TPDP Project Macdonald

Running head: TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN 1
Technology Professional Development Plan
Brooke Macdonald
California State University, Fullerton

TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN 2
Introduction 2
Purpose 2
School Description 3
Theoretical Introduction 5
Needs Analysis 8
Literature Review 11
Research Support for Promoting Student-Centered Learning Through Technology 11
Theme 2: Increase in Critical Thinking & Problem Solving Skills 14
Professional Development Models 17
Project Development 19
Professional Development Goals: 19
ISTE- Standards: 20
Summary 20
Evaluation 22
Introduction
Purpose
The purpose of this Technology Professional Development Plan is to create an outline for
a technology professional development opportunity that seeks to help teachers discover how to
best use digital tools and resources to promote student centered learning and engagement in their
classrooms. The plan will include a look at accessible online tools that teachers can quickly
begin to implement with their students.
School Description
Julius Corsini Elementary School (JCES) is a Title 1, public elementary school located in
Desert Hot Springs, California. It is a part of the Palm Springs Unified School district, which
serves around 23,000 students. JCES is located in a low socioeconomic community and serves
around 540 students total. This enrollment number includes students TK-5th, as well as two
moderate-severe special education classes. Close to 97% of the students at Julius Corsini are on
free and reduced lunch. There are a total of 21 teachers on campus, with class sizes ranging from
24 to 33 students. Around 43% of the students are English Language Learners, primarily Spanish
speakers.
The vision statement of the school is:
“Julius Corsini Elementary supports a respectful, inclusive and
engaging environment where academic achievement and positive social
interactions foster confidence, responsibility, and student success.”
The students at JCES are given very easy access to technology, both tablets and
ChromeBooks. The lower elementary grades have access to Samsung tablets when at school, (2
to 1) per each class. The upper elementary grades (3-5th) are part of a 24/7 ChromeBook
program which allows them to take the ChromeBooks home with them every day. Parents and
students attend a technology information night and fill out an application in order to join this
program. The software that is used on a daily basis with students include Lexia, DreamBox,
Read Live and all Google products (Google Classroom, Google Docs, Google Slides, etc.)
Teachers at JCES are given access to a wide variety of technology tools and resources.
Teachers are given a desktop computer, laptop, chromebook, iPad, document camera and
projector for classroom use. The district provides all teachers with Google Accounts, so
everything runs through Google, from GoogleSlides to Google Docs. Teachers also have access
to resources such as Screencastify to use for recording videos and lessons.
Technology Professional Development (PD) at JCES, on a whole school level, has been
quite sparse. The district has provided a few school site trainings on technology for
ChromeBooks, primarily at the very beginning of each school year. There is not a dedicated
technology TOSA on each campus, instead a technology TOSA is shared between about 3
elementary schools. Technology professional development is provided on a more individualized
basis, when teachers sign up with the Tech TOSA. The Tech TOSA will also host a couple of
technology PD opportunities for the whole school throughout the year. These PD opportunities
are typically geared towards the upper elementary teachers whose students are using
ChromeBooks. The most current PD for technology has been focused around using digital tools
to promote student engagement, such as the use of FlipGrid and HyperDocs.
Theoretical Introduction
We live in a technologically driven world, and this mentality has extended to the world of
education as well. Students come into our classrooms with a high knowledge of how to use the
newest smartphone, have been playing on a tablet since they were a toddler and are already key
participants in the social media craze. It is because of this shift in student technology usage and
knowledge, that has led educators to embrace the world of technology as a vital element of the
learning process in the 21st century (Donovan & Green, 2018, p. 9). As stated by Hicks (2018),
technology “is becoming a classroom necessity rather than a luxury” (p. 189). No longer is it
considered a rare gift to have a cart of ChromeBooks in the classroom, but instead is now a
common sighting in many classrooms. And while administrators, educators, parents and students
may not always agree on technology integration into the learning environment, it is clear that
technology is here to stay.
When looking at the literature regarding the benefits of educational technology and the
use of technology integration in the classroom, there is much to be found. One reason for
technology integration in the classroom that has gained much support is the idea that we need to
address the needs of the “digital native” students that fill our classrooms (Hicks, 2018, p. 189).
Digital natives is a term used for students who have grown up with technology and have been
immersed in it in many different ways (Hicks, 2018, p. 189). The fact that students today have
grown up surrounded by technology has greatly influenced the type of learners they are and how
they like to express themselves and experience learning. As stated by Donovan & Green (2018),
“Our students want a learning environment where they can use technology in meaningful ways”
(p. 10). Knowing this about our students is something that greatly impacts the way we attempt to
educate them, and is something we must really consider when it comes to creating enriching
learning opportunities for them.

