Running Head: BLENDED LEARNING IN ELEMENTARY MATHEMATICS 1

Blended Learning in the Elementary Mathematics Classroom

Caitlin Lyons

Kennesaw State University

May 2022

Dr. Julia Fuller

June 2020
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Capstone Project Proposal

Setting and Context

The setting for my proposed project is Avery Elementary School. The school is located in

the northern part of Cherokee County in Canton, Georgia. While the school is located in a

suburban area, there are many farms and rural areas within our school zone. The general

socioeconomic status is working middle class. Avery Elementary is a traditional public school

that houses grades Kindergarten through fifth grade. After graduating fifth grade, students attend

Creekland Middle School, followed by Creekview High School which has the highest graduation

rate in Cherokee County at 94% (U.S. News & World Report, Best High Schools, 2020). Avery

Elementary serves a student population of 1,034 students, with the majority of the population

being White (82%), 10% being Hispanic, 5% Multiracial, 3% Black, and 1% Asian (Governor’s

Office of Student Achievement, Table: Percentage of Enrollment by Race/Other Subgroups,

2020). Of these students, 17% qualify for free or reduced meals. Approximately fourteen percent

(13.8%) of students qualify for Special Education services, 11.7% receive EIP support, 5% are in

the Gifted program, and 3.8% of students receive ESOL support (Governor’s Office of Student

Achievement, Table: Enrollment by Programs, 2020).

Avery Elementary School has a staff of three administrators – one principal and two

assistant principals. It is also comprises of 63 kindergarten through fifth grade teachers and six

support personnel. The principal has been established in the school for five years and has

personally hired a majority of the staff. Grades kindergarten through second grade are self-

contained, while grades third through fifth are compartmentalized between English Language

Arts and Math, Science, and Social Studies. One of the school initiatives for the 2020-2021

school year is to utilize Professional Learning Communities to increase student achievement in

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Math. Each teacher is provided with a Dell Laptop and an Office 365 account to encourage

collaboration across grade levels. Teachers are required to post lesson plans through an online

shareable platform such as OneNote or Word. They are also required to create a grade-level

Sway newsletter that it updated and sent out weekly to parents to communicate what students are

learning and school events. Avery Elementary School’s Mission Statement includes the desire to

“create a safe and enriching environment where students and staff unite in learning through the

use of technology, collaboration, independent thinking, and applying knowledge” (Avery

Elementary School, School Improvement Plan, 2020). This statement, combined with the school

initiative above, help to rationalize this project because many teachers at Avery Elementary do

not utilize or have knowledge of mathematic resources available to them that they can use in and

out of the classroom.

Common Core Mathematics was adopted and implemented in Cherokee County Schools

in 2009. Since then, mathematics teachers have had to learn a new way of teaching and learning.

On top of this, Cherokee County also adopted the Ready Math Curriculum in 2016. This

curriculum is based on the Common Core Standards and promotes significant higher-order

thinking skills. This curriculum paired with the online differentiated component has proven

effective at student learning and increasing state test scores. However, classroom teachers

struggle with engaging students through new technology resources outside of the chosen

curriculum. With this project, I aim to coach elementary math teachers on available resources

such as Nearpod and FlipGrid that can be used within the math classroom to promote student

engagement and work towards the school-wide goal of creating a more blended learning style

classroom.
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Problem Statement, Need, and Rationale

Problem statement.

The need that prompted this project proposal is the School Improvement goal of

providing a stronger blended learning classroom environment. Mathematics teachers do not

receive many Professional Learning opportunities throughout the school year. Therefore, many

struggle with identifying ways of integrating technology into their lessons or centers. A large

majority of the teachers at Avery Elementary School have been teaching for ten years or longer

and have developed tried and true methods of teaching without technology intervention. Between

the current COVID-19 restrictions and the school’s blended learning goal, these teachers have

struggled to make adjustments in their teaching practices. With AES being a 1:1 technology

school, the opportunities for blended and personalized learning are countless; the skill and

knowledge level of instructors, however, hold these opportunities back. The goal of this project

is to provide elementary math teachers with professional development on technology resources

such as Nearpod, FlipGrid, and Quizizz, demonstrating uses of these within instructional time

and center work.

Connection to research.

In a study done by Ertmer et al. (2012), teacher practices and beliefs were examined in

relation to technology integration practices. According to the research, “Teachers noted that the

strongest barriers preventing other teachers from using technology were their existing attitudes

and beliefs toward technology, as well as their current levels of knowledge and skills” (p. 423).

