2. What is the change being requested?
▪ Since COVID, elementary
teachers are expected to utilize
technology in their instruction,
instead of using it only for
supplemental resources, but
have not been given the proper
training to use technology
effectively.
3. Who is requesting this change?
▪ The district requested the use
of technology to guide
instruction, specifically in the
elementary setting because of
virtual teaching, and now they
want consistency with
programs and platform usage
throughout all elementary
schools (Microsoft Office,
Teams, Zoom).
4. Where will this change need to take
place?
▪ This change needs to take
place from the district down to
the classroom.The district
needs to create meaningful
and engaging trainings that
teachers can learn from and
implement in their classrooms.
5. Optimal Performance, Actual Performance,
Feelings, and Causes
▪ Teachers performing at optimal level are effectively using technology
to guide their instruction, troubleshoot minor issues, and know who
to contact for larger issues.
▪ Teachers are underperforming when it comes to actual technology
usage.They are unsure what programs to use to drive instruction and
fall back on supplemental programs like IXL, Nearpod, and i-Ready
▪ Teachers feel frustrated because the expectation is to utilize Canvas,
MicrosoftTeams and Office but are given little guidance on how to
implement these programs effectively.
▪ The cause of underperformance is lack of training, resources, and
time to teach technology usage in classrooms.
6. Results?
▪ With the huge boom of
technology usage in classrooms,
there is a drastic need for effective
technology use training. Up until
recently, technology platforms
and devices were only used as
supplemental resources or busy
work. Since virtual teaching,
teachers are relying more on
technology in their instruction and
want the training to use it
effectively.
7. Conclusion
▪ The school district needs to create meaningful
trainings that teachers can take back to the
classroom.
▪ These trainings need to:
– Spotlight specific platforms and programs
the district has purchased.
– Provide ways and examples to use these
platforms and programs.
– Model how to use these platforms and
programs in the classroom.
– Provide teachers with opportunities to
practice using these platform and
programs before expecting them to
implement them.
8. Resources
▪ Brown,A. H., & Green,T. D. (2016). The essentials of instructional
design: Connecting fundamental principles with process and
practice (3rd ed.). Routledge.
