Running Head: EDUCATIONAL TECHNOLOGY PLAN

Mattawoman Middle School

Technology Implementation Plan: Middle School

Adrienne Phelps

Liberty University

EDUC 629

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Table of Contents

Vision, Mission, and Goals………………………………………………...……………………. 3

Needs Assessment………………………………………………………………………………. 5

Strengths…………………………………………………………………………………. 5

Weaknesses ………………………………………………………………………………5

Opportunities …………………………………………………………………………… 6

Threat …………………………………………………………………………………... 6

Needs Analysis …………………………………………………………………………. 7

The Planning Process ………………………………………………………………………….... 8

State Goals and Objectives with Local Strategies and Measures ………………………. 8

Environment ………………………………………………………………………….... 10

Engagement ………………………………………………………………………….… 10

Application ……………………………………………………………………...….…. 12

Results …………………………………………………………………………………. 12

Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………. 13

Budget …………………………………………………………………………………. 13

Professional Development Plan ………………………………………………………. 14

Lesson Plan 1 …………………………………………………………………………. 17

Lesson Plan 2 …………………………………………………………………………. 19

Executive Summary ………………………………………………………………….………. 23

Reference …………………………………………………………………………………….. 26

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Vision, Mission, and Goals of Mattawoman Middle School

Mission:

The mission of Mattawoman Middle School is to implement technology across all grade

levels in order to engage, enhance, and challenge students to become global 21st Century

learners. The implementation of technology will ensure that the diverse student population are

prepared for the next level of learning that will be presented at the High School level.

Vision:

All students at Mattawoman Middle School will interact with technology on a regular

basis. The vision is that all students will become familiar with using technology within all

content areas so that they are successfully equipped with the knowledge to goals of further 21st

Century learning.

Goals and Strategies:

The goals and strategies are established to support the International Society for

Technology in Education (ISTE, 2019) standards, the Universal Design for Learners (UDL )

guidelines, the Technological Pedagogical Content Knowledge (TPACK) frameworks, and the

Maryland Standards.

To obtain this vision, Mattawoman Middle School will:

 Goal 1: Students will use digital tools to broaden their perspectives and enrich their

learning (Hamilton, 20015).

o Strategy: During the first week of school students will be taught how to log in to

their student accounts using Office 365.

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o Strategy: Students will be taught how to create, save, share, and collaborate

within the Microsoft Platform.

o Strategy: Students will create a PowerPoint that explains how to access programs

within Office 365 or Discovery Education.

 Goal 2: Research suggests that teachers lack the knowledge on how to successfully

integrate technology into the classroom (Spector, Merrill, Elen, & Bishop, 2014, p.101).

The TPACK framework guides teachers by training in content specific related technology

to boost learning.

Goal : Provide educators with content specific training that will allow for successful

implementation of technology within the classroom.

o Strategy: During the week before school and then once quarterly, teachers will be

trained on the uses of Microsoft programs for use in their content areas.

o Strategy: Teachers will receive quarterly training on how to build lessons and

assignments for their content within the Discovery Education online textbooks.

 Goal 3: The ISTE has 14 critical elements that are necessary for effective learning via

technology. The ISTE shares that “leaders and educators develop and maintain

partnerships and collaboration within the community to support and fund the use of ICT

and digital learning sources” (“Essential Conditions, ISTE,” 2019).

Goal:

o Strategy: Within the first quarter, parents will be invited to come in for training on

the web-based programs accessible to students at home. They will be given

directions on how to access the websites.

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o Parents will be assigned a login to the parent view program so that they can

access students grades and class websites. Training on use will be completed

during sessions within the first quarter

Needs Assessment

Strengths – What are the current strengths?

