I Need Help With My Homework Of Theory Logic Model

 
Introduction
The instructional shift in education has led to new experiences for educators due to the inception of the Covid-19 Pandemic. Its differentiation between the technological uses in different periods has affected teaching, with educators striving to catch up with the new methods to enhance their teaching practices (Rapanta et al., 2020). The problem of professional practice at The Community School located in an urban area is the gap between the digital learning teachers are required to integrate into the classrooms and the current knowledge teachers have about online education, which has become a pedagogical requirement since the Covid-19 Pandemic.
The paper will reflect on the Community School and analyze the gaps between the integrated use of technology required to meet today’s educational needs and the actual use of technology in the classroom before the Covid-19 Pandemic, combined with the current use after returning to face-to-face classroom instruction. The problem of practice has created a gap with educators acquiring updated training to utilize instructional strategies or the resistance to change in the technological application and the interchangeable use of technology of teaching practices both in person or virtually that enhances digital education transition (Careaga-Butter et al., 2020).
The process involves creating lessons assessments and using technology to instruct and administer assessments. The instructional experience differs from March 2020 before the Covid-19 Pandemic, where education utilized instructional strategies that assisted learners with face-to-face learning procedures (Lawless & Pellegrino, 2009). Educators must master the content to prevent confusion and other issues that would arise due to the changes in teaching practices.
 
