Increasing Achievement With Web 2 Capstone

RUNNING HEADER: INCREASING ACHIEVEMENT WITH WEB 2.
0 1
Increasing Achievement with Web 2.0

Cara E. Humphries
Kennesaw State University
March 2018
Dr. Daniel A. Gagnon
Fall 2017
INCREASING ACHIEVEMENT WITH WEB 2.0 2
Capstone Project Proposal
The capstone project will take place at Reese Road Leadership Academy (RRLA), located
in Columbus, Georgia in Muscogee County School District. Columbus is the second largest city
in Georgia. Reese Road Leadership Academy serves Kindergarten through 5 th grade students,
including two specialized classrooms with students that have emotional behavior disorders.
Reese Road Leadership Academy is one of 32 Leader in Me Schools in Georgia. Our school is
currently working towards reaching Lighthouse Status, which will be the first in Muscogee
County. RRLA is also a Title I school, in which most students receive free/reduced lunch.
Although our school is deemed as Title I, we are also a magnet academy. Each grade level has
one magnet class. The current enrollment at Reese Road Leadership Academy is approximately
519. There are many different ethnic backgrounds that attend RRLA. The ethnic breakdown of
students includes: 53% Black, 31% White, 7% Hispanic, 7% multiracial, 1% Asian, 1% American
Indian, <1% Pacific Islander. 70% of our students come from low-income families and 10 % are
English Language Learners. RRLA has a large population of students with disabilities as well. The
percentage of students with disabilities comes in above the state average with 20% of students
having an IEP. Student achievement data shows that RRLA ranks below the state average when
comparing GMAS scores. According to the Spring 2017 English/Language Arts GMAS scores,
only 25% of 3rd graders scored proficient, 36% of 4th graders scored proficient, and 32% of 5 th
graders scored proficient. These scores were at or right below the state average. Although
these scores were not up to state standards, Reese Road Leadership Academy’s CCRPI score
increased from a 68.8% to 72.4% within the last year.

