- corinne blake's e-portfolio - -...

Running Head: TECHNOLOGY IMPLEMENTATION PLAN

Technology Implementation Plan

Corinne Blake

EDUC 629

Liberty University

TECHNOLOGY IMPLEMENTATION PLAN

DoDEA - Kaiserslautern Middle SchoolEducational Technology Plan 2013-2015

of 30


Table of Contents

Vision, Mission, and Goals ………………………………………………………………………………………………………………….. 4

Needs Assessment ………………………………………………………………………………………………………………………….…… 6

The Planning Process ………………………………………………………………………………………………………………………….. 9

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 9

Environment ………………………………………………………………………………………………………………………….. 10

Engagement ………………………………………………………………………………………………………………………….… 11

Application Tools ……………………………………..…………………………………………………………………………….. 12

Results ………………………………………………………………………………………………………………………………….. 14

Interview ………………………………………………………………………………..…………………………………………….. 15

Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………………………….. 18

Executive Summary …………………………………………………………………………………………………………………….………. 27

References ………………………………………………………………………………………………………………………………………….. 30

of 30


Vision, Mission, and Goals of DoDEA – KMS

Mission:

At KMS, all students are encouraged to engage in the use of technology to enhance learning and

shape their way of thinking. Technology is used to empower a diverse range of students to

succeed in the future and create a positive learning environment.

Vision:

Kaiserslautern Middle School aims to incorporate 21st century learning skills into all curriculum

areas. Students will become proficient in problem solving and critical thinking skills that can be

utilized in real life situations. At KMS, a diverse range of students will learn basic technological

skills that will prepare them for the future regardless of cultural, socioeconomic status or

disabilities.

Goals and Objectives:

Goal 1: All students including those with disabilities will be able to type efficiently using

the home key method.

o Objective 1: Students will receive sufficient training on how the keyboard

properly.

o Objective 2: Students will be given assignments on the computer that will utilize

typing efficiently and correctly.

Goal 2: Students will be able to use a variety of programs to successfully write,

of 30


communicate with students from different socioeconomic and cultural backgrounds, store

files, and turn in assignments.

o Objective 1: Students will use Office programs to type a variety of assignments

and save them to their digital lockers.

o Objective 2: Students will use Gaggle accounts or a similar program to submit

assignments to the teacher.

o Objective 3: Students will use blogs or discussion boards to communicate with

their classmates and their teacher in a positive and diverse way.

Goal 3: Students will be able to properly use the Internet and find credible resources that

include a variety of cultural significances.

o Objective 1: Students will be trained how to use the Internet is a positive way to

diminish cyber bullying and promote collaboration

o Objective 2: Students will asked to cite their references for all assignments to

determine if websites used for research were credible.

o Objective 3: Students will map their resources to determine if they are from a

wide range of relevant sources from all cultural areas.

of 30


Needs Assessment

Strengths – What are the current strengths?

Teachers using technology daily at KMS is a strength because the program used, Aspen, allow

teachers to perform daily functions such as attendance and access student information such as

health records, IEPs, demographic information and parent contact information. KMS utilizes

daily bulletins that are emailed to keep all stakeholders informed and involved. The grading

program used allows teachers to attach assignments digitally as well as email progress reports to

parents. Another strength is using technology to collaborate among the staff. There is a shared

common drive as well as a blog set up for teachers to share lessons and ideas. There are teacher

created quick guides that provide easy to access and read information for teachers to be informed

on how to use the programs available. When technology is implemented, students are engaged

in the their learning. At KMS, there are school memberships set up for several online databases

for students to gather credible information. KMS has created polices so that a safe and tolerant

environment is created for students and teachers to learn technology. In addition, KMS works

with students IEPs to make technology available that will improve the learning environment for

students such as the use of AlphaSmarts. The usage of programs is taken into account to

determine the need for them the next year and professional development is created based on the

technology available each year. Technology is used to determine the learning outcome of student

performance and will be used to boost student performance and test scores.

of 30


Weaknesses – What are the current weaknesses?

