East Penn School District Technology Integration Plan - EPSD
East Penn School District Technology Integration Plan - EPSD
East Penn School District Technology Integration Plan - EPSD
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<strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong><strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>November 18, 2004
<strong>East</strong> <strong>Penn</strong> Board of <strong>School</strong> DirectorsAnn Thompson, PresidentMaury Robert, Vice PresidentCharles BallardAlan EarnshawFrancee FullerElaine GannonGary Reigal, Board TreasurerCecilia Birdsell, Board SecretaryMarc Fisher, Esq., SolicitorCentral Office AdministrationAlrita Morgan, Ph.D., Superintendent<strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong>800 Pine StreetEmmaus, PA 18049Susan KowalchukSamuel Rhodes, IIITerry RichwineGerald Zinner, Ed.D., Assistant SuperintendentDenise Torma, Ed.D., Director of Research and EvaluationLeslie Daniel, Director of PersonnelClaudia Shulman, Director of Curriculum and InstructionJanice Hoffman, Supervisor of Elementary EducationLinda DeIvernois, Supervisor of Secondary EducationGary Reigal, Director of Fiscal AffairsDebra Surdoval, Assistant Director of Fiscal AffairsGeorge Ziolkowski, Ph.D., Director of Pupil ServicesLynn Brinckman, Supervisor of Special Education – ElementaryAngela DeMario, Supervisor of Special Education – SecondaryJames Carl, Supervisor of MaintenanceRobert Kovalchick, Assistant Supervisor of MaintenanceVincent Spade, Assistant Supervisor of MaintenanceSally Milliken, Director of Information <strong>Technology</strong>Building AdministrationSecondaryElizabeth Drake Robert Misko Douglas Wells, Ed.D.Rebecca Beidelman Peter Schutzler Michelle WileyJoseph CorteseDavid SilfiesDaniel GriesbaumJanine MatheszDennis RamellaElementaryKristen Campbell Dennis Murphy Lynette SmithAnthony Moyer Robert Oberecker Michael Waddell, Ed.D.
TABLE OF CONTENTSMessage from the Superintendent…………………………………………………………1Introduction/Background………………………………………………………………….3<strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong> Review……………………………………………………..7Evaluation of <strong>Technology</strong> Use…………………………………………………………..11Level <strong>Plan</strong>sCurriculum and Instruction………………………………………………………15Elementary……………………………………………………………………….19Middle …………………………………………………………………………...23High <strong>School</strong> ……………………………………………………………………..27Current Status of <strong>District</strong> <strong>Technology</strong>…………………………………………………...29Status of Recommendations……………………………………………………………...37Appendices……………………………………………………………………………….39Appendix A………………………………………………………………………40NETS for Students……………………………………………………….41ISTE National Educational <strong>Technology</strong> Standards for Teachers………..42Appendix B………………………………………………………………………43Glossary………………………………………………………………….45Appendix C………………………………………………………………………46<strong>Technology</strong> Use Survey………………………………………………….47
Message from the SuperintendentThis report represents the work of many people during the past two years. Throughout the2003-2004 school year, one group worked on developing a vision for the future support ofinstruction by technology; another group assessed the current use of technology to supportinstruction. Towards the end of the school year, the two groups struggled to identify thephilosophy and beliefs underlying the use of technology for instructional purposes. Research hasbeen an integral part of the groups’ work.The challenge for the study groups was to build on the knowledge gained from the pastexperiences with technology, yet lay the groundwork for thinking of technology as an integratedtool of instruction. Confronting the issues of learning, teaching and assessment first beforeidentifying 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 thisdocument is that it is used to direct planning and budgeting. This document establishes a newbaseline and will position us well for state requirements for strategic planning beginning in 2006.As new assessment data becomes available the <strong>Technology</strong> Committee will be able to refinerecommendations that will help achieve internal consistency and equity of opportunities for all<strong>East</strong> <strong>Penn</strong> students.Each person who is named in the report and many others who provided input has beenvery important in developing this report. The Board of Education had the vision ten years ago tosupport a major initiation of technology in the district and has shown the ongoing interest andsupport of the district’s efforts are appreciated.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 1
<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 2
Educational FocusThe plan is organized around the outcomes for students encapsulated by the vision for thevarious instructional levels (elementary, middle and high school). In addition, theCurriculum/Instruction plan provides the future direction of the Professional DevelopmentInstitute in providing growth opportunities for technology integration.Effective integration of technology is achieved when students are able toselect technology tools to help them obtain information in a timely manner,analyze and synthesize the information, and present it professionally. Thetechnology should become an integral part of how the classroom functions –as accessible as all other classroom tools. (National Educational <strong>Technology</strong>Standards for Students, ISTE)The Information <strong>Technology</strong> plan highlights the equipment and infrastructure used to facilitatestudent learning. According to the Principals’ Executive Program, 2000, Taking a Good Look atInstructional <strong>Technology</strong> (TAGLIT), a school develops a technology program over time andincludes 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 withaspects of technology for teaching and learning.3. Emerging: The school is making considerable effort and showing considerableprogress with using aspects of technology fro teaching and learning.4. Transforming: The school’s use of technology is transforming the way teaching andlearning take place.A district’s professional development program needs to parallel the same stages. In definingprofessional development profiles, the Year 4 StaR Chart builds upon the five phases ofprofessional development identified by Apple Classroom of Tomorrow through a decade ofresearch on the instructional changes that occur during the process of integrating technology totransform 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 technologyon 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 increasedproductivity (i.e., use of word processors for student writing and research on theInternet).4. Appropriation: Having achieved complete mastery over the technology, educatorsuse it effortlessly as a tool to accomplish a variety of instructional and managementgoals.5. Invention: Educators are prepared to develop entirely new learning environments thatutilize 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 totransforming 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 oflearning cultures and learning partnerships.Middle Level• Meeting the needs of diverse learners.• Home school connection through parent involvement.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 5
High <strong>School</strong> 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 researchskills. Students will receive reinforcement of and extension of their skill development.• <strong>Technology</strong> will support students’ pursuit of proficiency in all curricular areas. <strong>Technology</strong> will be employed to develop and encourage higher order thinkingskills. <strong>Technology</strong> will be used to increase proficiency levels in assessments ofacademic performance. <strong>Technology</strong> will be used as a remediation tool to increase proficiency levels inhigh stakes testing.The district will continue to evaluate our progress in meeting these outcomes through formativeand summative assessments. Key indicators will be:The impact of the professional development institute offerings on expandingthe breadth of pedagogical practice.The impact of integrated lessons on improving the progression fromknowledge based learning to learning that incorporates and challengesstudents to use higher order thinking skills.The impact of Integrated Learning Systems (ILS) on improving studentachievement in reading and language arts.The impact of teachers who model best teaching strategies across thecurriculum within the district.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 6
<strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>ReviewNovember 18, 2004<strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong>Vision StatementTo further our tradition of excellence, the <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong>, with the collaborative supportof the community, will prepare lifelong learners who will shape the future. We will promotelearning by providing a strong foundation of experiences leading to the acquisition and applicationof a diverse body of knowledge and skills. In a safe and supportive environment, we will developresponsible citizens who contribute to our democratic society.Mission StatementBy the year 2008, the <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> will be the leader in providing a standards-basedcurriculum enhanced by creative, non-traditional and other effective educational experiences in asafe and supportive environment. Continuous improvement, measured by annual assessments, willbe the basis for realizing the potential of every learner.Philosophy and PurposeOur students and staff live in a highly technological world and must be technologically literate inorder to adapt to explosive technological change. The goal of the <strong>District</strong> is to prepare students forlifelong 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 affecteducation in the future. <strong>Technology</strong> provides a means for students to learn to receive and processinformation more efficiently and to reinforce previously studied concepts and basic skills in theregular curriculum. In addition, students should develop new skills in creative thinking andanalytical problem solving, as well as sensitivity to the ethical use of technology. The <strong>District</strong>believes that technological literacy is best acquired by using the technology to perform real taskswithin the planned course curriculum. The use of technology in education should be as a tool ormeans to deliver the instructional program in an equitable manner, integrated across grade levelsand curriculum areas.To accomplish this purpose, the <strong>District</strong> is committed to provide, within the limits of its availableresources, the necessary hardware and software to implement an <strong>East</strong> <strong>Penn</strong> <strong>Technology</strong> <strong>Integration</strong><strong>Plan</strong>, and to provide in-service training for its staff to acquire, enhance, and maintain technologicalexpertise to carry out the plan. (Originally composed by Elementary <strong>Technology</strong> SteeringCommittee, December 2990; revised by the <strong>Technology</strong> Steering Committee, Secondary Core,March 1992; revised by the K-12 <strong>District</strong> <strong>Technology</strong> Committee, September 1992)Fundamental Goals1. Maintain the K-12 <strong>District</strong> <strong>Technology</strong> Committee.2. Devise a multi-year K-12 plan for integration of technology into the curriculum. Assess the progressand effectiveness of the program. Update the plan annually.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 7
