clements technology integration plan 1 clements final … · this tip will incorporate the use of...
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 1
Clements Final TIP
Lindsay L. Clements
University of Arkansas at Little Rock
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 2
Technology Integration Plan
School Officials
The school officials that will be directly involved in this technology integration plan are
the university’s technology specialist, B.J. Blackwell; the vice chancellor, Don Harlan; the
counselor, Carolyn Fridley; the special pops coordinator, Cheryl Cherry; the career coach,
Lindsay Clements; the director of the department of occupational technology, Carroll Moody;
and all occupational technology faculty. The technology specialist, the vice chancellor, the
counselor, the career coach, and the special pops coordinator will make up the review committee
(along with local industry representatives and a few appointed faculty members) for this
proposed program.
Goals and Objectives
The goal of this technology integration is to implement a career skills program that will
assist our students in gaining knowledge and skills required to be successful in the work
environment. Students identified as “at risk” will be specifically targeted to complete this
program.
School Details
Arkansas State University’s Searcy campus is a career and technical campus of Arkansas
State University in Beebe. There are approximately 350 students, 30 faculty members, and 50
staff members. This rural university offers a number of technical certificates and an associate’s
degree in general technology. Cost of attendance at ASU- Searcy is approximately one hundred
dollars per credit hour not including additional fees and textbooks.
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Current Technology Explanation
Our university has six computer labs with 20-32 computers in each lab. One lab is for
business students, one lab is for nursing students, one lab is for the media center, and the other
three labs are for the Career and Technical Education students (computerized machining has its
own lab, but the other departments share the remaining two labs). Each instructor and virtually
all staff have personal desktop computers (approximately 65). All personal computers are
equipped with scanner/printers, and each computer lab is equipped with a larger printer that is
capable of serving all 20-32 computers. Each computer lab also has a projector and projector
screen. The technology specialist has twenty laptop computers and three projectors with portable
carts that are available for checkout. The Career Coach does not have any current technology
(other than the personal desktop for recordkeeping and administrative duties) for use with the
Career and Technical Education students.
Statement of Technological Problems
The career and technical education students at Arkansas State University’s Searcy
campus are finding it difficult to retain employment during and after earning certificates and
degrees, particularly younger graduates with little or no real working experience. Feedback from
local industries indicates that graduates lack skills concerning work habits, workplace
effectiveness, communication skills, and business etiquette. The university must take an active
role in providing students with adequate training in these areas to ensure that the technical
programs not only produce graduates capable of performing specialized skills, but also graduates
that can function in a professional manner in the workplace. At this time, it is not feasible to hire
additional faculty to deliver career readiness training.
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 4
A solution for the need to provide such training and allow students the opportunity to
earn the additional certification of the National Career Readiness Certificate is to incorporate the
KeyTrain Career Skills program as part of the duties (as administrator and facilitator toward
NCRC) of the Career Coach on this campus. Students could receive the training necessary to
ensure they are proficient in these skills (work habits, workplace effectiveness, business
etiquette, and communication skills), and earning the NCRC would also make students more
desirable employees. Potential employers would be certain that graduates holding a NCRC
already possess desirable skills necessary for success in the workplace.
In addition to their training in specific disciplines, students graduating our programs need
to be capable of demonstrating appropriate career skills when entering the workforce.
Possessing these skills and the appropriate mindset is critical to their job retention and progress.
By providing training and a means for certification, we can enable our students to not only
improve their capabilities in the workforce, but also serve as a positive representation of our
institution.
Technology Enhancements for Students
This TIP will incorporate the use of the KeyTrain Career Skills system for our students.
