EPSDtechintplan2004
EPSDtechintplan2004
EPSDtechintplan2004
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East Penn School District<br />
Technology Integration Plan<br />
November 18, 2004
East Penn Board of School Directors<br />
East Penn School District<br />
800 Pine Street<br />
Emmaus, PA 18049<br />
Ann Thompson, President<br />
Maury Robert, Vice President<br />
Charles Ballard Susan Kowalchuk<br />
Alan Earnshaw Samuel Rhodes, III<br />
Francee Fuller Terry Richwine<br />
Elaine Gannon<br />
Gary Reigal, Board Treasurer<br />
Cecilia Birdsell, Board Secretary<br />
Marc Fisher, Esq., Solicitor<br />
Central Office Administration<br />
Alrita Morgan, Ph.D., Superintendent<br />
Gerald Zinner, Ed.D., Assistant Superintendent<br />
Denise Torma, Ed.D., Director of Research and Evaluation<br />
Leslie Daniel, Director of Personnel<br />
Claudia Shulman, Director of Curriculum and Instruction<br />
Janice Hoffman, Supervisor of Elementary Education<br />
Linda DeIvernois, Supervisor of Secondary Education<br />
Gary Reigal, Director of Fiscal Affairs<br />
Debra Surdoval, Assistant Director of Fiscal Affairs<br />
George Ziolkowski, Ph.D., Director of Pupil Services<br />
Lynn Brinckman, Supervisor of Special Education – Elementary<br />
Angela DeMario, Supervisor of Special Education – Secondary<br />
James Carl, Supervisor of Maintenance<br />
Robert Kovalchick, Assistant Supervisor of Maintenance<br />
Vincent Spade, Assistant Supervisor of Maintenance<br />
Sally Milliken, Director of Information Technology<br />
Building Administration<br />
Secondary<br />
Elizabeth Drake Robert Misko Douglas Wells, Ed.D.<br />
Rebecca Beidelman Peter Schutzler Michelle Wiley<br />
Joseph Cortese David Silfies<br />
Daniel Griesbaum<br />
Janine Mathesz<br />
Dennis Ramella<br />
Elementary<br />
Kristen Campbell Dennis Murphy Lynette Smith<br />
Anthony Moyer Robert Oberecker Michael Waddell, Ed.D.
TABLE OF CONTENTS<br />
Message from the Superintendent…………………………………………………………1<br />
Introduction/Background………………………………………………………………….3<br />
Technology Integration Plan Review……………………………………………………..7<br />
Evaluation of Technology Use…………………………………………………………..11<br />
Level Plans<br />
Curriculum and Instruction………………………………………………………15<br />
Elementary……………………………………………………………………….19<br />
Middle …………………………………………………………………………...23<br />
High School ……………………………………………………………………..27<br />
Current Status of District Technology…………………………………………………...29<br />
Status of Recommendations……………………………………………………………...37<br />
Appendices……………………………………………………………………………….39<br />
Appendix A………………………………………………………………………40<br />
NETS for Students……………………………………………………….41<br />
ISTE National Educational Technology Standards for Teachers………..42<br />
Appendix B………………………………………………………………………43<br />
Glossary………………………………………………………………….45<br />
Appendix C………………………………………………………………………46<br />
Technology Use Survey………………………………………………….47
Message from the Superintendent<br />
This report represents the work of many people during the past two years. Throughout the<br />
2003-2004 school year, one group worked on developing a vision for the future support of<br />
instruction by technology; another group assessed the current use of technology to support<br />
instruction. Towards the end of the school year, the two groups struggled to identify the<br />
philosophy and beliefs underlying the use of technology for instructional purposes. Research has<br />
been an integral part of the groups’ work.<br />
The challenge for the study groups was to build on the knowledge gained from the past<br />
experiences with technology, yet lay the groundwork for thinking of technology as an integrated<br />
tool of instruction. Confronting the issues of learning, teaching and assessment first before<br />
identifying equipment or software is essential for effective and efficient progress in education.<br />
Interim goals included revising the requisition, budgeting and reporting systems.<br />
As with any major process the work is always in progress. The hope and plan for this<br />
document is that it is used to direct planning and budgeting. This document establishes a new<br />
baseline and will position us well for state requirements for strategic planning beginning in 2006.<br />
As new assessment data becomes available the Technology Committee will be able to refine<br />
recommendations that will help achieve internal consistency and equity of opportunities for all<br />
East Penn students.<br />
Each person who is named in the report and many others who provided input has been<br />
very important in developing this report. The Board of Education had the vision ten years ago to<br />
support a major initiation of technology in the district and has shown the ongoing interest and<br />
support of the district’s efforts are appreciated.<br />
EPSD Technology Integration Plan<br />
Page 1
EPSD Technology Integration Plan<br />
Page 2
Introduction/Background<br />
Technology has fundamentally changed the way we live and work.<br />
Now we need to apply technology’s powerful tools to change the<br />
way our students, of every age, learn. CEO Forum Year 3 STaR<br />
Report, June 2000<br />
Overview of Research<br />
Since its inception in 1993-94, the East Penn School District’s Technology Integration Plan has<br />
served as a framework for addressing the educational needs of our district by expanding the<br />
breadth of pedagogical practice and offering meaningful professional development opportunities<br />
for all staff and instructional personnel. The world as we know it, has become one in which<br />
boundaries are transparent and information is free flowing. As a result, an ever-present<br />
responsibility exists for students to be aware of and to be selective in the use of information.<br />
The Pennsylvania State Academic Standards require that all students, depending on the<br />
benchmark, either know, explain, apply, or analyze information technologies involving<br />
encoding, transmitting, receiving, storing, retrieving, and decoding (e.g., graphing reproduction,<br />
image generating techniques, communications technology…).<br />
The International Society for Technology in Education (ISTE) supports these standards as well<br />
as the standards for teachers (see Appendix A). The creative use of digital learning allows<br />
teachers and students to transform the classroom environment into a more dynamic, demanding,<br />
vibrant, and interactive exchange which supports learning that is more<br />
Strategic and project centered. Emphasis is placed on what currently exists, why it does,<br />
and how it can be made better.<br />
Student centered. Students become active learners and teachers serve as guides and<br />
advisors while remaining at the apex of the student’s learning team along with fellow<br />
students, parents, administrators and community members.<br />
Collaborative. The classroom walls become permeable as students engage in<br />
discussions with individuals throughout the world. The key is the ability to pose valid<br />
questions and determine where to look for the answers.<br />
Communicative. As conversations, verbal and electronic, become a more common form<br />
of discourse, the role of teacher and student are often exchanged – the student becomes<br />
teacher.<br />
Personalized. Digital learning conveys a new capacity for meeting individual student<br />
needs, learning styles, and abilities. Multiple pathways to the information and<br />
understanding are necessary.<br />
Accessible. With wireless connections and distance learning, the boundaries that often<br />
confine education fade in a digital age. Today, the ability to find information quickly and<br />
efficiently, manipulate it, and apply it to solve problems and inform decisions has become<br />
a primary asset.<br />
Evaluation<br />
The Technology Integration Resource Teachers assessed what technology is presently being used<br />
in the educational experience. Ongoing discussions about teacher and student use of technology<br />
led to the creation of the open-ended teacher survey. Survey questions addressed technology use,<br />
selection, impact, and obstacles. The surveys were distributed via e-mail or paper.<br />
In total, 177 out of 281 teachers participated in the survey administered in February 2004.<br />
EPSD Technology Integration Plan<br />
Page 3
Major Findings<br />
Table 1. Survey response distribution by level (percent)<br />
Elementary Middle High School<br />
Infrastructure for Technology<br />
46% 37% 29%<br />
Table 2. Technology use<br />
Elementary Middle High School<br />
1. Compass<br />
2. LCD projectors<br />
3. Videostreaming<br />
1. LCD projectors<br />
2. EBoard<br />
3. Interactive<br />
whiteboard<br />
Table 3. Selection of technology<br />
1. LCD projectors<br />
2. Wireless cart<br />
3. Interactive<br />
whiteboard<br />
Elementary Middle High School<br />
1. Enriched<br />
curriculum<br />
2. Enhanced<br />
viewing for<br />
large groups<br />
3. Individualized<br />
instruction<br />
1. Instructed large<br />
groups<br />
2. Improved<br />
communication<br />
with students and<br />
parents<br />
3. Motivated<br />
students through<br />
active learning<br />
1. Instructed large<br />
groups<br />
2. Increased student<br />
motivation and<br />
active learning<br />
3. Communicated<br />
with students and<br />
parents<br />
Table 4. Impact on students<br />
Elementary Middle High School<br />
1. Develop 1. Ability to present 1. Access to online<br />
independent creative projects resources and<br />
learners<br />
to peers<br />
presentation tools<br />
2. Review of skills 2. More focused 2. Participate in<br />
taught<br />
learning<br />
active learning<br />
3. Greater 3. Awareness of 3. Enhanced<br />
understanding available<br />
content<br />
of material<br />
resources<br />
Table 5. Obstacles<br />
Elementary Middle High School<br />
1. Time<br />
2. Knowledge of<br />
how to use<br />
3. Student<br />
dependency<br />
1. Time<br />
2. Ease of use<br />
3. Lack of<br />
equipment<br />
1. Equipment<br />
availability<br />
2. Lack of ancillary<br />
equipment<br />
3. Time<br />
EPSD Technology Integration Plan<br />
Page 4
Educational Focus<br />
The plan is organized around the outcomes for students encapsulated by the vision for the<br />
various instructional levels (elementary, middle and high school). In addition, the<br />
Curriculum/Instruction plan provides the future direction of the Professional Development<br />
Institute in providing growth opportunities for technology integration.<br />
Effective integration of technology is achieved when students are able to<br />
select technology tools to help them obtain information in a timely manner,<br />
analyze and synthesize the information, and present it professionally. The<br />
technology should become an integral part of how the classroom functions –<br />
as accessible as all other classroom tools. (National Educational Technology<br />
Standards for Students, ISTE)<br />
The Information Technology plan highlights the equipment and infrastructure used to facilitate<br />
student learning. According to the Principals’ Executive Program, 2000, Taking a Good Look at<br />
Instructional Technology (TAGLIT), a school develops a technology program over time and<br />
includes stages of development:<br />
1. Embarking: The school is just getting started with aspects of technology.<br />
2. Progressing: The school is making some effort and showing some progress with<br />
aspects of technology for teaching and learning.<br />
3. Emerging: The school is making considerable effort and showing considerable<br />
progress with using aspects of technology fro teaching and learning.<br />
4. Transforming: The school’s use of technology is transforming the way teaching and<br />
learning take place.<br />
A district’s professional development program needs to parallel the same stages. In defining<br />
professional development profiles, the Year 4 StaR Chart builds upon the five phases of<br />
professional development identified by Apple Classroom of Tomorrow through a decade of<br />
research on the instructional changes that occur during the process of integrating technology to<br />
transform the learning environment. Those five phases are:<br />
1. Entry: Educators struggle to learn the basics of using technology.<br />
2. Adoption: Educators move from the initial struggles to successful use of technology<br />
on a basic level (i.e., integration of drill and practice software into instruction).<br />
3. Adaptation: Educators move from basic use to discovery of its potential for increased<br />
productivity (i.e., use of word processors for student writing and research on the<br />
Internet).<br />
4. Appropriation: Having achieved complete mastery over the technology, educators<br />
use it effortlessly as a tool to accomplish a variety of instructional and management<br />
goals.<br />
5. Invention: Educators are prepared to develop entirely new learning environments that<br />
