EPSDtechintplan2004

East Penn School District 

Technology Integration Plan 

November 18, 2004

East Penn Board of School Directors 


800 Pine Street 

Emmaus, PA 18049 

Ann Thompson, President 

Maury Robert, Vice President 

Charles Ballard Susan Kowalchuk 

Alan Earnshaw Samuel Rhodes, III 

Francee Fuller Terry Richwine 

Elaine Gannon 

Gary Reigal, Board Treasurer 

Cecilia Birdsell, Board Secretary 

Marc Fisher, Esq., Solicitor 

Central Office Administration 

Alrita Morgan, Ph.D., Superintendent 

Gerald Zinner, Ed.D., Assistant Superintendent 

Denise Torma, Ed.D., Director of Research and Evaluation 

Leslie Daniel, Director of Personnel 

Claudia Shulman, Director of Curriculum and Instruction 

Janice Hoffman, Supervisor of Elementary Education 

Linda DeIvernois, Supervisor of Secondary Education 

Gary Reigal, Director of Fiscal Affairs 

Debra Surdoval, Assistant Director of Fiscal Affairs 

George Ziolkowski, Ph.D., Director of Pupil Services 

Lynn Brinckman, Supervisor of Special Education – Elementary 

Angela DeMario, Supervisor of Special Education – Secondary 

James Carl, Supervisor of Maintenance 

Robert Kovalchick, Assistant Supervisor of Maintenance 

Vincent Spade, Assistant Supervisor of Maintenance 

Sally Milliken, Director of Information Technology 

Building Administration 

Secondary 

Elizabeth Drake Robert Misko Douglas Wells, Ed.D. 

Rebecca Beidelman Peter Schutzler Michelle Wiley 

Joseph Cortese David Silfies 

Daniel Griesbaum 

Janine Mathesz 

Dennis Ramella 

Elementary 

Kristen Campbell Dennis Murphy Lynette Smith 

Anthony Moyer Robert Oberecker Michael Waddell, Ed.D.

TABLE OF CONTENTS 

Message from the Superintendent…………………………………………………………1 

Introduction/Background………………………………………………………………….3 

Technology Integration Plan Review……………………………………………………..7 

Evaluation of Technology Use…………………………………………………………..11 

Level Plans 

Curriculum and Instruction………………………………………………………15 

Elementary……………………………………………………………………….19 

Middle …………………………………………………………………………...23 

High School ……………………………………………………………………..27 

Current Status of District Technology…………………………………………………...29 

Status of Recommendations……………………………………………………………...37 

Appendices……………………………………………………………………………….39 

Appendix A………………………………………………………………………40 

NETS for Students……………………………………………………….41 

ISTE National Educational Technology Standards for Teachers………..42 

Appendix B………………………………………………………………………43 

Glossary………………………………………………………………….45 

Appendix C………………………………………………………………………46 

Technology Use Survey………………………………………………….47

Message from the Superintendent 

This report represents the work of many people during the past two years. Throughout the 

2003-2004 school year, one group worked on developing a vision for the future support of 

instruction by technology; another group assessed the current use of technology to support 

instruction. Towards the end of the school year, the two groups struggled to identify the 

philosophy and beliefs underlying the use of technology for instructional purposes. Research has 

been an integral part of the groups’ work. 

The challenge for the study groups was to build on the knowledge gained from the past 

experiences with technology, yet lay the groundwork for thinking of technology as an integrated 

tool of instruction. Confronting the issues of learning, teaching and assessment first before 

identifying equipment or software is essential for effective and efficient progress in education. 

Interim goals included revising the requisition, budgeting and reporting systems. 

As with any major process the work is always in progress. The hope and plan for this 

document is that it is used to direct planning and budgeting. This document establishes a new 

baseline and will position us well for state requirements for strategic planning beginning in 2006. 

As new assessment data becomes available the Technology Committee will be able to refine 

recommendations that will help achieve internal consistency and equity of opportunities for all 

East Penn students. 

Each person who is named in the report and many others who provided input has been 

very important in developing this report. The Board of Education had the vision ten years ago to 

support a major initiation of technology in the district and has shown the ongoing interest and 

support of the district’s efforts are appreciated. 

EPSD Technology Integration Plan 

Page 1


Page 2

Introduction/Background 

Technology has fundamentally changed the way we live and work. 

Now we need to apply technology’s powerful tools to change the 

way our students, of every age, learn. CEO Forum Year 3 STaR 

Report, June 2000 

Overview of Research 

Since its inception in 1993-94, the East Penn School District’s Technology Integration Plan has 

served as a framework for addressing the educational needs of our district by expanding the 

breadth of pedagogical practice and offering meaningful professional development opportunities 

for all staff and instructional personnel. The world as we know it, has become one in which 

boundaries are transparent and information is free flowing. As a result, an ever-present 

responsibility exists for students to be aware of and to be selective in the use of information. 

The Pennsylvania State Academic Standards require that all students, depending on the 

benchmark, either know, explain, apply, or analyze information technologies involving 

encoding, transmitting, receiving, storing, retrieving, and decoding (e.g., graphing reproduction, 

image generating techniques, communications technology…). 

The International Society for Technology in Education (ISTE) supports these standards as well 

as the standards for teachers (see Appendix A). The creative use of digital learning allows 

teachers and students to transform the classroom environment into a more dynamic, demanding, 

vibrant, and interactive exchange which supports learning that is more 

Strategic and project centered. Emphasis is placed on what currently exists, why it does, 

and how it can be made better. 

Student centered. Students become active learners and teachers serve as guides and 

advisors while remaining at the apex of the student’s learning team along with fellow 

students, parents, administrators and community members. 

Collaborative. The classroom walls become permeable as students engage in 

discussions with individuals throughout the world. The key is the ability to pose valid 

questions and determine where to look for the answers. 

Communicative. As conversations, verbal and electronic, become a more common form 

of discourse, the role of teacher and student are often exchanged – the student becomes 

teacher. 

Personalized. Digital learning conveys a new capacity for meeting individual student 

needs, learning styles, and abilities. Multiple pathways to the information and 

understanding are necessary. 

Accessible. With wireless connections and distance learning, the boundaries that often 

confine education fade in a digital age. Today, the ability to find information quickly and 

efficiently, manipulate it, and apply it to solve problems and inform decisions has become 

a primary asset. 

Evaluation 

The Technology Integration Resource Teachers assessed what technology is presently being used 

in the educational experience. Ongoing discussions about teacher and student use of technology 

led to the creation of the open-ended teacher survey. Survey questions addressed technology use, 

selection, impact, and obstacles. The surveys were distributed via e-mail or paper. 

In total, 177 out of 281 teachers participated in the survey administered in February 2004. 


Page 3

Major Findings 

Table 1. Survey response distribution by level (percent) 

Elementary Middle High School 

Infrastructure for Technology 

46% 37% 29% 

Table 2. Technology use 


1. Compass 

2. LCD projectors 

3. Videostreaming 


2. EBoard 

3. Interactive 

whiteboard 

Table 3. Selection of technology 


2. Wireless cart 

3. Interactive 

whiteboard 


1. Enriched 

curriculum 

2. Enhanced 

viewing for 

large groups 

3. Individualized 

instruction 

1. Instructed large 

groups 

2. Improved 

communication 

with students and 

parents 

3. Motivated 

students through 

active learning 

1. Instructed large 

groups 

2. Increased student 

motivation and 


3. Communicated 

with students and 

parents 

Table 4. Impact on students 


1. Develop 1. Ability to present 1. Access to online 

independent creative projects resources and 

learners 

to peers 

presentation tools 

2. Review of skills 2. More focused 2. Participate in 

taught 

learning 


3. Greater 3. Awareness of 3. Enhanced 

understanding available 

content 

of material 

resources 

Table 5. Obstacles 


1. Time 

2. Knowledge of 

how to use 

3. Student 

dependency 

1. Time 

2. Ease of use 

3. Lack of 

equipment 

1. Equipment 

availability 

2. Lack of ancillary 

equipment 

3. Time 


Page 4

Educational Focus 

The plan is organized around the outcomes for students encapsulated by the vision for the 

various instructional levels (elementary, middle and high school). In addition, the 

Curriculum/Instruction plan provides the future direction of the Professional Development 

Institute in providing growth opportunities for technology integration. 

Effective integration of technology is achieved when students are able to 

select technology tools to help them obtain information in a timely manner, 

analyze and synthesize the information, and present it professionally. The 

technology should become an integral part of how the classroom functions – 

as accessible as all other classroom tools. (National Educational Technology 

Standards for Students, ISTE) 

The Information Technology plan highlights the equipment and infrastructure used to facilitate 

student learning. According to the Principals’ Executive Program, 2000, Taking a Good Look at 

Instructional Technology (TAGLIT), a school develops a technology program over time and 

includes stages of development: 

1. Embarking: The school is just getting started with aspects of technology. 

2. Progressing: The school is making some effort and showing some progress with 

aspects of technology for teaching and learning. 

3. Emerging: The school is making considerable effort and showing considerable 

progress with using aspects of technology fro teaching and learning. 

4. Transforming: The school’s use of technology is transforming the way teaching and 

learning take place. 