In order to implement this program, we will need four desktop computers, one printer/scanner, a
four-section workspace center with chairs, the KeyTrain software, speakers and headphones for
each computer, and high-speed internet access (which is already available for our use). A mini-
lab will be established in the spare office of the Technology West Building. Students will be
able to use the mini-lab when on campus, and they can access the program from home. Special
accommodations (keyboards with large keys, text-to-speech software, etc.) will be provided as
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 5
needed by the learning disabilities department of at our main campus in Beebe. Expenses for
this TIP are as follows:
Dell OptiPlex 790 Desktop (complete system) w/ speakers- $881.00 x 4= $3,524.00
(Dell, 2012)
HP Officejet Pro 8600 e-All-In-One Printer, Copier, Scanner & Fax- $149.00 (Office
Depot, 2012)
Four section computer workspace center- $379.95 (Worthington Direct, 2012)
Four rolling computer chairs- $69.95 x 4= $279.80 (Worthington Direct, 2012)
KeyTrain Career Skills system (unlimited) - $5,525.00 (S. Brodka, personal
communication, September 12, 2012)
JVC Headphones- $20.99 x 4= $83.96 (Office Depot, 2012)
The technological enhancements indicated in this TIP are necessary to implement the
KeyTrain program for our students. The total cost of implementing this TIP is approximately
$10,000.00. Offering our students this opportunity will equip them with the skills that employers
demand, and the cost of this program is minimal compared to its benefits.
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 6
Computer Lab Layout
Explanation of Lab Layout
The spare office in the Technology West building will house the mini-lab. It is located next door
to the career coach’s current office. The dimensions of the room are 12 ft by 12 ft. (See lab
layout.) The small room will accommodate the minimal amount of equipment and furniture
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 7
needed to outfit the lab. The four Dell computers will be used at the multi-user workspace
located in the center of the room. Power will be supplied to the computers and the printer from
the electrical outlets located on the rear wall of the lab. This is also where the Internet
connection is located. The printer/scanner will be located at the end of the workspace and will
be easily accessible to all users. A table will be located in the corner of the room and used as a
workspace.
The career coach will serve as the administrator for this program, and there is no need for
an administrator workspace in the lab since the career coach’s office is next door. Training for
the KeyTrain program is minimal and consists of showing students how to log in and navigate
through the modules. Training will be individual, so there is no need for additional equipment.
However, if a projector and/or laptop is needed, a portable cart with this equipment can be
borrowed from the technology specialist on campus (B.J. Blackwell, personal communication,
October 24, 2012). The need for such equipment will be rare, so the cost for such equipment
specifically for this mini-lab is not warranted at this time. This concern (and others, such as a
larger lab) may need to be addressed in the future if it is determined that the program should be
expanded.
The supplies for the lab (printer paper, certificate paper, etc.) can be stored in the career
coach’s office. The lab’s proximity to the career coach’s office will allow the coach to continue
with her regular duties as she assists students in the lab. The coach’s office and the neighboring
offices can be locked when employees leave, but the lab will remain unlocked for use by night
students.
The use of the spare office is a good solution for our need for a small lab for this
program. Its location is ideal and convenient for the students and the administrator/instructor.
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 8
The possibility of looking for a larger space to house the lab and purchasing additional
equipment may be necessary in the future. Future evaluations on this program will determine
any modifications to the lab.
Technology Enhancements for Instructor
There are no technology enhancements for the instructor, but the instructor will require
the administrative software/access to the KeyTrain program. The instructor will be able to
access the program from her personal desktop (in her office) or by using the student computers.
Instructional Technology Integration
Social media. Although social media can play a considerable role in the learning
process, the KeyTrain program does not require the use of any social networking. KeyTrain is
designed for learners to work individually and virtually independently after the initial training on
logging in and navigating the program. Since students are to suppose to work through the
program individually and earn a National Career Readiness Certificate, no collaboration between
learners is needed.
Multimedia. The KeyTrain Career Skills program is a complete, interactive instructional
program (KeyTrain, 2012). The use of graphics, text, narration, and video create an engaging
learning experience to prepare learners with skills necessary when entering the workforce. The
modules are designed using research-based multimedia principles and are user-friendly and
effective at teaching skills like work habits, business etiquette, and workplace effectiveness.