Action Plan for the Community School
As the end to pandemic remote learning comes into sight, educators must begin imagining which new teaching strategies and practices to continue to develop long after face masks are obsolete.  Adapting to remote and hybrid teaching and learning has inspired educators to focus on what is most important (Daniel, 2020). The action plan for the Community School is to train educators to integrate technology into the classroom since the Covid 19 Pandemic in a permanent platform.
                                          Purpose of the Project
According to Arora and Srinivasan (2020), the pandemic has led to significant challenges in education across the globe. The purpose of the project is to implement a professional development initiative to provide technology-based instructional strategies to .  Practicing educators were challenged because of numerous learning complications caused by the Covid-19 Pandemic and the shift in instructional practices, affecting how educators apply technical skills to instruct students (Midcalf & Boatwright, ).  Therefore, the problem represents the importance and urgent need to elaborate effective technologies into current and future teaching practices that ensure educators are conversant with the shift from virtual to face-to-face instruction in learning technology.
Many sources have proposed a need to assist adult learners with a different learning approach that is convenient, interactive, and affordable (Daniel, 2020). The introduction of technology in learning provides learners with an opportunity to continue with their education at the comfort of their homes. This project aims to propose the need for training the educators to integrate technology into the classroom during the period before and after the pandemic.
Participants and Stakeholders
The role of training educators in the use of technology involves the action of different stakeholders. For the project’s success, stakeholders such as academic interventionists (AI), paraprofessionals, educators, principals, and central office administrators, must be engaged (Efriana, 2021).
Academic Interventionist
Professional development initiative (PDI) training for academic interventionists (AI) also referred to as a tutor cannot be underlined enough, as it gives the AI a theoretical and practical education on the nuances of teaching students how to accomplish the greatest potential. Without this PDI training, the AI will not be in a position to provide proper guidance and that will affect the foundation of the education being built
Paraprofessional
The paraprofessionals work with the prekindergarten, kindergarten, and exceptional student education ESE learners of The Community School. As a stakeholder, the paraprofessional will gain training using technology that is designed for practical classroom sessions as an integral part of the teaching students, with each paraprofessional being mentored for making the classroom teaching sessions more engaging and interesting for the benefit of the student learners.
Educators
Educators are the torchbearers in showing the path to the future by employing proper guidance. The role of the educator for this project is to provide educators with the proper methods to teach and guide students in utilizing technology and capture the understanding of theoretical and conceptual knowledge of the subject taught. Educators are valuable assets of modern society and in developing the future of the next generation. However, there is a well-documented divide of educators not knowing how to continuously incorporate technology into the lessons taught.  The best way to address this divide is by having more educators attending teacher training programs, to develop an ongoing relevance in utilizing technology at the expense of the school districts in which the educators are employed.
Principal and Assistant Principal
The Administration team of principal and assistant principal as stakeholders in the technology training initiative will process the proposal and paperwork for the professional development training, encourage the development of the educators trained, and collaborate and brainstorm in the development of the educators. An effective teacher training program will help the participants in staying updated on the latest methods and processes being followed in the classroom.
Central Office Administration
Central office administrators will support professional development to follow the latest technologies as far as classroom courses are concerned. There has also been a paradigm shift in the manner in which learners learn at every level. These technological techniques form an important part of an educator’s job, and a professional training program to access and learn how to apply strategies effectively in the classroom. These contributions in various capacities must be included in the decision-making process.
Description of the Applied Improvement Project
Whalen (2020) indicates that little effort has been put in training teachers to integrate technology into the classroom since the pandemic struck. The need to ensure proper professional development training of educators will help improve the quality of education offered to learners electronically. In addition, it will enhance the skills of the educators in the use of various learning technologies.
The AIP will consist of a three-phase process that will be evaluated as separate entities and combined for an overall awareness.  The first phase of the professional development initiative is evaluating technology platforms and incorporating practices for use in teaching. The professional development (PD) will be a collaborative process that participants will collaboratively identify, test through instructional use, and make recommendations of viable technology platforms for use school wide.  Educators will learn about and research them together. The second phase is technology training for the instructional leadership team (ILT) of Principal identified school level educators that teach, but also take on additional roles outside the classroom with the goal of improving the school’s performance will provide continuous development of technology initiatives ongoing for grade level staff. The third phase of technology training incorporates international awareness among educators by connecting online with educators in classrooms across the world while integrating the global exchanges into the curriculum which builds connections and foster student awareness globally .  Each phase is an independent entity of each step, and each stakeholder level will be represented in every phase of this process.
Educators can learn and teach far beyond the walls of the schoolhouse. By utilizing technology, educators are not restricted to building professional learning communities with only the educators in the schools of which instruction is given. Educators can become developers of teamwork, inventors of learning, directors, pilots, and change agents (Harrington et al., 2014).  Technology can bridge educators across learning communities of the school district in which the educator works or around the world to collaborate on teaching perspectives and design moments for student engagement. Educators can connect with community businesses and organizations to further create real-world connections to create learning experiences that will allow students to investigate needs and importance. This will prove for further authentic and relevant learning.
Evaluating Technology Platforms with the Rapid Cycle Technology Evaluation Project
The investment in educational technology is very expensive and becomes a mandate by the school on its use. There is a need to incorporate technology through adequate training into the classroom with permanence (Florence, 2017). As school districts continue to heavily invest in educational technology, there is a critical demand to generate training for educators with effective technology that develops educators and practitioners with a lower cost of purchase, The technology training will include opportunities for educators to conduct evaluations of the technology while rendering recommendations before purchase and use.
A funded project by the U.S. Department of Education called the rapid cycle technology evaluation project that designs researched approaches for assessing technology LMS platforms, apps, and tools (Borko, 2014). This allows educators and support staff that participate in this phase one of the training to test and make reports that gather educators’ results on the support tools through technology evaluations. The rapid cycle technology evaluations will provide results so that the evidence of effectiveness is available to school and district leaders to assist in making purchasing decisions. Further, this training will allow staff members to incorporate technology into student classwork. All platforms and apps reviewed are free to download and use in a limited capacity.  This professional development initiative allows educators to not only train and implement technology platforms and applications but educators are then allowed to pilot the evaluation and performances of new technologies for instruction.
Instructional Leadership Team (ILT) Training to Teach to Lead: Develop Leaders in Teachers
This professional development initiative training will be offered to identify school leadership that is comprised of teachers, school leaders, and staff from all levels of the Community School. This initiative will include a combined program of the National Board for Professional Teaching Standards and the U.S. Department of Education (NBPTS, 2011). The target of the professional development initiative directs to educator outcomes by expanding opportunities with incorporating technology for teacher leadership with the freedom that allows teachers to remain in the classroom. The supporting organizations offer the Teach to Lead program as a platform for teacher-leaders and combined educators located throughout the country (and all over the world) to design and develop ideas. The Teach to Lead participants is endowed personally in the development of educator leadership action plans to incorporate technology permanently into classrooms. Educators collaboratively identify a current problem at the school with technology and develop an action plan theory of action to solve the   with educators within the school building.  The Teach to Lead phase will happen as a part of the PD process. The educators that participate in phase 2 must be a participant in phase 1 and will use suggested technology to train the rest of the non-participant staff members.
 