The topic of student engagement is another one that comes up frequently when
examining the perceived “pros” to integrating technology into the classroom. Many believe that
the technology resources in the classroom, “can enrich the learning experiences of students”, and
help to promote higher levels of attention spans and engagement (Hicks, 2018, p. 189). In a study
conducted by the Semel Institute of Neuroscience and Human Behavior at UCLA, it was
discovered that “the brains of digital natives were more actively engaged while navigating a web
page, as opposed to reading a book” (Herther, 2009, pg. 402). This means that students find
themselves more engaged when technology is involved in the learning process. Again, while not
every educator may agree that this is a good thing, it is a reality that we must take into account. If
we want to provide our students with learning opportunities that will excite them, and that they
can more closely relate to. Technology is a key way to achieve this.
It is important to remember that technology integration in education is really only
beneficial when it is being done in a meaningful way (Donovan & Green, year). For teachers
who are using technology in their classrooms just for technology sake, a disservice to their
students as well as themselves is occuring. When teachers are able to integrate technology in a
way that is meaningful and provides a more enriched learning experience, it can have a
significant impact on both student learning and instructional practices. Teachers who seek to find
innovate and engaging ways to integrate technology into their lessons are able to see significant
changes in how they instruct and relate to their students.
Even though there appears to be a large amount of benefits to integrating technology into
the learning environment, some teachers still find themselves resisting this shift in education.
And while it may be easy for more tech savvy teachers to dismiss the feelings and fears of these
types of teachers, it is important for us to truly understand where their reluctance comes from
(McKenzie, 1999, p. 1). As stated by Starr (2012), some teachers are still reluctant to technology
usage in the classroom, “mostly because of a lack of time, a lack of resources, or a lack of
confidence in their ability to use the available technology,” (p. 1). Teachers who lack confidence
in their abilities to use technology may fear that they will look incompetent in front of their tech
savvy students (Hicks, 2018, p.189). This lack of confidence and resources ties into another large
concern in this area, which is that there is a lack of technology professional development
opportunities being offered to teachers. When teachers do not receive proper training on
technology resources and integration, they are going to be much less likely to jump and try it out.
If we want to reach out to these reluctant teachers, as well as continue to inspire other teachers to
push forward in providing their students with a 21st century learning environment, we need to
put in the effort to provide them with the best possible resources and training.
While it is clear that technology PD opportunities that help teachers become more
comfortable with technology integration are important, it is also crucial that training and
information is provided on the topic of online student safety and digital citizenship. Opening the
door of technology to our students, also means addressing the issues that can occur when
students are using the internet. It is important for teachers to receive proper training on how to
address the topic of digital citizenship and internet safety with their students in a clear and
consistent manner. Students need to understand that there are rules and guidelines they should
follow when interacting with the internet in order to remain safe and get the best use out of this
great resource available to us. What all of this information in the literature ultimately tells us, is
that the need for teacher professional development on technology integration is crucial in order
to continue to foster a 21st century learning environment for students.
Needs Analysis
In order to conduct a needs analysis for Julius Corsini Elementary, a Google Form survey
was created to be pushed out to the teachers digitally. In addition to the digital format of the
survey, paper copies of the survey were also created to be filled out at a staff meeting, for those
who had not already participated in the digital survey. A total of seventeen responses were
collected from the survey through these methods of data collection. This amount of responses
greatly helped to identify trends in their responses, and focus in on key areas that will be
addressed in the professional development plan.
The survey that was created for the needs analysis focused on a variety of technology
integration topics. The first couple of questions focused on gaining insights into the perceptions
of the teachers in regards to their level of comfort with integrating technology into their
classrooms. The teachers were asked to rate themselves on a scale from not comfortable with
using technology at all, to feeling that they were able to integrate technology in innovative ways.
The purpose of this question was to allow the teachers a chance to self- evaluate their technology
capabilities. One trend that was demonstrated in this area of responses was that while many of
the teachers at Julius Corsini felt comfortable enough to integrate technology into their
instruction on a very basic level (ie. document cameras, laptops, projectors, etc.), they did not
feel that they were using technology in enriching or innovative ways with their students. This is
an important area of concern when it comes to technology integration in the classroom, because
as technology leaders we want to strive to promote technology usage that pushes beyond the
boundaries of simple substitution. If teachers feel that they are stuck at a more basic level of
technology skill and knowledge, this can have a direct impact on their students and the
opportunities they are given when it comes to using technology. If we want to provide a learning
environment that is beneficial and conducive to 21st century learners, then this issue must be
addressed.
Another area of technology integration that the survey aimed to uncover insights into,
was on the topic of technology professional development opportunities. The desire was to
understand the perceptions of the teachers at Julius Corsini regarding the amount of technology
professional development that have been given, and whether or not they felt that it was adequate
enough for them to feel successful in integrating technology. The responses that were received
back demonstrated a unanimous no when it came to feeling that enough tech professional
development had been provided by the district. Many teachers at the site appear to have learned
enough basic technology skills to get by in a sense, but have not been given enough training and
support in order to deepen those skills and strive to reach higher levels of technology knowledge.
When asked to describe what they felt they needed from a technology professional development
to gain confidence and feel more successful, many of the responses mentioned the use of a
coaching model and being able to have technology professional development opportunities on a
more consistent basis. The teachers overwhelmingly felt that technology professional
development needs to be provided on a more consistent and frequent basis in order to better
reinforce and support technology integration knowledge and skills. The development of a
coaching model, in which teachers are able to be given more individualized and tailored
instruction and support also would prove to be very beneficial. This reinforced that the teachers
at Julius Corsini are yearning for more technology professional development opportunities and
that they will greatly benefit from the type of professional development that this plan will aim to
provide them.
The next series of questions focused in on what kind of technology and technology
resources the teachers at Julius Corsini were actually using on a consistent basis in their
classrooms. Many of the teachers reported things such as the Google suite of resources, Lexia,
DreamBox Math and ChromeBooks/ tablets. This are all fairly basic applications of technology
usage in the classroom. What was greatly lacking in their responses, was the use of technology to
promote student centered learning opportunities. This as a key area of technology integration that
needs to be addressed in this professional development plan, because student centered learning is
an important way to promote critical thinking and problem solving skills amongst students. This
very much aligns with the previous observation, that teachers at Julius Corsini have been
primarily using technology as a means of substitution, and perhaps “busy work”. The teachers at
Julius Corsini would benefit from a professional development opportunity that helps them to
discover more innovative and engaging ways to use technology, that promotes student centered
learning practices.
Literature Review
Literature was located using two databases from the California State University, Fullerton
Pollak Library. The databases used were Google Scholar and ERIC (EBSCO). The key terms
used to search were student-centered learning, technology integration, technology to promote

