Effective PL

A Professional Learning Plan for

MoBLE

Motivating a Blended Learning Environment

Current Professional Learning opportunities in my district include weekly PLC meetings that are held at each grade level in each building for one hour on Tuesday mornings. During this time, teachers work together to discuss assessments, strategies and curriculum plans. In addition to this scheduled meeting time, staff meetings are held twice each month, and School Improvement Planning time is held for 2.5 hours on a Thursday afternoon each month. These meeting times vary in topic and location, and SIP’s require online registration in a district wide database. Often, the learning plan is decided for district employees, but sometimes they get to choose from a number of learning opportunities. It is not uncommon for specialized teachers to be underrepresented in the School Improvement Planning. Art, Music, PE, and Technology teachers are often required to attend curriculum and assessment based presentations that do not apply to them. In addition, a number of the options available include presentations by marketing professionals, who show us how to use district-purchased tools, but not how to incorporate them effectively into our classrooms. They are available to answer questions that afternoon, but aren’t immediately available to provide support afterwards.

As an alternative to my district’s current system of professional learning, I have created a Professional Learning Plan that addresses the needs of all of the teachers in my building[1] . I will organize the training and play an active role in its initial delivery. Subsequent training will require participation of my colleagues in the design and choice of training to take place. I have considered the five key principles of effective professional development in an effort to promote a more collaborative, participant-led form of instruction that I am convinced will lead to a more effective way of promoting professional learning.

In my research, as well as in my experience and discussions with my co-workers, I’ve come to realize that more than anything else our teachers need time to work with new tools and processes. They are willing to make changes in their learning strategies, but don’t feel comfortable doing so because they don’t have the time they need to get comfortable with them.  I’ve spent much time reflecting on the five stages of change and the four disciplines of execution as I’ve considered my innovation plan, which I call Motivating Blended Learning Environments (MoBLE). I’ve considered these factors as I’ve strategized how to present my plan for more effective professional learning, in hope of achieving the following goal:


Every classroom in our building will become a blended learning environment that makes effective use of technology and allows engaging activities in which students can learn more effectively on a daily basis during the 2017-2018 school year.

My district has invested a lot of money in the purchasing of technology devices. More than 380 iPads are being used in my school alone, 200 of which are used in 1:1 kindergarten and 1st grade classrooms. In addition, 200 laptops are available to grades 3-5. Teachers have access to these devices as needed, but rarely use them. And when they do, they are often used for educational game playing and “free time” activities, and not necessarily as a part of a classroom strategy.

Duration

My plan begins with recognizing that professional learning needs to take place over time, and not just within an afternoon. I plan to include professional learning opportunities in a number of formats, so that teachers can practice using new learning strategies throughout the first semester and possibly throughout the school year. All the while they will be provided with the time to do so in order to become comfortable with them.

Implementation Support

District technology instructors in our district are underutilized. It is a topic that has come up repeatedly in weekly Tech PLC meetings. Their expertise in educational technology makes them invaluable resources for our classroom teachers, and they are more than willing to help with Professional Learning.  It is my plan to incorporate their knowledge and expertise in the professional learning process, making support available to teachers in every building at every grade level. By putting technology instructors in the role of technology integrationists, they can put their skills to use through team-teaching activities and push-in instruction in the classrooms as needed and throughout the school year.

Active Learning

Active learning requires participation of the learners instead of presentation to them. With the encouragement of my building principal, willing teachers will work 1:1 with their technology instructors to create their own integration-based learning experiences. They will assist in planning the timeline for instruction, and allow the tech instructor to push into the classroom to introduce the tools and assist in teaching the lesson. This will assure that what is being taught is appropriate for the class and grade level. Following the integration of blended learning strategies, it is my plan to allow teachers to observe one another as they use the new strategies, and to share their experiences with one another.

