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Running head: Training Program for Teachers in Classroom Technology 1

Training for Teachers in Classroom Technology

Melanie N. Joseph

Post University

Managing Instruction and Technology

EDU627

Dr. Kathy Milhauser

Training Program for Teachers in Classroom Technology2

Introduction to Opportunity

Schools are now becoming interactive in their approach to teaching. They are now

focusing on technology to enhance the learning process. One of the ways, this has been done is

through interactive electronic whiteboards, also know as SmartBoards. People’s Prep. Charter

School has purchased several Smart Boards that was installed in the classrooms. Smart board

training is necessary for teachers to have a successful classroom environment. If teachers are

trained correctly on how to incorporate the SmartBoards into their lessons they can effectively

reach a variety of students and lesson planning will become less time consuming. The objective

is to have teachers feel comfortable in their classroom environment using technology.

Stakeholders

Stakeholders are defined as people or organizations that have a vested interest in the project

(Cox, 2009). For this training the stakeholders will include: teachers, teacher’s assistant, school

leader, deans, principal, assistant principal, specialty teachers and guidance.

Opportunity and Instructional Design

The fear of technology is the greatest barrier that many of the teachers must overcome

in order to receive the information they need that would master the content. “Teachers must

feel free to make these mistakes without fear of damaging the computer or software” (Bitner &

Bitner, 2002 p.95). In order for this training to be effective, the educators must overcome the

anxiety of making errors during the process. In addition, educators must be willing to share

new ideas with each other during the training session. Educators accepting the barriers of the

training are important especially for those who might have previous training with smart board


technology. Administrators are key to the successful implementation of technology in the

classroom and the adoption of technology innovations in schools (Coley, Cradler, and Engle

1997). Once this training project is complete, yearly training will be giving to newly hired

teachers.

Proposed Project

The proposed project is a teacher-training course on how to successfully use a

SmartBoard for everyday teaching in the classroom. SmartBoards are available in every

classroom within the schools building; and all teachers should be able to use them successfully.

There are several functions of the SmartBoard that should be taught to teachers before they can

create their own lessons and be able to effectively use it as a teaching tool.

Scope of Project

The scope of the project is a written description of all the work which will be needed to

complete this project (Cox, 2008). Cox (2008) explains that the scope must be specific only to

the work that will be completed during the project. The scope statement will include “the

project’s objectives, deliverables, and requirements; it will provide all parties involved with the

project a clear expectation of the outcome of the project” (Cox, 2008). This training will help

teachers in taking face-to-face training that will benefit then in the classroom. By the end of the

training, learners will be able to consider themselves fully capable of instruction using

SmartBoard technology.

Objective to Cover

Turing on and off the board.

Types of boards, active board or active board with finger and pen

Connection and wires needed


Connected with PC, Mac or Ipad

Teaching on the Board using Active Inspire

Pulling up information on Google

How to create a new board

Using toolbar and other tools on the board

Adding Pictures to board

Creating a lesson Plan

Objective not covered

Using the basic functions of the computer

Learning software already in the computer

Requirements

Successful completion of these requirements is necessary to meet product and project

needs.” (Cox, 2009, pg 66). For this training the stakeholders will include: teachers, teacher’s

assistant, school leader, deans, principal, assistant principal, specialty teachers and guidance.

Stakeholders will have opportunity to address any problems or concerns they have in order to

achieved high standards.

Milestone

There are several level milestones in the development of this project. Each milestone is

a sub-division into a main and supporting task in the work breakdown structure.

Course Objective

Technology purchased


Assessment

Competition Time

During professional development week, each training section will last about 4 hours

each day. The trainer will put together questionnaires and get feedback in order for the smooth

operation of the training. The trainer will train the teacher on SmartBoard for a week from

Monday to Thursday 9:00am to 1:00pm. Teachers will have an opportunity to collaborate with

teacher other during the training and small practice session will be set up. Instructional videos

will be available during the session so that teachers can perfect their skills.