3. Devise a technology framework to support Educational Outcomes and to include a list of technologyintegration goals. This integrated instructional plan should be developed and revised as part of theregular curriculum process.4. Provide the necessary variety of appropriate software through a system of software review anddistribution.5. Provide an appropriate system of hardware, networking, and telecommunications to implement theplan.6. Provide technology systems for teachers, administrators, and office staff to enhance and supportstudent learning.7. Provide for continual support and in-service programs to educate the staff in recent applications oftechnology.8. Provide and support programs that share technology with the community.Student OutcomesIntroduction1. Students will identify, access, integrate, and use available technological resources that will allowthem to reason, make decisions, and solve complex problems.2. Students will use advanced technology to devise intellectual, artistic, practical, and physicalproducts.3. Students will use technology to aid preparation for and selection of careers and to maintain skillsnecessary 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 <strong>District</strong> technology plan was presented in December 1993 and has supported ourinstructional program, enhanced our administrative management system, and provided an expandedlearning 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 <strong>Plan</strong> goals:Educational ProgramGoal Statement: We will provide a comprehensive educational program that prepares all students tomeet 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 expansiveeducational opportunities for all students to realize their potential.Community InvolvementGoal Statement: We will encourage community involvement in new and creative ways.Objectives:• By September 2004, expand the program for partnerships and mentoring amongthe community, students, and <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> employees.• By September 2003, develop three initiatives for improved communication andinvolvement by community members in <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> activities.Employee DevelopmentGoal Statement: The <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> employee team will continuously grow and learn innew and creative ways.Objective:• Continue to expand the current Employee Development <strong>Plan</strong> that is the vehiclefor continuous growth related to one’s work responsibilities.Resources and FacilitiesGoal Statement: A healthy, safe and secure, supportive environment will be maintained in all<strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> facilities. The resources and facilities will be developedand maintained to accommodate and enhance the curriculum.Objective:• Continue the <strong>Technology</strong> <strong>Plan</strong>.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 8
AssessmentGoal Statement: We will establish a comprehensive annual assessment program.Objectives:• By June 2004, measure and compare from year to year each student’s level ofachievement.• By June 2006, implement a comprehensive standards-based assessmentprogram to measure and compare each student’s level of achievement fromyear to year.StandardsGoal Statement: We will set standards that other districts will follow.Objective:• By 2005, establish academic benchmarks for proficiency levels for grades K-12.<strong>Technology</strong> Advisory CommitteeBeginning in 2003-2004, the direction of the <strong>Technology</strong> Advisory Committee was refined with anemphasis on the district’s “vision” for technology. Keeping student outcomes in the forefront aswell as the direction provided at each instructional level (elementary, middle, and high school) andthe PA State Academic Standards in <strong>Technology</strong>, the committee began to focus their work based onthis mission statement:The <strong>Technology</strong> Advisory Committee will research existing and emergingtechnologies that will have a positive impact on the learning process andprepare students for the future. Selected technologies will be recommendedto the <strong>Technology</strong> <strong>Integration</strong> Committee.The <strong>Technology</strong> Advisory Committee will research existing and emergingChris Dede, in his article, “A New Century Demands New Ways of Learning”, suggests that to reapthe many benefits of technology, a complex implementation process must be in place, that includessustained, large-scale innovations in virtually all aspects of schooling, including curriculum,pedagogy, assessment, professional development, and administration. Strategies to promote equityand partnerships between schools, businesses, homes and community are needed. And sinceeducational systems greatly benefit from learning about failures, as well as the successes, ofattempting innovations, a learning community of practitioners, researchers, and policymakers isessential to expand the use of “best practices”. To that end the committee members researched anddiscussed the use of emerging technologies and programs such as handheld technology, home andschool connections, and partnerships with institutions of higher learning. Through monthly meetingsthat include discussions about new technologies and their application in the classroom and beyond,presentations by fellow colleagues, discussions about relevant research and attendance atconferences, the committee considered and recommended technologies to be included in theeducational plan for the school district.2003-2004 <strong>Technology</strong> Advisory Committee MembersMrs. Susan BauerMrs. Barbara BerkMr. John BishopMr. Joseph CorteseMrs. Elizabeth DrakeDr. Richard GortonMr. Darrell GoslinMs Alma HazelMs Stephanie LeutheMr. Lee LichtenwalnerMs Sally MillikenMr. Robert MiskoTeacher, Eyer Middle <strong>School</strong><strong>Technology</strong> <strong>Integration</strong> Resource Teacher – ElementaryCommunity RepresentativeAssistant Principal, Emmaus High <strong>School</strong>Principal, Eyer Middle <strong>School</strong>Principal, Lincoln Elementary <strong>School</strong>Teacher, Emmaus High <strong>School</strong>Teacher, Lincoln Elementary <strong>School</strong>Teacher, Kings Highway Elementary <strong>School</strong>Student, Emmaus High <strong>School</strong>Director of Information <strong>Technology</strong>Principal, Lower Macungie Middle <strong>School</strong><strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 9
Mrs. Kathy MooreDr. Alrita MorganPupil Services RepresentativeMr. Maury RobertMrs. Claudia ShulmanDr. Denise TormaMr. Randy ZiegenfussLibrarian, Eyer Middle <strong>School</strong>Superintendent of <strong>School</strong>sCommunity RepresentativeDirector of Curriculum, Instruction and Professional DevelopmentDirector of Research and Evaluation, Chairperson<strong>Technology</strong> <strong>Integration</strong> Resource Teacher - Secondary<strong>Technology</strong> <strong>Integration</strong> CommitteeNational statistics show that there are now more than 8 million computers in classrooms across theUnited States that are to be used for instructional purposes (Learning with <strong>Technology</strong>: IntegratingNew 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 <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> has evolved into a district that has integrated technology intoeveryday classroom practice as well as in the co-curricular program.Stone Wiske, Harvard University Professor of Educational <strong>Technology</strong>, highlights the conditionsthat enable technology to have important educational effects.• First, the technology must afford significant educational advantage. For example, graphingcalculators allow users to analyze mathematical information by manipulating likedrepresentations such as formulas, graphs, and tables --- an essential aspect of mathematicalinquiry 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 thetechnology is expensive and difficult to move --- like most computers --- its impact in schoolswill 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, anew technology will merely be used to enact traditional practices.Beginning in 2003-2004, the newly created <strong>Technology</strong> <strong>Integration</strong> Committee worked with districtand 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 oftechnology into the curriculum, instruction, assessment, and professional development goals of thedistrict. The expansion of creative and effective lessons to incorporate higher-level thinking skillsare dependent upon the availability, accessibility, and reliability of technology. The impetus of thecommittee’s work was to extend the outreach that technology can provide with the exemplaryintegration presently occurring in the classroom and beyond.2003-2004 <strong>Technology</strong> <strong>Integration</strong> Committee MembersMrs. Barbara BerkMrs. Linda DeIvernoisMrs. Elizabeth DrakeMrs. Janice HoffmanMs Sally MillikenDr. Alrita MorganMrs. Claudia ShulmanDr. Denise TormaMr. Randy Ziegenfuss<strong>Technology</strong> <strong>Integration</strong> Resource Teacher – ElementarySupervisor of Secondary EducationPrincipal, Eyer Middle <strong>School</strong>Supervisor of Elementary EducationDirector of Information <strong>Technology</strong>Superintendent of <strong>School</strong>s, ChairpersonDirector of Curriculum, Instruction and Professional DevelopmentDirector of Research and Evaluation<strong>Technology</strong> <strong>Integration</strong> Resource Teacher - Secondary<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 10