A district’s professional development program needs to parallel the same stages. In defining 

professional development profiles, the Year 4 StaR Chart builds upon the five phases of 

professional development identified by Apple Classroom of Tomorrow through a decade of 

research on the instructional changes that occur during the process of integrating technology to 

transform the learning environment. Those five phases are: 

1. Entry: Educators struggle to learn the basics of using technology. 

2. Adoption: Educators move from the initial struggles to successful use of technology 

on a basic level (i.e., integration of drill and practice software into instruction). 

3. Adaptation: Educators move from basic use to discovery of its potential for increased 

productivity (i.e., use of word processors for student writing and research on the 

Internet). 

4. Appropriation: Having achieved complete mastery over the technology, educators 

use it effortlessly as a tool to accomplish a variety of instructional and management 

goals. 

5. Invention: Educators are prepared to develop entirely new learning environments that 

utilize technology as a flexible tool. Learning becomes more collaborative, interactive, 

and customized. 

The proposed outcomes that are evident in the level plans exemplify a commitment to 

transforming the way teaching and learning take place. 

Elementary level 

• Learning in a more interactive manner by engaging children in exploring, thinking, 

inventing, problem-solving, and experiencing the world digitally. 

• Shifting from teacher instruction to student construction through discovery, the creation of 

learning cultures and learning partnerships. 

Middle Level 

• Meeting the needs of diverse learners. 

• Home school connection through parent involvement. 


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High School level 

• All students will master basic technological skills. 

Students will be able to transfer learning from one application to another. 

Students will use online databases and Internet sources to develop research 

skills. 

Students will receive reinforcement of and extension of their skill development. 

• Technology will support students’ pursuit of proficiency in all curricular areas. 

Technology will be employed to develop and encourage higher order thinking 

skills. 

Technology will be used to increase proficiency levels in assessments of 

academic performance. 

Technology will be used as a remediation tool to increase proficiency levels in 

high stakes testing. 

The district will continue to evaluate our progress in meeting these outcomes through formative 

and summative assessments. Key indicators will be: 

The impact of the professional development institute offerings on expanding 

the breadth of pedagogical practice. 

The impact of integrated lessons on improving the progression from 

knowledge based learning to learning that incorporates and challenges 

students to use higher order thinking skills. 

The impact of Integrated Learning Systems (ILS) on improving student 

achievement in reading and language arts. 

The impact of teachers who model best teaching strategies across the 

curriculum within the district. 


Page 6


Vision Statement 

Technology Integration Plan 

Review 

November 18, 2004 

To further our tradition of excellence, the East Penn School District, with the collaborative support 

of the community, will prepare lifelong learners who will shape the future. We will promote 

learning by providing a strong foundation of experiences leading to the acquisition and application 

of a diverse body of knowledge and skills. In a safe and supportive environment, we will develop 

responsible citizens who contribute to our democratic society. 

Mission Statement 

By the year 2008, the East Penn School District will be the leader in providing a standards-based 

curriculum enhanced by creative, non-traditional and other effective educational experiences in a 

safe and supportive environment. Continuous improvement, measured by annual assessments, will 

be the basis for realizing the potential of every learner. 

Philosophy and Purpose 

Our students and staff live in a highly technological world and must be technologically literate in 

order to adapt to explosive technological change. The goal of the District is to prepare students for 

lifelong learning. The use of current and emerging technology (i.e., computers, telecommunications, 

robotics, interactive video, etc.) plays a major role in education today and will increasingly affect 

education in the future. Technology provides a means for students to learn to receive and process 

information more efficiently and to reinforce previously studied concepts and basic skills in the 

regular curriculum. In addition, students should develop new skills in creative thinking and 

analytical problem solving, as well as sensitivity to the ethical use of technology. The District 

believes that technological literacy is best acquired by using the technology to perform real tasks 

within the planned course curriculum. The use of technology in education should be as a tool or 

means to deliver the instructional program in an equitable manner, integrated across grade levels 

and curriculum areas. 

To accomplish this purpose, the District is committed to provide, within the limits of its available 

resources, the necessary hardware and software to implement an East Penn Technology Integration 

Plan, and to provide in-service training for its staff to acquire, enhance, and maintain technological 

expertise to carry out the plan. (Originally composed by Elementary Technology Steering 

Committee, December 2990; revised by the Technology Steering Committee, Secondary Core, 

March 1992; revised by the K-12 District Technology Committee, September 1992) 

Fundamental Goals 

1. Maintain the K-12 District Technology Committee. 

2. Devise a multi-year K-12 plan for integration of technology into the curriculum. Assess the progress 

and effectiveness of the program. Update the plan annually. 


Page 7

3. Devise a technology framework to support Educational Outcomes and to include a list of technology 

integration goals. This integrated instructional plan should be developed and revised as part of the 

regular curriculum process. 

4. Provide the necessary variety of appropriate software through a system of software review and 

distribution. 

5. Provide an appropriate system of hardware, networking, and telecommunications to implement the 

plan. 

6. Provide technology systems for teachers, administrators, and office staff to enhance and support 

student learning. 

7. Provide for continual support and in-service programs to educate the staff in recent applications of 

technology. 

8. Provide and support programs that share technology with the community. 

Student Outcomes 

Introduction 

1. Students will identify, access, integrate, and use available technological resources that will allow 

them to reason, make decisions, and solve complex problems. 

2. Students will use advanced technology to devise intellectual, artistic, practical, and physical 

products. 

3. Students will use technology to aid preparation for and selection of careers and to maintain skills 

necessary to meet challenges of a changing job market. 

4. Students will become self-directed, life-long learners who exhibit ethical use of technology. 

The first District technology plan was presented in December 1993 and has supported our 

instructional program, enhanced our administrative management system, and provided an expanded 

learning environment and growth opportunities for our students and members of the community. 

Our work in the area of technology is supportive of the following Strategic Plan goals: 

Educational Program 

Goal Statement: We will provide a comprehensive educational program that prepares all students to 

meet and exceed standards. 

Objectives: 

• No later than 2006, the delivery of the curriculum will include at least 5-10% 

creative, non-traditional learning experiences. 

• By 2005, the educational program will be enhanced to include expansive 

educational opportunities for all students to realize their potential. 

Community Involvement 

Goal Statement: We will encourage community involvement in new and creative ways. 

Objectives: 

• By September 2004, expand the program for partnerships and mentoring among 

the community, students, and East Penn School District employees. 

• By September 2003, develop three initiatives for improved communication and 

involvement by community members in East Penn School District activities. 

Employee Development 

Goal Statement: The East Penn School District employee team will continuously grow and learn in 

new and creative ways. 

Objective: 

• Continue to expand the current Employee Development Plan that is the vehicle 

for continuous growth related to one’s work responsibilities. 

Resources and Facilities 

Goal Statement: A healthy, safe and secure, supportive environment will be maintained in all 

East Penn School District facilities. The resources and facilities will be developed 

and maintained to accommodate and enhance the curriculum. 

Objective: 

• Continue the Technology Plan. 


Page 8

Assessment 

Goal Statement: We will establish a comprehensive annual assessment program. 

Objectives: 

• By June 2004, measure and compare from year to year each student’s level of 

achievement. 

• By June 2006, implement a comprehensive standards-based assessment 

program to measure and compare each student’s level of achievement from 

year to year. 

Standards 

Goal Statement: We will set standards that other districts will follow. 

Objective: 

• By 2005, establish academic benchmarks for proficiency levels for grades K-12. 

Technology Advisory Committee 

Beginning in 2003-2004, the direction of the Technology Advisory Committee was refined with an 

emphasis on the district’s “vision” for technology. Keeping student outcomes in the forefront as 

well as the direction provided at each instructional level (elementary, middle, and high school) and 

the PA State Academic Standards in Technology, the committee began to focus their work based on 

this mission statement: 

The Technology Advisory Committee will research existing and emerging 

technologies that will have a positive impact on the learning process and 

prepare students for the future. Selected technologies will be recommended 

to the Technology Integration Committee. 

The Technology Advisory Committee will research existing and emerging 

Chris Dede, in his article, “A New Century Demands New Ways of Learning”, suggests that to reap 

the many benefits of technology, a complex implementation process must be in place, that includes 

sustained, large-scale innovations in virtually all aspects of schooling, including curriculum, 

pedagogy, assessment, professional development, and administration. Strategies to promote equity 

and partnerships between schools, businesses, homes and community are needed. And since 

educational systems greatly benefit from learning about failures, as well as the successes, of 

attempting innovations, a learning community of practitioners, researchers, and policymakers is 

essential to expand the use of “best practices”. To that end the committee members researched and 

discussed the use of emerging technologies and programs such as handheld technology, home and 

school connections, and partnerships with institutions of higher learning. Through monthly meetings 

that include discussions about new technologies and their application in the classroom and beyond, 

presentations by fellow colleagues, discussions about relevant research and attendance at 

conferences, the committee considered and recommended technologies to be included in the 

educational plan for the school district. 

