The criteria implied are: - Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area. - The tools and resources are previously unknown to the student. - Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities. - Students manage their project by searching for, evaluating, and selecting appropriate tools and resources. - Students produce results by submitting their findings using the online form.

1. Teachers Need Technology 1 of 23
Unit Title: Mobiles & the Cloud Grade Level(s): K12 Teachers
Subject/Topic Area(s): English, Math, History, Science, Industrial & Technology, Fine Arts, Performing
Arts
Key Words: education, technology, cloud, computing, computer, mobile, device, cell, phone
Designed By: Timothy Brinkley Time Frame: 8 sessions of 4 hours each
School District: Graduate level continuing education School: Azusa Pacific University
Brief Summary of Unit (including curricular context and unit goals):
How can you and your students use mobile devices and online collaboration in the classroom whether
or not your school supports it, all your students have mobile devices, or your school has working
technology? How can technology be used to differentiate instruction, tackle real-world issues,
develop creativity, and higher level thinking among your students?
This eight (8) session class answers these questions as well as the implications of opening up your
class to the world’s eye.
Unit design status: completed Template pages – Stage 1, 2, & 3
completed Blueprint for each performance task completed rubric(s)

2. Teachers Need Technology 2 of 23
directions to students & teachers materials & resources listed
suggested accommodations suggested extensions
Status: О initial draft (date - _____________ ) О revised draft (date - _____________ )
О peer reviewed О content reviewed О field tested О validated О anchored

3. Teachers Need Technology 3 of 23
Stage 1: Identify desired results.
What content standards are addressed?
CS
ISTE NETS for Teachers
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and
virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using
digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students'
conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning
styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform learning

4. Teachers Need Technology 4 of 23
and teaching.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional
in a global and digital society. Teachers:
c. communicate relevant information and ideas effectively to students, parents, and peers
using a variety of digital-age media and formats.
21st Century Skills
THEMES
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
Think Creatively
Work Creatively with Others
Implement Innovations
Teachers can identify digital tools and resources that promote creativity and
innovation
CRITICAL THINKING AND PROBLEM SOLVING
Teachers can identify digital tools and resources that promote critical thinking
and problem solving
COMMUNICATION AND COLLABORATION
Teachers can identify digital tools and resources that promote
communication and collaboration
INFORMATION, MEDIA AND TECHNOLOGY SKILLS
INFORMATION LITERACY
Access and Evaluate Information

5. Teachers Need Technology 5 of 23
Use and Manage Information
MEDIA LITERACY
Analyze Media
Create Media Products
ICT (Information, Communications and Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
Adapt to Change
Be Flexible
INITIATIVE AND SELF-DIRECTION
Manage Goals and Time
Work Independently
Be Self-directed Learners
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others
Work Effectively in Diverse Teams
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
Produce Results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
Be Responsible to Others
What enduring understandings are desired (and what misunderstandings will be addressed)?
U
Session 1-
1b: engage students in exploring [local and global] real-world issues and solving authentic problems
using digital tools and resources
Session 2-
1a: promote, support, and model creative and innovative thinking and inventiveness

6. Teachers Need Technology 6 of 23
Session 3-
1c: promote student reflection using collaborative tools to reveal and clarify students' conceptual
understanding and thinking, planning, and creative processes.
Session 4-
1d: model collaborative knowledge construction by engaging in learning with students, colleagues,
and others in face-to-face and virtual environments.
3c: communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital-age media and formats.
Session 5-
2a: design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
Session 6-
2b: develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress.
Session 7-
2c: customize and personalize learning activities to address students' diverse learning styles,
working strategies, and abilities using digital tools and resources.
Session 8-
2d: provide students with multiple and varied formative and summative assessments aligned with
content and technology standards and use resulting data to inform learning and teaching.
What essential questions will guide this unit and focus teaching/learning?
Q
1: How can using technology be worth the educators’ time?
In what ways can the payoff of using technology be worth the educator's time and effort?

7. Teachers Need Technology 7 of 23
2: Pedagogical: How do educators nurture creativity among their students?
Technological: How is technology related to creative and innovative thinking?
3: Isn’t online collaboration the same as writing a reflection on paper and discussing them in class?
What is the different between online collaboration and face-to-face collaboration?
4: What risks and how much time are involved in using online collaborative tools?
Why would anyone care to see my students’ work?
What should I share about my work?
5: Since technology changes so fast, why should I bother?
Which digital tools should I use?
When is there too much technology?
6: How can I use technology if my school does not support it?
7: Is differentiating learning using technology worth my time and effort?
What are the best tools for differentiating with technology?
8: When my students do not have access to technology outside of class, how can I use it for
assessment?
What key knowledge and skills will students acquire as a result of this unit?
K
Key:
PK = Pedagogical Knowledge
CK = Content Knowledge
TK = Technological Knowledge
TPK = Technological & Pedagogical Knowledge
TCK = Technological & Content Knowledge
TPCK = Technological, Pedagogical, & Content Knowledge
Students will know & do (skill):