Work Breakdown Structure

The work-breakdown structure (WBS) is a complete review of the project scope (Cox,

2008). The WBS breaks down the project work into smaller, manageable components; called

work packages (Cox, 2008).

1. SmartBoard Training- Guide

1.1. Project Organization

1.1.1. Project Authorization

1.1.2. Project Plan

1.1.3. Estimated Schedule

1.1.4. Required Documents

1.1.5. Project Budget

1.2. Manuals and Learner Guide

1.2.1. Trainer Guides will be the main points of the training

1.2.2. Teachers Guide with information packets


1.2.3. Turning on and Off the Board

1.2.4. Using the SmartBoard pens

1.2.5. How to create a new board

1.2.6. How to use the toolbar and other tools on boards

1.2.7. Creating a new board

1.2.8. Using various template

1.2.9. Importing Word documents

1.2.10. Website feature on SmartBoard

1.2.11. Importing pictures into the SmartBoard

1.2.12. Adding and changing new font

1.2.13. How to active inspire with the SmartBoard

1.3. Create Supplemental Materials for Training

1.3.1. Create check list for participants to use as they explore the tool bar

1.3.2. Checklist and feedback from the previous days

1.3.3. Survey and Questionnaire for teacher to answer after training is completed

1.4. Training location provided

1.4.1. 7 Computers provided by School

1.4.2. Computers all have wireless connection

1.4.3. Computers can connect to SmartBoard program

1.4.4. All Computers should have Active Inspired

1.4.5. Room should be fully stock with Notebooks, pencils, a SmartBoard Pens and SmartBoard Remote.


1.5. Training Dates should be set aside

1.5.1 Dates for training scheduled

1.5.2. Newly hired Teachers and Teacher Assistant should be notified

1.5.3 School Location of the training is confirmed

1.5.4 Trainer confirmed for training dates

Project Schedule

The project schedule provides the project manager with all the organizational detail

that’s related to the work breakdown of the project. It allows the project team and stakeholders

to understand the time and task requirements of each phase of executing the project. Constant

tracking and review of all project tasks in relation to the scheduled timeframe is essential to

reaching milestones and a positive outcome. Monitoring and documentation of

completed portions of the project, keeps everyone on task and ensure that the project is within

the time frame. The trainer will train the teachers on SmartBoard for a week from Monday to

Thursday 9:00am to 1:00pm beginning August 17th , 2015 to August 22nd, 2015.


Project Identification Worksheet

Project Name: SmartBoard Training

Project Manager: John Smith Jr. Client Name: People’s Prep.Charter

Client Priorities

Rank the following project constraints (from # 1 through 3) according to your client’s priorities:3 Quality 3 Time 3 Cost

Deliverable (Criteria)

Possible training strategies:

Instructor-Led On-the-Job Self-Paced Job Aid

Virtual Classroom WBT/CBT Tutorial Self-Directed e-Job Aids

Details:Training for Teachers and Teachers Assistant in SmartBoard Technology.

Final Delivery Date: 8/22/2015

Length of Course:Days: 5 Days Hours: 27

Target Audience

Job(s):Teachers and Teacher Assistant training – some with technology background and other with no technology background

Do learners have experience with the subject being taught (or a related topic)? Yes No

If yes, how many years of experience do they have? 2 months

What subject-related courses (or other formal training) have the learners attended?

Teachers must be computer literate for training to be successful.

What is their expected level of motivation? (Check all that apply.)Prisoners: They feel pressured to attend, and have little interest in the subject matter.Vacationers: Some interest in the subject matter, and may see limited relevance to their jobs.Explorers: There is a high level of interest in this subject matter, and the relevance is obvious.

What is their level of education? (Check all that apply.)

Grade School High School College/Univ. Post-Graduate Other: K-5


Updates and Documentation

Does the client expect status reports? Yes No

Frequency of update information:Daily Weekly Biweekly

Monthly Milestones _1_ days before project meetings

Date of first update: August 1, 2015

Form of update:MeetingWritten Report

Scope of AuthorityThis Project is: An Assignment A Delegation

The statement which best describes the decision-making process for this project is:My manager makes all of the decisions, even the simplest.The decision-making process will be shared equally between me and my manager.