When teachers do not feel confident with a resource, the typically fall back on previously used,

potentially outdated, strategies instead of exploring the new tool. While the comfortable strategy

may be efficient, eventually that teacher may become to feel inadequate, especially with the
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school’s blended learning initiative. However, when provided with appropriate professional

learning opportunities, teachers may begin to feel more comfortable with attempting new

resources within their instruction.

The use of such resources not only has the potential of impacting the teacher’s

instruction, but also the students’ learning opportunities through student centered learning.

Means and Olson (1997) defined student-centered learning as promoting collaborative, active

learning through authentic and multidisciplinary tasks in a realistic setting. This is exceptionally

important because in order for students to have the opportunity to participate in these challenging

tasks, teachers must learn how to develop and instruct through similar models.

While a majority of teachers facing this issue are tenured, there are still a handful of new

educators feeling this pressure as well. Archambault & Kennedy (2014) evaluated the impact of

teacher preparation programs and introducing preservice and in-service teachers to online and

blended learning. The researchers found that many teacher preparation programs are not

effectively preparing and educating teachers for the positions they will fill (p. 225), especially in

the areas of technology integration in the classroom. This proves to be an issue because if new

teachers are not being properly prepared for a technology-rich classroom, then schools have a

more challenging time trying to introduce teachers to new uses of online resources to improve

student engagement and instruction.

Proposed intervention/solution.

This project will be completed through short in-person and virtual professional learning

sessions. The in-person sessions will take place after school once a week and will provide math

teachers the opportunity to learn, explore, and implement the chosen tools into their weekly

lessons. The virtual sessions will be made available through a common learning platform for
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teachers to access at their convenience. This will also be available for those that wish to return to

previously learned content for review.

Each week will focus on a different technology resource, modification skill, or

implementation strategy for Nearpod, FlipGrid, or Quizizz specifically for the math classroom.

While these tools may already be used, these sessions will provide differentiation of

implementation based on the needs of the students. The sessions will begin with reviewing the

general tool, followed by creating a resource together, and ending with a plan for

implementation. Teachers will also reflect on the previous week’s lesson integration, giving them

the opportunity to share what worked well and what needed improvement with their peers. This

will also give me the opportunity to assess continuing need and areas of improvement for

coaching opportunities.

Connection to research.

In order to best accomplish this goal, I will provide professional development sessions

along with follow-up sessions to review effectiveness and comfortability. Little (2002, p. 936)

gives evidence “that strong professional development communities are important contributors to

instructional improvement and school reform”. This case study involved mathematics and

English teachers in two high schools. The goal of the case was to investigate professional

development at a variety of levels such as individual, professional learning communities, and

collaborative supportive instruction. By the end of the study, the researches evaluated the

effectiveness of professional development in relation to instructional improvement and school

reform. It concluded that while teachers may attend professional development, it is time to

“unpack the meaning and consequences of professional community at the level of practice” (p.

937). This relates to my proposed intervention because my goal is not only improve teacher
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comfortability with technology resources, but also to increase the practice of actively utilizing it

within the classroom.

Additionally, my Capstone Project focuses on improving instructional practices by

reflecting on effectiveness of the chosen technology. In order to best do that, teachers have to

become experts in their field. In a study done titled “Professional Development and Teacher

Learning: Mapping the Terrain” (2002), researcher Borko found that “strong professional

learning communities can foster teacher learning and instructional improvement” (p. 12). This

study involved educational researchers and teachers across multiple grade levels developing,

participating in, and implementing professional development learning within the classroom.

Borko found that teachers across communities require high quality professional development

through appropriate designs and methods in order to promote instructional improvement. This

study connects to my project by providing reasoning behind the necessary step of putting the

professional development learned through the coaching sessions into practice, as well as

reflecting on each lesson to better improve the needs of the teachers participating.

Project Objectives

The overall goal of my project will be to provide mathematics teachers at Avery

Elementary School with professional development on utilizing technology during instruction,

independent learning time, and assessments. One goal of AES is to encourage a more blended-

learning environment, however, math teachers have been provided with little to no professional

development on the subject. Therefore, these teachers struggle with effectively integrating and

creating technology resources that supports their content and instruction outside of the Cherokee

County’s math curriculum. The goal of my project will be based on the following objectives:
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1. Eighty percent of teachers in fourth grade math will strengthen their knowledge and

comfortability of instructional technological resources by March 2022.

2. Fourth grade math teachers will effectively use Nearpod, Quizizz, or FlipGrid during

their instruction at least once per week.

3. Student engagement will increase by at least 25% during instructional or independent

learning time when using one of the technology tools.

