1. Facilitating the Transition to Blended Learning at Idlewood Elementary School
Stacey Shoats
My name is Stacey Shoats. This is my Capstone Project Presentation for the Instructional Technology Educational Specialist Program at Kennesaw State University. My Capstone Project is Entitled: Facilitating the Transition to Blending Learning at Idlewood Elementary School
Instructional Technology
Specialist Degree Program
Kennesaw State University

2. PROBLEM

3. Our school district recently adopted a new Learning Management System, which has been branded with the name. VERGE. VERGE is a blended learning platform which allows teachers to interact with the district’s new curriculum to curate digital content for technology enhanced learning experiences. There are cognitive factors involved in the sustainability of any technology initiative. Teachers must have self-efficacy or perceive their ability to accomplish certain technical task. If a teacher’s confidence teeters, then more than likely the initiative will fail. Bandura (1997) asserts that teacher’s self-efficacy is derived from mastery experiences, modelling persuasion, and physiological sources. Students access to this digital resource will come as a direct result of teacher’s perception that they can use the LMS and teach students. If this transfer of knowledge does not occur, then we run the risk of deepening the digital divide as Gorski (2105) states the digital divide not only exists in the access to technology but also in the use of technology.

4. PROJECT PLAN
The Project Plan

5. District Mandated 6 Courses in VERGE
Design
Face-to-Face Support
Coach
The plan was to create Technology-Enhanced Professional Development (TPD) that promotes the effective use of VERGE. The overall goal of this project was to design, facilitate, and evaluate an interactive TPD course that will assist teachers in utilizing VERGE to improve teaching, learning, and assessment.

6. EVALUATION PLAN
The Evaluation Plan

7. TICS
The evaluation plan was to use quality control standards in the development of the online professional learning course and course materials, evaluate the professional learning experience, and evaluate teacher’s beliefs about technology integration using a pre-existing Technology Integration Confidence Scale (TICS).

8. EXPERIENCE & RESULTS

9. CAPSTONE PROJECT PLANS
The Capstone Experience did not go as planned. Two major hindrances to accomplishing the objectives of this project existed that were beyond my control. The first hindrance was the deadline for the course completion was accelerated prior to the approval of my Capstone project. The second major hindrance was the professional learning calendar at Idlewood was established with no opportunity to include TPD experiences. Although my plans had went in smoke: the goal of the Capstone project remained the same. I had to adjust the method in which our school would accomplish these goals. I looked for and created opportunities to assist teachers with the completion of the online courses. I assisted my mentors as well administrators. I also established a day (Mondays) teachers could drop in the computer lab after school and receive assistance in completing the district mandate coursework. I took advantage of the opportunity to provide students with access to technology by participating in the after-school tutorial program. I also took the opportunity to develop professionally and participate in professional learning that would help me become a better Technology Coach.

10. CAPSTONE PROJECT PLANS
Ultimately, our school exceeded the district’s smart goals of 80% completion rate and accomplished the project’s objective of becoming acclimated to the available technology the district had to offer. I have learned the essential conditions for technology integration work in tandem to achieve a shared vision. I also learned that a shared vision that is not anchored by intentional actions will leave leaders floundering for effective ways to engage teachers in sustainable change. The implementation plan must take into consideration the participant’s perception that they can accomplish a given task or provide them with additional support to be successful.

11. REFLECTIONS

12. Most importantly, I learned that success is not a straight road
Most importantly, I learned that success is not a straight road. There are many different directions one can take to accomplish the same goal. If you miss a turn or make a mistake, reflect and learn from them. I also learned to lead with compassion and care for others while maintaining your commitment to change.

13. COPYRIGHT ACKNOWLEDGEMENT

14. All the images used in this presentation came from a creative commons search using Bing. The Verge Logo is property of DeKalb County School District and was used under the Fair Use Policy.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Gorski, P. (2005). Education equity and the digital divide. AACE Journal, 13(1), 3-45.