Reese Road Leadership currently has a faculty and staff of 63 people. RRLA staff includes
2 administrators, an academic coach, 23 general education teachers, 8 special education
teachers, 4 specials teachers, 10 paraprofessionals, 2 Title I intervention teachers, an ESOL
teacher, 4 custodians, 5 cafeteria staff, 2 office staff, a school counselor and a school clinic
worker. The school received a new principal in January 2017. She has made several academic
and instructional changes in hopes to increase CCRPI and student achievement. The RRLA third
grade team has chosen to team teach this year instead of being departmentalized; one teacher
teaches English/Language Arts, and the other teacher teaches math, but both teach science and
social studies to their own homeroom. Fourth and Fifth grade teams are departmentalized.
Teachers are required to attend weekly data team meetings with the academic coach. Our
principal has recently implemented action teams that meet once per month. These teams are
split up into 3 areas that are correlated with our SIP. There are three sub groups within these
three areas. The Leadership teams meet during the first week of the month. These teams are
split up into groups focusing on professional learning, student learning, and family learning.
School Culture teams meet during the second week of the month. These teams are split up into
groups focusing on leadership environment, shared environment, and leadership events.
During the third week of the month, the academic teams meet. These teams are made up of
groups focusing on schoolwide goal achievement, student led achievement, and empowering
learning. After our meetings, the core leadership team meet to discuss everything that was
discussed in each group to determine actions that need to take place. The Reese Road
Leadership family works together to ensure that all students are successful.
Within the last few years, Muscogee County has slowly tried to incorporate technology
into the classrooms by adopting a reading and math series that can be accessed online from
computers or smart devices. They have also implemented Achieve 3000 in hopes to increase
reading scores. This effort has forced teachers to learn how to integrate technology into the
classroom, but usually only for summative assessment purposes. Students are required to take
weekly reading tests online through the McGraw-Hill Reading Wonders Program, as well as
complete 2 activities per week through Achieve 3000. Although these programs have been put
in place, students aren’t seeking the full benefit of technology implementation within the
classroom. These programs have increased some student achievement, but they are repetitive
and do not reach struggling students or students that have disabilities. After researching
required programs that are already being implemented in the class room, I realized that
students need deeper exposure to Web 2.0 tools. These tools will require students to use
critical thinking skills and potentially increase their understanding of topics being taught. I
discussed my findings with the principal. She agreed that there needs to be more exposure to
teachers on how to use technology within the classroom. I asked her a series of questions about
how technology is being implemented and we both came to the conclusion that the biggest
need area at RRLA is increasing the use of technology to increase student achievement. “The
new Web 2.0 culture encourages students to reuse and remix resources as well as create new
knowledge. Students take an active role in learning, rather than passively receiving information
from instructors” (An & Williams, 2010).
There are several ways that teachers could implement software and apps through daily
instruction without feeling overwhelmed with one more thing. There is a need for professional
development on how to use Web 2.0 tools/apps for assessing student knowledge and
instructional purposes. RRLA educators are not aware of the Web 2.0 tools available to them.
Web 2.0 tools include but are not limited to virtual learning environments, classroom
management tools, quiz building tools, productivity tools, resource sharing tools, social
networking tools, multimedia sources, and so much more. These tools could make a huge
difference in instructional practices and could potentially increase student learning by providing
instant feedback on informal assessments. Some tools, such as Plickers, provide reports for
teachers that have the data already disaggregated by student. These informal assessments will
help drive instruction by allowing teachers to pin point areas of need. Web 2.0 tools are also a
way of building classroom community among teachers, students, and parents. “Teachers are
using Web 2.0 tools to create ongoing conversation among students that appears to support
deeper engagement and learning of the content” (Light & Polin, 2010, p. 23).
Statement of Problem, Need, and Rationale
As the culture of our students is changing and moving toward a world filled with
technology, our teaching style must also make that change. From GMAS 2016 to GMAS 2017,
there were no significant changes in test scores for Reese Road Leadership Academy. Teachers
have attempted to incorporate new technological tools within the classroom, but in order for it
to make a difference, the entire school needs to be on the same page. Former principal, Lisa
Dabbs, states that “The use of Web 2.0 Tools to support instruction is vital. How we use these
tools is going to make a critical difference in how we measure our students ’ success and how
they are supported to meet 21st century skill sets” (2012). Allowing teachers to see the
benefits of using Web 2.0 tools within the classroom will begin to change their mindsets on
education. Providing professional development, communicating the importance of these tools,
as well as modeling lessons using technology will provide RRLA teachers with the Web 2.0 skills
necessary to be successful in integrating this technology into their daily instruction.
Chimo (2012) conducted research on the effects of Web 2.0 technologies in the
classroom. In order to study the effects of Web 2.0, he analyzed how technology affected
research skills, comprehension of material, and level of engagement of seventh graders in
science. For baseline data, Chimo (2012) used a pretreatment survey in which students
answered questions about how they felt about technology. He also measured student
engagement with reports of time spent using the Web 2.0 technologies and self-reported time
spent on task during science class (Chimo, 2012). The next part of his research allowed him to
see students’ ability to research using Web 2.0 tools. In order to see the effects of Web 2.0 on
student achievement, Chimo (2012) decided to implement three research projects with and
without technology. The first project was used as baseline data and required students to
research the scientific method using non-technological tools and then create a PowerPoint to
present to the class. The next two projects allowed them to use Web 2.0 tools to research Cell
Organelle and California National Parks. Students performed at 86% on the scientific method
(individual project), 93% on cell organelle (individual project), and 87% on California National
Parks (group project). The two projects that incorporated Web 2.0 tools showed an increase in
student achievement. Chimo (2012) noted that along with traditional teaching practices and the
use of Web 2.0 technologies in the classroom, teachers will see higher achievement among
students. “If teachers use Web 2.0 technology as an additional tool for instruction, then
students will undoubtedly benefit from the interactive nature of the Internet in learning. It also
must be noted that careful planning is necessary to reap the greatest benefits from this
resources” (Chimo, 2012). Mahmud and Hassanuzzaman (2009) state that by incorporating
Web 2.0 and e-learning 2.0 into the classroom, students engage in social interaction and
collaboration in online communities. This in turn, creates a learning environment among
students. Mahmud and Hassaunuzzaman (2009) focused their research on “wikis, blogs, RSS,
and social bookmarking etc. with education process”. Throughout their research, they found
that the use of wikis, blogs, podcasts, and other social networking sites has increase student
involvement and classroom discussion (Mahmud & Hassaunuzzaman, 2009). After reading
about an elementary teacher that used Twitter for teaching and learning, I became inspired.
This second grade teacher decided to incorporate Twitter as a basis for student to answer the
“what” and “why” of their learning (Marich, 2016). Her students learned how to keep responses
concise and to the point, since their tweets could only 140 characters long. Over an eight week
period, the teacher was able to see how her students’ responses grew over time and how their
explanations became more sophisticated. When Twitter is incorporated effectively, students
will gain 21st century skills they need (Marich, 2016). Using Web 2.0 in the classroom allows the
teacher to give learners various ways to acquire new information, allows learners multiple
means of expression, and also allows learners to hone into their own interests, which increases
motivation (Grande, n.d.). Grande mentions the use of QR codes as a means for assessment.
Teachers can incorporate QR codes for self-checking answers and as a way to link to an
assessment after reading books (Grande, n.d.). QR codes provide immediate feedback. Google
forms is another useful form of assessments for students. Google forms can be used for self-
grading quizzes, graphing, student-made assessments, exit tickets, feedback from teachers, and
practice quizzes (Grande, n.d.). Grande also mentions a personal favorite of mine, which is
Glogster.edu. Glogster allows students to use their creativity to produce interactive posters.
Students can embed videos, media links, and sound into their poster (Grande, n.d.). Glogster is
a great alternative to students making a PowerPoint or hand drawn poster. All of the articles
mentioned relate to increasing student learning by using Web 2.0 tools. Teachers need
adequate training on how to use these tools to increase student engagement and achievement.
This is the main focus of my Capstone Project.
Objectives and Deliverables
My overall objective for this project is to influence teachers to increase the use of
technology using Web 2.0 applications and tools. My plan is to demonstrate how to use these
to tools effectively in the classroom for instruction and assessing achievement. Teachers will
acquire the skills necessary to implement web 2.0 tools in the classroom to reach all learners.
The goal of my project will be based on the following objectives and deliverables. I plan to
achieve my goal by the end of the school year of 2019.
Project Objective: By the end of the school year of 2019 (May 20, 2019) RRLA teachers will
increase the use of Web 2.0 tools into weekly lesson plans by 25%.
Deliverables:
 Pre-assessment documenting knowledge and use of Web 2.0 tools.
 Post-assessment showing how teachers are using Web 2.0 tools in weekly lessons.
Project Objective: By the end of the school year of 2018, teachers will increase their knowledge
of basic Web 2.0 tools by 20%.
Deliverables:
 Conduct a 2-hour professional development session demonstrating basic web 2.0 tools
that can easily be implemented in the classroom during post-planning.
 Conduct a 1-hour professional development session as a refresher for the new school
year during pre-planning 2018-2019.
 Create a scavenger hunt for teachers to use to explore tools online.
 Create a list of tools that will be discussed during the PD.
 Administer an exit survey to determine the level of knowledge that teachers have after
training.
Project Objective: By October 8, 2018, RRLA teachers will increase the knowledge and use of
quiz building tools and productivity tools by 20%.
Deliverables:
 Create a Prezi to demonstrate the use of quiz building tools.
 Provide a 1-hour workshop on how to incorporate quiz building tools in the classroom.
 Create a screen cast to demonstrate the steps for using quiz building tools.
 Create a Visme presentation on the use of productivity tools such as prezi, flipbook,
Google slides, Wordle, and Popplet.
 Conduct a 1-hour workshop on how to use productivity tools in the classroom.
 Share samples of student work using productivity tools.