I am free to make even the most complex decisions.

Approval Yes NoMelanie N. JOseph

Sign-off

Stakeholder Signature DatePaul Patch Paul Patch 10/4/14

Communication Plan

A communication plan acts as proactive measure to ensure that everyone has the

right information in a timely manner. The plan explains who creates each type of

communication and how regularly it gets updated or distributed. Prioritizing the

communication needs helps the company identify how much time needs to be assigned


to these tasks and the overall planning. A communication plan provides the structure by

which all project communications are planned, implemented and monitored. Charvat (2002)

stresses the importance of the communication plan in saying, “Communication and human

interaction make or break a project” (Charvat, 2002). It is vital that all stakeholders be well-

informed regarding project growth. Feedback from the stakeholders is a crucial for the on

going development of the project.

Stakeholder Information Needs Frequency Medium Response

School

Founder /

CEO

• First initial Plan• Budget• Dates

Weekly Meeting E-mail Presentation

Schedule a meeting

Distribution of information

School

Leader

• Initial Plan• Dates of Training• Name of staff member

in training• Budget updates

Weekly Email

Meeting

Respond to all emails in a timely manner

Answer and questions and concerns

Assistant

Principals

• Initial Plan• Budget updates• Date of training• Staff member in the

training

Weekly E-mail Meeting

Open communication from the school leader to the assistant principal

Teacher &Assistant

Teacher

• Initial plan• Budget Updates• Dates of Training• Staff that will be in

training (names)• The amount of time

out of the classroom

Weekly Email Meeting-

Face-to-face

Teachers should be able to email School leader with any questions on the training


Costs / Budget

The School has already spent a great deal on SmartBoards and computers. Teachers

will either bring their own laptop or the school can provide one. The cost of the training will be

cover for an entire week during professional development week. According to Cox (2012),

“Cost budgeting requires adding up the estimated costs of individual activities or work

packages to establish a cost baseline” (p. 103). There is no cost for the laptops or SmartBoards

however, there is a cost for the training. Initial cost for training teachers and teacher assistant

is a flat rate of $3,750. Teacher training will occur on five separate days, for 4 hours each day.

This includes the following:

Training session from Monday to Friday.

9:00am to 1:30pm

Materials

Assessment

Q & A Session

Project Resource Plan


Prepare By: Melanie N. Joseph

Date: October 18, 14

1. Resource Profile

People: Teachers and Teachers Assistants

Equipment: Laptops, Ipad, SmartBoard, and Cords

Facilities: On the job training, in the school building


Material and Supplies: Pen, penciled, notebooks, copy paper

Services: On site training for Teachers and Teachers Assistant in SmartBoard

2. Project Resources Information:

Resources Cost Estimate Availability

Training $650 x 5 (days)

=3,250 + 500 travel expensive

=$3,750

1 week

3. Resources Staffing

Type of People: School Founder / CEO, School Leader, Assistant Principals, Teachers

and Teacher Assistant.

4. Project Resources Plan Signatures


Project Manager: Johns Smith Jr.

Project Budget Form:

Activity

Code

Project

Task

Labor

Hours

Labor

Cost

Material

Cost

Travel

Cost

Other

Cost

Total

Cost Per

Task

01 SmartBoard 22.00 $3,250 0 $500 0 $3,750


Assessment 1

The trainer will check to see how much the teachers learn using formative and

summative assessments. The first training session will use a formative assessment to check for

understanding. The instructor will be able to monitor to see if the teachers were able to turn

the board on and off, calibrating the board and how well they use the interactive pen.

Formative assessment provides instantaneous feedback to the instructor to assess the learning

progress (Johnson & Jenkins, 2009).

The next assessment will be summative. Summative assessments are used to see what

has been learned already (Johnson & Jenkins, 2009). Summative assessments typically come at

the end of a lesson to measure if the objectives of the lesson were met. The trainer will view

the teachers’ lesson plans to check to see if teachers were able to incorporate the SmartBoard

into their plans. If the teachers demonstrated that they are able to use all functions of the board,

the trainer will know the training was successful.

