USING EBOOKS IN THE CLASSROOM

Krystle Scarbough
28 September 2015
Dr. Julie Moore (Advisor)
Spring 2015
eBooks Implementation Plan

USING EBOOKS IN THE CLASSROOM

CAPSTONE PROPOSAL
Specialist Degree in Instructional Technology
Candidate Name

Krystle Scarbough

Email Address

krystlescarbough@gmail.com

Advisor Name

Dr. Julie Moore

Date

September 28, 2015

Capstone Title

eBooks Implementation Plan

Is this a Capstone
Project or Study?

Capstone Project

Client Name &

Description

Flat Shoals Elementary School, DeKalb County School District, Decatur,

GA; eBooks training for implementation into the reading curriculum

USING EBOOKS IN THE CLASSROOM

SETTING/CONTEXT
Flat Shoals Elementary is a Title I school located in the low socioeconomic area of South
DeKalb County. Out of our 697 students, 43% of are students are considered homeless (living
with relatives or in hotels) as defined by the county. Due to their living situations, the student
population is very transient and students come in and out like a revolving door. One week they
are enrolled at Flat Shoals, and next week, they end up in another school, and a few weeks later,
they will be back at Flat Shoals. This year, we have a new principal who is committed to
maximizing the instructional and learning time for students. During our leadership meetings, the
principal has stressed the importance of using technology to accomplish the goal of maximizing
the instructional and learning time for teachers and students and has given me permission to use
the school to pilot a program that will accomplish this goal.
PROBLEM AND RATIONALE
The proposal is that there be extensive professional development for teachers on how to
effectively use eBooks in the classroom. When used correctly, technology completely changes
how classrooms run, function, and maximizes instructional and learning time. Teachers can no
longer stand in front of the class and lecture and be effective because the 21st-century learners in
our classrooms have to be engaged through the use of manipulatives and technology. In a
technology-rich, learner-centered classroom, the teacher serves as a facilitator of instruction,
mentor, and guide. The use of technology will allow teachers to have the data and information
needed to individualize instruction and assessment for each student. It is important to understand
that technology does not replace the teacher, but rather supports and enhances the educational
process for students (Roblyer & Doering (2013).
Despite their living situations, the students at Flat Shoals are 21st century learners and

USING EBOOKS IN THE CLASSROOM

need to be exposed to technology in schools just like their peers in more affluent areas. Though
limited, the students are comfortable with various technologies outside of school, so why not
meet them where they are and bring it into their learning at school. Several schools in DeKalb
County and in neighboring districts have Bring Your Own Technology (BYOT) programs that
encourage students to bring in their own devices to use during learning. Not every child has
access to technology, so the school has to provide it for the students while they are on campus.
Last school year, every classroom was outfitted with either a Promethean Board or Smart
Board and three to four student computer workstations. This school year, every grade level was
given ten iPads to share. Due to large class sizes every student does not have an assigned
textbook that he/she can use. With the increase in technology at the school this year, this is a
great time to implement the use of eBooks into the classroom.
Teachers at Flat Shoals Elementary are divided on the use of technology in classroom.
While some schools have BYOT programs and others even assign technology to students to use
at school, some educators believe technology to be a distraction and hindrance to learning. There
are a lot of veteran teachers on staff who are apprehensive and not comfortable when it comes to
the use of technology. While technology can supplement teaching and benefit learning when
used properly, it can also disrupt learning when used inappropriately. Students are found using
electronic devices in classrooms to check emails and play games browse social networking
websites, read the news, shop on the Internet, and watch sports. (Ragan, Jennings, Massey, &
Doolittle, 2014)
To help eliminate some of the apprehension that comes with technology integration into
the reading curriculum, the plan is to meet with each grade level to have training on how to use
eBooks and technology to improve students reading levels. 21st century learners have been

USING EBOOKS IN THE CLASSROOM

given opportunities to observe technology, explore it, and play with it.
In her 2012 article, Technology Integration for the New 21st Century Learner, Nancye Blair
states,
These are not the same 21st century learners we came to know over the first decade of
the new millennium. For these students, simply watching videos or images during class,
playing an Internet multiplication game, or even taking turns at an interactive whiteboard
is no longer enough. These new 21st century learners are highly relational and demand
quick access to new knowledge. More than that, they are capable of engaging in learning
at a whole new level. With the world literally at their fingertips, todays students need
teachers and administrators to re-envision the role of technology in the classroom.
Many schools have adopted the use of electronic books (eBooks) in favor of traditional texts and
textbooks. E-books represent the combination of the advantages of printed books with the
capabilities of computer technology, and this can be helpful to children who do not respond well
to traditional print media or who are reluctant to read (Ihmeideh, 2014).
Research shows that through their exposure to e-books, children can explore the story by
themselves without the help of an adult, and that is another merit of these digital texts. Earlier
research into the effect of e-books on the development of children's language and literacy skills
has offered evidence regarding how this digital form of book helps to promote different emergent
literacy skills (Wen, Chuang, & Kuo, 2012). On the other hand, other researchers have taken a
more critical view on e-books due to their incorporation of features like animation, sound, music
and other multimedia effects, which may distract young readers from the story content and
negatively influence their understandings of the story's main theme which go into the
gamification of education (Willoughby, Evans, & Nowak, 2015). Veteran teachers and other
critics opposed to the use of technology in classrooms should understand that lack of students
attention is shaped by intrinsic and extrinsic motivation, engagement, and a connection to course
material (Ciampa, K. (2012).

