Technology action plan
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The document outlines the roles and responsibilities of different positions in John Jay High School's technology organizational chart, including the superintendent, principal, vice principal, academic dean, assistant principals, teachers, technology team, and students. It then states the school's technology goal for the 2011-2012 school year is to improve their STaR Chart ratings in Teaching and Learning and Educator Preparation and Development from Developing Tech to Advanced Tech.
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Educational technology is the study and practice of using technology to improve learning and performance. Assessments of student achievement when using educational technology should be appropriate to the learning outcomes promoted by the specific technologies used. There are seven key factors for successful technology implementation in schools: effective teacher training; aligning technology use to curriculum standards; individualized feedback; incorporating technology into daily lessons; encouraging student collaboration; using project-based and real-world simulations; and support from teachers, administrators, and parents. Research shows that combining technology with traditional instruction can increase student learning compared to traditional instruction alone.
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This article discusses the importance of developing a common vision and plan for technology integration in education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.
Tech Org Chart
The district technology coordinator will develop solutions to current and future technology needs and provide support and training to the campus technology team and campus leadership. The campus technology team, consisting of representatives from each core academic department plus media specialists, will act as the campus technology facilitators and be led by the campus instructional technology coordinator. Campus administrators, led by the principal and including assistant principals and department chairs, will monitor, model, and assist teachers and students in effective technology integration. Teachers will implement effective technology use in the classroom and provide feedback to the campus technology team, while students will engage with technology, provide use feedback, and reflect on effectiveness which will be forwarded to the campus technology team.
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The document outlines a technology integration organizational chart and action plan for a school district. The organizational chart shows the roles and responsibilities of administrators, technology staff, teachers, and others in integrating technology. The action plan sets goals to assess technology needs, provide teacher training, ensure curriculum alignment, and support classroom technology integration through staff development, technical support, and focusing on cyber-safety. Progress will be monitored through surveys, observations, and student achievement data.
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This action plan aims to improve teaching, learning, and the use of technology across Wharton Elementary School. It establishes four main goals: 1) improve student achievement and teaching effectiveness through technology integration; 2) improve campus staff technology skills through professional development; 3) provide instructional leadership to support curriculum integration of technology and increase efficiency; and 4) effectively evaluate technology use and infrastructure to meet long-term plans. Evaluation at all levels will be key to monitoring success, ensuring access to current technologies, and meeting 21st century learning needs through an evolving plan.
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The district technology coordinator will develop solutions to current and future technology needs and provide support and training to the campus technology team and campus leadership. The campus technology team, consisting of representatives from each core academic department plus media specialists, will act as the campus technology facilitators and be led by the campus instructional technology coordinator. Campus administrators, led by the principal and including assistant principals and department chairs, will monitor, model, and assist teachers and students in effective technology integration. Teachers will implement effective technology use in the classroom and provide feedback to the campus technology team, while students will engage with technology, provide use feedback, and reflect on effectiveness which will be forwarded to the campus technology team.
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The document outlines a technology integration organizational chart and action plan for a school district. The organizational chart shows the roles and responsibilities of administrators, technology staff, teachers, and others in integrating technology. The action plan sets goals to assess technology needs, provide teacher training, ensure curriculum alignment, and support classroom technology integration through staff development, technical support, and focusing on cyber-safety. Progress will be monitored through surveys, observations, and student achievement data.
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The document outlines standards for technology use by school administrators. It discusses six domains: 1) Leadership and Vision, where administrators inspire a shared technology vision; 2) Learning and Teaching, ensuring technology enhances curriculum and instruction; 3) Productivity and Professional Practice, applying technology to administrative work; 4) Support, Management and Operations, integrating technology into systems; 5) Assessment and Evaluation, using technology for assessment; and 6) Social, Legal and Ethical Issues, ensuring responsible technology use. Under each domain are specific standards that administrators should meet to effectively implement and model the use of technology in schools.
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During the 2011-2012 school year, John Jay High School aimed to improve its technology ratings in teaching, learning, and educator development. The school developed a 4 step plan: 1) Assess needs, 2) Provide professional development, 3) Implement new technologies, 4) Evaluate outcomes. Teachers received training, implemented lesson plans using new resources, and shared experiences online. The school evaluated ratings and surveys to determine if technology goals were met.
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The technology action plan has four main action steps:
1. Administer surveys to evaluate teachers' technology knowledge and students' technology use and needs.
2. Create a team to assess technology resources and develop a professional development plan based on survey data.
3. Provide on-site professional development for teachers and update hardware/software based on survey findings.
4. Analyze effects of new implementations by evaluating data and making modifications for next year if needed.
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What kinds of software/hardware are preservice teachers and faculty using in courses and in PK-12 fieldwork/student teaching?