There is not a current technology implementation plan and a technology committee has just been

created. Teachers are not considered stakeholders in determining what technology is made

available. The same technology is not available in all classrooms and therefore technology

cannot be thoroughly integrated into the curriculum throughout the school. Without the use of

computers within the classrooms, students will not be able to practice typing skills, store

information, turn in assignments, and communicate with each other or with the teacher digitally.

In addition, though information is available online, not all students have access to the

information at home. Without the buy in from the students, the curriculum is not designed to

supplement instruction outside of school by using distance-learning techniques such as the use of

videos or online notes. In addition, not all students are empowered to access the programs used

at school. For example, students involved in the media class cannot access files at home without

purchasing an expensive program or the program is not available for home use. This does not

help make technology available to all the diverse students. Being at a military school, a

weakness would be that students are lumped together as military children and the other diverse

features are not accounted for when considering the technology for the school. KMS is also

lacking a knowledgeable IT that is familiar with the educational technology that is out there and

is unwilling to provide professional development training.

Opportunities – What are the future opportunities?

KMS will start a technology committee and allow teachers, parents and students to voice their

opinions on the direction of technology. KMS aims to increase the amount of computers

available in the classroom with an eventual 1:1 ratio. Teachers will encourage students to access

of 30


the current technology from home and incorporate more technology into the curriculum to

engage students. Teachers and students will increase the amount of training available for the

educational technology currently provided as well as technology that could be implemented in

the future. KMS will also strive to get home use programs available so that students are

empowered to work from home. In addition, KMS will strive to better understand the

demographics of our school and use this information to determine different programs available

for the students. KMS will continue to encourage proper and ethical use of technology by

updating policies regularly and training students in cyber bullying. Teachers will continue to use

technology to assess students and eventually all departments will have common assessments

completed online so data can be generated and analyzed easily.

Threats – What threatens those future opportunities?

A main threat for KMS is the amount of money available to purchase new technology. Being a

government school the final say for the technological programs is with the government and not

necessarily the school district, school or teachers. The location of the school provides issues

with the Internet. In Germany, the Internet is not available in villages; therefore, students might

not be able to work from home. In addition, training students will take away from instructional

time and the amount of time allotted for trainings could be restricted because of this dilemma.

Teacher trainings might be limited as well due to the Union and contracted work hours. A

military school is transient and the demographics of the students might change drastically from

year to year or throughout the school year. Therefore, the technology implemented based on the

diversity of the students might not work. Finally, technology is not foolproof and glitches could

prevent assessments, lessons, and trainings from going as planned.

of 30


The Planning Process

State Goals and Objectives with Local Strategies and Measures Goal 1: All Students including those with disabilities will be able to type efficiently using the home

key method. Objective 1: Students will receive sufficient training on how the keyboard properly. Objective 2: Students will be given assignments on the computer that will utilize typing

efficiently and correctly

Strategies MeasuresKeyboarding classes Completion of the courseTyping Tests 80% mastery scoresOffice assignments Typing requirements added to rubricsKeyboarding games Student observation

Goal 2: Students will be able to use a variety of programs to successfully write, communicate with students from different socioeconomic and cultural backgrounds, store files, and turn in assignments. Objective 1: Students will use Office programs to type assignments and save them to their digital

lockers. Objective 2: Students will use Gaggle accounts or similar to submit assignments to the teacher. Objective 3: Students will use blogs or discussion boards to communicate with their classmates

and their teacher in a positive way.

Strategies MeasuresUse a diversity of programs including Microsoft Office

80% mastery of tasks

Save files to digital lockers Teacher check of stored fileGaggle emails Students communicate successfully with teachers

and other studentsGaggle dropbox Teacher receives file for gradingUse videos/blogs/discussion boards to communicate

Students communicate successfully with teachers and other students

Goal 3: Students will be able to properly use the Internet and find credible resources that include a

of 30


variety of cultural significances. Objective 1: Students will be trained how to use the Internet is a positive way to diminish cyber

bullying and promote collaboration Objective 2: Students will asked to cite their references for all assignments to determine if

websites used for research were credible. Objective 3: Students will map their resources to determine if they are from a wide range of

relevant sources from all cultural areas.