I. Evaluation of <strong>Technology</strong> UseThe term technology can have many different meanings in different contexts and times. As usedin this section, technology pertains to those listed on the 2003-04 Teacher <strong>Technology</strong> 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 contentand process of learning, we need to devise ways of changing theprofessional culture of teaching.The evaluative piece of the plan focuses on the teacher. In order for any systematic change tooccur in the classroom, the teacher is key. The teacher must have equipment available for his/heruse, be knowledgeable about its use, determine what the students will gain through the use oftechnology, uncover any expected results from its use, and chronicle the obstacles faced whiletrying to use technology. It was necessary to determine the level of teacher use of technology andassess 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 toseven open-ended questions. Using the open coding method, the survey responses were analyzedby a team of three people, two <strong>Technology</strong> <strong>Integration</strong> Resource Teachers and the Director ofResearch and Evaluation. Themes emerged and were prioritized (see Tables 6, 7, and 8).Pertinent anecdotal comments were noted.Summary of Teacher Survey Responses – Elementary LevelQuestionSummary of Results1. Please list technologies that you have used. CompassLCD projectorsVideostreaming2. Why did you choose to use this technology? To enrich the curriculumTo enhance viewing for large groupsTo individualize instruction3. What does this technology allow you to do Individualize instructionthat you normally wouldn’t be able to do? Instruct large groups4. What did the students gain by using thistechnology?5. What obstacles, if any, did you need toovercome to use this technology?6. Were there any unexpected results fromusing this technology?7. Can you share obstacles that haveprevented you from using any of thesetechnologies?Manage classroomIndependenceReview of skills taughtGreater understanding of materialTimeKnowledge of how to useStudent dependencyIncreased student motivationHigher quality of student workSimplified communication with parentswhen writing IEPsTimeEquipment availabilityKnowledge of how to use<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 11
Summary of Teacher Survey Responses – Middle LevelQuestionSummary of Results1. Please list technologies that you have used. LCD projectorseBoardInteractive whiteboard2. Why did you choose to use this technology? Instruct large groupsImprove communication with students andparentsMotivate students3. What does this technology allow you to do Instruct large groupsthat you normally wouldn’t be able to do? Communicate with parents4. What did the students gain by using thistechnology?5. What obstacles, if any, did you need toovercome to use this technology?6. Were there any unexpected results fromusing this technology?7. Can you share obstacles that haveprevented you from using any of thesetechnologies?Assist with student presentationsAbility to present creative project to their peersMore focused learningAwareness of resources availableTimeEase of useCreated projects on DVD and had no DVDplayer to useIncreased student motivationHigher quality of workGreater understanding of materialEquipment availabilityKnowledge of how to useTimeSummary of Teacher Survey Responses –High <strong>School</strong>QuestionSummary of Results1. Please list technologies that you have used. LCD projectorsWireless cartInteractive whiteboard2. Why did you choose to use this technology? Instruct large groupsIncrease student motivation and active learningCommunicate with students and parents3. What does this technology allow you to do Instruct large groupsthat you normally wouldn’t be able to do? Give students the opportunity to create andpresent creative, interactive presentations4. What did the students gain by using thistechnology?5. What obstacles, if any, did you need toovercome to use this technology?6. Were there any unexpected results fromusing this technology?7. Can you share obstacles that haveprevented you from using any of thesetechnologies?Make students aware of online resourcesAccess to online resources and presentationtoolsActive participation in their learningEnhanced contentEquipment availabilityAncillary equipment neededTimeStudent active learningMore focused learningAccess to relevant informationEquipment availabilityKnowledge of how to useTime<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 12
II. SummaryElementary LevelThere is a focus on individualized instruction. One of the significant reasons for the use oftechnology is to enhance the curriculum (ex. Compass). There is a balance betweenindividualized 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. Theprofessional development needs are varied. Some teachers have requested training while othershave listed ways to integrate as a need. Teachers report increased student motivation through theuse of technology.Middle LevelThe focus of technology at the middle level is on large group instruction. As reported, the use ofthe eBoard increases the frequency of communication between teachers, students, and parents.Presentation skills were reinforced through the use of the LCD projector, whiteboard and videoediting. Several obstacles were highlighted including the lack of time and the availability ofequipment, in particular the LCD projectors.High <strong>School</strong> LevelThe focus at the high school is on large group instruction whether in a wireless lab or in theclassroom. Several obstacles were highlighted including the lack of time and the availability ofequipment. The wireless cart provided the opportunity for more lab experience; however, thetransport of the cart was reported as cumbersome and inconvenient. Few teachers noted usingtechnology to address the needs of individual students. Students worked in groups and integratedtechnology with data analysis, research, and student publications.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 13
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Office of Curriculum and InstructionBackgroundThe integration of technology into the <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> began in 1993 when thegoal of increasing the availability and usage of technology throughout the district wasestablished. At that time the goal was to increase the availability of technology in thedistrict, as well as to provide teachers with professional development opportunities thatwould introduce them to the technology and help develop their skills in utilizing thetechnology.PresentToday, though, the goal of integrating technology into the curriculum is more complexand more reflective of “best teaching practices” that have been identified througheducational research. The work of such educational researchers as Howard Gardner(Multiple Intelligences), Robert Marzano (What Works in <strong>School</strong>s), Eric Jensen(Teaching With the Brain in Mind), Carol Ann Tomlinson (The DifferentiatedClassroom: Responding to the Needs of All Learners), Charlotte Danielson (EnhancingProfessional Practice: A Framework for Teaching), and Jay McTigue and Grant Wiggins(Understanding By Design) has provided a better understanding of the latest research onlearning. Their work focuses on the reality that no two children are alike; no two childrenlearn in the identical way; an enriched environment for one student is not necessarilyenriched for another; and, in the classroom we should teach children to think forthemselves. This focus coincidently reflects the federal No Child Left Behind Act of2001 which emphasizes as one of its basic points that districts must utilize educationalprograms and practices that have been proven through reliable research to be highlyeffective in improving student learning.Through the <strong>East</strong> <strong>Penn</strong> Professional Development Institute (PDI) this past year, the<strong>District</strong> teachers have had the opportunity to begin learning more about the educationresearch, theories, and strategies surrounding three focus areas – Understanding byDesign, Enhancing Professional Practice: A Framework for Teaching, and Teaching withthe Brain in Mind: Differentiated Instruction. The focus area workshops are designed toenable teachers to expand and refine varied teaching options that support their curriculumand that can be implemented in their classrooms to help ensure that the <strong>East</strong> <strong>Penn</strong>educational program meets each student where he or she is and to maximize studentprogress in attaining both district goals and State standards. This involves offeringstudents several different learning experiences within each class that reflect their variedneeds 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 PDItechnology workshops that have been offered to help teachers gain a better understandingof technology applications, such as WebQuests, Research on the Internet, PowerPoint,and Using the Interactive White Board, but these workshops have not necessarily beenaligned to the focus workshops or to the overall goals established for professionaldevelopment for the next three years.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 15