Internet. The KeyTrain program is accessed online and high-speed internet is necessary
for students using the program (Brodka, personal communication, September 12, 2012). The
internet in the lab will come from the campus’ broadband connection. The internet will also be
utilized for job searches by students. The career coach will assist students in applying for jobs
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CLEMENTS TECHNOLOGY INTEGRATION PLAN 9
online and submitting necessary documents electronically. Additionally, an internet connection
is necessary because the career coach will not be on campus when the night students may be in
the lab, so communication will primarily be through email.
The use of multimedia instruction will help engage students in the learning process, and
the use of the internet is critical for participation in this program. The technology integrations
that accompany the implementation of the KeyTrain program are necessary for students’
successful completion of the program. As the program grows and technologies advance, it will
be necessary to revise the components of our career readiness program.
Miscellaneous Plan Components
There are a few other components that will be changed by the newly integrated
technology. The other changes include a few added responsibilities for the career coach as the
administrator of the program. The program will need to be evaluated regularly, and the
additional costs incurred for specialty supplies such as certificate paper will need to be worked
into the budget. Although they are not major factors in the overall plan, they should be
considered.
The first additional change to consider is the career coach’s duties as administrator of the
KeyTrain program for the Career and Technical Education students. The duties associated with
the implementation of the KeyTrain program include creating student accounts, student training
on how to access and use the program, administering pre and post surveys to students and
current/potential employers (see appendix for links to surveys created in Google forms),
conferencing with program participants who exceed maximum allowances for retaking failed
modules, awarding and documenting certificate achievements (NCRC), and analyzing data and
trends associated with the implementation of this program.
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CLEMENTS TECHNOLOGY INTEGRATION PLAN
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Another change created by this technology implementation is the need for an annual
review by university administrators and the program administrator. Data compiled by the
program administrator will be presented for review and will consist of program completion rates
and pre and post survey results. This review will be considered when determining the success of
the program for budgeting purposes.
The expenses incurred by providing printer ink, paper, and certificate paper will also
need to be considered when budgeting for this integration. The costs associated with these
supplies should not come from the career coach’s budget, but should be allocated through
specific monies set aside from the Perkin’s grant fund. This fund should not be budgeted for
more than necessary and will be adjusted accordingly for future budget planning. As with the
rest of the funding for this program, budget plans are due by June 1 for the upcoming school
year.
Other, more positive changes, will also occur as a result of this plan. Students who may
not have any experience with e-learning will have an opportunity to familiarize themselves with
the basic fundamentals of online learning. Students will also have the advantage of utilizing the
career coach for advice and instruction on keeping resumes and application documentation
current and appealing to employers. Successful completion of this program will add to students’
certifications when entering the workforce and make them more desirable to potential employers
in our community. Many of our local students can make and spend their wages here which will
contribute to growth in the local economy.
Students will gain a better understanding of the fundamentals of online learning.
KeyTrain can be used as a stepping-stone for students that are unfamiliar with e-learning and/or
hesitant to participate in online learning. The risk for students is minimal since this is a
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CLEMENTS TECHNOLOGY INTEGRATION PLAN
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voluntary program (although targeted students are highly encouraged to participate), so it may
help some students alleviate initial anxiety which may prove useful for future online learning.
Students will also be able to take full advantage of having the career coach available to
assist in revising and revamping resumes and cover letters. The career coach may also assist
students in completing online applications and/or obtaining and submitting other forms of
documentation needed for applications.
Lastly, the implementation of this program and the integration of the technologies
associated with it will allow our students to obtain valuable career skills and become more
marketable to potential employers. Our goal is to graduate students with a foundation of basic
work skills that are highly desirable. Many of our students live within our community or in
nearby communities, and if we can supply our local industry with a workforce of local people
that are knowledgeable of effective workplace habits, proper business etiquette and
communication skills, then it creates a win-win situation for all parties involved – the employers,
the employees, and the growth of our local economy.