utilize technology as a flexible tool. Learning becomes more collaborative, interactive,<br />
and customized.<br />
The proposed outcomes that are evident in the level plans exemplify a commitment to<br />
transforming the way teaching and learning take place.<br />
Elementary level<br />
• Learning in a more interactive manner by engaging children in exploring, thinking,<br />
inventing, problem-solving, and experiencing the world digitally.<br />
• Shifting from teacher instruction to student construction through discovery, the creation of<br />
learning cultures and learning partnerships.<br />
Middle Level<br />
• Meeting the needs of diverse learners.<br />
• Home school connection through parent involvement.<br />
EPSD Technology Integration Plan<br />
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High School level<br />
• All students will master basic technological skills.<br />
Students will be able to transfer learning from one application to another.<br />
Students will use online databases and Internet sources to develop research<br />
skills.<br />
Students will receive reinforcement of and extension of their skill development.<br />
• Technology will support students’ pursuit of proficiency in all curricular areas.<br />
Technology will be employed to develop and encourage higher order thinking<br />
skills.<br />
Technology will be used to increase proficiency levels in assessments of<br />
academic performance.<br />
Technology will be used as a remediation tool to increase proficiency levels in<br />
high stakes testing.<br />
The district will continue to evaluate our progress in meeting these outcomes through formative<br />
and summative assessments. Key indicators will be:<br />
The impact of the professional development institute offerings on expanding<br />
the breadth of pedagogical practice.<br />
The impact of integrated lessons on improving the progression from<br />
knowledge based learning to learning that incorporates and challenges<br />
students to use higher order thinking skills.<br />
The impact of Integrated Learning Systems (ILS) on improving student<br />
achievement in reading and language arts.<br />
The impact of teachers who model best teaching strategies across the<br />
curriculum within the district.<br />
EPSD Technology Integration Plan<br />
Page 6
East Penn School District<br />
Vision Statement<br />
Technology Integration Plan<br />
Review<br />
November 18, 2004<br />
To further our tradition of excellence, the East Penn School District, with the collaborative support<br />
of the community, will prepare lifelong learners who will shape the future. We will promote<br />
learning by providing a strong foundation of experiences leading to the acquisition and application<br />
of a diverse body of knowledge and skills. In a safe and supportive environment, we will develop<br />
responsible citizens who contribute to our democratic society.<br />
Mission Statement<br />
By the year 2008, the East Penn School District will be the leader in providing a standards-based<br />
curriculum enhanced by creative, non-traditional and other effective educational experiences in a<br />
safe and supportive environment. Continuous improvement, measured by annual assessments, will<br />
be the basis for realizing the potential of every learner.<br />
Philosophy and Purpose<br />
Our students and staff live in a highly technological world and must be technologically literate in<br />
order to adapt to explosive technological change. The goal of the District is to prepare students for<br />
lifelong learning. The use of current and emerging technology (i.e., computers, telecommunications,<br />
robotics, interactive video, etc.) plays a major role in education today and will increasingly affect<br />
education in the future. Technology provides a means for students to learn to receive and process<br />
information more efficiently and to reinforce previously studied concepts and basic skills in the<br />
regular curriculum. In addition, students should develop new skills in creative thinking and<br />
analytical problem solving, as well as sensitivity to the ethical use of technology. The District<br />
believes that technological literacy is best acquired by using the technology to perform real tasks<br />
within the planned course curriculum. The use of technology in education should be as a tool or<br />
means to deliver the instructional program in an equitable manner, integrated across grade levels<br />
and curriculum areas.<br />
To accomplish this purpose, the District is committed to provide, within the limits of its available<br />
resources, the necessary hardware and software to implement an East Penn Technology Integration<br />
Plan, and to provide in-service training for its staff to acquire, enhance, and maintain technological<br />
expertise to carry out the plan. (Originally composed by Elementary Technology Steering<br />
Committee, December 2990; revised by the Technology Steering Committee, Secondary Core,<br />
March 1992; revised by the K-12 District Technology Committee, September 1992)<br />
Fundamental Goals<br />
1. Maintain the K-12 District Technology Committee.<br />
2. Devise a multi-year K-12 plan for integration of technology into the curriculum. Assess the progress<br />
and effectiveness of the program. Update the plan annually.<br />
EPSD Technology Integration Plan<br />
Page 7
3. Devise a technology framework to support Educational Outcomes and to include a list of technology<br />
integration goals. This integrated instructional plan should be developed and revised as part of the<br />
regular curriculum process.<br />
4. Provide the necessary variety of appropriate software through a system of software review and<br />
distribution.<br />
5. Provide an appropriate system of hardware, networking, and telecommunications to implement the<br />
plan.<br />
6. Provide technology systems for teachers, administrators, and office staff to enhance and support<br />
student learning.<br />
7. Provide for continual support and in-service programs to educate the staff in recent applications of<br />
technology.<br />
8. Provide and support programs that share technology with the community.<br />
Student Outcomes<br />
Introduction<br />
1. Students will identify, access, integrate, and use available technological resources that will allow<br />
them to reason, make decisions, and solve complex problems.<br />
2. Students will use advanced technology to devise intellectual, artistic, practical, and physical<br />
products.<br />
3. Students will use technology to aid preparation for and selection of careers and to maintain skills<br />
necessary to meet challenges of a changing job market.<br />
4. Students will become self-directed, life-long learners who exhibit ethical use of technology.<br />
The first District technology plan was presented in December 1993 and has supported our<br />
instructional program, enhanced our administrative management system, and provided an expanded<br />
learning environment and growth opportunities for our students and members of the community.<br />
Our work in the area of technology is supportive of the following Strategic Plan goals:<br />
Educational Program<br />
Goal Statement: We will provide a comprehensive educational program that prepares all students to<br />
meet and exceed standards.<br />
Objectives:<br />
• No later than 2006, the delivery of the curriculum will include at least 5-10%<br />
creative, non-traditional learning experiences.<br />
• By 2005, the educational program will be enhanced to include expansive<br />
educational opportunities for all students to realize their potential.<br />
Community Involvement<br />
Goal Statement: We will encourage community involvement in new and creative ways.<br />
Objectives:<br />
• By September 2004, expand the program for partnerships and mentoring among<br />
the community, students, and East Penn School District employees.<br />
• By September 2003, develop three initiatives for improved communication and<br />
involvement by community members in East Penn School District activities.<br />
Employee Development<br />
Goal Statement: The East Penn School District employee team will continuously grow and learn in<br />
new and creative ways.<br />
Objective:<br />
• Continue to expand the current Employee Development Plan that is the vehicle<br />
for continuous growth related to one’s work responsibilities.<br />
Resources and Facilities<br />
Goal Statement: A healthy, safe and secure, supportive environment will be maintained in all<br />
East Penn School District facilities. The resources and facilities will be developed<br />
and maintained to accommodate and enhance the curriculum.<br />
Objective:<br />
• Continue the Technology Plan.<br />
EPSD Technology Integration Plan<br />
Page 8
Assessment<br />
Goal Statement: We will establish a comprehensive annual assessment program.<br />
Objectives:<br />
• By June 2004, measure and compare from year to year each student’s level of<br />
achievement.<br />
• By June 2006, implement a comprehensive standards-based assessment<br />
program to measure and compare each student’s level of achievement from<br />
year to year.<br />
Standards<br />
Goal Statement: We will set standards that other districts will follow.<br />
Objective:<br />
• By 2005, establish academic benchmarks for proficiency levels for grades K-12.<br />
Technology Advisory Committee<br />
Beginning in 2003-2004, the direction of the Technology Advisory Committee was refined with an<br />
emphasis on the district’s “vision” for technology. Keeping student outcomes in the forefront as<br />
well as the direction provided at each instructional level (elementary, middle, and high school) and<br />
the PA State Academic Standards in Technology, the committee began to focus their work based on<br />
this mission statement:<br />
The Technology Advisory Committee will research existing and emerging<br />
technologies that will have a positive impact on the learning process and<br />
prepare students for the future. Selected technologies will be recommended<br />
to the Technology Integration Committee.<br />
The Technology Advisory Committee will research existing and emerging<br />
Chris Dede, in his article, “A New Century Demands New Ways of Learning”, suggests that to reap<br />
the many benefits of technology, a complex implementation process must be in place, that includes<br />
sustained, large-scale innovations in virtually all aspects of schooling, including curriculum,<br />
pedagogy, assessment, professional development, and administration. Strategies to promote equity<br />
and partnerships between schools, businesses, homes and community are needed. And since<br />
educational systems greatly benefit from learning about failures, as well as the successes, of<br />
attempting innovations, a learning community of practitioners, researchers, and policymakers is<br />
essential to expand the use of “best practices”. To that end the committee members researched and<br />
discussed the use of emerging technologies and programs such as handheld technology, home and<br />
school connections, and partnerships with institutions of higher learning. Through monthly meetings<br />
that include discussions about new technologies and their application in the classroom and beyond,<br />
presentations by fellow colleagues, discussions about relevant research and attendance at<br />
conferences, the committee considered and recommended technologies to be included in the<br />
educational plan for the school district.<br />
2003-2004 Technology Advisory Committee Members<br />
Mrs. Susan Bauer Teacher, Eyer Middle School<br />
Mrs. Barbara Berk Technology Integration Resource Teacher – Elementary<br />
Mr. John Bishop Community Representative<br />
Mr. Joseph Cortese Assistant Principal, Emmaus High School<br />
Mrs. Elizabeth Drake Principal, Eyer Middle School<br />
Dr. Richard Gorton Principal, Lincoln Elementary School<br />
Mr. Darrell Goslin Teacher, Emmaus High School<br />
Ms Alma Hazel Teacher, Lincoln Elementary School<br />
Ms Stephanie Leuthe Teacher, Kings Highway Elementary School<br />
Mr. Lee Lichtenwalner Student, Emmaus High School<br />
Ms Sally Milliken Director of Information Technology<br />
Mr. Robert Misko Principal, Lower Macungie Middle School<br />
EPSD Technology Integration Plan<br />
Page 9
Mrs. Kathy Moore Librarian, Eyer Middle School<br />
Dr. Alrita Morgan Superintendent of Schools<br />
Pupil Services Representative<br />
Mr. Maury Robert Community Representative<br />
Mrs. Claudia Shulman Director of Curriculum, Instruction and Professional Development<br />
Dr. Denise Torma Director of Research and Evaluation, Chairperson<br />
Mr. Randy Ziegenfuss Technology Integration Resource Teacher - Secondary<br />
Technology Integration Committee<br />
National statistics show that there are now more than 8 million computers in classrooms across the<br />
United States that are to be used for instructional purposes (Learning with Technology: Integrating<br />
