Running head: USING MICROSOFT OFFICE 365 IN EDUCATION 1

Microsoft Office 365 In Education

Jasmyne S. Burns

Kennesaw State University

August 2017

Dr. Jabari Cain

Spring 2018
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Description of the Capstone Experience and Results

The proposed capstone was initially developed to assist in supporting the Fulton County

School District’s Personalized Learning Initiative along with striving to successfully achieve the

goal of creating a more personalized learning environment within Feldwood Elementary school

(FES). In addition, failure to meet certain goals has contributed to students’ underperformance

on the Georgia Milestone Assessment and other schoolwide academic achievements. This can

also be contributed to the lack of usage of the technology tools and resources such as Microsoft

Office 365 (O365) that are provided by the district. Ultimately, this correlates with teachers’

deficits in understanding how, when, and in what ways should Microsoft O365 be used in the

classroom.

Though the school has been provided with the tools (devices for students) and resources

(O365) to assist with implementation of the districtwide initiative, Feldwood has fallen short due

to a lack of training and support with O365. To lend a solution to the issue, the goal of my

capstone was to provide a series of personalized/blended workshops on how to use O365 tools

and personalized learning in the classroom. With proper personalized training and ongoing

support for teachers, they were presented the opportunity to gain the knowledge and confidence

to implement personalized technology-based lessons in the classrooms. Essentially, FES was

equipped to provide a student-centered culture and personalized learning environment. The

capstone project proposed closely aligned with several of the Georgia Professional Standards

Commission (GaPSC)/Instructional Technology Standards. Because of this, many aspects of the

project proceeded without issue or incident as they were entirely within control. However,
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though outlined in the capstone, some aspects required adjustment due to redirection from

superiors.

The first objective indicated that by August 31st, 2018, teachers would increase their

knowledge and use of OneDrive and Outlook 20% by attending and actively participating in

provided professional development and ongoing support opportunities. Using Microsoft Forms, a

needs/interest/ability assessment, accessible here, was developed to gauge the staff’s use of

OneDrive and Outlook. There were two personalized/blended style workshops, designed and

delivered, to address the needs based on data received from Forms document. Due to the nature

of the capstone, this was the routine for all the trainings on each Microsoft (O365) tool

throughout the implementation process. Though the workshops went as planned when speaking

about the number of workshops to be held each month, the number of attendees fluctuated due to

other demands set for the teachers either by the county or school administration. Also, the

delivery style changed throughout the implementation process to accommodate teachers and the

demand on their schedules. Some workshops were also held virtually with small group PLCs and

1:1 style as needed. Additionally, the tangible materials created to assist in the use of OneDrive

and Outlook (and all other tools) varied, but were extremely beneficial.

The delivery of the needs/interest/ability assessments went as planned due to utilization

of the O365 platform and the MS Forms tool inside. This portion was essential to other parts of

the implementation process. The results from the assessments were the foundation to what

tangible material and/or screencast/webinars were created. Nevertheless, participation was not as

high as anticipated or desired. It is believed this was due to the workshops being strongly

encouraged, but not required. In turn, the execution of the information, tools, and strategies

provided in the workshops varied. To combat the barrier of time and willingness, teachers who
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did take part in the workshops were highlighted and acknowledged to promote the workshops

and showcase the work they were doing. Also, a significant amount of time was spent

developing other strategies of implementation as obstacles arose and developing the most

appropriate examples of how each tool could be used to address and/or assist in implementing

the district’s personalized learning principles.

Using some of the evaluation results from the final survey covering OneDrive and

Outlook, made it easy to determine where teachers’ levels of understanding were, what strengths

and weaknesses each teacher had, and where everyone’s interest were. By gaining this insight,

the project was successful based on intention alone. There were plans to develop a space using

Microsoft Teams where all materials created for each workshop could be held, along with

examples of how to use the personalized learning principles. Even though the space was created,

however, with the lack of ability to navigate Microsoft Teams, the teachers found tangible copies

worked best. Therefore, more tangible copies of materials were made and delivered to all

teachers (even those who were unable to attend the workshops).

When speaking about the lack of ability to use Microsoft Teams, it was noted that how to

navigate the platform should be covered earlier and more in depth in a workshop series as the

one presented in this capstone. Initially, it seemed to be a better idea to teach that tool toward the

end because it was a space where all other tools being covered are housed and have the ability to

be used within the Teams space. It was also thought that after all other tools were covered, it

would be less of a learning curve when introducing Teams to the teachers. The lack of

participation in other workshops and the lack of ability, as previously stated, were two factors

that contributed to the desired outcome not being obtained. This has been noted for any future

implementation.
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The capstone was scheduled to take as long as April, however, it was important that I

move some of the workshops so that I could evaluate and provide appropriate feedback. In doing

so, the lack of participation increased. I do not feel it was due to the workshops themselves, but

more so the demand of other obligations. During the workshops, I provided the attendees with a

final survey. This data collected allowed me to see the impact of the workshop and how teachers

felt about implementing what they learned within their classrooms. It also allowed me to see

their thoughts on how these tools and strategies aligned with their beliefs and goals of teaching

and learning.

