Mobile Learning in English Class

Sarah Hall

seidson2@my.westga.edu

1
ABSTRACT

A University of West Georgia graduate student is seeking $27760.58 to cover the

costs of providing eight days of professional development (PD) in Carrollton, Georgia. Sarah

Hall hopes to implement the Mobile Learning in English Class PD for ninth through twelfth

grade high school teachers at Central High School. This group was chosen as they have

fifteen members currently in the department as well as a need for innovative and creative

ideas for reduction of paper usage. Because there is a Bring Your Own Device policy

currently in place, this will allow teachers to take full advantage of the devices students are

already bringing to school. There are continuous initiatives for teachers to use technology in

their classroom. This is discussed in staff, department, and professional learning meetings.

Having a better understanding of how to use mobile learning to its fullest extent will allow

teachers to expand their knowledge as well as help with implementation. The purpose of the

professional development is to bring awareness, development, and implementation of

mobile learning experiences in the classroom. The PD hopes to show teachers that learning

and collaboration can happen anywhere through the usage of mobile devices. Partnerships

with the Media and Instructional Technology department at the University of West Georgia

will be formed to help with implementation of mobile learning strategies and to provide

additional resources to teachers. The professional development will begin in July 2017 and

conclude in December 2017. It will consist of five eight hour sessions during July as well as

three one hour sessions throughout the months of October through December.

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Grant Proposal

Sarah Hall

July 16, 2017

INTRODUCTION

Through a Bring Your Own Device Policy, adopted in Carroll County Schools System

in 2011, students can bring in mobile devices, tablets, and laptops for use in the classroom.

The goal was to encourage teachers to implement technology into curriculum by providing

students with digital learning experiences. The ease of mobility provided by the devices

students are bringing to school allows for learning anywhere there is Internet connection

(Ching & Hsu, 2015). However, there has not been a large effort made in preparing

teachers with how to use the technology being brought into the classroom. Mobile learning

experiences is one way to encourage teachers to use the available technology as well as

making learning more engaging as well as student centered. According to Bilos, Turkali, and

Kellic (2017), M-learning is a specific learning environment that takes advantage of mobile

technologies through handheld devices and wireless networks. Because there is a constant

push for more money to purchase new technology, taking advantage of what the students

are bringing to school could help in realigning the spending.

The following proposal is designed to provide a detailed description of the needs of a

high school in Carrollton, Georgia. The first section explains the demonstrated needs of the

school based on data from the previous school year. Partnerships with personnel in the

school system and district are explained. The goals and objectives outline the purpose for

the professional development. The plan of operation explains how goals will be met

throughout the eight-day training. The evaluation section explain how the PD will be

assessed to seek areas of improvement and determine if the PD was effective. Lastly, a

budget summary explains the funds necessary for completing the professional development.

Central High Schools English teachers have been chosen to participate in the

professional development. They have a need for implementing mobile learning experiences

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to make their content more engaging. The following pages will explain why there is a need

for this professional development through supported data and literature.

DEMONSTRATED NEED OVERVIEW

As students begin entering the workforce or the collegial environment, a need for

21st century skills is vital to be successful. Based on the amount of technology students are

bringing to school through the BYOD program at Central High School, teachers need specific

training in mobile learning experiences. There is a lack of knowledge and professional

development regarding implementing technology. This need is evident based on End of

Course (EOC) test scores and College and Career Ready Performance Index (CCRPI) scores

for Central High School. Based on the information gathered for CHS, the administration and

leadership team feel that the English scores could benefit from a different approach to

teaching in all grade levels.

SUPPORTING DATA

Table 1: Central High School English Teacher Copy Usage

Teacher August September October November December Total Copies Used 1st
ID Semester
85673 2,400 1,400 3,000 3,200 -1,500 11,500
85645 2,200 3,000 1,600 2,400 800 10,000
85632 2,000 1,600 1,800 3,200 1,400 10,000
85622 1,800 2,000 3,000 3,200 -1,200 11,200
85612 1,500 1,200 1,800 2,000 2,200 8,700
85602 1,200 1,150 2,000 2,400 2,600 9,350
85595 1,900 3,000 2,100 3,000 -2,400 12,400
85584 3,000 1,600 3,500 1,900 -1,800 11,800
85564 2,600 2,800 2,500 2,100 -2,500 12,500
85542 1,800 2,000 1,200 1,600 1,900 8,500
This table summarizes ten English teachers copy usage for one semester. The

administration found that teachers in the English department were meeting or exceeding

the copy limit before the end of the first semester. Through conversations and meetings

with administration, it is their hope to implement strategies for reducing paper usage.

Mobile learning experiences will allow teachers to post things in an online forum for students

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to access information anywhere. Students could also submit work to an online forum instead

of printing.

