Overview of the Unit

For my UDL project I will be supporting teachers by providing TechKnows sessions that
allows for introduction, collaboration and creation of technology integration strategies. Each
Professional Development day and push-in quick TechKnows session will focus on one
strategy. Uses for the strategies will be given, examples of completed projects will be shown and
step by step guides will be provided. For the hour long professional development sessions,
collaboration will occur and a ticket out the door will be utilized for the instructor to evaluate
the tool mastery of the learner. Reinforcement sessions can be offered if needed.
One of the tools I will present is Blendspace, a free tool that allows teachers to quickly create
digital lessons. The lessons are designed by the teacher and can be a simple daily lesson or a
complex unit lesson. The lessons are interactive and allow for a multitude of resources to be
integrated such as articles, text, pictures, video, and presentations. Additionally, there is a
quizzing feature and this tool is easily embedded into other LMS platforms such as eClass (D2L/
Brightspace).
A second tool will focus on curation tools such as Symbaloo, Pearltrees, and Pinterest.
Participants will be introduced to examples of each of the mentioned curation tools. The need
for curation and the uses for curation will be discussed. All three of the tools mentioned above
are free and allow for easy integration into our LMS. Symbaloo allows for a grid style housing
of resources with passwords able to be saved on the site. Pearltrees allows for multiple "folders"
for division of resources. Pinterest allows for a grid style integration of resources.
A third tool will focus on advanced Google tools and Google app ad-ons. Discussion of Google
tools for classroom management and collaboration will be discussed. A focus will be placed on
Google Keep, Form Limiter and Google Lab. In Google Keep, you can collect all of your lists in
one spot, set reminders and cross items off your lists. Lists can be color coded and of course are
always with you for your mobile device. The Form Limiter add on application allows for
limiting of choices on a Google Form (similar to a sign up genius). Google Lab is where
educators can keep abreast of all new things Google for application techniques and new tools.
A fourth tool will focus on timeline builders such as Capzles, Dipity and Hstry. All three
products are free. Each product allows for addition of text, photos, video and Capzles allows for
music to be added and sharing to be controlled. These tools provide a digital storytelling within
the classroom for topics that span across time.
A fifth tool will focus on podcasting and screen-casting with tools such as Adobe Spark,
Screencast-o-matic and Camtasia. All three have a free product and allow for voice over, music
and multimedia integration. Screencast-o-matic and Camtasia allows for webcam integration as
well as screen capture. These are great tools for working problems on paper under a ladybug or
other doc-cam device.

A sixth tool will focus on instant formative feedback utilizing the students mobile device (in
most cases his or her phone) such as Pear Deck and Poll Everyone. These tools allow students to
answer questions in real time within the classroom and the teacher is able to gain insight to
student understanding in the moment.

GPS Content Standards that are Addressed

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence ELACC910SL1:participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
GPS Co-requisite standards addressed
IT-IDT-4 Identify, describe, evaluate, select and use appropriate technology.
4.1 Identify hardware device functions, including peripherals devices, input devices, and portable
hardware appropriate for specific tasks and emerging hardware as it impacts information
technology.
4.2 Demonstrate understanding of set up a basic computer workstation. a. Identify various
computer types, internal components, connectors, monitors, keyboards, mice, printers, computer
voltage, and power requirements.
4.3 Describe and explore current and emerging software, including operating systems and
application software. a. Explain the function and purpose of software tools.
4.4 Compare and contrast various hardware and software options for personal and business use.

Quality Plus Teaching Strategies addressed (GCPS Specific)

Strategy 2: Use a variety of nonverbal/visual representations of content and skills
Evidence of effective use of strategy: Nonverbal representations are available and/or visible in
the classroom. The teacher uses a variety of representations in lessons, depending upon the
content and level. Students demonstrate their own thought processes and understanding with

graphic organizers and other non-verbal representations. Students use non-verbal representations
to illustrate content
Strategy 13: Use technology effectively to plan, teach, and assess.
Evidence of effective use of strategy: The teacher uses disaggregated data and resources
produced by technology tools (START, benchmarking, AKS-CQI tools, AKS databases) for
planning instruction. Teachers and students use technology tools for effective content-based
teaching and learning. Students rely on technology tools to access content and produce their
work.
ITSE Standards addressed (digital learning standards for teachers)
2. Design and develop digital age learning experiences and assessments Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation ISTE Standards Teachers International
Society for Technology in Education Effective teachers model and apply the ISTE Standards for
Students (StandardsS) as they design, implement, and assess learning experiences to engage
students and improve learning; enrich professional practice; and provide positive models for
students, colleagues, and the community. All teachers should meet the following standards and
performance indicators.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate, and use information resources to support
research and learning
Goals for this Unit

