technology action plan - edld 5352 week 4

8/7/2019 Technology Action Plan - EDLD 5352 Week 4

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Julia C. Frazier Elementary SchoolTechnology Action Plan

Objective: Maximize the use of technology to impact decision making in instructional and organizationalleadership and professional development.

The United States has taken a more aggressive approach to technological advancement than in years past. Researchindicates that “since 1999, Congress has devoted over $275 million to the Preparing Tomorrow’s Teachers to UseTechnology program” (Royer, 2002, p. 233). The allocation of funds as indicated by our government sends a clear message that technology drives our future and we must prepare for it. The expectations of students to possess a highlevel of technology experience are increasing in accordance with the educational output and future contributions tosociety.

Instructional and Organizational Focus : To increase access to technology for students and teachers while

improving overall classroom interaction and enhancing the learning environment.

Administrators must focus on ensuring that technology integration is a priority with the goal of “transformingclassroom teaching practices that create learning environments capable of preparing a new generation of learners for a 21st century workplace driven by the acquisition and manipulation of information” (Mills, Tincher, 2003, p. 383-384). Clearly, this approach requires the proper resources and the education of leaders, as well as the staff andfaculty, in order to grow professionally and become equipped with the necessary knowledge and skills.

Analysis of Need

While our school is becoming more and more proficient in technology every year, it is imperative to keep the momentum rollingtoward proficiency. At this time, our school does not have a computer to user ratio that would allow computer access to all studentsin all classes. In our school, we have two computer labs and we just received a computer cart with laptops. In one computer lab thereis not enough computers for all students to have access simultaneously. Currently, this lab is used for small group sessions. Studentsare allowed to rotate from small group to enrichment lessons on computer programs. On our campus most teachers have a projector

and document camera in their classroom. There are two smart boards which must be shared between 8 core teachers. Because itrequires the teachers to schedule the use of the smart board they rarely use it. However, two teachers do take the time to use the smartboard several times per week. There is a need for additional equipment and continuous training until each teacher is comfortablewith the use of technology in the classroom.

Areas for Improvement

• Increase the district budget for technology equipment on every campus that has the need and lacks

appropriate equipment.

• If funding is available, the campus could then purchase an efficient amount of equipment for students and

teachers. (Including but not limited to laptops, smart boards, projectors, document cameras, software

programs, etc.)

• Most teachers have some knowledge of web applications, internet use, and computers; however, they do not

understand how to integrate those technologies into their lessons and how students should use the

equipment. Therefore, teachers need professional development on how to integrate the technology. They

need models to demonstrate lessons that utilize the equipment and how students can use the equipment.

• Collaborate with the district and all stakeholders to change the policy so that students can use their personal

devices for classroom instruction. If the district is unable to fund the purchase of the necessary equipment

and most students already have access to certain equipment, why not take advantage of that resource. This

is more likely to occur in middle school and high school. However, if parents thought that there was a need



for younger students to have such equipment, i.e. smart phones and laptops, I am sure we would see an

increase in the availability.

• Staff will need continuous professional development to stay abreast of new developments and changes to

the equipment and technologies. Teachers must have a growth mindset in order to be in the know of the

newest technologies available and have an understanding of how to use it.

Professional Development: Dedication and commitment to develop and strengthen the professional community

among educators.

We can no longer afford to be complacent with regard to technology. Almost every aspect of our lives involves theuse of technology in some manner. True technology integration is teachers modeling, applying, collaborating andproblem-solving in classroom learning environments. In order to accomplish these goals, educators must be providedwith the necessary tools to improve their comfort level and knowledge base regarding technology in general.

During the roundtable interview, the significant need to provide ongoing staff development promoting collaborationand a safe environment for exploration was discussed. Our roles as educators are to prepare each student for lifeoutside of the classroom. Students must be prepared to live and work in the 21st Century and if we fail to preparethem, then we are setting this up for failure.

Evaluative Plan

Currently, we do not evaluate the campus staff development sessions. However, all other trainings provided by thedistrict and outside vendors are evaluated by participants. Our staff is always frustrated with the repetitive andboring details that we are given in some of our trainings. While the Likert scale evaluations are not always the mostaccurate and they are often skewed by teachers that are just trying to get out of there, they at least given an option toprovide feedback. Perhaps we should make use of other resources such as Survey Monkey. This would allowteachers to come back within 24 hours of the training and enter their feedback and reflections. Teachers would havehad a time to reflect on the training and the information presented. Surveys are not the only way that data can or should be collected. It is always best to sit down with a trusted staff member and discuss strengths and weaknesses,as well as sit down with a frustrated or disgruntled staff member to see the improvements that can be made. This canonly be done if the staff member feels safe when sharing his/her frustrations. The presenter can then look at results

and comments to see how he/she could better present to the staff. The presenter should also have someone else look at the results to see if they see them differently.

When it comes to the evaluation of the use of technology in a school, we have a great deal to learn on how to useconstructive feedback. We also need to be sure that the feedback we receive is honest and reliable. If technology isto be used properly in our schools, we must be willing to spend the time and funding it will take to properly trainstaff and administrators. How can an administrator provide a vision and support the use of technology if they do nothave an exceptional understanding of the outcome sought?

Evaluation Options:

• Initiate online survey through “survey monkey” to allow immediate course feedback

• Create follow-up surveys providing quarterly and semiannual checkpoints regarding technology usage

•Utilize district automated phone call system to generate parental feedback regarding progress of campusimprovement in utilizing student technology use

• Campus will establish its own blogs to discuss technology needs and usage providing ongoing constructivefeedback

• Prior year Texas STaR Chart results will be reviewed and discussed at Inservice in the beginning of the

school year

• Increase discussion regarding technology TEKS and usage during staff appraisals and walk-throughs



Technology Organizational Chart

Attached is the Technology Organizational Chart which reflects the chain of command regarding technologydecision-making from Central Office to staff.

Although every role identified is important, the Principal’s role as the campus leader is essential in ensuring the

organizational chart is implemented and monitored. The Principal serves as the figurehead and the face of thecampus that staff seeks guidance and leadership from. The implementation plan and focus on technology must beclear, concise and visible in order to continually promote a technology-focused environment on campus. Withdecision-making authority and guidance, educators draw from leadership to be the catalyst in fostering anenvironment that promotes empowerment and a devotion to ongoing professional development.

Superintendent / School Board

The board ultimately sets the mission and vision for the use of technology in thedistrict. It is their goal to make decisions on policies and rules, as well as set thebudget.

Technology DepartmentThe technology department further creates and monitors the district technology plan.They manage the technology infrastructure of the district and identify new technologyfor use in the district.

Instructional Technology SpecialistThis person provides training to the schools through training thePrincipal, CTA and Master Trainers. They provide district level staff development.

PrincipalsThe principal provides the schools vision for technology use based on the TechnologyPlan. They model technology use to thefaculty and students during faculty meetings,professional development and assemblies.

Campus Technology AssistantThis person manages the computer labs and helps withany technology issues that may arise in the school.

Curriculum

Development

Departments

The various curriculumdepartments assist the InstructionalTechnology Specialist in findingthe best available technology

resources and preparing teachers.

Master TrainersThese are teachers that have been trained to prepare campus

teachers on the use of new technology. They provide campuslevel staff development and answer questions about use.

TeachersTeachers implement technology in the classroom and provide students with thenecessary training that they need. They model technology use to the students.

technology action plan - edld 5352 week 4

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