There are some miscellaneous changes that will occur as a result of this technology
integration plan. A few require added responsibilities, and others create opportunities for
students. The benefits of this program outweigh any negatives associated with integrating these
new technologies, and future reviews of this program will determine the growth of this program.
Planning for Equity
I plan to address the issue of equity in my TIP by integrating a career skills program that
is neutral in regards to stereotypical gender roles in the example scenarios used within the
program. I also plan to provide accommodations as specified by student documentation in
accordance with federal laws Section 504 of the Rehabilitation Act and the Americans with
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Disabilities Act (ADA). Accommodations that may be needed include text-to-speech
applications, screen magnification software, and/or keyboards with large keys. The disabilities
coordinator for our university will provide any special equipment necessary to meet
accommodations. Funding is already provided for such equipment purchases.
Also, students will be given time during the school day to complete the program. This
will ensure that students who don’t have access to the hardware and software required to
participate in the program are not excluded (as portions of this program can be done from
home). Students who can access they program from home will be allowed to do so, but those that
can’t will not be penalized or denied the opportunity to participate. The only other concern is for
the night students. The career coach will not be available during night class hours to assist those
students who are participating in the KeyTrain program; however, the mini-lab will be open for
those students until 9 p.m. The career coach will correspond with night students through phone
and email. The career coach will make video tutorials to substitute for the mini-lesson provided
to day students on how to log on and navigate through the program.
Several concerns have been addressed in regards to equitable access to this program by
all the Technical Education students. All students will have the opportunity to participate in the
KeyTrain program and be able to earn a National Career Readiness Certificate. If other issues of
equity arise, they will be addressed and resolved immediately.
Evaluation Plan
The evaluation of the hardware and software needed for the integration of the KeyTrain
program for building students’ career skills is minimal compared to an evaluation on the
technological components of the entire campus and its needs; however, it is necessary to evaluate
the hardware and software needs for this mini-lab.
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Since this proposed mini-lab is just a small piece of the campus’ technology network, the
hardware to be used in this lab will follow recommendations already established by the
technology review committee. The current desktop systems being used throughout the campus
are sufficient for effectively supporting the software to be used for this program and are capable
of supporting future expansion of this program. All computers in this lab will need to be
connected to the campus’ wireless local area network to access the online software. Additional
hardware needs include shared access to the lab’s printer and wireless access available to
instructors who may bring in laptops for small group training purposes.
Administrative hardware needs are minimal for this implementation, as the administrator
already has hardware necessary for duties associated with this program. The server that is
already meeting the needs of the administrator’s hardware will also serve the mini-lab. Future
hardware upgrades will be determined in the annual program review and evaluation. New
applications or tools may become available, and if they better serve the needs of our students, a
review of the relative advantage and budget will determine feasibility of upgrade purchases.
Additional hardware needs for future expansion will also be determined during annual review
and evaluations by the campus technology specialist and the review committee.
Please see the following link to access the Hardware Evaluation Form:
https://docs.google.com/spreadsheet/viewform?formkey=dG5yWEZzQzhrVzZlX2wxS3AxR3JC
eVE6MQ#gid=0
The evaluation of software for use with this integration will also be minimal since the
“Career Skills Initiative” is already being encouraged by the Arkansas Department of Higher
Education, and extensive evaluation of the KeyTrain software has been conducted. Evaluations
will also determine the compatibility between the hardware and software to be used for this
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career skills program. The software comes highly recommended by the ADHE and the current
administrator’s past experience using this software application serves as an authentic evaluation
of the software from an administrator’s view. However, campus administrators, faculty and
support staff, who work directly with this program’s targeted students, will complete the career
skills training and provide feedback on the software. Evaluation criteria will include ease of use,
efficiency, and the software’s ability to meet the needs of our program.