Future Vision and DirectionResearch has shown that the implementation of varied teaching/learning activities andstrategies that reflect the diverse styles and intelligences of students “naturallyencourages students to commit to topics in a deeper, more meaningful way and enablesthem to handle complex topics with greater ease”(Jensen). These varied strategies caninclude flexible grouping, small group instruction, large group instruction, independentstudy, student projects, cooperative learning/collaboration, etc. <strong>Technology</strong> is a tool thatcan be incorporated into the classroom to support these strategies, but it must bethoughtfully integrated into an educational setting. The authors of The Future ofChildren 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 fourcharacteristics 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: PackardFoundation, 2001, p. 25). These reflect the best practice strategies identified in the <strong>East</strong><strong>Penn</strong> PDI focus areas.Many technology-based initiatives focus heavily on the technology hardware andsoftware and too little on the identified best practices for curriculum and instructiondesign. This year <strong>East</strong> <strong>Penn</strong> will partner with other schools in the Carbon LehighIntermediate Unit and the Bucks County Intermediate Unit in a program funded by agrant to align curriculum to standards (ACTS). The program’s goal is to help teachersdevelop a different approach for integrating technology into the classroom byemphasizing the proven instructional design models of Understanding By Design andDifferentiated Instruction. Differentiated Instruction incorporates choices for students byoffering options in content, process, product, and learning style. This instructionalstrategy engages students in multiple modalities, uses varied rates of instruction,complexity levels, and teaching strategies, and challenges students to compete againstthemselves in order to learn and grow. Differentiated instruction and technology arenatural complements for one another.Understanding by Design provides a conceptual framework to design lessons forunderstanding that starts with what we want students to learn and proceeds to whatevidence is acceptable to show they have learned it. Using a backward design process,teachers design lessons that incorporate six facets of understanding and authenticassessment. UBD provides a curricular approach that promotes student inquiry and selfdiscoveryof concepts and materials that lead to more enduring understanding.The ACTS program offered through this grant will enable <strong>East</strong> <strong>Penn</strong> to facilitate a seriesof workshops that will provide a curricular, instructional, and technology integrationmodel to interested teachers in the district. These teachers will be supported throughresources provided through the IU and with the support of such collaborating partners asthe Lancaster Lebanon Intermediate Unit #13 ACTS Grant Consortium, TempleUniversity Center for Research in Human Development and Research, and Jay McTigue.The goal is to utilize the <strong>East</strong> <strong>Penn</strong> cohort in a “train the trainer” model for other staff<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 16
members in the <strong>District</strong> in order to better utilize the existent technology, to maketechnology a seamless component of curriculum and instruction in <strong>East</strong> <strong>Penn</strong>, and toevaluate the impact of the integration of technology on improved student learning.In addition to this initiative, K-12 science and health-wellness/fitness teachers willconcentrate their professional development efforts in the upcoming year on incorporatingspecific instructional strategies reflective of the focus areas into the revised Science,<strong>Technology</strong>, Environment, and Ecology curriculum and the Health-Wellness/Fitnesscurriculum. Working closely with the C & I staff, including the instructional technologyresource teachers, the teachers will then develop a plan for implementing these strategiesand for assessing their effectiveness in the classroom. A major component of this processwill be the integration of appropriate technology as an instructional strategy in bothcurricula. This entire process will serve as a model for all future curriculum review,revision, and implementation.RecommendationsThe staff of the Curriculum and Instruction Office supports the recently published reportentitled “The Learning Return on Our Educational <strong>Technology</strong> Investment: A Review ofFindings from Research” (C. Ringstaff and L. Kelley, San Francisco, 2002) whichidentified the following six factors as crucial elements for successfully integratingtechnology into a curriculum:• <strong>Technology</strong> 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.• <strong>Technology</strong> resources must be sufficient and accessible.• Effective technology use requires long-term planning and support.• <strong>Technology</strong> should be integrated into the curricular and instructional framework.With these factors as a guideline, the C & I Office will continue to support theeducational program to• Achieve the identified <strong>Penn</strong>sylvania Academic Standards• Support and enhance the <strong>East</strong> <strong>Penn</strong> K-12 curriculum• Attain the goals established in the <strong>East</strong> <strong>Penn</strong> Strategic <strong>Plan</strong>• Support the identified initiatives of “best practices” in the <strong>District</strong>’s ProfessionalDevelopment Institute• Support academic success of all students by enriching learning opportunities in allclasses.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 17
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I. Elementary Level Vision for <strong>Technology</strong>Have you ever walked into a classroom where you immediately sensed that good thingsare going on? It may have been a class discussion where children were interested andparticipating in a group project or a game. Or maybe it was a particularly charismaticteacher…doing something dramatic to capture the children’s imagination? Most likely itwas many factors that contributed to making the class exciting…There has to be asynergy between the teacher, the students, and the resources. The Dynamic ClassroomRevisited (2001) Ihor CharischakThe early years are crucial for developing children’s language, their social skills, auditoryattentionspan and skills in problem solving, and reading. Many of these concepts developthrough three-dimensional work, and technology should support early learning indevelopmentally appropriate ways. Marjorie Kostelnick in her article, DevelopmentallyAppropriate Programs (DAP) (1993) suggests two types of learning that occur at the elementarylevel: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 topof previously learned ones to increase the number and complexity of facts and skillsattained. Horizontal learning, however, is conceptually based. In this framework,experiences occur more or less simultaneously, and the role of the learner becomes thatof making connections among these experiences, which leads to an understanding of theworld through the development of increasingly elaborate concepts. Both vertical andhorizontal learning are essential to human understanding, but horizontal learning, alsoknown 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 allfuture learning will proceed, their need for a solid, broad foundation is great. The breadthof the conceptual base children form, eventually influences their performance in school. Abalance in the curriculum, with both kinds of learning addressed and valued, is afundamental aspect of DAP. Such a balance results not in children learning LESS, but inchildren learning BETTER.Based on this vision, the needs of our elementary level learners that can be facilitated bytechnology 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 oflearning cultures and learning partnerships.Children are learning to reach out to a social and physical world. They are learning howto look carefully and delight in their discoveries. They are often eager to find out howthings work in the natural world and ask many questions. They still look to adults to helpthem answer their many questions. The Everyday Classroom Tools (ECT) curriculumtaps this natural curiosity and helps children seek patterns in their observations. Thefocus 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<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 19
Tang and Ginsberg in Developing Mathematical Reasoning in Grades K-12 (2001) discuss thedifferences 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, andreasons.• Interpersonal Style: People in this category tend to learn through conversation and personalrelationship and association.• Self-Expressive Style: People in this category tend to visualize and create images and pursuemultiple 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 activelearners. Students become the builders of their own educational experience as they use learningmodalities that reinforce their comfort level as well as challenge them to think beyond the norm.II. Implementation and Evaluation of 2003-2004 <strong>Technology</strong> DevelopmentThe 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 hascontributed 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 mathematicscurricula, and aids in academic student progress. The availability of LCD projectors has enabledstudents to receive visual as well as verbal directions for new concepts, educational websites, andnew software programs. The use of videostreaming has enhanced many social studies, languagearts, and science lessons. Students from kindergarten through fifth grade have had theopportunity to share their work in digital format with others. Students have used many digitalresources to showcase their learning, such as word processing, presentation software, webquests,various Internet websites, and video editing.III. Future Vision and Direction<strong>Technology</strong> cannot be treated as a single, independent variable by which student achievement isgauged. Judging the impact of a technology requires an understanding of how it is used in theclassroom, what learning outcomes are valued, knowledge about the types of assessments used toevaluate improvements in student achievement, and an awareness of the complex nature ofchange in the school environment. The incidental learning (the ah ha moment) that takes placeindicates the need to capture how technology has enabled that to happen. A teacher’s response tothe 2003-2004 <strong>Technology</strong> Survey question, What did the students gain by using thistechnology? illustrates the point:“They (students) are more reflective in their thinking regarding content if they create atech project than just a writing project.”We need to determine the circumstances under which technology supports a broad definition ofstudent 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 thesame, we need to think about what kind of technologies are being used in the classrooms and forwhat purpose.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 20