One of the strengths of Mattawoman Middle School (MMS) is current technology

throughout the building. The school currently has a total of three computer labs with 300 laptops,

three computer classrooms with a total of 90 desktop computers, two laptop carts totaling 60

laptop, one iPad cart with 30 iPads, and each classroom houses 1 desktop computer and 1

smartboard. The school has been upgraded to support 1:1 device. All teachers and students have

been provided with access to Microsoft Office (2016) products (Word, Excel, PowerPoint,

Publisher, Email, etc.). These programs can be accessed both at home and at school. Also

provided to all staff and students are many programs through Clever to include Khan Academy,

Code.org, Moby Max, Discovery Education, and many other programs. The use of educational

technology enhances both skills and cognitive characteristics of the learner (Stosic, 2015).

Another strength is the use of the Synergy program. This program is used by students,

parents, and teachers. The teachers are able to post grades, send emails, and upload information

and work into the class website. Parents and students can then respond, view grades, and access

work and information on the class website.

Weaknesses – What are the current weaknesses?

One of the major weaknesses is the number of teachers who are not educated in the use

of certain types of technology. After researching shortcomings in teacher education Gerda

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Reitsma and Elsa Ments (2009) state that “the lack of trained teachers for the technology

learning are is a problem that needs serious intervention” (pg. 26). Many of the older teachers

know how to use email, Word, and PowerPoint but they do not understand the uses within the

programs that would allow sharing, collaboration, and communication. There are professional

development opportunities within the district but they are offered after school hours and many

teachers are not willing to give up their personal time. The development opportunities are also

not geared toward content area use and teachers do not feel the information is helpful to their

specific content areas.

Another issue is the lack of enough technology within the school. With about 1000

students, there are not enough computers to be used by each class every day. Math, Science, and

Social Studies have to share 2 laptop carts, 1 iPad cart, or 4 computer labs so that they may use

their digital textbook. The average number of students per computer in this setting is 36 students

to every one computer. This is a problem because there are 15 math classes at any one time as

well as 6 Science and 6 Social Studies classes as those times as well.

Opportunities – What are the future opportunities?

Future opportunities for Mattawoman Middle School would include looking for

additional funding and resources to allow for the purchase of more technology. Such

opportunities could include grants and private funding. With additional funding, the schools

could buy more computers and eventually move to a 1:1 school. Another opportunity for future

consideration would be to hire new teachers with more knowledge of technology use in the

classroom to replace other teachers as they leave. This would help lessen the need for training on

programs such as Microsoft (2016) Word, PowerPoint, etc. In the future, parents could be asked

to provide computers for their students to use. Then the school could provide computers for the

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students that cannot afford them. Parents could pay a minor fee for insurance to protect computer

wear and tear.

Threats – What threatens those future opportunities?

The biggest threat to future opportunities for technology implementation is budget. The

budget within the school is spread throughout all aspects to include staffing, training, technology,

and extracurricular programs. This budget issue is affecting staffing which in turn affects class

size. With the lack of enough staff, class sizes are reaching between 28-34 students per class.

Students are more likely to become off task and teacher will have to use more time bringing

them back to task in larger class sizes (Blatchford, Bassett,, & Brown, 2011).

This severely limits the amount of time teachers have to spend with each student and

drastically raises the amount of teacher responsibility. Another threat is the increasing number of

student enrollment. As the number of students that enroll each weak rise, it is difficult to provide

the necessary equipment to meet the number of students.

Needs Analysis –

The purpose of this analysis. Is to identify the areas of need within MMS and determine

an action plan. The students who will benefit from this plan are 6th through 9th grade students in a

public middle school. This plan will affect teachers, administrators, students, and parents. All

stakeholders should understand that this plan that this plan is designed to prepare students for a

deeper level of learning facilitated by technology. This technology will prepare them to be

successful 21st Century learners. These skills will carry on through the rest of their school years

and into adulthood. All students will be able to achieve this level of understanding whether they

are in the classroom or at home. demographics of the school according to the Maryland State

Department of Education (2018) are as follows in the bullet points below:

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 Students range from ages 11-14