Figure 1: Central High School Improvement Plan

Strategic Goal Area III Efficient and Effective Operational Practices

This is a part of Central High Schools School Improvement Plan for 2016-2017.

Students were trained on how to use the Google Suite that includes Google Classroom. In

the professional development, teachers will receive training on using Google Classroom.

Action Step C also provided with teachers a list of available technology resources. This did

not provide teachers with training on how to implement the technology resources in the

classroom. The professional development will provide hands on training with a variety of

technology resources teachers can quickly implement in their classrooms.

Table 2: Central High School EOC Scores 2016-2017

American Literature
Total Students 250
Level 1 51/250 20%
Level 2 80/250 32%
Level 3 93/250 37%
Level 4 26/250 10%
Level 3 & 4 119/250 48%
Lexile
Total Students 250
Below 1050 72/250 29%
Within 1050-1260 61/250 24%
Above 1260 117/250 47%
On or above 178/250 71%

Extended Writing Ideas 3 & 4 Extended Writing Conventions 3 & 4 Narrative Writing
132/250 114/250 79/250

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 53% 46% 32%
9th Grade Literature
Total Students 325
Level 1 78/325 24%
Level 2 113/325 35%
Level 3 117/325 36%
Level 4 17/325 5%
Level 3 & 4 134/325 41%
Lexile
Total Students 325
Below 1050 82/325 25%
Within 1050-1260 106/325 33%
Above 1260 137/325 42%
On or above 243/325 75%

Extended Writing Ideas 3 & 4 Extended Writing Conventions 3 & 4 Narrative Writing
108/325 125/325 100/325
33% 39% 31%

The EOC scores for American Literature and 9 th grade Literature were significantly

below the state average. While scores have improved over the last five years, there is still

significant gains to be made in the English classroom. When comparing the scores to other

high schools in the county we are ranked 4th and 5th out of five high schools. With 25% of

students below grade level reading level in 9th grade and 29% below in 10th grade creative

ways are needed to improve the levels, one of which will include many hands-on activities.

Students with low reading scores typically learning better with hands-on activities instead of

lecture and traditional note-taking (Cardon, 2010).

LITERATURE SYNTHESIS

According to Levin, B. B., & Schrum, L. (2012), the key objective for technology

integration is for students to explore, develop, create and question. Mobile learning

experiences will allow students to explore, develop, create, and question the content being

shared. M-learning supports individualized learning by allowing students to learn at their

own pace while the situated component embodies the use of mobile devices to learn within

a realistic context (Bilos et al, 2017). Learning does not have to take place only within the

four walls of the classroom, but can be continued at home or elsewhere in the school.

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Students today are social by nature and connected by their digital collaborators such as

mobile phones, tablets, and social media webpages and apps (Jones, 2015). Sarrab, Shibli,

& Badursha (2016) state that mobile learning, enhances a new dimension for learner-

instructor interaction thus improving the accessibility, interoperability, and reusability of

educational resources and a positive attitude among the learners towards learning.

Khaddage, Knezek, and Baker (2012) believes that in order to make informal learning

successful (mobile learning) it should coexist with formal learning. The rapid development of

mobile technology and higher education student and faculty ownership of mobile devices

with Internet access have expanded communication methods, opportunities for

collaboration, access to traditional learning, and access to information resources

(Donaldson, 2012). Another usage of mobile devices is found in the area of collecting and

analyzing data for class projects (Azusa Pacific University, n.d.).

In regards to professional development, Grant, Tamim, Brown, Sweeney, Ferguson,

& Jones (2015) found that school districts offered insufficient professional development to

ensure meaningful technology integration. Taking the time, effort, and funds to develop a

quality professional development can be difficult, but rewarding. Finding the right

professionals to aid in teaching the professional development has to be a priority. Research

on coaching has claimed that training, while infusing expert personnel, results in improved

productivity, better relationships, improved teamwork and greater job satisfaction, as has

been shown (Reeves, 2009). Stanhope and Corn (2014), realize that effective change

initiatives require stakeholder commitment, and teachers are key stakeholders in the

academic implementation of academic innovation. When providing professional

development, shifting teachers ideas and viewpoints regarding technology should be a

primary goal (Ekanayake & Wishart, 2015). In order to provide meaningful professional

development successful integration of technology must take into consideration the

participants inexperience with the new technology (Sutherland, Robertson, and John, 2009).

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 GOALS AND OBJECTIVES

This professional development will provide instructional strategies to participants.

The content and knowledge gained by participants will help to increase student achievement

through the use of mobile technology learning strategies. The following goals will guide the

operations of this course:

Content Goal 1: To increase 9-12th English teacher usage of mobile learning by providing a

one week training in the summer and three follow up sessions with specific content

appropriate technologies.