Level 1 and 2 summative assessments

Donald Kirkpatrick developed a Four-Level Model for training evaluation. The First Level of

Kirkpatrick’s Four Levels of Evaluation is reaction. Reaction typically takes the form of

surveys or feedback sheets and is intended to examine the learner’s response to the entire

process. The Second Level of the Four Levels is learning. Learning attaches the training to the

objectives; the assessment is designed to match the objectives of the training. For teachers to

become more effective and efficient they must embrace technology. The trainer asked for

feedback from the teachers in the subject area. This feedback is evaluated in order for the


trainer to get an idea of what technology or software teachers are familiar with. The trainer

would then use the feedback and suggestion to best navigate the training module.

Level 2 Evaluations, which are “evaluation tasks that designers develop to match

their objectives” (Hodell, 2013, p. 67), are rarely used in organizations. “Less than a quarter of

all training is evaluated in relationship to objectives” (Hodell, 2013, p. 67). The best way to

determine if the training is effective is to see what the teachers’ have learned with a demo

lesson using the various technologies. Although this e-Learning module is face-to-face, it does

have virtual component. The interactive environment platform takes place on Weekly, in

which participants can share information. This site was chosen because it allows users to share

a variety of multi-media functions, such as videos, articles, blogs and surveys. The Weekly site

is used to create projects and gather data, and facilitates teacher collaboration. Customization

of the site is easy and anyone can join to promote a training module or website. One drawback

is having too much information on the site, which will have a negative impact on the trainee.

If teachers are successful in implementing the SmartBoards in their classrooms, no additional

training will be needed. If teachers are not using the SmartBoard correctly, the trainer will use

the last day of the training to deal with issues one on one.

Final Assessment Rubric Demo Lesson

1. Teacher demonstrated

ability to connect Board with

PC or MAC for lesson

20 Points Points Received

2. Connection to the internet

was established

20 Points


3. Teacher was able to use

various features on the board

e.g. Change text color, font,

10 Points

4. Using Google to pull up

information

20 Points

5. Teaching with PowerPoint,

Word, Excel any of the

following

10 Points

6. Flipchart / Transparencies 20 Points

Motivational Rational

According to Reiser and Dempsey (2012), there are three levels of motivation. The

first level of motivation deals with internal desires, in which the learner will achieve a goal for

external factors. While the second motivation factor “focuses on designing work environments

that match job requirements, resources, incentives, and management techniques to the

motivational needs and desires of the employees” (Reiser and Dempsey, p. 85). The last level

of motivation is call volition. In simple terms, it describes how a person self-motivates

themselves. While self-motivation can be very hard to obtain, a learner must first understand

the internal and external factors. Technology can be a motivating factor in student learning,

educators must be able to function effectively and understand the need for SmartBoard

technology in the classroom. Technology can bring a fun and exciting way of learning in the

classroom. Effective teacher training is very important! Administration is the key in providing

teachers with the knowledge and motivational tools. Educators must understand the different


learning styles of students, so that they can cater their lesson plans accordingly. The designer

or teacher can write motivational objectives, select or create motivational tactics, and then

develop and test them (Keller, 2010).

In conclusion, the focus on technology training for teachers helps schools improve their

educational plans. To integrate technology into the classroom, teachers must feel comfortable

with technology. Administrators are key to the successful implementation of technology in the

classroom and the adoption of technology innovations in schools (Coley, Cradler, and Engle

1997).


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AACE

Coley, R. J.; J. Cradler; and P. K. Engel. 1997. Computers and classrooms: The status of

technology in U.S. schools. Prince-ton, N.J.: Educational Testing Service

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from http://www.techrepublic.com/article/project-communications-a-plan-for-getting-

your-message-across/

Johnson, E., & Jenkins, J. (2009). Formative and summative assessment. Retrieved from

http://www.education.com/reference/article/formative-and-summative-assessment/

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Publishing

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