Technology Analysis & Implementation Project – Phase 3
February 27, 2019
In today’s educational system, it’s challenging enough scheduling technology training for a new software program that has been adopted by the school district for special education professionals to use for creating documents specifically designed and created for students k-12 enrolled in special education services. Teachers are already facing time constraints and juggling daily tasks, and learning a new software program in a timely manner. What plan of action should be taken? Implementing a plan for online technology training would accommodate a teacher’s hectic schedule, but solving scheduling issues for special education teachers within the school-district. Implementing online training will be analyzed, examined and explained in the following summary on software training for special education teachers.
Keywords: education, implementing, plan, scheduling, technology, training, software
Technology Analysis & Implementation Project
Implementation Phase – 3
The Identified Problem/ Challenge
The special education department for the North Star Borough School-district has failed to coordinate and provide technology training for special educators on using new software that’s specifically designed for creating student documents (Halsdorfer, 2006). Special educational professionals are struggling to navigate Skyward Student Management Suite that’s important for creating, uploading, sending and sharing documents with other team members. Teachers would greatly benefit from properly using the new software program that creates IEPs, 504 Plans, and other critical documents for students enrolled in special education services (Holler, et at., 2007).
The outcome of planning software training for special education teachers will be able to learn, use and navigate the new software called Skyward Student Management Suite. Most importantly, teachers will be able to create, download, send and share student documents in a timely manner (Watts & Castle, 1993).
Online training will offer additional incentives for special education teachers, including learning software at their own pace without having to hire a substitute teacher to cover their class in an in-service training setting (Donlevy, 2005).
Teachers will be successful at learning Skyward Student Management Suite to obtain their objectives of creating documents specifically used for students enrolled in special education services with accuracy. A Google Slides presentation will be used for training special education teachers to learn, use and navigate the new software that would be step-by-step, thorough, clear and concise with all the materials embedded in Google online training (Perez -Katz, 2007).
Teachers will be able to learn, use, apply settings that accommodates their computer system and navigate the new software program in the form of Google Slides presentation. Teachers will be able to access this training by logging into their Google account used specifically by the school-district. Google Slides presentation will provide step-by-step as the speaker will explain how this software should be used, applied and navigated that’s self-paced in an 18-slide presentation on Skyward Student Management Suite (Education world, 2019).
Teachers will access their Google Suite user access by clicking on the Google shared file used by the school-district. Then teachers will search the file called Skyward Student Management Suite training located in learners Google shared drive as a slides presentation format which they can save and download the file for software training purposes. Google Slides presentation will meet teachers’ instructional needs on how to use, apply, navigate and download critical forms for creating and publishing forms for students enrolled in special education services. The main objective of user interface is learning the new software program that’s clear, concise and 1) thorough instructions that would be easily understandable, as well as step-by-step directions and 2) Google Slides presentation format for both Macintosh System Software and Microsoft Windows 10 Operating System (Sohn, 2016).
Teachers will conduct a self-assessment by passing a quiz of 5 true or false and 25 multiple-choice questions on Skyward Student Management Suite in these key areas; 1) navigating titles, 2) locating student forms, 3) properly formatting documents, 4) applying correct settings, 5) publishing, 6) saving, 7) downloading and 8) sharing student records with other team members. A successful outcome will be assessed on these key areas of using this new software with ease, and successfully creating student records and reports for special education (Sohn, 2016).
School-district training facilitators will check teacher’s knowledge content using a formative assessment app everything from discussion to quizzing, polling, and responses to periodic training video on updates or changes in existing online software training on Skyward Student Management Suite. The formative assessment app can be downloaded on both Macintosh System Software and Microsoft Windows 10 Operating System from Google Play. The goal of formative assessment is to monitor teacher’s knowledge content, and also school-administers providing ongoing feedback that can be used by training facilitators improve their online software training on Skyward Student Management Suite (Sohn, 2016).
Successful training will weigh heavily in the following areas; 1) viewing, reading and studying all 18-slides, 2) creating a username and password, 3) navigating icons for locating student forms, documents, and behavior tracking, 4) navigating tiles right on the dashboard, and 5) passing a quiz of 25 multiple-choice and 5 true or false questions on Skyward Student Management Suite. Successful training will be determined if a score is 79 or above, if it falls below passing teacher may retake the quiz until passed then training will be deemed successful (Rock & Levin, 2002).
Donlevy, J. (2005). Innovative teacher professional development: PBS Teacherline. International Journal of Instructional Media, 32(3).
Education World. (2019). Encouraging Teacher Technology Use. Retrieved Feb 6, 2019 from https://www.educationworld.com/a_tech/tech159.shtml
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Halsdorfer, J. (2006). Finding time to educate teachers. ERIC online submission. Retrieved http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/de/1b.pdf
Holler, E.W., Callender, S., & Skinner, C. (2007). Time well spent. Principal Leadership, 7(9), 42-44, 46.
Perez-Katz, A. (2007). Teacher support systems: A collaboration Model. Principal Leadership, 7(9), 38-41.
Rock, T. C., & Levin, B. B. (2002). Collaborative action research projects: Enhancing preservice teacher development in professional development schools. Teacher Education Quarterly, 29(1), 7–21.
Sohn, J. (2016). Skyward adding course learning center to Student Management Suit: TheJournal. Retrieved from ttps://thejournal.com/Articles/2013/05/16/Skyward-Adding- Course-Learning-Center-to-Student-Management-Suite.aspx?=THE21&m=1&p=1
Watts, G.D. & Castle, S. (1993). The time dilemma in school restructuring: Five primary ways that innovative schools “found” time for professional learning. Phi Delta Kappan,75(1).