The strategic plan target objective aims to promote a strong digital learning environment by enabling teachers to create personalized digital learning experiences for students. The plan identifies gaps such as insufficient technology utilization and proposes strategies to improve accessibility, utilization, and personalized learning experiences through measures like increasing device access, walkthroughs, and teacher training. Progress will be monitored through data collection and analysis with the goal of meeting targets by the end of the year.
1) Castleberry ISD developed a strategic plan to promote a strong digital learning environment and enable teachers to create personalized digital learning experiences for students.
2) The plan aims to improve accessibility to technology, increase utilization of digital resources, and provide personalized learning experiences for students through teacher training and development of digital lesson plans.
3) Progress will be monitored through measures such as technology access ratios, surveys, walkthroughs, and student work samples to determine if goals are being met.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continual professional development program at Franklin Elementary School aimed at increasing teacher proficiency with educational technology. The plan involves teachers exploring district-provided websites and databases in computer lab sessions each 9 weeks. Teachers will be expected to integrate the resources into lessons and create products demonstrating their understanding. Progress will be evaluated through surveys, participation tracking, lesson plans, and student work. The goal is for teachers to accumulate technology skills aligned with certification standards and increase campus technology integration levels over the school year.
MISD Technology Professional Development Action Planashleycoffman
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
Technology professional development action planlanadon
The document outlines the roles and responsibilities of various individuals involved in implementing and monitoring technology at the elementary school level, including principals, teachers, and support staff. It discusses how principals oversee technology integration based on policies set by the Board of Trustees, and how they develop technology goals and professional development plans with input from teams like the Site Based Decision Making committee. The professional development plan focuses on training teachers to integrate technology into instruction through tools like the STaR chart, web 2.0, and emerging technologies.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
The document outlines the roles and responsibilities of various personnel in integrating technology at schools. It discusses how the school board, superintendent, assistant superintendent of curriculum, and director of technology ensure technology goals are aligned and resources are provided. It also outlines the roles of principals, campus leadership teams, technology specialists, master teachers, media specialists, teachers, students, and parents in implementing technology according to campus and district goals and plans. The document emphasizes the importance of the principal in leading technology integration efforts and allocating resources to meet campus technology needs and goals.
Fayston Elementary School's 2009-2012 Technology Plan outlines goals and action steps to integrate technology into teaching and learning. The plan's goals are to: 1) focus on 21st century skills through consistent grade-level technology experiences; 2) broaden leadership in technology; 3) promote flexible learning at home and school; 4) strengthen community partnerships; and 5) evaluate the plan's effectiveness. Key actions include collecting data on technology use, developing curriculum maps and assessments, formalizing technology mentors, integrating web tools, and increasing online communication with families. The technology committee will meet twice yearly to monitor progress on goals and indicators of success.
1) Castleberry ISD developed a strategic plan to promote a strong digital learning environment and enable teachers to create personalized digital learning experiences for students.
2) The plan aims to improve accessibility to technology, increase utilization of digital resources, and provide personalized learning experiences for students through teacher training and development of digital lesson plans.
3) Progress will be monitored through measures such as technology access ratios, surveys, walkthroughs, and student work samples to determine if goals are being met.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continual professional development program at Franklin Elementary School aimed at increasing teacher proficiency with educational technology. The plan involves teachers exploring district-provided websites and databases in computer lab sessions each 9 weeks. Teachers will be expected to integrate the resources into lessons and create products demonstrating their understanding. Progress will be evaluated through surveys, participation tracking, lesson plans, and student work. The goal is for teachers to accumulate technology skills aligned with certification standards and increase campus technology integration levels over the school year.
MISD Technology Professional Development Action Planashleycoffman
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
Technology professional development action planlanadon
The document outlines the roles and responsibilities of various individuals involved in implementing and monitoring technology at the elementary school level, including principals, teachers, and support staff. It discusses how principals oversee technology integration based on policies set by the Board of Trustees, and how they develop technology goals and professional development plans with input from teams like the Site Based Decision Making committee. The professional development plan focuses on training teachers to integrate technology into instruction through tools like the STaR chart, web 2.0, and emerging technologies.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
The document outlines the roles and responsibilities of various personnel in integrating technology at schools. It discusses how the school board, superintendent, assistant superintendent of curriculum, and director of technology ensure technology goals are aligned and resources are provided. It also outlines the roles of principals, campus leadership teams, technology specialists, master teachers, media specialists, teachers, students, and parents in implementing technology according to campus and district goals and plans. The document emphasizes the importance of the principal in leading technology integration efforts and allocating resources to meet campus technology needs and goals.