Strategies MeasuresBullying training for students using technology Lower bullying rating based on student surveyCiting references Citations added to rubric for assignmentsSelf mapping resources Checking that all aspects of diversity are included

in citations

Environment

Goal 1:

In order for students to accomplish the keyboarding goal, KMS needs to have enough computer

labs for each grade level at the school to be able to have a keyboarding class. These labs are in

addition to ones that are available for teacher use. Students would also benefit from having 1:1

computers or Ipads with keyboards to take to each class and practice their keyboarding skills.

Since students will be using online programs and the teacher will act as a facilitator and

observer, the instructional model would be considered online. The use of this keyboarding skill

in other classes would be a blended environment.

Goal 2:

As with the keyboarding goal, students will need access to computers/tablets and the programs

that are needed to accomplish this goal. This would be considered a blended learning

environment, as sometimes the teachers will require the students to work alone with the

of 30


computer while in others they learn directly from the teachers instructions.

Goal 3:

Much like goal 2, this will be a blended environment. Teachers will inform students how to surf

the Internet and find credible websites. They will also instruct students how to use different

search engines and databases for information.

Engagement

Goal 1:

Instruction would be delivered by a combination of techniques in order to keep the students

interested in keyboarding skills. For example, in the keyboarding class the sentences the

students are asked to practice typing would include information that would interest the student

such as a popular celebrity or sports team. This would be used in conjunction with keyboarding

games like meteor typing blast. There will also be competitions where students can compete for

top typer by being the most efficient and fastest typer in the class.

Goal 2:

This goal leads to a wide variety of uses. Students can use Office programs in all subject areas.

Most students find the use of technology engaging in itself. Therefore, it is up the lesson plan of

the teacher on how engaging this goal can be. For example, office programs can be used to make

of 30


short stories, present scientific research, make graphs and charts, and even email students from

all over the world to learn about their cultures. Since these programs can be engaging by a

variety of lesson plans, several assignments can highlight diversity such as culture, race, or

disabilities. In addition, when using tablets several applications can be used to engage students

to accomplish this goal. These apps can be used to engage a wide variety range of students and

reach all students regardless of learning style.

Goal 3:

The instruction for this will be done with Smart board technology where students can interact

with the teacher and learn about the proper techniques of using the Internet. This is a very

important tool so that students can perhaps be encouraged internally to learn. Students will also

be taught how to learn through assistance at school. The librarian and the teachers are equipped

to assist students while working with the Internet. Hands on training for students will also help

them to learn the process of searching effectively and finding credible and diverse information.

For example, if students are given a country to learn about in geography class, having the power

to surf the Internet safely and efficiently will open many doors to in their learning. Students will

then in turn be more engaged in their learning because they are independent in their learning.

ApplicationTools

Goal 1:

Besides sufficient access to computers, the tools that are needed are typing practice and game

of 30


programs. Some of these are free but must be downloaded and available for student use on the

computer.

Goal 2:

Since KMS is a Department of Defense school and funded specifically by the government. The

contracted program that is used currently is a computer with Windows and the Microsoft Office

programs. Though the Ipad would be a viable option as well, Microsoft Office program apps are

not currently available on those systems. Equivalent programs can be used that are Ipad

compatible. Tablets would be a valid option as they are Windows based and can provide

applications for diverse learning. Another program already currently being implemented is

Gaggle. Gaggle allows students to have a safe email address, discussion board, store files, and

turn in assignments. In order for these programs to be effective and incorporated into lessons,

students must have access to the technology. In addition, each teacher will use Weebly to set up

their own webpage for students to access class information online.

