Change Agent Assignment - Final Project

Brittany Lambdin

ISTC 731 Theory & Practice for Integrating Digital Resources into Learning & Teaching

Dr. Jeffrey M. Kenton

July 19, 2022

 The audience for this professional development will be staff-wide, thus including

all teachers from Pre-K to 5th grade. In this population, there will be a wide range of

knowledge and skills from novice to veteran teachers. A challenge that may arise with

this audience is making sure that all age-appropriate content is touched upon. During this

professional development, I will be discussing the use of meaningful technology and how

to use it appropriately. After Covid, technology has become an integral part of our

classrooms, most teachers being well versed in technology and its uses, however they

may struggle with deciding if it is being used effectively for their students or if it is just a

distraction.

The goals and objectives of the professional development are to provide

information about a technology that staff may have seen or heard of and how it can be

useful for students. The educators will actively participate in a presentation via the

technology (Classkick) itself so they will gain first had experience of the capabilities of

Classkick. The educators will be thinking about three discussion questions during the

professional development; do they already use this technology in their classroom, can

they see themselves implementing this technology in their classroom and how, lastly

where does it fall in the SAMR integration model. Papert discussed in the “The

Children's Machine” that when technology first became relevant in schools it was being

used inappropriately by being in one room and teaching students for an hour a day or

week even (Papert, 1993). This idea has obviously changed over time but both teachers

and students still struggle with technological tools that are provided. The immediate

short-term goal of this professional development is to make sure the teachers attending

know Classkick is capable of and how it can be beneficial to them. “To use technology
to support student-centered instruction, teachers need additional knowledge of the

content they are required to teach, the pedagogical methods that facilitate student

learning, and the specific ways in which technology can support students’ learning”

(Ertmer & Ottenbreit-Leftwich, 2010). Based on this research, I feel that when

technology is readily available to teachers, they can use it to explore themselves before

implementing it in their classroom. The long-term goal of the professional development

is for teachers to define, implement and apply the SAMR integration model to enhance

their instruction through the creation and implementation of Classkick to increase

student learning.

Over the last few years, especially more since the pandemic, you can go in any

classroom and see how integral technology has become in to students expanding their

learning. In the article, Computers in the Classroom, Papert states that computers will

be the pivotal change in the classroom (Papert, 1996). We also have to make sure that

that same excitement to learn that the students have also transcends to our educators

as well. I feel that educators need to be provided to new technologies and expanding

their knowledge in the same way to aid in increasing student learning. Based on

research, teachers need time and the space to learn new materials, during the

professional development I have provided just that to the educators through this

professional development.

According to according to Ertmer & Ottenbreit-Leftwich (2010), technology

integration requires that pre- and in-service teachers understand: 1) the technology

tools, themselves, combined with 2) the specific affordances of each tool that, when

used to teach content, enable difficult concepts to be learned more readily. Based on
this idea, the instructional materials linked below will be used during the PD to enhance

understanding. The first sample product is a handout that walks teachers through the

SAMR model so they can see where their classroom technology falls (Sway, 2022).

After teaching this model to the instructors, they will be asked to analyze the model in

regards to their own teaching and with Classkick. The second sample is a copy of the

Classkick slides that will be shared with learners during the PD. After the presentation,

educators will discuss if this is something they already use in their classroom, if this is

something they could see themselves implementing, and where they believe this

technology falls in the SAMR model.

Throughout this professional development, we will be working with the SAMR

integration model. The Substitution Augmentation Modification Redefinition (SAMR)

model is made up of two categories and four subcategories within those two main

categories. Enhancement is one main category with Augmentation and Substitution

falling under it and Transformation is the other main category, with Modification and

Redefinition falling under it. The basics of the SAMR model is that any experimental

technology will fall into one of these categories based on how involved the technology

is. Starting in the enhancement section, the basics of this category is that the

technology replaces the paper pencil work with a computer-based program however

does not help to improve connections or deepen the lesson being taught. Moving up

into the transformation section, it contains modification and redefinition. This is when an

experimental technology takes the lesson to a new place and enhances the learning

rather than simply changing it to a computer model. Below you will find the chart of

these four steps that will be provided to the educators during the professional
development (Sway, 2022). I chose this model as I found it easy to follow and

summarized the four categories in an easy to understand format, making the model

easy for educators to use when looking at technology they use in the classroom.