Fayston Elementary School's 2009-2012 Technology Plan outlines goals and action steps to integrate technology into teaching and learning. The plan's goals are to: 1) focus on 21st century skills through consistent grade-level technology experiences; 2) broaden leadership in technology; 3) promote flexible learning at home and school; 4) strengthen community partnerships; and 5) evaluate the plan's effectiveness. Key actions include collecting data on technology use, developing curriculum maps and assessments, formalizing technology mentors, integrating web tools, and increasing online communication with families. The technology committee will meet twice yearly to monitor progress on goals and indicators of success.
The document provides an organizational chart and professional development plan for a school district.
The organizational chart outlines the roles and responsibilities of those involved in technology from the school board down to students. It shows how decisions and policies are made and implemented regarding technology.
The professional development plan was created using data to determine needs at Wakeland High School to improve technology integration. It includes an online course for teachers on developing online learning tools, as well as cross-curricular and subject-specific planning sessions to develop projects utilizing existing resources. An evaluation plan is also outlined to assess the effectiveness of the action plan.
The document provides an analysis of the opportunity for Project Phoenix, a proposed social learning platform. It introduces the team behind the project and recaps their mission/vision. Customer interviews with teachers, students, and parents provided feedback that was used to modify the initial business model. A market sizing analysis estimated the total addressable market for classroom software in India to be around $250 million, with a serviceable market of around $83 million for Project Phoenix. Next steps include building a higher quality prototype, creating a marketing page, finalizing an opportunity execution plan, and creating a personal business plan.
This document outlines goals and plans for integrating e-learning at a school over the next year. The national goals are for students to become successful digital citizens, for principals to lead e-learning integration, and for teachers to effectively integrate e-learning. The school will form teacher groups to focus on key tools and share learning. Surveys will track staff e-learning use and confidence. Options for computer access are discussed, such as distributing desktops among classrooms and adding mobile devices. Progress will be measured through group plans, student work samples, and reflections shared on a wiki.
Professional Development Plan For Technologykodavidson
The professional development plan aims to infuse appropriate technologies into the curriculum to strengthen student learning and achievement. It includes teacher training on new projectors, Inspiration software, Web 2.0 tools, and the student performance system. Teachers will also receive training on the curriculum management system to track student data. A key part of the plan is monthly "Techno Thursday" sessions for teachers to learn technologies to integrate into lessons, which administrators will monitor through lesson plans and observations. Student progress will be evaluated using assessments, surveys, and analysis of academic performance data.
This document provides an overview of the organizational structure and technology plans for Juan Seguin Elementary School. It includes:
1) An organizational chart showing the roles of the Board of Trustees, Superintendent, Directors, Principal, Teachers, Students, and Director of Technology.
2) A proposed technology action plan and professional development for teachers focusing on using technology to support instruction and assessment.
3) A discussion of how the school evaluates its technology use, delivers instruction with technology, and provides professional development on integrating technology.
This document is Kathleen Post's professional electronic portfolio. It includes her resume with education and work experience in teaching and instructional technology. It outlines her skills, achievements like conference presentations, and artifacts demonstrating her competencies in areas like instructional design, technology integration, research, and reflection. The portfolio provides evidence that she meets standards for an Instructional Technology specialist certificate.
The document outlines a technology action plan for a campus (CPES) over multiple years. It includes:
- Professional development sessions to introduce staff to technology standards and tools like STaR Charts to evaluate technology use
- Development of a campus technology scope and sequence aligned to curriculum needs
- Plans for technology-integrated lesson activities, peer observations, and walkthroughs
- Goals to improve technology use across subjects and incorporate devices to enhance instruction
The goal is to improve teachers' ability to integrate technology into curriculum and instruction through professional development. Teachers will be trained to incorporate technology into lessons and given time to collaborate. A common assessment tool will help evaluate professional development programs, and innovative teacher programs will be supported. A flexible online and in-person training program will prepare teachers to use technology within 18 months of employment.
Data Collection Tools Session 2 (Participant)Nudibranch04
This document summarizes a teacher training session on integrating data collection tools into teaching and learning. The session covered designing ICT-based lessons using tools like digital cameras, video cameras and dataloggers. It provided steps for lesson planning including determining learning outcomes, designing lesson tasks to support pedagogy and thinking skills, deciding on assessments, and evaluating lessons. Examples of using tools to study photosynthesis and chemical reactions were given. Time was allotted for teachers to plan lessons and share resources using provided templates and websites.
Doing Science Properly in the Digital Age: Software Skills for Free-Range Res...Neil Chue Hong
Keynote given at Digital Research 2012, Oxford, on the current challenges and opportunities for changing the way that software development is taught to researchers. Can we get to the point where the "why" of programming is as important as the "how"?
