Technology Integration Action Plan
Part I: Stakeholders Responsible for Technology Integration


                  Board o...
Stakeholder Job Descriptions:

   •   Board of Trustees: Emphasize technology integration in monthly board
       meetings...
•   Campus Assistant Principals: Model proper technology use for staff
       members; Support grade level team members in...
Goal of Professional Development: Provide professional development for
educators in the effective use of technology.

The ...
education information to
                                begin district technology
                                    use...
their classroom with login
                               and password information,
                                  as w...
MS Excel XP          User can start a new
                               spreadsheet, format the
                         ...
Incorporating the Smart     User can create Smart
                              Board into Instruction –    Notebook lesso...
evaluate AYP, STaR Chart, and TAKS data from the previous year to determine
the level of technology integration needed for...
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Technology Integration Action Plan

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Technology Integration Action Plan

  1. 1. Technology Integration Action Plan Part I: Stakeholders Responsible for Technology Integration Board of Trustees District Superintendent Associative Associative Superintendent of Superintendent of Technology Services Curriculum and Instruction Director of Technology Support Campus Principals Services Elementary Campus Assistant Technology Principals Helping Teachers Director of Campus Instructional Instructional Technology Specialists Technology Campus Training Specialist Technology Liaison Campus Technology Vertical Team Campus Instructional Staff
  2. 2. Stakeholder Job Descriptions: • Board of Trustees: Emphasize technology integration in monthly board meetings; Provide adequate funding for support staff, training, hardware, and software in support of the district vision statement; Promote technology integration in new schools by providing suitable technology resources as district continues to expand. • District Superintendent: Carry out duties designated by board of trustees; Promote technology integration in all schools. • Associative Superintendent of Technology Services: Establish and maintain district standards and effective practices to support district vision statement; Seek to find cost saving solutions to problems and needs of the district; Formalize vision statement for technology use; Identify learning goals within the vision statement; Focus area objectives and strategies necessary to support district’s educational goals. • Associative Superintendent of Curriculum and Instruction: Supervise production of technology rich curriculum for all elementary content areas; Promote technology integration in all schools. • Director of Technology Support Services: Provide technology support to campuses; Provide technology training to teachers on all campuses; Maintain a high level of availability or readiness of technology. • Elementary Technology Helping Teachers: Support technology support services by providing hands on technology assistance to district campuses; Work with teams of teachers or individual teachers to plan effective instruction based on needs identified through data analysis. • Director of Instructional Technology: Develop comprehensive technology use plan to implement technology goals; Provide unified integrated technology approach throughout all grade levels; Enhance connection of all schools and administrative buildings to one another; Research and analyze data to improve technology integration on all district campuses; Seek ways to restructure and/or refine the role of faculty and staff to enhance district vision; • Technology Training Specialist: Provide community access to school technology through scheduled programs; Provide training opportunities for district staff members in technology integration; Provide adult education courses on technology use. • Campus Principals: Oversee all major decisions regarding campus technology integrations; Model proper technology use for staff members; Monitor technology use by instructional staff and identify staff members in need of assistance; Plan for and design appropriate professional development opportunities as need arises; Collect and analyze data regarding campus technology use and student achievement; Support campus assistant principals, instructional specialists, vertical team members, and instructional staff members in technology integration; Promote active use of technology resources; Collaborate with district technology staff.
  3. 3. • Campus Assistant Principals: Model proper technology use for staff members; Support grade level team members in technology integration; Supervise instructional staff members in appropriate technology practices; Study campus data regarding campus technology use and student achievement; Encourage technology integration in grade level planning meetings; Promote active use of technology resources; Collaborate with district support staff. • Campus Instructional Specialists: Model proper technology use for staff members; Support grade level team members in technology integration; Study campus data regarding campus technology use and student achievement; Plan for and design appropriate professional development opportunities for campus teachers; Encourage technology integration in grade level planning meetings; Promote active use of