critical thinking, and student-centered learning and technology. The sources used are a variety of
empirical, peer-reviewed literature.
Research Support for Promoting Student-Centered Learning Through Technology
Student-centered learning is an important aspect of providing a beneficial learning
environment for 21st century learners (Donovan & Green, 2014, p.21). The definition of student-
centered learning states that, “the learning environment has learner responsibility and activity at
its heart, in contrast to the emphasis on instructor control,” (Cannon, 2000). This means that
students are more in control of the learning process, and teachers move from a direct lecturer of
knowledge to a facilitator of knowledge. Many studies have been conducted in regards to this
model of learning, and have demonstrated a positive effect on students and their ability to
connect more with what they are learning as well as provide a greater motivation for learning
(Bey, 2012; McCombs & Whistler, 1997, Rakes et al., 2006;). It is important for teachers to
understand the benefits behind incorporating student-centered learning activities and practices
into their classrooms in order to better support the needs of their students. Two of the strongest
benefits associated with a student-centered classroom include, an increase in student engagement
and participation levels and an overall increase in student critical thinking and problem solving
skills. Both of these benefits are incredibly powerful when it comes to promoting a more
effective and innovative learning environment and will be examined more closely in this
literature review.
Technology blends itself quite well to the use of student-centered learning opportunities,
and the combination of the two make for a very enriched and innovative learning environment
for students. With the use of technology resources, students are able to expand their learning and
understanding beyond the walls of their classrooms and seek out new ways to gain and transmit
knowledge. The National Technology Standards for Educators, set by the International Society
for Technology in Education (ISTE), has set the tone for working to create a learning
environment that aims to use technology in innovative ways that promote a student-centered
learning model. These technology standards, “reflect the transition from using technology to
deliver content to using technology to empower learners,” (Smith, 2017). And furthermore, “that
empowerment also speaks to educators as valued professionals within their organizations and
communities who are enabling student-centered learning,” (Smith, 2017). These seven standards
provide educators with a roadmap of how to navigate the integration of technology into their
classrooms and instructional practices in a way that is both meaningful and “learner-driven”
(Smith, 2017).
Theme 1: Increase in Student Participation
One of the benefits of student-centered learning that was prominent in the review of the
literature, was an overall increase in student participation and engagement. By putting students in
the driver seat and allowing them to take more responsibility in their learning, a great amount of
student involvement can occur. Instead of students being passive listeners to information
supplied to them by teachers, teachers are able to help “construct authentic, real- life tasks that
motivate learner involvement and participation,” (Weimer, 2002). Huang and Wu (2007)
conducted a study that aimed to compare the teacher-centered and student-centered models on
student engagement levels. The results of the study determined that the students who participated
in the student centered-learning environment, “had significantly higher emotional engagement,”