This work is continuous. I am currently working on creating a platform, like what I

envisioned with this capstone, but a place where teachers can go and receive the same trainings

online and observe how these tools can be used specifically to personalize the learning

experience for students. Also, within the platform, I would like to provide the examples of each

tool and the way it can be used to with each principle. Recorded lessons and the actual lesson

plans would be beneficial as well and a piece that would be essential to creating a “one-stop

shop” where (O365) meets personalized learning. I continue to work closely with teachers as I

make them familiar with using (O365). Continuously working with teachers is also essential in

creating this platform. Their insight, needs, and input counts the most.

Discussion and/or Reflection

During the completion of this Capstone, there were many things learned as it pertains to

technology facilitation and leadership. As a leader, it is imperative to generate experiences and

opportunities that meet the needs of every individual. When working with adults, as with

students, it is important to structure learning opportunities in such a way that meet the needs,
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interest, and ability levels of all individuals. This will help to promote the most intentional,

beneficial, and meaningful learning experience. It is also important to consider the demand and

workload of everyone as it determines if the plan of implementation goes as scheduled. This is

the reason I chose to provide a blended/personalized style of professional development in the

workshops I decided to develop for the teachers at FES.

I was placed in the position where I had to make necessary adjustments throughout the

Capstone. Most times, it was beyond what I could control. I had to remain flexible, in my

disposition, my knowledge, and my skillset. As a leader, I had to be open to learn during it all in

order to accomplish success. During the implementation period of the Capstone, it was important

for me to stay abreast to the everchanging tools, resources, and trends in technology education.

Because this field is ever evolving, staying knowledgeable placed me in a position to best

support the teachers and what they were looking to accomplish in the classroom. In order to

make professional development relevant, it was important to consider the components listed

previously, the interest, ability levels, and needs regarding the tools and trends that would be

covered. During the delivery of the PD/workshops, it was important that I was also well-versed

in tools that were being covered. Not only that, I had to be prepared in explaining and modeling

how these tools could be incorporated to address and enhance the personalized learning

principles.

I had to consider the best approach to having participants access the information and

training. The plan was to have a blended/personalized model, however, one of the adjustments

that had to be made due to the time constraints, was making learning opportunities virtual and/or

on an as-needed basis. I had to be cognizant of what would be the most appropriate delivery, at

what times and with whom. It all differed. Lastly, general content knowledge was just as
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important for me to have when providing these learning opportunities. In order to create the

workshops and examples of the tools used accordingly, it was necessary to know exactly what

types of examples to give and connections to make with the participants. Additionally, how

teachers could use each tool or resource within their instruction was an important part of the

process.

This Capstone included me working with about forty teachers. As previously stated, these

teachers struggled with utilizing instructional technology and were also bound by many demands

and time constraints. The demands and time constraints have not allowed them the flexibility to

participate in professional learning opportunities aside from those they are already obligated to.

The focus of this Capstone was to introduce, teach, and train teachers how to use the Microsoft

Office tools and platform paid for by Fulton County schools in order to meet the Fulton County

Schools Personalized Learning initiative.

Though the plan in how to implement this Capstone was well thought out and ready for

execution, there were obstacles that arose that had to be handled and communication was key in

doing so. Because I previously established a rapport with the teachers, being able to implement

this Capstone during these obstacles was made possible, even if done so on a smaller scale. Also,

due to time constraints, it was important I utilized the time I was granted wisely with the

teachers. I had to be able to adjust when needed. Adjustment is another skill that must be

exhibited by a technology leader. Because there is always the possibility of malfunctions and

readjustments, leaders/facilitators need to be able to react accordingly or be proactive in the

anticipation of.
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It is also important for leaders to provide continuous support after initial training. Often,

teachers are provided with new tools, strategies, and resources that leadership expect to be

implemented in the classroom, however, there is very little support or follow through. This

makes it difficult for teachers to be successful, especially if they are unsure of exactly what to

do, when to do it, and how to do so.

Finally, the Capstone experience made me realize the importance of collecting feedback

in more than one area. The survey provided to teachers after every workshop/training was geared

more toward how they felt about using the tools they learned and their comfortability. I did not

solicit feedback about the experience itself. If there is anything I would alter, it would be that.

That is also an area of advice I would provide to anyone conducting an experience such as this.

The results that teachers would provide would be critical to the growth of the leader. It would

also be critical to improving the quality and how effective the leader is in future projects. For

others who are looking to provide a blended and more personalized professional development

experience such as this Capstone project, it is recommended the same attention is given to the

knowledge, skills, and dispositions mentioned above. These three components work strongly

together and to not give the attention to them together would be detrimental to the success of the

project and its intentions.

Capstone References-Part B

Meet Microsoft Teams. (2018). Microsoft Educator Community.com. Retrieved February 19,

2018 from

https://education.microsoft.com/courses-and-resources/resources/meet-microsoft-teams.
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Office 365 Education. (2019). Microsoft.com. Retrieved February 17, 2018 from

https://www.microsoft.com/en-us/education/products/office

Personalized Learning. (2018). Fultonschools.org. Retrieved February 19, 2018 from

http://www.fultonschools.org/en/divisions/acd/personalizedlearning/Pages/default.aspx