USING EBOOKS IN THE CLASSROOM

Digital technologies like laptops, tablets, and smartphones are commonly found in
classrooms as a necessity to do the work at hand (Ragan et al., 2014). The use technology has
been found to improve students' attentiveness and engagement in class. Students love
technology, so as teachers, we have got to take advantage if this and make it work to our
advantage to help students learn. Ragan et al., 2014 states, In the modern world of constant
connectivity, it is difficult to detach students from technology. Today, we walk into classrooms
that are filled with computers and Ethernet plugs. Students are carrying laptops, smartphones,
and other devices into classrooms for their learning needs. It is time that we get on the
technology train to get these kids reading at/above their grade levels.
Objectives

Deliverables

Develop a professional development

plan for eBooks use/integration.

Professional development calendar and

curriculum

Introduce eBooks, how to access and

use them in the classroom.

LaunchPad screenshots of how to login and use

the features in the eBooks platform.

Facilitate and provide teacher training

and support before, during, and after
eBooks implementation of eBooks use.

Surveys on the quality and content of the

professional development and follow up
sessions/observations.

PSC STANDARDS
Standard 1 Vision Leadership

1.1 Shared Vision: Candidate demonstrates the knowledge, skills, and dispositions to
inspire and lead the development and implementation of a shared vision for the effective
use of technology to promote excellence and support transformational change.

1.2 Strategic Planning: Candidate facilitates the design, development, implementation,

communication, and evaluation of technology-infused strategic plans.

USING EBOOKS IN THE CLASSROOM

1.4 Diffusion of Innovations & Change: Candidate researches, recommends, and

implements strategies for initiating and sustaining technology innovations for managing
the change process in schools.

Standard 2 Teaching, Learning, and Assessments

2.1 Content Standards & Student; Technology Standards: Candidate models and
facilitates the design and implementation of technology-enhanced learning experiences
aligned with student content standards and student technology standards.

2.2 Research-Based Learner-Centered Strategies: Candidate models and facilitates the

use of research-based, learner-centered strategies addressing the diversity of all students.

2.3 Authentic Learning: Candidate models and facilitates the use of digital tools and
resources to engage students in authentic learning experiences.

2.4 Higher Order Thinking Skills: Candidate models and facilitates the effective use of
digital tools and resources to support and enhance higher order thinking skills, processes,
and mental habits of mind.

2.5 Differentiation: Candidate models and facilitates the design and implementation of
technology-enhanced learning experiences making appropriate use of differentiation,
including adjusting content, process, product, and learning environment based upon an
analysis of learner characteristics, including readiness levels, interests, and personal goals

2.6 Instructional Design: Candidate models and facilitates the effective use of researchbased best practices in instructional design when designing and developing digital tools,
resources, and technology-enhanced learning experiences.

2.7 Assessment: Candidate models and facilitates the effective use of diagnostic,
formative, and summative assessments to measure student learning and technology

USING EBOOKS IN THE CLASSROOM

literacy, including the use of digital assessment tools and resources.

Digital Learning Environments.

3.1 Classroom Management & Collaborative Learning: Candidate models and

facilitates effective classroom managements and collaborative learning strategies to
maximize teacher and student use of digital tools and resources.

3.2 Managing Digital Tools & Resources: Candidate effectively manages digital tools
and resources within the context of student learning experiences.

3.3 Online & Blended Learning: Candidate develops, models, and facilitates the use of
online and blended learning, digital content, and learning networks to support and extend
student learning and expand opportunities and choices for professional learning for
teachers and administrators.

3.6 Selecting and Evaluating Digital Tools & Resources: Candidate collaborates with
teachers and administrators to select and evaluate digital tools and resources for accuracy,
suitability, and compatibility with the school technology infrastructure.

Digital Citizenship

4.2 Safe, Healthy, Legal & Ethical Use: Candidate models and facilitates the safe,
healthy, legal, and ethical uses of digital information and technologies.

Professional Learning & Program Evaluation

5.1 Needs Assessment: Candidate conducts needs assessments to determine school-wide,

faculty, grade-level, and subject area strengths and weaknesses to inform the content and
delivery of technology-based professional learning programs.

