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. 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. • 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. 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. 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. 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. 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. 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. 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.