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
The document discusses a peer-led STEM adoption model used by the CUNY Institute for Virtual Enterprise. The model is an 8-step process that uses labor market and educational data to identify workforce needs, recommend existing NSF STEM curricula to address gaps, and facilitate faculty-led adoption of curricula through seminars, pairing with content experts, and ongoing support from a project team. The goal is to efficiently match community college STEM programs with modern curricula to meet regional workforce demands.
The document outlines the roles and responsibilities of various positions related to instructional technology in a school district. It describes how the Assistant Superintendent of Instructional Services approves software and programs, while the Administrator Officer of Technology Information researches and selects district-approved options. Issues are escalated from C-Tech teachers to the Coordinator of Informational Technology to Technical Services as needed. The principal ensures teachers have necessary equipment and resources, while teachers educate students and provide feedback on needs.
School A and School B both implemented 1:1 laptop programs but had different experiences and outcomes. School A saw initial success but faced challenges sustaining the program due to lack of planning. School B had a rocky start due to top-down implementation and infrastructure issues but made improvements like expanding professional development and sustaining funding sources that allowed the program to grow long-term. Both schools provide lessons on gaining community support, replacing equipment, and focusing professional development on integration rather than just skills.
International Cooperation Programs for ICT Application in Basic Education of ...Bodong Chen
This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
Digital portfolios can be used to demonstrate teacher accountability to standards, authentic assessment of teaching and student learning, and development of technology skills. They allow teachers to provide evidence of competencies over time in a way that is easy to manage and share. Effective digital portfolios are reflective and make clear connections between artifacts, standards, and the teacher's growth. Teachers should select the best artifacts that demonstrate their proficiency with each technology standard and use reflections to explain the purpose and value of artifacts in meeting standards. The digital portfolio process involves defining the portfolio purpose, collecting and reflecting on artifacts weekly, refining the portfolio, linking artifacts to standards, and presenting the final portfolio for assessment.
This document discusses the integration of ICT resources in education from 2012-2013. It describes how teachers are at different stages of adoption - from entrance to creation stages. It notes challenges teachers face at each stage and comparisons between stages. The document also discusses ICT apprehension, appropriate lesson planning, the changing role of teachers, motivating teachers, technical support provided, and feedback from administration on areas discussed. The overall summary is that the document examines the integration of ICT in education by analyzing teacher adoption stages and challenges, and seeking feedback to further support teachers.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
The document outlines a campus technology action plan with the goals of analyzing current technology progress and reevaluating goals to focus on greater classroom technology integration. It details the district technology leadership structure and 3 planned professional development sessions for teachers: 1) reviewing current technology use and goals, 2) brainstorming ways to increase higher-order thinking through technology, and 3) determining if goals need revising. An evaluation plan involves pre- and post-surveys of teachers and classroom observations to assess improvements in technology integration and progress toward updated goals.
The document summarizes an iPad e-learning pilot project conducted at SKH Kei Oi Primary School. It provides details on the project team, apps used, try-out arrangements, outputs, and references other success stories. It concludes with discussing potential directions for the future including game-based learning, augmented reality, a proposed e-learning roadmap, and setting targets to improve the school's e-learning maturity level over time.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This professional development plan has three main goals:
1) Improve technology implementation in the classroom by increasing technology coaches and training teachers on technology integration.
2) Improve the amount and quality of campus technology resources for students and teachers by providing more engaging multimedia, hardware, and online instructional resources.
3) Improve use of technology for student assessment by analyzing benchmark testing data using new software to identify struggling students and objectives needing improvement.
The document provides an organizational chart and professional development plan for a school district.
The organizational chart outlines the roles and responsibilities of those involved in technology from the school board down to students. It shows how decisions and policies are made and implemented regarding technology.
The professional development plan was created using data to determine needs at Wakeland High School to improve technology integration. It includes an online course for teachers on developing online learning tools, as well as cross-curricular and subject-specific planning sessions to develop projects utilizing existing resources. An evaluation plan is also outlined to assess the effectiveness of the action plan.
The document provides an analysis of the opportunity for Project Phoenix, a proposed social learning platform. It introduces the team behind the project and recaps their mission/vision. Customer interviews with teachers, students, and parents provided feedback that was used to modify the initial business model. A market sizing analysis estimated the total addressable market for classroom software in India to be around $250 million, with a serviceable market of around $83 million for Project Phoenix. Next steps include building a higher quality prototype, creating a marketing page, finalizing an opportunity execution plan, and creating a personal business plan.
