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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

ELearning and Design For Diverse Learners

EDU624

Jennifer Wojcik

Training Program for Teachers in Classroom Technology2

Training for Teachers in Classroom Technology

Introduction

James Madison Preparatory Charter School (JM) is one of two charter schools located

in Queens, New York. JM Preparatory went through the extensive charter process and was

chartered by NYS Board of Regents on January 9, 2010. James Madison Prep strongly believes

that all children are gifted with unique talents, and have the ability to learn. James Madison

Prep ensures that our students have the skills and knowledge to be graduate ready for college,

pursue a career, and engage with the 21st century economy. We develop learning experiences

that allow risk-taking, cultivate students' imaginative and creative abilities, and celebrate

achievement. JM Preparatory believes that preparation for college starts in Kindergarten. The

school currently serves Kindergarten through Fifth grade; however it is scheduled to extend to

eight grades at full capacity. The school’s hours are from 7:15 am to 4:15 pm from Monday to

Friday; and have an extended year of 190 school days.

Environment

In this educational environment, educators will be trained how to use SmartBoards to

enhance learning for students. This E-Learning training is face-to-face instruction or conducted

partially online. James Madison Preparatory Charter School has purchased several

SmartBoards that were installed in the classrooms for the 2014-2015 school year. SmartBoard

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 school

will supply the laptops that will be used for the training session.


Population

The population of the school building includes individuals from different cultures,

educational levels, and backgrounds. Since the training is for newly hired teachers, seven

additional certified teachers and three certified assistant teachers will be entering into the

training session. All certified classroom teachers currently have a Master’s degree in education

and the teacher assistants hold a Bachelor’s degree. There are no specific educational

requirements for teacher assistants to be hired. However, they are required to have some child

care background and pass the teacher assistant certification exam. Over the years, many of the

staff members have been co-dependent on others to help in the classroom with technology

issues and this training will eliminate those issues.

Instructional Goals

The instructional goal at James Madison Preparatory Charter School is for teachers to

successfully use SmartBoards in order to:

Enhance student engagement

Build confidence and comfort levels using the SmartBoard

Create fun and interactive lessons

Enhance professional exchange and development

Instructional Analysis


In order to meet the specified instructional goal:

Teachers must be computer literate - Teachers must have basic word

processing skills, familiarity with internet search engines, and making simple

keyboarding commands

Teachers must be able to use PC, MacBook Pro, and iPad – It is important for

teachers to know how to operate a PC, MacBookPro and iPad, including

powering on and off the devices, opening applications and connecting the

device up to SmartBoard

Teachers must know how to navigate and use the internet

Basic reading and writing skills are necessary.

Learning Analysis

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 help them 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. The anxiety of damaging files

or documents must diminish in order for the new knowledge to be understood and applied. In

addition, educators must be willing to share new ideas with each other during the training

session. Studies have shown that school administrators believe that technology is a critical

component of the educational experience for students (Brush & Bannon, 1998 p.47). Educators

accepting the barriers of the training are important especially for those who might have

previous training with Smartboard technology. Since training is for newly hired staff members,

a few teacher assistants do not have any SmartBoard training. They are not aware of what the


device does, while others have been teaching for many years without use of the SmartBoard or

any technology knowledge. This training is beneficial to both parties because it will help them

to gain proficient knowledge in SmartBoard technology that will, in turn, support the

instructional process. A Learning Management system or LMS is a software application for

administration, documentation, tracking, reporting and the delivery of e-learning education

courses or for training programs. For this training program there is the Smart Note Learning

Software used for the Learning Management system.

Learning Objectives

The objective is to have the teachers feel comfortable in their classroom environment

using SmartBoard technology.

Objective 1 - All Teachers and Teachers Assistants will learn how to use the interactive

technology and features on the SmartBoard

Objective 2- All Teachers and Teachers Assistants will learn how to connect the SmartBoard

to a PC, MacBookPro, and iPad

Objective 3 - All Teachers and Teacher Assistant will learn to use the Learning Management

system to create and post lesson.

Objective 4 – All Teachers and Teachers Assistant will understand the hardware components

of the SmartBoard

Activity

This eLearning program is designed for teachers looking to build upon their skill-based

of interactive SmartBoard programs that can be integrated into their daily lesson planning.