Goal 3:

Besides the computers, tablets, or Ipads identified as needed in goal 1, the students will also need

access to the Internet. Preferably, this would be done through a Wifi connection. In addition to

the Internet, students will need access to a wide variety of databases. Some databases include

JSTOR, 360 link, and Galegroup.

of 30


Results

Goal 1:

The skills that should be learned throughout these courses should be how to use a computer

keyboard properly by utilizing home keys. This will be demonstrated and assessed by student

observation, typing and game program results, and formative assessments like tests and quizzes.

Allowing students to type their responses to show their understanding would increase the

engagement of students especially those with kinesthetic learning styles.

Goal 2:

Students will learn basic computing skills with this goal. Throughout the year, the students will

utilize technology to communicate, create, store, and turn in work in a digital way. To

communicate, the students will use both discussion boards and blogs to share their knowledge

about what they learned and collaborate with a diverse range of students. The create

assignments; the students will use Office products to create assignments. To name a few ways

that this can be implemented and assessed is through programs such as Excel, Word, and

PowerPoint. Students will demonstrate their knowledge of math and science by calculating in

Excel and creating graphs. Word processing can be used for stories, reports, or worksheets.

PowerPoint can be used by students to present information in a variety of ways like digital

storytelling or a traditional slide show.

Goal 3:

of 30


The main skill that students will take away from this goal is how to effectively surf the Internet

to find useful information. The amount of information available can be overwhelming and

misleading. Teaching students to use the Internet for their advantage will help to prepare them

for the future and allow them to be in charge of their own learning. Students will be in charge of

finding as little or as much information about the topic as they want. Students will also be able

to look for publication dates and cite information from a wide variety of cultural sources

properly. In addition, having proper training with Internet usage can prevent it from being used

to bully and distract learners and teach them how to use their tools in a positive way for learning

and a healthy expression of their opinions.

Interview with Technology Resource Teacher and Professional Development coordinator

Allyson Allen:

1. Does KMS have a technology implementation plan already in place? If so, who drafted this

plan?

No, I do not believe that KMS has a technology implementation plan. There has been a

recent push for developing a technology committee and I believe that once that is established,

a TIP will be developed. That does not mean that our school is not implementing the use of

technology; more or less, teachers are integrating technology based upon their own "know

how."

2. What is the number one educational technology tool that is being utilized at KMS?

As of right now, I would venture to say Gradespeed or Gaggle. There has been a recent

of 30


push for more students on Gaggle, but most students log onto their Gradespeed account

and access their grades and missing assignments. Gaggle, on the other hand, is catching

up.

3. What is the least used educational technology available to us?

Um, right now I would say that it is the SmartBoard program. Training on ways to use

SmartBoard has increased but many teachers are still unaware how to use the equipment.

4. What programs are in the works to be purchased for next year?

Probably none with the budget cuts. I'm not too sure about this one. I know that we are up

grading Microsoft Windows on all computers.

5. How does professional development play a role in developing in the educational technology

portion of the school?

I KNOW THIS ONE!!! Educators live in exponential times. Technology is changing the

way that students learn. Teachers have to keep informed, educated, and trained on ways

to help students learn and retain information. Professional development gives educators

the opportunity to learn and implement new technological components in the classroom.

Computer systems, tools, programs, websites are continuously being updated and "made

better." Teachers who are well informed and trained over these components can and will

easily and effectively incorporate technology into their classroom, thus contributing to

the push for others to also integrate more technology throughout the school. This is the

point in which educators rely on a technology plan to streamline what should be focused

on and the skill level (teacher and student) at which it should be performed.

of 30


6. Are the teachers skill levels factored in when thinking about new technology?

Yes, and this is where educators should be polled and responses should be accessed to see

where professional development can be offered to help increase skill level.

7. What stakeholders are responsible for choosing the technology available at KMS?

Administration, educational technologist, and educators.

8. What does the future look like for technology at KMS?

Within the next five years, KMS' future, within the world of technology, is looking very

good. As of right now, more computers have been integrated into the classrooms. New

websites and programs have been explored and new areas of professional development are

being looked at to help increase the use of technology by educators.

9. How can we overcome the possible threats to accomplishing our educational goal?

Just keep working towards the goal without allowing the possible threats to bring us down.