 
International Awareness Builds Educators to Connect: Resource Network Collaborative Teaching and Learning
Utilizing technology, educators generate learning communities globally that will authorize educators to work together with other educators around the world. Technology allows collaborative teaching strategies in using technology apps and platforms without regard to geographic position. Technology collaborations and training allow educators to have nearly boundless moments to select and implement technology in ways that bridge the interests of educators and achieve goals (Herrington et al., 2014). In addition, by using technology tools such as chats, social media sites, and meetups to video conference with educators from urban districts, can associate and participate with specialists and peers from all over the world to form virtual professional learning communities (). The participants from The Community School will be the school stakeholders that actively participated in phases one and/or two.
Implementation Plan Narrative
The combination for the integration of technology into classroom instruction requires two things. Educators must have the proper training on the use of identified platforms and applications. Secondly, educators must know how to incorporate those tools correctly to keep the students engaged and motivated to learn. These tasks are not easy. The effective implementation technology plan for The Community School should be a systematic process. This requires a outlined roadmap that facilitates collaborative training for educators, identification of computer applications that are designed to instruct with educationally best practices, and the integration into the classroom as a supplement to course material.
Phase One
This phase will collaboratively identify computer applications with intense training with the opportunity to test the applications for thirty days into the curriculum which will include lesson preparation to ensure that the chosen technology is utilized as a supplement to the curriculum material used by the school district. This is not a substitute for curriculum. The goal is to create excitement for learning for the students to gain a love for the ownership of learning since returning from the Covid-19 pandemic school shutdown.
Phase Two
This phase will utilize identified  educators from phase one that are member of The Community School leadership team (ILT) to take on a leadership role with grade level team members to learn and intensely train educators by embedding technology into the instructional procedures which will impart a more practical educational  enhancement. The technological transformation will focus on the student which will allow the paradigm shift to effective outcomes. When technology is project based and student-centered, lessons are given a strong probability for classrooms to become successful in learning.
Phase Three
This phase continues the educators’ professional development though the interaction with educators throughout the United States and in other countries that are connected to the school district. It is imperative that integrating technology into classroom actually evolves infinitely very quickly. Educators in this phase must have participated in professional development training in the previous phases.  Educators must be willing to embrace technology changes in the classroom and be opened to these changes by adapting changes substantially over time, something teachers and students must be willing to embrace. This will allow educators to take on the role of a facilitator in a technology-infused school environment that will look different than traditional classrooms.
Implementation Plan Table on Integrating Technology in Classroom
Table 1

 
Process Guiding Questions
Students’ adaptation to any transition which occurs within The Community School and educators’ inability to ensure successful student transition is a major problem that exists. Data that will be provided on this issue can identify if students may take differing time lengths to adjust and have varying requirements during this adjustment (Rice & Ng-Knight, 2019). It will also look at the relationship between educators and students to determine whether the transition process will be successful. Similarly, lack of establishing transition strategies and educator failure to establish makes transition process unsuccessful. This data gives conflicting opinions regarding the issue of transition.
The specific guiding question, “how can educators in The Community School ensure students are able to transition to new routines, expectations, and responsibilities virtually?” aligns with the problem as this question seeks to determine ways educators can use to make the transition prosperous. Data collection that will be used is one-on-one interview (some in person and some virtually) method, notes taken during interviews and surveys. Interview method at times can give incorrect data due to misunderstanding some questions. This may call for future research to validate the collected data. The respondents involved will have a broad knowledge on education matters and therefore, no information which they can fail to offer.
The questions to be asked during the interview process comprises of:

• How can teachers (at an individual level) best support students to transition as successfully as possible, after missing two school years of traditional instruction?
• What are some of the options that educators can apply to ensure successful transition?
• How does the relationship between teachers and students affect technological transitions?
• What are the challenges faced when integrating technology in learning?
• How has the pandemic changed the way learning is offered to student learners?
• What are the major technologies used in the classroom for student learning today?
• Which problems are you facing with technologies?

On a different point, the two identified participants for the interviewing process will aid to gather information on all formulated questions since they have broad knowledge on education matters. Interview is adopted for this research as it will offer first-hand information which can be helpful to offer solution to the problem. Interviews will give a further chance to ask for clarification to any answer, which was not clear, and this will enable clarity to understand the problem.
Outcomes Guiding Questions
Educators have realized that it is important to integrate technology in the classroom. After two years of instructing students with expanded use of technology, the benefits of technology use expand endlessly for both educators and scholars. Integrating computer technology into the classroom can distribute as a way for educators to assist and increase learning, design moments that make connections with students, and encourage students to connect with information in new and exciting ways. With an educators helpful facilitation, clearly defined goals, and perceptive teaching on how to use the technology applications properly and constructively, students are furnished with new skills as digital learners that connects to both improved scholastic performance and increased goal-setting success. The questions for integrating technology into the classroom include:

• Are we confident in the accuracy of our data?
• Are there educators that need support?
• How might this data influence instructional decisions?
• How effective is technological support at all tiers of instruction?