This document outlines goals and plans for integrating e-learning at a school over the next year. The national goals are for students to become successful digital citizens, for principals to lead e-learning integration, and for teachers to effectively integrate e-learning. The school will form teacher groups to focus on key tools and share learning. Surveys will track staff e-learning use and confidence. Options for computer access are discussed, such as distributing desktops among classrooms and adding mobile devices. Progress will be measured through group plans, student work samples, and reflections shared on a wiki.
Professional Development Plan For Technologykodavidson
The professional development plan aims to infuse appropriate technologies into the curriculum to strengthen student learning and achievement. It includes teacher training on new projectors, Inspiration software, Web 2.0 tools, and the student performance system. Teachers will also receive training on the curriculum management system to track student data. A key part of the plan is monthly "Techno Thursday" sessions for teachers to learn technologies to integrate into lessons, which administrators will monitor through lesson plans and observations. Student progress will be evaluated using assessments, surveys, and analysis of academic performance data.
This document provides an overview of the organizational structure and technology plans for Juan Seguin Elementary School. It includes:
1) An organizational chart showing the roles of the Board of Trustees, Superintendent, Directors, Principal, Teachers, Students, and Director of Technology.
2) A proposed technology action plan and professional development for teachers focusing on using technology to support instruction and assessment.
3) A discussion of how the school evaluates its technology use, delivers instruction with technology, and provides professional development on integrating technology.
This document is Kathleen Post's professional electronic portfolio. It includes her resume with education and work experience in teaching and instructional technology. It outlines her skills, achievements like conference presentations, and artifacts demonstrating her competencies in areas like instructional design, technology integration, research, and reflection. The portfolio provides evidence that she meets standards for an Instructional Technology specialist certificate.
The document outlines a technology action plan for a campus (CPES) over multiple years. It includes:
- Professional development sessions to introduce staff to technology standards and tools like STaR Charts to evaluate technology use
- Development of a campus technology scope and sequence aligned to curriculum needs
- Plans for technology-integrated lesson activities, peer observations, and walkthroughs
- Goals to improve technology use across subjects and incorporate devices to enhance instruction
The goal is to improve teachers' ability to integrate technology into curriculum and instruction through professional development. Teachers will be trained to incorporate technology into lessons and given time to collaborate. A common assessment tool will help evaluate professional development programs, and innovative teacher programs will be supported. A flexible online and in-person training program will prepare teachers to use technology within 18 months of employment.
Data Collection Tools Session 2 (Participant)Nudibranch04
This document summarizes a teacher training session on integrating data collection tools into teaching and learning. The session covered designing ICT-based lessons using tools like digital cameras, video cameras and dataloggers. It provided steps for lesson planning including determining learning outcomes, designing lesson tasks to support pedagogy and thinking skills, deciding on assessments, and evaluating lessons. Examples of using tools to study photosynthesis and chemical reactions were given. Time was allotted for teachers to plan lessons and share resources using provided templates and websites.
Doing Science Properly in the Digital Age: Software Skills for Free-Range Res...Neil Chue Hong
Keynote given at Digital Research 2012, Oxford, on the current challenges and opportunities for changing the way that software development is taught to researchers. Can we get to the point where the "why" of programming is as important as the "how"?
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
The document discusses a peer-led STEM adoption model used by the CUNY Institute for Virtual Enterprise. The model is an 8-step process that uses labor market and educational data to identify workforce needs, recommend existing NSF STEM curricula to address gaps, and facilitate faculty-led adoption of curricula through seminars, pairing with content experts, and ongoing support from a project team. The goal is to efficiently match community college STEM programs with modern curricula to meet regional workforce demands.
The document outlines the roles and responsibilities of various positions related to instructional technology in a school district. It describes how the Assistant Superintendent of Instructional Services approves software and programs, while the Administrator Officer of Technology Information researches and selects district-approved options. Issues are escalated from C-Tech teachers to the Coordinator of Informational Technology to Technical Services as needed. The principal ensures teachers have necessary equipment and resources, while teachers educate students and provide feedback on needs.
School A and School B both implemented 1:1 laptop programs but had different experiences and outcomes. School A saw initial success but faced challenges sustaining the program due to lack of planning. School B had a rocky start due to top-down implementation and infrastructure issues but made improvements like expanding professional development and sustaining funding sources that allowed the program to grow long-term. Both schools provide lessons on gaining community support, replacing equipment, and focusing professional development on integration rather than just skills.