Technology Goal 2: Within one school year, increase the number of English teachers who

use mobile learning experiences within and outside the classroom, which will increase both

engagement and achievement of learning.

GOALS

Teachers will need to come to the training with an eagerness to learn as well as bring

their own devices. Based on goal one, through professional development teachers will learn

what mobile learning is and how it can be implemented into the classroom. It is the hope of

the administration that through a different strategy, using mobile devices, students will

increase engagement in the classroom and in turn perform better on EOC exams.

Based on goal two, teachers who do participate in mobile learning experiences will

have the support of administration as well as the technology specialist who troubleshoot

issues at CHS. Students also need opportunities to be engaged with the content and other

students. Through mobile learning strategies, teachers will learn how to have students

collaborate using their device inside and outside of the classroom. Teachers will also be able

to leverage appropriate mobile applications to reinforce key concepts and extend learning

(Azusa Pacific, n.d). The PD will provide teachers with a variety of applicable tools that can

be put to immediate use.

OBJECTIVES

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 The objectives will allow for a clear vision to be seen and followed throughout the

professional development. The objectives take a specific look at skills teachers will need to

acquire to have successful implementation of mobile learning in the classroom. The

following objectives will be used:

Content Goal 1: To increase 9-12th English teacher usage of mobile learning by providing

monthly training in specific content appropriate technologies.

Objective 1: Define mobile learning experiences

Objective 2: Survey students in classroom to gauge readiness for mobile learning in the

classroom

Objective 3: Understand how to use all devices students are bringing to class in their lesson

and unit plans

Objective 4: Teach and practice safe online usage

Objective 5: Understand effective strategies for classroom usage

At the end of the professional development, teachers will be able to define mobile

learning experiences. Through modeling, teachers will experience how to survey their

classroom to see if students are ready to complete assignments or assessments using

mobile devices. Teachers will also learn about the different devices and applications

students could be potentially bringing to the classroom. A large part of BYOD policies and

mobile learning experiences is safe online practices. Before teachers allow students to use

applications on their devices, a classroom policy must be created for appropriate usage.

Students must understand what is safe and unsafe to post on applications used inside and

outside the classroom.

Technology Goal 2: Within one school year, increase the number of English teachers who

use mobile learning experiences within and outside the classroom, which will increase both

engagement and achievement of learning.

Objective 1: Use Edmodo or Google Classroom as a resource to use both inside and outside

the classroom for student work, assessments, or activities.

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Objective 2: Use YouTube or TeacherTube as a resource for tutorials, how to videos, or

instructional videos.

Objective 3: Use Screen-cast-o-matic for teacher made videos and Audacity for podcasting.

Objective 4: Use Remind, Twitter, and Instagram to communicate outside the classroom.

The second part of the professional development will focus on applications that

teachers can utilize to improve students understanding of language arts concepts. Teachers

will learn about specific applications that can be used for classroom management,

assessment data, videos and podcasting for instruction, and communication tools. Teachers

must have some background knowledge of how to use mobile devices in order to grasp the

concepts taught during the PD. Classroom management software such as Google Classroom

or Edmodo will allow teachers to post assignments or assessments at any hour. Students

are then able to work on the assignments wherever they have Internet access. This also

creates a place for students to turn in work electronically. Teachers will also learn how to

create their own videos through YouTube or Screen-cast-o-matic. Instructional videos can

be viewed on a mobile device when students are struggling at home to complete

assignments. According to Khaddage, Muller, and Flintoff (2016), it is accepted that m-

learning is about the learners mobility, and how we as educators can engage students and

in learning activities without them being restricted to a physical location. Teachers will

Teachers will also learn about the use of social media to communicate with students and

parents.

Table 3: Goal and Objective Alignment

GOALS
Content Goal 1: To increase 9-12th English teacher
usage of mobile learning by providing monthly
training in specific content appropriate
technologies.
OBJECTIVES
Define mobile learning experiences
Survey students in classroom to
gauge readiness for mobile learning
in the classroom
Understand how to use all devices
students are bringing to class in
their lesson and unit plans
Teach and practice safe online
usage

10

Technology Goal 2: Within one school year,
increase the number of English teachers who use
mobile learning experiences within and outside the
classroom, which will increase both engagement
and achievement of learning.
Understand effective strategies for
classroom usage
Use Edmodo or Google Classroom
as a resource to use both inside and
outside the classroom for student
work, assessments, or activities
Use YouTube or TeacherTube as a
resource for tutorials, how to
videos, or instructional videos
Use Screen-cast-o-matic for teacher
made videos and Audacity for
podcasting
Use Remind, Twitter, and Instagram
to communicate outside the
classroom.

With objective and goals, there must be a plan of how to deliver the information to

teachers. Each professional development day will cover specific objectives related to the

content and technology goals.

