Running Head: PART B: CAPSTONE REPORT!

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Part B: Capstone Report

Candice McClendon
Kennesaw State University

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Running Head: PART B: CAPSTONE REPORT!

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Part B: Capstone Report

The capstone experience objective was to provide teachers with the knowledge and skills
to use a variety of web 2.0 tools to enhance student engagement, and higher level performance.
This need will be addressed by providing teachers with training on the current tools available at
the school, as well as, a variety of web 2.0 tools that can enhance their instruction and provide
students with a more rigorous learning experience.

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Process
When the candidate implemented the capstone experience, the candidate began by meeting

with the education technologist to best plan for professional development that provided teachers
with the knowledge of web 2.0 tools. It began with a survey for teachers to complete. The survey
assessed the
teachers knowledge and readiness for using web 2.0 tools in the classroom to enhance students
engagement and success. The survey was created and given using google. The teachers
responded well to being able to do a survey online and self-assess their skills while taking the
survey. The survey gave the ability for the teachers needs to be clearly defined. The information
was used as a guide to create professional development classes that fit the needs of the teachers.
It was also used to group teachers based on their skill level with a specific web 2.0 tool. This
allowed for differentiation in teaching the professional development courses. During this time,
observations were also made to see what technology was being used by teachers and how they
were using it. Following the surveys and observations, the professional development courses
began. Teachers were given suggestions on which professional development courses would
benefit them most based on the information gathered from the survey. The courses were focused

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on enhancing student engagement and higher order learning through the use of web 2.0 tools.
Teachers were excited to participate in enhancing the learning in their classroom. The creation of
the courses and the delivery went according to plan. The grouping of teachers based on their
needs and ability also worked well. It allowed for teachers to focus on what they need and get the
proper support. Of the K-2 teachers 6 out of 8 were present, 3-5 teachers had 8 out of 12 present and the 6th grade
teachers had 2 out of 4 present. All of the teachers that signed up to attend did attend. After the courses were
complete more observations were made to see how the knowledge gained was being used. Many
teachers were using a classroom website to keep up students and parents up to date, others were
using the online lesson planning tool Planbook to create and share their lessons, many teachers
were using class dojo to manage behavior, and some others began to use a Google Drive to
manage their files. Teachers were provided with teaching assistance to help
them implement the new web 2.0 tools effectively. Students were interviewed, surveyed, and
observed to see what the effects of the technology training had on their learning. Lessons

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Obstacles
There were some obstacles or barriers that were faced. Some of the teachers involved

were not as proactive as others when implementing the new strategies in the classroom. This
required more time that needed to be spent encouraging and modeling the use of the strategies
and technology in the classroom. Another barrier that presented itself was showing teachers who
did not see the benefits of 21st century learning with web 2.0 tools and technology the positive
effects it has on student engagement, achievement, and their ability to complete rigorous
activities.

Evaluation

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After all of the professional development courses were complete and the strategies and

technologies were being fully implemented for at least 4 weeks, the teachers and students were
given a survey to take. The teachers and students took a survey to evaluate the change in student
engagement, higher order thinking, and use of web 2.0 tools. The teachers also had questions
about the effectiveness of the professional development courses and its value to them. The
students were asked to compare their recent rigorous technology enhanced learning experiences
with their past learning experiences through a series of questions that helped to see which
experiences they preferred and why. The teachers survey reported that they enjoyed the new
teaching methods and strategies. They also valued using a variety of web 2.0 tools and
technology tools such as, Weebly, Google Apps, simulation tools, Class Dojo, and Planbook to
name a few, to enhance lessons, and engage their students. Most teachers reported a difference in
student behavior, general excitement for learning, and academic achievement. This project was a
success. Teachers improved their knowledge and skills to use a variety of web 2.0 tools to
enhance student engagement, and higher level performance. As well as, enhanced their
instruction and provide students with a more rigorous learning experience. The school
administration along with the education technologist has expressed interest in maintaining this
type of professional development for the staff. The teachers have also expressed interest in
maintaining the strategies that were being put in place and staying current with web 2.0 and
technology tools and strategies that can enhance the overall learning experience.

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Student survey results

Yes

90%

No

84%
80%
74%
67.5%

45%

26%

22.5%

20%
16%

0%

Increase Engagement Increase of web 2.0 Increase higher order

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!Teacher Survey Results
Yes

100%

No

93%

89%

75%

70%
50%

30%

25%

7%

0%
Increase Engagement

11%
Increase higher order