Please see the following link to access the Software Evaluation Form:
https://docs.google.com/spreadsheet/viewform?formkey=dFdYTG5MZm1PcDRRMW10QVJ4d
HZ2MlE6MQ#gid=0
Documentation of all evaluations associated with the hardware and software will be
documented through checklists and written feedback and kept on file in the campus’ technology
specialist’s office. Copies of the evaluation material and results will be made available for the
main campus’s (Beebe) technology department administrators.
Timeline
Evaluation of hardware and software will be initiated early in the spring semester of
2013. The hardware evaluation will be relatively quick since we will follow current
recommendations set by the technology review committee. The software evaluations should take
place in the spring and will be given ample time for all administrators, faculty and support staff
(who are working with targeted students) to contribute to the evaluation and feedback process.
Training for the program administrator, the campus technology specialist, and at least one
support staff member will take place during the summer of 2013. The lab equipment will be
purchased after evaluations, and the lab will be set up for student use by the beginning of the fall
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semester of 2013. Additional training for other related faculty, administration, and support staff
will take place at the beginning of the fall semester of 2013.
The initial review of the program and the technology integration of the program will be
conducted at the end of the fall 2013 semester. Another review will be conducted at the end of
the spring 2013 semester. Future reviews will be done annually and will take place at the end of
the spring semester of each school year. All modifications to the program concerning hardware,
software, and/or any other concerns pertaining to scheduling or the success of this program will
be determined by the initial and annual reviews.
Plan for Creating Policies, Procedures and Documentation for Technology
Part of planning for the integration of this new technology will include an evaluation of
hardware and software, as well as establishing a timeline to implement this new technology.
Another part of planning consists of creating policies and procedures that will enable this
technology to be utilized to its fullest potential. Policies, plans, and procedures will be
determined and put in place by a designated review board comprised of administrators, members
component as it will provide our students, staff, and faculty with pertinent information necessary
to appropriately utilize the new technology available.
Policies. Policies for acceptable use of the technology associated with this program will
need to be established. Policies initially established will be reviewed and modified as the
program expands and evolves. Some policies to be included are:
Equity issues
Student access to technology at school and outside of school
Cyber bullying
Use of school technology resources for personal activities
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Protecting students from questionable material
Ethical issues
Scheduling for student participation in KeyTrain career skills program
Determining students to participate in the program
Policy on Scheduling
1. This program is secondary to the academic criteria of the university’s career and
technical education programs.
2. Scheduling for student participation will not interfere with the student’s primary
academic responsibilities, and scheduling will be customized to meet the needs of each
participating student.
3. Scheduling will always be open for modification as the needs of individual students
may change.
4. The lab will remain open after regular school hours to allow scheduling for night
students who are on campus when the program administrator is not usually available.
5. Scheduled times for completion of the program will vary as students will complete the
program at a pace their schedules allow.
Procedures. Procedures following policies will need to be in place. Procedures will be
established for enrolling students in the KeyTrain career skills program, for keeping the
processes moving in a timely manner, and for meeting criteria needed to earn a National Career
Readiness Certificate. These procedures will ensure that students are successful in this program
and in obtaining necessary skills needed for entering the workforce.
Procedure for Enrolling a Student in the Career Skills Program
1. The administrator will create a new student file in the Participant Database (accessible
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by the program administrator).
2. The administrator will set up the student’s account within the KeyTrain program.
3. The student will be brought in for an initial introduction to the program, the lab, and
the KeyTrain software. The program administrator will explain the equipment and
program software that the student will be using.
4. The student will be given a packet of instructional guides (how to login and navigate
the software program, etc.), a student account reference sheet (user name and password),
explanatory information about the National Career Readiness Certificate, and other useful
documentation.
5. The student and the program administrator will determine a schedule for lab use and
a tentative date for completion of the program.
6. Once the student has completed the initial meeting with the program administrator,
he/she will be considered “actively enrolled” in the program.