International Cooperation Programs for ICT Application in Basic Education of ...Bodong Chen
This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
Digital portfolios can be used to demonstrate teacher accountability to standards, authentic assessment of teaching and student learning, and development of technology skills. They allow teachers to provide evidence of competencies over time in a way that is easy to manage and share. Effective digital portfolios are reflective and make clear connections between artifacts, standards, and the teacher's growth. Teachers should select the best artifacts that demonstrate their proficiency with each technology standard and use reflections to explain the purpose and value of artifacts in meeting standards. The digital portfolio process involves defining the portfolio purpose, collecting and reflecting on artifacts weekly, refining the portfolio, linking artifacts to standards, and presenting the final portfolio for assessment.
This document discusses the integration of ICT resources in education from 2012-2013. It describes how teachers are at different stages of adoption - from entrance to creation stages. It notes challenges teachers face at each stage and comparisons between stages. The document also discusses ICT apprehension, appropriate lesson planning, the changing role of teachers, motivating teachers, technical support provided, and feedback from administration on areas discussed. The overall summary is that the document examines the integration of ICT in education by analyzing teacher adoption stages and challenges, and seeking feedback to further support teachers.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
The document outlines a campus technology action plan with the goals of analyzing current technology progress and reevaluating goals to focus on greater classroom technology integration. It details the district technology leadership structure and 3 planned professional development sessions for teachers: 1) reviewing current technology use and goals, 2) brainstorming ways to increase higher-order thinking through technology, and 3) determining if goals need revising. An evaluation plan involves pre- and post-surveys of teachers and classroom observations to assess improvements in technology integration and progress toward updated goals.
The document summarizes an iPad e-learning pilot project conducted at SKH Kei Oi Primary School. It provides details on the project team, apps used, try-out arrangements, outputs, and references other success stories. It concludes with discussing potential directions for the future including game-based learning, augmented reality, a proposed e-learning roadmap, and setting targets to improve the school's e-learning maturity level over time.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This professional development plan has three main goals:
1) Improve technology implementation in the classroom by increasing technology coaches and training teachers on technology integration.
2) Improve the amount and quality of campus technology resources for students and teachers by providing more engaging multimedia, hardware, and online instructional resources.
3) Improve use of technology for student assessment by analyzing benchmark testing data using new software to identify struggling students and objectives needing improvement.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continuous professional development program on technology integration at Franklin Elementary School. The plan aims to increase teachers' proficiency with digital tools and resources by having them explore one district-provided website or database each nine weeks. Teachers will meet at the start of each period in the computer lab to be guided through one resource by specialists. They will then have nine weeks to practice with it and produce a student-focused end product. Completing this rotation over the school year will provide teachers four opportunities to strengthen their technology skills while supporting the campus improvement goal of increasing integration levels. Initial surveys and assessment data will help evaluate baseline skills and monitor progress.
The Alvin Independent School District (AISD) Technology Plan for 2011-2012 aims to increase student achievement through technology integration. The plan was developed based on input from educators, parents, and business leaders. It specifies goals in improving technology infrastructure, providing professional development for teachers, and using technology to strengthen existing curricula. The budget allocates funding to support initiatives like equipping more classrooms with interactive whiteboards and developing online data dashboards. Ongoing evaluation ensures the effective implementation of the technology plan.
The document summarizes the integration of technology into the curriculum at St. Helen Elementary School. It outlines how students and staff will utilize available technology resources like the internet, databases, and district software to enhance classroom instruction in core subjects. It also describes how staff will use technology to conduct research, link curriculum objectives to lessons, and assess student performance. Finally, it provides a chart showing how technology will be integrated into the curriculum over time to improve teaching and student achievement.
This document outlines an instructional technology action plan for Frederick Douglass Elementary School for the 2011-2012 school year. The plan's goal is to increase the school's score on the STaR Chart from 14 to 20 to improve the school's technology classification from "Developing Tech" to "Advanced Tech". The plan includes monthly staff meetings to discuss STaR data and strategies for integrating technology into classrooms. It also provides for developing teacher skills through specialized technology courses and establishing online classroom resources and communication with parents. The overall goal is to fully implement instructional technology into the curriculum to promote academic achievement.
The document outlines a district technology plan with the following key points:
1. The plan establishes goals in technology integration, equitable access, use of data and assessment, and home-school communication.
2. Actions are proposed to meet the goals, including improving infrastructure, providing professional development, and refining staffing roles to support technology needs.
3. A wide range of stakeholders are involved in the planning process to develop a comprehensive 3-year technology plan for the district.
The document outlines a long-range technology plan for Rivera High School. It aims to enhance students' academic performance through technology and prepare them for college and careers. Goals include increasing internet access in classrooms, providing technology-integrated instruction, supporting educators' technology training, improving communication of the technology plan, and increasing the student-to-computer ratio. The plan estimates a $110,000 budget and outlines implementation, which requires collaboration between administrators, teachers, and staff. Progress will be evaluated using the STaR Chart to identify areas for improvement in future technology plans.