4. Eighty percent of teachers in fourth grade math will effectively create and implement

their own Nearpod, Quizizz, and FlipGrid to support their content instruction by

March 2022.

PSC Standards

The PSC Standards I plan to address throughout my Capstone Project are as followed:

• ISTE 1a Visionary leadership: Contribute to the development, communication, and

implementation of a shared vision for the comprehensive use of technology to support a
digital-age education for all students.

• ISTE 2a Teaching, learning and assessments: Coach teachers in and model design and
implementation of technology-enhanced learning experiences addressing content
standards and student technology standards.

• ISTE 2f Teaching, learning and assessments: Coach teachers in and model incorporation
of research-based best practices in instructional design when planning technology-
enhanced learning experiences.

• ISTE 3b Digital age learning environments: Maintain and manage a variety of digital
tools and resources for teacher and student use in technology-rich environment.

• ISTE 3c Digital age learning environments: Coach teachers in and model use of online
and blended learning, digital content, and collaborative learning networks to support and
extend student learning as well as expand opportunities and choices for online
professional development for teachers and administrators.

• ISTE 6c Content knowledge and professional growth: Regularly evaluate and reflect on
their professional practice and dispositions to improve and strengthen their ability to
effectively model and facilitate technology-enhanced learning experiences.
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• PSC 2.3 Authentic Learning: Candidates model and facilitate the use of digital tools and
resources to engage students in authentic learning experiences.

• PSC 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 2.7 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 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 opportunities and choices for professional learning for
teachers and administrators.

• PSC 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 face-to-face and online components, models principles
of adult learning, and promotes best practices in teaching, learning, and assessment.

Project description.

This project will take place in Fall 2021. It will begin with teachers completing a self-

evaluation of their comfortability and confidence in using technological resources during

instruction and center time. After completing the self-evaluation, teachers will attend a blend

of virtual and in-person sessions to learn about and practice using various tools. Then,

teachers will develop three lesson plans that include one or more of the tools they have

learned about. Finally, they will implement the planned lessons and activities and reflect on

effectiveness, engagement, and confidence of using the tool. Table 1 outlines the project

items/activities, objectives, and deliverables that will comprise this project.

Table 1
Project Item/Activity
Conduct bi-monthly whole
group coaching sessions with
fourth grade math teachers to
Project Objective(s)
Eighty percent of teachers in
fourth grade math will
strengthen their knowledge
and comfortability of
Deliverable(s)
• Knowledge and
comfortability of
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coach about Nearpod, instructional technological technology tools self-

Quizizz, and FlipGrid.
Review pre-made lesson
plans that includes Nearpod,
Quizizz, and/or FlipGrid,
evaluating instructional
effectiveness.
Model lessons with
technology integration.
Teachers will create lesson
plans including each of the
technology tools together to
be integrated the following
week.
Teachers will create their
own technology resource
based on their current content
lessons to be used during
instruction.
In-person meeting to reflect
on lesson, technology
implementation, and student
engagement.
Evaluation Plan
resources by March 2022. reflection survey
Fourth grade math teachers • Sample lesson plans
will effectively use Nearpod, with technology
Quizizz, or FlipGrid during integration
their instruction at least once • Effectiveness rating
per week. scale
• Reflection questions
Fourth grade math teachers • Lesson plan
will effectively use Nearpod, • Effectiveness rating
Quizizz, or FlipGrid during scale
their instruction at least once • Reflection questions
per week.
Eighty percent of teachers in • Lesson plan template
fourth grade math will • List of example
strengthen their knowledge activities
and comfortability of
instructional technological
resources by March 2022.
Eighty percent of teachers in • Step-by-step creation
fourth grade math will guide
effectively create their own • Lesson plan
Nearpod, Quizizz, and
FlipGrid to support their
content instruction by March
2022.
Fourth grade math teachers • Teacher-created
will effectively use Nearpod, lesson plans
Quizizz, or FlipGrid during • Effectiveness rating
their instruction at least once scale
per week. • Knowledge and
Student engagement will
comfortability of
increase by at least 25%
technology tools self-
during instructional time
when using one of the reflection survey
technology tools.

This project will be assessed through teacher self-reflection on the topic of knowledge

and confidence in implementing instructional technology, student engagement rating scales,

classroom observation to measure engagement, and teachers’ implementation of the self-created

instructional technology tool. This data would help to improve my professional practice by
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evaluating student engagement and effectiveness of instruction when utilizing these tools. When

teachers feel confident using technology in the classroom, the students are more encouraged to

become and remain engaged in instruction. In turn, teachers are able to reflect on the purpose and

quality of instructional technology tools when they understand the mechanics of it.