2003-2004 Technology Advisory Committee Members 

Mrs. Susan Bauer Teacher, Eyer Middle School 

Mrs. Barbara Berk Technology Integration Resource Teacher – Elementary 

Mr. John Bishop Community Representative 

Mr. Joseph Cortese Assistant Principal, Emmaus High School 

Mrs. Elizabeth Drake Principal, Eyer Middle School 

Dr. Richard Gorton Principal, Lincoln Elementary School 

Mr. Darrell Goslin Teacher, Emmaus High School 

Ms Alma Hazel Teacher, Lincoln Elementary School 

Ms Stephanie Leuthe Teacher, Kings Highway Elementary School 

Mr. Lee Lichtenwalner Student, Emmaus High School 

Ms Sally Milliken Director of Information Technology 

Mr. Robert Misko Principal, Lower Macungie Middle School 


Page 9

Mrs. Kathy Moore Librarian, Eyer Middle School 

Dr. Alrita Morgan Superintendent of Schools 

Pupil Services Representative 

Mr. Maury Robert Community Representative 

Mrs. Claudia Shulman Director of Curriculum, Instruction and Professional Development 

Dr. Denise Torma Director of Research and Evaluation, Chairperson 

Mr. Randy Ziegenfuss Technology Integration Resource Teacher - Secondary 

Technology Integration Committee 

National statistics show that there are now more than 8 million computers in classrooms across the 

United States that are to be used for instructional purposes (Learning with Technology: Integrating 

New Technologies into Classroom Instruction, North Central Regional Educational Laboratory). 

Yet few schools use technology for relevant, engaged learning. As noted in previous reviews plans, 

the East Penn School District has evolved into a district that has integrated technology into 

everyday classroom practice as well as in the co-curricular program. 

Stone Wiske, Harvard University Professor of Educational Technology, highlights the conditions 

that enable technology to have important educational effects. 

• First, the technology must afford significant educational advantage. For example, graphing 

calculators allow users to analyze mathematical information by manipulating liked 

representations such as formulas, graphs, and tables --- an essential aspect of mathematical 

inquiry that is cumbersome with traditional tools of paper and pencil or chalk and blackboard. 

• Second, the technology must be readily affordable, networked and portable. As long as the 

technology is expensive and difficult to move --- like most computers --- its impact in schools 

will be limited. 

• Third, technology alone does not change school practice. Curriculum goals and materials, 

assessment policies, and teacher development must shift as well. Without these changes, a 

new technology will merely be used to enact traditional practices. 

Beginning in 2003-2004, the newly created Technology Integration Committee worked with district 

and building level administrators and teachers to refocus the emphasis of the elementary, middle, 

and high school plans from one that focuses on the “stuff” to one that values the true integration of 

technology into the curriculum, instruction, assessment, and professional development goals of the 

district. The expansion of creative and effective lessons to incorporate higher-level thinking skills 

are dependent upon the availability, accessibility, and reliability of technology. The impetus of the 

committee’s work was to extend the outreach that technology can provide with the exemplary 

integration presently occurring in the classroom and beyond. 

2003-2004 Technology Integration Committee Members 

Mrs. Barbara Berk Technology Integration Resource Teacher – Elementary 

Mrs. Linda DeIvernois Supervisor of Secondary Education 

Mrs. Elizabeth Drake Principal, Eyer Middle School 

Mrs. Janice Hoffman Supervisor of Elementary Education 

Ms Sally Milliken Director of Information Technology 

Dr. Alrita Morgan Superintendent of Schools, Chairperson 

Mrs. Claudia Shulman Director of Curriculum, Instruction and Professional Development 

Dr. Denise Torma Director of Research and Evaluation 

Mr. Randy Ziegenfuss Technology Integration Resource Teacher - Secondary 


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I. Evaluation of Technology Use 

The term technology can have many different meanings in different contexts and times. As used 

in this section, technology pertains to those listed on the 2003-04 Teacher Technology Survey 

(see Appendix B). In “A New Culture of Teaching for the 21 st Century”, Stone Wiske explains: 

If we want technologies to foster significant changes in the content 

and process of learning, we need to devise ways of changing the 

professional culture of teaching. 

The evaluative piece of the plan focuses on the teacher. In order for any systematic change to 

occur in the classroom, the teacher is key. The teacher must have equipment available for his/her 

use, be knowledgeable about its use, determine what the students will gain through the use of 

technology, uncover any expected results from its use, and chronicle the obstacles faced while 

trying to use technology. It was necessary to determine the level of teacher use of technology and 

assess the direction needed in the areas of curriculum (outcomes), professional development 

(breadth and depth of offerings), assessment methods, and equipment (availability, accessibility, 

and reliability). 

Through the use of a survey (see Appendix C), teachers were asked to provide responses to 

seven open-ended questions. Using the open coding method, the survey responses were analyzed 

by a team of three people, two Technology Integration Resource Teachers and the Director of 

Research and Evaluation. Themes emerged and were prioritized (see Tables 6, 7, and 8). 

Pertinent anecdotal comments were noted. 

Summary of Teacher Survey Responses – Elementary Level 

Question Summary of Results 

1. Please list technologies that you have used. Compass 

LCD projectors 

Videostreaming 

2. Why did you choose to use this technology? To enrich the curriculum 

To enhance viewing for large groups 

3. What does this technology allow you to do 

that you normally wouldn’t be able to do? 

4. What did the students gain by using this 

technology? 

5. What obstacles, if any, did you need to 

overcome to use this technology? 

6. Were there any unexpected results from 

using this technology? 

7. Can you share obstacles that have 

prevented you from using any of these 

technologies? 

To individualize instruction 

Individualize instruction 

Instruct large groups 

Manage classroom 

Independence 

Review of skills taught 

Greater understanding of material 

Time 

Knowledge of how to use 

Student dependency 

Increased student motivation 

Higher quality of student work 

Simplified communication with parents 

when writing IEPs 

Time 

Equipment availability 



Page 11

Summary of Teacher Survey Responses – Middle Level 


1. Please list technologies that you have used. LCD projectors 

eBoard 

Interactive whiteboard 

2. Why did you choose to use this technology? Instruct large groups 

Improve communication with students and 

parents 




technology? 







technologies? 

Motivate students 


Communicate with parents 

Assist with student presentations 

Ability to present creative project to their peers 

More focused learning 

Awareness of resources available 

Time 

Ease of use 

Created projects on DVD and had no DVD 

player to use 

Increased student motivation 

Higher quality of work 

Greater understanding of material 



Time 

Summary of Teacher Survey Responses –High School 


1. Please list technologies that you have used. LCD projectors 

Wireless cart 

Interactive whiteboard 

2. Why did you choose to use this technology? Instruct large groups 

Increase student motivation and active learning 




technology? 







technologies? 

Communicate with students and parents 


Give students the opportunity to create and 

present creative, interactive presentations 

Make students aware of online resources 

Access to online resources and presentation 

tools 

Active participation in their learning 

Enhanced content 


Ancillary equipment needed 

Time 

Student active learning 

More focused learning 

Access to relevant information 



Time 


Page 12

II. Summary 

Elementary Level 

There is a focus on individualized instruction. One of the significant reasons for the use of 

technology is to enhance the curriculum (ex. Compass). There is a balance between 

individualized instruction and the use of LCD projectors for large group instruction. 

Several obstacles were highlighted including the lack of time and the availability of equipment. 

Using Compass to review writing and reading skills encourages independent learning. The 

professional development needs are varied. Some teachers have requested training while others 

have listed ways to integrate as a need. Teachers report increased student motivation through the 

use of technology. 

Middle Level 

The focus of technology at the middle level is on large group instruction. As reported, the use of 

the eBoard increases the frequency of communication between teachers, students, and parents. 

Presentation skills were reinforced through the use of the LCD projector, whiteboard and video 

editing. Several obstacles were highlighted including the lack of time and the availability of 

equipment, in particular the LCD projectors. 

High School Level 

The focus at the high school is on large group instruction whether in a wireless lab or in the 

classroom. Several obstacles were highlighted including the lack of time and the availability of 

equipment. The wireless cart provided the opportunity for more lab experience; however, the 

transport of the cart was reported as cumbersome and inconvenient. Few teachers noted using 

technology to address the needs of individual students. Students worked in groups and integrated 

technology with data analysis, research, and student publications. 


Page 13


Page 14

Background 

Office of Curriculum and Instruction 

The integration of technology into the East Penn School District began in 1993 when the 

goal of increasing the availability and usage of technology throughout the district was 

established. At that time the goal was to increase the availability of technology in the 

district, as well as to provide teachers with professional development opportunities that 

would introduce them to the technology and help develop their skills in utilizing the 

technology. 

Present 

Today, though, the goal of integrating technology into the curriculum is more complex 

and more reflective of “best teaching practices” that have been identified through 

educational research. The work of such educational researchers as Howard Gardner 

(Multiple Intelligences), Robert Marzano (What Works in Schools), Eric Jensen 

(Teaching With the Brain in Mind), Carol Ann Tomlinson (The Differentiated 

Classroom: Responding to the Needs of All Learners), Charlotte Danielson (Enhancing 

Professional Practice: A Framework for Teaching), and Jay McTigue and Grant Wiggins 

(Understanding By Design) has provided a better understanding of the latest research on 

learning. Their work focuses on the reality that no two children are alike; no two children 

learn in the identical way; an enriched environment for one student is not necessarily 

enriched for another; and, in the classroom we should teach children to think for 

themselves. This focus coincidently reflects the federal No Child Left Behind Act of 

2001 which emphasizes as one of its basic points that districts must utilize educational 

programs and practices that have been proven through reliable research to be highly 

effective in improving student learning. 

Through the East Penn Professional Development Institute (PDI) this past year, the 

District teachers have had the opportunity to begin learning more about the education 

research, theories, and strategies surrounding three focus areas – Understanding by 

Design, Enhancing Professional Practice: A Framework for Teaching, and Teaching with 

the Brain in Mind: Differentiated Instruction. The focus area workshops are designed to 

enable teachers to expand and refine varied teaching options that support their curriculum 

and that can be implemented in their classrooms to help ensure that the East Penn 

educational program meets each student where he or she is and to maximize student 

progress in attaining both district goals and State standards. This involves offering 

students several different learning experiences within each class that reflect their varied 

needs and creates what has been described as “a tapestry of curricular options and ideas”. 