New Technologies into Classroom Instruction, North Central Regional Educational Laboratory).<br />
Yet few schools use technology for relevant, engaged learning. As noted in previous reviews plans,<br />
the East Penn School District has evolved into a district that has integrated technology into<br />
everyday classroom practice as well as in the co-curricular program.<br />
Stone Wiske, Harvard University Professor of Educational Technology, highlights the conditions<br />
that enable technology to have important educational effects.<br />
• First, the technology must afford significant educational advantage. For example, graphing<br />
calculators allow users to analyze mathematical information by manipulating liked<br />
representations such as formulas, graphs, and tables --- an essential aspect of mathematical<br />
inquiry that is cumbersome with traditional tools of paper and pencil or chalk and blackboard.<br />
• Second, the technology must be readily affordable, networked and portable. As long as the<br />
technology is expensive and difficult to move --- like most computers --- its impact in schools<br />
will be limited.<br />
• Third, technology alone does not change school practice. Curriculum goals and materials,<br />
assessment policies, and teacher development must shift as well. Without these changes, a<br />
new technology will merely be used to enact traditional practices.<br />
Beginning in 2003-2004, the newly created Technology Integration Committee worked with district<br />
and building level administrators and teachers to refocus the emphasis of the elementary, middle,<br />
and high school plans from one that focuses on the “stuff” to one that values the true integration of<br />
technology into the curriculum, instruction, assessment, and professional development goals of the<br />
district. The expansion of creative and effective lessons to incorporate higher-level thinking skills<br />
are dependent upon the availability, accessibility, and reliability of technology. The impetus of the<br />
committee’s work was to extend the outreach that technology can provide with the exemplary<br />
integration presently occurring in the classroom and beyond.<br />
2003-2004 Technology Integration Committee Members<br />
Mrs. Barbara Berk Technology Integration Resource Teacher – Elementary<br />
Mrs. Linda DeIvernois Supervisor of Secondary Education<br />
Mrs. Elizabeth Drake Principal, Eyer Middle School<br />
Mrs. Janice Hoffman Supervisor of Elementary Education<br />
Ms Sally Milliken Director of Information Technology<br />
Dr. Alrita Morgan Superintendent of Schools, Chairperson<br />
Mrs. Claudia Shulman Director of Curriculum, Instruction and Professional Development<br />
Dr. Denise Torma Director of Research and Evaluation<br />
Mr. Randy Ziegenfuss Technology Integration Resource Teacher - Secondary<br />
EPSD Technology Integration Plan<br />
Page 10
I. Evaluation of Technology Use<br />
The term technology can have many different meanings in different contexts and times. As used<br />
in this section, technology pertains to those listed on the 2003-04 Teacher Technology Survey<br />
(see Appendix B). In “A New Culture of Teaching for the 21 st Century”, Stone Wiske explains:<br />
If we want technologies to foster significant changes in the content<br />
and process of learning, we need to devise ways of changing the<br />
professional culture of teaching.<br />
The evaluative piece of the plan focuses on the teacher. In order for any systematic change to<br />
occur in the classroom, the teacher is key. The teacher must have equipment available for his/her<br />
use, be knowledgeable about its use, determine what the students will gain through the use of<br />
technology, uncover any expected results from its use, and chronicle the obstacles faced while<br />
trying to use technology. It was necessary to determine the level of teacher use of technology and<br />
assess the direction needed in the areas of curriculum (outcomes), professional development<br />
(breadth and depth of offerings), assessment methods, and equipment (availability, accessibility,<br />
and reliability).<br />
Through the use of a survey (see Appendix C), teachers were asked to provide responses to<br />
seven open-ended questions. Using the open coding method, the survey responses were analyzed<br />
by a team of three people, two Technology Integration Resource Teachers and the Director of<br />
Research and Evaluation. Themes emerged and were prioritized (see Tables 6, 7, and 8).<br />
Pertinent anecdotal comments were noted.<br />
Summary of Teacher Survey Responses – Elementary Level<br />
Question Summary of Results<br />
1. Please list technologies that you have used. Compass<br />
LCD projectors<br />
Videostreaming<br />
2. Why did you choose to use this technology? To enrich the curriculum<br />
To enhance viewing for large groups<br />
3. What does this technology allow you to do<br />
that you normally wouldn’t be able to do?<br />
4. What did the students gain by using this<br />
technology?<br />
5. What obstacles, if any, did you need to<br />
overcome to use this technology?<br />
6. Were there any unexpected results from<br />
using this technology?<br />
7. Can you share obstacles that have<br />
prevented you from using any of these<br />
technologies?<br />
To individualize instruction<br />
Individualize instruction<br />
Instruct large groups<br />
Manage classroom<br />
Independence<br />
Review of skills taught<br />
Greater understanding of material<br />
Time<br />
Knowledge of how to use<br />
Student dependency<br />
Increased student motivation<br />
Higher quality of student work<br />
Simplified communication with parents<br />
when writing IEPs<br />
Time<br />
Equipment availability<br />
Knowledge of how to use<br />
EPSD Technology Integration Plan<br />
Page 11
Summary of Teacher Survey Responses – Middle Level<br />
Question Summary of Results<br />
1. Please list technologies that you have used. LCD projectors<br />
eBoard<br />
Interactive whiteboard<br />
2. Why did you choose to use this technology? Instruct large groups<br />
Improve communication with students and<br />
parents<br />
3. What does this technology allow you to do<br />
that you normally wouldn’t be able to do?<br />
4. What did the students gain by using this<br />
technology?<br />
5. What obstacles, if any, did you need to<br />
overcome to use this technology?<br />
6. Were there any unexpected results from<br />
using this technology?<br />
7. Can you share obstacles that have<br />
prevented you from using any of these<br />
technologies?<br />
Motivate students<br />
Instruct large groups<br />
Communicate with parents<br />
Assist with student presentations<br />
Ability to present creative project to their peers<br />
More focused learning<br />
Awareness of resources available<br />
Time<br />
Ease of use<br />
Created projects on DVD and had no DVD<br />
player to use<br />
Increased student motivation<br />
Higher quality of work<br />
Greater understanding of material<br />
Equipment availability<br />
Knowledge of how to use<br />
Time<br />
Summary of Teacher Survey Responses –High School<br />
Question Summary of Results<br />
1. Please list technologies that you have used. LCD projectors<br />
Wireless cart<br />
Interactive whiteboard<br />
2. Why did you choose to use this technology? Instruct large groups<br />
Increase student motivation and active learning<br />
3. What does this technology allow you to do<br />
that you normally wouldn’t be able to do?<br />
4. What did the students gain by using this<br />
technology?<br />
5. What obstacles, if any, did you need to<br />
overcome to use this technology?<br />
6. Were there any unexpected results from<br />
using this technology?<br />
7. Can you share obstacles that have<br />
prevented you from using any of these<br />
technologies?<br />
Communicate with students and parents<br />
Instruct large groups<br />
Give students the opportunity to create and<br />
present creative, interactive presentations<br />
Make students aware of online resources<br />
Access to online resources and presentation<br />
tools<br />
Active participation in their learning<br />
Enhanced content<br />
Equipment availability<br />
Ancillary equipment needed<br />
Time<br />
Student active learning<br />
More focused learning<br />
Access to relevant information<br />
Equipment availability<br />
Knowledge of how to use<br />
Time<br />
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II. Summary<br />
Elementary Level<br />
There is a focus on individualized instruction. One of the significant reasons for the use of<br />
technology is to enhance the curriculum (ex. Compass). There is a balance between<br />
individualized instruction and the use of LCD projectors for large group instruction.<br />
Several obstacles were highlighted including the lack of time and the availability of equipment.<br />
Using Compass to review writing and reading skills encourages independent learning. The<br />
professional development needs are varied. Some teachers have requested training while others<br />
have listed ways to integrate as a need. Teachers report increased student motivation through the<br />
use of technology.<br />
Middle Level<br />
The focus of technology at the middle level is on large group instruction. As reported, the use of<br />
the eBoard increases the frequency of communication between teachers, students, and parents.<br />
Presentation skills were reinforced through the use of the LCD projector, whiteboard and video<br />
editing. Several obstacles were highlighted including the lack of time and the availability of<br />
equipment, in particular the LCD projectors.<br />
High School Level<br />
The focus at the high school is on large group instruction whether in a wireless lab or in the<br />
classroom. Several obstacles were highlighted including the lack of time and the availability of<br />
equipment. The wireless cart provided the opportunity for more lab experience; however, the<br />
transport of the cart was reported as cumbersome and inconvenient. Few teachers noted using<br />
technology to address the needs of individual students. Students worked in groups and integrated<br />
technology with data analysis, research, and student publications.<br />
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Background<br />
Office of Curriculum and Instruction<br />
The integration of technology into the East Penn School District began in 1993 when the<br />
goal of increasing the availability and usage of technology throughout the district was<br />
established. At that time the goal was to increase the availability of technology in the<br />
district, as well as to provide teachers with professional development opportunities that<br />
would introduce them to the technology and help develop their skills in utilizing the<br />
technology.<br />
Present<br />
Today, though, the goal of integrating technology into the curriculum is more complex<br />
and more reflective of “best teaching practices” that have been identified through<br />
educational research. The work of such educational researchers as Howard Gardner<br />
(Multiple Intelligences), Robert Marzano (What Works in Schools), Eric Jensen<br />
(Teaching With the Brain in Mind), Carol Ann Tomlinson (The Differentiated<br />
Classroom: Responding to the Needs of All Learners), Charlotte Danielson (Enhancing<br />
Professional Practice: A Framework for Teaching), and Jay McTigue and Grant Wiggins<br />
(Understanding By Design) has provided a better understanding of the latest research on<br />
learning. Their work focuses on the reality that no two children are alike; no two children<br />
learn in the identical way; an enriched environment for one student is not necessarily<br />
enriched for another; and, in the classroom we should teach children to think for<br />
themselves. This focus coincidently reflects the federal No Child Left Behind Act of<br />
2001 which emphasizes as one of its basic points that districts must utilize educational<br />
programs and practices that have been proven through reliable research to be highly<br />
effective in improving student learning.<br />
Through the East Penn Professional Development Institute (PDI) this past year, the<br />
District teachers have had the opportunity to begin learning more about the education<br />
research, theories, and strategies surrounding three focus areas – Understanding by<br />
Design, Enhancing Professional Practice: A Framework for Teaching, and Teaching with<br />
the Brain in Mind: Differentiated Instruction. The focus area workshops are designed to<br />
enable teachers to expand and refine varied teaching options that support their curriculum<br />
and that can be implemented in their classrooms to help ensure that the East Penn<br />
educational program meets each student where he or she is and to maximize student<br />
progress in attaining both district goals and State standards. This involves offering<br />