SmartBoard functions, including troubleshooting, basics, content specific functions, additional

and add-ons. Teachers can progress through the course, however they must first pass the basic


understanding and concepts to move forward. The learning module involves practices in which

all functions of the SmartBoard will be access. The SmartBoard will help teachers to have

active engagement that will tie in discussion into there daily instruction. Teachers must be

actively involved in the training for the module to show they are learning. They must engage in

learning activities that will ensure they have met the learning objectives.

To begin the module, each teacher will take a pre-assessment test on

https://www.proprofs.com/quiz-school/story.php?title=ODI2NzczAHEI that would help the

facilitator to know what type of audiences he/she is dealing with. This pre-assessment includes

20 questions, 4 of which include a writing portion. After the pre-assessment is submitted to the

facilitator, he/she will grade the work though the online format. The teachers will then watch a

44 minute YouTube video on the operation of SmartBoard. At the end of this activity, teachers

will take another assessment on their understanding of the content in the video. Activities

within the module include discussion forums, chat interactions and PowerPoint presentations.

In an open discussion forum, teachers will be invited to share with one another their thoughts,

opinions, and experiences with technology in the classroom, mainly with the interactive

SmartBoards. This will create a sense of community and collaboration amongst the teachers,

helping them to update one another and develop each other’s practices. Teachers will have the

opportunity to submit their ideas on the potential uses of SmartBoards technology. This allows

the other teachers to share in each other’s learning while giving the facilitator ideas on how the

teachers are thinking and their experiences with the content.

Multimedia Content

According to Reiser and Dempsey, (2012, p.310), Rich media is defined as

“instructional programs that incorporate high-end media such as video, animation, and audio."

https://www.proprofs.com/quiz-school/story.php?title=ODI2NzczAHEI


The instructional designer should focus on using media and materials that have been proven to

be effective in learning. It is important for designers to understand the audience, when

designing content for a global audience. Rich media gaming and simulation engage students by

helping them think logically and create critical thinking skills. While creating a fun and

exciting learning environment, gaming scenarios or simulations can facilitate students'

understanding of the content. Gaming and simulations can also be engaging when students find

the lesson to be fun, this can be a motivational factor in the learning process. Multimedia

incorporation into this e-Learning experience is essential for engagement and full

comprehension of the content. During this module, teachers will deal with sources that will

expect them to have digital aspects. Videos will be a large part of the e-Learning module; this

will provide teachers with some visual knowledge and “avoid an overload of working memory

capacity and focus on irrelevant features” (Reiser and Demspsey, 2012, p. 316). By using

video in training, it can help reach various types of learners and their needs. There are many

things to consider when designing for my e-Learning module. One is, how much information

do the teachers already have about SmartBoard technology? Since the training is for newly

hired teachers, catering to each individual's learning style is very important. In the training we

have teachers that have never used a SmartBoard and do not know what the device can do.

This is where rich media plays an important part. Since some teachers are new to this

technology, it is important for the e-learning design to be clear and for the teachers to fully

understand the content. In order for this training to be successful the use of a computer is

necessary. Handouts and videos also play an essential role in this training, along with high

speed Internet. As Smeureanu and Isaili (2012) stated, using technology can reduce the training

time, as well as the ability to adapt the training based on the trainees’ needs. Another aspect


that plays an important role in the training is a working SmartBoard that the trainer can

demonstrate to the audience. According to Smeureanu, & Isaila (2012). In the educational

process, using technologies results in the formation of an active and responsible attitude, with

multiple advantages, including: reducing the time in the training process, the possibility

adapting of programs to the needs of learners, promoting interdisciplinary, the possibility

easily adaptation to changes in different areas and essential reducing costs of continuing

education. (p. 178).