We seem to have difficulty when we think about technology first and education later. By placingtechnology into service for learning, we need to first attend to the learners, then to the learningenvironment, professional competency, system capacity, financial capacity, and accountability.IV. RecommendationsOur vision for the future focuses attention on learning in a more interactive manner by engagingchildren in exploring, thinking, inventing, problem-solving, and experiencing the worlddifferently. Also, shifting from teacher instruction to student construction through discovery, thecreation of learning cultures, and learning partnerships. The following recommendations aremade with all these factors in mind:• Support Curriculum Through Extended Software Resources - Encouraging instructionalpersonnel to make recommendations after identifying and evaluating software.• Provide Access to Appropriate <strong>Technology</strong> Resources – Create and maintain an onlineinventory of technology resources and their evaluation for instructional applicability availableto school personnel.• Support Communication for Instructional Personnel - Upgrade the e-mail system forteachers.• Support Curriculum Through Pilot Program - Implement the Kidspiration software basedon the instructional effectiveness as per the outcome of a pilot program.• Extend <strong>Technology</strong> <strong>Integration</strong> - Provide instructional support through the addition of a<strong>Technology</strong> <strong>Integration</strong> Resource Teacher.• Support Professional Development – Provide appropriate professional development thatdemonstrates and promotes the integration of technology into teaching practices. Maintainactive involvement in the <strong>District</strong> <strong>Technology</strong> Committee in order to effectively communicateand align all district efforts.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 21
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I. Middle Level Vision for <strong>Technology</strong>The <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> Middle <strong>School</strong> philosophy states that all children can learn, andwe commit ourselves to a middle school that addresses the unique needs of our middle levellearners, fostering life-long learning to meet the challenges of a changing world. This philosophyis supported by the <strong>East</strong> <strong>Penn</strong> <strong>School</strong> <strong>District</strong> Strategic <strong>Plan</strong>.Based on this philosophy, the needs of our middle level learners that can be facilitated bytechnology are:• Meeting the needs of diverse learners.• Home school connection through parent involvement.<strong>Technology</strong> can assist us in meeting the needs of our diverse learners. We all have uniquelearning styles. “Multiple Intelligences”, as proposed by Howard Gardner looks to a whole newway 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 ourschools are run. It suggests that teachers be trained to present their lessons in a widevariety 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-richactivities. Students will pursue research and develop the ability to apply knowledge, expresscomplex concepts, make decisions, criticize and revise unsuitable constructs, solve problems,and be involved in independent discovery. Effective technology integration has the potential toharness the excitement and wonder of learning, increase motivation, and enable diverse learnersto analyze, connect, invent, and ask what if questions. Having access to necessary technologyresources will be critical to achieving this outcome.The National Forum to Accelerate Middle-Grades Reform 2000 emphasizes the important rolethat families play as partners in the education of their children. Inquiry learning will flownaturally, surpassing the present confining boundaries of the school building. <strong>Technology</strong> usecan increase communication between home and school and break down the barriers of the schoolholding the key to all knowledge. Parents will be encouraged to share in the technologicaldevelopments in our schools, learning with their children and teachers. Parents as partners intechnology activities, provide a continuum of support and encouragement for their children.II. Implementation and Evaluation of 2003-2004 <strong>Technology</strong> DevelopmentThe 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 andteachers.• 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 takeadvantage of digital resources, particularly videostreaming technology. These lessons are mostfrequently delivered in a large group setting, using an LCD projector. Students have alsodeveloped presentations using digital resources. The important home/school connection has been<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 23
enhanced by team use of eBoards, providing parents and students timely information regardingteam and school activities.III. Future Vision and Direction<strong>Technology</strong> in the Classroom: Asking the Right Questions reported on research findingsregarding 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 <strong>School</strong> Association Research Summary #1 (1999) asks what impact technologyhas on middle level education, specifically student achievement? Many aspects of the researchon cognitive versus non-cognitive outcomes were reported and there is growing evidence toindicate 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 areactively engaged with content. Multimedia approaches can assist learners’ understandingof concepts and relationships not explainable in print text. <strong>Technology</strong>-rich learningenvironments help students to not only learn the basic skills like reading, math, andscience, but also to learn the principles that underlie complex data. <strong>Technology</strong> allowsstudents to make a hands-on, minds-on approach to solving problems that is authenticand relevant. (North Central Regional Educational Laboratory)Presently, too many in our student population receive a diet of common instruction, regardless ofneed; similar material, despite enormous variance of interest and motivation; and identicalsupport, even though the level of independence in our student population varies so greatly. PSSAefforts require us to determine the needs of our students. Effective technology integration cansupport and challenge all of our students and change the all-too-common didactic approach toteaching. Individual and small group instruction will move the learning environment intodifferentiated instruction, higher order thinking skills, and independently determined problemsolving situations.<strong>Technology</strong> can change the way we do business – providing students with more hands-on, reallife 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 theylearn. Whole class instruction cannot always meet the diverse needs of our students. Teacherswill learn how to control content and information in new ways, enabling students to discoverappropriate learning paths that best fit their learning style. Instead of information beingdelivered, regurgitated, and forgotten, this modified classroom format will engage a student’simagination 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 asystemic change, change that takes us beyond the stuff of technology, change that focuses on theMission Statement and Goals of the Strategic <strong>Plan</strong> and will build a critical mass that movesstudent achievement toward its potential.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 24
IV. RecommendationsOur vision for the future focuses attention on inquiry based learning, meeting the needs ofdiverse learners, availability and accessibility of resources, support for teachers in theirtechnology skill development, and appropriate IT support. The following recommendations aremade with all these factors in mind:• Provide Access to Appropriate <strong>Technology</strong> Resources –Create and maintain an onlineinventory of technology resources and their evaluation for instructional applicability availableto school personnel.• Deliver an Integrated Curriculum with Appropriate Resources to Enable Students toExpand Higher Order Thinking Skills• Deliver Differentiated Instruction Through the Use of <strong>Technology</strong> –Enables students todiscover appropriate learning paths that best fit their learning style and instructional needs.• Support Professional Development – Provide appropriate professional development thatdemonstrates and promotes the integration of technology into teaching practices. Maintainactive involvement in the <strong>District</strong> <strong>Technology</strong> Committee in order to effectively communicateand align all district efforts.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 25
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I. High <strong>School</strong> Level Vision for <strong>Technology</strong>A recent National Association of Secondary <strong>School</strong> Principals publication, Breaking Ranks:Changing an American Institution (2004) synthesizes the change ahead for the American High<strong>School</strong>:There are many themes throughout this work, but if one theme could be extracted that isoverarching and paramount, it is the message that the high school of the 21 st centurymust 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 studentneeds. 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 ethicalmanner.In the report, Learning for the 21 st Century (2002) sponsored by the Partnership for 21 st CenturySkills, the future of our nation depends on the extension of the learning experience for allstudents 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 withcomplex problems, and a willingness and an ability to engage with people different fromthemselves.”The high school will foster a student-centered environment utilizing technology toexpand unique skills and talents:Create authentic products for alternative assessment.Increase the awareness of the student’s place in the global community.II. Implementation and Evaluation of 2003-2004 <strong>Technology</strong> DevelopmentA 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.• <strong>Integration</strong> of the online resources through the use of whiteboards.Teachers report that the portable wireless carts are helpful in having students prepare reports andpresentations. The availability of the Internet and content-specific software has allowed teachersto deliver large group lessons using an LCD projector. The pilot programs in wireless andinteractive whiteboard technologies have helped in the decision to outfit the technologyenhancedrooms in the new wing. The important home/school connection has been enhanced byclass use of eBoards, providing parents and students timely information regarding class andschool activities.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 27