 All learners will be introduced to a minimum of 5 new technology tools

Learners will collaborate with their content peers to determine potential uses for each technology
tool.
Each learner will have time to work within their peer teams to create a finished product and share
the product within the team.

Objectives for this Unit

The learner will describe how to create one of each type of tool.
The learner will identify uses for each type of technology
The learner will integrate 3 of the 5 technology tools into their eClass page.
The learner will utilize one advanced feature from one of the five tools introduced.
I will use authentic assessments in my evaluation of the staff development credit as students have
a task to complete based on a specific rubric. This rubric is also tailored to meet the needs of the
student in their level of competency.

Higher Order Thinking Skills to be addressed

Students will understand how technology integration can be accomplished in the educational
setting
Students will analyze the use of each technology tool.
Students will evaluate the benefit of each technology tool in addressing the educational and
managerial needs within their classroom.
Students will create educational integrations of one tool at minimum.

Technology tools integrated into the unit:

Laptops
Mobile carts
Computer labs
Chromebooks
eClass LMS
Free technology integration applications
Internet
Mobile Phones
Tablets

Day 1: Discussion of Technology Tools and How to

Evaluate Integration Value. Using Blendspace as a
presentation tool.
Essential Question(s):
What are some uses for Blendspace within the educational setting?

What steps are needed to create a Blendspace presentation?

Standards:
2. Design and develop digital age learning experiences and assessments Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
Objectives:
Students will identify a topic to use Blendspace as a presentation tool.
Students will be able to identify resources to include in a Blendspace presentation.
Students will be able to insert multiple sources of material into their Blendspace
presentation.

Activating strategy:
Since this is the first in a series of tools to be presented to the teachers, I will ask for a volunteer.
She will be wearing my daughters home depot apron. I have collected a bag full of funky
tools from my husbands workshop. I have told her that I have a task for her to complete, so I
am going to give her some tools that she may want to use. As I had her each tool she places the
tool into her apron pockets. Her pockets will be full as will her hands. Then I bring out the
project Screwing a screw into a piece of wood. I have given her a screwdriver (early on) so
she will have to search and juggle through the plethora of tools in her tool belt. Finally, she will
use the screwdriver and start on her task I will then say I have found another GREAT
tool...and pull out a power tool. The point for the audience is that there are a million fantastic
tools to complete a task in the educational technology world, but they A) dont all have to be
used at once. B) Dont have to be used every day. C) There is more than one tool that can be
used for the same task type, however, there is always a tool that is more efficient and new tools
show up all of the time.
Acquire: Blendspace will be used for the instructional piece of the presentation. Students will
be given a brief introduction to the need for blended learning by watching the first 2.5 minutes of
the following YouTube video: https://youtu.be/o0TbaHimigw
In this video, Ms. Woolley Wilson explains that a quality education should not be dependent on a
zip code. Blended learning is an option for delivering a quality education for all students,
regardless of where they live, what language they speak and what their zip code happens to be.

Students will be given several slides within the Blendspace that not only shows how to use the
tools of Blendspace, but also ideas for topics. Students will then break into content groups and
collaborate on ideas for what to include into a group Blendspace presentation. Students will be
given 20 minutes to create a presentation. Once completed, students will load their presentation
practice piece into a collaborative discussion board.
What- Multiple Means of Representation: Students will search the web and include multiple
pieces of media and multiple types of media.
How- Multiple Means of Action and Expression: Students will engage within their topic by
researching the web for topical resources, combining existing learning tools, and adding
assessment pieces relating to the included topics.
Why- Multiple Means of Engagement: Students will be working on their computers within
content specific collaborative groups. Groups will pool instructional resources to create one
presentation. Students will load their projects into the LMS Discussion board to share out.