PLAN OF OPERATIONS

The plan for this professional development is for fifteen Central High School teachers

to participate in five-day long professional development sessions during the summer

focusing on mobile learning experiences in the ninth through twelfth grade English

classroom. According to Navaradias, Santiago, and Touron (2013), the integration of mobile

devices in the teaching process promotes the development of cognitive skills such as

problem-solving, decision-making, critical thought and creative thinking. A systematic

approach will be used to conduct the proposed activities. A detailed schedule will be

provided for participants two weeks before the PD begins.

SCHEDULE

Table 4: Professional Development Schedule

Topic Activities/Learning Goals

Day 1
Introduce and Teachers will bring their device and laptop to the training.
8:00-9:00 define mobile
a.m. learning
experiences

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 Discussion of how Practice using Google Form for surveying teachers readiness
to survey students for mobile learning experiences.
9:00-10:00 readiness for
a.m. mobile learning
experiences

Discussion of
devices being Android, Apple, Samsung
brought into class http://otl.du.edu/teaching-resources/managing-mobile-
and how to pick devices-in-the-classroom/
10:00- technology best for
11:00 a.m. all devices

11:00- Share concerns and ideas for implementation in the

12:00 p.m. Lunch classroom

https://www.commonsensemedia.org/educators/connecting-
12:00-3:30 Share resources for families/host
p.m. practicing and https://esafety.gov.au/
teaching safe online http://swgfl.org.uk/products-services/online-
practices safety/resources/online-safety-policy-templates
http://edorigami.wikispaces.com/Digital+Citizen+AUA

3:30-4:00 Survey
p.m. Google Form-questions concerning learning from today;
provide feedback for introducing day 2 topics.
Day 2

8:00-9:00 Effective https://www.edutopia.org/blog/mobile-learning-support-

a.m. management new-teachers-lisa-dabbs
strategies for
classroom usage

Introduction of Remind
9:00-10:00 Remind https://www.remind.com/
a.m. Create Accounts
https://www.youtube.com/watch?v=ya-Ft2BMNnQ

Introduction of Twitter
https://twitter.com/
10:00- Twitter http://www.teachhub.com/50-ways-use-twitter-classroom
11:00 a.m.

11:00- Lunch Share concerns and ideas for implementation in the

12:00 p.m. classroom

Finding resources and experts to follow concerning

12:00-1:30 Twitter technology and mobile learning
p.m.

https://www.instagram.com/?hl=en
Instagram

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1:30-3:30 https://www.weareteachers.com/10-surprising-ways-to-use-
p.m. instagram-in-the-classroom-2/#.WVQxtevyvIU
Finding resources and experts to follow concerning
technology and mobile learning
3:30-4:00 Survey
p.m. Google Form-questions concerning learning from today;
provide feedback for introducing day 3 topics.
Day 3

8:00-9:00 Edmodo Introduction to Edmodo assignments,

a.m. https://support.edmodo.com/hc/en-us#teacher

9:00-10:00 Creating accounts How to create a class

a.m. Creating assignments

10:00- Google Classroom Introduction to Google Classroom

11:00 a.m.
Share concerns and ideas for implementation in the
11:00- Lunch classroom
12:00 p.m.
Google Classroomhow to create a class, creating
12:00-3:30 Google Classroom assignments, announcements, attaching documents to
p.m. assignments, grading and commenting in Google Classroom,
how to create discussion threads
https://edu.google.com/intl/en/products/productivity-
tools/classroom/
https://support.google.com/edu/classroom/?hl=en#topic=6
020277
3:30-4:00 Survey Google Form-questions concerning learning from today;
p.m. provide feedback for introducing day 4 topics.
Day 4
How to use tutorials and videos inside and outside the
8:00-9:00 Videos classroom
a.m.
YouTube Introduction to Youtube
9:00-10:00 https://www.youtube.com/
a.m. How to create videos, who to follow/subscribe to

TeacherTube, http://www.teachertube.com/
10:00-
11:00 a.m.

11:00-
12:00 p.m. Lunch Share concerns and ideas for implementation in the
classroom

12:00-1:30 Khan Academy https://www.khanacademy.org/

p.m.

http://work.chron.com/importance-video-tutorials-students-
Using videos inside 16633.html
1:30-3:30 and outside the
p.m. classroom

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 http://www.bbcactive.com/BBCActiveIdeasandResources/Ed
ucationvideosTenwaystousethemwell.aspx
3:30-4:00 Survey
p.m. Google Form-questions concerning learning from today;
provide feedback for introducing day 5 topics.
Day 5

8:00-9:00 Creating Videos for Introduction to Screen-cast-o-matic and Audacity

a.m. the classroom use

9:00-10:00 Screen-cast-o- Purpose of using both for learning

a.m. matic How students can use for learning and assignments
https://screencast-o-matic.com/
http://www.audacityteam.org/
10:00-
11:00 a.m. Audacity

11:00- Lunch Share concerns and ideas for implementation in the

12:00 p.m. classroom

http://www.educatorstechnology.com/2012/12/teachers-
12:00-1:30 Why podcast? guide-on-use-of-podcasting-in.html
p.m.