Also, giving time and effort without expecting immediate results. Even through technology is

evolving in such a rapid way, we have to allow ourselves and others the patience to learn and

get better.

10. Can all the technology used or to be used in the future allow for a diverse range of students to

be successful?

Yes, educators just have to provide options and diversify the ways in which we teach (aka

differentiated instruction). This also applies to technology. Educators cannot expect all

students to like or enjoy technology, but if we present it in different ways, there may be a

of 30


bigger buy in. The more one knows and is able to implement, the more marketable one is

to an employer.

Implementation

Budget – the costs provided are based on a school of about 700 students and are approximate costs.

Goal 1:

The construction of computer labs needed for the course would be costly and additional school

space would be needed. Therefore, the ideal would be for students to have their own laptops or

Ipads and this would cost approximately $350,000 for the entire student body.

Goal 2:

Both Microsoft Office as well as Gaggle has free options for schools. Though Microsoft Office

offers government employees have a home use program free for both Windows and Mac

computers, the school must still pay. Therefore, all students at KMS would be eligible for the

program at home to use. KMS would approximately spend $20,300 for the Office software and

$2,625 for Gaggle.

Goal 3:

Wifi for a school of about 700 students would be approximately $750 per month. Many of

of 30


databases are free however; online journal searches such as JSTOR require a payment of

approximately $3,465 (JSTOR education package) for the school.

If KMS were fortunate to acquire Ipads or tablets, several apps can be purchased for student

learning. These apps typically range from $0 - $4.99. However, some apps can charge around

$14.99 for use of their services.

Professional Development Plan

One focus of the professional development for KMS will be on utilizing a diverse range of

programs for assignments and turning them in using a digital locker. Another focus will be

dedicated to preparing students to communicate using video conferencing, blogs, and discussion

boards. There will be professional developments on these focuses throughout the year. (See

timeline)

Though the professional developments will focus on the aforementioned strategies, professional

development involving each goal will be explored throughout the professional development

calendar.

Goal 1:

In order for proper keyboarding to be a school wide goal, the teachers must be willing to

participate. Therefore, a professional development will be offered at the beginning of the year

and then reinforced throughout the year during other trainings where typing is needed. This

of 30


would be free training and would be lead by a volunteer teacher that is familiar with the process.

Peer tutoring among teachers would also happen throughout the year in case teachers need

additional training.

Goal 2:

Teachers will be asked to attend regular hour trainings quarterly and short Q&A trainings weekly

during team meetings. In the short sessions teachers will volunteer to lend expertise in the

technology that is already being used by some teachers and share with colleagues how to

integrate the technology to communicate, create, store, and turn in assignments. The technology

being discussed will be based on the needs of the teachers involved in the teams based on Q&A

trainings. In the longer monthly sessions, new technology will be introduced that the school is

planning to implement in the coming years. Since the technology specialist is not available, a lot

of time, a list of teachers will also be created for information and assistance on an as needed

basis among the staff.

Goal 3:

A professional development will be created quarterly for the purpose of training teachers about

ways that students can use the Internet in a positive way. Each training session will include a

different type of lesson for each core subject area to utilize the Internet. For example, a wanted

project can be made for diseases, famous people, historic landmarks, or math formulas. This

allows the students to surf the Internet for information about different things and create a wanted

poster to showcase what they learned. During the training, teachers will practice the lesson

of 30


learned and create a lesson plan that can be implemented in their class. Teachers can use the

teacher blog to share what did and didn’t work with their projects.

Each professional development will be designed so that teachers get hands on experience with

the technology and can develop something that can be taken back to the classroom and utilized in

a lesson right away.

Timetable for Goals, Objectives, Strategies, and Measures

August:

Goal 1: Keyboarding skills – Teachers will create a typing challenge that can be used in their

content area.

Goal 2: Gradespeed – Teachers will learn how to upload assignment files for student access.

