EPSDtechintplan2004

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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. EPSD Technology Integration Plan 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 Elementary Middle High School 1. Compass 2. LCD projectors 3. Videostreaming 1. LCD projectors 2. EBoard 3. Interactive whiteboard Table 3. Selection of technology 1. LCD projectors 2. Wireless cart 3. Interactive whiteboard Elementary Middle High School 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 active learning 3. Communicated with students and parents Table 4. Impact on students Elementary Middle High School 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 active learning 3. Greater 3. Awareness of 3. Enhanced understanding available content of material resources Table 5. Obstacles Elementary Middle High School 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 EPSD Technology Integration Plan Page 4
Page 1 and 2: East Penn School District Technolog
Page 3 and 4: TABLE OF CONTENTS Message from the
Page 5: EPSD Technology Integration Plan Pa
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 17 and 18: EPSD Technology Integration Plan Pa
Page 19 and 20: Future Vision and Direction Researc
Page 23 and 24: Tang and Ginsberg in Developing Mat
Page 27 and 28: enhanced by team use of eBoards, pr
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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