5.2 Professional Learning: Candidate develops and implements technology-based

professional learning that aligns to state and national professional learning standards,

USING EBOOKS IN THE CLASSROOM

integrates technology to support face-to-face and online components, models principles

of adult learning, and promotes best practices in teaching, learning, and assessment.

5.3 Program Evaluation: Candidate designs and implements program evaluations to

determine the overall effectiveness of professional learning on deepening teacher content
knowledge, improving teacher pedagogical skills and/or increasing student learning.

Candidate knowledge and professional growth

6.1 Continuous Learning: Candidate demonstrates continual growth in knowledge and

skills of current and emerging technologies and apply them to improve personal
productivity and professional practice.

6.2 Reflection: Candidate regularly evaluates and reflects on his/her professional practice
and dispositions to improve and strengthen their ability to effectively model and facilitate
technology-enhances learning experiences.

6.3 Field Experiences: Candidate engages in appropriate field experiences to synthesize

and apply the content and professional knowledge, skills, and dispositions identified in
these standards.

PROJECT DESCRIPTION
Though collaboration with the principal and instructional coaches, first grade was
identified as being the grade level that will benefit the most from the use of eBooks and eReaders
usage in the classroom. First grade teachers will be trained on how to effectively use eBooks in
their classrooms in order to engage students in reading and improve their reading fluency and
comprehension. During the planning meeting to discuss teachers use of eBooks and eReaders,
What comes first? eBook content or device? And where do we start? were the guiding
questions. The eBooks Implementation Plans purpose is to train teachers in and on the effective

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10

use of eBooks and eReaders in their classrooms, especially when it comes to more difficult texts
and nonfiction materials for our students who are learning to read. The use of audio, video, and
annotation that comes with eBooks and eReaders programs are just the tools necessary for
targeting and assisting various learning styles in the learning to read process.
Money almost always seems go get in the way of implementing programs at Flat Shoals
Elementary School. The bottom line, there just is not enough money to meet students needs. The
eBooks Implementation Plan will not cost anything. By maximizing the technology- iPads,
laptops, and computers that are already in the building and using the online eBooks and text
readers that the district has already paid for through our textbook providers, money should not
stop the plan from going forward.
For teachers who are already overwhelmed, making eBooks integration easy was of
utmost importance. In DeKalb County, our Instructional Technology office has done a great job
of making all online resources easily accessible for students, parents and teachers. Through the
LaunchPad application located in our online resources center, teachers will find eBooks links to
every textbook and supplemental reader our school uses.
The instruction and roll out plan is as follows: professional development and training will
happen throughout the year in a scaffolding manner that is like our current professional
development model. Most of the training will take place during weekly grade-level planning
meetings. During these sessions, the first grade team will learn how to navigate LaunchPad in
order to access the eBooks and eReaders that have been paid for by the district. Teachers will
view and participate in role-playing examples that clearly model best practices within the
classroom and what successful eBooks implementation looks like in the classroom. Throughout
the yearlong process, assistance will be available to help and provide assistance to first grade

USING EBOOKS IN THE CLASSROOM

11

teachers when needed. Surveys will be made readily available in order to receive immediate
feedback and be able to follow up with the first grade teachers. As stressed in Creightons The
Principal as Technology Leader, the principal is on board and is a critical part of the eBooks
implementation plan and has agreed to provide substitutes to cover classes in the event that
training sessions need to be extended.
Surveys will be given monthly to teachers using eBooks (Appendix A). The surveys and
feedback will help to identify changes that need to be made. At the end of the year, there will be
a wrap-up meeting where the pros and cons of the eBooks implementation will be discussed and
a decision on whether or not the school wants to continue with the use of eBooks next school
year and expand to another grade level will be made.
b. Timeline
Fall 2015
September 2015
October 1-7, 2015
October 9, 2015
November 19, 2015
November 30, 2015

December 17, 2015

Spring 2016
January 5, 2016

Identify and target a grade level for eBooks an eReaders

implementation.
Interested in eBooks flyers placed in teacher mailboxes.
Review and contact those interested and schedule first meeting.
First meeting. Introduction to LaunchPad and how to access the
eBooks and eReaders.
Rollout Plan discussed and finalized. What eBooks
implementation should look like in the classroom? Teacher role,
student role. What devices should be used?
1st grade teachers will use CoreClicks through Scholastic and
Houghton-Mifflin leveled eReaders during the final 4.5 weeks of
the 9-week Informational Texts Unit. Meet on Thursdays to
discuss the pros and cons of each week and what can be done to
make next week better.
Semester wrap-up and planning for next semester. What
worked? What did not work? Should first grade teachers
continue using eBooks and eReaders?
Plan for first 9 weeks of 2nd semester.