 Gender ratio is 506 female students to 485 Male students

 735 African American, 68 White, 55 Mixed Race, 82 Hispanic, and 46 Asian

The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goal Standards Strategies

1. Students will use digital 1. Empowered Learner  During first week of

tools to broaden their school, students will be

perspectives and enrich their Students leverage technology taught how to log in to

learning (Hamilton, 20015). to take an active role in their student accounts

choosing, achieving, and using Office 365

demonstrating competency in  Students will be taught

their learning goals, informed how to create, save,

by learning sciences. share, and collaborate

within the Microsoft

1c. Students use technology to Platform.

seek feedback that informs  Students will create a

and improves their practice PowerPoint explaining

and to demonstrate their how to access programs

leaning in a variety of ways. through Office 365 or

Discover Education.

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2. Provide Educators with 3. Empowering Leader  During the week before

content specific training that ISTE Standards for school and then once

will allow for successful Educational Leaders quarterly, teachers will

implementation of Leaders create a culture where be trained on the uses of

technology within the teachers and learners are Microsoft programs for

classroom. empowered to use technology use in their content

in innovative ways to enrich areas.

teaching and learning.  Teachers will receive

3b. Build confidence and quarterly training on

competency of educators to how to build lessons and

put ISTE Standards for assignments for their

Students and Educators into content within the

practice. Discovery Education

3c. Inspire a culture of online textbooks.

innovation and collaboration

that allows the time and space

to explore and experiment

with digital tools.

3d. Support educators in using

technology to advance

learning that meets the diverse

learning, cultural, and social-

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emotional needs of individual

students.

(“ISTE Standards for

Educational Leaders, ISTE,”

2019).

3. Work together with all 2. Visionary Planner  Within the first quarter,

stakeholders to support the ISTE Standards for parents will be invited to

learning needs of all Educational Leaders come in for training on

children including home Leaders engage others in the web-based programs

bound and home schooled to establishing a vision, strategic accessible to students at

provide learning plan, and ongoing evaluation home. They will be

opportunities that are both cycle for transforming given directions on how

relevant and engaging. learning with technology. to access the websites.

2d. Communicate effectively  Parents will be assigned

with stakeholders to gather a login to the parent

input on the plan, celebrate view program so that

successes, and engage in they can access student

continuous improvement grades and class

cycle. websites. Training on

(“ISTE Standards for use will be completed

Educational Leaders, ISTE,” during sessions within

2019). the first quarter.

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Environment

The Mattawoman Middle School learning environment will benefit from two different

types of learning environments. The first environment would be a Professional Learning

Community (PLC). The Professional Learning Community is designed to allow students to

“complete assignments using online, computer-based curriculum, with the assistance of learning

facilitators” (Kronholz, 2011). This will allow students who miss school, are home bound, or are

home schooled to continue education freely outside the confines of the regular brick and mortar

school.

The majority of classes will benefit from a blended learning environment. This type of

learning model helps teachers create a more personalized type of instruction that can better meet

student needs ( It allows for both face-to-face learning as well as online instruction. There will be

an emphasis in creating and learning using online tools. These tools will include the Microsoft

(2016) platform and the online Discover Education Textbook program. Students will have face-

to-face instruction and then will deepen the learning process online at both school and home. The

school will continue to buy laptops and carts with the intention of eventually having 30 laptops

per classroom. Students with no computer access at home will be allowed to use the school

computers before and after school. Students can access the library before, during, and after

school so that they can access the technology (J. Gilmer, personal communication, April 17,

2019)

Engagement

At the beginning of the school year teachers will need to teach students how to access

their Office 365 programs. The sooner they understand how to access the materials students will

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be able to engage in amore quick and meaningful manner (Gilmer, personal communication,

April17, 2019).Once they are proficient in accessing the program, teachers will then need to

teach them how to utilize the programs available within the Office 365 platform. Once they are

proficient in using the programs, students will work independently and/or in groups. This will

allow them to create and collaborate with others to show a deeper understanding of content and

utilization of higher-order thinking skills.