students several different learning experiences within each class that reflect their varied<br />
needs and creates what has been described as “a tapestry of curricular options and ideas”.<br />
In addition throughout the year, teachers have continued to take advantage of the PDI<br />
technology workshops that have been offered to help teachers gain a better understanding<br />
of technology applications, such as WebQuests, Research on the Internet, PowerPoint,<br />
and Using the Interactive White Board, but these workshops have not necessarily been<br />
aligned to the focus workshops or to the overall goals established for professional<br />
development for the next three years.<br />
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Future Vision and Direction<br />
Research has shown that the implementation of varied teaching/learning activities and<br />
strategies that reflect the diverse styles and intelligences of students “naturally<br />
encourages students to commit to topics in a deeper, more meaningful way and enables<br />
them to handle complex topics with greater ease”(Jensen). These varied strategies can<br />
include flexible grouping, small group instruction, large group instruction, independent<br />
study, student projects, cooperative learning/collaboration, etc. Technology is a tool that<br />
can be incorporated into the classroom to support these strategies, but it must be<br />
thoughtfully integrated into an educational setting. The authors of The Future of<br />
Children conclude, “Using technology to improve education is not a simple matter.<br />
There are many kinds of technology, and many ways that an attempted use can fail.”<br />
They go on to suggest that technology should be chosen that enhances the four<br />
characteristics cognitive research has shown to be fundamental for effective learning:<br />
active engagement; participation in groups; frequent interaction and feedback;<br />
connections to real-world context (J. Roschelle, et al., Los Altos, CA: Packard<br />
Foundation, 2001, p. 25). These reflect the best practice strategies identified in the East<br />
Penn PDI focus areas.<br />
Many technology-based initiatives focus heavily on the technology hardware and<br />
software and too little on the identified best practices for curriculum and instruction<br />
design. This year East Penn will partner with other schools in the Carbon Lehigh<br />
Intermediate Unit and the Bucks County Intermediate Unit in a program funded by a<br />
grant to align curriculum to standards (ACTS). The program’s goal is to help teachers<br />
develop a different approach for integrating technology into the classroom by<br />
emphasizing the proven instructional design models of Understanding By Design and<br />
Differentiated Instruction. Differentiated Instruction incorporates choices for students by<br />
offering options in content, process, product, and learning style. This instructional<br />
strategy engages students in multiple modalities, uses varied rates of instruction,<br />
complexity levels, and teaching strategies, and challenges students to compete against<br />
themselves in order to learn and grow. Differentiated instruction and technology are<br />
natural complements for one another.<br />
Understanding by Design provides a conceptual framework to design lessons for<br />
understanding that starts with what we want students to learn and proceeds to what<br />
evidence is acceptable to show they have learned it. Using a backward design process,<br />
teachers design lessons that incorporate six facets of understanding and authentic<br />
assessment. UBD provides a curricular approach that promotes student inquiry and selfdiscovery<br />
of concepts and materials that lead to more enduring understanding.<br />
The ACTS program offered through this grant will enable East Penn to facilitate a series<br />
of workshops that will provide a curricular, instructional, and technology integration<br />
model to interested teachers in the district. These teachers will be supported through<br />
resources provided through the IU and with the support of such collaborating partners as<br />
the Lancaster Lebanon Intermediate Unit #13 ACTS Grant Consortium, Temple<br />
University Center for Research in Human Development and Research, and Jay McTigue.<br />
The goal is to utilize the East Penn cohort in a “train the trainer” model for other staff<br />
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members in the District in order to better utilize the existent technology, to make<br />
technology a seamless component of curriculum and instruction in East Penn, and to<br />
evaluate the impact of the integration of technology on improved student learning.<br />
In addition to this initiative, K-12 science and health-wellness/fitness teachers will<br />
concentrate their professional development efforts in the upcoming year on incorporating<br />
specific instructional strategies reflective of the focus areas into the revised Science,<br />
Technology, Environment, and Ecology curriculum and the Health-Wellness/Fitness<br />
curriculum. Working closely with the C & I staff, including the instructional technology<br />
resource teachers, the teachers will then develop a plan for implementing these strategies<br />
and for assessing their effectiveness in the classroom. A major component of this process<br />
will be the integration of appropriate technology as an instructional strategy in both<br />
curricula. This entire process will serve as a model for all future curriculum review,<br />
revision, and implementation.<br />
Recommendations<br />
The staff of the Curriculum and Instruction Office supports the recently published report<br />
entitled “The Learning Return on Our Educational Technology Investment: A Review of<br />
Findings from Research” (C. Ringstaff and L. Kelley, San Francisco, 2002) which<br />
identified the following six factors as crucial elements for successfully integrating<br />
technology into a curriculum:<br />
• Technology is best used as one component in a broad-based reform effort.<br />
• Teachers must be adequately trained to use technology.<br />
• Teachers may need to change their beliefs about teaching and learning.<br />
• Technology resources must be sufficient and accessible.<br />
• Effective technology use requires long-term planning and support.<br />
• Technology should be integrated into the curricular and instructional framework.<br />
With these factors as a guideline, the C & I Office will continue to support the<br />
educational program to<br />
• Achieve the identified Pennsylvania Academic Standards<br />
• Support and enhance the East Penn K-12 curriculum<br />
• Attain the goals established in the East Penn Strategic Plan<br />
• Support the identified initiatives of “best practices” in the District’s Professional<br />
Development Institute<br />
• Support academic success of all students by enriching learning opportunities in all<br />
classes.<br />
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I. Elementary Level Vision for Technology<br />
Have you ever walked into a classroom where you immediately sensed that good things<br />
are going on? It may have been a class discussion where children were interested and<br />
participating in a group project or a game. Or maybe it was a particularly charismatic<br />
teacher…doing something dramatic to capture the children’s imagination? Most likely it<br />
was many factors that contributed to making the class exciting…There has to be a<br />
synergy between the teacher, the students, and the resources. The Dynamic Classroom<br />
Revisited (2001) Ihor Charischak<br />
The early years are crucial for developing children’s language, their social skills, auditoryattention<br />
span and skills in problem solving, and reading. Many of these concepts develop<br />
through three-dimensional work, and technology should support early learning in<br />
developmentally appropriate ways. Marjorie Kostelnick in her article, Developmentally<br />
Appropriate Programs (DAP) (1993) suggests two types of learning that occur at the elementary<br />
level:<br />
Learning can be characterized as occurring in two directions, vertically and horizontally.<br />
Vertical learning is traditional hierarchical learning, that is, piling new facts or skills on top<br />
of previously learned ones to increase the number and complexity of facts and skills<br />
attained. Horizontal learning, however, is conceptually based. In this framework,<br />
experiences occur more or less simultaneously, and the role of the learner becomes that<br />
of making connections among these experiences, which leads to an understanding of the<br />
world through the development of increasingly elaborate concepts. Both vertical and<br />
horizontal learning are essential to human understanding, but horizontal learning, also<br />
known as “concept development,” tends to be neglected in traditional primary education.<br />
In addition, an intellectual bridge should be built, so students may traverse and experience both:<br />
Because children in the early years are establishing the conceptual base from which all<br />
future learning will proceed, their need for a solid, broad foundation is great. The breadth<br />
of the conceptual base children form, eventually influences their performance in school. A<br />
balance in the curriculum, with both kinds of learning addressed and valued, is a<br />
fundamental aspect of DAP. Such a balance results not in children learning LESS, but in<br />
children learning BETTER.<br />
Based on this vision, the needs of our elementary level learners that can be facilitated by<br />
technology are:<br />
• Learning in a more interactive manner by engaging children in exploring, thinking, inventing,<br />
problem-solving, and experiencing the world differently.<br />
• Shifting from teacher instruction to student construction through discovery, the creation of<br />
learning cultures and learning partnerships.<br />
Children are learning to reach out to a social and physical world. They are learning how<br />
to look carefully and delight in their discoveries. They are often eager to find out how<br />
things work in the natural world and ask many questions. They still look to adults to help<br />
them answer their many questions. The Everyday Classroom Tools (ECT) curriculum<br />
taps this natural curiosity and helps children seek patterns in their observations. The<br />
focus on learning from one’s experience is a natural developmental fit for this age group,<br />
in a sense, they haven’t forgotten what it means. The Keys to Inquiry (1998) Tina Grotzer<br />
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Tang and Ginsberg in Developing Mathematical Reasoning in Grades K-12 (2001) discuss the<br />
differences in students’ learning styles that emerge quite early in their development.<br />
• Mastery Style: People in this category tend to work step by step.<br />
• Understanding Style: People in this category tend to search for patterns, categories, and<br />
reasons.<br />
• Interpersonal Style: People in this category tend to learn through conversation and personal<br />
relationship and association.<br />
• Self-Expressive Style: People in this category tend to visualize and create images and pursue<br />
multiple strategies.<br />
As students continue to widen their bridge and try to make sense of what they see, hear, read,<br />
and experience, it becomes evident that technology can assist students in becoming active<br />
learners. Students become the builders of their own educational experience as they use learning<br />
modalities that reinforce their comfort level as well as challenge them to think beyond the norm.<br />
II. Implementation and Evaluation of 2003-2004 Technology Development<br />
The survey of elementary school faculties indicated high frequency of use in this area:<br />
• Reinforcement of reading and language arts skills through the use of Compass has<br />
contributed to students becoming independent learners.<br />
Teachers who responded to the survey reported that Compass is easy to use, efficient, effective,<br />
correlates to the PA State Academic Standards, supplements the language arts and mathematics<br />
curricula, and aids in academic student progress. The availability of LCD projectors has enabled<br />
students to receive visual as well as verbal directions for new concepts, educational websites, and<br />
new software programs. The use of videostreaming has enhanced many social studies, language<br />
arts, and science lessons. Students from kindergarten through fifth grade have had the<br />
opportunity to share their work in digital format with others. Students have used many digital<br />
resources to showcase their learning, such as word processing, presentation software, webquests,<br />
various Internet websites, and video editing.<br />
III. Future Vision and Direction<br />
Technology cannot be treated as a single, independent variable by which student achievement is<br />
