The document outlines the technology implementation plan for a school district. It describes the roles and responsibilities of various administrators and teachers in integrating technology. It then details a professional development plan for teachers focused on PowerPoint, blogs, wikis, and discussion boards. Teachers will participate in initial training, implement the skills in their classrooms, and receive ongoing online support and evaluation to ensure technology integration into lessons. The goal is to enhance teaching and learning through effective technology use.

1. Board of TrusteesFinal authority to govern schools in the area of technology. The board determines funding for technology and control policies for technology implementation throughout the district.Technology Integration ChartSuperintendentInstructional leader of the district. He manages the day-to-day workings of the district including technology implementation. He implements Board policies and makes recommendations for technology funding.Assistant Superintendent of Curriculum and InstructionMakes recommendations to the Superintendent and reports back to him about Curriculum and Instruction initiatives including implementation of technology on campuses. She can also submit proposals for financial assistance for schools with technology needs to the Superintendent.Director of Instructional Technology ServicesReports the technology needs of the district to Asst. Superintendent for C&IOverseer of the technology goals set by the district for Technology integregationRoles: Develop TA:TEK Curriculum for Tech ClassesDevelop PD for C&I Dept. for Tech integration in the district curriculum guides for each grade level.Develop PD for classroom teachers to sign up for on the district ePath system to be able to implement technology in the curriculum guide.Researches appropriate uses of technology.Oversees all web-based testing and procedures throughout the district.Director of Curriculum and InstructionRole: To monitor that each teacher specialist in the content areas are integrating technology into the district curriculum guide for each grade level. Teacher Specialist in Each Content AreaRole: Write district curriculum guide for their content area integrating technology into the guide for teachers to use. Technology could include projects for students, web sites to visit pertaining to content, or online media to show students. Conduct walk-throughs at campuses to make sure teachers are integrating the technology in the curriculum guide. Report back to the Director of C&I regarding technology needs at the campus levels. Principal of Each SchoolDevelop a campus vision regarding the use of technology, provides funding for technology, evaluates the effective use of technology on campus as per the curriculum guide, models effective technology use for teachers during meetings, and ensures that technology is included in the CIP set for by the SBDM team.Campus Instructional Coordinators (CIC)Responsible for walk-throughs in classrooms making sure that technology is being implemented as per the district curriculum guides for each content area. Report to the principal, model effective use of technology for teachers during meetings and on campus professional learning, sign teachers up for needed technology professional development via the ePath system, schedule technology professional development on campus, and help teachers to utilize the existing technology available on campus.TeachersResponsible for having fidelity to the district curriculum guide including technology integrated pieces. Seek help from the CIC in areas of need regarding technology, attend technology professional learning to increase proficiency for students instruction and teaching. Work with other teachers and CIC to integrate technology in classroom lessons, teach students about technology safety, copyright laws and Internet dangers. Assign technology projects and sign up for computer use time in the library or shared computer lab. StudentsStudents have to take the responsibility for learning and using technology assigned by the teachers. Students need to inform the teacher of their prior knowledge with technology and work collaboratively to implement technology during class periods to complete assignments.Role of the Principal in Implementing and Monitoring TechnologyThe role of the principal in today’s schools is the instructional leader. With the ever changing world of technology, a principal must keep his/her learning current regarding technology trends. He/she must be able to assess the technology instruction in the classrooms to make sure that students on the campus are receiving an education that is preparing them for the 21st Century. To stay current a principal must continually attend professional learning opportunities and be able to go back to campus and be the leader in technology use. Principals must be the role model and set the expectations for teachers during professional learning on campus and meetings. It is also the responsibility of the principal to sit with the SBDM team to discuss the budget for technology and then adjust it to meet the needs of the campus. Professional Development PlanActivity In looking for resources and data for my professional learning sessions about technology integration into the classroom I consulted our Campus STaR data, the District Improvement Plan, the Campus Improvement Plan, the District Technology Plan,and the Long-Range Plan for Technology.After reviewing the STaR chart data for Page Middle School for the past three years it is quite evident that we need to integrate technology in the classroom instead of it being used predominantly as an administrative tool outside of the Technology Application class. In our District Improvement Plan we are committed to the integration of technology applications into core content areas (Strategy 2, Activity 7). In our Campus Improvement Plan under Strategy 2, Activity 2 our goal is to provide training to teachers in the use of technology to improve instruction. In relation to the Long-Range plan, my goal is to model the learning and then have teachers have ample to time