Guided Materials

The guiding material for the teacher would be a focus on what to look for as

they are submitting their lessons plans. Feedback should include what they accomplished in

mastery based on the rubric and areas for improvement. Teachers will also be required to

perform troubleshooting or technical needs for the learners within the course. Technology can

be inconsistent at times, and a wealth of knowledge with SmartBoards will be the key in

problem solving. Teachers will be provided with a manual, with the key function of the

SmartBoard; this will also help a diverse learner. The manual will be located on this site:

http://downloads01.smarttech.com/media/sitecore/en/support/product/smartnotebook/

smartnotebooksoftware11mac/guides/guidenotebook11macv25sep12.pdf. This manual will

provide the teachers will any technical knowledge of the board. It will assist them in common

malfunctions and repairs and can be referred to anytime.

Brain-Based Learning

Brain-based learning refers to the teaching techniques, lesson designs, and school

curriculums that are based on the latest scientific research about how the brain learns; this

includes many factors of cognitive development. Educators are better equipped in helping

http://downloads01.smarttech.com/media/sitecore/en/support/product/smartnotebook/smartnotebooksoftware11mac/guides/guidenotebook11macv25sep12.pdf

http://downloads01.smarttech.com/media/sitecore/en/support/product/smartnotebook/smartnotebooksoftware11mac/guides/guidenotebook11macv25sep12.pdf


students and increasing retention. Brain-based learning can help teachers engage with diverse

learners and offer effective feedback. Reiser and Dempsey (2011, p. 285), state the evolving

influence of media technology and social networking explain that designers should be focus on

the “learning outcomes” and help the learners to create their own learning experiences.

Assessing the learner’s performance and content mastery gives the facilitator an idea of growth

in the training module.

Student-Center

When designing content for a diverse or global audience, designers must understand the

needs of their learners. The use of rich media should be one that is "learner-centered", not

"technology-centered" (Reiser & Dempsey, 2011, p. 310). Student-centered learning is the

approach in which students influence the content, activities, materials, and pace of learning.

This model focuses on the student as the learner, and the instructor provides students with

opportunities to learn independently. Designing an eLearning module, first designers must

understand the appropriate multimedia resources that will meet the needs of the diverse learner.

Formative and summative assessments will determine if the learner’s needs were successfully

met through student-centered learning. Student-centered learning environments are some of

the more encouraging programs that will allow the use of integration of technology into every

subject and all grade levels to have collaboration with the learner’s connectivity.

Motivational & Engagement

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).

Web 2.0

Web 2.0 technologies allow student and trainer collaboration to occur as well as keep-

ing the learner interested in new technlogies. With this collaboration “instructional designers

need to take information learning into account” (Reiser & Dempsey, 2011, p.167). Web 2.0

takes an enlightening journey through useful and fun online tools that will certainly help the

teacher grow professionally. Web 2.0 applications can explore exciting interactive enviroments

through SmartBoards. If the technology is appropriately integrated, it will further education

and promote a learner-centered environment that actively engages students (Revere & Kovach,

2011).

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.

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

10 Points


following

6. Flipchart / Transparencies 20 Points

Evaluations

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.

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).


References:

Cox, D. (2009). Project management skills for instructional designers: a practical guide.

Bloomington, IN: iuniverse.

Bitner, N. & Bitner, J. (2002). Integrating Technology into the Classroom: Eight Keys to

Success. Journal of Technology and Teacher Education, 10(1), 95-100. Norfolk, VA:

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

Brush, T., & Bannon, S. (1998). Characteristics of technology leaders: A survey of school

administration in the United States. International Studies in Educational

Administration, 26 (2), 47-56.

Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning a meaningful

synthesis for educators. [Article]. Quarterly Review of Distance Education, 12(2), 113-

124.

Hodell, C. (2011). ISD from the ground up: a no-nonsense approach to instructional design

(3rd ed.). Alexandria, Virginia: the American Society for Training & Development

NCES. 2000. Teacher’s tools for the 21st century. Washington, D.C.: U.S. Department of


Education.

Novak, Richard.(2012). Online learning: A smart choice for adult learners. Retrieved from:

http://cenewscenter.rutgers.edu/tags/richard-novak

Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston: Gulf

Publishing

Smeureanu, I., & Isaila, N. (2012). New information technologies for an innovative education.

World Journal On Educational Technology, 4(1), 177-189.

Digital, Wish. (2012). The importance of technology in american schools. [Video file].

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https://www.youtube.com/watch?v=_UmIpdAad_E

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

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https://www.youtube.com/watch?v=UgBwl_JrC50

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