compared to those in the teacher-centered learning environment (Huang & Wu, 2007, p. 727).
The study went on to determine that two important elements of the student-centered learning
environment that helped to contribute to those higher levels of engagement, were the use of
self-assessment methods and collaborative conversations that were built in to the learning
experience (Huang & Wu, 2007, pg. 727). These results demonstrate the impact of some of the
intrinsic benefits that come from a student-centered classroom and can lead to higher student
engagement and participation;the ability for students to be able to spend more time collaborating
and discussing with others and the ability to evaluate themselves and their understanding. Both
of these types of learning experiences are a valuable part of a student- driven classroom, which
allows students to converse with one another about their thinking and self-evaluate their level of
understanding.
Digital Storytelling is an emerging form of learning opportunity that allows for a student-
centered approach and helps to create greater opportunities for student participation. Through the
use of digital storytelling, students are able to make meaning of material and create their own
expressions of it. What is great about this type of digital resource, is that it can also be incredibly
beneficial for English Language Learners as well. Students who may have once found
themselves shying away from expressing themselves, or fully engaging in the learning process,
can be given the opportunity for greater participation and take control of their learning. A study
conducted by Knight and Pappamihiel (2016), found that this increase in student participation
was observed when applied to middle school students. Through the use of digital storytelling, the
participating students were able, “to be more involved in authentic interaction and the
negotiation of meaning that is essential to their English language development,” (Knight &
Pappamihiel, 2016, p. 80). A similar study conducted by Liu, Navarrete & Wivagg (2014),
demonstrated the same increase in student participation while using the digital storytelling
software StoryKit, all while implementing a student-centered learning approach that focused on
learner-driven expression. These studies demonstrate the positive impact on student engagement
that can occur when technology and student-centered learning practices are employed,
particularly for students who may have previously struggled to do so.
Theme 2: Increase in Critical Thinking & Problem Solving Skills
Student-centered learning provides many opportunities for students to develop their
critical thinking and problems solving skills. One type of student-centered learning opportunity
that has gained much prominence and praise in the education world is Project Based Learning
(PBL). PBL is a type of learning experience, “that engages students to develop their own
understanding,” and calls for “active learning” (Beier et al., 2018, p.4). Active learning means
that it is, “a student-centered, inquiry-based instructional approach,” designed to engage students
fully in the learning process (Bier et al, 2018, p. 4). This particular type of learning opportunity
not only promotes student-centered learning, but also blends itself well to technology usage
(Walker et al., 2012). In a study conducted by Walker et al. (2012), it was concluded that the
increased use of technology to promote PBL opportunities in the classroom, ultimately helps
students to use their critical thinking and problem- solving skills to develop their own
understanding of the new material (Walker, et al., 2012, pg. 421). When students are given the
opportunity to use technology resources, they are able to dig deeper into the material and
discover new ways to express their findings and new knowledge. In another study conducted by
Bey (2012), it was asserted that these types of student-centered learning opportunities are very
important for student learning and there is a strong need for teachers to use technology in order
to better develop more student-centered lessons (p. 5). When teachers are able to engage their
students in inquiry based learning opportunities that require them to use technology in order to
seek out answers and solve problems, critical thinking and problem solving skills can be
accessed and increased.
Another area of student-centered learning that was discussed in the literature revolved
around the use of gamification and simulation experiences to promote critical thinking and
problem solving skills in the classroom. A simulation game or experience, “is a game, a rule
based, artificial conflict or competition that simulates dynamically one or more real-world
systems,” (McCall, 2013, p. 9). In a research article written by Worthington (2018), a closer look
at the impact of simulation experiences in the classroom demonstrated a strong increase in
important problem solving abilities for students. As Worthington (2018) stated, “In successful
simulations students are active participants, just as in real life when an individual must use
evidence and resources, along with problem-solving, collaborative, inquiry and high order
thinking skills to solve a given situation,” (p. 139). These types of learning experiences engage
students in the process of deciphering information, using critical thinking skills and making
decisions and predictions. In an article by McCall (2013), he further examined this idea that
simulation games can be used to create opportunities for not only great student engagement, due
to the immersive nature of them, but the development of critical thinking skills. McCall explains
that because students must take in a variety of information and resources in order to participate in
a simulation game, they are naturally inclined to ask important and meaningful questions along
the way. McCall (2013) asserted that, “this ability to question deeply is one of the hallmarks of
creative critical thinking,” (p. 21). This type of student-centered learning experience strives to
engage, challenge and push students to use critical thinking and problem solving skills in order to
connect and understand new material.
When looking closely at the two themes identified in the literature, regarding the benefits
of a technologically enhanced student-centered classroom, it is clear that a call for professional
development in this area is crucial. In order for teachers to be able to effectively integrate
technology to promote student-centered learning, they must have a firm understanding and
foundation of both student-centered learning practices and technology integration skills. While
these two areas can work seamlessly together, teachers need to feel comfortable with each of
them in order to make a long-term shift in instructional practices. Through a professional
learning opportunity that engages teachers in both the foundation and principles behind
student-centered learning, and how to accomplish those principles through the use of technology,
this kind of shift can occur.
Professional Development Models
This particular professional development (PD) opportunity will serve as a site-based
TPD, that serves to support that needs of the teachers at JCES based on the needs analysis that
was conducted. The idea is to create a professional development opportunity that focuses on,
“promoting profound and long-term changes in instructional methods,” (Infodev.org, 2018, p.
16). Since the teachers at JCES demonstrated a need and desire to develop increased skill and
knowledge when it comes to creating more student-centered learning activities through the use of
technology, it is important to create a PD that allows for both a dissemination of information, as
well as the time needed to experiment and try things out for themselves. After all, we as
educators are also learners and need to be given the same type of hands-on learning experiences
to truly make growth and progress in our level of understanding. The goal for this professional
development opportunity is to provide a foundation of learning that can continue to be built upon
in order to achieve long-term success and impact on instructional practices and technology
integration.
This PD will focus on the the SAMR model (Substitution, Augmentation, Modification,
and Redefinition) and the idea of moving up the ladder of the SAMR steps, when it comes to
technology integration in the classroom. The SAMR model, “provides a framework for teachers
designed to improve the integration of emerging technologies into their daily lesson,” (Hilton,
2015, p. 68). The model focuses around four steps of technology integration: substitution,
augmentation, modification and redefinition. While the first two steps (substitution and
augmentation) are classified as technology usage as an “enhancement” tool, the second two
steps (modification and redefinition) demonstrate the use of technology as a “transformation”
tool (Hilton, 2015, p. 68). Using technology as an enhancement tool, essentially means that
technology is being used in place of a non-technology resource with a limited impact on the
actual learning experience. Using technology as a transformation tool however, demonstrates the
ability to integrate technology in a way that seeks to change the process of the learning
experience into something more innovative. As teachers begin to gain more comfort and skill
with technology integration, they essentially are able to move up the ladder of the SAMR model
in order to move from using technology simply to enhance a lesson, in order to integrate it in an
innovative way that transforms the learning process for students. The idea behind this particular
professional development opportunity is to meet the teachers at JCES where they currently are
on the SAMR scale (the enhancement stages), and gradually work towards moving up the ladder
to the higher levels of the scale which allow for transformative learning to occur. This will of
course take time and continued professional development opportunities in order to occur, but can
ultimately prove to be very successful for long term results.
Summary
The literature regarding the use of technology to promote student-centered learning
makes a powerful statement as to the benefits that can become possible for both students and
teachers alike. Student-centered learning provides students with the opportunities they need to
push themselves further in their quest for knowledge, to challenge their critical thinking skills
and to feel more engaged and connected to their learning. For teachers, the ability to provide
student-centered learning opportunities demonstrates a commitment to meeting the needs of 21st
century learners. Through the use of the well developed SAMR model, this particular
professional development opportunity will allow teachers to gradually build towards
accomplishing comfort and confidence in providing their students with an enriching and
innovative learning environment. Teachers will be given the opportunity to take note of where
they currently operate in the four step model, in order to better assess where they would like to
make progress and make shifts in their instructional practices. Ultimately, this PD will help guide
teachers through the process of actually implementing a technology based student-driven
resource into their own classrooms with proper support and reflection time available to them.
Project Development
Professional Development Goals:
Educators will:
● Understand how technology can be used to create a student-centered classroom
environment.
● Demonstrate the ability to implement a student-centered technology tool with their
students.
ISTE- Standards:
Teachers will understand the International Society for Technology in Education (ISTE)
Standards for Educators; specifically the indicators of the Design standard. The Design standards
states that teachers should be able to create authentic learning experiences that are
student-centered and differentiated to meet the needs of all learners. Teachers will meet the
following ISTE Standards:
● 5a: Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
● 5b: Design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning.
● 5c: Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
● 6c: Create learning opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems

Summary
Teaching educators how to better implement student-centered learning opportunities into
their classrooms is an important way to help promote a 21st century learning environment for all
students. As the literature discussed, student-centered learning opportunities help students to feel
more motivated, to participate more in their own learning and to increase their critical thinking
skills (Bey, 2012; McCombs & Whistler, 1997, Rakes et al., 2006;). With the use of technology
to help enhance this type of learning process, we can greatly impact the way in which we educate
our students. Technology integration allows for students to think outside of the box and push
themselves to find new ways to answer questions, solve problems and present their knowledge to
others. We need to provide technology professional development opportunities to teachers that
help support them in this shift to technologically driven student-centered learning opportunities
so that they can bring these skills back to their classrooms.
This technology PD will use various models and platforms in order to better engage
teachers in the learning process, as well as provide additional support and guidance. One of the
models that will be used will be that of a F2F PD session that will allow teachers to come and
work together and hold collaborative group discussions and share-outs. Another model that will
be used will be technology mentoring. Teachers with higher levels of technology skills and
knowledge will be paired up with those that need more help and support. This model will greatly
help provide those teachers who are struggling with technology integration with a go-to person
for their technology needs who can mentor and guide them. The final model that will be used
throughout this technology PD will be that of monthly tech workshops focused around a specific
student-centered learning engagement resource. Teachers will be able to attend the workshop in
order to learn about the new resource, try it out and ask questions. This kind of sustained
technology support will help give teachers the time they need to continue to strengthen their
technology integration skills and knowledge.
The focus of technology PD for the year will be on using technology to support
student-centered learning. We will begin the year by discussing student-centered learning and
how to best implement these practices into the classroom through the use of technology. Every
other month optional technology workshops will be available to teachers in order to better help
support them and answer their questions, as well as introduce new student centered technology
resources to them. Mandatory tech PD sessions will be held every other month in order to focus
in on different technology resources and teaching practices that will help guide learning towards
student-centered methods.
Evaluation
A crucial aspect to any professional development opportunity is the ability to evaluate its
impact and level of success when it comes to reaching set goals. The goals for this technology
professional development are centered around student-centered learning through the use of
technology. One of the main goals for this tech pd is that the teacher participants will gain a
stronger understanding of how to create a student centered classroom. This goal will be
evaluated through both the F2F PD sessions, as well as the follow up tech workshops. In the F2F
PD sessions I will be able to use the group discussions and share-outs, as well as reflections, as
an indicator of how well teachers have met this goal. Teacher participation in the tech workshops
will also help me to determine how well teachers have met this goal, because it will allow for
teachers to reflect and share their progress.
The second goal for this tech pd will focus on teachers being able to demonstrate the
ability to implement a student-centered technology tool with their students. This particular goal
will be measured very closely in the F2F pd session, seeing as one of the sessions on Hyperdocs
will be centered around teacher share-outs of their experience implementing them in their own
classrooms. These group discussions will allow for the ability to gauge their level of
understanding when it comes to using HyperDocs in the classroom, as well as be able to see
areas they may still need further support and training.
TPDP Timeline
September
➔ Required tech PD
➔ Topic covered: Using Technology to Promote Student Centered Learning
➔ Facilitator: Tech TOSA & site tech leads
➔ Time duration (2 hours on 2-1-2 day)
October
➔ Optional Technology Workshop
➔ Focus: How to Use FlipGrid
➔ Facilitator: site tech leads
➔ Time duration (1 hour) (held after school)

November
➔ Topic: Digital Tools for Student Centered Learning (a closer look at practical resources
to use)
➔ Facilitators: Tech TOSA & site tech leads
➔ Time Duration (2 hours on 2-1-2 day)
January
➔ Focus: Review of HyperDocs (previously introduced in November PD)
➔ Facilitar: site tech leads
➔ Time Duration (1 hour) (held after school)
February
➔ Focus: An introduction to Breakout Edu (digital & physical boxes)
➔ Time Duration (2 hours on 2-1-2 day)