Goal 2: Teacher Pick – Perhaps Edmodo: Teachers create a webpage for student access and

communication

Goal 2 & 1: Discussion Boards – Teachers will create a content appropriate discussion post topic

and create a rubric for grading

Goal 2: Teacher Pick – Perhaps teachers will research a content appropriate website that has a

discussion board feature for students to participate on

September:

Goal 2 & 1: Gaggle Email – Teachers will explore the email function of gaggle to communicate

with students (See lesson plan 2)

Goal 2: Teacher Pick – Perhaps Animoto: Teachers will create a lesson focused on using animoto

to create a video

Goal 2: Symbaloo – Teachers will create a content appropriate symbaloo for students to add to

their accounts

of 30


Goal 2: Teacher Pick – Perhaps Dragon Speak: Teachers learn to use dragon speak can create

content appropriate topics for students to use the speech to text capabilities

Goal 3: Anti-bullying Internet lesson – Teachers use any program they want to create an anti-

bullying campaign for their class

October:

Goal 2 & 1: Word processing – Teachers will create a content relevant assignment to be

completed in a Word document

Goal 2: Future training: Critical Reading Online – Teachers will utilize the critical reading skills

in an online environment

Goal 2: Teacher Pick – Perhaps Grockit: Teachers learn what grockit is to introduce it to their

students, help students prepare for tests and participate in the grockit blog

Goal 2: Storing files to home drive – Teachers will create any assignment using whatever

technology program they want for students to store to their home drive

Goal 2: Teacher Pick – Perhaps Skype: Teachers will learn how to set up a Skype networking

opportunity for their class to talk to students from other cultures (See lesson plan 1)

November:

Goal 2 & 1: Blogs – Teachers will explore the different educational blogs available to

utilize in their class and create a grading rubric for blog posts

Goal 2: Teacher Pick – Perhaps Wikispaces: Teachers will create a content relevant assignment

for students to collaborate online

Goal 2: Storing files to Gaggle – Teachers will create an assignment from any program and

explore how students can store their files on gaggle for access at home (See lesson plan

2)

Goal 2: Teacher Pick – Perhaps Pinterest: Teachers will explore

Goal 3: Wanted Internet lesson – Teachers will design a content relevant research lesson where

students create a wanted poster over the topic

of 30


December:

Goal 2 & 1: PowerPoint – Teachers will create a content relevant assignment and explore the

extra features available in the program

Goal 2: Teacher Pick – Perhaps Facebook: Teachers will explore how facebook’s layout can be

used as a template for assignments and create an content relevant assignment

Goal 2: Future training: Podcasts – Teachers will create a lesson where students use this feature

Goal 2: Excel calculations – Teachers will train on how to use the equation functions of excel to

promote the math foundational skills school goal

January:

Goal 2: Turning in assignments through Gaggle – Teachers will create an assignment that can be

turned in using the dropbox feature of gaggle (See lesson plan 2)

Goal 2: Teacher Pick – Perhaps TeacherTube: Teachers will explore the features of this website

Goal 2: Excel graphs – Teachers will learn how to make a variety of graphs and design a lesson

where students can practice this skill

Goal 2: Teacher Pick – Perhaps PlanBoard: Teachers will learn how to plan their lessons through

technology and create a lesson plan

February:

Goal 2 & 1: Setting up WebPages - Teachers will learn how to set up webpages to can be used

for their class

Goal 2: Teacher Pick – Perhaps Socrative: Teachers will design questions that can be input into t

his technology for students to use as a personal response system

Goal 2: Using Google – Teachers will learn techniques on shifting through websites and using

key words to search so that they can utilize this in the classroom

Goal 2: Teacher Pick – Perhaps Quizlet: Teachers learn how to use quizlet to share with students

to study content material

Goal 3: Student current event project– Teachers will design a content relevant lesson where

of 30


students research current events using databases

March:

Goal 2: Digital storytelling – Teachers will learn what digital storytelling is and create a lesson

around this idea

Goal 2: Teacher Pick– Perhaps Jing: Teachers learn to use jung to capture images in the digital

world and create a digital storytelling activity

Goal 2: Future training: Weebly – Teachers will learn how to create a personal weebly for use

next year (See lesson plan 3)