1:30-3:30 Video Creation Create accounts/videos and podcasts

p.m.

3:30-4:00 Google Form-questions concerning learning from today;

p.m. Survey provide feedback for overall learning experience
Topic Activities/Learning Goals
Day 6 Sharing successes Teachers will share activities they used that were successful
One hour and failures or failures.
*Planning occurring in the
period classroom Discuss how to improve on previous learning

Notetaking and https://evernote.com/

blogging https://help.evernote.com/hc/en-us
Evernote and https://weebly.com
Weebly
Day 7 Surveying and Poll Everywhere
One hour Assessing Students https://www.polleverywhere.com/
*Planning
period Google Forms
https://www.google.com/forms/about/

Quizlet
https://quizlet.com/

Socrative
https://www.socrative.com/

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 Day 8 QR codes Understand how to link students to further resources,
One hour Newsela diagrams, images, videos, and websites
*Planning Room for Debate
period Understand how to assign articles outside of the classroom

Understand how to use current issues to create debates and

blogging in the classroom

https://newsela.com/
http://www.qr-code-generator.com/
https://www.nytimes.com/roomfordebate

Day one of the PD will begin with a survey of the knowledge the teachers already

have of mobile learning. After the survey, an introduction to mobile learning through

defining and providing applicable examples. Day two will address creating an effective

classroom management plan for mobile learning. The focus will also address social media

outlets to connect and communicate with parent and students. Day three will focus on social

media outlets to connect and communicate with parent and students. Day four will focus on

previously created videos and how to use these videos to enhance learning or use for

differentiation. Day five will focus on using videos for instruction. It will focus on

instructional video creation for students to view when they are outside of the classroom.

Days six, seven, and eight will be follow up sessions to discuss successes and failures in the

classroom. Each session will also introduce additional resources to use for mobile learning.

Table 5 explains how the content goals and objectives align with the activities presented

during the professional development.

Table 5: Goal Alignment and Activities

GOALS OBJECTIVES ACTIVITIES

Content Goal 1: To increase 9-12th Define mobile learning Google Survey of
English teacher usage of mobile experiences previous
learning by providing monthly training knowledge
in specific content appropriate Presentation
technologies. Discussion
Survey students in Modeling using
classroom to gauge Google Form
readiness for mobile Provide teachers
learning in the classroom with an actual

15
 survey to use in
the classroom
Understand how to use all Presentation
devices students are Discussion
bringing to class in their Icebreaker game
lesson and unit plans
Teach and practice safe Infographics
online usage Videos
Discussion
Understand effective Model and view a
strategies for classroom classroom usage
usage policy
Create a policy
Technology Goal 2: Within one school Use Edmodo or Google Create one
year, increase the number of English Classroom as a resource to account
teachers who use mobile learning use both inside and outside Create a class
experiences within and outside the the classroom for student Create an
classroom, which will increase both work, assessments, or assignment
engagement and achievement of activities Create a posting
learning. Create an question
Use YouTube or Create an account
TeacherTube as a resource
for tutorials, how to videos,
or instructional videos
Use Screen-cast-o-matic for Download software
teacher made videos and to device
Audacity for podcasting Create an
introduction
podcast
Use Remind, Twitter, and Create a Remind
Instagram to communicate account
outside the classroom. Create a Twitter
account
Create an
Instagram account
Follow leaders in
mobile learning
and technology
Find local teachers
to follow

The activities presented in the professional development will allow teachers to learn

how to use applications in the classroom. The applications presented can be used on

multiple devices that students are bringing to class. Through modeling and practicing using

the applications in the professional development, participants will have hands on

experience.

16
 After successful creation of goals, objectives, and a schedule a timeline must be

created in order to pursue the grant funding. A timeline will provide the project director,

workshop facilitator, and administration with dates of meetings and preparation planning

times.

TIMELINE

After completing a grant proposal, the proposal will be submitted in October 2017. If

funding is approved, a notification will be received in February 2018. Planning with the

project director will occur in March 2018 to discuss meeting dates, purchases, facilities, and

workshop facilitator needs. In April 2018, the principal will extend an invitation to

participants via e-mail. The facility will also be secured during this time. In May 2018,

participants will be finalized. The administration, project director, workshop facilitator, and

grant proposal author will meet to finalize plans for the professional development. A final

walkthrough of the facility will occur to check for any changes that need to occur before the

PD. July 16-20, 2018 will be the week of PD for English teachers. Follow-up PD will occur on

September 18, October 18, and November 18, 2018. In February 2019, administration,

grant proposal author, and the external evaluator will meet to discuss the findings of the

evaluation.

