Part 1: Identification of Learning Problem

Target Audience:
The general audience is composed of teachers from Haymon-Morris Middle School (HMMS),
which is located in Winder, Georgia. HMMS serves the Apalachee High School cluster for the
Barrow County School System. The faculty is composed of 55 teachers that teach core subject
areas such as Math, English, Social Studies, and Science as well as non-core subjects which
include Band, Reading, and Art. Included among the faculty are instructors that aid in special
education services. The educational level of the faculty include members that have obtain
bachelors degrees, masters degrees, and specialist degrees. The number of years of teaching
experience ranges from 1-21. The number of years teaching at HMMS range from 0-11 years.
Data about the learners was collected via a needs assessment. Results indicate a wide diversity of
subject matter and skills. In total, 35 teachers completed the needs assessment over a 6 week
period (n=35).
Below is data gathered about teaching experience, years teaching at Haymon-Morris Middle
School, and level of education.

The data indcates a wide range of teaching experience with a significant percentage
of teachers with a degree beyond a bachelors. However, the data demonstrated
that there were a number of teachers that had been at Haymon-Morris for less than
five years. This may indicate that these teachers might not be aware of the school
and district goals because they are becoming accustomed to the setting.

Most teachers indicated that they were aware of basic computer functions and Web 2.0 programs,
such as Google Drive. This may because of a couple of factors. For one, the teachers are fairly
new educators with an assumption that these younger teachers have had experience as digital
natives. But also, Haymon-Morris requires their teachers to complete various tasks, such as
professional development, using Google Classroom. As a result, this experience is reflected in
the data.
Problem Identification and Analysis
SAMR is a model that identifies different levels of technology use within a classroom setting.
Levels are as follows:

*1
*Labeled for non-commercial reuse.

Retrieved 16 September 2015 from: https://www.flickr.com/photos/langwitches/5687009271

More importantly, the model is designed to provide teachers and instructional designers a
framework for creating optimal learning experiences (Romrell, Kiddler, Wood, 2014). As
technology becomes a focal point of instruction and 21st century learning, schools are using this
model to evaluate technology use in the classroom.
The Barrow County School System determined that the SAMR model is one of the technology
initiatives of focus for the current 2015-2016 school year.2
Haymon-Morris Middle School established a series of school goals in the beginning of the year,
which identified areas of school improvement at the school level. Among the different goals were
student achievement, stakeholder engagement, and organizational effectiveness. Specifically, in
the goal area of organizational effectiveness, administrators identified an area of improvement as
increase the number of teachers implementing activities beyond the level of substitution based
on the SAMR model by ____%.(See Appendix Item A). After further inquiry with the Digital
Coach at HMMS, Paula Trueb, a goals analysis was conducted at the end of the 2014-2015
school year, which identified the number of teachers that implemented the SAMR Model beyond
the level of substitution as 10 (n=10). The school goal of improvement was determined to be
80% (this is not listed in the appendix item, but was clarified by the Digital Coach at HMMS).
As evidence of their goals analysis and current data, this was determined as a need for the current
school year.
Data was collected via a needs assessment to determine teachers understanding and awareness as
it pertained to the SAMR Model. The data demonstrated that although a number of teachers are
experienced with using technology, they do not know the SAMR Model or the implementation of
technology at various levels.

2 Retrieved 17 September 2015 http://www.barrow.k12.ga.us/instructional-technology.html

Some of the disconnect between technology use and teachers knowledge of SAME may be
because the teachers are unaware of what the SAMR is. Others, because theyre new teachers to
the system, may not have any experience or mindfulness of SAMR. Ultimately, there is a
problem reflected in the data that showed a significant number of teachers are not aware of the
different levels of SAMR, dont know what resources are available, and have not implemented
SAMR beyond substitution.
The goal of the school is to increase implementation of the SAMR Model beyond the level of
substitution. The improve implementation, instructional goals for the developer and learners
(faculty) are developed to address the lack of teachers application beyond the substitution level.
Instructional Goals
Developer/Facilitator

To improve teacher implementation of the SAMR Model beyond the level of substitution.
To meet the goals of Haymon-Morris Middle School for implementation of the SAMR
Model.
To develop a presentation using universal design for instruction that meet the needs of all
teachers/learners.
To develop an instruction using a variety of web-based resources for learners across a
spectrum of subjects.

Learners (faculty)

Learners will identify the different levels of the SAMR Model.

Learners will identify different resources for implementation of the SAMR Model.
Learners will identify a resource, using the SAMR Model, beyond the level of
substitution for individual classroom use.
Learners will construct an activity or lesson using a level of SAMR above substitution
with a given scenario.

