Semester Project: Report I, II, & III

Karmen Lowery
FRIT 7231: Instructional Design
Dr. Randy Hollandsworth
November 30, 2020
1. Introduction
1.1 What is your system of interest?

I am currently the technology teacher and one of the technology coordinators at my school. Our

school is made up of 436 students in Kindergarten through 8th grade and 54 faculty and staff

members. I am interested in developing a professional learning course to help our faculty

integrate digital resources in various subject areas in their classrooms using the GSuite tools

provided by Google for Education.

1.2 What are the subsystems?

There are several subsystems that can be addressed in this system of interest.

Technology

The Google platform and several digital resources function slightly differently across the various

types of technology devices. Streamlining instruction for faculty and students may propose a

challenge. Our school uses a combination of iPads, Chromebooks, laptops, and desktops and is

not currently planning on replacing or adding any devices. Trainings will need to be tailored to

address the functionality and compatibility across all the different devices. Appointing mentors,

technology leaders, in each department would be helpful in supporting the learning curve,

especially since they will be more familiar with the situation.

Range of Levels

Since our school is Kindergarten to 8th grade, the activities and the degree of application of the

GSuite tools and digital resources cover a wide range of skill levels among teachers, students,

and parents. For example, Kindergarten students will need to first learn how to sign in using their
Google account whereas a 6th grader may begin by learning how to create a presentation in

Google Slides. This will require different trainings for the teachers in different grades from the

beginning. We also need to consider training resources and references for parents.

Scheduling

Teachers already feel as if they never have enough time in their day to get what they need to get

done. It doesn’t matter when you schedule an extra meeting or training, it will be inconvenient

for some. I do believe, however, that after the recent closure of schools, our teachers have more

appreciation and see the value of learning about and integrating digital tools and resources into

their daily classroom instruction.

1.3 What symptoms drew your attention to this system of interest?

During the recent closure of schools due to the pandemic, our teachers and students did the best

they could to make it through. Some teachers excelled while the vast majority struggled with

maneuvering and finding ways to use digital resources and conducting lessons virtually. We also

discovered that no one really knew what digital resources were provided by our major textbook

companies like Pearson and McGraw-Hill. These times proved the need for a more in-depth and

comprehensive training of digital tools and resources available at our school.

In addition, our school uses a single sign-on application that collects data of which digital tools

are being accessed and how often. The chart below shows a comparison between the number of

times digital tools were accessed by teachers and students before our school closure (starting

from the beginning of the school year) and how many times they were accessed during the

closure, showing a significant increase in the use of digital tools within the three months we were
not in school.

2. Front End Analysis

2.1 Are there performance gaps involved in this problem that justify a learning

intervention?

In following the Mager and Pipe Performance Gap Analysis Model, I conclude that there is a

performance gap. Although the faculty has already shown that they could use the digital tools

and resources if their life depended on it during our school closure, we also discovered that there

are areas of improvement, and it is important to consider and evaluate both sides of the model.

Mager and Pipe Performance Gap Analysis Model

3. Needs Assessment
3.1 Optimals

3.1.1 What information and data would you collect?

Optimally, I would investigate how faculty members are integrating the digital tools in their

classroom instruction and how often. I would also collect how many of the different types of

devices are being used in the homes.

3.1.2 How would you collect that information and data?

I would begin collecting information and data by conducting interviews and questionnaires with

each faculty member. I would also spend time in their classrooms to evaluate real-time

instruction so that I would be able to coach and provide timely feedback. I would conduct a

survey questionnaire to be completed by parents and students to find out what type of device

they have access to at home.

3.2 Actuals

3.2.1 What information and data would you collect?

Actually, I would still investigate how teachers are integrating digital tools and activities in their

classroom instruction and how often. I would also still collect data on the types of devices

teachers and students are using at home.

3.2.2 How would you collect that information and data?

Since I am not able to be in classrooms evaluating real-time instruction, I can collect data by

being a co-teacher in the teachers’ Google Classroom. This way I can sign in and see the types of

lessons and activities the students are assigned and how they are interacting and performing. I
would still conduct a survey questionnaire with parents and students to find out the types of

devices used at home.