March
➔ Focus: Reflection/ Review of Breakout EDU Experience
➔ Time Duration (1 hour) (held after school)
April
➔ Focus: Managing a Tech- Infused Classroom (to better support student- centered learning
& engagement)
➔ Time duration (2 hours on 2-1-2 day)
May
➔ Focus: Technology Work Time (a chance to answer questions, help get set up with digital
resources, share strategies with others)
➔ Time duration (1 hour) (held after school)
TPDP Budget
Incentives (ie. gift cards, prizes) $150
Snacks $180
Post-its/ Poster paper, markers $85
6 Breakout Edu Boxes + online platform access $900
TOTAL $1,315
F2F PD Sessions
In order to provide an effective and well- paced technology professional development
opportunity, I decided to hold two separate hour and a half long sessions. The sessions were held
on the days that we are given time by our district to hold professional development and grade
level meetings. This particular professional development experience was given to the upper
elementary school teachers (grades 3rd- 5th) at JCES. Based on the findings of the Needs
Analysis, this series of tech PD’s focused on helping provide the teachers with a more innovative
way to incorporate technology into a student- centered learning approach.
Session 1
The purpose of the first session was to provide teachers with a review of student-
centered learning practices and the benefits that come from this type of learning. The focus of the
first session was also meant to serve as an introduction to a digital resource that can be used to
support student-centered learning. The overall goal for the session was that the teachers would
begin to understand how technology can be used to create a student- centered classroom
environment. The core objective of this PD session was that teachers would be able to
demonstrate their understanding of creating a student- centered classroom environment through
collaborative group discussions and reflections.
This session required a few different types of materials to be on hand. These materials
included technology devices such as a projector, and teacher devices (laptops, iPads,
Chromebooks, etc.). I also needed materials such as paper and pens and post-it’s to use
throughout the session. And finally some of the most important materials included the FlipGrid
topic page that I needed to create for the session, the link to the Google Slides Presentation, and
the links to the HyperDoc samples that the teachers would be viewing.
I began the session with a quick activity that allowed me to gauge the teachers’ current
level of understanding when it came to student- centered learning. Each teacher was given a
Post- it and was asked to write down what student- centered learning meant to them. They were
then asked to post their Post- it up on the front board. We then read through the Post- it’s
together as a group in order to see what ideas and thoughts each of them came up with. This
proved to be an important step in assessing where each of the teachers were when it came to this
type of learning style. Some of the teachers provided comments that proved to be more intuned
with student- centered learning strategies, while others seemed less connected to it.
After completing the warm- up activity, I then moved onto the Google Slides presentation
created for this session. The presentation focused on the benefits of student- centered learning, as
well as the use of technology to enhance this type of student learning. The presentation was
projected up on the screen for everyone to view, and a copy of it was also pushed out to the
teachers before the session began so that they could follow along on their own devices. The
presentation included information on what student-centered learning is, a brief informational
video on promoting student-centered learning in the classroom, as well as different models of
student-centered learning activities. Teachers were encouraged to add in their own personal
thoughts and ideas, centered around student- centered learning, along the way in order to provide
a more engaging experience.
After viewing the presentation as a group, we began the grade level discussion time. I
allowed time for each grade level to check in with each other regarding the information that had
been introduced and time to talk about their own experiences with student- centered learning and
technology. We followed up this discussion time with a whole group share out centered around
the following questions, and prizes were given out for those who were willing to share out.
➔ What does student- centered learning look like in your classroom?
➔ What student- centered learning activities do you already do in your classroom?
➔ How have you used technology to promote student-centered learning? (if
applicable)
The whole group share out was a huge success and allowed for a very open dialogue
about student- centered learning. Some teachers shared different activities and strategies that
they had been using to promote student-centered learning, while others admitted that this was an
area of instruction they needed to work on more in the future. After the whole group share out,
we took a ten minute break, which allowed the teachers to use the restroom and grab a snack.
The next portion of this session focused on an introduction to HyperDocs. Many of the
teachers were unfamiliar with this type of digital resource and were excited to learn more about it
and how to incorporate it into their classrooms. We began by walking through the Google Slides
presentation on HyperDocs. This included watching an informative and interesting video on
HyperDocs, which the teachers found very helpful, as well as a look at the elements that make a
HyperDoc a HyperDoc. We followed up the viewing of the presentation with another round of
grade level discussion time and a whole group share out on the following questions:
➔ What are you excited about when it comes to trying out HyperDocs?
➔ What are you nervous/ hesitant about when it comes to trying out HyperDocs?
➔ How can you see this being applied in your classroom? (topics, units of study,
subjects, etc.)
Our ending activity for this session utilized FlipGrid, another technology resource that is
very beneficial to student- centered learning. Each teacher was asked to create a FlipGrid video
that was no more than 4 minutes long, talking about their thoughts about HyperDoc’s and trying
one out with their students. To close out our session, we discussed the assignment that was being
given to them before the next PD session. Each teacher was asked to try out a HyperDoc learning
experience with their students and take notes on the process in order to reflect and share with
others next time. Samples of HyperDocs were shared with the teachers through the Google
Slides presentation that would help make this task easier to accomplish. The teachers were also
reminded at the very end of the session that a Google survey would be sent to them immediately
following the PD session so that they could provide their feedback and suggestions regarding the
PD experience.
Session 2
The purpose of the second PD session was to provide the teachers with continued support
in using HyperDocs to promote student-centered learning in their classrooms, as well as provide
a time for reflection and sharing with colleagues. The overall goal of this second session was for
teachers to demonstrate their ability to implement a student-centered technology tool with their
students. The objective for this session was that teachers would be able to demonstrate their
ability to implement a HyperDoc with their students through their notetaking and whole- group
reflection and discussion of the experience.
This session required similar materials as the first session did. Once again a projector was
needed, as well as teacher devices (laptops, iPads, ChromeBooks). In addition to the technology
materials, writing materials and Post- its were necessary as well. Snacks and prizes were also
important to help motivate and engage the staff throughout the hour and half long session.
The session began with a quick check-in activity. Teachers were asked to submit any
questions they still had about HyperDocs by writing them on a Post- it and putting them up on
the front board. We would come back to these questions later on in the session in order to discuss
the questions and collaborate on answering them. After the check- in activity we moved in to
grade level discussion time. This discussion was focused on the experience each of them had
when implementing HyperDocs with their students. The teachers were asked to share some of
their notes that they took during the experience with one another to help guide their
conversations.
After sharing with their grade level groups, we then came together for a whole group
share out of the HyperDoc experience. This allowed the teachers to have an open dialogue about
the experience they had and the way they were feeling about it. The whole group share out
covered the following questions:
➔ How did it go?
➔ What worked well?
➔ What do you still want to work on?
➔ What strategies did you use that worked?
➔ How did the students respond?
The whole group share out time, was followed by a ten minute restroom and snack break.
I think it is important to allow time to take a breather and clear your mind a bit during a PD, in
order to keep yourself from getting overwhelmed or loaded down by too much information at
once. After returning from the break, we went through the Post- it question on the board together
to answer and give guidance. I helped to answer some questions, and also opened the floor to the
other teachers who had strategies and advice to share with their colleagues. It was great to have
so many voices in the room to help answer questions, give practical advice and suggestions and
be a voice of support for those who were still struggling a bit with implementing the HyperDocs.
Our ending activity for this session was a HyperDoc work time. Teachers were able to
work together in their grade levels to create their own HyperDoc that was tailored to their current
units of study. A general template was given to each grade level team to help guide them through
this task. I walked around to check in on each group and answer any questions they had along the
way. The teachers were reminded again at the very end of the session that another Google survey
would be sent to them in order to gain feedback from them regarding this second PD session.