Modeling

Seeing new processes used in an authentic environment is important to making the process understood. Modeling doesn’t have to be provided by just the instructor. My plan is to include teachers and colleagues in the process of modeling the use of tools for one another, through classroom observation and staff meeting opportunities. Throughout this process, support will be provided to the teachers by tech instructors like myself and team members who have become comfortable enough with doing so.

Content-Specific Learning

There is no one-size-fits-all approach to effective learning. New skills must be applicable to the learner, and that is why my plan focuses on the learner instead of the tools. By providing authentic learning opportunities, attention can be focused on where the learner needs it to be. That’s something that’s missing in our current professional learning plan.

My Pitch

My Outline

Learning Goals Learning Activities Assessments
Foundational

·   Define blended learning

·   Identify opportunities for and benefits to blended learning

Defining and Identifying Blended Learning

·   Watch What is Blended Learning?

·   Watch Blended Learning in Action

·  Discuss with team teachers how they might employ blended learning activities with their students.

·   Small group discussion and sharing

·   Peer feedback on small group presentations

Application

·   Learners will work with teams in shared Word documents (O365) to make a list of those skills that they find most important to their students’ success.

Building Community through Collaboration

·   Create a shared Word document in Office 365 (O365) (Instructor will model this process)

·   Participate in an online discussion by collaborating in an online document.

·  Share the collaborative document with the school principal and technology instructor.

·   Shared collaborative document.

·   Collaborative list of curriculum skills and goals

Stage 1:

·   Learners will recognize the benefits of online collaboration.

·   Learners will continue work in collaborative documents as others share their most effective strategies for addressing skills for success at their grade level.

·   Learners will consider ways in which technology could be used to address these strategies.

Collaborative creation

·   Discuss the benefits to collaborating in one document as opposed to separate documents

·   Participate in discussion of strategies and technology tools as a means of teaching/learning

·   Online discussion in O365.
Stage 2:

·   Learners will become familiar with online tools that effectively address the skills listed in their collaborative document.  

·   Learners will explore features and benefits of select apps available on classroom iPads.

·   Learners will make individual requests for future work with apps of their choosing.

Analysis of online tools

·   Explore the Self Service library of apps provided to teachers by the district/technology instructor

·   Work with teams to brainstorm some ways that specified apps could be used in the classroom (using a shared document)

·   View examples of completed work in select apps

·   Share work with one another using available tools

·   Teacher requests for push-in integration.
Stage 3:

·   Learners will work with the technology instructor to plan an integrative “push-in” to execute this lesson.

Collaborative planning of blended learning strategy

·   Discuss and plan with the technology instructor the goals and objectives of the planned lesson.

·   Collaborate with the tech instructor to create a timeline regarding the lesson.

·   Determine the teacher/integrationist roles throughout the lesson.

·  Discuss how the lesson will be assessed (expectations).

·   Completed collaborative integration plan.
Stage 4:

·   Learners will take the lead on instruction following the introduction and gradual release by technology integrationist.

·   Learners will collect student work, sharing examples with integrationist.

·   Learners will share their experiences with their teaching teams.

·   Learners will provide feedback to the integrationist regarding the lesson.

Reflecting on Learning

·   Learn with the students as online tools are introduced by technology integrationists as a part of the lesson.

·   Teachers will gradually take over the role of technology facilitator in the lesson.

·   Collect work digitally, using appropriate tools.

·   Reflect on the lesson in team PLC, sharing the strategy and results with team teachers.

·   Teacher as learner in the classroom

·   Collection of student work

·   Teacher ownership in the lesson

·   Reflection and sharing in PLC

·   Teacher feedback (regarding the integration process)

My Timeline

Date Person/Team Responsible Activity
August, 2017 – 1 hour

Beginning of the school year

Presentation Link

The Definition of Blended Learning

Blended Learning in Action

Building Administration

Principal and Assistant Principal

Technology Instructor (aka Integrationist)

Introduction to Blended Learning (slideshare)


Small group online discussion and presentation to building teachers. (district account- O365)

September, 2017 – 1 hour PLC (Grade-level Team Meeting) Small group discussion

Collaborative document and list of skills to address throughout the school year. (district account – O365)

September, 2017 – 2.5 hours

Instructional materials will be specific to grade level and in-district accounts and purchased apps.