Day 2: Discussion of Technology Tools and How to

Evaluate Integration Value. Symbaloo, Pearl Trees and
Pinterest as a website and research curation tools.
Essential Question(s):
What are some uses for Symbaloo, Pearl Trees and Pinterest within the educational
setting?
What steps are needed to create a curation of resources for technology tools and/ or a
curation of research materials?
Standards:
b. Collaborate with students, peers, parents, and community members using digital tools
and resources to support student success and innovation ISTE Standards Teachers
International Society for Technology in Education Effective teachers model and apply the
ISTE Standards for Students (StandardsS) as they design, implement, and assess learning
experiences to engage students and improve learning; enrich professional practice; and
provide positive models for students, colleagues, and the community. All teachers should
meet the following standards and performance indicators.
Objectives:
Students will identify a technology tools to insert into Symbaloo as a curation of

resources.
Students will identify research materials and articles that can be curated using PearlTrees
and Pinterest.
Students will be able to insert multiple sources of material into their curation tool of
choice.
Students will embed their chosen curation tool into their LMS for public access and use.

Activating strategies
Hanging on the board, will be a Home Depot cloth apron. On a cardstock bookmark the
names of the tools discussed to date will be listed. The first tool will be Blendspace, the second
will be Symbaloo, the third will be Pinterest and the fourth will be Pearltrees. Each bookmark
will be cut out in the shape of a tool. This tool cutout will be an infographic of all relevant
information of the tool. This is a visual reminder each time the teacher enters the space of what
the tool does, where to find it and possible uses for the too. Remember, the theme is filling the
tool belt, not to use every tool every day, but to use the correct tool for the job. The idea is you
must have a full tool belt to be able to use the correct tool for the correct job.
Acquire: Students (teachers) will be shown several examples of what tech tool curation looks
like in each of the tools presented. 5 minutes will be given to showing all three tech tools. The
next 3 minutes will be spent discussing the uses for curation tools in general.
Students will create accounts in Symbaloo and one of the other tools, either PearlTrees or
Pinterest. Students will be walked through the process to add the tech tools that have been
presented to this point into the Symbaloo account. This should take about 15 minutes. Students
will then break into content groups and collaborate on ideas for what to include into a shared
resource curation for their content area. The students can choose to use PearlTrees or Pinterest
for materials curation. Students will spend 30 minutes adding items to be used by all content
teachers in the group. Finally, students will use their presentations to embed into a ticket out
the door discussion board. Sharing curation links will show the instructor the mastery of the
collaborative teams.
What- Multiple Means of Representation: Students will search the web and include multiple
pieces of media and multiple types of media into their curation site. Students will further add
instructional materials into a research curation site. Students will embed their curation sites into
the LMS discussion board to share with the group.
How- Multiple Means of Action and Expression: Students will engage within their topic by
researching the web for topical resources, combining existing learning tools, and adding

assessment pieces relating to the included topics. Students will be allowed to choose their
curation tool as they collaborate with team members.
Why- Multiple Means of Engagement: Students will be working on their computers within
content specific collaborative groups. Groups will pool instructional resources to create one
presentation. Students will load their projects into the LMS Discussion board to share out.

Day 3: Discussion of Tools and How to evaluate

integration value. Advanced Google tools and Apps as a
classroom management tool.
Essential Question(s):
What are some uses for Google Apps within the educational setting?
What steps are needed to create a Google form with limits, a Google form as a quiz
feature and Google keep as a task list?
Standards:
c. Communicate relevant information and ideas effectively to students, parents, and peers
using a variety of digital age media and formats d. Model and facilitate effective use of
current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
Objectives:
Students will identify a use for a limit to a form. This could be the number of students in
a tutorial session or a number of cookie plates to bring for the class party.
Students will be able to utilize the form feature in the Google tools section for quizzing.
Students will be able to create checklists for different tasks, set reminders for the list and
create checkboxes for allowing cross off of completed tasks.