Data Collection Plan
Table 2
Data Collection Plan

 
Data analysis plan
Data Analysis Plan

 
Personal Reflection
The feedback I received was extremely helpful. All points of improvement were taken as constructive criticism. The comments, in fact, really helped me.  Each comment made me think about how I can improve my writing to make it clearer to the reader. All points made were options that I never thought of and made me question myself at times, on how I can make my writing both academic and clearer. This was good, it meant that I am always learning. I also received encouraging comments, which boosted my confidence.
Overall, I am now not so worried to receive feedback during this process! I realized one must be critical to give good feedback. It means giving the person something to work or improve on. But it also reminds me that it must include both positive and negative comments about the writing work. Citations were also a worthy point that I must state mindful of using after reading and writing the information.
I truly feel the experience was very useful as learned so very much. I also have learned to receive feedback positively. To take criticism on board and use it to show improvement in my writing work.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
References
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16-25.
Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching-
learning process: A study of higher education teachers.  Prabandhan: Indian journal of management, 13(4), 43-56.
Borko, H. (2004).  Professional development and teacher learning: Mapping the terrain.
Educational Researcher, 33 (8) (2004), pp. 3-15
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
Dewey, J. (1937). Experience and education. New York, NY: Simon and Schuster.
Efriana, L. (2021). Problems of online learning during covid-19 pandemic in EFL classroom and the solution. JELITA, 38-47.
Florence, K. (2017). Teaching transitions: Techniques for promoting success between lessons. Teaching Exceptional Children, 37(1), 32-38.
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments.
Handbook of research on educational communications and technology (pp. 401–412). New York, NY: Springer.
National Board for Professional Teaching Standards. (2011). Toward high and rigorous
standards for the teaching profession. Initial policies and perspectives of the National Board for Professional Teaching Standards. (3rd ed.). Detroit, MI.
Van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
 
 
 
 
My suggestion would be to move this up in the section. Open with the problem of practice. Then situate it within the organizational context.
 
Please add citations.
 
Please add citations.
 
Perhaps rephrase:
The purpose of the project…to train teachers in technology-based instructional strategies.
 
 
I believe this sentence was used above. Please rephrase. Focus on why this AIP is important and potentially transformative for teachers, schools and learning communities.
 
 
In this section, please describe the role of the participants in one subsection (you can create level headings).
 
With whom will you collaborate to design, implement, and evaluate the PD intervention?
 
For stakeholders, describe who would be impacted by the intervention, how and why.
 
Please add citations.
 
The three phases of the professional development training include; evaluation of technology platforms, training of instruction leadership team, and…what is the third one?
Perhaps you can describe each element in more detail. For instance, will the PD be a collaborative process to identify viable tech platforms for the school? Will teachers learn about and research them together? Will they pilot different ones?
How will the instructional leadership team be identified? Will they receive the PD, then facilitate additional PD with other teachers?
What does global awareness mean for the PD process? Will teachers learn how to connect with educators in classrooms across the world, integrating the global exchanges into their curriculum?
 
Please check sentence structure.
 
its
Apostrophe not needed.
 
My suggestion is to create two sentences for clarity. Also incorporate scholarly sources for support.
 
Is this testing process the first element of the PD training program?
 
 
 
Will this Teach to Lead process happen as part of the PD process?
 
Will the teachers in this second element learn about technology-based instructional strategies?
Will they be the same teachers being trained in the first element?
What will the content of the training be?
 
 
Will the participants for all three elements of the PD be the same?
 
 
The data to collect should help us learn about the effectiveness of the intervention, including the three elements described above.
 
The type of data should include methods such as interviews, field notes, surveys, etc.
 
How will you analyze the data sets collected?
 
For instance, will the interview transcripts be coded?
 
A wonderful resource is Qualitative Data Analysis by Miles and Huberman.
 
Thank you for sharing these reflections, Cyrisse.
 
Yes, the feedback is always meant to support your process, deepening and expanding the thinking and analysis. Wonderful work!