III. Future Vision and DirectionNew technologies will be used to enhance different modes of instruction. Special emphasis willbe given to students demonstrating non-traditional learning styles (spatial, bodily-kinesthetic,intrapersonal, interpersonal, and naturalist).IV. RecommendationsOur vision for the future focuses attention on inquiry based learning, meeting the needs ofdiverse learners, availability and accessibility of resources, support for teachers in theirtechnology skill development, and appropriate IT support. The following recommendations aremade with all these factors in mind:• Provide Access to Appropriate <strong>Technology</strong> Resources –Create and maintain an onlineinventory of technology resources and their evaluation for instructional applicability availableto school personnel.• Extend and Maximize Opportunities in <strong>Technology</strong> Rich Learning Environments -Focus on maximizing the use of the technology included in the newly constructed multimediacenter 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 <strong>Technology</strong> <strong>Integration</strong> - Provide a full-time <strong>Technology</strong> <strong>Integration</strong> ResourceTeacher.• Support Professional Development - Provide appropriate professional development thatdemonstrates and promotes the integration of technology into teaching practices. Maintainactive involvement in the <strong>District</strong> <strong>Technology</strong> Committee in order to effectively communicateand align all district efforts.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 28
Inventory and FacilitiesCurrent Status of <strong>District</strong> <strong>Technology</strong>All elementary school classrooms are equipped with a minimum of five networkedWindows-based computers. With the introduction of Pentamation and TeachSuiteadministrative software, one teacher workstation per classroom is being added as olderclassroom computers are replaced. In the eighth year of use, Compass software remainsthe standardized computer-learning package for the elementary school level. It enablesteachers to create individualized learning programs and lesson plans based on statestandards and individual student needs. In the past year, elementary school teachers haveincreased the use of software available from publishing companies in the enrichmentmaterials that accompany textbooks. Web-based learning materials from a variety ofeducational sources are also widely used.Implementation of the Pentamation student management system with online attendanceand grade entry has been the catalyst to supply all secondary school classrooms with ateacher workstation. Many secondary classrooms have additional computers for studentuse. While traditional classrooms utilize the classroom television as a projection devicefor computer input, recent building projects have incorporated a ceiling-mountedprojector that directs output to a 72” diagonal Numonic whiteboard. Output can be fromthe computer, the CCTV system, the CATV system, satellite broadcasts, and devices suchas DVDs or VCRs in-room or via the Dukane video distribution system.As anticipated, the new high school videoconferencing facility proved an immediatesuccess with teachers and students alike. Within the first week of school, the facility wasscheduled to capacity for September, and heavy usage has continued. A November 2ndelection day event, involving guests who will be discussing the election and electionnight process, has attracted the interest of 200-300 Emmaus high school seniors who planto be on hand, along with the teachers from the Social Studies department and otherdistrict staff. Other upcoming events include a virtual trip to the Philadelphia Museum ofArt. An International programming contest for high school students is scheduled forSpring 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 editingsoftware, a digital camcorder, multimode conversion hardware, and other features.During 2004, two elementary schools began broadcasting morning announcements usingvideo origination carts. Videoconferencing, or virtual field trips, have quickly become asuccessful method of bringing the world into the classroom. The introduction of the newvideoconferencing facility in the high school has enhanced virtual learning opportunities.Building the high school videoconferencing facility has enabled us to relocate the highschool mobile videoconferencing unit to the Alburtis Elementary <strong>School</strong>, whileadditional units are included in Shoemaker and Eyer construction projects.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 29
Each school library received additional digital cameras, and expanded the use of AdobePhotoShop Elements as the graphics editing software for use with still imagephotography and the incorporation of images into class projects. The standardconfiguration for new classroom computers now includes CD-RW for ease of use increating original movies and digital projects.The lack of cost-effective, adequate battery life in wireless laptops has lead to large groupinstructional areas designed with power and data connections in convenient recessedfloor boxes or wall locations. Dedicated power sources for laptops extend the use of thecomputers to a full school day as opposed to the 2-3 hours supplied by laptop batteries.When Alburtis and Shoemaker Elementary <strong>School</strong> construction projects are completed,the new libraries will include such setups, as do the 12 classrooms in the new high schooladdition. Similar setups will be considered for the Eyer construction project.Studies are underway to identify solutions for existing facilities for which it is tooexpensive to install recessed boxes for power and data access for notebook computers. Adistrict goal is to decrease the student-to-computer ratio by increasing the number oflaptops and computer mini-labs available to students. Use of handheld PDAs is expectedto increase as proposed studies investigate potential uses beyond data gathering. At thesame time, the state of wireless technology with questions of system security and batterylife is still being monitored as progress is made in the industry.The completion of the Carbon Lehigh IU connection to Internet II found <strong>East</strong> <strong>Penn</strong> wellpreparedto enter a new world of high-speed broad band resources. In May of 2004, a 6 thgrade science class at Eyer Middle <strong>School</strong> successfully utilized the Internet II connectionto access an electron microscope at Lehigh University as the culmination of a joint studyof West Nile Virus and mosquitoes. The interactive connection enabled Eyer students togo beyond observing samples to actually manipulating the microscope as they workedwith prepared samples submitted in advance to Lehigh University scientists. As a resultof the successful project, Lehigh University has requested the participation of districtscience classes in additional studies using Internet II and Lehigh electron microscopyresources.Acquisition StrategiesUnlike 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 aphilosophy of planned obsolescence as opposed to emphasis on actual usefulness in theclassroom. At the request of classroom teachers, I.T.S. often continues to support usefultechnology that has outlived the advertised industry support standard, but that is stillhaving positive effects on the learning process of the students. Examples are olderversions of educational software still in use by students, running on older versions ofhardware.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 30
<strong>District</strong> Infrastructure <strong>Plan</strong> and DesignAs classrooms continue to incorporate memory intensive applications such as streamingmedia and online interactive library resources, and as studies are made to determine theeffectiveness of teaching tools such as webcasting and Internet II resources, the demandfor bandwidth will continue to increase.The completion of a 100-seat videoconferencing center in the high school will facilitatepartnerships with area colleges and is already extending the learning arena far beyondthat which could have been imagined for the district 10 years ago. The yield from thedistrict’s investment in videoconferencing can be increased many times over by highspeedconnections that push videoconferencing events to the desktop computers ofstudents in other buildings in the district, allowing them to participate in events withoutleaving their classrooms.<strong>Technology</strong> Support ServicesThe current technology staff consists of 9 full-time staff and 4 part-time technologyassistants. The implementation of Pentamation was the catalyst for the creation of theposition of Student Management System Coordinator, the most recent full-time staffmember hired. Combining two part-time positions into one full-time <strong>Technology</strong>Assistant position added to the professional staff required for supporting summeracademic programs and for the many summer maintenance projects that are scheduledeach year. Other positions include Manager of Support Services, Network Manager,Help Desk Coordinator, Publications Specialist, Communications Engineer, Director of<strong>Technology</strong>, and a full-time administrative assistant.In response to requests from teachers, an online guide of technology resources is underdevelopment. The guide will identify a building’s technology location, possible uses, andsign-out procedures. In future, teacher evaluations of software packages will be added toassist with curricular planning.The Information <strong>Technology</strong> Department continues to provide technical assistance to theEmmaus Public library, and remains available to the Macungie Public Library.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 31
Computer Distribution Matrix and Student to Computer RatioThe student-to-computer ratio includes the total number of computers that are located inclassrooms, stationary computer labs, mobile computer labs, and library/media centers.The matrix below illustrates the 2004 distribution of district computers across the schoollevels and the student-to-computer ratio for each school level. The ratio statewide asreported in the 2003 PATI (PA <strong>Technology</strong> Inventory) is 3.6 / 1.Elementary<strong>School</strong>s Middle <strong>School</strong>s High <strong>School</strong> Total# of Students 2,895 1,813 2393 7101# of <strong>School</strong>s 8 2 1 11Total of Instruct. & Admin.Computer Systems 913 504 718 2135Instructional Systems 884 483 690 2057Admin. Systems 29 21 28 78<strong>EPSD</strong> Students toInstructional Computer 3.27/1 3.75/1 3.47/1 3.45/1PC Distribution Across the <strong>District</strong> Classrooms &LabsHigh <strong>School</strong>690 PCs34%Elementary884 PCs43%Middle <strong>School</strong>s483 PCs23%<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 32