Application Tools

In order for this technology plan to work the school will need laptops, desktops, and

iPads with internet connectivity. Students will need to be able to save documents to the cloud

through Office 365. This will allow for them to share work, collaborate, and access the work

from any computer with internet access both at school and home. Money will need to be saved

within the budget to buy extra computers, new programs, and up to date Smart Boards.

Teachers will need to have training throughout the year to keep current on new

technologies and instructional methods. These professional developments should be content

specific to allow for immediate implantation within the classroom setting. Teachers are better

able to relate to the training when it is specific to the area they teach (J. Gilmer, personal

communication, April 17, 2019). These trainings can be completed in both individual and teams

and if able, should provide educators with credits toward licensure renewal.

Results

Students will create a PowerPoint Project within the first month of school. This project

will explain how to access documents within office 365 or Discovery Education. Students will

need to present the project to the homeroom class. In doing so, they will show that they have

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developed an ability to manipulate the program confidently. The result of students utilizing this

program will be the ability to understand real world information through research and creation as

opposed to paper-pencil test and evaluations.

Implementation

Budget

Continuation of Technology (Already provided and maintained by the district)

 Desktops

 Laptops

 iPads

 Printers

 Smartboards

 Internet

 Projectors

 Microsoft Office

 Discovery Education

Technology that needs to be purchased

 HP Chromebooks x 20/year - $170.00/per computer

Professional Development Costs

 Presenter $200/presenter/session (minimum of 5 sessions per year)

 Access to all technology and resources listed above

Total Estimated Cost

Technology Cost Quantity Total

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HP Chromebook $170.00 40 $6,800

Presenter $100 50 $5,000

Total = $11,800

Professional Development Plan

Timetable for Goals, Objectives, Strategies, and Measures: Each professional

development session will take approximately one and a half to two hours. Training will be

conducted using the computer labs and will be broken to individual content areas. Leading the

training will be conducted by the Instructional leadership team. The educators will be asked to

Log in to the Microsoft Accounts or Discovery Education accounts. They will be shown what

technology will be used and asked to play with it a little.

While learning to manipulate the technology, teachers will be asked to create a lesson or

a presentation that can be used within their classrooms. Then they will share their ideas with the

other teachers in their grade level. The professional development will be completed throughout

the school year. The first training will be held within the week prior to school and then follow up

trainings will be completed quarterly. This will allow for a gradual implementation of the

material as well as allow teachers the ability to use the technology and develop and

understanding and questions.

Week – Learning to use PowerPoint

Where does it fit? PowerPoint allows for students to complete research in an

Independent manner and then present the information that was learned using a visual

modality that can be both interactive and engaging.

Backup Plan: Students can create posters to share the information they have found.

Effectiveness: For students that are considered exceptional, they can learn to input video

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as well as other more in-depth tools within PowerPoint. For lower level learners and

English Language Learners, they will be able to present material utilizing pictures that

guide them and get their thoughts across.

PD: Teachers will learn to create a PowerPoint with pictures and video links. They will

be in a classroom with computers and will be grouped together by content areas.

Teachers will be given an example PowerPoint that they can click around on to see how it

can be used for their content area. Next teachers will pick a topic to create a lesson on

and will start to build the PowerPoint. As they create the lesson, they will help each other

with content and adding materials. Teachers will be given links to videos that can guide

them through the process so that they also have a visual guide. This will take

approximately two hours or so.

Week 2 – Learning to use Microsoft Word

Where does it fit? Microsoft Word allows for students to type up information instead of

writing it by hand. Students will be able to collaborate and edit within the document in a

clean and effective manner.

Backup Plan: Students can write in a class journal.

