre-created presentation

Resources from the Professional Library PLTs (Professional Learning Teams)

Analysis of Survey Results

The survey was administered to twenty-two eighth grade educators at two different Wake

County schools. Both schools are similar with regard to teacher-student ratio, instructional time,

and demographics. Teachers are encouraged to implement literacy strategies in the classroom at

each school, and these strategies and their success are documented through professional learning

groups and literacy committees. Additionally, both schools have a data team that gathers and

interprets information about local and state literacy assessments. This data is used to plan


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interventions and in-service training for staff in relevant matters concerning literacy. Therefore

we decided our survey should focus on technology that could be used to promote literacy,

because despite interventions put in place by our respective data teams, we believe more could

be done to effectively utilize available resources. According to Wepner, Tao, and Labbo (2008),

Students use technology outside of school for entertainment, communication, and

information. Electronic devices such as cell phones, DVD players, iPods, digital cameras,

handheld computers or desktop computers provide students with immediate access to people,

ideas, and opportunities (pp. 215-216). Therefore, our goal was for teachers to discover new

ways to exploit students predisposition for technology to support literacy strategies in their

classrooms.

Upon review of the survey data, it was revealed that teachers from both schools use

online tools such as BrainPop, VoiceThread, and Prezi. However, many more interactive tools,

such as Edmodo, class Facebook pages, and Glogster, were not being utilized. Teachers

expressed wanting more information on how to use programs such as Wordle, Facebook, and

Twitter with their students and to post information about their classroom. Most teachers

surveyed reported only using online tools for presentations and not for reading logs or reading

support. Of the technology used in the classroom, all teachers surveyed reported using a laptop

computer and an LCD projector. Only three of the teachers surveyed reported using a document

camera and only one of the teachers reported using a SMART Board. The respondents also

asked to learn more about using iPods and Clickers in the classroom. Thirteen respondents had

asked for PTA Grants and parent donations in order to obtain classroom technology. Only two

teachers reported using a website, such as DonorsChoose.org, in order to receive funding for

technology. Teachers reported using technology to support literacy by creating PowerPoint


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presentations and using BrainPop videos to provide reading opportunities. Most teachers

reported having issues with technology in the area of equipment malfunction (i.e., the data

projector would not connect with the computer). Finally, those surveyed reported wanting either

face-to-face workshop opportunities or access to an online workshop.

After concluding data analysis of the survey results, both researchers agreed that the area

of need for a face-to-face workshop would be to teach educators how make a connection

between using technology in ones classroom to promote reading and literacy. We prepared a

forty-five minute presentation covering a variety of Internet resources teachers can use in their

classrooms to engage students in technology and literacy.

Description of Workshop

As teachers entered the media center, we distributed sticky notes and asked that they

record a few thoughts about literacy and technology and post their responses to a large sheet of

chart paper. In order to introduce our topic, we read the picture bookIts a Bookby Lane

Smith. The book was intended to open the floor for a discussion about changing views of

multiple literacies. As presenters, we were initially apprehensive about using a picture book with

our colleagues at the middle grades level. However,Its a Bookwas an appropriate choice for

our purposes, and the humor was very well received. In the book, the donkey asks various

questions about whether or not you can use a book to perform the same functions as a laptop, all

the while being told by the monkey, No. Its a book. We used this to emphasize that our

students often come from the mindset of the donkey. While we may be more inclined to agree

with the monkey, as educators, we need to bridge the gap between technology and literacy. In

order to stress the point of how students can engage in literacy development from use of

technology, we referenced researcher, Peter Johnson. Johnson (2003) states, Noticing what


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children know and can do, and how they understand literacy, is easier when their literate learning

is accessible (visible and audible). This means that children need to read and write a lot, and talk

about doing so in ways that provide information about their learning (p. 91).

We addressed ideas from the sticky notes about the relationship between literacy and

technology. One of the ideas that many teachers expressed concern about was the misconception

that reading does not occur while students are using their computers (e.g., reading Twitter

feeds). There was disagreement about whether or not this constitutes literacy. As one veteran

Social Studies teacher commented, I dont think we can count spending hours onFacebookas

time spent reading. Another Language Arts teacher addressed this comment by noting, We

may not call that reading, but our kids are decoding and comprehending text while theyre doing

it. We used this forum to segue into our session on how using technology can be used to foster

those reading skills. At this point in the presentation, we distributed our handout to the

audience.