In addition throughout the year, teachers have continued to take advantage of the PDI 

technology workshops that have been offered to help teachers gain a better understanding 

of technology applications, such as WebQuests, Research on the Internet, PowerPoint, 

and Using the Interactive White Board, but these workshops have not necessarily been 

aligned to the focus workshops or to the overall goals established for professional 

development for the next three years. 


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Future Vision and Direction 

Research has shown that the implementation of varied teaching/learning activities and 

strategies that reflect the diverse styles and intelligences of students “naturally 

encourages students to commit to topics in a deeper, more meaningful way and enables 

them to handle complex topics with greater ease”(Jensen). These varied strategies can 

include flexible grouping, small group instruction, large group instruction, independent 

study, student projects, cooperative learning/collaboration, etc. Technology is a tool that 

can be incorporated into the classroom to support these strategies, but it must be 

thoughtfully integrated into an educational setting. The authors of The Future of 

Children conclude, “Using technology to improve education is not a simple matter. 

There are many kinds of technology, and many ways that an attempted use can fail.” 

They go on to suggest that technology should be chosen that enhances the four 

characteristics cognitive research has shown to be fundamental for effective learning: 

active engagement; participation in groups; frequent interaction and feedback; 

connections to real-world context (J. Roschelle, et al., Los Altos, CA: Packard 

Foundation, 2001, p. 25). These reflect the best practice strategies identified in the East 

Penn PDI focus areas. 

Many technology-based initiatives focus heavily on the technology hardware and 

software and too little on the identified best practices for curriculum and instruction 

design. This year East Penn will partner with other schools in the Carbon Lehigh 

Intermediate Unit and the Bucks County Intermediate Unit in a program funded by a 

grant to align curriculum to standards (ACTS). The program’s goal is to help teachers 

develop a different approach for integrating technology into the classroom by 

emphasizing the proven instructional design models of Understanding By Design and 

Differentiated Instruction. Differentiated Instruction incorporates choices for students by 

offering options in content, process, product, and learning style. This instructional 

strategy engages students in multiple modalities, uses varied rates of instruction, 

complexity levels, and teaching strategies, and challenges students to compete against 

themselves in order to learn and grow. Differentiated instruction and technology are 

natural complements for one another. 

Understanding by Design provides a conceptual framework to design lessons for 

understanding that starts with what we want students to learn and proceeds to what 

evidence is acceptable to show they have learned it. Using a backward design process, 

teachers design lessons that incorporate six facets of understanding and authentic 

assessment. UBD provides a curricular approach that promotes student inquiry and selfdiscovery 

of concepts and materials that lead to more enduring understanding. 

The ACTS program offered through this grant will enable East Penn to facilitate a series 

of workshops that will provide a curricular, instructional, and technology integration 

model to interested teachers in the district. These teachers will be supported through 

resources provided through the IU and with the support of such collaborating partners as 

the Lancaster Lebanon Intermediate Unit #13 ACTS Grant Consortium, Temple 

University Center for Research in Human Development and Research, and Jay McTigue. 

The goal is to utilize the East Penn cohort in a “train the trainer” model for other staff 


Page 16

members in the District in order to better utilize the existent technology, to make 

technology a seamless component of curriculum and instruction in East Penn, and to 

evaluate the impact of the integration of technology on improved student learning. 

In addition to this initiative, K-12 science and health-wellness/fitness teachers will 

concentrate their professional development efforts in the upcoming year on incorporating 

specific instructional strategies reflective of the focus areas into the revised Science, 

Technology, Environment, and Ecology curriculum and the Health-Wellness/Fitness 

curriculum. Working closely with the C & I staff, including the instructional technology 

resource teachers, the teachers will then develop a plan for implementing these strategies 

and for assessing their effectiveness in the classroom. A major component of this process 

will be the integration of appropriate technology as an instructional strategy in both 

curricula. This entire process will serve as a model for all future curriculum review, 

revision, and implementation. 

Recommendations 

The staff of the Curriculum and Instruction Office supports the recently published report 

entitled “The Learning Return on Our Educational Technology Investment: A Review of 

Findings from Research” (C. Ringstaff and L. Kelley, San Francisco, 2002) which 

identified the following six factors as crucial elements for successfully integrating 

technology into a curriculum: 

• Technology is best used as one component in a broad-based reform effort. 

• Teachers must be adequately trained to use technology. 

• Teachers may need to change their beliefs about teaching and learning. 

• Technology resources must be sufficient and accessible. 

• Effective technology use requires long-term planning and support. 

• Technology should be integrated into the curricular and instructional framework. 

With these factors as a guideline, the C & I Office will continue to support the 

educational program to 

• Achieve the identified Pennsylvania Academic Standards 

• Support and enhance the East Penn K-12 curriculum 

• Attain the goals established in the East Penn Strategic Plan 

• Support the identified initiatives of “best practices” in the District’s Professional 

Development Institute 

• Support academic success of all students by enriching learning opportunities in all 

classes. 


Page 17


Page 18

I. Elementary Level Vision for Technology 

Have you ever walked into a classroom where you immediately sensed that good things 

are going on? It may have been a class discussion where children were interested and 

participating in a group project or a game. Or maybe it was a particularly charismatic 

teacher…doing something dramatic to capture the children’s imagination? Most likely it 

was many factors that contributed to making the class exciting…There has to be a 

synergy between the teacher, the students, and the resources. The Dynamic Classroom 

Revisited (2001) Ihor Charischak 

The early years are crucial for developing children’s language, their social skills, auditoryattention 

span and skills in problem solving, and reading. Many of these concepts develop 

through three-dimensional work, and technology should support early learning in 

developmentally appropriate ways. Marjorie Kostelnick in her article, Developmentally 

Appropriate Programs (DAP) (1993) suggests two types of learning that occur at the elementary 

level: 

Learning can be characterized as occurring in two directions, vertically and horizontally. 

Vertical learning is traditional hierarchical learning, that is, piling new facts or skills on top 

of previously learned ones to increase the number and complexity of facts and skills 

attained. Horizontal learning, however, is conceptually based. In this framework, 

experiences occur more or less simultaneously, and the role of the learner becomes that 

of making connections among these experiences, which leads to an understanding of the 

world through the development of increasingly elaborate concepts. Both vertical and 

horizontal learning are essential to human understanding, but horizontal learning, also 

known as “concept development,” tends to be neglected in traditional primary education. 

In addition, an intellectual bridge should be built, so students may traverse and experience both: 

Because children in the early years are establishing the conceptual base from which all 

future learning will proceed, their need for a solid, broad foundation is great. The breadth 

of the conceptual base children form, eventually influences their performance in school. A 

balance in the curriculum, with both kinds of learning addressed and valued, is a 

fundamental aspect of DAP. Such a balance results not in children learning LESS, but in 

children learning BETTER. 

Based on this vision, the needs of our elementary level learners that can be facilitated by 

technology are: 

• Learning in a more interactive manner by engaging children in exploring, thinking, inventing, 

problem-solving, and experiencing the world differently. 

• Shifting from teacher instruction to student construction through discovery, the creation of 

learning cultures and learning partnerships. 

Children are learning to reach out to a social and physical world. They are learning how 

to look carefully and delight in their discoveries. They are often eager to find out how 

things work in the natural world and ask many questions. They still look to adults to help 

them answer their many questions. The Everyday Classroom Tools (ECT) curriculum 

taps this natural curiosity and helps children seek patterns in their observations. The 

focus on learning from one’s experience is a natural developmental fit for this age group, 

in a sense, they haven’t forgotten what it means. The Keys to Inquiry (1998) Tina Grotzer 


Page 19

Tang and Ginsberg in Developing Mathematical Reasoning in Grades K-12 (2001) discuss the 

differences in students’ learning styles that emerge quite early in their development. 

• Mastery Style: People in this category tend to work step by step. 

• Understanding Style: People in this category tend to search for patterns, categories, and 

reasons. 

• Interpersonal Style: People in this category tend to learn through conversation and personal 

relationship and association. 

• Self-Expressive Style: People in this category tend to visualize and create images and pursue 

multiple strategies. 

As students continue to widen their bridge and try to make sense of what they see, hear, read, 

and experience, it becomes evident that technology can assist students in becoming active 

learners. Students become the builders of their own educational experience as they use learning 

modalities that reinforce their comfort level as well as challenge them to think beyond the norm. 

II. Implementation and Evaluation of 2003-2004 Technology Development 

The survey of elementary school faculties indicated high frequency of use in this area: 

• Reinforcement of reading and language arts skills through the use of Compass has 

contributed to students becoming independent learners. 

Teachers who responded to the survey reported that Compass is easy to use, efficient, effective, 

correlates to the PA State Academic Standards, supplements the language arts and mathematics 

curricula, and aids in academic student progress. The availability of LCD projectors has enabled 

students to receive visual as well as verbal directions for new concepts, educational websites, and 

new software programs. The use of videostreaming has enhanced many social studies, language 

arts, and science lessons. Students from kindergarten through fifth grade have had the 

opportunity to share their work in digital format with others. Students have used many digital 

resources to showcase their learning, such as word processing, presentation software, webquests, 

various Internet websites, and video editing. 