Computer Systems Functionality and Distribution MatrixThe matrix below compares the 2004 distribution of computers across the school levelsby categories defined in the legend.Classroom Elementary Middle <strong>School</strong> High <strong>School</strong> Total& Lab PCs 8 <strong>School</strong>s 2 <strong>School</strong>s 1 <strong>School</strong>s 11<strong>School</strong>sCategory AQuantity 471 43 410 924Category % 50.97% 4.65% 44.37%Category BQuantity 40 258 209 507Category % 7.89% 50.89% 41.22%Category CQuantity 373 182 71 626Category % 59.58% 29.07% 11.34%Category A Category B Category CPentium 4,256MB RAM,Pentium 3, 600-933MHz, 128MB RAM,Pentium 1, >32MB Ram, >160MB20GB HD, 1GHz, 6G HD, with CDRW, HD, CD-ROM, 15"CDRW, OR MacG4 min.OR Mac G3 monitor, OR MacG3 min.PC Distribution by Age & ConfigurationNumber ofPCs9008007006005004003002001000373712094018225847141043Elementary Middle <strong>School</strong> High <strong>School</strong>CBA<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 33
<strong>Technology</strong> Budget AnalysisThe 2003-04 budget allocated 53% of funds for replacement equipment and 17% for newequipment in classrooms and administrative offices. Replacing classroom and labcomputers with more powerful desktop and laptop computers supports the increasingcomplexity of graphics oriented, highly interactive academic software programs thatenhance the curriculum and expand the learning experience far beyond the walls of thetraditional classroom. The Curriculum Revision Cycle presents opportunities to improvecurriculum as guided by state standards while exploring appropriate academic technologyto support classroom and academic goals.Transitioning from the Service Bureau Model of the CLIU to the Application ServiceProvider model of Pentamation has necessitated a sweeping cultural change as the districtassumed the responsibility for the statistical manipulation of data necessary for in-districtproduction of reports (state reports, report cards, transcripts, etc.) that had formerly beenprovided by the CLIU support staff. Replacing office computers and introducing highoutputprinters, as well as providing teacher workstations, were requirements for theimplementation of the student management system. Training, support and customizationcontinue to be critical components for the long-term success of the transition. Noting thefollowing chart, funding for the student management system is included in the categoriesSoftware, Support Services, and Contracts.2003-2004 Information <strong>Technology</strong> BudgetSupportServicesContractsand RepairsSoftware &SuppliesNewEquipmentReplacementEquipmentMileage,Post., Misc.TotalsElementary Classrooms $30,000.00 $5,000.00 $14,000.00 $53,300.00 $310,000.00 $900.00 $413,200.00Secondary Classrooms $22,000.00 $7,000.00 $13,500.00 $53,300.00 $125,000.00 $500.00 $221,300.00Offices (IT, Admin, Bldgs.) $5,000.00 $2,000.00 $118,000.00 $25,000.00 $48,200.00 $4,500.00 $202,700.00Networking (Infrastructure) $10,200.00 $43,000.00 $30,000.00 $27,000.00 $40,000.00 $900.00 $151,100.00Additional LCD projectors were distributed to all schools, supplying at least oneprojector per department, pod, team, or grade, depending upon the logistical setup of theschool. <strong>School</strong> libraries continue to act as distribution points for shared projectors on anas-needed basis. Palm Pilots, digital cameras, scanners, software, and additional printerswere placed throughout the district in response to the requests of teachers incorporatingthe use of digital photography and video-editing as students produce graphicallyenhanced projects. Where needed throughout the district, television sets were replacedwith new models, to provide classroom access to satellite programming and educationalcable TV.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 34
The 2004-05 budget continues to fund replacement PCs to support changing curriculumneeds. Macungie Elementary <strong>School</strong> received replacement computers during spring2004, and Jefferson Elementary <strong>School</strong> computer replacement is scheduled for spring2005. New Alburtis and renovated Shoemaker Elementary <strong>School</strong>s receive newcomputers 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 groupinstructions areas that are wired for power and network access enabling extended use ofthe laptops.Guided by curriculum needs, Middle school Art teachers and high school <strong>Technology</strong>Education teachers evaluated their current software and peripherals such as scanners andprinters. Replacement equipment is in implementation stage during Fall 2004 semester.Music teachers and Family & Consumer Science teachers will follow similar proceduresduring the curriculum revision process as they identify new academic uses fortechnology.The Emmaus High <strong>School</strong> addition includes three carts of 30 laptops each and 12 desktopteacher workstations, as part of the building project. Additional laptop carts may bepurchased to support increased demand. Individual teacher requests and smallerdepartment/pod projects will be supported with new desktop and laptop computers.While maintaining a consistent budget for the past several years, district technologyexpenditures 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.” Andagain, “Only when a technology allows us to reach a hitherto inaccessible educationalgoal, or to reach an existing goal more effectively, should we consider employing it.”(Brackett, p.30).<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 35
<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 36
after identifying and evaluating software. 3. Communicate process 3. C&I and principals2. Install appropriate e-mail system 04/04 IT IT3. Provide training 6/05 to 9/05 C&I C&I2. C&I, and ITStatus of RecommendationsElementary Level Need Action Timeline Budget Responsibility1. Support Curriculum Through Extended Software Resources 1. Clarify process No cost 1. C&IEncourage instructional personnel to make recommendations Clarify and improve process 2. Improve forms 7/04 to 12/042. Provide Access to Appropriate <strong>Technology</strong> ResourcesCreate and maintain an online inventory of technology resources.3. Support Communication for Instructional PersonnelDetermine status of currentresourcesDevelop accessible online inventory 7/04 to 3/05 ITUpgrade the e-mail system for teachers. Provide uniform e-mail access 1. Evaluate e-mail system 4/04 to 5/05 IT ITIT4. Support Curriculum Through Pilot ProgramMeet different learning styles 1. Pilot Kidspiration in grades 2 andImplement Kidspiration software based on the instructional effectiveness asthrough use of graphic5per the outcome of the pilot program. organizers 2. Implement Kidspiration1/05 to 3/05 IT C&I9/05 pending results of pilot IT IT5. Extend <strong>Technology</strong> <strong>Integration</strong>Provide instructional support through the addition of a <strong>Technology</strong> Increase instructional technology 1. Submit <strong>EPSD</strong> Cyclical Tool 11/04 to 1/05 Supt C&Isupport<strong>Integration</strong> Resource Teacher. 2. Hire teacher 08/05 SuptPersonnel and C&I<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 376. Support Professional DevelopmentProvide appropriate professional development that demonstrates andAlign with technologicaladvancements and bestpromotes the integration of technology into the teaching practice. teaching practicesMaintain active involvement in the <strong>District</strong> <strong>Technology</strong> Committee.Provide courses through PDI Ongoing C&IImprove communication Increase collaboration Ongoing No costMiddle Level Need Action Timeline Budget Responsibility1. Provide Access to Appropriate <strong>Technology</strong> ResourcesCreate and maintain an online inventory of technology resources.ITC&I and ITDREDetermine status of current Develop accessible online inventory 7/04 to 3/05 ITresources2. Deliver an Integrated Curriculum with Appropriate Resources to EnableProvide access to appropriate 1. Upgrades to hardware and 1. Ongoing (requests align totechnologysoftware require compatability IT budget timeline)IT, C&I, and buildings ITStudents to expand Higher Order Thinking Skills 2. Require teacher software evaluations2. Must precede requests for hardware and softwareNo cost3. May require pilots3. Support Differentiated Instruction Through the Use of <strong>Technology</strong>Enable students to discover appropriate learning paths that best fit theirlearning and instructional needs.4. Support Professional DevelopmentProvide access to appropriatetechnologyProvide appropriate professional development that demonstrates andAlign with technologicaladvancements and bestpromotes the integration of technology into the teaching practice. teaching practices1. Upgrades to hardware andsoftware require compatibility2. Require teacher softwareevaluations3. May require pilots1. Ongoing (requests align toIT budget timeline)2. Precede requests forhardware and softwareProvide courses through PDI Ongoing C&IMaintain active involvement in the <strong>District</strong> <strong>Technology</strong> Committee. Improve communication Increase collaboration Ongoing No costC&IIT, C&I, and buildings ITNo costDREC&I and ITDREC&IDRE