Effectiveness: Microsoft Word allows for students to exceptional learners to both

With each other and also learn to write in a higher-level format. For students that students

that struggle with motor function, they are able to write in a free manner that is less

stressful for them and also easier to read for others. The teacher will be able to leave

feedback and edits within the document.

PD: Teachers will learn how to utilize the different functions within word. Teachers will

meet in grade level content areas in a computer lab. They will spend time playing with

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different features and learning about what features there are. After the instructor shows

how to utilize features, they will create a lesson plan that can be shared with another

teacher. Then they will leave messages within word to provide feedback for each other on

how to make the document more meaningful.

Week 3 – Discovery Education

Where does it fit? Discovery Education online textbook presents information in text,

video, and game form. It also provides lesson plans and graphic organizers that the

teacher can use. Teachers are able to create lessons that can be completed in a self

guided platform.

Backup Plan: The teacher can print the pictures, text, and organizers to be used in the

classroom by students.

Effectiveness: Exceptional learners are able to work at their own pace and be assigned

videos and text that are at their level of learning. Lower level learners and ELL students

are able to access information at their level of learning as well as have the information

presented in the manner that they best learn from.

PD: Teachers will complete quarterly training on how to create lessons within the

Discovery Education program. Each time they will meet in grade level content areas.

Each teacher will pick a different topic and drop resources into a saved file. Then they

will build a lesson using these resources. After the lesson is completed, the group will discuss the

lesson and make modifications as needed. They will continually create these lessons throughout

the year. Each meeting will take two to three hours.

Throughout the year teachers will complete a survey that will help guide each future training.

This will allow for further trainings to be added if they are needed. By doing this, teachers will

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only get what they need and will not be over stimulated with the material. This plan will be

evaluated by all stakeholders at the completion of two years.

Biblical Purpose: Students will understand how diverse people can be very different and yet

have similarities that connect us. God sees all people as one in Christ. The bible extols that

“There is neither Jew nor Greek, there is neither slave nor free, there is no male or female, for

you are all one in Christ” (Galatians 3:28, New International Version).

Lesson Plan 1

Before the lesson

Topic/Subject/Grade: Social Studies/World History/6th

Primary SOL: Maryland Standard 2.A.1.b Describe and compare elements of culture such as art,

music, religion, government, social structure, education, values, beliefs, and customs, from

civilizations in early world history. (“Peoples of the Nation and World – Grade 6 – Social

Studies Using the State Standards – School Improvement in Maryland,” 2015)

Other related Standards: NETS: 3. Students critically curate a variety of resources using digital

tools to construct knowledge, produce creative artifacts, and make meaningful learning

experiences for themselves and others. ("ISTE Standards for Students | ISTE," 2019)

Objective: Students will demonstrate similarities and differences between Ancient Greece and

Ancient Rome in order to compare elements of culture.

Condition of the Task: Given 4 different categories of culture, students will create a PowerPoint

that demonstrates the similarities and differences of each category using picture sand two to three

sentences for explanation

Observable Task: Students will create a PowerPoint.

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Measurable criterion: With each category, students will include one picture from Greece and

one from Rome as well as two to three sentence explanation on how they are similar and/or

different.

Classroom Diversity: Lower Level learners will be given specific areas to research and will work

in pairs. Exceptional learners will be required to have at least one interactive feature in their

PowerPoint.

Materials/Equipment: Laptop/Desktop, PowerPoint, Internet

Technology Integration: Please see above

During the lesson

Set: The teacher will ask the students if they can think of any Greek Gods. Then the teacher will

show the Roman equivalent. Next, the teacher will explain that students will be creating a

PowerPoint that explains the similarities and differences between different aspects of Greek and

Roman Society.

Lesson: Students will complete this over three class periods. The teacher will give the students a

guiding rubric for them to follow as they are working on the assignments. Each slide will have at

least two pictures on each slide to show the similarity and difference and a small explanation to

go with.