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The technology action plan outlines the roles and responsibilities for integrating technology at Hackney Primary school. It establishes a flow chart with the Technology Director overseeing administrative, technical, and instructional staff who are responsible for maintaining hardware and software, providing training, and supporting teachers. Teachers are responsible for classroom technology integration and can submit trouble tickets. Goals include updating the technology plan and using assessments and data to drive instructional needs. Staff development focuses on training teachers to use new tools and strategies to incorporate technology into lessons to improve skills. Progress will be evaluated through meetings, data analysis, and classroom observations.
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The document discusses the International Society for Technology in Education (ISTE) and their development of the National Educational Technology Standards (NETS) for students, teachers, and administrators to provide guidance on effective use of technology in education. It examines ISTE resources and reflects on how their mission aligns with one's school. Key standards are introduced for students, teachers and administrators regarding technology skills and integration.
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The document describes a project called EC-ICT that aims to integrate information and communications technology (ICT) into classroom teaching and learning at Cuenca National High School in the Philippines. The project supports the Philippine Department of Education's strategic plan and vision to provide 21st century education to all Filipino students anytime, anywhere. It involves using software like MS Office, movie maker, and Edubuntu across all subjects for first to fourth year high school students. The document includes sections on teacher planning, classroom images using ICT, work samples, teacher and student reflections, ICT lesson plans, teaching resources, and assessment tools aligned with national ICT standards.
Problems and issues with instructionl design and technology
The document discusses several challenges that arise with the use of educational technology, including unreliable software, lack of professional training, student misuse of technology, choosing appropriate design models, keeping up with changing technology, creating accessible programs, and equipment wear and tear. It notes that without proper training, users experience frustration and lack motivation to use new technologies. Effective professional development for teachers is needed so they can fully utilize technologies. The document also discusses challenges like keeping students focused and engaged, catering to all users, and ensuring sufficient time and budget for instructional design.
Technology in the classroom
A 2000 study found that students from preschool through high school who learned in a technology-rich environment saw significant gains in achievement across subjects. Technology is now prevalent in classrooms, with students using tools like blogs, online tests, and SAT preparation. Computer technology can also help teach limited-English proficient students. Administrators must continually train faculty and staff on the latest technology through workshops covering topics like basic computer skills and data management to improve student outcomes. While technology implementation requires significant investment, administrators must still support effective instruction with technology despite budget constraints and can seek grants to maintain classroom tech resources.
Technology education plan sps
The Suffolk Public Schools technology plan was developed by a committee of staff, students, and community members to guide technology improvements from 2010-2016. The plan's goals are to provide a safe learning environment for students, engage students through technology, provide opportunities for students to apply technology skills, ensure access to appropriate tools, use data to improve instruction, and promote efficiency. Funding comes from the E-Rate program, which provides discounts on telecom services and internet access to eligible schools that maintain a technology plan. Continuous technology upgrades are needed to create globally prepared learners for the 21st century.
Nets a standards
The document outlines standards for technology use by school administrators. It discusses six domains: 1) Leadership and Vision, where administrators inspire a shared technology vision; 2) Learning and Teaching, ensuring technology enhances curriculum and instruction; 3) Productivity and Professional Practice, applying technology to administrators' work; 4) Support, Management, and Operations, integrating technology for learning and administration; 5) Assessment and Evaluation, using technology for assessment; and 6) Social, Legal, and Ethical Issues, addressing these areas regarding technology. Under each domain are specific standards for administrators' responsibilities regarding technology.
Nets a standards
The document outlines standards for technology use by school administrators. It discusses six domains: 1) Leadership and Vision, where administrators inspire a shared technology vision; 2) Learning and Teaching, ensuring technology enhances curriculum and instruction; 3) Productivity and Professional Practice, applying technology to administrative work; 4) Support, Management and Operations, integrating technology into systems; 5) Assessment and Evaluation, using technology for assessment; and 6) Social, Legal and Ethical Issues, ensuring responsible technology use. Under each domain are specific standards that administrators should meet to effectively implement and model the use of technology in schools.
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Coppell middle school north s ta r chart 2009-2010
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3.2 Foster deep understanding and skilful action
The document provides guidance on fostering deep understanding and skillful action in students. It suggests designing activities that lead students to grasp concepts and deepen their understanding through chunking work into small, accessible pieces and incorporating various ways of approaching the subject matter. Teachers should guide students in searching for patterns and relationships, encourage self-testing and feedback, teach explicit strategies for higher-order thinking, and value student input to effectively support learning.