Handout

Using Technology to Promote Literacy

Website Web Address Use in the Classroom for Literacy

Edmodo http://www.edmodo.com/ -Wall Posts

-Class surveys

-Post reports/documents-Q & A Forums

-Post videos

-Post Events

-Post messages to students/parents-Post pictures

-Reading Logs

-Surveys of Reading Responses-Questions can be posted and

responded to for before, during, and

after reading

Class Facebook Page http://www.facebook.com/ -Wall Posts


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-Class surveys

-Post reports/documents-Q & A Forums

-Post videos

-Post Events

-Post messages to students/parents-Post pictures

-Reading Logs

-Surveys of Reading Responses

-Questions can be posted and

responded to for before, during, andafter reading

(NOTE: Use discretion when

using Facebook for security

reasons and accessibility from

school network)Twitter https://twitter.com/ - Post Articles to Read-Reading Response Journal Posts

-Character Responses with

interactions from classmates-Read current news articles and post

reactions or whatyouve learned

-Post Messages to Parents/students

Glogster http://www.glogster.com/ -Create Plot Development Charts,

Character Profiles, orAdvertisements for Books

-Research Projects-Presentations

Prezi http://prezi.com/ -Present research

-Plot Sequence of Events in Reading-Response Journals and make

reading predictions

VoiceThread http://voicethread.com/ -Present research

-Plot Sequence of Events in Reading-Response Journals and makereading predictions

-Comment on source documents

Evernote http://evernote.com/ -Create notes on texts-Create study materials

-Create quizzes over material

Animoto http://animoto.com/ -Present research

-Plot Sequence of Events in Reading

-Response Journals and makereading predictions

Wordle http://www.wordle.net/ -Define Words in Context


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-Create Word Lists from Speeches

-Revision and Editing in Writing-Create Surveys and Analyze

Response Data

Wikispaces http://www.wikispaces.com/ -Wall Posts

-Class surveys-Post reports/documents-Q & A Forums

-Post videos

-Post Events-Post messages to students/parents

-Post pictures

-Reading Logs-Surveys of Reading Responses

-Questions can be posted and

responded to for before, during, andafter reading

Webpage Groups Thoughts on Webpage

Noticing what children know and can do, and how they understand literacy, is easier when their

literate learning is accessible (visible and audible). This means that children need to read and

write a lot, and talk about doing so in ways that provide information about their learning

(Johnson, 2003, p. 91).

We briefly reviewed the list of websites included in the handout and explained the next

step in the workshop, group activity time. For this, we organized the teachers into groups by

content area and asked each group to pick one website from the list on the handout. Upon

choosing a webpage, they accessed this site on their school laptops and reviewed the

website. After completing a review of the website, each group conferred amongst themselves

and decided upon one or two ways they could use this website in their classroom to promote

reading skills in their content area. We allowed the groups to work for about ten minutes

together on the group activity. After group work time was completed, each group took the

opportunity to share their thoughts and feedback of the website. While each group was


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presenting, we displayed that particular website on the LCD projector at the front of the room, so

the other groups could see what particular website was being referred to. We also used this time

to discuss potential advantages and disadvantages of each website. For example, the group that

chose Twittercommented that they liked that students responses would be limited by the

number of characters they can use; therefore, students have to choose their words carefully.

After all groups completed presenting their thoughts and feedback, we explained how

teachers must not only create ideas for technology, they must also create a purpose for the

technologys use in the classroom. Furthermore, in many cases, their purpose coincides with

school-wide reading goals and strategies. The workshop concluded with the distribution of final

feedback surveys to the group. Overall, the attitude of the audience was positive, and multiple

teachers thanked us for our time and the opportunity to further their knowledge about technology

in promoting literacy.