Instruction/Modeling: The teacher will model how to pick out different layouts as well as how

to insert pictures and video into the PowerPoint. The teacher will List the different areas that

students can choose from and show on similarity and difference.

Guided student practice/Formative assessment: At the end of each class, the student will share

the PowerPoint with the teacher so that the teacher can monitor work and leave feedback.

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Independent practice/Formative Assessment: The students will present their PowerPoint to an

English class who is studying Greece. They will explain how Greeks and Romans are vary

similar. The presentation is part of their grade.

Closure: Students will share a link with another student who will grade their PowerPoint Based

on the rubric. Then the teacher will collect the rubrics and follow up on the PowerPoint.

Summative Assessment: Students will submit a digital copy of the brochure for teacher to grade.

After the Lesson: Teacher reflection

Lesson Plan 2

Before the lesson

Topic/Subject/Grade: Social Studies/World History/6th

Primary SOL: Maryland Standard 3.A.1.b Use photographs and thematic maps to, to identify

and describe physical and human characteristics of early civilizations. (“Geography - Grade 6-

Social Studies Using the State Standard – School Improvement in Maryland,” 2015)

Other related Standards: NETS 1.Students leverage technology to take an active role in

choosing, achieving, and demonstrating competency in their learning goals, informed by learning

sciences. ("ISTE Standards for Students | ISTE," 2019)

Biblical Purpose: Students will understand

Objective: Students will identify and describe the physical and human characteristics of Chinese

geography in order to demonstrate an understanding of their impact on early Chinese civilization.

Condition of the task: Given 6 geographical features of Chinese geography, students will create

a brochure that demonstrates the impact of geography on life using one to two pictures or maps

and three to four sentences of explanation.

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Observable Task: Students will create a brochure using Microsoft Word online.

Measurable Criterion: With each side students will have one to two pictures or maps per

geographic location and three to four sentences that explain how the people would adapt to the

location.

Classroom Diversity: Special needs students will be given a list of must geographical areas ion

China and they will work with a partner to complete the task. Exceptional learners will be

required to write an essay to go with.

Materials/Equipment: Laptops/Desktops, Internet, Microsoft Word Online

Technology Integration: Please see above

During the lesson

Set: Students will be asked to find a geographic map of China. Students will be asked what

geographical feature they see. The teacher will then explain that they will be creating a

PowerPoint that highlights the different geographical features of China and how people adapted

to them.

Lesson: Students will complete this assignment over two class periods. They will be given a

rubric that highlights the items that must be within Word and the breakdown of points. When

they have completed the assignment, they will share it with the teacher through the share feature

within Word online. Each side must have one to two photographs and a small text that explains

the geographic feature and how people adapted to it.

Instruction/Modeling: The teacher will model how to change layout and insert picture and text

into Word. This will be a reminder of how to use the technology. After each geographic feature,

the teacher will check in with the student and offer guidance or changes. If a student needs help

they can always ask the teacher.

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Guided student practice/Formative assessment: At the end of each class, the student will share

the assignment so the teacher can check and monitor progress.

Independent practice/Formative Assessment: At the end of the assignment, students will present

their brochure to the rest of the class. Students will be given five minutes to share their

presentation and the teacher will be watching as the presentation is part of the overall grade.

Closure: Students will share their favorite geographic feature and explain why it is their favorite.

Summative Assessment: Students will submit their final Brochure to the teacher for grading after

their presentation.

After the Lesson: Teacher reflection

Executive Summary

The Mattawoman Middle School Technology Plan for the 2020-2022 school year was

created with the intent of aligning with the Maryland State standards and the International

Society for Technology in Education (ISTE) standards. Reflected within this plan are the

missions, values, goals, and beliefs of the school. The plan was created for use across all content

areas throughout the school year.