Activating strategy:
Once again the apron will have tool cutouts on cardstock with the names of the tools. This will
be utilized in each session of this unit. For this tool, a 3 video shorts will be shown on how to
create the tools within Google.
Acquire: Students will be given a 15 minutes overview of the the 3 Google products. Each
product will contain a companion step by step guide to utilize the tool. Companion video

tutorials will also be listed at the bottom of the training guide for further resource. Google Keep
will contain the following video: https://youtu.be/QU0FEOhzikM. Google Forms with Form
limiter will contain the following video: https://youtu.be/tomhSPXPqoE. The Google form for
quizzing video will be found at the following link:
What- Students will be exposed to advanced features and ad ons for Google Drive (primarily
Keep and Form ad-ons)
How- Multiple Means of Action and Expression: Students will choose which tool they want to
work on after initial presentation is given. Students will submit their work with their favorite
Google Tool.
Why- Multiple Means of Engagement: Students will be working on their computers within
content specific collaborative groups or independently. Students will load their projects into the
LMS Discussion board to share out.

Day 4: Discussion of Technology Tools and How to

Evaluate Integration Value. Timeline builders such as
Capzles, Dipity and Hstry allow for presentation of
digital storytelling in a multimedia format.
Essential Question(s):
What are some uses for Capzles, Dipity and Hstry within the educational setting?
What steps are needed to create a multimedia presentations with text, photos, and video
for presenting sequntial information to students?
Standards:
2. Design and develop digital age learning experiences and assessments Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress.
Objectives:

Students will explore technology tools used to show how facts relate to one another across
time.
Students will identify how timeline tools can be used for presentation by the teacher
during instruction.
Students will be able to insert multiple sources of material into their timelines of choice,
Students will learn how to instruct their pupils on how to use timeline tools as a
summative assessment.
Students will embed their chosen curation tool into their LMS for public access and use.

Activating strategies
Showing several completed examples of timelines using each tech tool in a station by station
fashion allows teachers to explore how timelines can be used in their own classrooms. Teachers
will then discuss what they have found in each station with their content related peer teams. Each
peer team will discuss themes for their timelines as well as what items they might want to
include in a timeline on each topic.
Acquire: Students (teachers) will be shown several examples of what each timeline tool looks
like in stations around the room.. 5 minutes will be given to showing all three tech tools. The
next 10 minutes will be spent discussing the uses for curation tools in general.
Students will create an in one of the chosen timeline tools. Students will collaborate on how to
utilize the tool (with the help of the staff development instructor). Students will then break into
content groups and collaborate on ideas for what to include into a timeline for their content area.
Students will spend 30 minutes adding items to the timeline be used by all content teachers in the
group. Finally, students will use their presentations to embed into a ticket out the door
discussion board. Sharing timeline links will show the instructor the mastery of the collaborative
teams.
What- Multiple Means of Representation: Students will search the web and include multiple
pieces of media and multiple types of media into their timeline build. Students will have choice
as to which tool they will utilize. Students will embed their curation sites into the LMS
discussion board to share with the group.
How- Multiple Means of Action and Expression: Students will engage within their topic by
researching the web for topical resources, combining existing learning tools, and adding
assessment pieces relating to the included topics. Students will be allowed to choose their
timline tool as they collaborate with team members.

Why- Multiple Means of Engagement: Students will be working on their computers within
content specific collaborative groups. Groups will pool instructional resources to create one
presentation. Students will load their projects into the LMS Discussion board to share out.

Day 5: Discussion of Technology Tools and How to

Evaluate Integration Value. Podcasting and screencapture tools such as Screencast-o-matic, Screencastify
and Camtasia allow for demonstration of what is on the
presenter's screen for later viewing.
Essential Question(s):
What are some uses for Screencast-o-matic, Screencastify or Camtasia within the
educational setting?
What steps are needed to create a screencast to provide instruction or feedback on student
work?
Standards:
c. Communicate relevant information and ideas effectively to students, parents, and peers
using a variety of digital age media and formats d. Model and facilitate effective use of
current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
Objectives:
Students will explore technology tools used to show manipulation of what is on the
computer screen of the presenter and save in a format for later viewing.
Students will identify how to provide assessment feedback using the screencasting tool of
choice.
Students will be able to give step by step instructions on how to complete a task using
technology to be presented to another audience using the screencasting tool of their
choice.
Students will embed their chosen curation tool into their LMS for public access and use.

