This document provides information about a proposed technology professional development program for teachers at Texas State Elementary, a Title I campus in Austin, Texas. The campus has 800 students in grades PK-5 who are 57% limited English proficient. The goals of the program are to empower teachers with technological tools, enhance instruction and learning, and create a campus that supports advancing technology. The program will provide training on applications like Nearpod, Kahoot, and Google Apps for Education to develop lessons and assessments. Teachers will receive resources like iPads and laptops to implement what they learn. The program will be evaluated through observations, a digital portfolio, and interviews with students, parents, and teachers to assess effectiveness and opportunities for improvement

1. R. Aleman, B. Becker, K. Dawson, A. Jumonville
Come and Tech It!
Campus PD

2. Texas State Elementary
• Title I campus
• Located in the center of
urban Austin, TX
• 800 students ranging from
grades PK through 5
• 53% Hispanic, 22% African American,
20% White, and 5% Asian/Pacific Islander
• Approximately 57% of the student
population is considered Limited English
Proficient (LEP)
• 23% transit/mobility rate with the majority
of students coming from a mobile home
community and some from the
condominiums located close the school
• 73% of that population being considered
at-risk
• 87% economically disadvantaged
students
• Acceptable rating from TEA
• 30 teachers
• 12 teachers have less than 5 years of
teaching experience
• 15 have 5 to 15 years
• 3 are veteran teachers with more than 15
years experience.
• 75% female educators
• 25% male educators
• 55% are Hispanic
• 35% are White
• 10% are African American

3. Professional Development Purpose
• Empower teachers with a variety
of technological tools
• Integration of technology in the
classrooms
• Enhancement of classroom
instruction and student learning
• Create a campus that supports
and practices the advancing
technological world
• Enables the campus to use
these new applications with
ease and confidence.
• The Main Purpose is:
Creation of superior lessons that
enhance and maintain a higher
level of student learning
• Fun
• Creative
• Challenging
• Differentiate
instruction

4. Purpose Continued…
• Directly impact teacher performance
• Providing them with a way to organize
their time
• Assists in building stronger relationships
with co-workers, administrators,
community members, students and
parents
• Accessible through electronic
communication
• Flexible scheduling opportunities
• Showing them how to organize their
time through various computer
applications
• Teacher confidence with these
technological skills will lead to decreased
stress level and increased availability in
their busy lives
• Teacher mentor
• Exposed to this type of technology
• Can naturally integrate it into their
everyday teaching and planning
• Exposing the new teacher to the skill
set as they guide them through the
school year
• New teacher to see the ease of
use
• The reason for their
implementation
• Viewing them as an asset and
adopting them as a way to
assist them in their struggles
through the first year of teaching

5. Objectives
• To learn the use technology-based applications, such as interactive
videos, games, presentation tools, and organizers, as part of my
instruction
• To use applications such as Nearpod, Exit Ticket, Kahoot,
Promethean ActivInspire Software, and Stick Around to develop and
deliver lessons and assessments
• To incorporate the use of technology into student work using
applications such as Google Apps for Education (GAFE), Aurasma,
iMovie, Book Creator, Popplet, Educreations, Kidblog, virtual
manipulatives, and Thinglink

6. Awareness Activities
• Provide adequate information from the teachers
perspective and how it can positively impact their
teaching and student learning outcomes
• Technology professional development needs assessment
survey and we will link their needs to the program
• We will follow the meeting with an e-invite (email
invitation) to invite teachers to the various types of
training activities that will allow them to fill their
technology tool box

7. Awareness
Activities
• “Come and
Tech It” Social
• Kick off our
program at
Chipotle in
August
• E-invite to the training
• First 10 that sign up and attend will
receive a $10 Starbucks gift card
• After that all that sign up and attend
will get a $5 gift card
• Will collect upon arrival of the training

8. Incentives/Rewards
•Attendees are rewarded with the resources that they need in
order to implement what is learned throughout the technology
training
• And they include, but are not limited to the following:
• iPads, new mac laptops, ceiling projectors, promethean boards,
computer audio equipment, and smart board projectors
• Everything is bluetooth so extra wiring will not be needed.
Anything associated with the hook up of these items, including
construction, will be funded through the district technology
department
• Funded through a technology grant and a capital outlay approved
request received at the closing of the fiscal year

9. PD Frameworks
• Technology workshops will
be conducted through a
series of rotations
• Staff members will be divided into
2 major groups
• PK-2 will attend the morning
session
• 3rd through 5th grade
teachers will attend the
afternoon session
• Content presented will be grade
level focused, and will provide age
appropriate apps
• First two hours
• provide training and
demonstrations of different apps
related to their grade level and
technological equipment
• Last two hours- the teachers to
participate in “App Smashing”.
• Each teaching group will roll two
dice, one will contain all the
different apps presented and the
other will contain the different
types of equipment.
• Teaching groups will then be
asked to use the app and
equipment rolled in a lesson
• After given time to create the
lesson, then the teachers will
present to the other teacher
groups