III. Future Vision and Direction 

Technology cannot be treated as a single, independent variable by which student achievement is 

gauged. Judging the impact of a technology requires an understanding of how it is used in the 

classroom, what learning outcomes are valued, knowledge about the types of assessments used to 

evaluate improvements in student achievement, and an awareness of the complex nature of 

change in the school environment. The incidental learning (the ah ha moment) that takes place 

indicates the need to capture how technology has enabled that to happen. A teacher’s response to 

the 2003-2004 Technology Survey question, What did the students gain by using this 

technology? illustrates the point: 

“They (students) are more reflective in their thinking regarding content if they create a 

tech project than just a writing project.” 

We need to determine the circumstances under which technology supports a broad definition of 

student achievement at various grade levels whether it be assessing, collaborating, researching, 

or thinking. Rather than trying to describe the impact of all technologies, as if they were the 

same, we need to think about what kind of technologies are being used in the classrooms and for 

what purpose. 


Page 20

We seem to have difficulty when we think about technology first and education later. By placing 

technology into service for learning, we need to first attend to the learners, then to the learning 

environment, professional competency, system capacity, financial capacity, and accountability. 

IV. Recommendations 

Our vision for the future focuses attention on learning in a more interactive manner by engaging 

children in exploring, thinking, inventing, problem-solving, and experiencing the world 

differently. Also, shifting from teacher instruction to student construction through discovery, the 

creation of learning cultures, and learning partnerships. The following recommendations are 

made with all these factors in mind: 

• Support Curriculum Through Extended Software Resources - Encouraging instructional 

personnel to make recommendations after identifying and evaluating software. 

• Provide Access to Appropriate Technology Resources – Create and maintain an online 

inventory of technology resources and their evaluation for instructional applicability available 

to school personnel. 

• Support Communication for Instructional Personnel - Upgrade the e-mail system for 

teachers. 

• Support Curriculum Through Pilot Program - Implement the Kidspiration software based 

on the instructional effectiveness as per the outcome of a pilot program. 

• Extend Technology Integration - Provide instructional support through the addition of a 

Technology Integration Resource Teacher. 

• Support Professional Development – Provide appropriate professional development that 

demonstrates and promotes the integration of technology into teaching practices. Maintain 

active involvement in the District Technology Committee in order to effectively communicate 

and align all district efforts. 


Page 21


Page 22

I. Middle Level Vision for Technology 

The East Penn School District Middle School philosophy states that all children can learn, and 

we commit ourselves to a middle school that addresses the unique needs of our middle level 

learners, fostering life-long learning to meet the challenges of a changing world. This philosophy 

is supported by the East Penn School District Strategic Plan. 

Based on this philosophy, the needs of our middle level learners that can be facilitated by 

technology are: 

• Meeting the needs of diverse learners. 

• Home school connection through parent involvement. 

Technology can assist us in meeting the needs of our diverse learners. We all have unique 

learning styles. “Multiple Intelligences”, as proposed by Howard Gardner looks to a whole new 

way of delivering the curriculum in the classroom. Thomas Armstrong outlines in his book, 

Multiple Intelligences in the Classroom: 

The theory of multiple intelligences proposes a major transformation in the way our 

schools are run. It suggests that teachers be trained to present their lessons in a wide 

variety of ways using music, cooperative learning, art activities, role play, multimedia, 

field trips, inner reflection, and much more. 

This transformation will be facilitated by the integration of meaningful technology-rich 

activities. Students will pursue research and develop the ability to apply knowledge, express 

complex concepts, make decisions, criticize and revise unsuitable constructs, solve problems, 

and be involved in independent discovery. Effective technology integration has the potential to 

harness the excitement and wonder of learning, increase motivation, and enable diverse learners 

to analyze, connect, invent, and ask what if questions. Having access to necessary technology 

resources will be critical to achieving this outcome. 

The National Forum to Accelerate Middle-Grades Reform 2000 emphasizes the important role 

that families play as partners in the education of their children. Inquiry learning will flow 

naturally, surpassing the present confining boundaries of the school building. Technology use 

can increase communication between home and school and break down the barriers of the school 

holding the key to all knowledge. Parents will be encouraged to share in the technological 

developments in our schools, learning with their children and teachers. Parents as partners in 

technology activities, provide a continuum of support and encouragement for their children. 


The survey of middle level faculties indicated a high frequency of use in these areas: 

• LCD projectors and interactive whiteboards for large group presentations by both students and 

teachers. 

• Home/school communication through the use of eBoard. 

• Lessons rich in Internet resources, including videostreaming and online simulations. 

Teachers report that the availability of the Internet has allowed them to deliver lessons that take 

advantage of digital resources, particularly videostreaming technology. These lessons are most 

frequently delivered in a large group setting, using an LCD projector. Students have also 

developed presentations using digital resources. The important home/school connection has been 


Page 23

enhanced by team use of eBoards, providing parents and students timely information regarding 

team and school activities. 


Technology in the Classroom: Asking the Right Questions reported on research findings 

regarding technology in education. The research by Cradler (1994) shows technology: 

• Increases performance when interactivity is prominent. 

• Improves attitude and confidence, especially for at-risk students. 

• Increase opportunities for student-constructed learning. 

• Increases student collaboration on projects. 

• Significantly improves problem-solving skills of learning disabled students. 

• Improves writing skills and attitudes about writing for students. 

National Middle School Association Research Summary #1 (1999) asks what impact technology 

has on middle level education, specifically student achievement? Many aspects of the research 

on cognitive versus non-cognitive outcomes were reported and there is growing evidence to 

indicate a positive relationship between technology and student achievement at the middle level: 

Years of brain research reveal that middle level age students learn best when they are 

actively engaged with content. Multimedia approaches can assist learners’ understanding 

of concepts and relationships not explainable in print text. Technology-rich learning 

environments help students to not only learn the basic skills like reading, math, and 

science, but also to learn the principles that underlie complex data. Technology allows 

students to make a hands-on, minds-on approach to solving problems that is authentic 

and relevant. (North Central Regional Educational Laboratory) 

Presently, too many in our student population receive a diet of common instruction, regardless of 

need; similar material, despite enormous variance of interest and motivation; and identical 

support, even though the level of independence in our student population varies so greatly. PSSA 

efforts require us to determine the needs of our students. Effective technology integration can 

support and challenge all of our students and change the all-too-common didactic approach to 

teaching. Individual and small group instruction will move the learning environment into 

differentiated instruction, higher order thinking skills, and independently determined problem 

solving situations. 

Technology can change the way we do business – providing students with more hands-on, real 

life experiences. We look to change and improve the way teachers teach from the rudimentary, 

basic level of imparting knowledge, to one in which the learner has a voice in what and how they 

learn. Whole class instruction cannot always meet the diverse needs of our students. Teachers 

will learn how to control content and information in new ways, enabling students to discover 

appropriate learning paths that best fit their learning style. Instead of information being 

delivered, regurgitated, and forgotten, this modified classroom format will engage a student’s 

imagination and replace drill and practice with problem solving. 

For this vision to be fully realized, teacher collaboration, modeling, and sufficient support, 

particularly in the area of staff development, will be important. What we are talking about is a 

systemic change, change that takes us beyond the stuff of technology, change that focuses on the 

Mission Statement and Goals of the Strategic Plan and will build a critical mass that moves 

student achievement toward its potential. 


Page 24


Our vision for the future focuses attention on inquiry based learning, meeting the needs of 

diverse learners, availability and accessibility of resources, support for teachers in their 

technology skill development, and appropriate IT support. The following recommendations are 


• Provide Access to Appropriate Technology Resources –Create and maintain an online 



• Deliver an Integrated Curriculum with Appropriate Resources to Enable Students to 

Expand Higher Order Thinking Skills 

• Deliver Differentiated Instruction Through the Use of Technology –Enables students to 

discover appropriate learning paths that best fit their learning style and instructional needs. 

• Support Professional Development – Provide appropriate professional development that 





Page 25


Page 26

I. High School Level Vision for Technology 

A recent National Association of Secondary School Principals publication, Breaking Ranks: 

Changing an American Institution (2004) synthesizes the change ahead for the American High 

School: 

There are many themes throughout this work, but if one theme could be extracted that is 

overarching and paramount, it is the message that the high school of the 21 st century 

must be much more student-centered and above all much more personalized in program, 

support services, and intellectual rigor. 

A technology-enhanced curriculum provides opportunities for differentiation to meet student 

needs. Students will be afforded the opportunities to utilize the technology skills to: 

Transfer learning from one application to another. 

Use online databases and Internet sources to develop research skills. 

Receive reinforcement of and extension of their skill development. 

Develop and encourage higher order thinking skills. 

Critically evaluate the reliability of online resources and use them in an ethical 

manner. 

In the report, Learning for the 21 st Century (2002) sponsored by the Partnership for 21 st Century 

Skills, the future of our nation depends on the extension of the learning experience for all 

students that goes beyond the classroom walls and the confines of a building, “More than ever, 

the challenges that our young people face require that all students, not just an elite minority, 

leave school with an informed point of view, knowledge of the world, a capacity to grapple with 

complex problems, and a willingness and an ability to engage with people different from 

themselves.” 

The high school will foster a student-centered environment utilizing technology to 

expand unique skills and talents: 

Create authentic products for alternative assessment. 

Increase the awareness of the student’s place in the global community. 


