Running Head: TECHNOLOGY TUESDAYS

Technology Tuesdays
Adam Rich
10/27/2015
Dr. Anissa Vega
Spring 2015

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Setting/Context
Chestatee High School serves students located in Gainesville, Ga., a part of the Hall
County Schools District. Chestatee breakdown is 61% Caucasian and 34% Hispanic and 5%
other, of these groups 44% of the students are eligible for free or reduced lunch. About 30% of
the students at the school do not have access to technology, such as computers or iPads, and they
do not have access to internet. Due to the drop off in technology of the students, the school has
recently purchased 500 Chromebooks (distributed amongst teachers) and have 4 laptop carts,
and 2 computer labs for students to utilize the technology. With the growing technology push by
our school and county, many of the teachers have never been acquainted with some of the
technology and how they can be used in the classroom.
Capstone Problem and Rationale
Technology is growing at a rapid rate, yet educational practices continue to remain the
same. Educators continue to stick with out dated methods to teach students who are well versed
in technology and are accustomed to multitasking. According to the Partnership for 21st
Century Skills, students today need access to the digital tools and media rich resources that will
help them explore, understand, and express themselves in the world they will inherit tomorrow.
(Oliver et al., 2012) Yet teachers continue to force students to learn through the traditional spoon
fed curriculum and shy away from use of technology for they are weary and uncertain of the
multiple uses that can be found to help students learn the subject area. Teachers are now being
inundated with technology, but lack the ability to incorporate the new technology to meet their
students needs. Federal legislation mandates an emphasis on technology integration in all areas
of K-12 education. Under this mandate, educational leaders at the state and local levels are

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expected to develop plans to effectively utilize educational technologies in the classroom. In

addition, the education system is expected to produce technologically literate students. The
directive to integrate instructional technology into teaching and learning equation results from
the following beliefs: 1. that learning is enhanced through the use of technology and 2. That
students need to develop technology skills in order to be productive members of society.
(Davies, 2011).
However instructional technology in education will never change without proper
guidance from administration. Teachers need support from administration through purchasing of
technology as well as embracing new methods to help keep current methods of education up to
date with current trends in the work force. If the school leader does not understand the trends in
educational technology then the leader is ill prepared to harness the power of modern digital
technologies (Richardson et al., 2013). Administration need help preparing plans for
technology and understanding the need it plays in the classroom, as well as being able to plan
teacher in-service training to assist the implementation of technology in teachers classrooms.
In order to help assist teachers and administration keep with the changing times in
education my plan is to create a monthly in-service course for teachers. Tech Tuesdays will be
held every third Tuesday of the month and will be focused on delivering instructional technology
to teachers, for use in their classrooms. Conventional models of technology infusion generally
suggest that changing teachers perceptions of the value of technology and equipping them with
relevant pedagogical skills through proper teacher professional development programs is one of
the key determinants of success in integrating technology into schools (Li, 2013). Once
teachers have been given this knowledge they can help prepare students for the jobs of tomorrow
and through the modalities in which they are prepared to learn through. In order to help refresh

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teachers as we go through the year we will also prepare a website with in-depth instructions on
how to use the technology as well as using key members of department as technology experts in
their area to help assist as needed. I believe this will help the attrition rate of teachers because as
Kopcha argues that such high demands in conjunction with outdated methods of preparation,
explain the issues of attrition among teachers within the first few years of their career. (Kopcha
& Alger, 2011).
They conclude that educational leaders and researchers must play a role in three key
areas: using technology to enhance the accessibility and usability of curricular materials to meet
the needs of difference types of learners, advancing the understanding and practices of in-service
and pre-service teachers through preparation that focuses on online learning, and fostering
collaboration between educational researchers and technology innovators and developers to build
a research base that will inform K-12 online education. (Basham et al., 2013). Once
administrators have formulated a plan, they can use technology to enhance communication,
organization and educational instruction. Specifically, the use of wikis in school can replace
school books, forms and increase teacher lesson collaboration. Knowledge management
systems increase organizational capabilities to create, store, retrieve, transfer, apply and reuse
knowledge. (Hester, 2010). Administrators can also realize that cell phones can be a vital tool
in education, especially to spell the problem of the lack of technology in schools. Cell phones
are not just about calling or texting with the expanding functionality, phones have become
multimedia recording devices and pocket sized internet connected computers. (Grant et al,.
2015). Administrators can help faculty with their fears of technology and embrace the use to
help students of all levels and realize that technology of all types can actually brace the divide
and help differentiate the lessons for all students. with the iPod, they have their private tutor:

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with non-judge mental support in their activities. (Liu et al., 2014) The use of this Tech
Tuesday in-service can help provide these administrators better knowledge of instructional
technology to help prepare their plans for the school and train their teachers to better prepare the
students.
Objectives/Deliverables

Provide a once a month in-service for teachers to introduce a new technology and how it

can be implemented in the classroom.

Create a website with a refresher of each technology for the faculty as well as an

introduction for the faculty who arent able to attend.

Train one member from each department in the new technology in order to allow each

department to have a point person for the instructional technology practices.

Assist administrators in acquiring new technology, instructing teachers and
administration in best instructional technology practices, ways to supplement courses
without purchasing textbooks and organizational methods that can be aided through
technology.

PSC Standards
1. Visionary Leadership
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the
development and implementation of a shared vision for the effective use of technology to
promote excellence and support transformational change throughout the organization.
1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use
of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)

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1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and
evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs, and
funding strategies to support implementation of the shared vision represented in the
school, district, state, and federal technology plans and guidelines. Funding strategies
may include the development, submission, and evaluation of formal grant proposals.
(PSC 1.3/ISTE 1c)
1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining
technology innovations and for managing the change process in schools. (PSC 1.4/ISTE
1d)
2. Teaching, Learning, & Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate
technology into their own teaching practice and to collaboratively plan with and assist other
educators in utilizing technology to improve teaching, learning, and assessment.
2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced
learning experiences aligned with student content standards and student technology
standards. (PSC 2.1/ISTE 2a)

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2.2 Research-Based Learner-Centered Strategies

Candidates model and facilitate the use of research-based, learner-centered strategies
addressing the diversity of all students. (PSC 2.2/ISTE 2b)
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students
in authentic learning experiences. (PSC 2.3/ISTE 2c)
2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support
and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes
(e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical
thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE
2d)
2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced
learning experiences making appropriate use of differentiation, including adjusting
content, process, product, and learning environment based upon an analysis of learner
characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE
2e)
2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in
instructional design when designing and developing digital tools, resources, and
technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)

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2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative
assessments to measure student learning and technology literacy, including the use of
digital assessment tools and resources. (PSC 2.7/ISTE 2g)
2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to
systematically collect and analyze student achievement data, interpret results,
communicate findings, and implement appropriate interventions to improve instructional
practice and maximize student learning. (PSC 2.8/ISTE 2h)
3. Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage
effective digital learning environments.
3.1 Classroom Management & Collaborative Learning
Candidates model and facilitate effective classroom management and collaborative
learning strategies to maximize teacher and student use of digital tools and resources.
(PSC 3.1/ISTE 3a)
3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student
learning experiences. (PSC 3.2/ISTE 3b)
3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital
content, and learning networks to support and extend student learning and expand

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opportunities and choices for professional learning for teachers and administrators. (PSC
3.3/ISTE 3c)
3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual
student learning needs. (PSC 3.4/ISTE 3d)
3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital
learning environments. (PSC 3.5/ISTE 3e)
3.6 Selecting and Evaluating Digital Tools & Resources
Candidates collaborate with teachers and administrators to select and evaluate digital
tools and resources for accuracy, suitability, and compatibility with the school technology
infrastructure. (PSC 3.6/ISTE 3f)
3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally
and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)
4. Digital Citizenship & Responsibility
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital
citizenship and responsibility.
4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools

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and resources and technology-related best practices for all students and teachers. (PSC
4.1/ISTE 5a)
4.2 Safe, Healthy, Legal & Ethical Use
Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital
information and technologies. (PSC 4.2/ISTE 5b)
4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse
student needs, enhance cultural understanding, and increase global awareness. (PSC
4.3/ISTE 5c)
5. Professional Learning & Program Evaluation
Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments,
develop technology-based professional learning programs, and design and implement regular and
rigorous program evaluations to assess effectiveness and impact on student learning.
5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level,
and subject area strengths and weaknesses to inform the content and delivery of
technology-based professional learning programs. (PSC 5.1/ISTE 4a)
5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to
state and national professional learning standards, integrates technology to support faceto-face and online components, models principles of adult learning, and promotes best
practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)

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5.3 Program Evaluation

Candidates design and implement program evaluations to determine the overall
effectiveness of professional learning on deepening teacher content knowledge,
improving teacher pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE
4c)
6. Candidate Professional Growth & Development
Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning,
reflect on professional practice, and engage in appropriate field experiences.
6.1 Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and
emerging technologies and apply them to improve personal productivity and professional
practice. (PSC 6.1/ISTE 6a, 6b)
6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions
to improve and strengthen their ability to effectively model and facilitate technologyenhanced learning experiences. (PSC 6.2/ISTE 6c)
6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content
and professional knowledge, skills, and dispositions identified in these standards. (PSC
6.3)
Project Description
This capstone project will began on August 25, 2015 with the technology content expert

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meeting. Once a month on the last Monday of every month we will meet to discuss new
technologies that we would like to introduce to the faculty and to go through the process of using
it and how to trouble shoot any foreseeable issues that may occur. On the proceeding Tuesday
we will have our Tech Tuesday in which we will go over the technology to the faculty and have
each faculty member perform a task with the various technologies they have learned. From
there, each content expert will provide refresher courses to those teachers who need more
assistance and help any teacher trouble shoot any problem they encounter. In order to keep all
teachers informed of the technologies and remind them the ways in which it can assist their
classroom, we have provided a website to help teachers see how to use each new technology.
Another important step is for our technology content experts to report to the
administration. In order to become the best informed we have all gone to various conferences on
technology, such as the GaETC. As a group we research the benefits of each technology and
report our findings to the administration. We provide them with the benefits and downfalls of
each various technology and what resources we would need to provide the teachers to get the
best results. Together we decide the best way to invest our resources and the technology to be
taught to receive the best results.
Timeline
Date Range

Description

August 2015
[10 hours]

September 2015
[10 hours]

Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts

Technologies

Kahoot Review game used for

competition in classes

Weebly Free website creator for

teachers to use for homepages or
student projects

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October 2015
[10 hours]

November 2015
[10 hours]

December 2015
[10 hours]

January 2015
[10 hours]

February 2015
[10 hours]

March 2015
[10 hours]

April 2015
[10 hours]

May 2015
[10 hours]

Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Teacher Survey 1
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Meet Admin
Meet Tech Content
Experts
Tech Tuesdays
Teacher Survey 2
Present Lesson Plans

13

Anatomy 4D 4D way to show

students the human anatomy or
heart, great for P.E., science and
social studies

Jing great way to take computer

screen shots or create a screen cast
for to provide student lectures or
student projects

Diigo you can save your websites

as you see them, highlight them,
place notes on it, and share it with
your students or faculty

Canvas the LMS system used by

Hall County, can be used in place
of school website and interactive
with students.

NewsELA great website in

which you can give the same
article to students in varying Lexile
levels.

Glogster perfect way to create a

poster on-line, which can be
interactive and creative

Wikispaces way to collaborate

with other teachers or to have your
student collaborate on an
assignment

Skype for Business a perfect

way to bring a guest speaker into
your classroom or communicate
with fellow teachers.