Evaluation of Workshop

Evaluation

1. How likely are you to use one of the websites discussed in this workshop?

1 (not at all) 2 3 4 5 (implement regular use)

2. Rate the usefulness of the handout used in this workshop.

1 2 3 4 5

3. Rate the usefulness of the group activity used in this presentation.

1 2 3 4 5

4. On this back of this sheet, use the plus/delta chart to comment on todays workshop.

5. Do you have any other questions, thoughts, or suggestions about todays workshop?

In review of the post-evaluation survey results, eleven out of twelve workshop attendees

reported that they would be likely to use one of the websites discussed in the workshop. Ten out


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of twelve attendees rated the usefulness of the handout, as well as the group activity, as

extremely useful. The plus/delta feedback included both positive and negative feedback about

the workshop. Attendees reported that the handout was creative, they enjoyed the group

activity immensely, and that their fear of technology and lack of knowledge has been

lessened. However, many attendees reported not having enough time to work together as a

group, as well as their dislike for staying after school for a workshop due to end of the day

fatigue. Some suggestions given were to send this handout to rest of our school staff, create an

online version of the workshop for those who felt that after school was not an opportune time to

learn, and to add more websites to the list.

Overall, we felt the workshop was a success and that learning took place. Due to the

positive response feedback on the post-evaluation survey, there is evidence to prove that the

choice of content (using technology to promote literacy) is applicable and relevant to our

teachers. Teachers learned about new websites, as well as how to use these various webpages in

their classroom. The suggestions made for change were all positive and constructive

criticism. The idea about how the face-to-face workshop could be morphed into an online

workshop allows teachers choice in time to attend, as well as constant access to go back and

review information covered. The suggestion to add more websites to the list could be better

implemented if the list were posted online, such as on a schools Wikispaces page, in order to

create a living document and not simply a handout.

Reflection

During the planning stages of the In-Service Project, we felt confident in creating a

survey for our staff that would allow us to inquire about what they would want to learn. The

administration of the survey was easily implemented due to the staffs willingness to participate


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and interest in learning about a new area of study: how to use technology to promote

literacy. The creation of our workshop was difficult initially. We struggled to find an

appropriate day and time that would allow staff members from two separate schools to

attend. This issue was only further exacerbated due to one school being on a traditional calendar,

while the other is on a year-round schedule. Eventually, the decision was made to conduct the

workshop after school at the year-round school and invite teachers from the traditional school to

attend. This way, we were able to accommodate our schedule, as well as that of the teachers in

our case study.

We enjoyed creating the handout to deliver to our audience, because our own learning

was furthered in the process. Both of us were knowledgeable in how to use websites to foster

literacy skills, yet there were Internet resources we studied that we each had not utilized

before. Our opportunity for research and peer collaboration allowed us to grow as learners and

further our own capabilities as educators.

The workshops implementation was a positive experience and the audience interaction

allowed an ideal learning environment. The discussion regarding whether or not reading

Facebookwas reading allowed a perfect teachable moment for the both of us to instruct our

audience and segue into our lesson for the afternoon. The audiences reaction to the group

activity proved that learning took place, and we were able to consider ideas from their feedback

that we had not originally thought about. This enabled us to be learners, as well as facilitators, in

the workshop.

The post-evaluation survey provided an accurate assessment of the positives and

negatives of our workshop. The audiences feedback will assist us in improving our workshop

before we move forward to provide this learning experience to other educators at Durant Road


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and Martin Middle Schools. Our administrators heard from attendees that their experience was

instructional and time well spent, thus our goal now is to take the feedback and create a virtual

experience for future opportunities to learn about technology and literacy. After realizing that

the after school opportunity would not promote increased learning, and in fact could hinder

acceptance of new information, we feel that teachers would be better served by allowing our

information to be accessed virtually. The workshop experience has concluded with learning

from all those involved, both workshop attendees and facilitators. We have an understanding of

how to create and implement a survey, review the survey data to make informed decisions, create

a professional development workshop based on data and research, and to reflect upon our work

to make improvements for future implementation.


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References

Johnson, P. (2003). Assessment conversations. The Reading Teacher. 57 (1), p. 90-92.

Smith, L. (2010).Its a book. New York, NY: Roaring Book Press.

Wepner, S. B., Tao, L., & Labbo, L. D. (208). Leading with technology. In S. Wepner & D.

Strickland (Eds.), The Administration and Supervision of Reading Programs (pp. 212-

230). New York, NY: Teachers College Press.

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