Goal 2: Smart Board – Teachers will learn how to use the SmartBoard functions and create

attendance checks or lessons using the SmartBoard

Goal 2: Teacher Pick – Perhaps Quizstar: Teachers will create a quiz using this technology for

class assessments

April:

Goal 2: Using Databases – Teachers will learn how to search databases such as Gale Group and

teach students how to use them to find credible websites for research projects

Goal 2: Teacher Pick – Perhaps Khan Academy: Teachers will search Khan Academy for content

relevant material to share with students in class

Goal 2: Publisher – Teachers will learn how to create brochure assignments using publisher

Goal 3: Cross-curricular career research – Teachers will design a content relevant lesson in teams

for students to research a topic and complete different parts of the assignment in different classes and a variety of programs can be used

May:

Goal 2 & 1: Citations – Teachers will learn how to look for correct citations and look for a variety

of resources

Goal 2: Teacher Pick – Perhaps Donors Choose: Teachers will learn how to write a proposal and

submit it to donors choose for kelp obtaining technology for their class

of 30


Goal 2: Pecka kuchas – Teachers will learn what it is and create their own to use in class

Goal 2: Future training: Video blogs – Teachers will learn how to use a video blog and create a

lesson to be used next year

Goal 2: Teacher Pick – Perhaps Educational Games: Teachers will learn about different game

sites that students can use with their content area

Lesson Plan 1 – Skype

This is a lesson for a professional development for teachers.

Materials: For each participant – computer, Internet access, webcam, and headset

Lesson:

1) Each teacher sets up his or her own professional Skype account

2) Give teachers time to explore Skype and get familiar with the features available

3) Go over how to make free calls

4) Try it out yourself, have the teacher test out social communication via Skype

5) Teachers explore to find a class in a different culture that would be fit the activity the teacher

wants to accomplish while networking via Skype

6) Communicate with the other class to set up first Skype session

7) Design a lesson and pick a content standard topic that will be used in the class

8) Share lessons created with the other teachers and perhaps try another teacher’s lesson

9) Teachers consider accommodations such as speak to text for students with disabilities that can

be used in conjunction with Skype

Lesson Plan 2 – Gaggle

of 30


This is a lesson for a professional development for students given by a teacher. Teachers can

choose to attach different assignments to different students in order to differentiate instruction

and accommodate students.

Materials: For each participant – computer, Internet access, Microsoft Office, and Gaggle

account

Lesson:

1) Each student logs on to gaggle for the first time and changes their password

2) Give students time to explore Gaggle and get familiar with the features available

3) Students watch video tutorials on cyber bullying

4) Students access email and practice sending emails

5) Students access the shared file in the digital locker and complete the assignment.

6) Students will practice saving the file to their digital locker

7) Students will submit their final assignments using the gaggle drop box.

8) Students will access their gaggle at home and complete the rest of their training tutorials

Lesson Plan 3 – Weebly

This is a lesson for a professional development for teachers.

Materials: For each participant – computer and Internet access

Lesson:

1) Each teacher sets up his or her own professional Weebly account

2) Give teachers time to explore Weebly and get familiar with the features available

3) Teachers will explore Weebly sites made by other teachers to get ideas

4) Teachers will start to set up their own webpage

of 30


5) Teachers will set up a blog that will be attached to their website

6) Teachers will share their websites with other teachers and collaborate ideas

Executive Summary

Crosswalk of Goals

A goal comparison of the National Educational Technology Plan, the Educational Technology Plan for your state, and the Imaginary County Public Schools’ Strategic Plan.

National Educational Technology Plan

Educational Technology Plan for (DoDEA*) KMS Schools’ Strategic Plan

Learning: “Engage and Empower”

“Goal: All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.”

All students and teachers will be trained and engage in the use of technology.

Using technology, students will be empowered for the future and enhance their problem solving and critical thinking skills.

Assessment: “Measure What Matters”

“Goal: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.”

Teachers will participate in a needs assessment to keep the technology plan annually.

Students will be assessed on their knowledge of the implemented technology throughout the year in all of their classes and improvement of these technologies should be seen from year to year.

Teaching: “Prepare and Connect”

“Goal: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.”

Teachers will participate in all professional development so they will be prepared to implement technological educational tools.

Teachers will collect data on student understanding and engagement and give common assessments digitally to track

of 30


performance through data.

Students will be connected to a diverse range of students through online communication methods.

Infrastructure: “Access and Enable”

“Goal: All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.”

Access to computers will be available to all students and teachers.

Internet and printers will be available for teacher and student use to maximize the use of technology in the classroom.

Productivity: “Redesign and Transform”

“Goal: Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.”

The professional development schedule will incorporate newer technology each year.

Teachers will utilize data assessments to determine the effective use of the technology in the classroom.

* Since DoDEA is a department of defense school, they operate under the same standards as the national educational technology plan. Therefore, the information in that column is simply a more in depth look at those standards. Both the National and State standards are from the U.S. Department of Education, 2010.

The technology implementation plan for Kaiserslautern Middle School is designed as a starting

point for the integration of technology into classes using student training and staff professional

development. KMS strives for student engagement and empowerment for success in the future.

This technology plan can help meet this mission. Technology is a main part of today’s society

and this plan incorporates technology into education in a way that will help to keep students

engaged in the learning process and teachers effectively trained.

of 30


The vision of KMS includes using 21st century skills with a diverse range of students to develop

problem solving and critical thinking skills. The professional development developed within this

plan will help to achieve these objectives by training all teachers, new and old, to use a variety of

technology educational tools within their classrooms. In addition to the trainings, there will be

key teachers that will be considered “experts” in order to assist other teachers with the

implemented technology throughout the school year.

Along with professional development, Kaiserslautern Middle School has current technology

available such as Gaggle along with the opportunity to gain access to more computers that will

lead to improving the weakness of teacher participation. The development of a technology

committee will make sure that KMS has more stakeholders involved in making technological

decisions for the school.

Kaiserslautern Middle School is committed to increasing the educational opportunities for all

students and teachers. Through the goals of typing, digital communication, and the ability to

properly use the technology resources available, KMS will create a successful integration of

technology. As seen above, this school will provide a strong correlation to the national standards

and create an engaging and empowering learning environment that will prepare our students for

the future.

of 30


References

Hodges-Manlove, B. (1999). Benjamin banneker elementary science and technology magnet

technology plan. Retrieved from

http://banneker.schools.kckps.org/technology/techplan.htm

KMS. (2012). Kms school mission vision and goals. Retrieved from http://www.kais-

ms.eu.dodea.edu/information/accreditation.htm

NETS for Students. (2012). Iste.nets. Retrieved from http://www.iste.org/docs/pdfs/nets-s-

standards.pdf?sfvrsn=2

NETS for Teachers. (2012). Iste.nets. Retrieved from http://www.iste.org/docs/pdfs/nets-t-

standards.pdf?sfvrsn=2

Nevada Department of Education. (2010). Nevada computer and technology standards.

Retrieved from http://www.doe.nv.gov/Computer_Tech_APAC_List_Resources/

Patch, A. M. (2009). School technology plan. Retrieved from http://www.patch-

es.eu.dodea.edu/QAR Artifacts folder 2/PES Technology Plan 2012.pdf

Sheldon Community School District. (1999). Technology implementation guide. Retrieved from

http://www.sheldon.k12.ia.us/PDF/Comp_School_Improvement_Plan_-_App_G_-

_Tech_Imp_Plan.pdf

United States Department of Education. (2010). National education technology plan 2010.

Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf

of 30

http://pwcs.accountability.schoolfusion.us/modules/groups/homepagefiles/cms/1007118/File/StrategicPlan/StrategicPlan_2011-15.pdf

http://www.ed.gov/sites/default/files/netp2010.pdf

- corinne blake's e-portfolio - -...

Documents