Below you will also find the UDL checklist. As I worked to create this professional

development, I used this checklist to ensure that the presentation and all products

created for it were designed with the UDL Guidelines in mind.

Below you will find the link to the Classkick presentation.

https://app.classkick.com/#/login/VO2WNR
 References

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (n.d.). Teacher Technology Change: How

Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on
Technology in Education, 42(3), 255–284.

Integration models. Microsoft Sway. (n.d.). Retrieved July 15, 2022, from
https://sway.office.com/ahdPMfiuKFmWSroW?ref=Link

Papert, S. (1993). The children’s machine: rethinking school in the age of the computer
Basicbooks.

Papert, S. (1996, October 27). Computers in the Classroom: Agents of Change. The
Washington Post Education Review.

Samr and TPCK: A hands-on approach to classroom practice - hippasus. (n.d.).

Retrieved July 16, 2022, from
http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnAp
proachClassroomPractice.pdf
 UDL Guidelines – Educator Checklist

I. Provide Multiple Means of Representation:

1. Provide options for perception
All staff members will receive handouts & a copy of the
1.1 Customize the display of information
PowerPoint
1.2 Provide alternatives for auditory A visual diagram of the SAMR model will be provided for
information all teachers
All staff members will receive handouts & a copy of the
1.3 Provide alternatives for visual information
PowerPoint
2. Provide options for language and symbols
2.1 Define vocabulary and symbols Vocab defined throughout,
2.2 Clarify syntax and structure Audio adds clarification for understanding
2.3 Decode text and mathematical notation Text accompanied by human voice audio
Audio recordings provided for ESOL & below level
2.4 Promote cross-linguistic understanding
readers
2.5 Illustrate key concepts non-linguistically Pictures of the model will be on the handout
3. Provide options for comprehension
3.1 Provide or activate background Most staff should have some exposure to Classkick from
knowledge previous trainings
3.2 Highlight critical features, big ideas, and Infographic highlights big ideas
relationships
A paper copy of the Classkick slides and handout will
3.3 Guide information processing
guide the staff
The handout for staff to keep and access to explore
3.4 Support memory and transfer
Classkick via Clever page that staff has access too
II. Provide Multiple Means for Action and
Expression:
4. Provide options for physical actions
4.1 Provide varied ways to respond N/A
4.2 Provide varied ways to interact with Staff will use laptops to interact with the technology,
materials infographic provided
Staff will be using audio, camera, text and drawing
4.3 Integrate assistive technologies
features in the Classkick lesson
5. Provide options for expressive skills and
fluency
5.1 Allow choices of media for Multiple forms of media represented, text, videos,
communication applications
5.2 Provide appropriate tools for composition Use of web applications and math manipulatives
and problem solving
 Practice and perform using a new/existing technology.
5.3 Provide ways to scaffold practice and
Different types of ways to show knowledge of the new
performance
skill
6. Provide options for executive functions
Goals are clearly defined at the beginning of the
6.1 Guide effective goal setting
presentation
6.2 Support planning and strategy N/A
development
6.3 Facilitate managing information and N/A
resources
6.4 Enhance capacity for monitoring progress Check for understanding & self-reflection
III. Provide Multiple Means for Engagement: Your notes
7. Provide options for recruiting interest
Explore Classkick lesson bank with grade level or create
7.1 Increase individual choice and autonomy
own lesson
7.2 Enhance relevance, value, and SAMR is just one of many ways to help pick appropriate
authenticity technology for the classroom
All participants are involved in the discussion & know it’s
7.3 Reduce threats and distractions
a safe environment to speak freely
8. Provide options for sustaining effort and
persistence
8.1 Heighten salience of goals and objectives All learners are engaged in the assessment
8.2 Vary levels of challenge and support N/A
8.3 Foster collaboration and communication Staff are able to interact with each other
Self-reflection in the Classkick will provide the staff with
8.4 Increase mastery-oriented feedback
feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and Setting goals for possible next steps at the end of the
expectations presentation
9.2 Scaffold coping skills and strategies N/A
Classkick that addresses future goals, self-assessment &
9.3 Develop self-assessment and reflection reflection at the end of the presentation