Documentation for technology. Written documentation should be maintained and
easily accessible for all programs used within a school (Picciano, 2011). Documentation for this
program will be in the form of easy-to-follow multimedia guides (electronic and paper based) for
administrators, support staff, and students using the technology associated with the career skills
program. Much of the documentation will be provided to students when they meet with the
program administrator during the initial enrollment process.
Guide topics will include how to turn computer stations on and off, printer use, set-up
instructions for proper installation of outside training equipment (laptops, projectors, etc.), and
basic hardware and software trouble shooting. This is not an exhaustive list, but rather a list of
the types of documentation that will be maintained and accessible for users of this lab.
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It is extremely important to plan for all aspects of technology integration. The success of
any integration and implementation can be greatly influenced by careful planning. Policies and
procedures should be well established to avoid inefficiency and/or loss of money and resources.
All policies, plans, and procedures established for use with this technology integration plan will
be established in the best interest of the student and the university.
Explanation of Budget
This budget will summarize the projected expenses for integrating this technology and
program on our campus. The summary will include the cost of the technological components,
the operational expenses to be incurred, and the administrative expenses that will be necessary to
successfully implement this program. All other costs associated with this TIP will also be
addressed in this summary.
The greatest expense will be for the purchase of the hardware, software, and lab furniture
needed to initiate the program and outfit the computer lab. The hardware to be purchased will
meet the immediate needs of the computer lab and have the capacity to run the software that is
intended to be used with this program. The hardware is also adequate to meet our needs if the
program expands. Licensing to use the software will need to be renewed annually and will make
up the largest percentage of the annual budget for this program. Furniture will not need to be
budgeted for after the initial cost of furnishing the lab, unless the program expands and our needs
include accommodating more students in a larger lab. Peripheral hardware will only need to be
replaced as it wears out. The future unknown costs can only be determined during annual
reviews of the program. However, a small allowance will be set aside to provide for immediate
needs that cannot wait for yearly reviews. For example, the need to replace broken headphones
may be necessary to keep the lab functioning as normal.
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CLEMENTS TECHNOLOGY INTEGRATION PLAN
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The operational expenses for this project are minimal because there is a suitable location
currently available for this lab. The vacant office space in the Technology West building is
adequate in size and location for our needs at this time. The space is already outfitted with
internet accessibility and is in good proximity to the office of the employee that will serve as
administrator of the program.
There is no additional expense incurred to the institution associated with the
administrative operations for this integration. The career coach on this campus will assume all
administrative duties for this program, but will be relieved of other current duties, which include
math and business tutoring. Tutoring in those areas will be reassigned. The current algebra tutor
will assist all students requiring tutoring in math, and the business tutoring will be assigned to
the current part-time, extra help employee working with the Perkin’s coordinator. These changes
will need to be approved by the vice chancellor and agreed upon by all parties involved. If
students’ needs exceed what current plans can satisfy, a revision of the budget concerning
Perkin’s grant funds will need to be considered to allow for additional part-time, extra help for
tutoring needs.
Additional expenses include the cost for miscellaneous material such as printer paper,
certificate paper, printer ink, and office supplies needed for the lab. A budget for these basic
materials will be established and accounted for during the duration of this program. The funds
necessary for these miscellaneous costs are a very small percentage of the monies allocated to
this program implementation.
Future annual expenses for maintaining this program will be less than this initial budget
since this budget includes the start-up costs. There will not be a need for new hardware for an
estimated four years. The software licensing will need to be renewed each year, and costs for
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CLEMENTS TECHNOLOGY INTEGRATION PLAN
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basic materials will remain relatively consistent each year. The success of this program will
determine an increase in the budget since costs will have to be adjusted if the program expands
beyond what initial plans can satisfy. Future demands for the need for this program will have to
be considered as those needs reveal themselves in annual reviews of the program.
