Ads 468x60px

Sunday, October 9, 2011

Design Project One

Angelica Rossi
Professor Erik Black
Design Project One
Project title
Introduction to Project Based Learning Apps for iPad
Project description
This year Gulliver Schools has purchased many iPads to use throughout its Lower School campus, Gulliver Academy. Each grade level has been provided with a class set of 20 iPads that will rotate from class to class for 2 weeks at a time. As a Lower School Technology Instructor, I have been asked to assist the many classes in implementing the iPad into our classrooms and curriculum.

After two years experience of working with teaching teams in grades Senior Kindergarten through 4th grade, it is my opinion that the 3rd grade team is the most seasoned group of educators yet experiences the most difficulty implementing innovative and creative technologies.
I see all 3rd grade classes in the computer lab and I have worked closely with the 3rd grade team of teachers. The 3rd grade team will be my learners for this project. They are a seasoned group of teachers who do not have iPads or iPhones at home. They are capable and willing to try something new, however, they find it most difficult of all the teams to implement technology in the classroom.

It is the vision of Gulliver Academy's principals and technology integrationist, that the iPads will be used to create technological projects rather than drill and practice activities. I will focus my report on using 3 different educational apps that will yield 3 different types of projects. Gulliver Schools offers technology training twice a month as a part of their professional development plan. The teachers will already understand the basics of the iPad (how to turn it on, email work, etc), therefore, they will be ready to learn how to use these apps in the classroom.
Detailed description of your needs assessment, including development of plan and its use, and goal analysis
Phase I: The 1st, 2nd, 3rd, and 4th grade teams were informally interviewed during a professional development meeting during the first week of school.  The teaching teams were asked about their level of comfort with new technologies, their experience with the iPad, and what sorts of uses they envision for the iPads in the classroom.  This meeting allowed the researcher to compare the needs of the different teaching teams.  The 3rd grade team expressed the most intense felt needs of desiring extra assistance and practice with the iPad.
Phase II: My sample size is 6 teachers.  We have scheduled 30-minute sessions in the mornings on school days when each teacher’s class is at a special class such as physical education or art.  There will be further professional development sessions every other Wednesday (“Tech Wednesdays”) for longer sessions. 
Phase III: After deciding on which team to work with, we have discussed what goals they have for the iPads in the classroom.  The teachers have listed all the large instructional units they cover during the school year.  Each classroom only has the iPads for 2 weeks 2 times a year.  Within this time frame, the teachers have decided to embark upon 3 projects during the time the iPad. Each project will utilize a different educational app.
Learning Environment: Learners have access to iPad, internet, desktop computer, SmartBoard.  The site offers weekly technology training and additional tech support.  Learners will be able to use the iPad in their personal classroom and bring the teacher iPad home with them.
Summary of your needs assessment outcome
I have conducted an informal of teams Senior K through grade 4.  This included professional development meetings, dialogue, observation, and input from supervisors. After assessing the learners needs, the final recommendation of the designer is to narrow the scope of the project to 3 final apps that can be implemented in the creation of learning projects.  The designer will further interview the participants and match the curricular needs with 3 apps that engage students in the creative process.  The designer will then create an instructional unit to aid the learners in the step-by-step creation of projects with their own students.
Goal statement as a result of your assessment
My goal is to instill confidence and provide support throughout the learning process to my 3rd grade team.  This team of teachers will become comfortable becoming “risk-takers” as we request of our students.  This team will step into the 21st century and implement new technologies through use for the iPad.  The ultimate goal of this unit is to enrich the learning experiences of 110 3rd graders of Gulliver Academy.
List of entry competencies
Each learner has a prerequisite of:
  • At least 5 years of computer experience in the classroom. 
  • Participation in an “iPad 101” session. 
  • Must know how to turn on an iPad
  • Knowledge of how to open an app
  • Search for an app in the App Store.
Learner interview
  • Please rate your technological skill level.
  • Please rate your level of comfort with implementing new technologies.
  • How much time do you use a computer?
  • Are you familiar with Mac products?  If so what products do you own and use?
  • Do you have any experience with the iPhone or iPad?
  • How do you envision using the iPad in your classroom?
  • What are you concerns with using the iPad in the classroom?
  • What instructional units would you like to make projects with the iPad?
  • When would you be available to meet regarding training?
  • How can I support you best in this endeavor?
Description of learners
This is a heterogeneous grouping of female teachers with ages ranging from 35 to 75.  Each learner holds at least a Bachelors degree.  The learners have at least 10 years of teaching experiences.  On a scale of 1 to 10 (10 being highest) of comfort with technology, most learners falling within the range of 2 to 7.
Performance context and implications for instruction
The designer as well as another peer technology teacher, and a technology staff of 4 individuals will support the learners.  The learners will work both individually and as a team. They can also rely upon their teaching teach for additional support.  The learners are very motivated to acquire their new skills.  The iPads will be deployed into the classroom in October so the learners are anxious to get started.
Relevant current references
Vincent, T. Learning in Hand.
Scapin, R. (2011). Project Based Learning & iPad Integration. Retrieved from:

Darrow, D. (2011). K-5 iPad Apps for Applying: Part Three of Bloom's Revised Taxonomy. Retrieved from:

Crawford, C. (2004).  Non-linear instructional design model: eternal, synergistic design and development.” British Journal of Educational Technology, 35(4),  413–420. Retrieved from:

No comments:

Post a Comment