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Created By: Kienna Knowles

Course: EDUC 6625-005 Managing Change: Technology, Leadership, and a Vision for the Future

Course Instructor: Rachel Bordelon, Ph.D.

Technology Standard 5: Productivity and Professional Practice

Program Outcome: S5.2: Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

Rationale: Using technology to support student learning is a growing trend in educational practices. In order to effectively integrate technology, school district administrators and educators must work together to become technology savvy. With this technology plan, this learner establishes action plans that will effectively allow educators to integrate technology into education to support student learning. In the first technology plan, this learner sets actions step that would standardize the use of technology-based resources in all curriculum. The second technology plan, establishes steps to ensure are school professionals enroll and complete the districts free technology course (through Florida Atlantic University) DETA 1 & 2 (Digital Education Teacher Academy). With these two technology plans educators can participate in local and global learning communities to explore creative applications of technology to improve student learning.

Title: Technology Goals Action Plan

Technology planning, staff development and training in the educational use of technology are crucial factors in determining the effective use of technology in the learning environment (Ribble & Bailey, 2004 and Leu & Leu, 2004). Several steps must be taken to provide opportunities for teachers, staff and principals to improve their knowledge, skills and abilities and to plan effectively for technology integration. In addition, schools and school districts must provide web-based resources to assist teachers and administrators with using technology as an integral part of the teaching and learning process (Smolin & Lawless, 2003).

The goal of this document is to provide technology action steps and action goals to assist in reaching the vision of empowering students to become lifelong learners capable of using technology for critical thinking, problem solving, virtual learning and increasing student achievement. These technology action goals are set forth hopefully to: 1) provide a modernized networked environment that would interconnect all schools and district sites into a single communication and information exchange system; and 2) Providing a baseline of hardware, software and training that would enable schools to begin to effectively utilize the capabilities of the networked environment for teaching and learning.

Technology Goals Action Plan 1

Focus Area: Standardization of Technology-based Curriculum Resources

Goal: Integrated Learning Systems, Productivity Tools, and Curriculum Software in all subject areas that accompany classroom texts books and align with National, State and Technology education standards. 

Outcomes: Standardization of Technology-based Curriculum Resources provides:

1). Curriculum resources that are consistently found in all classes ensuring that all students have access to equal learning opportunities.

2). A greater guarantee that all classrooms will have access to technology-based curriculum tools that support the State, National and Technology Standards.

3). Training, instructional planning and support for technology resource.

4). Potential budgetary savings created by bulk purchasing.  

Resources: Subject area textbook research; review of various productivity tools like inspiration, Microsoft office, etc. Review of supplemental Internet and other digital resources that accompany adopted textbooks. 
Action Steps Timeline Collaborative Needs
Review textbook with accompany digital resources by an established committee. Approximately 2-4 months.  Textbook committee 
Digital learning environment study in which teacher implement digital resources and productivity tools into curriculum. Data should be collected to support study.  Approximately 4 months Teachers, Students, Parents, Administrators, IT Specialists. 
Textbook committee proposes that software standardization and productivity tools be addressed through the school’s standards process.  TBA Textbook committee, teachers, students, parents, administrators 
Textbook committee proposes budget for software standardization and productivity.  TBA Textbook committee and administration. 
Establish professional development for teachers to ensure proper usage of educational technology  Approximately 3-5 Sessions Software professionals, technology integration support team, IT specialists, and textbook representatives. 
Method of Assessment/Evaluation: Review comparative data depicted student progress and learning from two environments: 1) traditional learning environments and 2) Digitally enhanced learning environments. 

Technology Action Plan 2

Focus Area: Required Enrollment and Completion of Digital Educational Technology Academy (DETA) 

Goal: The Digital Education Teacher Academy (DETA) includes fast-track graduate-level courses offered by Florida Atlantic University (FAU) at Broward County Public Schools sites and at FAU campuses. In this program, Broward County school teachers and administrators are immersed in hands-on experiential technological activities (at no cost) to improve student achievement in all curriculum areas (FAU, 2008). Educators learn strategies for integrating technology that can be incorporated into daily practice, and for using new technologies such as Internet-based curriculum and digital tools (while earning graduate level credits) (FAU, 2008). 

Outcomes: Encourage Technology Integration via DETA training

In DETA, educators explore strategies for integrating technology into the curriculum by designing a technology infused project for students. As well, DETA participants use the resources listed below to explore strategies, plan technology enhanced learning activities, and exchange information digitally (FAU, 2008).

Resources and Program Training

• "Disk On Key" USB flash drive

• Inspiration/Kidspiration, Microsoft, and other productivity tools.

• Technology-enhanced project-based learning resources including publications from the International Society for Technology in Education (ISTE), the Journal Technological Horizons in Education, and others

• Internet resources (Including): BlackBoard, MarcoPolo, Riverdeep, Atomic Learning, Shared bookmarks accounts (Backflip),B.E.E.P.  

Resources: Productivity tools like Inspiration/Kidspiration, Microsoft, and others; Technology-enhanced project-based learning resources including publications from the International Society for Technology in Education (ISTE), the Journal Technological Horizons in Education, and others; and various Internet resources. 
Action Steps Timeline Collaborative Needs
Provide information for enrollment to teachers.  Ongoing Florida Atlantic University, district administration, teachers 

Enroll as a FAU Student for 1-2 semesters


Provide professional development time for complete of DETA course work 

1-2 University Semesters


5 consecutive DETA sessions

Florida Atlantic University, district administration, teachers
Method of Assessment/Evaluation: Successful completion requires an A or B in course and 80% scores on the district’s teacher technology proficiency exam. 

A highly technical learning environment offering a variety of learning options takes the best of the future scenarios, integrates the research on the growth and development of today’s students and incorporates 21st century skills with various learning modalities (Ribble & Bailey, 2004 and Leu & Leu, 2004). In such a setting teachers are able to customize learning pathways to meet the individual needs of all learners. Students use technology to present their understanding of subject knowledge and learning stations accent areas of the environment where technology tools play a role in teaching reading, mathematics, social studies and science. Students with a well-rounded understanding of subject content and an atmosphere of discovery, deep thought, reflection, participation and interaction are given opportunity after opportunity to grasp concepts and demonstrate proficiency within the comfort zone of their own unique virtual learning sphere (Ribble & Bailey, 2004; Leu & Leu, 2004 and Smolin & Lawless, 2003). In Digital environments, the learning experience comes equipped with one-to-one computing, virtual learning delivery systems, and digital learning devices (laptop or new device) that give students access to information in and from digital formats (Smolin & Lawless, 2003).  


Florida Atlantic University (FAU). (2008) Digital Education Teacher Academy. Retrieved 08/09/08, from

Leu, D. J. and Leu, D. D. (2004). Teaching with the Internet: Lessons from the Classroom. (4th. Ed.) Christopher-Gordon Publishers, Inc.

Ribble, M. & Bailey, G. (2004). Digital citizenship. Learning and Leading with Technology, 3(2), 12-15.

Smolin, L.I. & Lawless, K.A. (2003). Becoming literate in the technological age: New responsibilities and tools for teachers. The Reading Teacher, 56(6), 570 - 577.