A survey of the high school faculty indicated a high frequency of use in these areas: 

• LCD projectors for large group instruction and demonstrations of software. 

• A lab environment through the use of wireless carts. 

• Home/school communication through the use of eBoard. 

• Integration of the online resources through the use of whiteboards. 

Teachers report that the portable wireless carts are helpful in having students prepare reports and 

presentations. The availability of the Internet and content-specific software has allowed teachers 

to deliver large group lessons using an LCD projector. The pilot programs in wireless and 

interactive whiteboard technologies have helped in the decision to outfit the technologyenhanced 

rooms in the new wing. The important home/school connection has been enhanced by 

class use of eBoards, providing parents and students timely information regarding class and 

school activities. 


Page 27


New technologies will be used to enhance different modes of instruction. Special emphasis will 

be given to students demonstrating non-traditional learning styles (spatial, bodily-kinesthetic, 

intrapersonal, interpersonal, and naturalist). 


Our vision for the future focuses attention on inquiry based learning, meeting the needs of 

diverse learners, availability and accessibility of resources, support for teachers in their 

technology skill development, and appropriate IT support. The following recommendations are 


• Provide Access to Appropriate Technology Resources –Create and maintain an online 



• Extend and Maximize Opportunities in Technology Rich Learning Environments - 

Focus on maximizing the use of the technology included in the newly constructed multimedia 

center to enhance the curriculum and instruction. 

• Development of Resources – Provide to instructional personnel access to training materials, 

curriculum, research links, online resources, and lessons plans integrated with technology. 

• Extend Technology Integration - Provide a full-time Technology Integration Resource 

Teacher. 

• Support Professional Development - Provide appropriate professional development that 





Page 28

Inventory and Facilities 

Current Status of District Technology 

All elementary school classrooms are equipped with a minimum of five networked 

Windows-based computers. With the introduction of Pentamation and TeachSuite 

administrative software, one teacher workstation per classroom is being added as older 

classroom computers are replaced. In the eighth year of use, Compass software remains 

the standardized computer-learning package for the elementary school level. It enables 

teachers to create individualized learning programs and lesson plans based on state 

standards and individual student needs. In the past year, elementary school teachers have 

increased the use of software available from publishing companies in the enrichment 

materials that accompany textbooks. Web-based learning materials from a variety of 

educational sources are also widely used. 

Implementation of the Pentamation student management system with online attendance 

and grade entry has been the catalyst to supply all secondary school classrooms with a 

teacher workstation. Many secondary classrooms have additional computers for student 

use. While traditional classrooms utilize the classroom television as a projection device 

for computer input, recent building projects have incorporated a ceiling-mounted 

projector that directs output to a 72” diagonal Numonic whiteboard. Output can be from 

the computer, the CCTV system, the CATV system, satellite broadcasts, and devices such 

as DVDs or VCRs in-room or via the Dukane video distribution system. 

As anticipated, the new high school videoconferencing facility proved an immediate 

success with teachers and students alike. Within the first week of school, the facility was 

scheduled to capacity for September, and heavy usage has continued. A November 2nd 

election day event, involving guests who will be discussing the election and election 

night process, has attracted the interest of 200-300 Emmaus high school seniors who plan 

to be on hand, along with the teachers from the Social Studies department and other 

district staff. Other upcoming events include a virtual trip to the Philadelphia Museum of 

Art. An International programming contest for high school students is scheduled for 

Spring of 2005. 

In fall of 2002, six elementary schools incorporated video production into the curriculum. 

Each of the schools was supplied an iMac or an eMac computer with video editing 

software, a digital camcorder, multimode conversion hardware, and other features. 

During 2004, two elementary schools began broadcasting morning announcements using 

video origination carts. Videoconferencing, or virtual field trips, have quickly become a 

successful method of bringing the world into the classroom. The introduction of the new 

videoconferencing facility in the high school has enhanced virtual learning opportunities. 

Building the high school videoconferencing facility has enabled us to relocate the high 

school mobile videoconferencing unit to the Alburtis Elementary School, while 

additional units are included in Shoemaker and Eyer construction projects. 


Page 29

Each school library received additional digital cameras, and expanded the use of Adobe 

PhotoShop Elements as the graphics editing software for use with still image 

photography and the incorporation of images into class projects. The standard 

configuration for new classroom computers now includes CD-RW for ease of use in 

creating original movies and digital projects. 

The lack of cost-effective, adequate battery life in wireless laptops has lead to large group 

instructional areas designed with power and data connections in convenient recessed 

floor boxes or wall locations. Dedicated power sources for laptops extend the use of the 

computers to a full school day as opposed to the 2-3 hours supplied by laptop batteries. 

When Alburtis and Shoemaker Elementary School construction projects are completed, 

the new libraries will include such setups, as do the 12 classrooms in the new high school 

addition. Similar setups will be considered for the Eyer construction project. 

Studies are underway to identify solutions for existing facilities for which it is too 

expensive to install recessed boxes for power and data access for notebook computers. A 

district goal is to decrease the student-to-computer ratio by increasing the number of 

laptops and computer mini-labs available to students. Use of handheld PDAs is expected 

to increase as proposed studies investigate potential uses beyond data gathering. At the 

same time, the state of wireless technology with questions of system security and battery 

life is still being monitored as progress is made in the industry. 

The completion of the Carbon Lehigh IU connection to Internet II found East Penn wellprepared 

to enter a new world of high-speed broad band resources. In May of 2004, a 6 th 

grade science class at Eyer Middle School successfully utilized the Internet II connection 

to access an electron microscope at Lehigh University as the culmination of a joint study 

of West Nile Virus and mosquitoes. The interactive connection enabled Eyer students to 

go beyond observing samples to actually manipulating the microscope as they worked 

with prepared samples submitted in advance to Lehigh University scientists. As a result 

of the successful project, Lehigh University has requested the participation of district 

science classes in additional studies using Internet II and Lehigh electron microscopy 

resources. 

Acquisition Strategies 

Unlike typical business models, the use of technology by the school district follows a 

"useful life" plan of determining replacement cycles and retirement plans for technology. 

While industry standards may define the "support life" of a technology, this encourages a 

philosophy of planned obsolescence as opposed to emphasis on actual usefulness in the 

classroom. At the request of classroom teachers, I.T.S. often continues to support useful 

technology that has outlived the advertised industry support standard, but that is still 

having positive effects on the learning process of the students. Examples are older 

versions of educational software still in use by students, running on older versions of 

hardware. 


Page 30

District Infrastructure Plan and Design 

As classrooms continue to incorporate memory intensive applications such as streaming 

media and online interactive library resources, and as studies are made to determine the 

effectiveness of teaching tools such as webcasting and Internet II resources, the demand 

for bandwidth will continue to increase. 

The completion of a 100-seat videoconferencing center in the high school will facilitate 

partnerships with area colleges and is already extending the learning arena far beyond 

that which could have been imagined for the district 10 years ago. The yield from the 

district’s investment in videoconferencing can be increased many times over by highspeed 

connections that push videoconferencing events to the desktop computers of 

students in other buildings in the district, allowing them to participate in events without 

leaving their classrooms. 

Technology Support Services 

The current technology staff consists of 9 full-time staff and 4 part-time technology 

assistants. The implementation of Pentamation was the catalyst for the creation of the 

position of Student Management System Coordinator, the most recent full-time staff 

member hired. Combining two part-time positions into one full-time Technology 

Assistant position added to the professional staff required for supporting summer 

academic programs and for the many summer maintenance projects that are scheduled 

each year. Other positions include Manager of Support Services, Network Manager, 

Help Desk Coordinator, Publications Specialist, Communications Engineer, Director of 

Technology, and a full-time administrative assistant. 

In response to requests from teachers, an online guide of technology resources is under 

development. The guide will identify a building’s technology location, possible uses, and 

sign-out procedures. In future, teacher evaluations of software packages will be added to 

assist with curricular planning. 

The Information Technology Department continues to provide technical assistance to the 

Emmaus Public library, and remains available to the Macungie Public Library. 


Page 31

Computer Distribution Matrix and Student to Computer Ratio 

The student-to-computer ratio includes the total number of computers that are located in 

classrooms, stationary computer labs, mobile computer labs, and library/media centers. 

The matrix below illustrates the 2004 distribution of district computers across the school 

levels and the student-to-computer ratio for each school level. The ratio statewide as 

reported in the 2003 PATI (PA Technology Inventory) is 3.6 / 1. 

Elementary 

Schools Middle Schools High School Total 

# of Students 2,895 1,813 2393 7101 

# of Schools 8 2 1 11 

Total of Instruct. & Admin. 

Computer Systems 913 504 718 2135 

Instructional Systems 884 483 690 2057 

Admin. Systems 29 21 28 78 

EPSD Students to 

Instructional Computer 3.27/1 3.75/1 3.47/1 3.45/1 

PC Distribution Across the District Classrooms & 

Labs 

High School 

690 PCs 

34% 

Middle Schools 

483 PCs 

23% 

Elementary 

884 PCs 

43% 


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Computer Systems Functionality and Distribution Matrix 

The matrix below compares the 2004 distribution of computers across the school levels 

by categories defined in the legend. 