This document summarizes the district's 3-year technology plan. It discusses how the plan is developed by a technology planning committee and stakeholder groups. The previous plan's key goals focused on expanding access to technology through initiatives like one computer per classroom. The new plan's goals center around improving teacher technology skills and integrating technology into the curriculum. It also outlines tiers of technology use and standards to guide implementation. The plan proposes increasing the percentage of students and teachers demonstrating higher tiers of technology use and literacy.
This document outlines a faculty development plan for collaborative learning at IHC for the 2013/14 academic year. It discusses establishing a baseline for best teaching practices using active learning strategies and ongoing instructor evaluations. Resources for faculty development include an online workbook, technology support, and training in instructional design. Faculty are expected to submit professional development plans outlining their courses, teaching methods, use of technology, and goals for the year.
The document outlines the technology plan created by Sallisaw I.S.D. in Oklahoma. The plan aims to empower students to meet future challenges through technology use. A committee will assess current needs, research best practices, and model the national technology plan. The committee will plan for infrastructure updates, professional development, and budget before implementing and evaluating the new technology plan. The goal is to provide students and teachers with resources to improve learning.
The document outlines the process for developing a technology use plan, including establishing a planning team, conducting a needs assessment, developing goals and objectives, and providing staff development. The plan recommends involving all stakeholders in the planning process and establishing a vision statement, goals around infrastructure, hardware, software, training, and integration of technology to enhance learning. It provides examples of goals and objectives from other technology plans and recommendations for effective staff development to ensure teachers understand and can apply new technologies.
Taylor Middle School Professional Development Action Planandybasche
The Taylor Middle School Professional Development Action Plan contains 3 main activities to increase staff ability to use data and integrate technology in the classroom:
1) Teachers will review a technology survey and develop a plan to address needs.
2) Teachers will receive training to use an educational software program and share experiences.
3) Teachers will participate in technology training for using hardware, websites and applications in lessons. Progress will be evaluated through lesson plans and classroom observations.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
5362 mary thrasher week5 assignment powerpointMary Thrasher
The document is the technology plan for San Marcos CISD for 2012-2015. It outlines the district's mission and beliefs around technology integration to improve student learning. It provides details on current technology expenditures, infrastructure, and goals. The goals are to improve student achievement through technology, increase teacher professional development on integration, support technology planning and adoption, and maintain network infrastructure. The plan describes strategies and evaluation methods to achieve these goals over the 3 year period.
The document outlines the key personnel and their roles needed to implement technology in an educational setting. It discusses the roles of the executive director, instructional technology, network support, campus technicians, campus principals, classroom teachers, and students. It also provides details about a professional development plan and evaluation criteria for a school's technology implementation including analyzing STaR Chart data, AEIS reports, surveys, lesson plans, and student performance.
The document outlines the key personnel needed to implement technology in an educational setting. It discusses the roles of the executive director, instructional technology facilitator, network/server support, PEIMS/records staff, campus technicians, campus principals, campus technology teachers, classroom teachers, and students. It also provides details about developing a professional development plan, conducting needs assessments, setting technology goals and objectives, and evaluating technology implementation through tools like the campus STaR Chart and AEIS data.
1) The document outlines Ozen High School's technology action plan to integrate instructional technology and leadership. It establishes an organizational chart and defines the roles of administrators, teachers, and students.
2) The plan includes ongoing professional development activities to improve technology use, such as training teachers to use the school intranet and implement technology in lessons.
3) The plan will be evaluated using measures such as the state's STaR Chart to track progress in key technology areas and surveys to assess teacher and student technology needs and use. Walkthroughs and evaluations will also monitor technology integration.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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1. Castleberry ISD – Strategic Plan Target Objective
Strategic Goal I: Focus on Student Growth and Target Objective: District Focus: Teaching and Learning
Success 1.2 Promote a Strong Digital Learning
Environment
2012-2013 Renee Smith-Faulkner
P PLAN: Identify the gap and the approach
List Target Objective:Enable Teachers to Create Personalized Digital Learning Experiences for Students
Data Analysis:(What summative & formative data will be considered as you assess the impact, fidelity & completion of this goal?)
What work has been accomplished already to meet this goal?
Training at ALT on “Blended Learning”
Meeting with Curriculum Directors
Adopted Math and Science Electronic Resources
Infrastructure Upgrades
Provided Technology Equipment (Netbooks)
Provided Web portal for Teachers to Create Online Classrooms
What is insufficient with the current status or system?