3.3 What are the discrepancies between the current (actual) and desired (optimal) state?

A large discrepancy is time and availability. I am unable to be in classrooms evaluating lessons

and conducting interviews because I have a full load of classes to teach as well.

3.4 What priorities can you assign to the identified discrepancies or goals?

Communicating with teachers via email and phone would be the best for quick ideas and

questions. I could set up times during my planning periods for teachers who are having more

difficulties. I would spend time in their classroom to coach and provide feedback during real-

time instruction.

3.5 Prepare a learning goal statement

3.5.1 Conduct a goals analysis for your problem. Learning Goal Worksheet.
3.5.2 Write out a goal statement in narrative form.

Faculty members will be able to integrate technology into daily classroom instruction using

GSuite for Education tools like Google Classroom and Google Slides. They will be able to

access and explore other available digital tools to confidently integrate them as well.

4. Instructional Analysis

4.1 Goal Analysis

4.1.1 What is the domain classification and type of learning (or type and level of learned

capability) for your problem?

The domain classification and type of learning for my problem is intellectual and psychomotor

skills. Faculty members will be applying what they learn and already know to integrate and

create activities using digital tools that are available to them.

4.2 Subordinate Skills Analysis

4.2.1 Choose an appropriate analysis method and provide an example of a subordinate

skills analysis associated with the instruction that you will provide.

The analysis method I chose was procedural analysis and the example of the subordinate skill

analysis is creating a Google Classroom.

4.2.2 Show which skills are entry-level skills.

The entry-level skills are shown below the dotted line which are getting onto the internet using a

web browser, downloading Google Chrome from the web or an app store, and knowing their

school Google account info.

5. Learner and Context Analysis
5.1 What is the target population?

The target population is the current faculty of our school, specifically 33 full-time classroom

teachers in grades Kindergarten through 8th as well as Music, Art, Spanish, and PE.

5.2 Describe how you would determine the characteristics of the target population.

Going beyond the general descriptive characteristics of each teacher such as gender, race and age

range, I would conduct a questionnaire via a Google Form to determine the number of years

teaching, entry skill levels, prior knowledge of technology use, and attitudes toward digital

resources such as Google Classroom. I would also have each teacher complete Gardner’s

Multiple Intelligence Test to gain a better understanding of how they learn and process

information best.

5.2.1 Develop a learner analysis preference for your target population based on archival
data, observations, and Gardner’s Learning Intelligences Inventory.
Teacher Grade Years Multiple Intelligences Questionnaire:
Name Level Area Teaching Learning Style Entry skills & prior
knowledge
1 K 6 Bodily-Kinesthetic Novice
2 2nd 15 Logical-Mathematical Novice
3 5th 4 Intrapersonal Advanced
4 7th 12 Linguistic Moderate
5 8th 28 Interpersonal Moderate
6 Art 2 Spatial-Visual Moderate
7 PE 11 Bodily-Kinesthetic Novice
5.3 Describe how you would determine the physical and organizational environment.

The main technology lab would be used for conducting the professional learning course.

Teachers would attend in smaller groups by common grade levels. They will be provided with

Chromebook devices to use for training purposes during the course. Training materials will be

provided primarily through digital copies and printed out for those who need or request it.

5.3.1 Conduct a technical analysis using the technology assessment instrument and provide
a narrative overview.

Technology Integration Assessment

Technology Planning and Policies A technology team at our school envisions, steers, and
evaluates the needs of technology. An Acceptable Use
Policy in in place for both students and teachers which
explains the proper use of technology.

Finance Since we are a private school, our technology budget is

made up from several areas like tuitions, PTO
fundraisers, and an endowment fund. This budget allows
us to make improvements and to advance our technology
needs.

Equipment and Infrastructure
There are 2 computer labs, one in which is primarily used
regularly for computer class. Kindergarten through 3rd
grades use iPads in their classrooms. 4th-8th grades use
Chromebook devices and are 1:1 during classroom
instruction. Our school is equipped with high-speed
internet and Wi-fi. Teachers have a desktop computer and
an ActivBoard.