Classroom Elementary Middle School High School Total 

& Lab PCs 8 Schools 2 Schools 1 Schools 11Schools 

Category A 

Quantity 471 43 410 924 

Category % 50.97% 4.65% 44.37% 

Category B 

Quantity 40 258 209 507 

Category % 7.89% 50.89% 41.22% 

Category C 

Quantity 373 182 71 626 

Category % 59.58% 29.07% 11.34% 

Number of 

PCs 

Category A Category B Category C 

Pentium 4, 

256MB RAM, 

20GB HD, 1GHz, 

CDRW, OR Mac 

G4 min. 

373 

40 

471 

Pentium 3, 600-933 

MHz, 128MB RAM, 

6G HD, with CDRW, 

OR Mac G3 

182 

258 

43 

Pentium 1, >32 

MB Ram, >160MB 

HD, CD-ROM, 15" 

monitor, OR Mac 

G3 min. 

PC Distribution by Age & Configuration 

900 

800 

700 

600 

500 

400 

300 

200 

100 

0 

71 

209 

410 

Elementary Middle School High School 


Page 33 

C 

B 

A

Technology Budget Analysis 

The 2003-04 budget allocated 53% of funds for replacement equipment and 17% for new 

equipment in classrooms and administrative offices. Replacing classroom and lab 

computers with more powerful desktop and laptop computers supports the increasing 

complexity of graphics oriented, highly interactive academic software programs that 

enhance the curriculum and expand the learning experience far beyond the walls of the 

traditional classroom. The Curriculum Revision Cycle presents opportunities to improve 

curriculum as guided by state standards while exploring appropriate academic technology 

to support classroom and academic goals. 

Transitioning from the Service Bureau Model of the CLIU to the Application Service 

Provider model of Pentamation has necessitated a sweeping cultural change as the district 

assumed the responsibility for the statistical manipulation of data necessary for in-district 

production of reports (state reports, report cards, transcripts, etc.) that had formerly been 

provided by the CLIU support staff. Replacing office computers and introducing highoutput 

printers, as well as providing teacher workstations, were requirements for the 

implementation of the student management system. Training, support and customization 

continue to be critical components for the long-term success of the transition. Noting the 

following chart, funding for the student management system is included in the categories 

Software, Support Services, and Contracts. 

2003-2004 Information Technology Budget 

Support 

Services 

Contracts 

and Repairs 

Software & 

Supplies 

New 

Equipment 

Replacement 

Equipment 

Mileage, 

Post., Misc. Totals 

Elementary Classrooms $30,000.00 $5,000.00 $14,000.00 $53,300.00 $310,000.00 $900.00 $413,200.00 

Secondary Classrooms $22,000.00 $7,000.00 $13,500.00 $53,300.00 $125,000.00 $500.00 $221,300.00 

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 

Networking (Infrastructure) $10,200.00 $43,000.00 $30,000.00 $27,000.00 $40,000.00 $900.00 $151,100.00 

Additional LCD projectors were distributed to all schools, supplying at least one 

projector per department, pod, team, or grade, depending upon the logistical setup of the 

school. School libraries continue to act as distribution points for shared projectors on an 

as-needed basis. Palm Pilots, digital cameras, scanners, software, and additional printers 

were placed throughout the district in response to the requests of teachers incorporating 

the use of digital photography and video-editing as students produce graphically 

enhanced projects. Where needed throughout the district, television sets were replaced 

with new models, to provide classroom access to satellite programming and educational 

cable TV. 


Page 34

The 2004-05 budget continues to fund replacement PCs to support changing curriculum 

needs. Macungie Elementary School received replacement computers during spring 

2004, and Jefferson Elementary School computer replacement is scheduled for spring 

2005. New Alburtis and renovated Shoemaker Elementary Schools receive new 

computers as part of the building project design. In addition to replacement computers, 

two carts of 30 laptops each are planned for Alburtis and Shoemaker library large group 

instructions areas that are wired for power and network access enabling extended use of 

the laptops. 

Guided by curriculum needs, Middle school Art teachers and high school Technology 

Education teachers evaluated their current software and peripherals such as scanners and 

printers. Replacement equipment is in implementation stage during Fall 2004 semester. 

Music teachers and Family & Consumer Science teachers will follow similar procedures 

during the curriculum revision process as they identify new academic uses for 

technology. 

The Emmaus High School addition includes three carts of 30 laptops each and 12 desktop 

teacher workstations, as part of the building project. Additional laptop carts may be 

purchased to support increased demand. Individual teacher requests and smaller 

department/pod projects will be supported with new desktop and laptop computers. 

While maintaining a consistent budget for the past several years, district technology 

expenditures have followed the direction of curricular change and academic need. In 

“High Tech Kids: Trailblazers or Guinea Pigs” from The Digital Classroom (Gordon, 

David T., 2003), we read, “It’s the pedagogy, not the technology, that’s the key.” And 

again, “Only when a technology allows us to reach a hitherto inaccessible educational 

goal, or to reach an existing goal more effectively, should we consider employing it.” 

(Brackett, p.30). 


Page 35


Page 36

Status of Recommendations 

Elementary Level Need Action Timeline Budget Responsibility 

1. Support Curriculum Through Extended Software Resources 1. Clarify process No cost 1. C&I 

Encourage instructional personnel to make recommendations Clarify and improve process 2. Improve forms 7/04 to 12/04 

2. C&I, and IT 

after identifying and evaluating software. 3. Communicate process 3. C&I and principals 

2. Provide Access to Appropriate Technology Resources 

Create and maintain an online inventory of technology resources. 

Determine status of current Develop accessible online inventory 7/04 to 3/05 IT 

IT 

resources 

3. Support Communication for Instructional Personnel 

Upgrade the e-mail system for teachers. Provide uniform e-mail access 1. Evaluate e-mail system 4/04 to 5/05 IT IT 

2. Install appropriate e-mail system 04/04 IT IT 

3. Provide training 6/05 to 9/05 C&I C&I 

1/05 to 3/05 IT C&I 

9/05 pending results of pilot IT IT 

4. Support Curriculum Through Pilot Program 

Meet different learning styles 1. Pilot Kidspiration in grades 2 and 

Implement Kidspiration software based on the instructional effectiveness as 

through use of graphic 

5 

per the outcome of the pilot program. organizers 2. Implement Kidspiration 

5. Extend Technology Integration 

Provide instructional support through the addition of a Technology 

Increase instructional technology 1. Submit EPSD Cyclical Tool 11/04 to 1/05 Supt C&I 

support 

Integration Resource Teacher. 2. Hire teacher 08/05 Supt 

Personnel and C&I 

6. Support Professional Development 

Provide appropriate professional development that demonstrates and 

Align with technological 

Provide courses through PDI Ongoing C&I 

C&I 

advancements and best 

promotes the integration of technology into the teaching practice. 

teaching practices 

Maintain active involvement in the District Technology Committee. 

Improve communication Increase collaboration Ongoing No cost 

DRE 

Middle Level Need Action Timeline Budget Responsibility 



Determine status of current Develop accessible online inventory 7/04 to 3/05 IT 

IT 

resources 

2. Deliver an Integrated Curriculum with Appropriate Resources to Enable 

Provide access to appropriate 1. Upgrades to hardware and 1. Ongoing (requests align to 

IT, C&I, and buildings IT 

technology 

software require compatability IT budget timeline) 

Students to expand Higher Order Thinking Skills 2. Require teacher software 2. Must precede requests for No cost 

C&I and IT 

evaluations 

hardware and software 

3. May require pilots 

DRE 

3. Support Differentiated Instruction Through the Use of Technology 

IT, C&I, and buildings IT 

1. Ongoing (requests align to 

IT budget timeline) 

2. Precede requests for 

hardware and software 

1. Upgrades to hardware and 

software require compatibility 

2. Require teacher software 

evaluations 

3. May require pilots 

Provide access to appropriate 

technology 

Enable students to discover appropriate learning paths that best fit their 

C&I and IT 

No cost 

learning and instructional needs. 

DRE 


C&I 







DRE 


Page 37 

Maintain active involvement in the District Technology Committee. Improve communication Increase collaboration Ongoing No cost

High School Level Need Action Timeline Budget Responsibility 


IT 

Develop accessible online inventory 7/04 to 3/05 IT 

Determine status of current 

resources 


2. Extend and Maximixe Opportunities in Technology-Rich Learning 

Environments 

Ongoing C&I C&I 

1. Continue to provide professional 

development 

2. Submit the EPSD Cyclical Tool 

for tech support for extended 

day/weekend use 

Focus on maximizing the use of technology included in the newly Maximize use of technology 

11/04 to 1/05 Supt Personnel and IT 

constructed multi-media center to enhance the curriculum and instruction. 

3. Development of Resources 

IT 

Provide to instructional personnel access to training materials, curriculum, Improve access to resources 1. Improve district web service Ongoing IT 

Information owners 

research links, online resources, and lesson plans integrated with technology. 2. Coordinate content Ongoing No cost 

C&I 

Personnel and C&I 

4. Extend Technology Integration 

Provide instructional support through the addition of a Technology 

increase instructional technology 1. Submit EPSD Cyclical Tool 11/04 to 1/05 Supt 

support 

Integration Resource Teacher. 2. Hire teacher 08/04 Supt 


C&I 







DRE 

Maintain active involvement in the District Technology Committee. Improve communication Increase collaboration Ongoing No cost 

District Level Action Timeline Budget Responsibility 

Computer installations (replacements & additions) 

Macungie Elementary 

IT IT 

Replace classroom PCs Completed 06/04 

12 teacher PCs installed in new 

IT 

EHS Addition 

classrooms Completed 06/04 Construction Funds 

IT 

Laptops 

90 laptops/3 carts for new addition Completed 06/04 Construction Funds 

Replace desktops with laptops for 

MS & Elem. H/W/F teachers 

IT IT 

Carol White Grant Completed 06/04 

New classroom technology following 

IT 

Alburtis Elementary 

construction Completed 09/04 Construction Funds 

New classroom technology following 

IT 

Shoemaker Elementary 

reconstruction Scheduled for 08/04 to 05/05 Construction Funds 

Jefferson Elementary 

Replace classroom PCs Summer 2005 IT IT 

LMMS Library 

Replace library PCs Summer 2004 IT IT 

Replace irreparable television sets Sets replaced throughout Macungie Completed 05/04 IT IT 

Elem. And in other schools as 

needed. 