F2F PD Evaluation
The evaluation of the F2F PD sessions were conducted immediately following the
sessions in order to gain important insights and feedback. A Google Form survey was sent out to
all of the participating teachers, so that their feedback could be sent in anonymously. The survey
seeked to gain feedback regarding the topic, pacing and overall success of the F2F PD sessions.
The following questions were asked:
➔ How would you rate the focus/ topic of today’s PD session? (1-5)
➔ How would you rate the pacing of the various activities and information presented
(1-5)
➔ Did you feel that the information presented was useful for your classroom? (y/n)
(short answer available)
➔ Do you feel confident enough to apply what you learned today into your own
classroom following this PD? (y/n) (short answer available)
➔ What was your favorite part of the PD? (short answer)
➔ What do you think could be improved? (short answer)
➔ What rating would you give your tech leader for today? (1-5) (short answer
available)
After recording all of the responses from the participating teachers on these various
questions, I was very pleased to see that overall they felt that these sessions were very beneficial
for them and their tech development. When asked to rate the topic and focus of the PD session,
the responses ranged from 4’s to 5’s. The teachers appreciated the focus on student- centered
learning opportunities and how to use technology to enhance this type of learning. When asked
to rate the pacing of the activities and information presented to them, the scores were primarily
4’s for the first session and 5’s for the second session. This demonstrated a better adjustment on
my part, to the needs of my colleagues when it comes to pacing out activities and discussions. In
both surveys, the teachers all stated that they felt that the information they learned in the PD’s
was useful and relevant to their classrooms. When it came to the confidence level of the teachers
when it came to incorporating what they had learned in their classrooms, there was a bit of mixed
responses on the first survey given. A majority of the teachers stated that they felt more
confident than they had before and were looking forward to trying something new out. Two of
the responses indicated that two of the participating teachers felt that they would need to
co-teach the material first before trying it out on their own. On the second survey, every teacher
reported that they were feeling more and more confident with the technology and would like to
continue to try it out with their students over time. One of the most interesting areas of feedback
had to do with improvements that could be made. Some of the suggestion included on both
surveys included a co-teaching model for introducing HyperDocs into the classroom, continued
support on student- centered learning techniques and a longer PD session provided for just
HyperDoc planning time. And finally, the overall rating given for myself as the tech leader for
PD session ranged from 4’s on the first survey, to 5’s on the second survey . These results helped
me to gain insights into how my colleagues truly felt about the PD opportunity I provided to
them, as well as some areas that I could improve upon in the future. Overall, I learned that the
teachers enjoyed the pacing of the PD sessions, as well as the content being covered. They found
the PD engaging and worth their time, which I was very pleased to hear. In terms of the
improvements that could be made in the future, I now know that they truly value being given a
significant amount of guided planning time and a system for continued support in the classroom
following a tech PD session.
TPDP Reflection
The process of completing this technology professional development plan has been quite
eye- opening and a beneficial learning process for myself as an educator and an aspiring
technology coach for educators. One of the most important lessons that I learned throughout this
process was that it really does take time and careful consideration to plan out a comprehensive
technology PD that will truly benefit teachers and help them be successful. I also learned how
important it is to pay attention to how the skills being introduced in technology professional
development opportunities need to build off one another in order to help teachers be successful.
It doesn’t help teachers to jump around to different technology resources and applications,
without any clear path or connection for them to follow. It is also important to strive to provide
continued support and mentoring to teachers throughout the school year in order to help them
achieve success in technology development and integration in their classrooms. One or two
technology PD’s for the year is simply not enough for teachers to truly learn a new technology
skill and feel confident enough to integrate it into their classrooms. Finally, I learned how
important it is to use more than one model for transmitting knowledge when planning a
technology PD. Just like our students, we all have different learning styles and preferences, and
in order to plan an enriching and beneficial pd opportunity, multiple strategies for teaching and
mentoring need to be included in the process.
I was able to learn quite a bit about my colleagues through this process, both from the
needs analysis and the actual professional development opportunity I was able to provide them
with. One of the most significant things I learned at the beginning of this process, was that many
of the teachers on my staff have been getting by when it comes to technology, but lack true
technology implementation skills. They have learned how to use their ELMO cameras and
projectors, and put their kids on the class ChromeBooks, but their level of skill stops there. I also
learned that my entire staff felt that they had not been given enough technology training and
professional development opportunities in order to feel confident in their ability to increase their
technology integration in their classrooms. This raises a huge red flag for the district, because I
am sure that my school site is not the only one that feels this way. When it came to the openness
of the teachers at my school site to learning new technology skills, I was pleased to learn that a
high majority of them really wanted to improve in this area. They were not in any way unwilling
to learn new technology strategies and resources, but simply were not sure how to go about it on
their own. And of course there are still those few teachers at my site who find technology
completely overwhelming and stressful and who need to take things very slowly. These are the
teachers who I feel would benefit more from one on one technology mentoring sessions on a
consistent basis.
When it comes to actually implementing this kind of year long technology professional
development plan, there are of course going to be challenges that arise. One of the initial
challenges that I foresee occurring is getting everyone to really “buy in”, so to speak. In order to
make significant gains in technology integration and development, teachers need to put in the
time and effort to make that happen. If teachers are still holding out on learning these new
technology skills, then they will miss out on the opportunity to grow as a 21st century educator.
Another challenge that may occur is making sure that participation levels are high when it comes
to the tech PD opportunities provided, especially the optional tech workshops held every other
month. And finally, another significant challenge will be working to address all the varied
technology levels successfully. When you have a staff of teachers that come with different levels
of experience and ability when it comes to technology usage, it can be difficult to plan out PD
opportunities that will be beneficial to all of them. This will be a key area that will need to be
focused on in order to successfully implement this kind of technology professional development
plan.
The benefits that can come from participating in this kind of year long technology PD,
can be incredibly impactful on my school site. One key benefit would be an overall improvement
in using technology in more innovative ways, rather than simply for substitution. This will help
bring more engaging and thought-provoking technology resources and applications to our
students. Another clear benefit would be an increase in student-centered learning applications
through the use of digital content and technology resources. Student-centered learning is a
crucial way to help challenge students to push themselves and take control of their learning. If
teachers are able to help facilitate this type of learning in their classrooms, then they will see a
significant increase in the critical thinking, problem solving and collaboration skills of their
students. And finally, one particularly significant benefit of this technology PD plan, would be a
greater push towards a 21 century learning environment for our students. This is a crucial aspect
of progressing as educators and providing meaningful education for our students.