Objective One Evaluation

In order to assess this objective, I will assess fourth grade math teachers’ knowledge and

comfortability of instructional technological resources through a Likert scale survey via

Microsoft Forms. I will include questions such as, “On a scale of 1 to 5 with 1 being ‘I do not

know what this tool is’ and 5 being ‘I am familiar with this tool and use it in my classroom

routinely’, rate your knowledge on the following tools”. This survey will be given to fourth

grade math teachers at the beginning of the program in Fall 2021, mid-way through the program

in Winter 2021, and at the completion of the program in Spring 2022. The participants will use

the same questions each time and rate themselves. This will allow me to see if the teachers’

knowledge and comfortability with instructional technology resources were strengthened after

the informational sessions were implemented. This evaluation activity is supported through ISTE

Standards 1a, 2a, and 6c. It is also supported through PSC Standard 2.7.

Objective Two Evaluation

In order to assess this objective, I will monitor fourth grade math teachers’

implementation of the instructional technology resources in their weekly lessons starting in

October 2021. Teachers will collaborate to create a lesson plan including a pre-created Nearpod,

Quizizz, or FlipGrid within the whole group instruction, personalized learning time, or

assessment. Then, the teachers will implement the lesson and tool the following week,

documenting any observations, difficulties, strengths, questions, or needed improvements. After

BLENDED LEARNING IN ELEMENTARY MATHEMATICS 12

implementation, we will meet together to discuss how the process went. I will use the following

week to assist teachers with any troubleshooting or questions they may have during

implementations. In November, teachers will be partnered up to create another lesson, using

what they learned from the first attempt. After the second implementation in November, I will

schedule in-person individual meetings to discuss how implementation is going and review

observations and data collected with the teacher. This evaluation activity is supported through

ISTE Standards 2f and 3b. It is also supported through PSC Standard 3.3.

Objective Three Evaluation

In order to assess this objective, teachers will monitor student engagement through data

collection in August, December, and March. For the first data collection in August, teachers will

have the option to either record themselves or having me come in to observe during a 30 minute

window for whole group and 20 minute window for independent learning time that does not

involve one of our technology learning resources. During this time, the teacher or myself will

track student engagement every five or ten minutes by marking a seating chart with an X if the

student is not engaged and a check mark if the student is engaged during a lesson or independent

learning time. After, we will calculate the percentage of students engaged during the time period.

This data collection process will be completed again in December 2021 and March 2022, this

time using either Nearpod, Quizizz, or FlipGrid during instruction or independent learning time.

This evaluation activity is supported through ISTE Standards 3b and 3c. It is also supported

through PSC Standard 2.3.

Objective Four Evaluation

In order to assess this objective, I will monitor fourth grade math teachers’

implementation and creation of the instructional technology resources in their weekly lessons
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starting in February 2022. Teachers will be given initial feedback on their first two attempts at

implementing the instructional technology resources during a one-on-one coaching session.

During the month of December, I will hold an in-person session to review how to create their

own Nearpod, Quizizz, and FlipGrid. I will also review what an effective resource looks like by

evaluating pre-created resources together. In January, the teachers will collaborate to create their

own Nearpod, Quizizz, and FlipGrid to support their content instruction. Then, the teachers will

implement the lesson and tool the following week, documenting any observations, difficulties,

strengths, questions, or needed improvements. After implementation, we will meet together to

discuss how the process went. I will use the following week to assist teachers with any

troubleshooting or questions they may have during implementations. In February, teachers will

be partnered up to create another lesson, using what they learned from the first attempt. After the

fourth implementation in February, I will schedule in-person individual meetings to discuss how

implementation is going and review observations and data collected with the teacher. This

evaluation activity is supported through ISTE Standard 3c and PSC Standards 2.6 and 5.2.

Project Timeline

The timeline for this project will take place during the 2021-2022 school year. The

teachers participating will each complete a pre-assessment survey based on their knowledge and

comfortability using instructional technological resources in prior to the start of the coaching.

The majority of the project will take place from August 2021 to March 2022. The hours needed

for each project item are included in Table 2.