8. Teachers Need Technology 8 of 23
Session 1:
PK: the effects of the real world, an audience outside of school, authentic problems in action,
professional roles and meaningful/ useful products on students
TPK: how technology extends a teachers ability to use authentic, real-world problems and issues
TPK: examples of schools that are reaping the rewards of technology integration. What are the
elements of a successful implementation?
Skill: TPCK: Select three possible local or global authentic problems, professional roles, meaningful/
useful products, or real-world issues to which your students could give a possible solution--whether
feasible, realistic or not in an environment free of criticism.
Session 2:
TCK: which and how technology can help students develop creativity in relationship to their content
area.
TPK: show/read some technology stories of grappling, ambiguity in the classroom.
PK: available research on higher order thinking skills, critical thinking, meta-cognition, and self-
regulation
According to research creativity is promoted in the following ways:
grappling, ambiguity, high mental processes and skills, inventing, ideational fluency, originality
of ideas, and sensitivity to missing elements (Guilford, 1950; Torrance, 1974), creative thinking
requires at least a minimal level of expertise and fluency within a knowledge domain (Bransford et
al., 2000; Crawford and Brophy, 2006), Repeatedly encourage idea generation, Cross-fertilize ideas,
Build self-efficacy, Constantly question assumptions, Imagine other viewpoints (DeHaan, 2009),
tolerance for ambiguity and independence, the use of humor, metaphorical thinking, and problem
defining (Bull, et al. 1995)
Skill: TPCK: of the tools and resources from session 1, identify what in them develops creativity.
Which would you select and how would you use those to develop creativity in curriculum,
instruction, and assessment?
Session 3:
PK: importance of understanding what is going on in the students’ head and what is actually going
on in the classroom
Research showing a different kind of participation online versus face-to-face
TCK: know how to find available digital tools that promote student reflection using collaborative
tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative

9. Teachers Need Technology 9 of 23
processes in their content area.
Gliffy
Xmind
Google Docs, Forms
YouTube
PollAnywhere
Skill: TPCK: can use tools for reflection, tools for formative assessment, tools for conceptual
understanding and thinking, tools that nuture creative processes
Session 4:
TCK: what is, and examples of collaborative knowledge construction.
Stories of success and failure.
Skill: participate in the collaborative creation of knowledge
Google Sites
Engrade
Content websites
—------------------------------------
TPK: how to share student work online and examples of other schools
Benefits of sharing student work
Skill: Share their work online with the world
Session 5:
TCK: Principles to select digital tools:
tracking & comparing work submitted
intuitive user interface
engaging audio-visuals
different users/profiles
sharing work and/or performance
Skill: Evaluate the technology tools and resources your school currently has.
Session 6:
TPK: Know examples of teachers and schools that have technology-enriched environment.
TPK: Know procedures how to implement a technology enriched environment

10. Teachers Need Technology 10 of 23
Skill: Design a classroom environment with the technology you would want to have in it, explain
why.
OR
Skill: Implement a classroom environment that uses more of the school's available technology—
share pictures of the results.
Session 7:
TPK: know how to select technologies that differentiate
Skill: categorize them by multiple intelligence, Bloom's taxonomy, disability, and reading level
Session 8:
TK: Where are the community technology resources
TPK: Examples from other schools
SKill: Add to the class' online map of the community technology resources in their area.
Stage 2: Determine acceptable evidence.
What evidence will show that students understand?
Performance Tasks*:
T
Beginning project: using the online form, find and submit three previously unknown
websites, apps, videos, books, songs, games, manipulatives, or physical tools/devices for
each of Gardner's multiple intelligences in your content area that your students could use.
Middle project: the problem with most schools is the technology available is underutilized.
Survey or poll the staff at your school to find their opinions of using technology in their
class. Interview three people recording them on your phone:
Video interviews of teachers completing this sentence: Do you use technology to