References
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Cannon, R. (2000). Guide to support the implementation of the learning and teaching.
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Cox, K., Fields, V. & Rakes, G. (2006). The influence of teachers’ technology use on
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Appendix
Session 1 F2F Presentation


TPDP Project Macdonald

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Running head: TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN 1

Technology Professional Development Plan

California State University, Fullerton

begin to implement with their students.

The vision statement of the school is:

“Julius Corsini Elementary supports a respectful, inclusive and

engaging environment where academic achievement and positive social

interactions foster confidence, responsibility, and student success.”

to resources such as Screencastify to use for recording videos and lessons.

elementary schools. Technology professional development is provided on a more individualized

to promote student engagement, such as the use of FlipGrid and HyperDocs.

technology is here to stay.

learning opportunities for them.

It is important to remember that technology integration in education is really only

changes in how they instruct and relate to their students.

to continue to foster a 21st century learning environment for students.

addressed in the professional development plan.

used to search were ​student-centered learning, technology integration, technology to promote

empirical, peer-reviewed literature.

Research Support for Promoting Student-Centered Learning Through Technology

Student-centered learning is an important aspect of providing a beneficial learning

benefits associated with a student-centered classroom include, an increase in student engagement

Theme 1: Increase in Student Participation

in the student centered-learning environment, “had significantly higher emotional engagement,”

particularly for students who may have previously struggled to do so.

Theme 2: Increase in Critical Thinking & Problem Solving Skills

Student-centered learning provides many opportunities for students to develop their

that it is, “a student-centered, inquiry-based instructional approach,” designed to engage students

accessed and increased.

at the impact of simulation experiences in the classroom demonstrated a strong increase in

connect and understand new material.

of a technologically enhanced student-centered classroom, it is clear that a call for professional

them in order to make a long-term shift in instructional practices. Through a professional

this kind of shift can occur.

Professional Development Models

This particular professional development (PD) opportunity will serve as a site-based

“promoting profound and long-term changes in instructional methods,” (Infodev.org, 2018, p.

technology, it is important to create a PD that allows for both a dissemination of information, as

steps (modification and redefinition) demonstrate the use of technology as a “transformation”

ultimately prove to be very successful for long term results.

The literature regarding the use of technology to promote student-centered learning

student-centered learning opportunities demonstrates a commitment to meeting the needs of 21st

professional development opportunity will allow teachers to gradually build towards

teachers through the process of actually implementing a technology based student-driven

Professional Development Goals:

● Understand how technology can be used to create a student-centered classroom

● Demonstrate the ability to implement a student-centered technology tool with their

following ISTE Standards:

independent learning and accommodate learner differences and needs.

digital tools and resources to maximize active, deep learning.

environments that engage and support learning.

computational thinking to innovate and solve problems

Teaching educators how to better implement student-centered learning opportunities into

others. We need to provide technology professional development opportunities to teachers that

so that they can bring these skills back to their classrooms.

technology integration skills and knowledge.

teachers to reflect and share their progress.

areas they may still need further support and training.

➔ Topic covered: Using Technology to Promote Student Centered Learning

➔ Facilitator: Tech TOSA & site tech leads

➔ Time duration (2 hours on 2-1-2 day)

➔ Optional Technology Workshop

➔ Focus: How to Use FlipGrid

used to search were student-centered learning, technology integration, technology to promote

aspirations in STEM. Journal of Research in Science Training, 56(1), 3-23.

integration and knowledge of interactive whiteboards. Proquest Dissertations

instructional practices. Journal of Research on Technology in Education, 38(4),

Childhood Education 92(4). 276- 280.

study of teacher and student impacts. Educational Technology Research and

Development, 60( 3), 421- 444.

States. Educational Technology & Society, 17( 2), 115-126.

teaching of history. The History Teacher, 46(1), 9-28.

McKenzie, J. (1999) Reaching the reluctant teacher. eSchool News.

for all students using technology. Retrieved from