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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 />

Page 5


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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EPSD Technology Integration Plan<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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EPSD Technology Integration Plan<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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EPSD Technology Integration Plan<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 />

EPSD Technology Integration Plan<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 />

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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 />

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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 />

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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 />

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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 />

EPSD Technology Integration Plan<br />

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9


Appendix B<br />

EPSD Technology Integration Plan<br />

Page 43


EPSD Technology Integration Plan<br />

Page 44


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 />

EPSD Technology Integration Plan<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 />

EPSD Technology Integration Plan<br />

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