EPSDtechintplan2004

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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. II. Implementation and Evaluation of 2003-2004 Technology Development 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 EPSD Technology Integration Plan Page 23
enhanced by team use of eBoards, providing parents and students timely information regarding team and school activities. III. Future Vision and Direction 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. EPSD Technology Integration Plan Page 24
Page 1 and 2: East Penn School District Technolog
Page 3 and 4: TABLE OF CONTENTS Message from the
Page 5 and 6: EPSD Technology Integration Plan Pa
Page 7 and 8: Major Findings Table 1. Survey resp
Page 9 and 10: High School level • All students
Page 11 and 12: 3. Devise a technology framework to
Page 13 and 14: Mrs. Kathy Moore Librarian, Eyer Mi
Page 15 and 16: Summary of Teacher Survey Responses
Page 19 and 20: Future Vision and Direction Researc
Page 23 and 24: Tang and Ginsberg in Developing Mat
Page 25: EPSD Technology Integration Plan Pa
Page 31 and 32: III. Future Vision and Direction Ne
Page 33 and 34: Each school library received additi
Page 35 and 36: Computer Distribution Matrix and St
Page 37 and 38: Technology Budget Analysis The 2003
Page 41 and 42: High School Level Need Action Timel
Page 43 and 44: Appendix A EPSD Technology Integrat
Page 45 and 46: ISTE NATIONAL EDUCATIONAL TECHNOLOG
Page 49 and 50: Appendix C EPSD Technology Integrat
Page 51: Technology Use Survey February 2004

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