Technology Applications
We are a Google for Education school and the G Suite
applications support teaching and learning across the
curriculum. The Google admin console allows for
monitoring effectiveness and security. Also, we use
ClassLink as a SSO provider which allows for an easier
way to access other digital resources and monitor
effectiveness of those apps.
 Maintenance and Support Our school uses an outside IT company to maintain and
support our infrastructure. Our school technology team is
our first line of support before reaching out to the IT
company.

Professional Development We are currently in the process of reevaluating and

strengthening our technology related professional
learning. Last year we provided about 8 hours of
technology professional development. The technology
team attends the GaETC and ISTE conferences annually.

Technology Integration Teachers and students have become more proficient in

the use of technology to teach and learn mostly within the
last year. Based on the LOTI framework, I would rate our
school between 2-4a because of the various levels of
teacher technology knowledge.

6. Writing Performance Objectives

6.1 State the Terminal Objective (TO) for your instructional plan.

Teachers will be able to effectively integrate technology into daily classroom instruction using G

Suite for education tools and other available digital tools.

6.1.1 Develop a SO for each step without sub-steps identified in the previously completed
Learning Goal Worksheet. For this SO, specify its domain as defined in the updated
learning goal worksheet.
Given ample time (CN) teachers will determine their knowledge of various digital tools (B) by
completing a survey and questionnaire (CR). (Attitude domain)
During professional learning (CN), teachers will demonstrate how to sign on to ClassLink (B) by
practicing through role play with their peers (CR). (Verbal information domain) (Cognitive and
Psychomotor domain)
Given a specific topic (CN), teachers will create an interactive lesson using Google Slides (B) to
use during classroom instruction (CR). (Cognitive and Psychomotor domain)
Whenever necessary (CN), teachers will access and explore other digital tools (B) using the
training materials provided (CR). (Intellectual skills domain)
6.2 Prepare three (3) Subordinate Objectives (SO).

6.2.1 Prepare one SO in the cognitive domain from a sub-step noted above. For this SO,
specify its domain as defined in the updated learning goal worksheet and specify what you
consider to be its level in the taxonomy of that domain.
Cognitive domain: During professional learning (CN), teachers will create a Google Classroom

section (B) to immediately use with their students (CR).

6.2.2 Prepare two SO from two different domains (affective, narrative, psychomotor, or
cognitive strategy) to define a sub-step noted in the LGW.
Verbal domain: During professional learning time (CN), teachers will learn proper vocabulary

terms (B) when discussing how to sign on to ClassLink (CR).

Psychomotor domain: During professional learning (CN), teachers will add an assignment in

Google Classroom (B) for their students to complete (CR).

7. Assessments

7.1 Select one SO; describe the manner by which you would assess whether or not the
learner has achieved that objective.
SO- During professional learning, teachers will create and design lessons in Google Classroom

to immediately use with their students.

I would assess the learner’s achievement by using observation and immediate feedback during

professional learning. I would follow up by joining their Classroom as a co-teacher for several

days in order to monitor progress and provide feedback.

7.2 What types of assessment instruments will your instruction have? Why?

Since this will be a professional learning environment, teachers will be learning, creating, and

utilizing tools as they see fit for their classroom environments. I would use checklists and mostly

conduct observations and evaluations during sessions to provide immediate feedback for the

teachers. I would also have follow-up sessions with the novice teachers once a month to check in

and offer support.

7.3 Write items that assess the SOs in 6.2 above. Include an answer key or rubric.

7.3.1 Write one item in the cognitive domain.

Cognitive domain: During professional learning, teachers will create a Google Classroom section
to immediately use with their students.
Checklist for creating a Google Classroom section:
 Click on the plus sign in the upper right-hand corner of screen.
 Select Create class.
 Type in Class Name, be specific to make it easy for you and students.
 Fill in optional fields if you choose to.
 Students join your classroom- either by sharing class code or by inviting them by name
under the Peoples tab
 Questions & feedback: __________________________________
Answers will vary by teacher.
7.3.2 Write one item from the selected domain in 6.2.