10. • Digital Literacy Representatives (DLR)
• Teacher Leaders
• Be nominated
• Minimum of three years of
experience
• Application of intent to show that they
accept the nomination
• The job of a DLR
• Provide teachers support in
integrating technology into their
lessons
• Lead Lunch and Learn
• Assist the aforementioned trainings
• Responsible for researching different
apps and equipment
• Writing a Tech Tip newsletter
monthly
• Submitting grants to increase
technological equipment in
classrooms
• Community partnerships
• Google, Samsung, and Dell
• The students and teachers benefit from
this partnership by gaining experience
through Science Technology Engineering
and Mathematics (STEM) lessons
• Businesses benefit
• Teaching students certain skill sets
that will later benefit them in higher
education and employment.
• Utilize the data collected in their
research labs
• Provide free parent classes
• Parents learn how to support their
students technological needs for
assignments
• How to utilize technology for
educational purposes at home
PD Frameworks

11. Formative Program Evaluation
Follow-up Meetings
• Every 4 weeks
• Teachers discuss and provide
feedback with their cohort about
how the program is going
• Supervisors and program
instructors attend this meeting
• Review the implementation of
these new skills
• Gain insight about what
happening in the classrooms
• They will also assess student
learning outcomes
TechBlog
• A type of journaling
• Share their experiences throughout
the implementation
• After every training and workshop
the teachers will be asked to use the
newly learned skill in their classroom
and then they will write a short
reflection on how the process went
• Teacher’s complaints and success
to be heard promptly, especially if a
struggle takes place
• Provides support through reflection
as they can review it for themselves
and make adjustments accordingly
• Assist them seeing their progression
throughout the program

12. ObservationsandEvaluations
• The teacher participant will schedule various times for
observations
• Other teachers in the program and the supervisor assigned can see them
teaching a lesson using one of the technology skills learned throughout the
program’s trainings and workshops
• Meet
• Discuss the lesson focusing on the strengths and weaknesses,
• Address any concerns or problem areas, that the teacher would like assistance
on.
• Designed to build confidence with the new skill set learned at the
training.
• Evaluation tool for administrators overseeing how the program is
running.
• Technology instructors will be asked to provide their feedback
about the processes and implementation of the program via google
forms
Formative Program Evaluation

13. Provisions
• Issues
• Depends on where the problem first was detected
• Handled by the lowest level possible
• Students
• Teachers
• Tech Instructor
• Supervisor
Formative Program Evaluation

14. Summative Evaluation
Digital Portfolio
• Include their blog entries
• Evaluate the lessons learned and the
benefits of the program
• Insert pictures, videos, and files of
student work that was collected during
the program
• Meet with their cohort
• Will present their digital portfolio
• Share what they have learned
• Supervisors
• Gather notes, feedback and information
applicable to the program
• Assist in continued successful
implementation

15. ClassroomObservations
• Year-end observation
• Peer-teachers and the supervisor
watch a lesson using one of the
technology skills
• Meet with the supervisor
• Discuss the lesson
• Strengths and weaknesses
• Provide detailed information about the programs
effectiveness
• At this time, the supervisor can gain great insight
about the overall productiveness of the program
• Thank the teacher for volunteering
• Ask for ways that the program can be better in the
future
Summative Evaluation

16. Summative Evaluation
StudentandParentInterviews
• Collect data from different
perspectives
• Allowing the students and the
community to voice their
opinion about the things they
like and disliked about the
program
• Written questionnaires and
surveys
• Video recorded interviews and
conversations
• Select and survey students
(and their parents), that were
in these technology
advanced classrooms
• benefited from and utilized the
new resources
• were able to gain extensive
knowledge about the program
• How we can improve it
• Students (and their parents)
not in the program
• What they have heard of the
program
• What they know about it
• How they feel about being in one
in the future
• How we can improve it

17. Timeline
Timeline
Date Objective Activity Evaluation
August
2015
To learn the use of
technology-based
applications, such as
interactive videos, games,
presentation tools, and
organizers, as part of my
instruction.
Professional Development
session using technology
based applications for PD
instruction. Integrating
technology into daily
instruction.
*Walkthroughs in
classrooms to
observe technology
being used for
instruction.
*Check-ins/blog
December
2015
To use applications such as
Nearpod, Exit Ticket, Kahoot,
Promethean ActivInspire
Software, and Stick Around to
develop and deliver lessons
and assessments.
Technology workshop with
tech stations for teachers to
become familiar with
applications. Develop
lessons and assessments to
be implemented in their
classroom as the outcome of
the PD.
* Lesson and
assessments using
these applications
will be a part of the
tech portfolio.
*Follow-up meetings
* Reflection on tech
blog
March
2016
To incorporate the use of
technology into student work
using applications such as
Google Apps for Education
(GAFE), Aurasma, iMovie,
Book Creator, Popplet,
Educreations, Kidblog, virtual
manipulatives, and Thinglink.
Develop a student project
incorporating one or more of
the educational applications
as part of the learning
process that covers TEKS of
a subject area you teach.
* Lesson and
assessments using
these applications
will be a part of the
tech portfolio.
*Follow-up meetings
* Reflection on tech
blog