Technology equipment not utilized by students to fullest potential
Staff technology proficiencies (Lack of transfer to student application)
Little staff buy-in that digital tools improve student learning
Teachers see student use of technology as an add on, afterthought, or event, and not seamlessly utilized in the core curriculum
Not enough time to research, develop, and implement new digital tools into lesson plans
Digital resources not available to students from home
What data points will be used to accomplish this goal? (measurable)
Accessibility- Student to Digital Tools Access Ratio
Utilization-Student Surveys, Teacher Surveys, Walkthroughs, Professional Development Portfolio, Lab Schedules, Network Report
Student Experiences-Student Technology Product (Student Samples)
2. Castleberry ISD – Strategic Plan Target Objective
State the strategy that will be implemented to improve the gap(s): (measurable)
Accessibility-Improve the accessibility to technology for student use
Increase netbook inventory
Pilot a Bring Your Own Device (BYOD) Program
Apply for a grant that includes netbooks with Internet access from home
Add netbooks for all 8th, 11th and 12thgrade students
Increase the usage of labs, library computers, and COWS
Add wireless access points to high school
Utilization-Increase utilization of digital resources
Conduct Walkthroughs indicating student use of technology observed
Increase Internet access per student
Increase lesson plans that include the use of technology in core curriculum
Personalized Learning Experiences-Increase teacher and student learning
Provide staff development that addresses student use of technology (web 2.0)
Collect Student Learning Experiences or Products
Teachers required to upload 2 student samples per six weeks
Identify Measures for Plan Effectiveness:
List the measure(s) the team will use to List the measure(s) the team will use to List measure(s) the team will use to determine
determine if the strategy was determine if the strategy was implemented if the overall goal was met (impact).
implemented/completed. with fidelity.
Measure Reported Measure Reported Summative Reported
Technology Monthly in Lesson Plans Weekly Surveys (teacher, End of year
Expectations Technology Class Walkthroughs At least 5 a year student,
Expectation Report Equipment End of year administrator)
Inventory
IT Classroom/Lab Monthly Formative Reported
Visits Student Products Each Six Weeks
Network Utilization Monthly IT Blogs Monthly
Chart
3. Castleberry ISD – Strategic Plan Target Objective
I IMPLEMENT: Develop the steps to be taken to reach your year-long goal
STEP Measure/Indicator End Date Person(s) Responsible
What step will you and your team What data will be collected? How When will work be completed?
take? will you know the step is
completed?
Train ALT Members on Blended Web 2.0 Assignments completed, Formative: Each ALT Meeting ALT Members
Learning Strategies uploaded and shared at each ALT Summative: End of Year
Meeting
Meet with Curriculum Directors Calendar Dates During a combined curriculum Associate Director of Instructional
Agendas and technology meeting Services
Assistant Superintendent of
Technology Services
Adopt Math and Science Textbook Adoption August 2012 Textbook Adoption Committee
Electronic Resources for all grade
levels
Upgrade the technology Map of Wireless Network September 2012 Network Coordinator
infrastructure at IMMS and CHS All secondary netbooks connect
to wireless infrastructure
Provide netbooks for students in Student netbook inventory October 2012 Technology Department
8th, 10th, 11th, and 12th grades Technology grant awarded at And ongoing
IMMS
Student to digital tools access
ratio
Provide web portal for teachers to Student accounts created September Instructional Technologist
create online classrooms district- View teacher online classroom Ongoing Student netbook tech
wide (Sharpschool) activities
Provide technology staff Choices schedule May 2012 Instructional Technologist
4. Castleberry ISD – Strategic Plan Target Objective
development district-wide Eduphoria reports
Instructional Technologists 12 month agenda May 2012 Instructional Technologist
conduct classroom visits and
conference with teachers on
creating digital learning
experiences
Provide more Distance Learning 12 month agenda June 2012 Instructional Technologist
experiences for elementary Strategic Plan
students
Administrators set technology Technology Expectations Report May 2012 Campus Principals
expectations and monitor the
plan
M MONITOR: Study the analysis of data after implementing an approach
August - October
What data gives evidence to progress of plan effectiveness (refer to What data gives evidence to a lack of progress of plan effectiveness
the measures you listed)? (refer to the measures you listed)?