SIP (1/2 Day) 

District Administration and Technology Instructor/Integrationist

Collaborative discussion with district-wide grade-level teachers.

(Sharing/Modeling strategies and technology tools in the classroom.)

October, 2017 – 30 minutes

Apps Exploration

Staff Meeting

Principal and Asst. Principal

Tech Instructor/
Integrationist

(Each teacher should bring an iPad from his/her grade-level cart.)

Model use of Self Service on building iPads.

Grade-level team members will explore tools/apps available on iPads.

Discuss experiences and uses of recommended apps as tools for blended learning.

October, 2017 – 1 hour PLC (Grade-level Team Meeting) Work with team teachers to suggest strategies and apps for blended learning.

Share and discuss Integration Plans for “push-in”.

October, 2017 – as needed

Planning Worksheet

Integration Team

Tech Integrationist and Teacher/Team

One-on-one collaboration and planning for “push-in” integration in the classroom (planning worksheet).
November, 2017 –
15 minutes
Staff Meeting

Principal and Asst. Principal

Technology Instructor/Integrationist

Teachers will share experiences (successful or non-successful) regarding the use of tools/apps in blended learning strategies.
November, 2017 – 1 hour PLC (Grade-level Team Meeting) Discuss technology integration plans for “push-in”.

Share integration experiences.

November, 2017 –
as needed
Classroom teacher and Technology instructor/ integrationist Push-in Integration in the classroom according to Planning Worksheet.
December, 2017 –
15 minutes
Staff Meeting

Principal and Asst. Principal

Technology Instructor/Integrationist

Teachers will share experiences (successful or non-successful) regarding the use of tools/apps in blended learning strategies.
December, 2017 – 1 hour
PLC (Grade-level Team Meeting) Discuss technology integration plans for push-in.

Share integration experiences.

December, 2017 – varies
Feedback Form
Classroom teacher and Technology instructor/ integrationist Push-in Integration in the classroom according to Planning Worksheet.
Feedback regarding integration experiences.

Push-in, sharing, and discussions may be ongoing as needed throughout the school year.

MATERIALS

August 2017

September 2017

Apps Exploration

October 2017

Integration Planning Worksheet

December 2017

Feedback Form

Call to Action

Why

Professional Learning in my school district is ineffective. While I’m sure the intentions of our district administrators are good, it is a rare occasion that I walk away from a professional learning experience feeling inspired, or with knowledge of something that will make me a more effective technology instructor. In my mind, professional learning should focus on making my colleagues and I better teachers, and more effective at presenting engaging lessons. Instead, it focuses on teaching us how to assess data, how to navigate our new curriculum, how to administer standardized testing, and how to manage other district mandated tools. None of these have anything to do with our effectiveness as actual educators. They are also not specific to our disciplines.

I am a technology instructor. I have very little use for the district mandated curriculum, which focuses on core subjects. I also have very little use for the data that comes from standardized assessments, because technology is not among the skills assessed. My attendance as well as that of my friends from the music, art and physical education departments is mandatory at these meetings, which are an extremely ineffective use of our time.

My district has invested a lot of money into making iPads and laptops accessible to students throughout the district. But they have invested very little time in providing training for our teachers to use the devices effectively. It is a goal of my Innovation Plan (MoBLE) to convince our administrators that our teachers need training and time to create more blended learning environments in which they can use the devices that have been made available to them.

What

The video below calls attention to the five key principles of effective (professional) learning. My video does not focus on professional learning exclusively, as my feeling is that these key principles apply to learners of all ages. We are all learners, no matter what the age, and no matter what the environment. And we are all teachers to some extent, as we share our knowledge with others. So I like to think that my video will appeal to a more general audience than just my administration.