Table 2.
Project Timeline
Month Project Item/Activity, or Evaluation Item Hours
June/July 2021 Research best practices for use of instructional 15 hours
technology tools for Nearpod, Quizizz, and FlipGrid.
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July 2021 Meet with Principal and Instructional Lead Specialist 2 hours
to discuss opportunities for blended learning.
June/July 2021 Develop instructional modules on Canvas and create 40 hours
hand-outs such as step-by-step instructions.
August 2021 Meet with participants in the coaching program for an 1 hour
introductory session to discuss program overview and
teachers’ feelings about technology use in the
classroom.
August 2021 Review and reflect on feedback from initial session and 3 hours
make adjustments to modules as needed.
August 2021 Implement Microsoft Form Likert Scale survey of 1 hour
teacher knowledge and comfortability of instructional
technological resources.
August 2021 Evaluate results from survey and adjust 2 hours
modules/sessions as needed.
August 2021 Direct teachers to record data on student engagement 1 hour
during a 30 minute window of whole group instruction
and 20 minute window of independent learning time.
Support teachers as needed.
August 2021 Evaluate results from student engagement data 1 hours
collection.
August 2021 Plan structure for in-person and virtual sessions. 2 hours
September 2021 Conduct coaching sessions in-person (6) and virtually 12 hours
– March 2022 (6) to discuss instructional technology resources and
integration in the classroom. Support teachers as
needed.
September 2021 Meet with participants for individual coaching sessions 4 hours
and check-ins to discuss instructional technology
comfortability and integration. Support teachers as
needed.
October 2021 Facilitate a team created lesson plan integrating one of 4 hours
the chosen instructional technology resources. Provide
feedback where needed. Support teachers as needed.
October 2021 Meet with participants for individual coaching sessions 4 hours
and check-ins to discuss instructional technology
comfortability and integration. Support teachers as
needed.
November 2021 Facilitate a partner created lesson plan integrating one 4 hours
of the chosen instructional technology resources.
Provide feedback where needed. Support teachers as
needed.
November 2021 Meet with participants for individual coaching sessions 4 hours
and check-ins to discuss instructional technology
comfortability and integration. Support teachers as
needed.
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December 2021 Review feedback and discussions from sessions held 2 hours
after teachers implemented technology tools into their
weekly lesson plans. Make adjustments to modules as
needed.
December 2021 Implement Microsoft Form Likert Scale survey of 1 hour
teacher knowledge and comfortability of instructional
technological resources.
December 2021 Evaluate results from survey and adjust modules and 2 hours
sessions as needed.
December 2021 Meet with participants for individual coaching sessions 4 hours
and check-ins to discuss instructional technology
comfortability and integration. Support teachers as
needed.
January 2022 Facilitate the creation of technology resources to be 2 hours
integrated within teachers’ weekly lesson plans.
Provide feedback where needed. Support teachers as
needed.
February 2022 Meet with participants for individual coaching sessions 4 hours
and check-ins to discuss instructional technology
comfortability and integration. Support teachers as
needed.
March 2022 Direct teachers to record data on student engagement 1 hour
during a 30 minute window of whole group instruction
and 20 minute window of independent learning time.
Support teachers as needed.
March 2022 Evaluate results from student engagement data 1 hour
collection.
March 2022 Implement Microsoft Form Likert Scale survey of 1 hour
teacher knowledge and comfortability of instructional
technological resources.
March 2022 Analyze final results from the survey and use the 1 hour
information to plan for the final meeting.
March 2022 Meet with participants for the final time to discuss 1 hour
learning experience.
Total Hours: 121 hours
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References

Archambault, L., & Kennedy, K. (2014). Teacher Preparation for K-12 Online and Blended

Learning. In K. Kennedy & R. Ferdig, Handbook of Research on K-12 Online and

Blending Learning (2nd ed., pp. 221-245). Carnegie Mellon University: ETC Press.

Retrieved 1 November 2020.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.

Educational Researcher, 33(8), 3–15.

Ertmer, Peggy & Ottenbreit-Leftwich, Anne & Sadik, Olgun & Sendurur, Emine & Sendurur,

Polat. (2012). Teacher beliefs and technology integration practices: A critical

relationship. Computers & Education. 59. 423–435. 10.1016/j.compedu.2012.02.001.

Governor's Office of Student Achievement, 2020. Georgia Grade School Report - Avery

Elementary School. Atlanta: Governor's Office of Student Achievement.

Little, J.W. (2002). Locating learning in teachers‟ communities of practice: opening up problems

of analysis in records of everyday practice. Teaching and Teacher Education, 18, 917-

946.

Turner, L. (2020). Avery Elementary School Improvement Plan [PDF]. Avery Elementary

School. Retrieved from https://www.cherokeek12.net/averyes/Content2/averyes-sip.

U.S. News & World Report. (2020). Cherokee County District, Best High Schools. Retrieved 13

September 2020, from https://www.usnews.com/education/best-high-

schools/georgia/districts/cherokee-county-101108.