Student samples posted at AVC, JJE, CE, and CHS Lack of student samples posted at IMMS, REACH, and TRUCE
Blogs Documenting Class Visits Minimal COW usage at CE and JJE by teachers
Equipment Inventory Low distance learning sessions attended by JJE, CE, IMMS, and CHS
Technology Expectations Teachers not submitting student samples prior to October 31st at
Total Professional Development Sessions offered reflects “Target Tech” IMMS, REACH, and TRUCE (Second Six Weeks due date: November
Elementary teachers attended on average 94% of their scheduled lab 16th)
time Low Web 2.0 activities observed district-wide
Growth of utilization of the COWs at AVC
5. Castleberry ISD – Strategic Plan Target Objective
Increase in the 1 to 1 percentages at CHS and IMMS
Sustaining 100% 1 to 1 at REACH
Increase in distance learning sessions at AVC
Increase in student use of technology at CHS
Increase in teacher use of technology integration on all campuses (no
data for REACH and TRUCE)
Insert data dashboard to be used in monitoring plan:
To be completed in November 2
6. Castleberry ISD – Strategic Plan Target Objective
October – January
What data gives evidence to progress of plan effectiveness (refer to What data gives evidence to a lack of progress of plan effectiveness
the measures you listed)? (refer to the measures you listed)?
Student Samples
Class Walkthroughs and Class Visits
Equipment Inventory
Lesson Plans
Technology Expectations
12 Month Agenda
Meeting Agendas
Insert data dashboard to be used in monitoring plan:
To be completed in February
7. Castleberry ISD – Strategic Plan Target Objective
January – March
What data gives evidence to progress of plan effectiveness (refer to What data gives evidence to a lack of progress of plan effectiveness
the measures you listed)? (refer to the measures you listed)?
Student Samples No student samples turned in
Class Walkthroughs and Class Visits Technology lessons not observed during walkthroughs or
Equipment Inventory classroom/lab visits
Lesson Plans Netbooks not purchased/ inventoried
Technology Expectations Technology Expectations have minimal evidence documented
Insert data dashboard to be used in monitoring plan:
To be completed in March
8. Castleberry ISD – Strategic Plan Target Objective
Year End
What data gives evidence to progress of plan effectiveness (refer to What data gives evidence to a lack of progress of plan effectiveness
the measures you listed)? (refer to the measures you listed)?
Student Samples
Class Walkthroughs and Class Visits
Equipment Inventory
Lesson Plans
Technology Expectations
Student Surveys
Teacher Surveys
Administrator Surveys
Insert data dashboard to be used in monitoring plan:
To be completed in June
9. Castleberry ISD – Strategic Plan Target Objective
A ACT: Revise or continue with implementation based on data analysis
What steps do you anticipate needing to take to reach this new year-long goal?
August – October
STEP Measure/Indicator End Date Person(s) Responsible
What step(s) will you and your team What data will be collected? When will work be
take? How will you know step is completed? completed?
Train AP’s how to identify Web Sign in sheet November 30
2.0 activities
Meet with Principals during Technology Expectation Document Monthly
Technology Expectation Meetings
Implementation Plan Quality Check
What resources/budget needs do you have?
10. Castleberry ISD – Strategic Plan Target Objective
What professional development, if any, will be conducted? When?
October-January
STEP Measure/Indicator End Date Person(s) Responsible
What step(s) will you and your team What data will be collected? When will work be
take? How will you know step is completed? completed?
Implementation Plan Quality Check
What resources/budget needs do you have?
What professional development, if any, will be conducted? When?
January-March
STEP Measure/Indicator End Date Person(s) Responsible
11. Castleberry ISD – Strategic Plan Target Objective
What step(s) will you and your team What data will be collected? When will work be
take? How will you know step is completed? completed?
Implementation Plan Quality Check
What resources/budget needs do you have?
What professional development, if any, will be conducted? When?
Year End
At the end of the year, please reflect on your answers above and check which option best describes what you will do in your next plan:
Year-long target goal has been met and will be changed to a new target goal on a similar topic.
Year-long target goal not met but current plan is effective so we will continue it.
Year-long target goal not met so plan will continue with improvements to the plan.
12. Castleberry ISD – Strategic Plan Target Objective
Year-long target goal not met and we will move in a different direction.
Other (Please explain)
STEP Measure/Indicator End Date Person(s) Responsible
What step(s) will you and your team What data will be collected? When will work be
take? How will you know step is completed? completed?
Implementation Plan Quality Check
What resources/budget needs do you have?
13. Castleberry ISD – Strategic Plan Target Objective
What professional development, if any, will be conducted? When?
Progress Monitoring Signatures:
1st 9 week – Principal Executive Director/ Superintendent
October 22-26
Progress Meeting
2nd 9 week – Principal Executive Director/ Superintendent
January 7- 11
Progress Meeting
3rd 9 week – Principal Executive Director/ Superintendent
March 4-8
Progress Meeting
End of Year Principal Executive Director/ Superintendent
June 10-14
Progress Meeting