 Model lessons for teachers as needed.
 Present a 3-2-1 exit questionnaire. 3 tools I’ve learned about, 2 tools I can commit to
using this year, 1 question I still have
Project Objective: By January 7, 2019, RRLA teachers will increase the knowledge and use of
virtual learning environments and social networking tools by 20%.
Deliverables:
 Create a needs assessment for the use of virtual learning environments and social
networking tools using Plickers.
 Conduct a 2-hour professional development session demonstrating how to use virtual
learning environments such as Padlet, Edmodo, and social networking tools such as
Twitter within the classroom.
 Create a Microsoft word document with a list of virtual learning environments/social
networking tools.
 Model lessons for teachers as needed.
 A Padlet site for teachers to post questions/take-aways.
 Create/print Padlet QR code to allow teachers to access site during workshop.
PSC Standards:
1. Visionary Leadership
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the
development and implementation of a shared vision for the effective use of technology to
promote excellence and support transformational change throughout the organization.
1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation
of technology-infused strategic plans.
1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining
technology innovations and for managing the change process in schools.
2. Teaching, Learning, & Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate
technology into their own teaching practice and to collaboratively plan with and assist other
educators in utilizing technology to improve teaching, learning, and assessment.
2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced
learning experiences aligned with student content standards and student technology standards.
2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered strategies
addressing the diversity of all students.
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in
authentic learning experiences.
2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and
enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g.,
problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative
thinking, metacognition, self-regulation, and reflection).
2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced
learning experiences making appropriate use of differentiation, including adjusting content,
process, product, and learning environment based upon an analysis of learner characteristics,
including readiness levels, interests, and personal goals.
2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in
instructional design when designing and developing digital tools, resources, and technology-
enhanced learning experiences.