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Resources:

Computer (every teacher is provided one & students are provided access to the computer

labs or Chromebooks found in some teachers classrooms)

Internet (Wi-Fi network available for everyone)
Weebly Account
Jing software (easily downloadable)
Glogster account
Diigo account
Microsoft Office (found on all computers at school and can also use google office)
YouTube Account
Webcam (provided on all school computers and Chromebooks)
Meeting Place (my classroom)

Evaluation Plan
In order to evaluate the in-service Tech Tuesdays we will using different methods.
First we will provide two surveys, one asking what type of technologies the faculty would like to
learn (Appendix A), and secondly we would ask their thoughts on how we can improve
(Appendix B). Secondly we would ask every teacher to present a lesson plan using one of the
technologies that were presented. (Appendix C) This is important as it would show that we were
not only able to introduce to the teachers what the technology is but how to use the technology.
We would also have our technology content experts observe some of the lessons along with
administration. We will have the website for continued updates and refreshers as well as for
discussion posts on how we can improve. (Appendix D) In the end the technology content
experts and administration will meet during the summer to discuss the strengths of the
technology taught and the applications we witnessed in the classroom. We will also discuss the
ways we can improve Technology Tuesdays and what further technologies that we would like to
add to help our teachers stay on the cutting edge.

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Through all of these methods we can safely measure that we have met all the objectives.
First were we able to meet and provide a new technology once a month and create a website to
help teachers stay refreshed and informed on those technologies. Through observations and
meetings we can verify that we have a technology content expert and that they were able to assist
teachers. Finally through our surveys, observations and discussions with administration we can
be well informed on the technology avenues we should direct the school and ways to further
assist teachers in providing the best instruction possible.

References

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Grant, M., Tamim, S., Brown, D., Sweeney, J., Ferguson, F., & Jones, L. (2015). Teaching and
Learning with Mobile Computing Devices: Case Study in K-12 Classrooms. TechTrends
TECHTRENDS TECH TRENDS, 59(4), 32-45. doi:978-1-4758-0240-5
Liu, M., Navarrette, C., & Wivagg, J. (2014). Potentials of Mobile Technology for K-12
Education: An Investigation of iPod touch Use for English Language Learners in the
United States. Educational Technology & Society, 17(2), 115-126.
Basham, J., Smith, S., & Greer, D. (2013). The Scaled Arrival of K-12 Online Education:
Emerging Realities and Implications for the Future of Education. Journal of Education,
193(2), 51-59. doi:0022-0574
Kopcha, T., //& Alger, C. (2011). The Impact of Technology-Enhanced Student Teacher
Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the
Field Experience. Journal of Educational Computing Research, 45(1), 49-73.
doi:10.2190/EC.45.1.c
OLIVER, A., OSA, J. O., & WALKER, T. M. (2012). Using Instructional Technologies to
Enhance Teaching and Learning for the 21st Century PreK-12 Students: THE CASE OF
A PROFESSIONAL EDUCATION PROGRAMS UNIT. International Journal of
Instructional Media, 39(4), 283-295.
Richardson, J. W., Flora, K., & Bathon, J. (2013). Fostering a School Technology Vision in
School Leader. International Journal of Educational Leadership Preparation, 8(1), 144160.
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating
educational technology integration. TechTrends, 55(5), 45-52.

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Hester, Andrea. J. (2011). A comparative analysis of the usage and infusion of wiki and nonwiki-based knowledge management systems. Information Technology and Management,
12(4), 335-355. doi: 10.1007/s107990-010-0079-9
Li, S. C., & Choi, T. H. (2013). Does social capital matter? A quantitative approach to examining
technology infusion in schools. Journal of Computer Assisted Learning, 30(1), 1-16. doi:
10.111/jcal.12010
Scanlon, Eileen, McAndrew, Patrick, & O'Shea, Tim (2015). Designing for Educational
Technology to Enhance the Experience of Learners in Distance Education: How Open
Educational Resources, Learning Design and Moocs Are Influencing Learning. Journal
of Interactive Media in Education, v2015(n1), Art-6.

Appendix A
Mid-Year Survey

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Appendix B

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Appendix C

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Appendix D

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