High <strong>School</strong> Level Need Action Timeline Budget Responsibility1. Provide Access to Appropriate <strong>Technology</strong> ResourcesCreate and maintain an online inventory of technology resources.2. Extend and Maximixe Opportunities in <strong>Technology</strong>-Rich LearningEnvironmentsDetermine status of currentresourcesFocus on maximizing the use of technology included in the newly Maximize use of technologyconstructed multi-media center to enhance the curriculum and instruction.3. Development of ResourcesDevelop accessible online inventory 7/04 to 3/05 IT1. Continue to provide professionaldevelopmentOngoing C&I C&I2. Submit the <strong>EPSD</strong> Cyclical Toolfor tech support for extended 11/04 to 1/05 Supt Personnel and ITday/weekend useProvide to instructional personnel access to training materials, curriculum, Improve access to resources 1. Improve district web service Ongoing ITresearch links, online resources, and lesson plans integrated with technology. 2. Coordinate content Ongoing No cost4. Extend <strong>Technology</strong> <strong>Integration</strong>Provide instructional support through the addition of a <strong>Technology</strong>increase instructional technology 1. Submit <strong>EPSD</strong> Cyclical Tool 11/04 to 1/05 Suptsupport<strong>Integration</strong> Resource Teacher. 2. Hire teacher 08/04 Supt5. Support Professional DevelopmentProvide appropriate professional development that demonstrates andAlign with technologicaladvancements and bestpromotes the integration of technology into the teaching practice. teaching practicesProvide courses through PDI Ongoing C&IMaintain active involvement in the <strong>District</strong> <strong>Technology</strong> Committee. Improve communication Increase collaboration Ongoing No costITITInformation ownersC&IPersonnel and C&I<strong>District</strong> Level Action Timeline Budget ResponsibilityComputer installations (replacements & additions)Macungie ElementaryEHS AdditionReplace classroom PCs Completed 06/04IT IT12 teacher PCs installed in newclassrooms Completed 06/04 Construction FundsITC&IDRELaptopsMS & Elem. H/W/F teachersAlburtis ElementaryShoemaker ElementaryJefferson ElementaryLMMS Library90 laptops/3 carts for new addition Completed 06/04 Construction FundsITReplace desktops with laptops forCarol White Grant Completed 06/04IT ITNew classroom technology followingconstruction Completed 09/04 Construction FundsITNew classroom technology followingreconstruction Scheduled for 08/04 to 05/05 Construction FundsITReplace classroom PCs Summer 2005 IT ITReplace library PCs Summer 2004 IT IT<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 38Building Tech RequestsReplace irreparable television sets Sets replaced throughout MacungieElem. And in other schools asneeded.VideoconferencingBudgeted funds for line chargeseBoardNettrekkerAdditional data wiring to supportnetworkable copiers, portable labs,individual laptops, classroom/office moves,etc.In-house web hostingAddress remaining approved requests in2004-05 <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Completed 05/04 IT ITFunds available beginning IT07/04ITRenewed license Completed IT ITRenewed license Completed IT ITSchedule wiring project Completed 09/04 IT ITTo be operational by SpringImplement web server; design portal 2005Address individual requests On-going through 2004-05ITITITIT
Appendices<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 39
Appendix A<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 40
ISTE National Educational <strong>Technology</strong> Standards for Studentshttp://cnets.iste.org/students/s_stands.htmlNETS for Students<strong>Technology</strong> Foundation Standards for All StudentsThe 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<strong>Technology</strong> Literate Students to the standards. Teachers can use these standards and profiles asguidelines for planning technology-based activities in which students achieve success in learning,communication, and life skills.<strong>Technology</strong> Foundation Standards for Students1 Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technologysystems. 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 <strong>Technology</strong> productivity tools Students use technology tools to enhance learning, increase productivity, and promotecreativity. Students use productivity tools to collaborate in constructing technology-enhancedmodels, prepare publications, and produce other creative works.4 <strong>Technology</strong> 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 ideaseffectively to multiple audiences.5 <strong>Technology</strong> research tools Students use technology to locate, evaluate, and collect information from a variety ofsources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovationsbased on the appropriateness for specific tasks.6 <strong>Technology</strong> 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 thereal world.Copyright ISTE NETS. All Rights Reserved. 1 of 1<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 41
ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS)AND PERFORMANCE INDICATORS FOR TEACHERSAll classroom teachers should be prepared to meet the following standards and performance indicators.I. TECHNOLOGY OPERATIONS AND CONCEPTSTeachers demonstrate a sound understanding oftechnology operations and concepts. Teachers:A. demonstrate introductory knowledge, skills, andunderstanding of concepts related to technology(as described in the ISTE National Educational<strong>Technology</strong> Standards for Students).B. demonstrate continual growth in technologyknowledge and skills to stay abreast of currentand emerging technologies.II. PLANNING AND DESIGNING LEARNING ENVIRONMENTSAND EXPERIENCESTeachers plan and design effective learningenvironments and experiences supported bytechnology. Teachers:A. design developmentally appropriate learningopportunities that apply technology-enhancedinstructional strategies to support the diverseneeds of learners.B. apply current research on teaching and learningwith technology when planning learningenvironments and experiences.C. identify and locate technology resources andevaluate them for accuracy and suitability.D. plan for the management of technologyresources within the context of learningactivities.E. plan strategies to manage student learning in atechnology-enhanced environment.III. TEACHING, LEARNING, AND THE CURRICULUMTeachers implement curriculum plans that includemethods and strategies for applying technology tomaximize student learning. Teachers:A. facilitate technology-enhanced experiences thataddress content standards and studenttechnology standards.B. use technology to support learner-centeredstrategies that address the diverse needs ofstudents.C. apply technology to develop students’ higherorder skills and creativity.D. manage student learning activities in atechnology-enhanced environment.IV. ASSESSMENT AND EVALUATIONTeachers apply technology to facilitate a variety ofeffective assessment and evaluation strategies.Teachers:A. apply technology in assessing student learning ofsubject matter using a variety of assessmenttechniques.B. use technology resources to collect and analyzedata, interpret results, and communicate findingsto improve instructional practice and maximizestudent learning.C. apply multiple methods of evaluation todetermine students’ appropriate use oftechnology resources for learning,communication, and productivity.V. PRODUCTIVITY AND PROFESSIONAL PRACTICETeachers use technology to enhance theirproductivity and professional practice. Teachers:A. use technology resources to engage in ongoingprofessional development and lifelong learning.B. continually evaluate and reflect on professionalpractice to make informed decisions regardingthe use of technology in support of studentlearning.C. apply technology to increase productivity.D. use technology to communicate and collaboratewith peers, parents, and the larger community inorder to nurture student learning.VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUESTeachers understand the social, ethical, legal, andhuman issues surrounding the use of technology inPK–12 schools and apply that understanding inpractice. Teachers:A. model and teach legal and ethical practicerelated to technology use.B. apply technology resources to enable andempower learners with diverse backgrounds,characteristics, and abilities.C. identify and use technology resources that affirmdiversity.D. promote safe and healthy use of technologyresources.E. facilitate equitable access to technologyresources for all students.Copyright © 2000, ISTE (International Society for <strong>Technology</strong> in Education), 800.336.5191 (U.S. & Canada)or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 429
Appendix B<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 43
<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 44
GlossaryVideostreamingVideo Origination CartsSatelliteProxima ProjectorsWireless LabsVideoconferencingVideo EditingCompassHandheld Computers (PDAs)Compass Virtual ClassroomeBoardInteractive WhiteboardsA digital video on-demand service availablethrough IU 21. Users have access to over 2,200videos for download or viewing in all content areas.Allows for broadcast of school events to classroomsand buildings throughout the district.One-way video communication available throughvarious channels such as the Annenberg Channel.Programming ranges from professionaldevelopment to instructional programs.A device used to project images from a computer,DVD, VCR or other media source for viewing by alarge group.A classroom set of computers that can connect tothe network without the use of wiring.Allows two or more people at different locations tosee and hear each other at the same time, sometimessharing computer applications for collaboration.Allows the user to rearrange a collection of imagesinto a professional looking movie, repeating somescenes and discarding others. Titles, music, andspecial effects can be used to create artisticmontages and original movies.Curricular-based integrated learning system thatallows teachers to assign appropriate standardsbasedactivities to one student, small groups orwhole classes to reinforce lessons taught in theclassroom.Devices that fit into one hand and use a stylusand/or a keyboard to operate. These smallcomputers can be used for personal productivityand problem solving with data.Allows students the ability to access their Compassdesktop from home. Through the use of CDs,parents install the Compass program onto theirhome computer. This allows students to continueworking on assigned activities in a homeenvironment.An online service that enables teachers to postinformation online for both parents and students.Allows teachers and students to operate a computerwhile positioned in front of a group. In addition torunning applications, users can write, brainstormand take notes using electronic ink.<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 45
Appendix C<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 46
<strong>Technology</strong> Use SurveyFebruary 2004We are gathering information on the uses of the following technologies within <strong>East</strong> <strong>Penn</strong> schoolsduring 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 sometime and answer a few questions? This form should be completed anonymously and returned toyour principal according to his/her directions.Thanks for your time,Randy Ziegenfuss and Barbara BerkInstructional <strong>Technology</strong> Specialists1. 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?<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 47
<strong>Technology</strong> Use SurveyFebruary 20045. 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?<strong>EPSD</strong> <strong>Technology</strong> <strong>Integration</strong> <strong>Plan</strong>Page 48
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