2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative
assessments to measure student learning and technology literacy, including the use of digital
assessment tools and resources.
3. Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage
effective digital learning environments.
3.1 Classroom Management & Collaborative Learning
Candidates model and facilitate effective classroom management and collaborative learning
strategies to maximize teacher and student use of digital tools and resources.
3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital
content, and learning networks to support and extend student learning and expand
opportunities and choices for professional learning for teachers and administrators.
3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and
globally with students, parents, peers, and the larger community.
5. Professional Learning & Program Evaluation Candidates demonstrate the knowledge, skills,
and dispositions to conduct needs assessments, develop technology-based professional

learning programs, and design and implement regular and rigorous program evaluations to
assess effectiveness and impact on student learning.
5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and
subject area strengths and weaknesses to inform the content and delivery of technology-based
professional learning programs.
5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state
and national professional learning standards, integrates technology to support face-to-face and
online components, models principles of adult learning, and promotes best practices in
teaching, learning, and assessment.
5.3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness
of professional learning on deepening teacher content knowledge, improving teacher
pedagogical skills and/or increasing student learning.
6. Candidate Professional Growth & Development
Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous
learning, reflect on professional practice, and engage in appropriate field experiences.
6.1 Continuous Learning

Candidates demonstrate continual growth in knowledge and skills of current and emerging
technologies and apply them to improve personal productivity and professional practice.
6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to
improve and strengthen their ability to effectively model and facilitate technology-enhanced
learning experiences.
6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and
professional knowledge, skills, and dispositions identified in these standards.
Project Description
Throughout this project, I will be working with teachers to increase their knowledge and
use of Web 2.0 tools for instruction and assessments. I have planned 3 sessions of professional
learning to expose teachers to different types of tools that can be implemented in the
classroom. I will also share the research behind these tools with teachers and staff. My plan is
to administer a survey at the beginning of the project and a few more throughout to monitor
the use of technology within the classroom. I will also administer a survey at the end of the
project to determine how teachers were impacted and what changes I should make for the next
school year.
First project item/activity

