My topic I chose was to become a 1:1 school.

I need to take adequate time to

explain what a 1:1 program is. In addition, spend time explaining how to use the
devices; iPad and Chromebook. Then, spend time covering actual usage with the
devices. I would cover Seesaw, Reading Wonders, Kahoot, Nearpod, and Socrative. I
would start at the most basic level and require active participation. It would not be a “sit
and get” session. I would do all 5 each day because that gives teachers exposure to
each item and allows them time to digest the new material and come back with follow
up questions the next day. It also allows them to start at a basic level and be able to
develop a well thought out lesson and understanding by the end of the week. I would
use surveys to chart their progress such as in google docs. Then, I would also have
them design and create lessons day by day. They would start the week being taking on
more of a consumer role and end the week in more of the producer role. Then, we
would also compare our data from previous years to this years after the implementation
of a full 1:1 program.
The follow up meetings I would engage my participants in would be the show and
tell. My teachers would participate in teacher showcase sessions. They would
showcase what their students are doing and more importantly, creating. There would
also be a time for troubleshooting and sharing of ideas. What problems have they ran
into? Do they need help creating lessons for a specific topic. What is going well and
what is still a challenge? I would use data from previous years compared to current year
to look for improvements. Are there any improvements? Are some areas growing more
than others? I would still integrate surveys to show progression and questions. Then,
look at data from common assessments from the previous year and compare to this
year. I could also implement this during our weekly PLC meetings with our instructional
coach.
According to Cercone and Rovai, “online course design needs to be intuitive;
there should be a logical flow and interconnectedness of topics so that students can
navigate the course autonomously” (Cercone, 2008; Rovai, 2004). Therefore, by
introducing each of the topic areas a little each day, will give that flow. Additionally,
beginning with what is 1:1 and then how to use the devices and do basic
troubleshooting, will give the learner the knowledge base to implement into their own
classrooms successfully and feel secure about their abilities. Furthermore, Allen states
that “In keeping with the goal of a “deep” or authentic learning, assessments should
challenge students to demonstrate their ability to apply and synthesize course content”
(Allen, 2016). Thus, why teaching the teachers to allow their students to complete
assessments on the digital portfolio, Seesaw, it will align with Allen’s philosophy. Finally,
according to Meyer, “assessments can take multiple forms to engage learners who
might struggle with one particular medium of expression” (Meyer et al., 2014). Thus,
exposing the teachers to Kahoot, Nearpod, and Socrative, will show them multiple ways
to assess. It also gives the students and teachers immediate feedback to better drive
their instruction.

Works cited

Allen, S. s. (2016). Applying Adult Learning Principles to Online Course Design.

Distance Learning, 13(3), 25-32.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning
design. AACE Journal, 16(2), 137–159.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and
practice. Wakefield, MA: CAST Professional.

Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet

and Higher Education, 7(2), 79–93.