Staff Development Outcomes

Georgia Professional Development Standards
Leadership Standard 3: Uses systems to ensure effective implementation of curriculum,
assessment, instruction, and professional learning practices
Professional Learning Standard 1: Aligns professional learning with needs identified
through analysis of a variety of data.
Professional Learning Standard 2: Establishes a culture of collaboration among
administrators and staff to enhance individual and collective performance.
Professional Learning Standard 4: Uses multiple professional learning designs to support
the various learning needs of the staff.

National Professional Learning Standards3

Requires skillful leaders who develop capacity, advocate, and create support systems for
professional learning.
Requires prioritizing, monitoring, and coordinating resources for educator learning.
Uses a variety of sources and types of student, educator, and system data to plan, assess,
and evaluate professional learning.

Outline of Content
1. SAMR Model Pre-Assessment
1.1 Learners complete pre-assessment via Google Forms
1.1.1 Four Questions that ask whether the example provided is substitution or
augmentation
2. Framework for 21st Century Learning
2.1 Encompasses Core Subjects and 21st Century Themes; Life and Career Skills,
Learning and Innovation Skills, Information/Media/ Technology Skills
2.1.1 Components of the Learning and Innovation Skills incorporate the 4Cs in
education which are creativity, critical thinking, communication, and collaboration
2.1.2 Out of the Core Subjects of 21st Century Themes, only 1/3 involves the use
of technology
2.1.3 Most of the driving force behind the 4Cs and SAMR Model requires
technology to be the tool, learning itself.
3. 4Cs of 21st Century Learning
3.1 Critical Thinking
3.1.1 Reason Effectively - Use various types of reasoning (inductive, deductive,
etc.) as appropriate to the situation
3.1.2 Use Systems Thinking - Analyze how parts of a whole interact with each
other to produce overall outcomes in complex systems
3.1.3 Make Judgments and Decisions - Effectively analyze and evaluate evidence,
arguments, claims, and beliefs
3.1.4 Solve Problems - Solve different kinds of unfamiliar problems in both
conventional and innovative ways.
3.2 Communication
3.2.1 Communicate Clearly ` Articulate thoughts and ideas effectively using oral,
written, and nonverbal communication skills in a variety of forms and contexts
3.3 Collaboration
3.3.1 Exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal
3.4 Creativity
3.4.1 Elaborate, refine, analyze, and evaluate original ideas to improve and
maximize creative efforts
3.5 Example of Creativity
3 http://learningforward.org/docs/pdf/standardsreferenceguide.pdf

3.5.1 Students use computer software to create a 3D sketch of a device to help a

person with a disability. Class develops a chart for review and recommendations and debrief.
From there they continue to make refinements.
4. SAMR Model
4.1 Substitution
5.1.1.1 Technology acts as a Direct Tool substitute, no functional change
4.2 Augmentation
5.1.1.2 Technology acts a direct tool substitute, with functional
improvement
4.3 Modification
5.1.1.3 Technology allows for significant task redesign
4.4 Redefinition
5.1.1.4 Technology allows for the creation of new tasks, previously
inconceivable
5. SAMR Scenarios
5.1 Student uses Word Processor to replace a pen/pencil in a Writing Assignment
5.1.1 Substitution
5.2 Student read an online article discussing Email Etiquette concepts and
guidelines that includes links to examples, and offer comments online indicating their top 5
favorite tips.
5.2.1 Augmentation
5.3 Students watch video examples and practice the techniques, then the
coach/teacher videos them hitting balls and provides feedback about their technique.
5.3.1 Redefinition
5.4 The coach/teacher videos the training exercise and flips the lesson, having
students watch it as homework, and using class time to practice and reinforce techniques.
5.4.1
6. Padlet
6.1 Learner go to link http://padlet.com/aaron_cleveland/lv28fb8joxxz
6.2 Participants will write a description of substitution
6.3 Learners will comment on another persons example of substitution. They will
be instructed to make the example of substitution a higher level on the SAMR Model.
7. Substitution
7.1 Technology acts as a Direct Tool substitute, no functional change

7.2 Examples: Note taking Google Docs, Skitch, Quizlet; Research Internet
Browser; Presentation Google Slides; Content Authoring Whiteboard app; File Management
E-mail
8. Augmentation
8.1 What new features improve the task?
8.2 Note taking students choose their own app to take notes; Research
bookmarking; Presentation sharing with others, limitations as to extent; File Sharing shared
folder with classmates; Reading Control F to find words, Sending Reminders (Remind 101)
Subject Matter Expert