gauged. Judging the impact of a technology requires an understanding of how it is used in the<br />
classroom, what learning outcomes are valued, knowledge about the types of assessments used to<br />
evaluate improvements in student achievement, and an awareness of the complex nature of<br />
change in the school environment. The incidental learning (the ah ha moment) that takes place<br />
indicates the need to capture how technology has enabled that to happen. A teacher’s response to<br />
the 2003-2004 Technology Survey question, What did the students gain by using this<br />
technology? illustrates the point:<br />
“They (students) are more reflective in their thinking regarding content if they create a<br />
tech project than just a writing project.”<br />
We need to determine the circumstances under which technology supports a broad definition of<br />
student achievement at various grade levels whether it be assessing, collaborating, researching,<br />
or thinking. Rather than trying to describe the impact of all technologies, as if they were the<br />
same, we need to think about what kind of technologies are being used in the classrooms and for<br />
what purpose.<br />
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We seem to have difficulty when we think about technology first and education later. By placing<br />
technology into service for learning, we need to first attend to the learners, then to the learning<br />
environment, professional competency, system capacity, financial capacity, and accountability.<br />
IV. Recommendations<br />
Our vision for the future focuses attention on learning in a more interactive manner by engaging<br />
children in exploring, thinking, inventing, problem-solving, and experiencing the world<br />
differently. Also, shifting from teacher instruction to student construction through discovery, the<br />
creation of learning cultures, and learning partnerships. The following recommendations are<br />
made with all these factors in mind:<br />
• Support Curriculum Through Extended Software Resources - Encouraging instructional<br />
personnel to make recommendations after identifying and evaluating software.<br />
• Provide Access to Appropriate Technology Resources – Create and maintain an online<br />
inventory of technology resources and their evaluation for instructional applicability available<br />
to school personnel.<br />
• Support Communication for Instructional Personnel - Upgrade the e-mail system for<br />
teachers.<br />
• Support Curriculum Through Pilot Program - Implement the Kidspiration software based<br />
on the instructional effectiveness as per the outcome of a pilot program.<br />
• Extend Technology Integration - Provide instructional support through the addition of a<br />
Technology Integration Resource Teacher.<br />
• Support Professional Development – Provide appropriate professional development that<br />
demonstrates and promotes the integration of technology into teaching practices. Maintain<br />
active involvement in the District Technology Committee in order to effectively communicate<br />
and align all district efforts.<br />
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I. Middle Level Vision for Technology<br />
The East Penn School District Middle School philosophy states that all children can learn, and<br />
we commit ourselves to a middle school that addresses the unique needs of our middle level<br />
learners, fostering life-long learning to meet the challenges of a changing world. This philosophy<br />
is supported by the East Penn School District Strategic Plan.<br />
Based on this philosophy, the needs of our middle level learners that can be facilitated by<br />
technology are:<br />
• Meeting the needs of diverse learners.<br />
• Home school connection through parent involvement.<br />
Technology can assist us in meeting the needs of our diverse learners. We all have unique<br />
learning styles. “Multiple Intelligences”, as proposed by Howard Gardner looks to a whole new<br />
way of delivering the curriculum in the classroom. Thomas Armstrong outlines in his book,<br />
Multiple Intelligences in the Classroom:<br />
The theory of multiple intelligences proposes a major transformation in the way our<br />
schools are run. It suggests that teachers be trained to present their lessons in a wide<br />
variety of ways using music, cooperative learning, art activities, role play, multimedia,<br />
field trips, inner reflection, and much more.<br />
This transformation will be facilitated by the integration of meaningful technology-rich<br />
activities. Students will pursue research and develop the ability to apply knowledge, express<br />
complex concepts, make decisions, criticize and revise unsuitable constructs, solve problems,<br />
and be involved in independent discovery. Effective technology integration has the potential to<br />
harness the excitement and wonder of learning, increase motivation, and enable diverse learners<br />
to analyze, connect, invent, and ask what if questions. Having access to necessary technology<br />
resources will be critical to achieving this outcome.<br />
The National Forum to Accelerate Middle-Grades Reform 2000 emphasizes the important role<br />
that families play as partners in the education of their children. Inquiry learning will flow<br />
naturally, surpassing the present confining boundaries of the school building. Technology use<br />
can increase communication between home and school and break down the barriers of the school<br />
holding the key to all knowledge. Parents will be encouraged to share in the technological<br />
developments in our schools, learning with their children and teachers. Parents as partners in<br />
technology activities, provide a continuum of support and encouragement for their children.<br />
II. Implementation and Evaluation of 2003-2004 Technology Development<br />
The survey of middle level faculties indicated a high frequency of use in these areas:<br />
• LCD projectors and interactive whiteboards for large group presentations by both students and<br />
teachers.<br />
• Home/school communication through the use of eBoard.<br />
• Lessons rich in Internet resources, including videostreaming and online simulations.<br />
Teachers report that the availability of the Internet has allowed them to deliver lessons that take<br />
advantage of digital resources, particularly videostreaming technology. These lessons are most<br />
frequently delivered in a large group setting, using an LCD projector. Students have also<br />
developed presentations using digital resources. The important home/school connection has been<br />
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enhanced by team use of eBoards, providing parents and students timely information regarding<br />
team and school activities.<br />
III. Future Vision and Direction<br />
Technology in the Classroom: Asking the Right Questions reported on research findings<br />
regarding technology in education. The research by Cradler (1994) shows technology:<br />
• Increases performance when interactivity is prominent.<br />
• Improves attitude and confidence, especially for at-risk students.<br />
• Increase opportunities for student-constructed learning.<br />
• Increases student collaboration on projects.<br />
• Significantly improves problem-solving skills of learning disabled students.<br />
• Improves writing skills and attitudes about writing for students.<br />
National Middle School Association Research Summary #1 (1999) asks what impact technology<br />
has on middle level education, specifically student achievement? Many aspects of the research<br />
on cognitive versus non-cognitive outcomes were reported and there is growing evidence to<br />
indicate a positive relationship between technology and student achievement at the middle level:<br />
Years of brain research reveal that middle level age students learn best when they are<br />
actively engaged with content. Multimedia approaches can assist learners’ understanding<br />
of concepts and relationships not explainable in print text. Technology-rich learning<br />
environments help students to not only learn the basic skills like reading, math, and<br />
science, but also to learn the principles that underlie complex data. Technology allows<br />
students to make a hands-on, minds-on approach to solving problems that is authentic<br />
and relevant. (North Central Regional Educational Laboratory)<br />
Presently, too many in our student population receive a diet of common instruction, regardless of<br />
need; similar material, despite enormous variance of interest and motivation; and identical<br />
support, even though the level of independence in our student population varies so greatly. PSSA<br />
efforts require us to determine the needs of our students. Effective technology integration can<br />
support and challenge all of our students and change the all-too-common didactic approach to<br />
teaching. Individual and small group instruction will move the learning environment into<br />
differentiated instruction, higher order thinking skills, and independently determined problem<br />
solving situations.<br />
Technology can change the way we do business – providing students with more hands-on, real<br />
life experiences. We look to change and improve the way teachers teach from the rudimentary,<br />
basic level of imparting knowledge, to one in which the learner has a voice in what and how they<br />
learn. Whole class instruction cannot always meet the diverse needs of our students. Teachers<br />
will learn how to control content and information in new ways, enabling students to discover<br />
appropriate learning paths that best fit their learning style. Instead of information being<br />
delivered, regurgitated, and forgotten, this modified classroom format will engage a student’s<br />
imagination and replace drill and practice with problem solving.<br />
For this vision to be fully realized, teacher collaboration, modeling, and sufficient support,<br />
particularly in the area of staff development, will be important. What we are talking about is a<br />
systemic change, change that takes us beyond the stuff of technology, change that focuses on the<br />
Mission Statement and Goals of the Strategic Plan and will build a critical mass that moves<br />
student achievement toward its potential.<br />
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IV. Recommendations<br />
Our vision for the future focuses attention on inquiry based learning, meeting the needs of<br />
diverse learners, availability and accessibility of resources, support for teachers in their<br />
technology skill development, and appropriate IT support. The following recommendations are<br />
made with all these factors in mind:<br />
• Provide Access to Appropriate Technology Resources –Create and maintain an online<br />
inventory of technology resources and their evaluation for instructional applicability available<br />
to school personnel.<br />
• Deliver an Integrated Curriculum with Appropriate Resources to Enable Students to<br />
Expand Higher Order Thinking Skills<br />
• Deliver Differentiated Instruction Through the Use of Technology –Enables students to<br />
discover appropriate learning paths that best fit their learning style and instructional needs.<br />
• Support Professional Development – Provide appropriate professional development that<br />
demonstrates and promotes the integration of technology into teaching practices. Maintain<br />
active involvement in the District Technology Committee in order to effectively communicate<br />
and align all district efforts.<br />
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I. High School Level Vision for Technology<br />
A recent National Association of Secondary School Principals publication, Breaking Ranks:<br />
Changing an American Institution (2004) synthesizes the change ahead for the American High<br />
School:<br />
There are many themes throughout this work, but if one theme could be extracted that is<br />
overarching and paramount, it is the message that the high school of the 21 st century<br />
must be much more student-centered and above all much more personalized in program,<br />
support services, and intellectual rigor.<br />
A technology-enhanced curriculum provides opportunities for differentiation to meet student<br />
needs. Students will be afforded the opportunities to utilize the technology skills to:<br />
Transfer learning from one application to another.<br />
Use online databases and Internet sources to develop research skills.<br />
Receive reinforcement of and extension of their skill development.<br />
Develop and encourage higher order thinking skills.<br />
Critically evaluate the reliability of online resources and use them in an ethical<br />
manner.<br />
In the report, Learning for the 21 st Century (2002) sponsored by the Partnership for 21 st Century<br />