11. Teachers Need Technology 11 of 23
help your students discover answers independently or collaboratively? How?
if neither,
How does your use of technology relate to your educational philosophy?
Or if technology is already widely used at your campus have them answer this
question: How has technology impacted student learning?
Upload and converge the videos in an online video editing tool (e.g. YouTube) and
share with the world.
Journal each step of your whole experience in APU's Google Docs sharing it with the
instructor and the classmates in your group.
Final project: identify a real-world issue and design an authentic learning experience in
your content area. Make sure it develops creativity, and differentiates in product, process,
content, or environment. Create an example final product that demonstrates to the
students what their project needs to be like. It needs to involve using a mobile device
to collect evidence/data, share it to the cloud, synthesize it in writing, collaboration with
others, and the creation of an audio-visual report that is shared with the world.
Ideas & Examples
History: Signs, evidence, artifacts, museum objects related to the part of
history being studied: street/building names, personal or city founder ancestors. Local
historian interview. Expert historian interview. Items invented during that time in history
that we still use today. Why are our textbooks so white? What can we learn about the
African Americans left out of textbooks such as Peter Salem, James Amistead Lafayette,
Frederick Douglas, Lemuel Haynes, Benjamin Banneker, Richard Allen, Joseph Hayne
Rainey, Hiram Rhodes Revels, Robert Brown Elliott.
Maths: Identifying trends in crime, flooding patterns, street rerouting,
interchange additions, crosswalk studies, at-risk drainage/flooding areas, shade patterns/
air flow in the design of new buildings/rooms, roof-to-roof bridge design, water use
reduction, statistics in local/regional/state/nation racial conflicts, interview surveyors
Science: hydrology problems of the school or city, habitat destruction of a
local species, regional pollution sources, tapping local resource reserves (sunlight, water,
wind, waves),

12. Teachers Need Technology 12 of 23
English: writing a grant for more technology, letter to a local newspaper
editor, interviewing and reporting on those affected by school violence or racism or
generational poverty, letter of introduction as part of a university application,
Technology: identify local non-profits, or kid outreach programs that do not
have an online presence and build something for them.
Construction: find a charity that distributes gifts for kids at Christmas and
build gifts for disadvantaged kids. Publish your progress online and invite other schools to
participate
Visual & Performing Arts: publish your performances for the world and solicit
invitations to perform or display your work elsewhere.
Health, PE: use technology to analyze performance using stop motion, GPS
tracking, *ometers, timers reminding to take screen time breaks and stretch & exercise
eyes.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
OE
Diagnostic assessment at start of each class. Use Engrade or CourseKit.
Journaling regularly in Google Docs
Voice-threaded discussions in VoiceThread responding to videos shown in class
Student Self-Assessment:
SA
Beginning and end of course: students will evaluate themselves in the following three areas
knowledge
confidence
participation

13. Teachers Need Technology 13 of 23
Performance Task Blueprint
Task Title: Search and Deploy Approximate time frame: 30-45 minutes
What desired understandings/content standards will be assessed through this task? U CS
Session 1-
ISTE NETS-T 3d, 5a, and 2c:
using the online form, find one previously
21st Century Skills
unknown websites, apps, videos, books,
PRODUCTIVITY AND ACCOUNTABILITY
songs, games, manipulatives, or physical
Manage Projects
tools/devices for each of Gardner's 8 multiple
Produce Results
intelligences in your content area that your
students could use.
customize and personalize learning activities
to address students' diverse learning styles,
working strategies, and abilities using digital
tools and resources.
What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics?
ISTE NETS-T 2c
differentiated instruction “customize and personalize learning activities to address
learning styles students' diverse learning styles, working strategies, and
abilities using digital tools and resources.”
Through what authentic performance task will students demonstrate understanding? T
Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):

14. Teachers Need Technology 14 of 23
find learner-differentiating websites, categorize them by multiple intelligence and reading level on their own, enter them
into a class-shared database
What student products/performances will provide evidence of desired understands?
enter them into a class-shared database
By what criteria will student products/performances be evaluated?
non-repeated entry
accurate summary of resource’s capabilities
all eight categorized accurately by
intelligence
Performance Task Blueprint
Task Title: Video Soufflé Approximate time frame: 2-3hours
What desired understandings/content standards will be assessed through this task? U CS
Session 5-
Middle project due: the problem with most schools is the ISTE NETS-T: 3b, 4d, and 1c:
technology available is underutilized. Survey or poll three
promote student reflection using
staff at your school to find their opinions of using technology
in their class. Record them on your mobile device: collaborative tools to reveal and clarify
students' conceptual understanding and
Teachers completing this sentence: I (do) (do not) allow
thinking, planning, and creative processes.

15. Teachers Need Technology 15 of 23
students to discover answers using mobile devices because
____.
21st Century Skills
Write your whole experience in Google Docs journal
file you are keeping. Share it with the instructor and the COMMUNICATION AND COLLABORATION
classmates in your group. Teachers can identify digital tools and
resources that promote communication and
collaboration
What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics?
collaborative & communication tools
Through what authentic performance task will students demonstrate understanding? T
Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):
Students will record three separate videos of teachers answering their complete the sentence question ...
What student products/performances will provide evidence of desired understands?
and submit a rough short cut of their spliced videos to the
teacher for a grade.
By what criteria will student products/performances be evaluated?
length does not exceed three minutes
three teachers answering
it has well lit video subjects
it has sound
not shaky

16. Teachers Need Technology 16 of 23
Performance Task Blueprint
Task Title: Mobile Cloud or Bust Approximate time frame: 4-5 hours
What desired understandings/content standards will be assessed through this task? U CS
ISTE NETS-T 5b, 5d, 2a, and 3c:
Final project due session 8
21st Century Skills
FLEXIBILITY AND ADAPTABILITY
Adapt to Change
Be Flexible
Due Session 8-
design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity.
What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics?
knowledge of learning experiences, digital tools and
resources as well as creativity
Through what authentic performance task will students demonstrate understanding? T
Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):
identify a real-world issue and design an authentic learning experience in your content area that
demonstrates to the students what their project needs to be like.