Verbal domain: During professional learning time, teachers will learn proper terminology when
discussing how to sign-in and use ClassLink.
As a group, label the ClassLink dashboard using the following vocabulary terms.
Vocabulary terms: my apps screen, ClassLink extension, favorites bar, edit mode, my profile,
teacher console, add apps, auto launch

7.3.3 Write one item from the selected domain in 6.2.

Psychomotor domain: During professional learning, teachers will add an assignment in Google
Classroom for their students to complete.
Checklist for creating an assignment in Google Classroom:
 Go to the Classwork tab
 Click on Create and select Assignment
 Title the assignment and add any instructions needed
 Add any resources, files, links for students
 Assign to all students or specific students
 Create a due date
  Optional: add a rubric, schedule for a later date
Questions & feedback: _________________________________
Answers will vary by teacher.
8. Planning the Instructional Strategy: Theoretical Bases

8.1 For the TO, specify and exemplify an appropriate pre-instructional activity or

activities.

TO: Teachers will be able to effectively integrate technology into daily classroom instruction

using G Suite for education tools and other available digital tools.

Pre-instructional activities would include motivating and gaining interests of the teachers, stating

the objective, and building confidence. I would begin by showing a video of how Google for

Education can be helpful to teachers and students. Then, I would state the objective (TO). We

would start a KWL chart listing what they already know and are familiar with and what they

want to know and learn. I would create discussion around all the ways we already use technology

and find little things that teachers are already successful with to help build their confidence

levels.

8.2 For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies.
SO: During professional learning, teachers will add an assignment in Google Classroom for their

students to complete.

An appropriate presentation strategy for this SO would be a mixture of both deductive and

inductive patterns. I would begin by demonstrating with tutorial videos and examples, then have

the teachers practice by creating a sample that is relevant to their classrooms.

8.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
I would begin the presentation with the Google Training Video from their website. I would also

make sure that the teachers know how to access the site by having them do it on their

Chromebooks. Then I would allow time for teachers to create a sample assignment in their

Google Classroom. I would circulate the room monitoring and guiding where needed.

8.4 For the TO, specify and exemplify an appropriate evaluation follow through activity or
activities.
At the end of each professional learning session, I would evaluate and follow through by

returning to our KWL chart and completing the last part, which is what we learned during that

session. I would ask teachers to rate how they felt about using the tool they just learned about on

a scale of 1-5. Finally, teachers would receive expectations and “homework” to be completed by

the next professional learning session.

9. Planning Logistics and Management for Instructional Materials

9.1 For the TO, provide a description of the learning experience and how you have planned
for it.
The professional learning experience will be a series of sessions over several months. Thus, this

will lessen the initial overwhelming factor. Teachers will be able to learn about new tools a little

at a time and have time to try it out in their classrooms. This will also allow for opportunities to

celebrate successes as well as for opportunities to help and support those who need it.

9.2 Provide a material, technology, and resources logistics checklist.

9.2.1 Provide a material, technology, and resources logistics checklist.

Materials: calendar of session dates, sign-in form

Technology: Chromebook devices and chargers, wi-fi

Resources: Google teacher training center, ClassLink Academy online, Google Classroom for

teachers to join

9.3 Provide an organizational matrix/table showing learning initiatives, activities, lessons.

9.3.1 In this matrix, align and show these instructional events with your SO performance
objectives, time required, sequence of delivery, technology/materials required.

Learning initiatives Lessons Activities

Teachers will determine their
knowledge of various digital
tools.
Discuss and list digital tools
used by school currently;
digital tools that would be
helpful; and any digital tools
that teachers wished for.
 Create lists of digital
tools (10 min.)
 Complete survey and
questionnaire (15 min.)

Teachers will demonstrate Review common  Label terms on

how to sign-in and use
ClassLink.
terminology for ClassLink.
Model how to sign-in and use
ClassLink.
ClassLink dashboard.
(5 min.)
 With a partner, take
turns role playing how
to sign-in to ClassLink
and how to use it. (15
min.)