Skills, the future of our nation depends on the extension of the learning experience for all<br />
students that goes beyond the classroom walls and the confines of a building, “More than ever,<br />
the challenges that our young people face require that all students, not just an elite minority,<br />
leave school with an informed point of view, knowledge of the world, a capacity to grapple with<br />
complex problems, and a willingness and an ability to engage with people different from<br />
themselves.”<br />
The high school will foster a student-centered environment utilizing technology to<br />
expand unique skills and talents:<br />
Create authentic products for alternative assessment.<br />
Increase the awareness of the student’s place in the global community.<br />
II. Implementation and Evaluation of 2003-2004 Technology Development<br />
A survey of the high school faculty indicated a high frequency of use in these areas:<br />
• LCD projectors for large group instruction and demonstrations of software.<br />
• A lab environment through the use of wireless carts.<br />
• Home/school communication through the use of eBoard.<br />
• Integration of the online resources through the use of whiteboards.<br />
Teachers report that the portable wireless carts are helpful in having students prepare reports and<br />
presentations. The availability of the Internet and content-specific software has allowed teachers<br />
to deliver large group lessons using an LCD projector. The pilot programs in wireless and<br />
interactive whiteboard technologies have helped in the decision to outfit the technologyenhanced<br />
rooms in the new wing. The important home/school connection has been enhanced by<br />
class use of eBoards, providing parents and students timely information regarding class and<br />
school activities.<br />
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III. Future Vision and Direction<br />
New technologies will be used to enhance different modes of instruction. Special emphasis will<br />
be given to students demonstrating non-traditional learning styles (spatial, bodily-kinesthetic,<br />
intrapersonal, interpersonal, and naturalist).<br />
IV. Recommendations<br />
Our vision for the future focuses attention on inquiry based learning, meeting the needs of<br />
diverse learners, availability and accessibility of resources, support for teachers in their<br />
technology skill development, and appropriate IT support. The following recommendations are<br />
made with all these factors in mind:<br />
• Provide Access to Appropriate Technology Resources –Create and maintain an online<br />
inventory of technology resources and their evaluation for instructional applicability available<br />
to school personnel.<br />
• Extend and Maximize Opportunities in Technology Rich Learning Environments -<br />
Focus on maximizing the use of the technology included in the newly constructed multimedia<br />
center to enhance the curriculum and instruction.<br />
• Development of Resources – Provide to instructional personnel access to training materials,<br />
curriculum, research links, online resources, and lessons plans integrated with technology.<br />
• Extend Technology Integration - Provide a full-time Technology Integration Resource<br />
Teacher.<br />
• Support Professional Development - Provide appropriate professional development that<br />
demonstrates and promotes the integration of technology into teaching practices. Maintain<br />
active involvement in the District Technology Committee in order to effectively communicate<br />
and align all district efforts.<br />
EPSD Technology Integration Plan<br />
Page 28
Inventory and Facilities<br />
Current Status of District Technology<br />
All elementary school classrooms are equipped with a minimum of five networked<br />
Windows-based computers. With the introduction of Pentamation and TeachSuite<br />
administrative software, one teacher workstation per classroom is being added as older<br />
classroom computers are replaced. In the eighth year of use, Compass software remains<br />
the standardized computer-learning package for the elementary school level. It enables<br />
teachers to create individualized learning programs and lesson plans based on state<br />
standards and individual student needs. In the past year, elementary school teachers have<br />
increased the use of software available from publishing companies in the enrichment<br />
materials that accompany textbooks. Web-based learning materials from a variety of<br />
educational sources are also widely used.<br />
Implementation of the Pentamation student management system with online attendance<br />
and grade entry has been the catalyst to supply all secondary school classrooms with a<br />
teacher workstation. Many secondary classrooms have additional computers for student<br />
use. While traditional classrooms utilize the classroom television as a projection device<br />
for computer input, recent building projects have incorporated a ceiling-mounted<br />
projector that directs output to a 72” diagonal Numonic whiteboard. Output can be from<br />
the computer, the CCTV system, the CATV system, satellite broadcasts, and devices such<br />
as DVDs or VCRs in-room or via the Dukane video distribution system.<br />
As anticipated, the new high school videoconferencing facility proved an immediate<br />
success with teachers and students alike. Within the first week of school, the facility was<br />
scheduled to capacity for September, and heavy usage has continued. A November 2nd<br />
election day event, involving guests who will be discussing the election and election<br />
night process, has attracted the interest of 200-300 Emmaus high school seniors who plan<br />
to be on hand, along with the teachers from the Social Studies department and other<br />
district staff. Other upcoming events include a virtual trip to the Philadelphia Museum of<br />
Art. An International programming contest for high school students is scheduled for<br />
Spring of 2005.<br />
In fall of 2002, six elementary schools incorporated video production into the curriculum.<br />
Each of the schools was supplied an iMac or an eMac computer with video editing<br />
software, a digital camcorder, multimode conversion hardware, and other features.<br />
During 2004, two elementary schools began broadcasting morning announcements using<br />
video origination carts. Videoconferencing, or virtual field trips, have quickly become a<br />
successful method of bringing the world into the classroom. The introduction of the new<br />
videoconferencing facility in the high school has enhanced virtual learning opportunities.<br />
Building the high school videoconferencing facility has enabled us to relocate the high<br />
school mobile videoconferencing unit to the Alburtis Elementary School, while<br />
additional units are included in Shoemaker and Eyer construction projects.<br />
EPSD Technology Integration Plan<br />
Page 29
Each school library received additional digital cameras, and expanded the use of Adobe<br />
PhotoShop Elements as the graphics editing software for use with still image<br />
photography and the incorporation of images into class projects. The standard<br />
configuration for new classroom computers now includes CD-RW for ease of use in<br />
creating original movies and digital projects.<br />
The lack of cost-effective, adequate battery life in wireless laptops has lead to large group<br />
instructional areas designed with power and data connections in convenient recessed<br />
floor boxes or wall locations. Dedicated power sources for laptops extend the use of the<br />
computers to a full school day as opposed to the 2-3 hours supplied by laptop batteries.<br />
When Alburtis and Shoemaker Elementary School construction projects are completed,<br />
the new libraries will include such setups, as do the 12 classrooms in the new high school<br />
addition. Similar setups will be considered for the Eyer construction project.<br />
Studies are underway to identify solutions for existing facilities for which it is too<br />
expensive to install recessed boxes for power and data access for notebook computers. A<br />
district goal is to decrease the student-to-computer ratio by increasing the number of<br />
laptops and computer mini-labs available to students. Use of handheld PDAs is expected<br />
to increase as proposed studies investigate potential uses beyond data gathering. At the<br />
same time, the state of wireless technology with questions of system security and battery<br />
life is still being monitored as progress is made in the industry.<br />
The completion of the Carbon Lehigh IU connection to Internet II found East Penn wellprepared<br />
to enter a new world of high-speed broad band resources. In May of 2004, a 6 th<br />
grade science class at Eyer Middle School successfully utilized the Internet II connection<br />
to access an electron microscope at Lehigh University as the culmination of a joint study<br />
of West Nile Virus and mosquitoes. The interactive connection enabled Eyer students to<br />
go beyond observing samples to actually manipulating the microscope as they worked<br />
with prepared samples submitted in advance to Lehigh University scientists. As a result<br />
of the successful project, Lehigh University has requested the participation of district<br />
science classes in additional studies using Internet II and Lehigh electron microscopy<br />
resources.<br />
Acquisition Strategies<br />
Unlike typical business models, the use of technology by the school district follows a<br />
"useful life" plan of determining replacement cycles and retirement plans for technology.<br />
While industry standards may define the "support life" of a technology, this encourages a<br />
philosophy of planned obsolescence as opposed to emphasis on actual usefulness in the<br />
classroom. At the request of classroom teachers, I.T.S. often continues to support useful<br />
technology that has outlived the advertised industry support standard, but that is still<br />
having positive effects on the learning process of the students. Examples are older<br />
versions of educational software still in use by students, running on older versions of<br />
hardware.<br />
EPSD Technology Integration Plan<br />
Page 30
District Infrastructure Plan and Design<br />
As classrooms continue to incorporate memory intensive applications such as streaming<br />
media and online interactive library resources, and as studies are made to determine the<br />
effectiveness of teaching tools such as webcasting and Internet II resources, the demand<br />
for bandwidth will continue to increase.<br />
The completion of a 100-seat videoconferencing center in the high school will facilitate<br />
partnerships with area colleges and is already extending the learning arena far beyond<br />
that which could have been imagined for the district 10 years ago. The yield from the<br />
district’s investment in videoconferencing can be increased many times over by highspeed<br />
connections that push videoconferencing events to the desktop computers of<br />
students in other buildings in the district, allowing them to participate in events without<br />
leaving their classrooms.<br />
Technology Support Services<br />
The current technology staff consists of 9 full-time staff and 4 part-time technology<br />
assistants. The implementation of Pentamation was the catalyst for the creation of the<br />
position of Student Management System Coordinator, the most recent full-time staff<br />
member hired. Combining two part-time positions into one full-time Technology<br />
Assistant position added to the professional staff required for supporting summer<br />
academic programs and for the many summer maintenance projects that are scheduled<br />
each year. Other positions include Manager of Support Services, Network Manager,<br />
Help Desk Coordinator, Publications Specialist, Communications Engineer, Director of<br />
Technology, and a full-time administrative assistant.<br />
In response to requests from teachers, an online guide of technology resources is under<br />
development. The guide will identify a building’s technology location, possible uses, and<br />
sign-out procedures. In future, teacher evaluations of software packages will be added to<br />
assist with curricular planning.<br />
The Information Technology Department continues to provide technical assistance to the<br />
Emmaus Public library, and remains available to the Macungie Public Library.<br />
EPSD Technology Integration Plan<br />
Page 31
Computer Distribution Matrix and Student to Computer Ratio<br />
The student-to-computer ratio includes the total number of computers that are located in<br />
classrooms, stationary computer labs, mobile computer labs, and library/media centers.<br />
The matrix below illustrates the 2004 distribution of district computers across the school<br />
levels and the student-to-computer ratio for each school level. The ratio statewide as<br />