The final meeting is the second most important event to occur during this process as

it provides information on the overall success of the PD. The evaluation is necessary as it

will provide information regarding the successes and failures of the PD. This will also allow

our administration to think about finding additional ways to offer meaningful PD. The

evaluation will also allow the team for look for better ways to teach in professional

development as well as spending money.

Table 6: Timeline of Events

Time Action Step

October 2017 Proposal submitted for review
February 2018 Funding notification
March 2018 Meet with project director to look at the schedule of events to occur

17
 April 2018 Invite participants and finalize location
May 2018 Finalize participants, meet with administration, project director, and
workshop facilitator to finalize plans and complete a walkthrough of the
facility
July 16- Professional Development workshop
20,2018
September 18, First follow up session
2018
October 18, Second follow up session
2018
November 18, Third follow up session
2018
January 18, Meet with external evaluator to discuss the evaluation of the
2019 professional development
February 18, Meet with administration and participants to discuss evaluation, success
2019 and failure in the classroom

EVALUATION PLAN

The evaluation plan for the professional development is the second most important

part of the process. This will provide information on ways to improve for future PD. Many

researchers argue that it is important to include internal and external evaluations of a

professional development in order to know if it is successful (Kortecamp & Steeve, 2006).

Both external and internal evaluations will be used to check for participant learning and

actual implementation in the classroom.

EXTERNAL EVALUATOR

The external evaluator will be responsible for collecting and analyzing data. The data

will be used to ensure that the professional development was successful and that

participants learned. The evaluator will also offer an unbiased opinion of areas that need

improvement before future meetings. The data collected will be used to make changes

before the follow up sessions in the fall.

There is one Instructional Technology Coordinator for Carroll County Schools, Josh

Bingham. Because of his degrees and credentials, he is qualified to evaluate the professional

development as well as teacher usage. He is knowledgeable in tools that teachers can use

to increase engagement and student learning inside and outside the classroom. He will

18
provide insight and suggestions for improving professional development as he is required to

lead training for all schools in the county.

DATA COLLECTION AND STRATEGIES

Surveys will be the primary source of feedback from the participants. A survey will

be given at the end of each day that addresses concerns, issues, and additional questions

over the topics covered in the PD. A survey over the entire professional development week

will occur at the end of the five-day training. This will be conducted using a Google Form.

This will not only easily collect data, but to have teachers practice using technology they

could also use in the classroom as well as provide feedback to improve the professional

development. The questions will relate to effectiveness of the training, if the tools shared

have an ease of use in the classroom, and what other mobile learning experience training

they would like to see occur in the future. The survey data will help align the content for the

three-day training throughout the school year.

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 Figure 2: Data Collection Strategies 1

To increase 10th grade

English teacher usage
Content Goal of mobile learning by
#1 providing monthly
training in specific
content appropriate
technologies.

Objective 2: Teachers will be able

Objective 1: Teachers will be able
to survey students in classroom to
to define mobile learning
gauge readiness for mobile learning
experiences.
in the classroom

Objective 3: Teachers will be able

Objective 4: Teachers will be able
to understand how to use devices
to teach and practice safe online
students are bringing to class in
usage.
their lesson and unit plans.

Objective 5: Teachers will be able

to understand effective
management strategies for
classroom usage.
Policies and
strategies
Observation created by Survey
individual
teachers
Qualitative Qualitative and Qualitative
Quintative

20
 Figure 3: Data Collection Strategies 2

Within one school year,

increase the amount of
Technology English teachers by 50% who
Goal #2 use mobile learning
experiences within and
outside the classroom,
which will increase both
engagement and
achievement of learning.

Objective 1: Teachers will be able to use Objective 2: Teachers will be able to

Edmodo or Google Classroom as a use YouTube or TeacherTube as a
resource to use both inside and outside resource for tutorials, how to videos, or
the classroom for student work, instructional videos.
assessments, or activities. .

Objective 3: Teachers will be able to

Objective 4: Teachers will be able to
use Screen-cast-o-matic for teacher
use Remind, Twitter, and Instagram to
made videos and Audacity for
communicate outside the classroom.
podcasting.

Student artifacts
Observation Survey
Lesson plans

Qualitative and
Qualitative Qualitative
Quintative

The best way to evaluate if English teachers are using mobile learning experiences is

through observation. During the professional development, it would be wise of the director

or assistant to take detailed notes on areas that teachers are struggling with understanding

or have questions about to improve the next professional development course. Through the

end of the day survey, teachers will be able to submit questions or concerns they have over

the topics covered in the session. At the beginning of the next professional development

day, all questions and misunderstood topics could be addressed before beginning the new

training.