Activating strategies

Show a screencast of how to do a screencast when participants walk in. Further, show a
screencast of oral/ video feedback being given to a written piece of work. Teachers will then
discuss what they have found valuable in the use of the prepared screencasts in their content
related peer teams. Each peer team will discuss themes for their screencast as well as what items
they might want to show as they are maneuvering around on their computer during the
screencast.
Acquire: Students (teachers) will be shown several examples of what each screencast tool looks
like in the prepared screencast presentations. 5 minutes will be given to showing all three tech
tools. The next 10 minutes will be spent discussing the uses for screencasting tools in general.
Students will create an account in one of the chosen screencasting tools. Since we have a school
Google domain, most likely screencastify will be chosen. Directions will be provided for
screencastify. Students will collaborate on how to utilize the tool (with the help of the staff
development instructor). Students will then break into content groups and collaborate on ideas
for what to include into a screencast for their content area. Students will spend 30 minutes
determining what to show during the screencast and students will record one screencast for the
group. Finally, students will use their presentations to embed into a ticket out the door
discussion board. Sharing screencast links will show the instructor the mastery of the
collaborative teams.
What- Multiple Means of Representation: Students will utilize saved works from students to give
feedback or will identify one topic to describe as the user clicks through the topic. Students will
have choice as to which tool they will utilize. Students will embed their curation sites into the
LMS discussion board to share with the group.
How- Multiple Means of Action and Expression: Students will engage within their topic by
recording their own screencast. Students will be allowed to use whatever topic, assignment for
feedback and type of screencast tool for submission.
Why- Multiple Means of Engagement: Students will be working on their computers within
content specific collaborative groups. Groups will pool instructional resources to create one
presentation. Students will load their projects into the LMS Discussion board to share out.

Day 6: Discussion of Technology Tools and How to

Evaluate Integration Value. Poll Everywhere and
PearDeck will be examined as a way to utilize mobile
technology for formative assessment in the classroom.

Essential Question(s):
What are some uses for Poll Everywhere and Pear Deck within the educational setting?
What steps are needed to create formative assessments to be used with mobile
technologies?
Standards:
2. Design and develop digital age learning experiences and assessments Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the StandardsS.
b. Collaborate with students, peers, parents, and community members using digital tools
and resources to support student success and innovation ISTE Standards Teachers
International Society for Technology in Education Effective teachers model and apply the
ISTE Standards for Students (StandardsS) as they design, implement, and assess learning
experiences to engage students and improve learning; enrich professional practice; and
provide positive models for students, colleagues, and the community. All teachers should
meet the following standards and performance indicators.
Objectives:
Students will identify what items to include in live formative assessment during
instruction utilizing mobile technology such as cell phones.
Students will identify tools to utilize mobile technology such as Poll Everywhere and Pear
Deck.
Students will embed their chosen curation tool into their LMS for public access and use.

Activating strategies
Hanging on the board, will be a Home Depot cloth apron. On a cardstock bookmark the
names of the tools discussed to date will be listed. Infographic bookmarks will be added for
formative assessment tools using mobile technologies. Remember, the theme is filling the tool
belt, not to use every tool every day, but to use the correct tool for the job. The idea is you must
have a full tool belt to be able to use the correct tool for the correct job.
Acquire: Students (teachers) will be shown several examples of what tech formative assessment
tool looks like in each of the tools presented. 5 minutes will be given to showing each tech tools.
The next 3 minutes will be spent discussing the uses for formative assessment tools utilizing
mobile technology tools in general.

Students will create accounts inone of the mobile technology assessment tools presented or one
of their own. Students will be walked through the process of how to add items to the two tech
tools for formative assessment. This should take about 15 minutes. Students will then break into
content groups and collaborate on what items would most likely be good indicators of student
mastery within a topic. Strategies for utilizing this data during class instructional time will be
utilized. Students will spend 30 minutes adding items to be used by all content teachers in the
group. Finally, students will use their presentations to embed into a ticket out the door
discussion board. Sharing formative assessment links will show the instructor the mastery of the
collaborative teams.
What- Multiple Means of Representation: Students will search their existing formative
assessment items to include in the technology tool of choice. Students will add these items into
their mobile technology site. Students will embed their formative assessments into the LMS
discussion board to share with the group.
How- Multiple Means of Action and Expression: Students will engage within their topic by
researching the web for topical assessment resources, combining existing formative items, and
adding assessment pieces relating to the included topics. Students will be allowed to choose
their mobile assessment tool as they collaborate with team members.
Why- Multiple Means of Engagement: Students will be working on their computers within
content specific collaborative groups. Groups will pool instructional resources to create one
presentation. Students will load their projects into the LMS Discussion board to share out.