Technology Submitted by: Technology Component #: 3-003-002 Date: Revised August 2010 Point Value: 3-120 MICROSOFT PRODUCTS In Field For: All Generic For: NA General Objective: The purpose of this component is to provide participants with basic and/or intermediate skills in the use of the various Microsoft Products, including Word, Outlook, PowerPoint, Publisher, Access, Excel, Producer, and PhotoStory as a tool for productivity in the classroom or in the office. Specific Objectives: Workshops under this component number will include one or more of the following: 1. Demonstrate skills in the use of Microsoft Word and the features that are essential for creating word processing documents. 2. Demonstrate skills in the use of Outlook and the features that are essential for creating e-mail and managing a calendar and appointments. 3. Demonstrate skills in the use of PowerPoint and/or Producer and the features that are essential for creating a slideshow. 4. Demonstrate skills in the use of Publisher and the features that are essential for creating a publication such as a newsletter or flyer. 5. Demonstrate skills in the use of Access and the basic features that are essential for creating a database. 6. Demonstrate skills in the use of Excel and the features necessary to create a spreadsheet. 7. Demonstrate skills in the use of PhotoStory and the features that are essential for creating a photo story. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Technology Submitted by: Technology Component #: 3-003-003 Date: Revised August 2010 Point Value: 3-120 UPGRADING TECHNICAL SKILLS In Field For: All Generic For: NA General Objective: The purpose of this component is to provide participants with basic and/or intermediate skills in the use of various types of technology hardware equipment. Specific Objectives: Workshops under this component number will include one or more of the following: 1. Use data projectors to enhance presentations, both in and out of the classroom. 2. Use interactive boards, such as SmartBoards, to enhance teaching and engage students. 3. Use interactive slates, such as AirLiners, to enhance teaching and engage students. 4. Use digital cameras, both video and still, to record images for import into multimedia presentations software. 5. Use tablet PCs as a tool for the classroom or for office productivity. 6. Use document cameras to digitally display and save 3D demonstrations or presentations. 7. Use student response systems, such as CPS, to engage learners and gain immediate feedback on student understanding. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Submitted by: Curriculum Professional Development Date: New October 2012 Component #: 3-003-004 Point Value: 15 PDA: TECHNOLOGY FOR STUDENT SUCCESS: ASSISTIVE TECHNOLOGY In Field For: All Generic For: NA Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for educators. This component is intended to be completed in its entirety. No partial credit will be granted. General Objective: To provide an opportunity for participants to identify and explore assistive technology devices and services and to examine the process of helping students with disabilities select, obtain, and use assistive technology. To explore basic information about the impact of six identified areas of disability including: vision, auditory, physical, communication, intellectual, and cognitive processing and how assistive technology devices and services provide support in dealing with the impact of those disabilities. Specific Objectives: 1. Understand that students with disabilities benefit from the use of assistive technologies. 2. Understand that there is a wide range of technologies that can be considered for use as assistive technology by students with disabilities. 3. Identify characteristics of visual impairments. 4. Explore how visual impairments impact student learning and access to the education environment. 5. Explore the assessment process for identifying and aligning various assistive technologies to meet the needs of students with visual impairments. 6. Identify characteristics of hearing impairments. 7. Explore how hearing impairments impact student learning and access to the education environment. 8. Explore various assistive technologies to meet the needs of students with hearing impairments. 9. Identify characteristics of physical impairments. 10. Explore how physical impairments impact student learning and access to the education environment. 11. Explore the assessment process for identifying and aligning various assistive technologies to meet the needs of students with physical impairment 12. Identify characteristics of speech and language impairments. 13. Explore how speech and language impairments impact student learning and access to the education environment. 14. Explore the assessment process for identifying and aligning various assistive technologies to meet the needs of students with speech and language impairments. 15. Identify characteristics of intellectual impairments. 16. Explore how intellectual impairments impact student learning and access to the education environment. 17. Explore the assessment process for identifying and aligning various assistive technologies to meet the needs of students with intellectual impairments. 18. Identify characteristics of cognitive processing disabilities. 19. Explore how these disabilities impact student learning and access to the education environment. 20. 20. Explore the assessment process for identifying and aligning various assistive technologies to meet the needs of students with cognitive processing disabilities. Description of Activities: Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities appropriate to the various areas of content and referenced within the module:
1. Complete all online learning activities. 2. Review all module content, related professional articles and websites. 3. View related videotapes and power-point presentations. 4. Review references and resources. 5. Meet as a group (face-to-face and/or virtually) to share challenges and successes via e- mail and/or discussion. 6. Identify key terms associated with assistive technology that may be used to meet the needs of students with six targeted areas of disability. 7. Explore assistive technology devices, services and assessment processes needed to align various technologies with the individual needs of students across six major identified areas of disability across curriculum areas. 8. Complete activities to demonstrate understanding of the differences between high, low and mid-tech assistive technology devices across six major identified areas of disability. 9. Complete activities to demonstrate an understanding of the characteristics of assistive technology and how to align and apply the use of such technology with students across six major areas of disability across curriculum areas. 10. Complete activities to identify assistive technology devices and services that align with individual needs of students across six major identified areas of disabilities. 11. Complete teacher self-assessments and reflect on personal experiences related to technology in the classroom. 12. Complete all comprehension checks. 13. Complete all assessment tasks. Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies: Participants will demonstrate continued implementation and application of knowledge learned from this module via e-mail with facilitator and group meetings. Participants completing this component will be surveyed to determine use of the knowledge, skills gained and the impact of the component on job performance and student learning gains.