How

I began by writing a summary of my argument for more effective learning experiences. After watching Denise Duarte’s video about creating more effective visual presentations, I decided to avoid PowerPoint and create a video instead (Stanford, 2013). (I’ve never been a fan of PowerPoint, and wanted to do something more challenging and creative.) My plan was to create a video. After hearing Dr. Sue Bedard’s web-conference reminder that it needed to be short and to the point, and that it needed to get her attention in order for her to want to watch it, I decided to base it on a successful PSA called The More You Know.

With the understanding that I couldn’t copy the tagline from the 20170313_183104aforementioned PSA, I decided on one of my own. Teaching with learning in mind seemed to address the overall message of my presentation and is a tagline that could be repurposed in future projects. I searched for free-to-use resources as I planned my project, finding an animated background by MotionArray, and piano music by Di Evantile, both of which granted permission for non-monetized use of the resources.

My plan was to use Adobe Premiere and Aftereffects to create my video. (It’s something I have experience in, and it’s been installed on my laptop, but haven’t used in a few years.) I also planned on using a green screen, which meant Windows Movie Maker wasn’t an option since it doesn’t support layered video. I pulled my green screen out of storage and had my husband help me to convert the storage room in my basement into a green screen studio. That’s where I recorded my video.

I typed up my script in Windows Movie Maker as20170313_191616 scrolling credits, which I used as a teleprompter. I recorded it in front of the green screen, and seemed to have all the resources I need to put the movie together… only to be interrupted by a family tragedy which brought everything to a halt – and seven family members from Florida to my home for the weekend. By the time I was able to assemble everything in Premiere, it was crunch time.

Stanford Graduate School of Business (2013, February 19). Nancy Duarte: How to Create     Better Visual Presentations. Retrieved March 3, 2017 from https://www.youtube.com/watch?v=so9EJoQJc-0.

 

 

My 4DX Strategy/Plan

As I have developed my innovation plan, I have considered a number of philosophies, models of instruction, and theories of behavior change. My most recent work focuses on two methods that are used to successfully execute strategic priorities. The first is the Influencer Model, which focuses on six sources of influence that that make change in an organization inevitable (Grenny, 2013). The second is the Four Disciplines of Execution, which is a proven formula for producing the results we seek (McChesney, 2012). I have combined these two strategies to create what I believe to be a realistic and goal-oriented strategy that promotes a shift toward a blended learning environment throughout my school.

When installing the Four Disciplines of Execution (4DX), a team can expect to go through five stages of change. It is important to identify these stages, as they are significant contributors to my strategy where the four disciplines are concerned.

What I want to achieve:
Every classroom in our building will become a blended learning environment that makes effective use of technology and allows engaging activities in which students can learn more effectively on a daily basis during the 2017-2018 school year.

Stage 1: Clarity

Being clear about what is expected and how success will be measured when implementing the 4 Disciplines of Execution is key to a strategy’s success. Convincing the members who contribute to my innovation plan that the change will benefit everyone is what will make my plan successful. I’ve been preparing my co-workers by sharing suggestions and strategies for blended learning in a regularly published Tech Newsletter that has been distributed in my school. I have also prepared students for blended learning environments by using my computer lab time to teaching them how to tools that area available to them on iPads and laptops in their classrooms. I have also had many discussions with my principal, and other district technology instructors and administrators, who have played a role in helping me plan my strategy.

Stage 2: Launch

The start for my innovation plan will take place on a School Improvement Day (Thursday). My principal will introduce the Integration Program to my colleagues, encouraging willing participants to contact me so that we could plan and team teach lessons that would integrate technology and blended learning into their classrooms. We will put the plan into motion on the following Monday, when teachers have had time to consider ways in which I can help them.