Detailed lesson plans and student artifacts are the best proof of learning from the

professional development. In the three-day training, it is scheduled for teachers to share

21
success and failures of their implementation. An easy way to share ideas would be for

teachers to upload proof to a professional development Google Classroom or Site. Any ideas

shared would be accessible to all staff. Administration observation are also another way to

observe mobile learning experience usage. This can occur through walkthroughs and

observations already occurring due to the TKES. After evaluating teachers through

observations, detailed lesson plans, and student artifacts, data can be collected for

implementing change in future courses.

PROCESS EVALUATION

Using the data collection instrument in Table 7, the external evaluator will use this

tool to record observation of completed objectives. This will serve to show participants

learning and behavior towards mobile learning.

Table 7: Data Collection Instrument

Participants
Program Objectives 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Participant can clearly define
mobile learning experiences
and how to implement into
classroom
Survey practices are
understood and why there is a
need for them
Understand and practice safe
online usage
Explain and use effective
strategies for classroom usage
Use Edmodo or Google
Classroom as a resource to use
both inside and outside the
classroom for student work,
assessments, or activities.
Use YouTube or TeacherTube
as a resource for tutorials, how
to videos, or instructional
videos.
Use Screen-cast-o-matic for
teacher made videos and
Audacity for podcasting.
Use Remind, Twitter, and
Instagram to communicate
outside the classroom.

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 PARTNERSHIPS

Partnerships allow collaboration. This collaboration is where ideas are shared and

then implemented. I feel that the first partnership must come from the instructional

technology coordinator. He will provide insight into resources to use in developing the

professional development content. As he is responsible for purchasing technology for the

county, he could also be a source of funding for mobile learning experiences.

PARTNERS

When completing any project, there are power in numbers. Having other people to

share ideas with and receive feedback from creates a powerful team. Staying within the four

walls of CHS would not be beneficial to the professional development. The wealth of

knowledge and resources available through partnerships is limitless. Seeking outside

assistance creates relationships with businesses or colleges that can foster into long-term

commitments to helping the school

A partnership with the Media and Technology department at University of West

Georgia is the primary partnership the grant proposal seeks. The professors have vast

amounts of knowledge concerning the latest technology and its implementation. This would

be a valuable resource for its use of people and possible use of facilities. Communication

with the professors will be conducted via e-mail and through interviews. The interviews will

serve as a way to foster ideas for further professional development in the area of mobile

learning experiences. A second potential partnership is by using the Verizon Mobile Learning

Academy. The VMLA provides a ten-week professional development for schools. This could

provide additional training for teachers who want to go deeper than what the five-day

training provided. The VMLA also has additional resources for use in the classroom.

PARTICIPANT RECRUITMENT

It is important to have the right people in the right professional development

program. In order to recruit participants for the professional development workshop, the

grant proposal author will create personalized invitations for the English teachers at CHS.

23
The English department at CHS is made up of fourteen female teachers ranging in age from

21 to 47 as well as one male teacher age 47. The invitations will include a workshop

overview, a schedule, and resource overview. The biggest push will be to let teachers know

that the training is free, meals will be provided, and door prizes are available. Another

strategy to solicit participation is to have a statement or photo showing the administrations

supporta stamp of approval. If administration is backing the professional development,

this will allow teachers to feel more comfortable with the idea if they see the administrations

approval and even attendance. The invitations will be sent from the principals e-mail to

encourage participation. The department chair of the English department will be encouraged

to remind her department in their weekly meetings about the PD. After recruitment, has

occurred, the next step is to complete the PD.

CONCLUSION

A professional development designed to instruct teachers on how to implement

mobile learning experiences is beneficial to not only the teachers, but students, school, and

school district. This grant would provide a way for teachers to engage their students in

creative learning processes as well as communicate outside the classroom. The 21st century

skills that are necessary to survive in todays times will help to improve student learning

and understand key concepts in the English classroom.

The following pages include a budget summary for the proposed professional

development. A budget narrative explains the reasoning behind the requested funds. A

description of the project team and facilities is also provided. Lastly, data collection

instruments to be used during the professional development are included.

24
APPENDIX A-BUDGET SUMMARY

Attached document.

25
APPENDIX B: BUDGET NARRATIVE

When requesting funding for a professional development project, a description of the

proposed spending is necessary. Reasoning and justification for spending are described

below.

Section 1. Personnel

Requested personnel costs will total $7,400. Dr. Kim Huett will be the Project

Director for the grant planning and workshop. The salary has been set at $5,000 for the

project director. Linda Morris will serve as the workshop facilitator. Mrs. Morris will receive

$300 per day. She will be compensated $2,400.

Section 2. Fringe

The total budget allocation for fringe benefits is $4,447.26. The project director and

external evaluator will receive $2,223.63.

Section 3. Support Personnel

There will be no support personnel for this professional development.

