Audience Sheet

A. Who is the target audience?

The target audiences for the Technology Savvy Classroom workshop are seasoned
teachers that struggle with technology literacy and budding teachers that have limited
classroom experience and thus can start implementing strong educational techniques
before establishing any classroom habits. The workshop will benefits veteran teachers by
explaining the benefits of new technology while simultaneously teaching the instructors
how to implement the technology effectively.
B. What need is being filled with this workshop presentation?
The workshop is filling a need for technology literacy in the classroom that
establishes a learning environment that provides contextual learning for modern day
students. Contextual learning is a proven technique that increases a students progress
towards curricular aims:
Contextual teaching presents information in familiar contexts and in contexts in
which the information is useful. It is effective because it takes advantage of the
fact that learning occurs best when learners process new information or
knowledge in such a way that it makes sense to them in their own frames of
reference. (Harwell, 2003).
Students from the digital native era will reach benchmarks and content standards more
effectively if taught with effective technology.
C. What specific strategies did you include to varied learning styles and teaching for
understanding?
When developing the workshop I took care to approach the audience with various
techniques that appeal to a wide range of learning styles. The presentation is primarily

visual in nature but integrates portions of audio/visual information that serves to help
both visual and auditory learners. The activities that are placed between the presentations
are good opportunities for kinesthetic learners to tinker with the technology and do some
hands on digging to discover the finer points of Prezi.
The presentation follows the teaching for understanding schema quite readily.
First, I begin by creating a lesson plan to establish a baseline of participants current skills
and educational planning abilities. After establishing a baseline I present the information
and skills the participants are expected to understand after the workshop. Once the
information has been presented the participants are given the opportunity to dive deeper
into the content and work with it in real time in a group atmosphere in an attempt to
deepen the participants understanding of the technology. Once the participants have had
ample time to explore the software the practical applications of the technology will be
explained. This will answer the question of Why? explaining the importance and
reasoning behind implementing Prezi in the classroom. Once the participants understand
Why? it is time for the participant to transfer what they have learned into classroom
adaptations. The participants will once again be given time to establish a post-workshop
lesson plan that implements what they have learned throughout the workshop to
determine if tKivhe skills and educational planning abilities were successful.
D. What activities or requirements will the audience do after the presentation to ensure they
have taken the content and applied it to practice?
As stated above participants will be participating in a pre-in-service lesson
planning group and a post-in-service lesson planning group to determine what
participants have learned. This is also a very important time for peer
collaboration and team building that is important for the continuation of any

professional development after the workshop has concluded. The participants will
also have access to a post-in-service forum that will allow the professional
development to continue even after the workshop has concluded.
References
Harwell, S. H. (2003). Teacher Professional Development: It's Not an Event, It's a
Program. Standards for Staff Developement, Revised Edition, 1-9.
Kivunja, C. (2014). Theoretical Perspectives of How Digital Natives Learn. International
Journal Of Higher Education, 3(1), 94-109.
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Upper Saddle River:
Pearson.