Stage 3:  Adoption

My Tech Newsletter continues to encourage teachers to introduce new strategies in their classrooms, and teachers are already contacting me for assistance in their classrooms. As I work with teachers over lunch, other teachers overhear our discussions and are interested in what we’re doing. Personally, socially, and structurally, my experiences with willing teachers  is influencing the not so willing to rethink their own strategies.

Stage 4: Optimization

As teachers are experiencing success in their classrooms, they will share their experiences with grade level team members in weekly PLC meetings. By sharing educational strategies, they will be motivating one another to become models for a blended learning environment in their own classrooms.

Stage 5: Habits

If grade level teams continue to use the new skills they’ve learned, and if they share new experiences with one another, the movement toward a blended learning environment will take on a natural life of its own.

Stages of Change and the 4 Disciplines of Execution

 Discipline 1: Focus on the Wildly Important (Getting Clear)

Taking into account the fact that the whirlwind is the biggest deterrent in making a change toward blended learning, I’m placing myself in the role of “co-teacher” and I’m working with my colleagues to introduce their traditional concepts in new ways. By taking some of the responsibility and risk out of their hands, they are more at ease with seeing how effective and engaging different strategies can be for their students.

In order for my plan to be successful, I have established a system of documentation that includes lead measures and a scoreboard that will communicate to all participants just how successful their participation is to the climate of our school.

Discipline 2: Act on the Lead Measure (Launch and Adoption)

Reaching our WIG will require the involvement of all of my colleagues, whether it’s by directly working with me, or through team collaboration where those with experience share with one another. Lead measures that I have created are predictive, influential, ongoing, measurable and worth measuring.
Before team teaching with each of my colleagues, we will sit together to complete a learning plan, which will document the experience. Together, we will determine the goals of the lesson, and how success will be measured. These documents will ultimately be shared as lesson strategies with other teachers in the building.

Discipline 3: Keeping a Compelling Scoreboard (Optimization)

In order to show my colleagues that change is being made successfully, I will create a scoreboard on which growth will be indicated. I plan to use a chart that shows each team as a series of building blocks (one per teacher). Those blocks will be colored in as teachers employ new blended strategies in their classrooms. The design of my chart will accomplish many things:

  • It will communicate to teachers that we (as a school) are moving toward a blended learning environment.
  • It will allow teachers to see which members of their teams could offer them support as they introduce new strategies.
  • It will be socially influential, as teachers will see that their colleagues are seeing success.
  • It will offer suggestions for tools that can be used in the classroom.

My scoreboard will be placed in the teacher’s lounge, where teachers will see it throughout the day. By updating it regularly, teachers will see that the plan is active and that change is constantly being made.

scoreboard

Discipline 4: Create a Cadence of Accountability (Habits)

To ensure that we are working toward the WIG, it’s important for us to hold ourselves accountable for attaining our smaller goals. Throughout this semester, I will be meeting with a technology administrator every two weeks to discuss my experiences and my own progress regarding my plan. In addition, I will be using a series of forms to document the process. Plans for integration will be organized in a form that has been designed for this program.  Feedback from the teachers will be collected in a second form. This will assure that teachers are involved in the change process just as much as I am. It will also help me to determine what is successful and what is not as I move ahead.

Influencer vs. 4DX

My innovation plan has been influenced by both the Influencer Model and the 4 Disciplines of Execution. These models are tools that work together to make me think logically about how to make change where it needs to be made.  The Influencer model helps to personalize the change process by considering the people involved and what influences them. The 4DX model is less personal and geared more toward logic and measure, targeting the whirlwind rather than the people. When used together effectively, they assure a more successful result when making significant change.

References:

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change: 2nd ed. New York: McGraw-Hill Education.

McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. New York, NY: Free Press.

Influencer Strategy

My innovation plan aims to change the classrooms in my elementary school into blended learning environments that make effective use of technology and allow engaging activities in which students can learn more effectively.