Section 4. Participant Costs

Teacher stipends will total $7,500. Fifteen teachers will receive $500 stipends for a

five-day summer session and three follow-up sessions. Teachers must be in attendance all

eight days and will receive 70% on the final summer session day and 30% on the final

follow up session.

Section 5. Travel

The cost to travel to GAETC conference is $1,896.59. The conference registration for

five participants is $1,000. The cost of food for three days is $750. The mileage cost for

three days of travel $146.59. Participants will ride in one vehicle to the conference. This will

save on money and allow the participants to share what they learned and saw each day.

Section 6. Additional Costs

To provide lunch for twenty people for eight days, it will cost $1440.00.

26
Section 7. Evaluation Costs

The external evaluator cost is $3,500. Josh Bingham will serve as a consultant on all

aspects of project. He will be responsible for submitting summer and follow-up report as

well as collecting and analyzing process and outcome data.

Section 8. Materials and Supplies

All materials and supplies will total $500.

Each participant will receive:

A journal used for notetaking and ideas

Mobile Learning: A Handbook for Developers, Educators, and Learners (Wiley and

SAS Business Series

Section 9. Indirect costs

Indirect costs for sub grants are calculated based on 8% of project costs excluding

stipends and external evaluation. Costs for sections 1-8 total $26683.85. Indirect costs total

$1076.73.

The final budget summary allocates a total of $27760.58 including indirect costs.

27
APPENDIX C-CAPACITY

The individuals needed to have a successful professional development are a project

director, workshop facilitator, and external evaluator. The project director will ensure that

the professional development team understands the overall goal of the professional

development as well as develops a timeline and schedule for all working parties. He or she

will be responsible for securing the room, materials needed for the workshop, and all food

deliveries. The workshop facilitator will need to work in conjunction with the project director

to deliver the goals and ideas to the participants. The facilitator needs to prepare to

understand and know how to use all topics or ideas shared in the professional development

to the best of their ability. The facility that will be used is Central High Schools Teaching

and Learning Center conference room. The external evaluator will be responsible for

collecting process and outcome data.

Project Director

Dr. Kim Huett will serve as project director for the Mobile Learning in English Class.

She is currently an assistant professor of instructional technology at the University of West

Georgia. Her research interests include K-12 online learning environments as well as the

impact of emerging technologies on teaching and learning processes. Her expertise and

knowledge of the instructional technology field will allow her to best serve as the overseer

of the professional development.

Workshop Facilitator

Mrs. Linda Morris will serve as the workshop facilitator for the professional

development. She currently serves as the Media Specialist at Central High School. Before

becoming the Media Specialist three years ago, she taught Business Education for

seventeen years. She holds a Ed.S in Business Education as well as School Library Media

Specialist and Technology. Because of her work in the business education classroom as well

as the media center, she is immersed in technology daily. Her compassion for teaching and

learning will allow her to share and mold teachers to use mobile learning.

28
External Evaluator

Mr. Josh Bingham will serve as the external evaluator for this professional

development. He is the Chief Technology Officer (CTO) at Carroll County Schools (CCS). He

served as a fifth-grade teacher at CCS for ten years before taking on the role as CTO. He

has a B.S. in Early Childhood Education as well as a Masters in Instructional Technology.

Because of his role as an instructional technology specialist he will oversee analyzing data

and providing feedback for the course.

FACILITIES

The facilities that can be used for the professional development are either a small

conference room, a classroom, or a larger conference room. The three-room choices are all

free of charge to use. Each room is equipped with Wifi and a SMARTboard so that teachers

could bring their own devices and view information on the screen. The larger conference

room will allow for teachers to spread out throughout the room at different tables to share

ideas and look at ideas posted throughout the room. There is enough room to have tables to

set up for the lunch portion of PD.

29
APPENDIX D: DATA COLLECTION INSTRUMENTS

In order to collect data for feedback and growth purposes, an instrument must be

selected for usage. During the PD, surveys will be the primary feedback tool to collect data

from teachers. A pre-and post-survey will be given to look for areas of growth as well as

areas that need improvement. The following figures show a pre-and post-survey that will be

used in the PD.

Figure 4: Pre Survey

30
31
Figure 5: Post Survey

32
33
Figure 7: Roles of Professional Development Team and Participants

Mobile Learning
Professional Development

Project Director

Oversee the managing of

Schedule all necessary
the professional
faciliities and food
development

Create schedules for

workshop facilitator,
external evaluator, and
particpants

Workshop Facilitator External Evaluator Participants

Understand and be able Utilize the project director

Work with Project
to teach topics in the and workshop facilitator
Director to evaluate the
professional development to take advantage of the
professional development
workshop knowledge and resources

Work with project direcotr

Follow schedule given by
to understand all
proejct director
schedules

34
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