technology resources; Collaborate with district support staff. • Campus Technology Liaison: Ensure computer lab is well-maintained; Consistently review and revise technology plan; Train staff members on appropriate use of technology resources; Monitor correct use of equipment and programs; Promote active use of Smart Boards, video streaming, and other technology support systems; Make recommendations for additional resources, equipment, and/or trainings as necessary; Collaborate with district support staff. • Campus Technology Vertical Team: Assist technology liaison to review and revise campus technology plan; assist with training staff members on using technology resources; Prepare schedule for computer lab and wireless carts; Assist with LoTI expectations; Assist with technology inventory; Monitor correct use of equipment and programs; Promote active use of technology resources; Assist with staff development sessions relating to technology; Ensure computer lab is well-maintained. • Campus Instructional Staff: Plan for and implement lessons that have relevance and rigor with regards to technology, which will assist students in achieving academic success. Part II: Professional Development Planning Based on data obtain in my Week 3 report, it is imperative that a variety of technology resources be made available to staff members on my campus. There is a need for basic computer skills, as well as lessons on integrating technology use in the classroom. Our campus data indicates that campus leaders are using technology, and resources are already available for our students. We need to work on making learning teacher-facilitated, not teacher-directed. We also need to incorporate further strategies for integration of technology into teaching and learning. With more educator preparation, I believe our campus will be successful, which will in turn make our students more successful with using technology in the 21st Century.
  4. 4. Goal of Professional Development: Provide professional development for educators in the effective use of technology. The following technology integration professional development opportunities will be made available to teachers and administrators. A technology proficiency assessment tool to assess proficiency will be utilized to determine levels and kinds of courses, workshops, and trainings offered. Course Name Course Description Duration Technology Basic Skills For beginning users. Participants will learn the 2 hour course – Ongoing basic skills needed to work with a computer. MS Word XP Participants will learn to format documents using a 2 hour course - Ongoing variety of ways. Activities include creating charts, tables, and drawings, adding Clip Art, and mail merge. MS Excel XP Participants will explore the world of spreadsheets to 2 hour course - Ongoing create simple budgets and other types of ledger sheets. Activities include creating and editing worksheets and formulas. MS PowerPoint XP Participants will learn to create on-screen color 2 hour course – Ongoing presentations, speaker’s notes and audience handouts. Activities will include changing fonts, adding Clip Art, and selecting a unique look for presentations. MS Photo Story Participants will learn the basics of Microsoft Photo 2 hour course - Ongoing Story. Activities will include adding and editing pictures, dialogue, sounds, and visual effects. Technology Leadership Orientation to Texas for Administrators and technology proficiency 3 sessions (2 hours in Technology Liaisons requirements and length) instructional technology
  5. 5. education information to begin district technology use vision planning. Instructional Technology Returning faculty and new 1 session (6 hours) – Orientation Seminars staff instructional Beginning of the year technology orientation, ethics, and professional expectations overview Ethical Behavior and Use Review of Acceptable Use of the Computer Policy for the state, district, 1 session (2 hours) – and school; Issues relating Beginning of the year to security, copyright laws, software piracy, passwords, personal information, use of equipment, and computer etiquette. Integrating Technology Includes way to integrate Into Your Curriculum technology into current 2 hour course – Ongoing curriculum by adapting current instructional units; Evaluate current lesson plans for suitable technology integration. Incorporating the Internet Includes overview of Into Instruction instructional strategies, as 2 hour course- Ongoing well as ethics of copying and using pictures and objects from Internet sources. Using the Scanner and Effective use of technology Digital Camera resources to enhance 2 hour course – Ongoing instruction. Incorporating the Smart Includes an overview of Board Into Instruction – Smart Board basics, as well 2 hour course - Ongoing Part I as general use in instruction. Incorporating the Smart Includes overview of Smart Board Into Instruction – Board basics, as well as 2 hour course - Ongoing Part 2 creating Smart Notebook Lessons suitable for current curriculum guidelines. Using the Elmo in the Includes an overview of Classroom Elmo basics, such as 1 hour course – Ongoing connecting the Elmo to a projector and Smart Board to display images. Using I-Station in the Includes an overview of I- Language Arts station and its importance 1 hour course - Ongoing Classroom in the classroom. Activities will help teachers set up