Technology action plan
During the 2011-2012 school year, John Jay High School aimed to improve its technology ratings in teaching, learning, and educator development. The school developed a 4 step plan: 1) Assess needs, 2) Provide professional development, 3) Implement new technologies, 4) Evaluate outcomes. Teachers received training, implemented lesson plans using new resources, and shared experiences online. The school evaluated ratings and surveys to determine if technology goals were met.
Technology Action Plan
The technology action plan has four main action steps:
1. Administer surveys to evaluate teachers' technology knowledge and students' technology use and needs.
2. Create a team to assess technology resources and develop a professional development plan based on survey data.
3. Provide on-site professional development for teachers and update hardware/software based on survey findings.
4. Analyze effects of new implementations by evaluating data and making modifications for next year if needed.
Assistive Technology Action plan
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Instructional technology action plan
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.
Action plan for team teaching
Lisa Treadway created an action plan to evaluate the effectiveness of team teaching on student achievement. She will observe a 5th grade team teaching setting and a self-contained classroom to collect data on student performance. Lisa will also analyze assessment data from the past five years to compare the performance of students in team teaching versus traditional classrooms. Finally, she will present her findings and recommendations to school administrators.
Franklin, MA School Improvement Plan 2/10/09
The document outlines the 2008-2009 school improvement plan for Franklin High School. It includes three sections - Literacy, Communication, and School Safety. For Literacy, the plan aims to increase enrollment in Advanced Placement courses by 10% and student MCAS scores in proficient and advanced ranges by 2%. For Communication, the goal is to create a more efficient system for communicating with parents by using electronic distribution of report cards and newsletters. For School Safety, the target is ensuring students are prepared for lockdown situations, especially during passing periods or school evacuations.
Technology Action Plan I
1) Teachers will learn how to access and interpret student data, use interactive whiteboards fully, navigate online curriculum to make lesson plans, and use the online gradebook system through scheduled trainings led by administrators and support staff.
2) Teachers will also learn how to integrate technology use in the classroom by sharing successful strategies and ideas in staff meetings.
3) The acceptable use policy will be revisited to address issues with blocked websites interfering with research, and teachers will learn about technology department resources through a meeting with the district technology representative.
George washington carver technology action plan
This document outlines George Washington Carver Technology Action Plan created by Kimberly Daigle for an EDLD course. It includes:
1) An organizational chart showing the administrative staff and their technology responsibilities, including the Superintendent, Chief Technology Officer, and Directors.
2) Goals and objectives for G.W. Carver campus to utilize technology specialists to increase state assessment scores to 90%, through activities like aligning technology curriculum to standards and providing staff training.
3) Plans to evaluate technology implementation and proficiency through classroom assignments, projects, test scores, and other metrics.
4) References used in creating the action plan, including interviews and Texas technology guidelines.
Action Plan for Classroom Technology Integration
This action plan has four goals: to improve communication using digital tools within the school and between the school and community; to promote technology use by teachers; to improve student academic achievement through tools like the internet, weblogs and podcasts; and to provide parents and students with internet safety guidance.
Technology Action Plan
1) The technology action plan outlines professional development for teachers to improve technology integration skills and move students to higher-level thinking with technology.
2) Teachers will learn how to access and use online student data databases, and assess whether teachers feel more comfortable using these resources.
3) The plan will be evaluated based on classroom observation data, surveys of teacher technology skills and comfort levels, and student technology use levels.
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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.
Organization chart and action plan3
The document outlines a professional development plan for an organization based on an analysis of needs. It identifies areas for improvement in teaching and learning technology integration based on a review of STAR chart data. The plan includes activities to help teachers better understand Loti levels and how to create lessons at level 3 or higher. It also aims to train teachers on accessing and understanding STAR chart data to improve decision making around technology integration. The principal and instructional technologist will lead a session in August to review and explain the STAR chart data to faculty. The overall goal is to infuse higher-level thinking through technology and quality instruction schoolwide.
Liberty high school
The document outlines the Liberty High School Technology Action Plan. It details the roles and responsibilities of administrators, directors, coordinators, and teachers in implementing the plan. Key goals are to integrate technology applications into the curriculum, ensure students master 21st century skills, and provide teachers with professional development on technology integration and project-based learning. An intensive initial training will be offered, followed by ongoing support to help teachers design technology-rich project-based lessons. Progress will be assessed through surveys and data collection.