This technology plan has been created with students who need modifications and

adaptations in mind. This plan incorporates the biblical world view that learning is important for

everyone. It is imperative that we teach our students to learn with whatever means possible

because education is one of the most important part of life. In the bible it states that “having

wisdom and understanding is better than having silver and gold” (Proverbs 16:16, New King

James Version).This plan will build help build an understanding of technology use that will lead

to a rigorous technology driven curriculum. To ensure that this plan will be successful, more

research into funding, further technology, and professional development will be needed.

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The goals three goals within this plan are designed to solidify how technology can best be

used to enhance learning within the classroom. Teachers will be trained on implementation

techniques within their content areas while students will be taught how to access knowledge and

then use that knowledge to create a product that shows understanding of the topic. The plan also

allows parents to become more involve by communication and access.

The plan will be evaluated base on teacher and students effective regular use of, but not

limited to, Microsoft Word (2019), Microsoft PowerPoint (2019), and Discovery Education

online textbook. When students are using the technology, they will be able to research, think

critically, and develop deeper understandings of both content and technology that they will

further use in the future. For this plan to work. Teachers will need to have a greater

understanding of the technology so that they can facilitate the learning of the students within the

technology.

Learning is no longer based on a teacher lead classroom environment. Students are “ put

in new situations and given the appropriate tools and support to learn how to deal with their

situations” (Collins & Halverson, 2018, pg. 13). When technology is effectively incorporated

into teaching and learning, students will achieve a higher level of learning with a deeper

understanding. They will start to take ownership of their individual learning. This plan will lead

to many opportunities for the future both in school and the community.

Crosswalk of Goals

A goal comparison of the National Educational Technology Plan, the Educational Technology

Plan for your state, and the Imaginary County Public Schools’ Strategic Plan.

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National Educational Mattawoman

Educational Technology Plan for Middle School

Technology Plan Maryland Technology Plan

Learning: Improve student Students will utilize

“Students must have learning through technology daily to

regular opportunities technology. enhance skills that

to use technology to (Instructional will benefit them in

develop skills that Technology and the future as 21st

encourage personal School Library Media Century Learners.

productivity, Program, 2007, p. 8).

creativity, critical

thinking, and

collaboration in the

classroom and in

daily life” (ISTE,

2007, para. 1).

Assessment: 1.3 All students will Assessment will be

Teachers will use demonstrate mastery created to meet

multiple technologies of technology literacy individual students

to assess and analyze by the end of eight needs. Students will

the learning of grade as specified in be given choices of

students (ISTE, the: how to demonstrate

2000). knowledge.

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* Maryland Students

Technology Literacy

Standards

(Instructional

Technology and

School Library Media

Program, 2007, p. 8).

Teaching: Prepare students for Technology will be

The use of college and career integrated into daily

technology will be readiness through classroom learning.

used to support as access to online All stakeholders will

well as enhance the learning, educational have appropriate

diverse needs of a technologies, and access to technology.

student-centered high-quality digital

learning environment content. (“Continuing

(ISTE, 2000). resolution:

Technology,” 2016).

Infrastructure: Improve staff’s The technology

Professional knowledge and skills infrastructure will be

development that is to integrate used to enhance

technology-related faculty understanding

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Running Head: EDUCATIONAL TECHNOLOGY PLAN

where both students technology into of use. Teachers will

and educators are instruction. receive quarterly

given time to (Instructional training on new

implement and share Technology and technology.

ideas (ISTE, 2009). School Library Media

Program, 2007, p. 8).

Productivity: 3.1 All staff will us MMS will utilize

Teachers must use electronic email and class

technology to information and websites to improve

communicate and communication tools and manage

collaborate with to improve communication with

coworkers, students management and all stakeholders.

and their families, operational

and within the efficiency.

community to (Instructional

increase the Technology and

productivity and School Library Media

encourage lifelong Program, 2007, p.

learning (ISTE, 17).

2000).

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References

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Collins, A. & Halverson, R. (2018). Rethinking education in the age of technology: the digital

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