Budget Planning
This budget will summarize the projected expenses for integrating this technology and
program on our campus. The summary will include the cost of the technological components,
the operational expenses to be incurred, and the administrative expenses that will be necessary to
successfully implement this program. All other costs associated with this TIP will also be
addressed in this summary.
The greatest expense will be for the purchase of the hardware, software, and lab furniture
needed to initiate the program and outfit the computer lab. The hardware to be purchased will
meet the immediate needs of the computer lab and have the capacity to run the software that is
intended to be used with this program. The hardware is also adequate to meet our needs if the
program expands. Licensing to use the software will need to be renewed annually and will make
up the largest percentage of the annual budget for this program. Furniture will not need to be
budgeted for after the initial cost of furnishing the lab, unless the program expands and our needs
include accommodating more students in a larger lab. Peripheral hardware will only need to be
replaced as it wears out. The future unknown costs can only be determined during annual
reviews of the program. However, a small allowance will be set aside to provide for immediate
needs that cannot wait for yearly reviews. For example, the need to replace broken headphones
may be necessary to keep the lab functioning as normal.
![Page 21: CLEMENTS TECHNOLOGY INTEGRATION PLAN 1 Clements Final … · This TIP will incorporate the use of the KeyTrain Career Skills system for our students. In order to implement this program,](https://reader033.vdocuments.us/reader033/viewer/2022051814/60397dd643535c534f3652e1/html5/thumbnails/21.jpg)
CLEMENTS TECHNOLOGY INTEGRATION PLAN
21
The operational expenses for this project are minimal because there is a suitable location
currently available for this lab. The vacant office space in the Technology West building is
adequate in size and location for our needs at this time. The space is already outfitted with
internet accessibility and is in good proximity to the office of the employee that will serve as
administrator of the program.
There is no additional expense incurred to the institution associated with the
administrative operations for this integration. The career coach on this campus will assume all
administrative duties for this program, but will be relieved of other current duties, which include
math and business tutoring. Tutoring in those areas will be reassigned. The current algebra tutor
will assist all students requiring tutoring in math, and the business tutoring will be assigned to
the current part-time, extra help employee working with the Perkin’s coordinator. These changes
will need to be approved by the vice chancellor and agreed upon by all parties involved. If
students’ needs exceed what current plans can satisfy, a revision of the budget concerning
Perkin’s grant funds will need to be considered to allow for additional part-time, extra help for
tutoring needs.
Additional expenses include the cost for miscellaneous material such as printer paper,
certificate paper, printer ink, and office supplies needed for the lab. A budget for these basic
materials will be established and accounted for during the duration of this program. The funds
necessary for these miscellaneous costs are a very small percentage of the monies allocated to
this program implementation.
Future annual expenses for maintaining this program will be less than this initial budget
since this budget includes the start-up costs. There will not be a need for new hardware for an
estimated four years. The software licensing will need to be renewed each year, and costs for
![Page 22: CLEMENTS TECHNOLOGY INTEGRATION PLAN 1 Clements Final … · This TIP will incorporate the use of the KeyTrain Career Skills system for our students. In order to implement this program,](https://reader033.vdocuments.us/reader033/viewer/2022051814/60397dd643535c534f3652e1/html5/thumbnails/22.jpg)
CLEMENTS TECHNOLOGY INTEGRATION PLAN
22
basic materials will remain relatively consistent each year. The success of this program will
determine an increase in the budget since costs will have to be adjusted if the program expands
beyond what initial plans can satisfy. Future demands for the need for this program will have to
be considered as those needs reveal themselves in annual reviews of the program.
It is extremely important to budget appropriately for any plan to integrate technology.
Even small scale integrations, like this one, require careful considerations. This budget will need
to be reviewed and revised annually to accommodate the needs of the learners and this campus.
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CLEMENTS TECHNOLOGY INTEGRATION PLAN
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CLEMENTS TECHNOLOGY INTEGRATION PLAN
24
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