USING EBOOKS IN THE CLASSROOM

January 12- March 8,
2016
February 3, 2016
February 4 March 8,
2016
March 10, 2016
March 11 April 28,
2016
May 2- 12, 2016

12

1st grade teachers will use CoreClicks through Scholastic during

the first 4.5 weeks of the 9-week Literary Unit. Meet on
Thursdays to discuss the pros and cons of each week and what
can be done to make next week better.
Meet to discuss the use of Houghton-Mifflin leveled eReaders
for last 4 .5 weeks of the Literary Texts Unit
Houghton-Mifflin leveled eReaders rollout. Meet on Thursdays
to discuss pros and cons of each week and what can be done to
make next week better.
First 9 weeks wrap-up session. Planning for last 9 weeks of the
semester.
Using eBooks and eReaders to identify text features and
comparing fiction/nonfiction texts. What does it look like for 1st
graders? Rollout.
eBooks wrap-up and discussion. Final observations and surveys.

c. Resources:
iPads
Computers
Laptops
Time
Classroom spaces
LaunchPad
Instructional Technology Specialist
Media Specialist
Academic Coaches
Instructional Coaches
Flat Shoals Elementary is currently equipped with everything needed to implement eBooks and
eReaders usage in the classroom. The school does not have enough staff members who are
trained and proficient technology usage and unaware of the LaunchPad and eBooks/eReaders
resources available to us. In order to maximize resources and have successful implementation the
first grade team will be the pilot grade level for this capstone project since first grade is the year
where students are learning to read.
EVALUATION PLAN
Survey (Appendix A) will be given at the end of every session throughout the
implementation process. Professional Development will occur on Thursdays, which leaves

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Fridays open to gather resources for the next weeks lessons in the classrooms. The results of
surveys and feedback will help to tweak plans for future training sessions. The leadership team
will conduct observations and provide feedback to individual teachers on their use of eBooks and
eReaders throughout the year. First grade teachers will meet to share the findings and discuss
outcomes and possible changes that need to be made before the rollout of the eBooks
Implementation Plan to the whole school for the following school year.

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Appendix A
Teacher Survey
***Survey is available online through DeKalbs SchoolNet online assessment program.
Mark the one category that best describes your position.
____Beginning Teacher
____Experienced Teacher
____Administrator
____Paraprofessional
____Counselor
____Media Specialist
____Academic Coach
1. Presentations were well organized and worthwhile for my position.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
2. The training was appropriate for my specific job position.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

3. Overall, personnel conducting the activity exhibited the qualities essential to the success
of the workshop.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
4. Overall, the activity was a successful training experience for me.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
5. The schedule was well adapted for my educational needs.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

6. Meeting facilities were suitable.

Strongly Agree
Agree
Undecided

Strongly Disagree

Disagree

7. Adequate provisions were available to provide feedback to the personnel conducting the
workshop.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
8. Adequate provisions were made for me to identify needs, which were not previously
identified.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
9. As a result of this professional development activity, my educational behavior will
change as it applies to my specific job setting.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
10. This training was current and appropriate for my professional growth.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree

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Comments:
11. The activity had some outstanding components, which were unique or innovative.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Activity Score
1. The Activity objectives were related to my educational concerns.
_____N/A
_____Poor
_____Fair
_____Good
_____Excellent
Comments:
Facilitator Score
The activity objectives were related to practical educational application in my specific job
setting.
_____N/A
_____Poor
_____Fair
_____Good
_____Excellent
Comments:

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References

Blair, N. (2012) Technology Integration for the New 21st Century Learner. National Association
of Elementary School Principals Journal, 8-13.
Ciampa, K. (2012). ICANREAD: The Effects of an Online Reading Program on Grade 1
Students' Engagement and Comprehension Strategy Use. Journal Of Research On
Technology In Education, 45(1), 27-59.
Ciampa, K. (2012). Reading in the Digital Age: Using Electronic Books as a Teaching Tool for
Beginning Readers. Canadian Journal Of Learning And Technology, 38(2),
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, California: Corwin
Press.
Huang, Y. N. (2012). Empowering personalized learning with an interactive e-book learning
system for elementary school students. Educational Technology Research &
Development, 60(4), 703-722.
Ihmeideh, F. M. (2014). The effect of electronic books on enhancing emergent literacy skills of
pre-school children. Computers & Education, 7940-48.
Knight, J. (2007). Instructional coaching. Thousand Oaks, California: Corwin Press.
Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of
laptops over time in large lecture classes. Computers & Education, 78, 78e86.
Roblyer, M. & Doering, A. (2013). Integrating educational technology into teaching. Boston:
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Willoughby, D., Evans, M. A., & Nowak, S. (2015). Do ABC eBooks boost engagement and
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storybook controls. Computers & Education, 82 107-117