  6. 6. their classroom with login and password information, as well as show how I- station works to improve students’ reading skills. Teachers will also learn how to use I-station to track and analyze student performance. Part III: Evaluation of Professional Development Assessment: Our campus will conduct on-going assessment to measure technology integration into the classroom curriculum. Using the survey below, administrators can assess and monitor the effectiveness of existing professional development, as well as plan for additional professional development opportunities. Individual teachers and administrators will complete the survey at the beginning and end of the school year to determine technology use and proficiency. Remediation will be provided for those individuals having difficulty maintaining the minimum technology standards. Technology Professional Development Survey Name: Grade Level: The purpose of this survey is to determine what our campus Technology Professional Development needs may be. This survey will be utilized to plan future professional development activities that will enhance the use of technology and assist in instruction. Please check the box beside the areas in which you meet the requirements for proficiency. Check Course Name Requirements for Proficiency Technology Basic Skills User has general knowledge of Windows XP including □ accessories that are included. MS Word XP User can start a document, format a document, print a document and can save the □ document to various locations.
  7. 7. MS Excel XP User can start a new spreadsheet, format the spreadsheet, knows what □ columns and rows are, can do simple functions, can print a spreadsheet and can save the spreadsheet to various locations. MS PowerPoint XP User can start a new presentation, add a theme, utilize different type of □ slides, format the text, insert pictures, print the presentation, and save the presentation to different locations. MS Photo Story User can start a new Photo Story, include □ various photos and clip art, add narration, sound, and visual effects. Ethical Behavior and Use Users can identify district of the Computer and campus Acceptable □ Use Policies and recognize proper computer etiquette. Integrating Technology User can setup a lesson plan Into Your Curriculum and modify its content to □ include technology integration. Incorporating the Internet User can login to the into Instruction internet, and locate □ various sites for classroom use. Using the Scanner and User can scan information Digital Camera using a scanner. User can □ also connect a Digital Camera and download pictures. Incorporating the Smart User can connect Smart Board into Instruction – Board to computer, orient □ Part I Smart Board, utilize the different pens to write on the Smart Board, and can erase what has been written.
  8. 8. Incorporating the Smart User can create Smart Board into Instruction – Notebook lessons using □ Part 2 a variety of techniques to enhance classroom instruction. Using the Elmo in the User can connect an Elmo Classroom Digital Presenter up to a □ projector and Smart Board to display an image. User can also Zoom and focus the Elmo. Using I-Station in the User can create login and Language Arts passwords for desired □ Classroom students. User can access and print necessary data for analysis. What additional professional development opportunities would you like to see available for staff members? Part III: Evaluation of Professional Development – Continued Responsibilities: It is the responsibility of all stakeholders involved to facilitate the most effective way for the action plan to occur. District technology leaders must work with campus level technology leaders to make sure all parts of the plan are working. Campus principals have the responsibility to oversee all portions of the action plan, and ensure they are being implemented effectively. Campus principals need to monitor technology use on their campus, and provide a variety of professional development opportunities for staff members. Classroom teachers are responsible for attending professional development sessions in order to stay current with the technology trends. Resources: The level of funds available needs to be assessed from district level leaders. Once funds are made available, campus leaders need to budget for the use of a variety of technology resources on their campus. The campus computer lab, classroom mini-labs, and grade-level mobile lap top carts will be well maintained and will contain necessary software for classroom use. Staff development opportunities need to be provided on an ongoing, monthly basis, to accommodate the schedules of all in need of training. Timeline: The new Technology Action Plan will be implemented beginning in the Fall of 2010. Teachers and administrators will be expected to attend necessarily trainings and complete evaluation surveys twice per year. Grade-level teams will meet with campus leaders within the first month of the new school year to
  9. 9. evaluate AYP, STaR Chart, and TAKS data from the previous year to determine the level of technology integration needed for the new school year. Various classroom activities will be created by classroom teachers to integrate technology based on the needs assessed using data analysis. Monitoring and Evaluation: Campus leaders will frequently monitor classroom teachers for technology integration. They will attend grade-level content planning meetings to facilitate the use of technology. Campus principals will also monitor technology integration of assistant principals, counselors, librarians, and instructional specialists. Evaluation will take place at the beginning and end of the school year, and remediation will be offered if necessary.

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