Technology Submitted by: Technology Component #: 3-003-005 Date: Revised August 2010 Point Value: 3-120 In Field For: All WEB DESIGN Generic For: NA General Objective: The purpose of this component is to provide ongoing training to enhance the web development skills of District staff as it pertains to web site design, layout, concepts, security, and architecture. Special Objectives: Workshops under this component will include one or more of the following: 1. Demonstrate working knowledge of navigating a web site. 2. Develop strategies to improve web site graphical design. 3. Develop strategies to improve web site layout. 4. Become knowledgeable in the use of HTML, XHTML, and CSS. 5. Become knowledgeable in the use of basic JavaScript. 6. Understand and demonstrate the ability to organize web site structure. 7. Understand the difference between a static web site and a dynamic web site. 8. Understand the purpose and function of a content management system. 9. Develop a strategy for improving work performance using web development skills. 10. Become aware of liability and privacy issues that affect web site publishing. 11. Become aware of copyright issues that affect web site publishing. 12. Become aware of security issues that affect web site publishing. 13. Demonstrate the ability to create and manage a web site using Macromedia Dreamweaver. 14. Demonstrate the ability to manage web site content using a portal web solution. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Technology Submitted by: Technology Component #: 3-007-001 Date: Revised August 2010 Point Value: 3-120 TECHNOLOGY INTEGRATION In Field For: All Generic For: NA General Objective: The purpose of this component is to provide participants with an understanding of various methods of integrating technology into the curriculum, toward a goal of improved student achievement. Specific Objectives: Workshops under this component number will include one or more of the following: 1. Demonstrate basic understanding of technology hardware and its use as a tool for teaching and learning. 2. Demonstrate basic understanding of computer software and its use as a tool for teaching and learning. 3. Become familiar with websites and how to use them in the classroom. 4. Become familiar with web resources and how they can be used to enhance teaching and learning. 5. Become familiar with various technology tools for student use. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
General Academics Submitted by: Curriculum Component #: 3-008-001 Date: Revised August 2010 Point Value: 2-120 LANGUAGE ARTS TECHNOLOGY In Field for: Language Arts Technology Generic for: All Others General Objective: The purpose of this component is to enhance the technology skills of K-12 language arts teachers in the area of writing instruction/assessment, computer technology, subject matter delivery, reading, writing, differentiation strategies and best practices, classroom management, integrated curricula, media selection/application, and to provide for overall professional growth and development necessary for educational improvement. Specific Objectives: Workshops under this component number will include one or more of the following: 1. Identify technological innovations in the field of language arts instruction. 2. Use technology for classroom instruction and assessment. 3. Identify computer programs/software and media available for appropriate use at various levels and for various topics. 4. Show awareness of appropriate software for specific academic needs. 5. Attend appropriate workshops, conferences, or in-service programs to increase understanding and competence in language arts instruction. 6. Demonstrate a working knowledge of individual student performance standards, benchmarks and assessment data needed to drive their instruction in the classroom. 7. Demonstrate competence in the key dimensions, which provide the framework for the reading and writing process. 8. Employ appropriate strategies for teaching and evaluating writing. 9. Demonstrate a working knowledge of media resources applicable to language arts instruction. 10. Demonstrate awareness of concepts, procedures, and programs that involve the integration of language arts instruction with other areas of the curricula and differentiated instruction. 11. Understand and use explicit reading, writing and rubric strategies in classroom instruction. 12. Identify methods of involving parents and community in the learning of children. 13. Re-examine the role of technology in schools and put forth a comprehensive technology plan to incorporate all of the stakeholders within K-12 that will assist in preparing Florida s students. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work)
LANGUAGE ARTS TECHNOLOGY (3-008-001) Page 2 To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Curriculum Submitted by: Curriculum Component #: 3-009-001 Date: Revised August 2010 Point Value: 2-30 MATHEMATICS TECHNOLOGY In Field For: Elementary, MG Integrated Curriculum, Mathematics Generic: All Others General Objective: The purpose of this component is to enhance the skills of K-12 teachers and staff in the effective use of technology in math instruction. Special Objectives: Workshops under this component will include one or more the following: 1. Develop strategies for using technology to improve student achievement in mathematics. 2. Develop strategies for using technology to enhance engaged learning for at-risk students. 3. Become knowledgeable about the research of the effective use of technology in mathematics instruction. 4. Become knowledgeable about the limitations of computer-assisted instruction in mathematics. 5. Become knowledgeable about the role of technology in supporting mathematics comprehension. 6. Become knowledgeable about the role of technology supporting the mathematics capabilities of people with learning disabilities. 