Liberty high school
The document outlines Liberty High School's technology action plan. It identifies key personnel responsible for implementing the plan, including the superintendent, executive director of technology, principals, teachers and technology facilitators. It emphasizes the need to provide teachers with professional development on integrating technology and project-based learning into instruction to prepare students with 21st century skills and ensure teachers are proficient with technology. Ongoing support and assessment of the professional development is needed to ensure successful implementation of the technology plan.
Liberty Technology Action Plan
The document outlines Liberty High School's technology action plan. It identifies key personnel responsible for implementing and overseeing the use of technology in instruction and operations. This includes the superintendent, executive director of technology, principals, assistant principals, teachers, and technology facilitators. It emphasizes the need to provide teachers with professional development on integrating technology and project-based learning into the curriculum to prepare students with 21st century skills.
Technology Action Plan
This document outlines a technology action plan for a school district. It proposes developing a comprehensive plan that includes leadership roles to design and implement the plan, professional development for staff, and evaluation of the technology integration. An organizational chart is presented that assigns roles and responsibilities to positions like the superintendent, principal, teachers and technology coordinators to ensure effective implementation of the plan across the district. Professional development and evaluation components are also described to continuously improve technology integration into classroom learning.
Action Plan in Action!
The document outlines the roles and responsibilities of various positions related to technology within a school district. It discusses the superintendent overseeing technology budget and compliance. It also describes the director of IT developing the technology plan and supervising staff. Campus roles like principals, teachers and technicians are outlined in supporting classroom technology integration and professional development. The goal is to provide training and resources to effectively implement technology across the district and improve student learning and achievement.
Action Plan
The document outlines the roles and responsibilities of various positions related to technology within a school district. It discusses the superintendent overseeing technology compliance and budgets. It also describes the director of IT developing the technology plan and supervising staff. Campus roles like principals, teachers, and technology specialists are outlined in supporting classroom integration of technology. The document emphasizes providing professional development for teachers on using technology to enhance learning. Evaluation of technology use and collecting data on integration is discussed to assess needs and guide future planning.
Action and Evaluation Report
The organizational chart identifies personnel responsible for integrating technology from the district to campus level. It includes the Board of Trustees, Superintendent, Business Administrator, Associate Superintendent for Curriculum, Executive Director of Technology Services, PEIMS Coordinator, Principal, Educational Technology Facilitator, Network Support Specialist, Teachers, and Campus Technology Instructional Specialist.
The professional development plan aims to improve teachers' use of data and technology integration. Activities include training teachers to access and analyze achievement data, forming PLCs to collaborate, and providing progress reports.
The evaluation plan assesses teachers' ability to access and analyze data to individualize instruction. It evaluates the professional development activities and PLC collaboration through monitoring access to data,
Technology action plan
The document outlines the roles and responsibilities of various positions in the Fort Bend ISD related to instructional leadership and technology integration. The Board of Trustees and Superintendent oversee district goals and policies to ensure student growth. Technology directors implement upgrades and policies to improve technology use. Principals manage school operations and community interactions. Curriculum committees evaluate technology laws and regulations and plan professional development. Other roles work to implement curriculum updates and train teachers on recommended strategies to incorporate technology into lessons to engage students and improve achievement.
Technology action plan
The document outlines the roles and responsibilities of various positions in the Fort Bend ISD related to instructional leadership and technology integration. The Board of Trustees and Superintendent oversee district goals and policies to ensure student growth. Technology directors implement upgrades and policies to improve technology use. Principals manage school operations and community interactions. Curriculum committees evaluate technology laws and communicate with regulators. Training is provided to help teachers implement recommended strategies using tools like Smart Boards, PowerPoint, and Outlook to engage students and connect lessons to real-world situations. Evaluations are used to recognize staff and improve practices.
Final draft tech plan-group work (1)
The document provides a technology development plan for Visionary High School with the goal of ensuring equal opportunities for students to learn in a safe environment using innovative technologies. It discusses focusing on infrastructure, teaching, learning, assessment, and productivity. The plan outlines strategies and timelines for improving internet access, a one-to-one laptop initiative, and professional development for teachers on integrating technology into the curriculum.
Tech plan group work
The document provides a technology development plan for Visionary High School focusing on infrastructure, teaching, learning, assessment, and productivity. It outlines goals, strategies, responsibilities, funding, and timelines to improve access to technology for students and staff. Key aspects include providing wireless connectivity, a laptop initiative, online learning resources, using data to inform instruction, and ongoing professional development for educators on integrating technology. The plan's implementation and impact will be evaluated periodically to ensure it meets the evolving needs of 21st century learning.