reported in the 2003 PATI (PA Technology Inventory) is 3.6 / 1.<br />
Elementary<br />
Schools Middle Schools High School Total<br />
# of Students 2,895 1,813 2393 7101<br />
# of Schools 8 2 1 11<br />
Total of Instruct. & Admin.<br />
Computer Systems 913 504 718 2135<br />
Instructional Systems 884 483 690 2057<br />
Admin. Systems 29 21 28 78<br />
EPSD Students to<br />
Instructional Computer 3.27/1 3.75/1 3.47/1 3.45/1<br />
PC Distribution Across the District Classrooms &<br />
Labs<br />
High School<br />
690 PCs<br />
34%<br />
Middle Schools<br />
483 PCs<br />
23%<br />
Elementary<br />
884 PCs<br />
43%<br />
EPSD Technology Integration Plan<br />
Page 32
Computer Systems Functionality and Distribution Matrix<br />
The matrix below compares the 2004 distribution of computers across the school levels<br />
by categories defined in the legend.<br />
Classroom Elementary Middle School High School Total<br />
& Lab PCs 8 Schools 2 Schools 1 Schools 11Schools<br />
Category A<br />
Quantity 471 43 410 924<br />
Category % 50.97% 4.65% 44.37%<br />
Category B<br />
Quantity 40 258 209 507<br />
Category % 7.89% 50.89% 41.22%<br />
Category C<br />
Quantity 373 182 71 626<br />
Category % 59.58% 29.07% 11.34%<br />
Number of<br />
PCs<br />
Category A Category B Category C<br />
Pentium 4,<br />
256MB RAM,<br />
20GB HD, 1GHz,<br />
CDRW, OR Mac<br />
G4 min.<br />
373<br />
40<br />
471<br />
Pentium 3, 600-933<br />
MHz, 128MB RAM,<br />
6G HD, with CDRW,<br />
OR Mac G3<br />
182<br />
258<br />
43<br />
Pentium 1, >32<br />
MB Ram, >160MB<br />
HD, CD-ROM, 15"<br />
monitor, OR Mac<br />
G3 min.<br />
PC Distribution by Age & Configuration<br />
900<br />
800<br />
700<br />
600<br />
500<br />
400<br />
300<br />
200<br />
100<br />
0<br />
71<br />
209<br />
410<br />
Elementary Middle School High School<br />
EPSD Technology Integration Plan<br />
Page 33<br />
C<br />
B<br />
A
Technology Budget Analysis<br />
The 2003-04 budget allocated 53% of funds for replacement equipment and 17% for new<br />
equipment in classrooms and administrative offices. Replacing classroom and lab<br />
computers with more powerful desktop and laptop computers supports the increasing<br />
complexity of graphics oriented, highly interactive academic software programs that<br />
enhance the curriculum and expand the learning experience far beyond the walls of the<br />
traditional classroom. The Curriculum Revision Cycle presents opportunities to improve<br />
curriculum as guided by state standards while exploring appropriate academic technology<br />
to support classroom and academic goals.<br />
Transitioning from the Service Bureau Model of the CLIU to the Application Service<br />
Provider model of Pentamation has necessitated a sweeping cultural change as the district<br />
assumed the responsibility for the statistical manipulation of data necessary for in-district<br />
production of reports (state reports, report cards, transcripts, etc.) that had formerly been<br />
provided by the CLIU support staff. Replacing office computers and introducing highoutput<br />
printers, as well as providing teacher workstations, were requirements for the<br />
implementation of the student management system. Training, support and customization<br />
continue to be critical components for the long-term success of the transition. Noting the<br />
following chart, funding for the student management system is included in the categories<br />
Software, Support Services, and Contracts.<br />
2003-2004 Information Technology Budget<br />
Support<br />
Services<br />
Contracts<br />
and Repairs<br />
Software &<br />
Supplies<br />
New<br />
Equipment<br />
Replacement<br />
Equipment<br />
Mileage,<br />
Post., Misc. Totals<br />
Elementary Classrooms $30,000.00 $5,000.00 $14,000.00 $53,300.00 $310,000.00 $900.00 $413,200.00<br />
Secondary Classrooms $22,000.00 $7,000.00 $13,500.00 $53,300.00 $125,000.00 $500.00 $221,300.00<br />
Offices (IT, Admin, Bldgs.) $5,000.00 $2,000.00 $118,000.00 $25,000.00 $48,200.00 $4,500.00 $202,700.00<br />
Networking (Infrastructure) $10,200.00 $43,000.00 $30,000.00 $27,000.00 $40,000.00 $900.00 $151,100.00<br />
Additional LCD projectors were distributed to all schools, supplying at least one<br />
projector per department, pod, team, or grade, depending upon the logistical setup of the<br />
school. School libraries continue to act as distribution points for shared projectors on an<br />
as-needed basis. Palm Pilots, digital cameras, scanners, software, and additional printers<br />
were placed throughout the district in response to the requests of teachers incorporating<br />
the use of digital photography and video-editing as students produce graphically<br />
enhanced projects. Where needed throughout the district, television sets were replaced<br />
with new models, to provide classroom access to satellite programming and educational<br />
cable TV.<br />
EPSD Technology Integration Plan<br />
Page 34
The 2004-05 budget continues to fund replacement PCs to support changing curriculum<br />
needs. Macungie Elementary School received replacement computers during spring<br />
2004, and Jefferson Elementary School computer replacement is scheduled for spring<br />
2005. New Alburtis and renovated Shoemaker Elementary Schools receive new<br />
computers as part of the building project design. In addition to replacement computers,<br />
two carts of 30 laptops each are planned for Alburtis and Shoemaker library large group<br />
instructions areas that are wired for power and network access enabling extended use of<br />
the laptops.<br />
Guided by curriculum needs, Middle school Art teachers and high school Technology<br />
Education teachers evaluated their current software and peripherals such as scanners and<br />
printers. Replacement equipment is in implementation stage during Fall 2004 semester.<br />
Music teachers and Family & Consumer Science teachers will follow similar procedures<br />
during the curriculum revision process as they identify new academic uses for<br />
technology.<br />
The Emmaus High School addition includes three carts of 30 laptops each and 12 desktop<br />
teacher workstations, as part of the building project. Additional laptop carts may be<br />
purchased to support increased demand. Individual teacher requests and smaller<br />
department/pod projects will be supported with new desktop and laptop computers.<br />
While maintaining a consistent budget for the past several years, district technology<br />
expenditures have followed the direction of curricular change and academic need. In<br />
“High Tech Kids: Trailblazers or Guinea Pigs” from The Digital Classroom (Gordon,<br />
David T., 2003), we read, “It’s the pedagogy, not the technology, that’s the key.” And<br />
again, “Only when a technology allows us to reach a hitherto inaccessible educational<br />
goal, or to reach an existing goal more effectively, should we consider employing it.”<br />
(Brackett, p.30).<br />
EPSD Technology Integration Plan<br />
Page 35
EPSD Technology Integration Plan<br />
Page 36
Status of Recommendations<br />
Elementary Level Need Action Timeline Budget Responsibility<br />
1. Support Curriculum Through Extended Software Resources 1. Clarify process No cost 1. C&I<br />
Encourage instructional personnel to make recommendations Clarify and improve process 2. Improve forms 7/04 to 12/04<br />
2. C&I, and IT<br />
after identifying and evaluating software. 3. Communicate process 3. C&I and principals<br />
2. Provide Access to Appropriate Technology Resources<br />
Create and maintain an online inventory of technology resources.<br />
Determine status of current Develop accessible online inventory 7/04 to 3/05 IT<br />
IT<br />
resources<br />
3. Support Communication for Instructional Personnel<br />
Upgrade the e-mail system for teachers. Provide uniform e-mail access 1. Evaluate e-mail system 4/04 to 5/05 IT IT<br />
2. Install appropriate e-mail system 04/04 IT IT<br />
3. Provide training 6/05 to 9/05 C&I C&I<br />
1/05 to 3/05 IT C&I<br />
9/05 pending results of pilot IT IT<br />
4. Support Curriculum Through Pilot Program<br />
Meet different learning styles 1. Pilot Kidspiration in grades 2 and<br />
Implement Kidspiration software based on the instructional effectiveness as<br />
through use of graphic<br />
5<br />
per the outcome of the pilot program. organizers 2. Implement Kidspiration<br />
5. Extend Technology Integration<br />
Provide instructional support through the addition of a Technology<br />
Increase instructional technology 1. Submit EPSD Cyclical Tool 11/04 to 1/05 Supt C&I<br />
support<br />
Integration Resource Teacher. 2. Hire teacher 08/05 Supt<br />
Personnel and C&I<br />
6. Support Professional Development<br />
Provide appropriate professional development that demonstrates and<br />
Align with technological<br />
Provide courses through PDI Ongoing C&I<br />
C&I<br />
advancements and best<br />
promotes the integration of technology into the teaching practice.<br />
teaching practices<br />
Maintain active involvement in the District Technology Committee.<br />
Improve communication Increase collaboration Ongoing No cost<br />
DRE<br />
Middle Level Need Action Timeline Budget Responsibility<br />
1. Provide Access to Appropriate Technology Resources<br />
Create and maintain an online inventory of technology resources.<br />
Determine status of current Develop accessible online inventory 7/04 to 3/05 IT<br />
IT<br />
resources<br />
2. Deliver an Integrated Curriculum with Appropriate Resources to Enable<br />
Provide access to appropriate 1. Upgrades to hardware and 1. Ongoing (requests align to<br />
IT, C&I, and buildings IT<br />
technology<br />
software require compatability IT budget timeline)<br />
Students to expand Higher Order Thinking Skills 2. Require teacher software 2. Must precede requests for No cost<br />
C&I and IT<br />
evaluations<br />
hardware and software<br />
3. May require pilots<br />
DRE<br />
3. Support Differentiated Instruction Through the Use of Technology<br />
IT, C&I, and buildings IT<br />
1. Ongoing (requests align to<br />
IT budget timeline)<br />
2. Precede requests for<br />
hardware and software<br />
1. Upgrades to hardware and<br />
software require compatibility<br />
2. Require teacher software<br />
evaluations<br />
3. May require pilots<br />
Provide access to appropriate<br />
technology<br />
Enable students to discover appropriate learning paths that best fit their<br />
C&I and IT<br />
No cost<br />
learning and instructional needs.<br />
DRE<br />
4. Support Professional Development<br />
C&I<br />
Provide courses through PDI Ongoing C&I<br />
Align with technological<br />
advancements and best<br />
teaching practices<br />
Provide appropriate professional development that demonstrates and<br />
promotes the integration of technology into the teaching practice.<br />
DRE<br />
EPSD Technology Integration Plan<br />
Page 37<br />
Maintain active involvement in the District Technology Committee. Improve communication Increase collaboration Ongoing No cost
High School Level Need Action Timeline Budget Responsibility<br />
1. Provide Access to Appropriate Technology Resources<br />
IT<br />
Develop accessible online inventory 7/04 to 3/05 IT<br />
Determine status of current<br />
resources<br />
Create and maintain an online inventory of technology resources.<br />
2. Extend and Maximixe Opportunities in Technology-Rich Learning<br />
Environments<br />
Ongoing C&I C&I<br />
1. Continue to provide professional<br />
development<br />
2. Submit the EPSD Cyclical Tool<br />
for tech support for extended<br />
day/weekend use<br />
Focus on maximizing the use of technology included in the newly Maximize use of technology<br />
11/04 to 1/05 Supt Personnel and IT<br />
constructed multi-media center to enhance the curriculum and instruction.<br />
3. Development of Resources<br />
IT<br />
Provide to instructional personnel access to training materials, curriculum, Improve access to resources 1. Improve district web service Ongoing IT<br />
Information owners<br />
research links, online resources, and lesson plans integrated with technology. 2. Coordinate content Ongoing No cost<br />
C&I<br />
Personnel and C&I<br />
4. Extend Technology Integration<br />
Provide instructional support through the addition of a Technology<br />
increase instructional technology 1. Submit EPSD Cyclical Tool 11/04 to 1/05 Supt<br />
support<br />
Integration Resource Teacher. 2. Hire teacher 08/04 Supt<br />
5. Support Professional Development<br />
C&I<br />
Provide courses through PDI Ongoing C&I<br />
Align with technological<br />
advancements and best<br />
teaching practices<br />
Provide appropriate professional development that demonstrates and<br />
promotes the integration of technology into the teaching practice.<br />
DRE<br />
Maintain active involvement in the District Technology Committee. Improve communication Increase collaboration Ongoing No cost<br />
District Level Action Timeline Budget Responsibility<br />