7. Become knowledgeable of the different types of educational technologies that support the development of students mathematics skills including audio books, electronic books, online text, electronic talking books, and programmed mathematics instruction. 8. Learn how to effectively integrate technology into mathematics instruction. 9. Consider technology tools as an extension of not a substitute for traditional mathematics instruction in the classroom. 10. Become aware of web sites that assist teachers with mathematics instruction. 11. Become aware of web sites that students can access to enhance mathematics instruction. 12. Become knowledgeable of a variety of software programs to assist with mathematics instruction and that meet the scientifically-based mathematics research criteria. 13. Understand the difference between supplementary applications used along with other forms of instruction and stand-alone applications that are used by students with minimal teacher input. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work)
MATHEMATICS TECHNOLOGY (3-009-001) Page 2 To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
General Academics Submitted by: Curriculum Component #: 3-013-001 Date: Revised August 2010 Point Value #: 2-30 READING TECHNOLOGY In Field For: All Generic For: NA General Objective: The purpose of this component is to enhance the skills of K-12 teachers and staff in the effective use of technology in reading instruction. Special Objectives: Workshops under this component will include one or more the following: 1. Develop strategies for using technology to improve student achievement in reading. 2. Develop strategies for using technology to enhance engaged learning for at-risk students. 3. Become knowledgeable about the research of the effective use of technology in reading instruction. 4. Become knowledgeable about the limitations of computer-assisted instruction in reading. 5. Become knowledgeable about the role of technology in supporting reading comprehension. 6. Become knowledgeable about the role of technology supporting the literacy capabilities of people with reading and learning disabilities. 7. Become knowledgeable of the different types of educational technologies that support the development of students reading skills including audio books, electronic books, online text, electronic talking books, and programmed reading instruction. 8. Learn how to effectively integrate technology into reading instruction. 9. Consider technology tools as an extension of not a substitute for traditional reading instruction in the classroom. 10. Become aware of web sites that assist teachers with reading instruction. 11. Become aware of web sites that students can access to enhance reading instruction. 12. Become knowledgeable of a variety of software programs to assist with reading instruction and that meet the scientifically-based reading research criteria. 13. Understand the difference between supplementary applications used along with other forms of instruction and stand-alone applications that are used by students with minimal teacher input. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work)
READING TECHNOLOGY (3-013-001) Page 2 To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Submitted by: Curriculum General Academics Date: Revised August 2010 Component#: 3-015-011 Point value: 2 120 SCIENCE TECHNOLOGY In Field For: All Generic: NA General Objective: The purpose of this component is to enhance the skills of K-12 science teachers in the area of laboratory procedures, laboratory safety awareness, equipment operation, mini-grant preparation for equipment purchase, subject matter delivery through labs, and provide for overall professional growth. Special Objectives: Workshops under this component will include one or more the following: 1. Be aware of the Sunshine State Standards benchmarks and the use of labs to enhance the learning of science. 2. Be aware of and understand the FLDOE and district requirements for lab safety and compliance as they apply to the classroom and content area. 3. Demonstrate proper laboratory procedures in performing various lab activities. 4. Execute correct safety procedures in an emergency situation. 5. Exhibits knowledge of safety precautions to be utilized when performing a laboratory exercise. 6. Demonstrate a working knowledge of equipment applicable to participant s course work. 7. Identify sources of and innovations in the various fields of science-particularly lab innovations. 8. Use computers for data processing, collecting, graphing and analysis in correlation with a lab activity. 9. Identify computer programs available for direct data collection and analysis (i.e. probe-ware). 10. Show awareness of instructional software available for classroom use. 11. Demonstrate ability to use a DVD/VHS for obtaining information and resources. 12. Demonstrate competency in writing a proposal for a mini-grant. 13. Attend appropriate conferences or inservice program to increase his/her competency in the area of science. 14. Identify and utilize reading strategies in the science classroom. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work)