WHAT I WANT TO ACHIEVE:

Every classroom in our building will become a blended learning environment that makes effective use of technology and allows engaging activities in which students can learn more effectively on a daily basis during the 2017-2018 school year.

Using the Influencer Change Model as a guide, I’ve spent much time identifying the vital behaviors, organizational influencers, and six sources of influence that will help me to achieve my goal (Grenny, 2013). They are identified below, and will serve as crucial components in the success of my innovation plan.

VITAL BEHAVIORS:

The obvious: A majority of the teachers in my building use traditional learning strategies. They instruct from the front of the classroom, while requiring their students to sit quietly in their seats throughout the typical school day.

Crucial moments: The same students who are known for creating disciplinary problems continue to do so, because they are not engaged in the learning process. In addition, the teachers frequently interrupt their lessons to guide the distracted students back to instruction. This interruption in turn distracts additional students from the lesson, making learning less effective. In short, students are not engaged.

Learning from positive deviants: A few of the teachers in my building are much more comfortable with relinquishing control of the learning process, and have become facilitators. They welcome opportunities for students to learn independently or from one another, and are employing a variety of strategies, including technology, choice, and or collaboration in their classrooms on a regular basis.

Culture busters: One of the main problems that teachers in my building face is the expectation for them to follow the district mandated curriculum. While many are open to presenting concepts in more non-traditional ways, they are uncomfortable doing so. They do not have the time needed to prepare lessons that are more engaging than those they have used in the past. They also do not have time to observe the strategies of blended learning environments in their colleagues’ classrooms.

ORGANIZATIONAL INFLUENCERS: 

Our biggest influencers are in the district’s department of elementary technology teachers, who are officially piloting an integration program as of this month. The program aims at working with classroom teachers to create engaging and tech-friendly activities for learning in their classrooms. The idea is that we will coach the teachers as they introduce new strategies, and gradually release them to continue the strategies independently. Also influential in the process are the teachers who are comfortable with offering non-traditional (blended) strategies in their classrooms. Finding time for them to share their strategies and outcomes with other educators is a challenge, as the district mandates how our staff/district, and professional development time is spent. My innovation plan includes efforts to get district administration to provide release time for faculty members to share with one another.

SIX SOURCES OF INFLUENCE

influence-personal

influence-social

influence-structural

References:

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The                new science of leading change: 2nd ed. New York: McGraw-Hill Education.

What’s my “why”?

As I created my statements of why, how, and what we do as educators, I found the task extremely simple. My statements were focused on the teachers in my school and my efforts to convince them that technology could be used more effectively to change the way their students learn. I struggled as I reflected on my statements though, because I couldn’t figure out how they would be changing anything. Understanding that I was trying to speak to their hearts, I quickly remembered that my colleagues weren’t the people I needed to target.  They know how important technology is. They use it, even if not as effectively or as often as they could.  

The hearts I need to speak to are those of administrators – not in our building – but in our district. I believe our teachers are willing to use the tools that have been made available to them. The problem is that they don’t all know how to do so. They don’t have time to learn it on their own. And they don’t know what questions to ask because they don’t know what they don’t know. Our administration can help by changing the way they do things.

The concept really is simple. Everyone in the education world knows how important it is to prepare learners for the future. What they’re not paying attention to, is the fact that everyone is a learner. The learning environment shouldn’t just be about the students, but the teachers as well. That is the basis for my statement.

Why – Our goal, as educators, is to create a learning environment that inspires thinking, dreaming and doing.
A learning environment that promotes thinking, dreaming and doing shouldn’t just be doing so for K-12 students. It should be a goal for all of us, because learning doesn’t just happen in the classroom. It happens in auditoriums, presentation rooms, and even the faculty lounge.  We are all learners. And wherever and whenever learning is taking place (staff meetings, professional development opportunities, and even administrator led presentations) thinking, dreaming and doing should be promoted.