Computer installations (replacements & additions)<br />
Macungie Elementary<br />
IT IT<br />
Replace classroom PCs Completed 06/04<br />
12 teacher PCs installed in new<br />
IT<br />
EHS Addition<br />
classrooms Completed 06/04 Construction Funds<br />
IT<br />
Laptops<br />
90 laptops/3 carts for new addition Completed 06/04 Construction Funds<br />
Replace desktops with laptops for<br />
MS & Elem. H/W/F teachers<br />
IT IT<br />
Carol White Grant Completed 06/04<br />
New classroom technology following<br />
IT<br />
Alburtis Elementary<br />
construction Completed 09/04 Construction Funds<br />
New classroom technology following<br />
IT<br />
Shoemaker Elementary<br />
reconstruction Scheduled for 08/04 to 05/05 Construction Funds<br />
Jefferson Elementary<br />
Replace classroom PCs Summer 2005 IT IT<br />
LMMS Library<br />
Replace library PCs Summer 2004 IT IT<br />
Replace irreparable television sets Sets replaced throughout Macungie Completed 05/04 IT IT<br />
Elem. And in other schools as<br />
needed.<br />
Videoconferencing<br />
Funds available beginning IT<br />
IT<br />
Budgeted funds for line charges 07/04<br />
eBoard<br />
Renewed license Completed IT IT<br />
Nettrekker<br />
Renewed license Completed IT IT<br />
Schedule wiring project Completed 09/04 IT IT<br />
Additional data wiring to support<br />
networkable copiers, portable labs,<br />
individual laptops, classroom/office moves,<br />
etc.<br />
In-house web hosting<br />
To be operational by Spring IT<br />
IT<br />
Implement web server; design portal 2005<br />
Address remaining approved requests in<br />
IT<br />
IT<br />
2004-05 Technology Integration Plan<br />
Address individual requests On-going through 2004-05<br />
Building Tech Requests<br />
EPSD Technology Integration Plan<br />
Page 38
Appendices<br />
EPSD Technology Integration Plan<br />
Page 39
Appendix A<br />
EPSD Technology Integration Plan<br />
Page 40
ISTE National Educational Technology Standards for Students<br />
http://cnets.iste.org/students/s_stands.html<br />
NETS for Students<br />
Technology Foundation Standards for All Students<br />
The technology foundation standards for students are divided into six broad categories.<br />
Standards within each category are to be introduced, reinforced, and mastered by students.<br />
These categories provide a framework for linking performance indicators within the Profiles for<br />
Technology Literate Students to the standards. Teachers can use these standards and profiles as<br />
guidelines for planning technology-based activities in which students achieve success in learning,<br />
communication, and life skills.<br />
Technology Foundation Standards for Students<br />
1 Basic operations and concepts<br />
Students demonstrate a sound understanding of the nature and operation of technology<br />
systems.<br />
Students are proficient in the use of technology.<br />
2 Social, ethical, and human issues<br />
Students understand the ethical, cultural, and societal issues related to technology.<br />
Students practice responsible use of technology systems, information, and software.<br />
Students develop positive attitudes toward technology uses that support lifelong learning,<br />
collaboration, personal pursuits, and productivity.<br />
3 Technology productivity tools<br />
Students use technology tools to enhance learning, increase productivity, and promote<br />
creativity.<br />
Students use productivity tools to collaborate in constructing technology-enhanced<br />
models, prepare publications, and produce other creative works.<br />
4 Technology communications tools<br />
Students use telecommunications to collaborate, publish, and interact with peers,<br />
experts, and other audiences.<br />
Students use a variety of media and formats to communicate information and ideas<br />
effectively to multiple audiences.<br />
5 Technology research tools<br />
Students use technology to locate, evaluate, and collect information from a variety of<br />
sources.<br />
Students use technology tools to process data and report results.<br />
Students evaluate and select new information resources and technological innovations<br />
based on the appropriateness for specific tasks.<br />
6 Technology problem-solving and decision-making tools<br />
Students use technology resources for solving problems and making informed decisions.<br />
Students employ technology in the development of strategies for solving problems in the<br />
real world.<br />
Copyright ISTE NETS. All Rights Reserved. 1 of 1<br />
EPSD Technology Integration Plan<br />
Page 41
ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS)<br />
AND PERFORMANCE INDICATORS FOR TEACHERS<br />
All classroom teachers should be prepared to meet the following standards and performance indicators.<br />
I. TECHNOLOGY OPERATIONS AND CONCEPTS<br />
Teachers demonstrate a sound understanding of<br />
technology operations and concepts. Teachers:<br />
A. demonstrate introductory knowledge, skills, and<br />
understanding of concepts related to technology<br />
(as described in the ISTE National Educational<br />
Technology Standards for Students).<br />
B. demonstrate continual growth in technology<br />
knowledge and skills to stay abreast of current<br />
and emerging technologies.<br />
II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS<br />
AND EXPERIENCES<br />
Teachers plan and design effective learning<br />
environments and experiences supported by<br />
technology. Teachers:<br />
A. design developmentally appropriate learning<br />
opportunities that apply technology-enhanced<br />
instructional strategies to support the diverse<br />
needs of learners.<br />
B. apply current research on teaching and learning<br />
with technology when planning learning<br />
environments and experiences.<br />
C. identify and locate technology resources and<br />
evaluate them for accuracy and suitability.<br />
D. plan for the management of technology<br />
resources within the context of learning<br />
activities.<br />
E. plan strategies to manage student learning in a<br />
technology-enhanced environment.<br />
III. TEACHING, LEARNING, AND THE CURRICULUM<br />
Teachers implement curriculum plans that include<br />
methods and strategies for applying technology to<br />
maximize student learning. Teachers:<br />
A. facilitate technology-enhanced experiences that<br />
address content standards and student<br />
technology standards.<br />
B. use technology to support learner-centered<br />
strategies that address the diverse needs of<br />
students.<br />
C. apply technology to develop students’ higher<br />
order skills and creativity.<br />
D. manage student learning activities in a<br />
technology-enhanced environment.<br />
IV. ASSESSMENT AND EVALUATION<br />
Teachers apply technology to facilitate a variety of<br />
effective assessment and evaluation strategies.<br />
Teachers:<br />
A. apply technology in assessing student learning of<br />
subject matter using a variety of assessment<br />
techniques.<br />
B. use technology resources to collect and analyze<br />
data, interpret results, and communicate findings<br />
to improve instructional practice and maximize<br />
student learning.<br />
C. apply multiple methods of evaluation to<br />
determine students’ appropriate use of<br />
technology resources for learning,<br />
communication, and productivity.<br />
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE<br />
Teachers use technology to enhance their<br />
productivity and professional practice. Teachers:<br />
A. use technology resources to engage in ongoing<br />
professional development and lifelong learning.<br />
B. continually evaluate and reflect on professional<br />
practice to make informed decisions regarding<br />
the use of technology in support of student<br />
learning.<br />
C. apply technology to increase productivity.<br />
D. use technology to communicate and collaborate<br />
with peers, parents, and the larger community in<br />
order to nurture student learning.<br />
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES<br />
Teachers understand the social, ethical, legal, and<br />
human issues surrounding the use of technology in<br />
PK–12 schools and apply that understanding in<br />
practice. Teachers:<br />
A. model and teach legal and ethical practice<br />
related to technology use.<br />
B. apply technology resources to enable and<br />
empower learners with diverse backgrounds,<br />
characteristics, and abilities.<br />
C. identify and use technology resources that affirm<br />
diversity.<br />
D. promote safe and healthy use of technology<br />
resources.<br />
E. facilitate equitable access to technology<br />
resources for all students.<br />
Copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada)<br />
or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved.<br />
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9
Appendix B<br />
EPSD Technology Integration Plan<br />
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Glossary<br />
Videostreaming A digital video on-demand service available<br />
through IU 21. Users have access to over 2,200<br />
videos for download or viewing in all content areas.<br />
Video Origination Carts Allows for broadcast of school events to classrooms<br />
and buildings throughout the district.<br />
Satellite One-way video communication available through<br />
various channels such as the Annenberg Channel.<br />
Programming ranges from professional<br />
development to instructional programs.<br />
Proxima Projectors A device used to project images from a computer,<br />
DVD, VCR or other media source for viewing by a<br />
large group.<br />
Wireless Labs A classroom set of computers that can connect to<br />
the network without the use of wiring.<br />
Videoconferencing Allows two or more people at different locations to<br />
see and hear each other at the same time, sometimes<br />
sharing computer applications for collaboration.<br />
Video Editing Allows the user to rearrange a collection of images<br />
into a professional looking movie, repeating some<br />
scenes and discarding others. Titles, music, and<br />
special effects can be used to create artistic<br />
montages and original movies.<br />
Compass Curricular-based integrated learning system that<br />
allows teachers to assign appropriate standardsbased<br />
activities to one student, small groups or<br />
whole classes to reinforce lessons taught in the<br />
classroom.<br />
Handheld Computers (PDAs) Devices that fit into one hand and use a stylus<br />
and/or a keyboard to operate. These small<br />
computers can be used for personal productivity<br />
and problem solving with data.<br />
Compass Virtual Classroom Allows students the ability to access their Compass<br />
desktop from home. Through the use of CDs,<br />
parents install the Compass program onto their<br />
home computer. This allows students to continue<br />
working on assigned activities in a home<br />
environment.<br />
eBoard An online service that enables teachers to post<br />
information online for both parents and students.<br />
Interactive Whiteboards Allows teachers and students to operate a computer<br />
while positioned in front of a group. In addition to<br />
running applications, users can write, brainstorm<br />
and take notes using electronic ink.<br />
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Appendix C<br />
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Technology Use Survey<br />
February 2004<br />
We are gathering information on the uses of the following technologies within East Penn schools<br />
during the 2003-04 school year:<br />
• Videostreaming<br />
• Video Origination Carts<br />
• Satellite Programs<br />
• Proxima Projectors<br />
• Wireless Labs<br />
• Videoconferencing<br />
• Video Editing<br />
• Handhelds Computers (PDAs) (secondary only)<br />
• Interactive Whiteboards<br />
• eBoards<br />
• Compass (elementary only)<br />
• Compass Virtual Classroom (elementary only)<br />
If you have used any of these technologies this school year, would you please take some<br />
time and answer a few questions? This form should be completed anonymously and returned to<br />
your principal according to his/her directions.<br />
Thanks for your time,<br />
Randy Ziegenfuss and Barbara Berk<br />
Instructional Technology Specialists<br />
1. Please list the technologies that you have used.<br />
2. Why did you choose to use this technology?<br />
3. What does this technology allow you to do that you normally wouldn’t be able to do?<br />
4. What did the students gain by using this technology?<br />
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Technology Use Survey<br />
February 2004<br />
5. What obstacles, if any, did you need to overcome to use the technology?<br />
6. Were there any unexpected results from using the technology?<br />
7. Can you share obstacles that have prevented you from using any of these technologies?<br />
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