17. Teachers Need Technology 17 of 23
What student products/performances will provide evidence of desired understands?
It needs to involve using their mobile devices to collect
evidence/data, share it to the cloud, synthesize it, create
an audio-visual report and share it with the world.
By what criteria will student products/performances be evaluated?
rubric evaluating audio-visual report
mobile device(s) used, non-shaky, well-lit, understandable audio
shared to cloud and accessed from there incorporates other visual/auditory
synthesized in writing elements beside video that was shot

18. Teachers Need Technology 18 of 23
Stage 3: Plan learning experiences & instruction.
What sequence of teaching and learning experiences will equip students to develop and demonstrate
the desired understandings?
1: The Payoff of Using Technology
Authentic assessment 1 done during class
Take inventories
Signin to SmartBriefs, Coursekit, and Google Docs
2: Technology, creativity and innovative thinking
Students wil select three possible local or global authentic problems, professional roles, meaningful/
useful products, or real-world issues to which your students could give a possible solution--whether
feasible/realistic or not, in an environment free of criticism.
Signup for Voicethread and practice
3: Online collaboration & if it won’t work
Sign up for Twitter
Add another * to the database classifying it by least full intelligence
Journal responses in Google Docs: participate in the collaborative creation of knowledge
Share their work online with the world
4: Risks of doing online collaboration and sharing student work
Rough draft of assessment 2
Sign up for YouTube
Voice Thread response to own involvement in risk of sharing student work
5: Too much, technology tools, and change
Authentic assessment 2
Add another * to the database classifying it by least full intelligence
Play Google Earth
Evaluate the technology tools and resources your school currently has.
Journal response: How I can use Google Earth in my curriculum?
6: Technology with no support
Rough draft of assessment 3
Create account with KhanAcademy
VoiceThread responses to videos shown in class: Obstacles you have to overcome to use technology
at your school and how.
Design a classroom environment with the technology you would want to have in it, explain why.
Implement a classroom environment that uses more of the school's available technology.
7: Differentiating with technology

19. Teachers Need Technology 19 of 23
Rough draft of assessment 3
Journal response in Google Docs
Add to the class' online map of the community technology resources in their area.
8: Technology, access, and assessment
Authentic assessment 3
Use tools for reflection, tools for formative assessment, tools for cooperative learning
Signup for polleverywhere.com
Finish comunity technology resources map

20. Teachers Need Technology 20 of 23
Stage 3: Plan learning experiences & instruction.
What sequence of teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings?
The following calendar many be used to map the unit sequence. Code each calendar entry with the
appropriate initial(s) of the W.H.E.R.E. elements.
Monday Tuesday Wednesday Thursday Friday
1 2
3 4 5
Depending on the
night selected we will
meet 4:45pm - 9:30pm
eight times.

21. Teachers Need Technology 21 of 23
6
7 8 9 10
11
12 13 14 15

22. Teachers Need Technology 22 of 23
Design Standards
extensively somewhat minimally
How will we judge our unit designs?
Stage 1: Identify desired results.
To what extent are the targeted understandings:
1. “enduring” (transferable, big ideas at the heart of the discipline) and in need of uncoverage?
2. framed as generalizations, specific enough to guide teaching and assessing but overarching
enough to enable transfer?
3. framed by provocative unit questions?
Stage 2: Determine acceptable evidence.
To what extent do the assessments provide:
4. valid & reliable measures of the targeted understandings?
5. opportunities for students to exhibit their understanding through “ authentic” performance
tasks?
6. sufficient & varied information to support inferences about each students’ understanding?

23. Teachers Need Technology 23 of 23
Stage 3: Plan learning experiences & instruction.
To what extent will:
W
7. students know where they’re going, why (reason for learning the unit content), what they
already know (prior knowledge), where they might go astray (likely misunderstandings), and what
is required of them (unit goal, performance requirements and evaluative criteria)?
H
8. students be hooked – engaged in digging into the big ideas (through inquiry, research,
problem-solving, experimentation)?
E
9. students explore/experience key ideas and receive instruction to equip them for the required
performance(s)?
R
10. students have opportunities to rehearse, revise and/or refine their work based upon timely
feedback?
E
11. students evaluate (self-assess and set future goals) prior to the conclusion of the unit?
12. the unit appears coherent to the students?