Final draft tech plan-group work (1)
The document provides a technology development plan for Visionary High School with the goal of ensuring equal opportunities for students to learn in a safe environment using innovative technologies. The plan focuses on 5 areas: infrastructure, teaching, learning, assessment, and productivity. For infrastructure, the plan aims to provide internet access for students and teachers both in and out of school. For teaching, it focuses on supporting educators to inspire more effective teaching. The learning focus is on engaging experiences to prepare students for a globally connected society. Assessment will measure and assess data for continuous improvement. Productivity intends for all to benefit from technology through improved learning outcomes. The plan also outlines professional development strategies to help staff integrate new technologies.
Tech plan presentation
The document presents Jersey Academy's Technology Use Plan developed by Group Theta. It outlines a vision for using technology to enhance education and prepare students for lifelong success. The plan has three goals: 1) teaching and learning, 2) infrastructure, communications, and services, and 3) professional development. Objectives include students and teachers demonstrating technology proficiency and the school developing a student information management system to track performance. The plan also discusses a needs assessment and timeline for implementation over one year.
Action plan[1]
The document outlines a technology action plan for Cleburne ISD. It includes an organizational chart showing personnel roles and responsibilities related to technology. It then describes two proposed professional development activities to train teachers on integrating technology into instruction through tools like PowerPoint, blogs and document cameras. It recommends monitoring implementation through surveys, teacher reports and walkthroughs. The goal is to utilize available data to increase classroom technology use and better meet technology goals in the district and state long range plans.
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Technology action plan
- 1. John Jay High School’sTechnology Action Plan By: Erika Martinez EDLD 5352 3/19/2011
- 2. EDLD 5352 Week 4 Assignment Part 1Organizational Chart Superintendent Principal Vice Principal Academic Dean Assistant Principals Teachers Technology Team Students
- 3. Superintendent – The superintendent ensures that the district has a technology team that aligns the district’s technology goals with standards set forth by the state. He also makes sure that the district has appropriately funded technology and that school’s receive adequate resources for staff members and for students. Also, he analyzes district reports and views the district’s strengths and weaknesses along with similar information for the various campuses within the district. The superintendent must maintain a vision for technology and is responsible for sharing his vision with all district employees, students, and stakeholders. Principal – The principal is in charge of ensuring that students’ receive an enriching curriculum in a safe environment. In the 21st century a safe environment extends beyond the school walls and entails students being safe when utilizing technology resources. The principal must have a vision for integrating technology and must share his vision with all staff members and students. He also reviews information from the STaR Chart, AEIS, and AYP reports in order to focus on improving the school’s weaknesses and generate goals that move the campus in a positive direction. Vice Principal – Our vice principal is the administrator that is part of our technology team. They assist the principal with leading the school and enforcing technology policy that align with standards set forth by the district and the state. They are a member of our SBDM and our SBDMC is responsible for creating our CIP and incorporating goals pertaining to technology. Academic Dean – Our Academic Dean is responsible for spear heading our campus with effective research based teaching methods. She focuses on working with teachers to learn and implement ideal instruction so that students are successful both in the classroom and on standardized exams. Additionally, she encourages the use of technology and makes recommendations on how teachers can best incorporate technology into their classroom. She constantly works with our CIT to plan teacher training and teachers’ use of technology. Part 1 - Roles and Responsibilities
- 4. Assistant Principals –Although the five assistant principals at our campus are given unique tasks such as handling discipline and attendance they are all responsible for doing classroom walk-throughs and PDAS observations. Through these observations they are able to provide teachers with feedback and suggestions about how to increase and incorporate the level of technology being utilized so that students are engaged are and maximized learning is occurring. Teachers – Teachers are responsible for providing students with quality instruction that incorporates technology when possible. Teachers are expected to provide differentiated and individualized instruction to maximize student learning. Additionally, they are expected to show students the appropriate, ethical, and legal ways to use the available technology resources. Technology Team – The technology team consists of a campus administrator, campus applications technologist (CAT), a campus computer technician, and a campus instructional technologist (CIT). Our technology team ensures our students and staff have all the necessary resources to facilitate and maintain its high tech equipment. Students – Students are expected to follow the acceptable use policy (AUP) when utilizing technology resources on campus. Part 1 - Roles and Responsibilities (Cont.)
- 5. During the 2011–2012 school year, John Jay High School will improve their current STaR Chart ratings in Teaching and Learning and Educator Preparation and Development from Developing Tech to Advanced Tech. Technology Goal
- 6. EDLD 5352 Week 4 Assignment Part 2
- 7. EDLD 5352 Week 4 Assignment Part 2
- 8. EDLD 5352 Week 4 Assignment Part 3
- 9. EDLD 5352 Week 4 Assignment Part 3
- 10. Technology Action Plan 2011-2012