The first project will take place in two different sessions. The first will be during post-
planning for school year 2017-2018. The second will be during pre-planning for school year
2018-2019. The first activity will be approximately 2 hours. Before the PD begins, teachers will
complete a needs assessment survey documenting each teacher’s level of technology
implementation. During the professional learning, I will expose teachers to classroom
management and study tools such as Classdojo, online timers, and online Jeopardy. Teachers
will also learn about tools that are available online through Google apps since Muscogee
County School District has recently created Google accounts for all students. I will model how to
use Google Classroom, Google Earth, and Google Docs. Teachers will have the chance to
explore the tools that I’ve introduced to them during the training through a scavenger hunt
given to them on a Google doc. Teachers will complete a questionnaire documenting their
knowledge of Web 2.0 tools after the training. During the second 1 hour session, teachers will
receive a refresher for the new school year that touches on the tools that were already
introduced during post-planning.
Second project item/activity
The second project item will take place in October, 2018. I will review some of the tools
that have already been presented. I will use a Prezi presentation to introduce quiz building tools
such as Plickers, Kahoot!, Quizlet, Socrative, and Google Classroom. I will create a screencast to
send to teachers after the training demonstrating how to use each tool. Teachers will have the
opportunity to create their own quiz using one of the tools shown. Teachers will also be
exposed to presentation and productivity tools such as Prezi, Flipbook, Visme, Google Slides,
Wordle, Glogster, and Popplet. I will show them some of my students’ work using these tools.
Teachers will be required to explore one of their tools as a group and then share how they think
it could be used in the classroom. Teachers will complete a 321 exit ticket at the end of training.
Third project item/activity
The third project item will take place during pre-planning in January, 2019. Teachers will
complete a quick 5 question survey using Plickers. This will allow me to see who is familiar with
virtual learning environments and social networking tools. Teachers will learn about how to use
Padlet, Edmodo, and Twitter as a way to communicate with students outside of the classroom
and during instruction. Teachers will also learn about how to use these tools within the
classroom for instruction and informal assessments. During the session, teachers will
participate utilizing Padlet by using a smart device to scan QR code to reach site. They will be
able to access videos shared during presentation and post questions during the workshop that
will be addressed at the end of the session. Teachers will be exposed to other tools such as
ICivics, MissionUS, and Voki. Teachers will choose one of these tools to explore further during
the session. Teachers will be provided with a word document that includes a list of virtual
learning environments/social networking tools. Teachers will complete an exit ticket using
Padlet.
Final project item/activity
At the end of the school year, teachers will complete the same assessment that was
given at the beginning of the year documenting their use of Web 2.0 tools into daily lessons. By
the end of the school year of 2019 (May 20, 2019) RRLA teachers will increase the use of Web
2.0 tools into weekly lesson plans by 25%. I will use this data to drive my professional
development for the following year.
Table 1.
Project Objectives, Standards, Activities, Deliverables Alignment
Project Objective PSC Standard Ac tivities Deliverables
By the end of the 1.1 Shared Vision  2 hour Professional  Google Sign in
school year of 2018, 1.2 Strategic Planning development on Web sheet
teachers will 1.4 Diffusion of Innovation 2.0 tools in May.  Needs assessment
increase their and Change  1 hour refresher  Create an online
knowledge of basic 2.2 Research-based Learner course on Web 2.0 scavenger hunt
Web 2.0 tools by Centered Strategies tools in August. using Google docs.
20%. 2.3 Authentic Learning  Technology  Create a list of Web
2.5 Differentiation scavenger hunt. 2.0 tools for
2.6 Instructional Design  Teachers will teachers.
3.1 Classroom Management complete exit survey  Create an exit
& Collaborative Learning at end of training. survey.
5.1 Needs Assessment
5.2 Professional Learning
6.1 Continuous Learning
6.2 Reflection
6.3 Field Experiences
By October 8, 2018, 2.1 Content Standards &  1 hour workshop on  Google Sign in
RRLA teachers will Student Technology quiz building tools- sheet
increase the Standards Plickers, Kahoot!,  Prezi of quiz
knowledge and use 2.2 Research-based Learner Quizlet, Socrative, building tools.
of quiz building tools Centered Strategies Google Classroom.  Screencast
and productivity 2.3 Authentic Learning  Teachers will build demonstrating how
tools by 20%. 2.4 Higher Order Thinking their own quiz using to use/create
Skills one tool. quizzes.
2.5 Differentiation  1 hour workshop  Create VisMe
2.6 Instructional Design demonstrating how presentation for
2.7 Assessment to use Prezi, productivity tools
3.1 Classroom Management Flipbook, Google  Student work
& Collaborative Learning Slides, Wordle, and samples.
5.1 Needs Assessment Popplet.  Create a 321 exit
5.2 Professional Learning  Share student work ticket using Google
6.1 Continuous Learning using these tools. sheets.
6.2 Reflection  Teacher share time.
6.3 Field Experiences  321 exit ticket using
Google sheets.
By January 7, 2019, 2.1 Content Standards &  2 hour PD on social  Google Sign in
RRLA teachers will Student Technology networking/virtual sheet
increase the Standards
knowledge and use 2.2 Research-based Learner learning  Create survey using
of virtual learning Centered Strategies environments. Plickers.
environments and 2.3 Authentic Learning  Plickers suvey for  Create a Padlet for
social networking 2.4 Higher Order Thinking social networking training.
tools by 20%. Skills tools/virtual learning  Give teachers a list
2.5 Differentiation environments. of social networking
2.6 Instructional Design  Allow teachers to tools/virtual
2.7 Assessment connect to Padlet learning
3.1 Classroom Management and interact during environments and
& Collaborative Learning training using Padlet. their uses in the
3.3 Online and Blended  Model how to use classroom.
Learning Twitter, Edmodo, and  Post take-
5.1 Needs Assessment Padlet in the aways/questions in
5.2 Professional Learning classroom. Padlet.
6.1 Continuous Learning  Expose teachers to
6.2 Reflection ICivics, MissionUS,
6.3 Field Experiences and Voki.
 Allow teachers time
to play with one of
the above tools.
 Teachers will post
questions/take-
aways at the end of
training.
By the end of the 5.1 Needs Assessment  Professional  Pre-assessment

school year of 2019 5.2 Professional Learning Development on documenting
(May 20, 2019) RRLA 5.3 Program Evaluation basic Web 2.0 tools. knowledge and
teachers will 6.2 Reflection  Professional use of Web 2.0
increase the use of 6.3 Field Experiences Development on quiz tools.
Web 2.0 tools into building/productivity  Post-
weekly lesson plans tools. assessment
by 25%.  Professional showing how
Development on teachers are
virtual learning using Web 2.0
environments/social tools in weekly
networking tools. lessons.
Evaluation Plan
Throughout this project, teachers will be evaluated after every workshop to determine
their knowledge and level of technology implementation within the classroom. At the beginning
of the project, teachers will complete a pre-assessment that determines their current use of
technology in the classroom. The pre-assessment survey data will allow for proper planning of
workshops. Teachers will have the opportunity to participate in an online scavenger hunt to
explore Web 2.0 tools. They will also be able to explore quiz building tools and participate in
online quizzes during workshops. Teachers will have access to screencasts for how to build their
own quiz. Teachers will participate in professional learning through a virtual learning
environment. Teachers will be able to request model lessons for how to use these tools in their
classroom. At the end of the project, teachers will complete a post-assessment survey to
determine if I have met the overall objective of the project as well as fulfilled the PSC standards
aligned with each objective.
First project item/activity
The first evaluation tool will be administered before the project begins to get baseline
data of how teachers use technology and what steps need to be taken when planning
workshops. Teachers will complete a needs assessment survey on Google Docs. This will take
place prior to the post planning training session in May, 2018. After the first session of training
on technology tools, teachers will be asked to complete an exit survey. This survey will
determine if the training on Google apps was effective and what should be changed for the next
training. This will take place in May, 2018 during post planning.
Second project item/activity
The second evaluation instrument used will be a 3-2-1 exit ticket. This form will be
created on Google Sheets and take place in October, 2018. This document will help me
understand 3 things that teachers learned, 2 things they will commit to using this school year,
and 1 tool that they still want to learn more about. I will use these exit tickets to determine
which teachers need more assistance. They will also help me in planning model lessons for
those teachers. I may also plan another workshop based off of the information received from
the exit tickets.
Third project item/activity
At the beginning of the third workshop, I will use Plickers as an anchor for the workshop,
as well as an assessment tool to determine how social networking tools/virtual learning
environments are being used within our school for instruction. This will be an informal
assessment that will allow me to quickly see who is implementing these tools in their classroom
already.
Throughout the third workshop, teachers will be required to participate in the workshop
through Padlet. This tool will be an informal observation, which will allow me to see who is able
to use the virtual learning tool. This will also give teachers the chance to post questions that
they have during the workshop. These questions will also help me understand the level of
understanding among teachers.
Fourth project item/activity
The final evaluation method of the project will be a post assessment survey using
Google Docs. This will take place at the end of the school year of 2018-2019 in May. This survey
will document how often teachers are using technology tools in the classroom. It will also
determine whether teachers are planning engaging lessons using Web 2.0 tools.
Project Timeline
The project will take place over a one-year time period beginning in May 2018, and
ending in May 2019. I wanted to begin the project in May 2018 so that teachers have the
opportunity to explore tools during the summer to prepare for the upcoming school year. There
will be 3 workshops held throughout the school year, along with modeling lessons as needed
throughout the course of the project. To begin the project, teachers will take a pre-assessment
survey determining their use and knowledge of technology in the classroom. Throughout the
project, teachers will be introduced to different types of tools that can be implemented in the
classroom. As teachers learn about how to use these tools, they will complete a questionnaire
or survey at the end of each PD. Teachers will have the opportunity to explore these tools
during professional learning. The project timeline is located in Table 2. The project will take
approximately 100 hours to complete, which includes preparation of materials, delivery of
material, and model lessons.
Table 2.
Projected Timeline
Month Project Item/Activity, or Evaluation Item Hours
May, 2018  Create and administer pre-  1 hour

assessment to determine
teachers’ use of technology
 Create post-assessment showing  1 hour
how teachers are using Web 2.0
tools in weekly lessons
 Design Workshop # 1  15 hours
 Create an online scavenger hunt  3 hours
using Google docs.
 Create a list of Web 2.0 tools for  2 hours
teachers.
 Create an exit survey.  2 hours
 Implement 2-hour workshop  2 hours
 Model Lessons  5 hours

August 2018  Design refresher  3 hours
workshop/materials for
preplanning
 Implement 1-hour workshop (as  1 hour
an extension of Workshop #1
September, 2018  Design Workshop #2  15 hours

 Design Prezi for quiz building  3 hours
tools
 Develop screencast  3 hours
demonstrating how to
use/create quizzes
 Create Visme presentation for
productivity tools  3 hours
 Create a 321 exit ticket using
Google sheets
November, 2018  Model Lessons  5 hours

October, 2018  Implement 2-hour workshop  2 hours
 Model Lessons  5 hours
December, 2018  Develop Plickers survey for social  2 hours
networking tools/virtual learning
environments
 Create Padlet  2 hours
 Create Padlet QR code  2 hours
 Create a list of social networking
tools/virtual learning
environments and their uses in
the classroom  15 hours
 Design Workshop #3
January, 2018  Implement 2-hour workshop  2 hours
 Model lessons  5 hours
May, 2019  Administer Post  1 hour
Assessment/teacher feedback
Total 100 hours
Table 3.
Proposed resources
Proposed Resources
Space The workshops will take place in the Media Center.
Tools Teacher laptops, SMART board, Smart devices/tablets, Google Apps for
Education, Plickers, Kahoot!, Quizlet, Socrative, Prezi, Flipbook, Wordle,
Popplet, Twitter, Edmodo, iCivics, MissionUS, Jeopardy Labs, Voki, screen-

o-matic, wireless internet
Materials Surveys, student work samples, handouts for teachers
Human Resources I will be designing and implementing technology workshops during pre
and post planning for all teachers. I will work with academic coach to plan
accordingly.
Resources
An, J. & Williams, K. (2010). Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons
Learned. Retrieved from http://www.itdl.org/journal/mar_10/article04.htm
Chimo, D. (2012). Effects of web 2.0 technology on student learning in science, Montana State
University. Scholar Works. Retrieved from
https://scholarworks.montana.edu/xmlui/bitstream/handle/1/1070/ChimoD0812.pdf?s
equence=1
Dabbs, L. (2012). Using Web 2.0 Tools in the Classroom. Kids Discover.
Retrieved from https://www.kidsdiscover.com/teacherresources/web-2-0-tools-
classroom/
GADOE. (2016 & 2017). Statewide scores. Retrieved from http://www.gadoe.org/Curriculum-
Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-2016-2017-
Statewide-Scores.aspx
Grande, M. (n.d.). Web 2.0 tools for assessment. Retrieved from
http://www3.canisius.edu/~grandem/opwebtools/opwebtools_print.html
Light, D. and Polin, D. (2010). Integrating web 2.0 tools into the classroom: Changing the culture
of learning. Center for Children and Technology. Retrieved from
http://cct.edc.org/sites/cct.edc.org/files/publications/Integrating%20Web2.0.PDF
Mahmud, A., and Hassaunuzzaman, M. (2009) The role of Web 2.0 tools in collaborative
learning. Lund University Informatics. Retrieved from
https://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=1436997&fileOId=
1647024
Marich, H. (2016). Twitter in the elementary classroom: A teacher’s journey. Perspectives on
Practice, 94(1), 67-70. Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0941-
sept2016/LA0941POP.pdf
APPENDIX A.
Elementary Tech Use Survey (Pre/Post Assessment)
Please complete the following survey. Information from this survey will be utilized to determine
current levels of technology integration as well as teacher needs for further professional
development.
*Required
1. What grade level do you teach?
Pre-Kindergarten/Early Intervention
Middle School
High School
Post-Secondary
other
2. How many years have you been teaching? *
0-5 years
6-10 years
11-15 years
16-20 years
21-25 years
26-30 years
more than 30 years
Option 1
3. How would you describe the technology availability in your classroom? *
Technology is only available for teacher use (laptop, projector, some instructional tools)
Teacher Technology is available as well as devices to provide for center rotations
Teacher technology, devices for center rotation and access to mobile technology is available
Teacher Technology is available as well as access to stationary labs
Teacher Technology is available as well as a BYOD (Bring Your Own Device) program for
students
Teacher Technology is available as well as 1:1 devices for students (device for every student)
4. When I need assistance with technology or want to integrate technology in my
classroom, I would ask *
Fellow Teachers
Instructional Technology Coach
Administrators
County/System Technology Staff
Students
Seek out websites with information
other
5. I want to use technology in my classroom but ________________ *

There are never enough devices.
I don’t feel comfortable teaching a technology lesson.
I don’t have time for something extra. There are too many things I am required to teach.
No one has taught me how to use the technology tools.
other
6. Select the digital sources that you (teacher) most frequently use to guide your
instruction. *
Social Learning applications (e.g. EdBlog, Skype, etc.)
Productivity applications (e.g. Edmodo, Google apps, Socrative, Animoto)
Content applications (e.g. Khan Academy, Brainpop, etc)
Support applications (e.g. Prezi, Wordle, Quizlet, Google Earth, Youtube)
Productivity tools (e.g. data base, word processing, multimedia, spreadsheets)
Communication tools (e.g. blogs, wikis, journals, discussion boards)
Hardware (e.g. laptops, mobile devices, interactive boards, digital responders, digital cameras)
Digital resources, non-digital artifacts or environmental (e.g. manipulative, displays, guess
speakers, photos, games, art supplies)
7. Select the digital sources that your students most frequently use. *
Social Learning applications (e.g. EdBlog, Skype, etc.)
Productivity applications (e.g. Edmodo, Google apps, Socrative, Animoto)
Content applications (e.g. Khan Academy, Brainpop, etc)
Support applications (e.g. Prezi, Wordle, Quizlet, Google Earth, Youtube)
Productivity tools (e.g. data base, word processing, multimedia, spreadsheets)
Communication tools (e.g. blogs, wikis, journals, discus sion boards)
Hardware (e.g. laptops, mobile devices, interactive boards, digital responders, digital cameras)
Digital resources, non-digital artifacts or environmental (e.g. manipulative, displays, guess
speakers, photos, games, art supplies)
8. How often are you (teacher) using those digital resources during your instructional
day? *
Never
One time per semester
One time per quarter
Once a month
Once a week
Every day
9. How often are your students using those digital resources during your instructional
day? *
Never
One time per semester
One time per quarter
Once a month
Once a week
Every day
10. How do your students use digital resources? *
Individual
Center rotation
Stations
Collaboration
Projects
Appendix B.
Technology Exit Ticket

1. What is one tool that you learned about today that you will use in your classroom?
How?__________________________________________________________________________
______________________________________________________________________________
2. Which Google App can allow you to take your class on virtual field trips?
________________________________________________________
3. What other types of technology tools would you like to learn more about?
______________________________________________________________________________
______________________________________________________________________________
Appendix C.
3-2-1 Exit Ticket
3 tools that I’ve learned about 2 tools that I will commit to 1 tool I want to learn more
using this year about

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RUNNING HEADER: INCREASING ACHIEVEMENT WITH WEB 2.

Increasing Achievement with Web 2.0

Capstone Project Proposal

increased from a 68.8% to 72.4% within the last year.

2 administrators, an academic coach, 23 general education teachers, 8 special education

teachers, 4 specials teachers, 10 paraprofessionals, 2 Title I intervention teachers, an ESOL

groups focusing on leadership environment, shared environment, and leadership events.

from instructors” (An & Williams, 2010).

Statement of Problem, Need, and Rationale

education. Providing professional development, communicating the importance of these tools,

necessary to be successful in integrating this technology into their daily instruction.

research skills, comprehension of material, and level of engagement of seventh graders in

collaboration in online communities. This in turn, creates a learning environment among

explanations became more sophisticated. When Twitter is incorporated effectively, students

This is the main focus of my Capstone Project.

Objectives and Deliverables

achieve my goal by the end of the school year of 2019.

 Pre-assessment documenting knowledge and use of Web 2.0 tools.

of basic Web 2.0 tools by 20%.

that can easily be implemented in the classroom during post-planning.

year during pre-planning 2018-2019.

 Create a scavenger hunt for teachers to use to explore tools online.

 Create a list of tools that will be discussed during the PD.

quiz building tools and productivity tools by 20%.

 Create a Prezi to demonstrate the use of quiz building tools.

Google slides, Wordle, and Popplet.

 Conduct a 1-hour workshop on how to use productivity tools in the classroom.

 Share samples of student work using productivity tools.

 Model lessons for teachers as needed.

using this year, 1 question I still have

virtual learning environments and social networking tools by 20%.

networking tools using Plickers.

 Conduct a 2-hour professional development session demonstrating how to use virtual

Twitter within the classroom.

 Create a Microsoft word document with a list of virtual learning environments/social

 Model lessons for teachers as needed.

 A Padlet site for teachers to post questions/take-aways.

 Create/print Padlet QR code to allow teachers to access site during workshop.

promote excellence and support transformational change throughout the organization.

1.1 Shared Vision

technology in teaching, learning, and leadership.

1.2 Strategic Planning

Candidates facilitate the design, development, implementation, communication, and evaluation

of technology-infused strategic plans.

1.4 Diffusion of Innovations & Change

technology innovations and for managing the change process in schools.

2. Teaching, Learning, & Assessment

Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate

educators in utilizing technology to improve teaching, learning, and assessment.

2.1 Content Standards & Student Technology Standards

Candidates model and facilitate the design and implementation of technology-enhanced

2.2 Research-Based Learner-Centered Strategies

Candidates model and facilitate the use of research-based, learner-centered strategies

addressing the diversity of all students.

2.3 Authentic Learning

authentic learning experiences.

2.4 Higher Order Thinking Skills

thinking, metacognition, self-regulation, and reflection).

Candidates model and facilitate the design and implementation of technology-enhanced

learning experiences making appropriate use of differentiation, including adjusting content,

including readiness levels, interests, and personal goals.

2.6 Instructional Design

enhanced learning experiences.