Videoconferencing 

Funds available beginning IT 

IT 

Budgeted funds for line charges 07/04 

eBoard 

Renewed license Completed IT IT 

Nettrekker 

Renewed license Completed IT IT 

Schedule wiring project Completed 09/04 IT IT 

Additional data wiring to support 

networkable copiers, portable labs, 

individual laptops, classroom/office moves, 

etc. 

In-house web hosting 

To be operational by Spring IT 

IT 

Implement web server; design portal 2005 

Address remaining approved requests in 

IT 

IT 

2004-05 Technology Integration Plan 

Address individual requests On-going through 2004-05 

Building Tech Requests 


Page 38

Appendices 


Page 39

Appendix A 


Page 40

ISTE National Educational Technology Standards for Students 

http://cnets.iste.org/students/s_stands.html 

NETS for Students 

Technology Foundation Standards for All Students 

The technology foundation standards for students are divided into six broad categories. 

Standards within each category are to be introduced, reinforced, and mastered by students. 

These categories provide a framework for linking performance indicators within the Profiles for 

Technology Literate Students to the standards. Teachers can use these standards and profiles as 

guidelines for planning technology-based activities in which students achieve success in learning, 

communication, and life skills. 

Technology Foundation Standards for Students 

1 Basic operations and concepts 

Students demonstrate a sound understanding of the nature and operation of technology 

systems. 

Students are proficient in the use of technology. 

2 Social, ethical, and human issues 

Students understand the ethical, cultural, and societal issues related to technology. 

Students practice responsible use of technology systems, information, and software. 

Students develop positive attitudes toward technology uses that support lifelong learning, 

collaboration, personal pursuits, and productivity. 

3 Technology productivity tools 

Students use technology tools to enhance learning, increase productivity, and promote 

creativity. 

Students use productivity tools to collaborate in constructing technology-enhanced 

models, prepare publications, and produce other creative works. 

4 Technology communications tools 

Students use telecommunications to collaborate, publish, and interact with peers, 

experts, and other audiences. 

Students use a variety of media and formats to communicate information and ideas 

effectively to multiple audiences. 

5 Technology research tools 

Students use technology to locate, evaluate, and collect information from a variety of 

sources. 

Students use technology tools to process data and report results. 

Students evaluate and select new information resources and technological innovations 

based on the appropriateness for specific tasks. 

6 Technology problem-solving and decision-making tools 

Students use technology resources for solving problems and making informed decisions. 

Students employ technology in the development of strategies for solving problems in the 

real world. 

Copyright ISTE NETS. All Rights Reserved. 1 of 1 


Page 41

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) 

AND PERFORMANCE INDICATORS FOR TEACHERS 

All classroom teachers should be prepared to meet the following standards and performance indicators. 

I. TECHNOLOGY OPERATIONS AND CONCEPTS 

Teachers demonstrate a sound understanding of 

technology operations and concepts. Teachers: 

A. demonstrate introductory knowledge, skills, and 

understanding of concepts related to technology 

(as described in the ISTE National Educational 

Technology Standards for Students). 

B. demonstrate continual growth in technology 

knowledge and skills to stay abreast of current 

and emerging technologies. 

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS 

AND EXPERIENCES 

Teachers plan and design effective learning 

environments and experiences supported by 

technology. Teachers: 

A. design developmentally appropriate learning 

opportunities that apply technology-enhanced 

instructional strategies to support the diverse 

needs of learners. 

B. apply current research on teaching and learning 

with technology when planning learning 

environments and experiences. 

C. identify and locate technology resources and 

evaluate them for accuracy and suitability. 

D. plan for the management of technology 

resources within the context of learning 

activities. 

E. plan strategies to manage student learning in a 

technology-enhanced environment. 

III. TEACHING, LEARNING, AND THE CURRICULUM 

Teachers implement curriculum plans that include 

methods and strategies for applying technology to 

maximize student learning. Teachers: 

A. facilitate technology-enhanced experiences that 

address content standards and student 

technology standards. 

B. use technology to support learner-centered 

strategies that address the diverse needs of 

students. 

C. apply technology to develop students’ higher 

order skills and creativity. 

D. manage student learning activities in a 

technology-enhanced environment. 

IV. ASSESSMENT AND EVALUATION 

Teachers apply technology to facilitate a variety of 

effective assessment and evaluation strategies. 

Teachers: 

A. apply technology in assessing student learning of 

subject matter using a variety of assessment 

techniques. 

B. use technology resources to collect and analyze 

data, interpret results, and communicate findings 

to improve instructional practice and maximize 

student learning. 

C. apply multiple methods of evaluation to 

determine students’ appropriate use of 

technology resources for learning, 

communication, and productivity. 

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE 

Teachers use technology to enhance their 

productivity and professional practice. Teachers: 

A. use technology resources to engage in ongoing 

professional development and lifelong learning. 

B. continually evaluate and reflect on professional 

practice to make informed decisions regarding 

the use of technology in support of student 

learning. 

C. apply technology to increase productivity. 

D. use technology to communicate and collaborate 

with peers, parents, and the larger community in 

order to nurture student learning. 

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES 

Teachers understand the social, ethical, legal, and 

human issues surrounding the use of technology in 

PK–12 schools and apply that understanding in 

practice. Teachers: 

A. model and teach legal and ethical practice 

related to technology use. 

B. apply technology resources to enable and 

empower learners with diverse backgrounds, 

characteristics, and abilities. 

C. identify and use technology resources that affirm 

diversity. 

D. promote safe and healthy use of technology 

resources. 

E. facilitate equitable access to technology 

resources for all students. 

Copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) 

or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved. 


Page 42 

9

Appendix B 


Page 43


Page 44

Glossary 

Videostreaming A digital video on-demand service available 

through IU 21. Users have access to over 2,200 

videos for download or viewing in all content areas. 

Video Origination Carts Allows for broadcast of school events to classrooms 

and buildings throughout the district. 

Satellite One-way video communication available through 

various channels such as the Annenberg Channel. 

Programming ranges from professional 

development to instructional programs. 

Proxima Projectors A device used to project images from a computer, 

DVD, VCR or other media source for viewing by a 

large group. 

Wireless Labs A classroom set of computers that can connect to 

the network without the use of wiring. 

Videoconferencing Allows two or more people at different locations to 

see and hear each other at the same time, sometimes 

sharing computer applications for collaboration. 

Video Editing Allows the user to rearrange a collection of images 

into a professional looking movie, repeating some 

scenes and discarding others. Titles, music, and 

special effects can be used to create artistic 

montages and original movies. 

Compass Curricular-based integrated learning system that 

allows teachers to assign appropriate standardsbased 

activities to one student, small groups or 

whole classes to reinforce lessons taught in the 

classroom. 

Handheld Computers (PDAs) Devices that fit into one hand and use a stylus 

and/or a keyboard to operate. These small 

computers can be used for personal productivity 

and problem solving with data. 

Compass Virtual Classroom Allows students the ability to access their Compass 

desktop from home. Through the use of CDs, 

parents install the Compass program onto their 

home computer. This allows students to continue 

working on assigned activities in a home 

environment. 

eBoard An online service that enables teachers to post 

information online for both parents and students. 

Interactive Whiteboards Allows teachers and students to operate a computer 

while positioned in front of a group. In addition to 

running applications, users can write, brainstorm 

and take notes using electronic ink. 


Page 45

Appendix C 


Page 46

Technology Use Survey 

February 2004 

We are gathering information on the uses of the following technologies within East Penn schools 

during the 2003-04 school year: 

• Videostreaming 

• Video Origination Carts 

• Satellite Programs 

• Proxima Projectors 

• Wireless Labs 

• Videoconferencing 

• Video Editing 

• Handhelds Computers (PDAs) (secondary only) 

• Interactive Whiteboards 

• eBoards 

• Compass (elementary only) 

• Compass Virtual Classroom (elementary only) 

If you have used any of these technologies this school year, would you please take some 

time and answer a few questions? This form should be completed anonymously and returned to 

your principal according to his/her directions. 

Thanks for your time, 

Randy Ziegenfuss and Barbara Berk 

Instructional Technology Specialists 

1. Please list the technologies that you have used. 

2. Why did you choose to use this technology? 

3. What does this technology allow you to do that you normally wouldn’t be able to do? 

4. What did the students gain by using this technology? 


Page 47

Technology Use Survey 

February 2004 

5. What obstacles, if any, did you need to overcome to use the technology? 

6. Were there any unexpected results from using the technology? 

7. Can you share obstacles that have prevented you from using any of these technologies? 


Page 48

EPSDtechintplan2004

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