practice and implement their learning in the classroom. I wanted to make sure that my activities were engaging and relevant so that they would be more willing to take the learning back into their classrooms to benefit their students. One of the major complaints in the district has been that there is no follow-up for training. It is always a one shot training with the expectation that teachers are ready to go back into the classroom and implement their learning. I have created a professional learning plan that will last throughout the entire second half of the year. My focus is to teach a little, give teachers timelines for implementation, and then follow-up evaluations and then go through the learning cycle again. I am hopeful that I will see an increase in technology use by both teachers and students through intense training and on- going support.Activity: Teachers will have three days of professional learning opportunities for Power Point and web conferences, Blogs, Wikis, and discussion boards. In between the formal learning opportunities teachers will be required to log on to web conferences and discussion boards to gather data about technology implementation in the classroom. The professional learning will begin at the district level and move to online sessions as the second half of the year progresses. All teachers will register for their learning through signing up on the district’s ePath system. The ePath system has a built in evaluation piece that will make it a little easier to gather data about teachers’ learning.Summary: Teachers will learn how to effectively implement Power Point presentations, Blogs, Wikis and discussion boards to enhance learning in the classroom. The first session will be help on Jan. 15th which is a district professional development day at the end of the second nine weeks. The professional learning plan is outlined below:January 15thFull day of district level professional learning about implementing Power Point in all content areas and practicing how to log on and use the portal for web conferences for the district. Evaluation: Teachers will create a simple Power Point explaining their learning and one way they will commit to using Power Point at least twice before the web conference. The teachers will then log on to a web conference to discuss any questions or commentsthey have before leaving the session. The facilitator will gather qualitative data through these two evaluation pieces. Teachers will also fill out the online ePath evaluation for the district. This will give the district quantitative data for the learning.February 5thEvaluation Piece:Online web conference about the integration of Power Points in the classroom. Teachers will share their successes and challenges during the last three weeks regarding the expectation of integrating two Power Point presentations in theirclassrooms. This will be the first of several monitoring reports that will be submitted to the Campus Instructional Coordinator and Principal. This is a qualitative evaluation piece for the learning plan. Through the discussion the district technology person will be ableto give feedback, direction, and affirmation to teachers. February 15thDay 2 of district level professional development will focus on Blogs and discussion boards. This professional learning will be via a web conference. During this session teachers will learn how to create and post to each other’s Blogs created during the conference. Teachers will learn the different uses for Blogs in the classroom and professional collaboration. The expectation from this learning is that each teacher will Blog weekly reflecting on his/her technology integration for that week. Each teacher will also set up one Blog for his/her students to post to about classroom content. Students will be instructed to post to the Blog at least once as part of their homework assignments. After the Blog lessons teachers will be instructed on how to use the discussion board. The discussion board will be a question and answer portal for teachers. Evaluation: Qualitative-the creation of a personal Blog and posting to a colleagues Blogduring the professional learning session. Weekly Blog postings by teachers reflecting on their week with technology and a student Blog where each student has posted to the Blog in response to the post.Teachers posting to the discussion board to clarify questions that they have and to offer help and suggestions to others who have posted questions or concerns.April 9th The last direct professional learning day that will focus on Wikis. This professionallearning will also be conducted online. Teachers will log into the session and learnwhat Wikis are and how to use them to create an online Professional Learning Community with their colleagues in the school. The principal will be trained to use Wikis to disseminate administrivia to the teachers instead of calling everyone intoa staff meeting.Evaluation:Each school will create a Wiki and teachers will log onto the Wiki to share ideas and participate in grade level and staff meetings that are about administrivia. The following dates will be sessions for teachers to log into for additional support and questions as needed with the technology specialist: April 30th, May 14th, and May 28th.Evaluation Pieces for Professional Development PlanOther than the built in evaluation pieces during the learning pieces, teachers will fill out a pre- and post survey with questions about their technology integration in the classroom. The two surveys will be compared for frequency of technology integration, the comfort level of the teachers using Power Point, Blogs, Wikis, and Disucssion Boards. Both the pre- and post survey will have teachers set personal short and long term goals for themselves in relation to their integration of technology into the classroom.Another formal evaluative piece will be the STaR chart responses at the beginning of the 2010-2011 school year. With this intense planning and support, I would hope to see moves from Developing to Advanced in Key Area 1: Educator Preparation and Development and Key Area 2: Leadership, Administration and Instructional Support.