I, Aaron T. Cleveland, will perform the functions as SME for this instructional design. My formal
education includes an associates degree in Communication and Media Arts from Genesee
Community College (Batavia, N.Y.). I have also received a bachelors of science in Social
Studies Education from the University of Georgia (Athens, GA). Currently, I am in the process
of acquiring a masters degree from Georgia Southern University (Statesboro, GA) in the field of
Instructional Technology.
My qualifications include extension training and instruction from the Digital Coaches at
Apalachee High School and Haymon Morris Middle School. Further instruction was given by the
Instructional Technology Coordinator of Barrow County Schools, Caroline Buckey. My
competencies also include teacher certification by the Georgia Professional Standards
Commission to grades 6-12 in History. The certification is valid through the year 2020. Other
qualifications include two years of education in Instructional Technology from Georgia Southern
University (fall 2013 fall of 2015).
Terminal Objective 1: To improve teacher implementation of the SAMR Model beyond the
level of substitution.
Enabling Objectives
1A: Learners will identify the different levels of the SAMR Model.
1B: Learners will identify different resources for implementation of the SAMR Model.
1C: Learners will identify a resource, using the SAMR Model, beyond the level of substitution
for individual classroom use using Padlet.
1D: Learners will construct an activity or lesson using a level of SAMR above substitution with a
given scenario.
Classification of Instructional Objectives:
Content

Performance
Recall

Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Instructional
Strategies
Lesson:

1A, 1B

Goals

Learners will
identify
different levels

Application
1C
1D

Objectives

UDL

Assessments

Objective 1:
After completing
this lesson,

Principle One: When

given multiple means of
representation, learners

Formative:
Identification of
substitution and

Face-to-Face
instruction using
presentation of
the SAMR Model
through cloud
service (Google
classroom).
Learners will use
Padlet as a
formative
assessment to
determine
demonstrate
examples of
substitution and
augmentation.
After completion
of the
presentation,
learners will
complete postassessment and
evaluation.

of the SAMR
Model

Learners will
identify
different
resources for
implementatio
n of the SAMR
Model
Learners will
identify a
resource, using
the SAMR
Model, beyond
the level of
substitution for
individual
classroom use.
Learners will
construct an
activity or lesson
using a level of
SAMR above
substitution with
a given scenario.

learners will
identify different
levels of SAMR
and construct
lessons above the
level of
substitution.

are given various ways

of acquiring information
and knowledge.

1A: Participants
will identify
substitution,
augmentation,
modification, and
redefinition as it
pertains to
SAMR.
1B: Participants
will identify
different
resources for
implementation
of SAMR.
1C: Learners will
identify a
resource, using
the SAMR Model,
beyond the level
of substitution.
1D: Learners will
construct a lesson
using a
technology
resource, which is
above the level of
substitution.

Through the
use of Google
Classroom,
learners will
have access to
the SAMR
presentation
as well as a list
of different
resources
through a
digitally
curated list for
future lesson
development.

augmentation
through user
created activities
using SAMR.
Summative:
Learners
correctly identify
different levels of
SAMR as well as
construct a
response about
an example of
augmentation
they have used or
will use in the
future beyond the
level of
substitution.

Principle Two: When

learners are given multiple
means of expression, they
are provided with
alternatives for
demonstrating what they
know.

Participants
will complete a
summative
assessment
with both
multiplechoice as well
as
text/paragrap
h

Formative Evaluation

The purpose of the evaluations is to inform the instructional designer of how well the program
served its objectives. Evaluation of the design will be completed at the end of the unit by the
learners. Evaluation will be conducted using Google Forms. Also, a SME will be asked to
evaluate design using a set of questions that is different than the participants. The SME will be
Luis Rodas, the Digital Coach at Apalachee High School that has been a Digital Coach for over
two years and a teacher at Apalachee High School for four years.
Learner Questions
Having completed the staff development of the SAMR Model, how do you feel your knowledge is about
levels of technology use beyond substitution?

1 No confidence 2- Little confidence 3- Somewhat confident 4 Confident 5- Very confident

Were materials easy to locate and use?

1- Not at all

2 Very little

3- Some were and some werent 4- Easy

5 Very Easy

Was the content displayed and presented in a way that was understandable?

1- Not at all

2 Very little

3- Some were and some werent 4- Easy

5 Very Easy

Did the presenter and instructional materials help you understand the SAMR Model?

(Text Answer)
Was the summative assessment understandable and related to the SAMR Model?
(Text Answer)
Please leave any comments on what can be improved about this staff development.

(Text Answer)
SME Survey
1. Given the objectives for the course, was the level of learning acceptable in that it covers the content
participants need to know?
2. Were the activities acceptable for the learners?
3. Did the summative assessments at the end the staff development assess the instructional objective?
4. Is the instructional content appropriate? Explain your answer.
5. Do you believe that principles of Universal Design for Learning were met and were they appropriate
for the various lesson? If no, explain.
6. What revisions to the program are necessary? Explain your answer.

After all the learners and the SME complete the surveys I will do a qualitative analysis to see if there are
common themes or concerns among the learners themselves as well as any relationship between the
learners responses and the SMEs response. I will look to see if the survey results indicate effectiveness
and ineffectiveness of the material presented in the staff development. I will also take into consideration
any revisions or suggestions by the students and the SME given time, cost, and long-term benefits.

Appendix
Item A