How –    We bring experiences into the classroom that offer students real world opportunities and challenges every day.
Anyone who has sat through a presentation in which a PowerPoint has been read to them understands the frustration of being thought of as nothing more than an audience or recipients of information. This type of instruction is not only the bane of productivity it communicates a message that the most important person in the instructional process is the presenter. If the learner is not the most important person in the learning process, time is being wasted.
Learners need experiences, not lectures. They need to be able to see concepts from a variety of perspectives, and to apply them to their passions. They need opportunities to discuss their thoughts and learn from one another, and to ask questions and seek answers independently. They need to see that the process of learning doesn’t always require a “teacher”, and can continue on their own.

What – We create lifelong learners.
It’s the goal of educators everywhere to prepare our students for their futures. We want them to be able to find solutions, or apply previous knowledge to get results on their own. We want them to know how to ask the questions that need to be asked, and where to find the answers they need. We want them to be able to recall previously learned concepts to get their own independent results. The most effective way to prepare them is to let them practice in an environment where guidance is available when they need it. That is the classroom, wherever it may be.

My Innovation Plan is based on creating a more blended learning environment in our district. I learned through research that a majority of teachers resisting the shift to a blended learning environment do so not because they aren’t interested or don’t support the idea. The problem is that they don’t have the time they need to prepare and feel comfortable with presenting strategies in new ways.
The plan includes a push for district administration to dedicate time for teachers to work together to learn from one another about how they’re making the shift. It also calls for that dedicated time to be one of collaboration, independent learning and sharing, as opposed to the traditional presentation model. My hope is that my statements will call to the heart of district administrators, creating a sense of urgency for changing the format of professional development opportunities and training meetings. Students (teachers) who experience learning through a blended learning environment will be more likely to use it as a strategy of their own, which will better prepare learners for the future.

Putting It All Together

Creating an innovation plan has been an eye-opening process. Establishing where change is needed was not a difficult task, as I am reminded daily of the problems teachers face with using technology in their classrooms.

While accessibility to technology devices is a challenge in many school districts, it is not a problem in mine. With more than 500 devices in our building, many classrooms are 1:1 iPad environments. But even with the access to the tools they need, a majority of my colleagues lack motivation to creating innovative, blended learning opportunities for their students. Instead, the devices remain in their carts, and are occasionally used for activities unrelated to the curriculum or what the instructor is teaching in class.

Blended learning is not a new concept. It’s proven as an effective strategy in classrooms around the world, and as data continues to indicate its effectiveness, more and more teachers around the globe are becoming more motivated to including it in their own classrooms. And yet, in many school districts, there is still a reluctance to do so. My research of literature associated with blended learning and technology in schools indicates a couple of reasons for this lack of motivation. It is on this research that my plan for Motivating Blended Learning Environments (MoBLE) has been based.

I’m already off to a great start in motivating my colleagues to use technology. I’ve posted newsletters, offered ideas, and helped teachers learn how to use apps that I’ve made available on their iPads. I’m teaching students in the computer lab how to use O365, and I’m having them share their cloud-based documents with their classroom teachers, which makes it easier for my colleagues to use the tools with their own lessons. Some teachers have come to me for assistance in using new tools and have already made arrangements to meet with me for help this week.

I’ve made it my goal to work with each of the apps I’ve made available to teachers on their iPads. I plan to use my Professional Learning Networks to help learn how best to use them in the classroom so I can help my colleagues use them effectively. These networks include EdTech Magazine
TechLearning
LinkedIn groups (Technology Leadership Network, Education 2.0, K12Tech, ISTE and TechinEDU)

I’ve also discovered a book called Innovate with iPad: Lessons to Transform Learning in the Classroom by Karen Lirenman and Kristen Wildeen. The book includes a number of great tools that are useful in teaching the core curriculum.

Please view the video I created to promote my plan. And please read more about my literature research, MoBLE and my plans for its implementation.