Teachers will create and Creating & organizing a  Video on Google

design lessons in Google
Classroom.
Google Classroom.
Creating/adding assignments
in Google Classroom.
Teacher Training
Center. (5 min)
 Create & organize
Google Classroom by
topics. (5 min)
 Create one of each
type of assignment in
Google Classroom.
(20 min)

Teachers will create an Model various tools in  Create one interactive

interactive lesson using Google Slides to use to make activity in Google
Google Slides. an interactive lesson. Slides (20 min.)
Provide examples in different
subject areas.
 Teachers will access and Review links and training  Ensure accounts are
explore other digital tools materials to other digital valid for all digital
using the training materials tools. resources from
provided. textbooks. (10 min.)

10. Developing Instructional Materials

10.1 For the TO, specify and defend your choice of an appropriate pre-instructional
materials.
TO: Teachers will be able to effectively integrate technology into daily classroom instruction

using G Suite for education tools and other available digital tools.

The pre-instructional materials will focus on motivation and gaining value and interests

of the teachers. Teachers will be introduced to the Google Teacher Training center online

(edu.google.com/teacher-center/training). We will start with three questions that are given in the

introduction:

1. How has technology affected your life?

2. Identify one way technology has saved you time and made you more efficient.

3. What are other teachers doing with technology in their classrooms that you’d like to try?

As a group, we will read how other educators responded to the questions above and discuss.

10.2 Select one SO; specify and defend your choice of an appropriate presentation of
materials.
SO: During professional learning, teachers will create and design lessons in Google Classroom to

immediately use with their students.

 Each teacher will be provided a Chromebook device. Using the videos in the Google

Teacher Training Center for Google Classroom, teachers will create their Google Classroom

including how to add students, view the different pages, and discuss organizing tips.

10.3 For the same SO, specify and defend your choice of an appropriate practice materials.
After ensuring teachers know how to access and reference the Google Teacher Training Center,

they will choose one of their current paper and pencil assignments and convert it into a digital

format so that it can be added as an assignment in Google Classroom. Depending on the

assignment chosen, there will be various ways to convert into digital formats. By working

through these various forms, teachers will collaborate and gain confidence in the possibilities.

10.4 For the TO, specify and defend your choice of appropriate follow-through materials.
At the end of each professional learning session, teachers will complete a ticket-out-the-door to

rate how they feel about the tool they just learned about on a scale of 1-5. This will help to

provide individual follow-up and support sessions between monthly trainings.

Tool: 5=Strongly agree 4=Agree 3=In the middle

2=Disagree 1=Strongly disagree
I am prepared to start using this tool in my classroom. 5 4 3 2 1
I will start using this tool in my classroom asap. 5 4 3 2 1

11. Formative Evaluation

11.1 Describe an approach that you might use to carry out formative evaluation for your
instructional initiative. Include any instruments for assessment, quiz/rubrics, or other
related products used for your evaluation.
Formative evaluations would mostly be carried out through observations during the professional

learning sessions. Teachers will be introduced to a new unit through the Google Teacher

Fundamentals Training website. After viewing tutorial videos and participating in discussions,

they will be given time to perform the task as it pertains to their individual classroom.
Observations will take place as they are creating and working on the task. In addition, immediate

feedback will be provided.

12. Revision
12.1 Describe your plans for revising your instruction.
Summarizing and analyzing data from small group formative evaluations would be the best plan

for revising instruction. A small group of ten teachers will allow for a representative from each

grade level and will provide a more accurate picture of strengths, weaknesses, attitudes, and

perceptions. Since the instructional material is mainly from the Google Teacher Fundamentals

Training website, my focus for any revisions will be on the sequence or implementation of the

professional learning series. Also, qualitative data will be collected and used to make

improvements for future professional learning opportunities.

13. Summative Evaluation

13.1 Describe an approach that you might use to carry out summative evaluation for your
instructional initiative. Include any instruments for assessment, quiz/rubrics, or other
related products used for your evaluation.
Summative evaluations will be carried out by the school administrators through in-class teacher

observations. In addition, teachers will be prepared and have the ability to complete the Google

Education Level 1 Certification exam which allows them to get recognition, demonstrate and

validate their proficiency with Google’s digital tools, and make a bigger impact with their

students.