SCIENCE TECHNOLOGY (3-015-001) Page 2 To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Submitted by: Curriculum General Academics Date: Revised August 2010 Component#: 3-016-001 Point Value: 2 120 SOCIAL STUDIES TECHNOLOGY In Field For: All Generic: NA General Objective: The purpose of this component is to enhance the skills of K-12 teachers and staff in the effective use of technology in social studies instruction. Special Objectives: Workshops under this component will include one or more the following: 1. Develop strategies for using technology to improve student achievement in social studies. 2. Develop strategies for using technology to enhance engaged learning for at-risk students and all students. 3. Become knowledgeable about the research of the effective use of technology in social studies instruction. 4. Become knowledgeable about the limitations and expansions of computer-assisted instruction in social studies. 5. Become knowledgeable about the role of technology in supporting reading and writing in the content area of social studies. 6. Become knowledgeable about the role of technology supporting the literacy capabilities of people with reading/writing/listening/speaking/viewing/language/and/or literature and learning disabilities for classroom instruction. 7. Become knowledgeable of the different types of educational technologies that support the development of students social studies skills including audio books, electronic books, online text, electronic talking books, and programmed reading and writing instruction. 8. Learn how to effectively integrate technology into social studies instruction. 9. Consider technology tools as an extension of not a substitute for traditional social studies instruction in the classroom. 10. Become aware of web sites that assist teachers with social studies instruction. 11. Become aware of web sites that students can access to enhance social studies instruction. 12. Become knowledgeable of a variety of software programs to assist with social studies instruction and that meet the scientifically based reading and writing research criteria. 13. Understand the difference between supplementary applications used along with other forms of instruction and stand-alone applications utilized by students with minimal teacher input. 14. Learning effective practices utilizing technology at age-appropriate levels. 15. Evaluating hardware, software and internet resources. 16. Participating in on-going communities of learning development using appropriate models of technological instruction and assessment. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) R. Electronic interactive
SOCIAL STUDIES TECHNOLOGY (3-016-001) Page 2 To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
ESE Submitted by: ESE Component #: 3-100-001 Date: Revised August 2010 Point Value: 2-60 ESE TECHNOLOGY In Field For: All Generic For: NA General Objective: This component is designed to provide the participant with the knowledge and skills necessary for assisting ESE students in the use of technology. Specific Objectives: Workshops under this component number will include one or more of the following: 1. Demonstrate proficiency in loading and running software programs. 2. Demonstrate knowledge of the impact computers have on the lives of exceptional students. 3. Demonstrate knowledge of word processing, database and spreadsheet programs. 4. Demonstrate classroom activities using word processing, database and spreadsheet programs. 5. Demonstrate knowledge of adaptive devices available for computers appropriate for different exceptionalities. 6. Demonstrate knowledge of uses of adaptive switches for use with different exceptionalities. 7. Develop an understanding of national, state, and local requirements for provision. 8. Develop a needs assessment inventory to determine appropriate assistive technology. 9. Develop strategies to modify curriculum when using assistive technology. 10. Demonstrate knowledge of resources available in selecting assistive technology. Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Technology Submitted by: Technology Component #: 3-401-001 Date: Revised August 2010 Point Value: 3-6 GRADING PROGRAMS In Field For: All Generic For: NA General Objective: The purpose of this component is to provide participants with the skills necessary to effectively use Making the Grade as a classroom tool for teacher productivity. Specific Objectives: Workshops under this component number will include one or more of the following: 1. Create, edit, and save classes. 2. Create, edit, save, and print seating charts. 3. Demonstrate knowledge of and be able to print various progress reports. 4. Set up and edit assignments. 5. Set up special and/or customized functions of the grade book. 6. Set up and edit the Daily Record for attendance. 7. Troubleshoot simple problems, including font display problems or deleting old classes. Participants will engage in a variety of activities that are aligned with the state-identified learning methods: Participants will engage in a variety of implementation activities that are aligned with the stateidentified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies:
Staff Development Submitted by: Staff Development Component #: 3-511-001 Date: New June 2012 Point Value: 2 Security Essentials Training In Field For: ALL Generic For: NA General Objective: Participants will gain an understanding of basic computer and network security in order to protect both the end user and the LCS network. Specific Objectives: Inservice will include information on: 1. Location/Physical Security 2. Password Security 3. Electronic Communication Etiquette 4. USB Drives, Hardware, and Other Equipment 5. Best Practices 6. Maintaining a Secure Online Environment 7. Protecting Student Data Participants will engage in a variety of implementation activities that are aligned with the state-identified implementation methods listed below. An implementation activity must document the impact of a participant s acquired skills on students when implemented in the educational setting. M. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration) N. Independent Learning/Action Research related to training (should include evidence of implementation) P. Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work) To the satisfaction of the course instructor, each individual will complete one or more of the following evaluation methods following implementation of professional development strategies: