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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: S5.3: Apply technology to increase productivity.

Rationale: Using technology to support student learning is a growing trend in educational practices. In order to effectively integrate technology, educators must apply and evaluate various digital and technology resources. With this technology integration plan, this learner identifies several educational technologies that will effectively allow educators to integrate technology into education to support student learning. Each of the technologies identified align with the National Education Technology Standards for students and teachers. With this integration plan evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. As well, educators will exhibit leadership by demonstrating a vision of technology infusion

Title: Setting Goals: Technology Integration Plan

New technologies raise great expectations. The exponential rate of technological advances demands that educational professionals prepare students for the future with the 21st century skills to access and evaluate information from a variety of digital sources (Dover, 2004). The vision of this educator is to close the gap between how students live and how they learn in school. Bridging this gap is essential if schools are to provide equal opportunities for our students, as it is apparent that students without access to technology at either school or at home will be at a disadvantage in 21st century society (Dover, 2004 and Sleeter & Tettagah, 2002). Therefore, providing students with routine and regular use of technology (both from school and home) is an integral part of the teacher’s educational technology plan. 

Focus Area #1: Technology Operations and Concepts

Educators should demonstrate introductory knowledge, skills, and understand concepts related to technology, as well as, they should demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies (NETS, 2007). As a result, students will become proficient with the use of technology and be able to demonstrate a sound understanding of the nature and operation of technology systems (NETS, 2007 and Ribble & Bailey, 2004).

Focus Area #2: Planning and Designing Learning Environments and Experiences

In today’s society, teachers must plan and design effective learning environments and experiences supported by technology (Leu & Leu, 2004). At this level, educators should design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies; identify and locate technology resources and evaluate them for accuracy and suitability; manage of technology resources; and utilize strategies to manage student learning in a technology-enhanced environment (NETS, 2007). When educators plan and design digital learning environments, students use technology tools to enhance learning, increase productivity, and promote creativity. As well, students will use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works (NETS, 2007).

Focus Area #3: Teaching, Learning, and the Curriculum

With regards to teaching and learning in the new millennium, educators should implement curriculum plans that include methods and strategies for applying technology to maximize student learning via: facilitate technology-enhanced experiences that address content standards; use technology to support learner-centered strategies that address the diverse needs; and apply technology to develop students' higher-order skills and creativity (NETS, 2007 and Ribble & Bailey, 2004). Successful education technology enables students to use technology tools to enhance learning, increase productivity, and promote creativity (Ribble & Bailey, 2004). As well, students will use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Additionally, students use technology resources for solving problems in the real world and when making informed decisions (NETS, 2007 and Ribble & Bailey, 2004).

Focus Area #4: Assessment and Evaluation

Teaching and learning are not the only areas in which educational technologies are valuable. Educators should apply technology to facilitate a variety of effective assessment and evaluation strategies including: assessing student learning; collecting and analyzing data, interpreting results, and communicating findings to improve instructional practices (NETS, 2007 and Ribble & Bailey, 2004). When multiple technologies are used as a means of assessment, educators can accurately and easily evaluate students' learning as well as their appropriate use of technology resources for learning, communication, and productivity (Leu & Leu, 2004).

Focus Area #5: Productivity and Professional Practice

Teachers can use technology to enhance their productivity and professional practice by: using technology resources to engage in ongoing professional development; apply technology to increase productivity; and use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning (NETS, 2007 and Ribble & Bailey, 2004). Technology in professional practice allows educators to continuously learn how to stimulate creative thinking, construct knowledge, and develop innovative products and processes using technology (Leu & Leu, 2004). As well teachers that incorporate digital media environments encourage students to communicate and work collaboratively (including distance learning) to support individual learning and contribute to the learning of others (NETS, 2007 and Ribble & Bailey, 2004).

Focus Area #6: Social, Ethical, Legal, and Human Issues

Technology integration must be modeled and monitored to ensure that educators and students are safely using technology (Smolin & Lawless, 2003 and Sleeter & Tettagah, 2002). Teachers must understand the social, ethical, legal, and human issues surrounding the use of technology in school and apply those principles in practice 9NETS, 2007). Professional educators must model and teach legal and ethical practice related to technology use; identify and use technology resources that affirm diversity; and facilitate equitable access to technology resources for all students (NETS, 2007 and Ribble & Bailey, 2004). Once students understand the ethical, cultural, and societal issues related to technology, they practice responsible use of technology systems, information, and software; and develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity (NETS, 2007).

Focus Area #7: Leadership

This learner supports that effective educational changes occur in the classroom where direct interactions takes place between the teacher and the students (Leu & Leu, 2004). The goal of this educator is to provide initial steps (for the school) 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. As a technology leader, educators must implement programs and students that address the needs and issues associated with technology in the classroom. Currently this learner as assisted in spearheading technology review programs (in the school) that include: digital learning studies; curriculum development; effective professional development; digital curriculum resources and cost implications of technology. It is apparent that technology implementation strategies are a joint responsibility of school and district staff, business partners and community members working together towards a mutually shared vision. Establishing technology leaders and researchers gives schools and school districts a starting point on how to successful integrate technology in today’s classrooms.  

Technology Integration Resources

Technology integration (that stimulate effective practices at each of the above focus areas) requires a review of varies digital and web-based resources. The following chart outlines varies educational technologies that will foster: Technology operations and concepts; planning and designing learning environments and experiences; teaching and learning; assessment and evaluation; productivity and professional practice; social, ethical, legal, and human issues; and Leadership.  

Resource  Description  Curriculum Connections  Technology Focus Area 
4teachers.org  4Teachers.org helps teachers integrate Technology into their classrooms by offering online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics, classroom calendars and more. There are also tools for student use. www.4teachrs.org  

Students: Use academic skill builders and other tools to assist with course assignments and technology infusion.

Teachers: Use various tools to infuse technology with standards and course curriculum.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Assessments and Evaluations  

Apple Digital School (ADS)  ADS provides a collaboration venue for teachers to work with and learn from each other. Self-paced courses to assist with utilizing software titles is available as well as, educational tips and articles, a library of files and links, and other resources to assist with the integration of technology. www.apple.com   Teachers: Communication, collaboration and sharing of technology enriched teaching and resources between teachers  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Productivity and Professional Practice

Leadership  

Choice Education & Career Planning  This web-based resource helps students make informed choices about their education and career, as well as plan and track their educational progress in Florida. It includes assessments, databases, and planning tools for students and resources for teachers and other adults. www.facts.org  

Students and Parents: Use the tools and resources to research and select careers and create a plan to achieve career goals.

Teachers: Use the tools to help students plan their education and careers.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Productivity and Professional Practice

Social, Ethical, Legal, and Human Issues  

Dell Learning Exchange  This resource features professional development tools for integrating technology, lesson plans, project-based learning and other curriculum support for teachers. www.dell.com   Teachers: Access for educational news, staff development courses and tools for integrating technology into the curriculum  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Productivity and Professional Practice

Leadership  

Intellitools Classroom Suite  Intellitools Classroom Suite has universal design for learning features. This software suite contains individual programs and a management system. The programs are designed to boost the achievement of lower-performing students (struggling students, English language learners, and students with special needs.) The software provides access features such as speech output, switch access, touch-screen access, and generation of automatic IntelliKeys’ overlays that allow students with physical and learning difficulties to use the software. The individual programs contain ready-to-use interactive activities for teachers and allow teachers to create customized activities for their students.  

Students: Use Universal Access features for class participation or use individual hands on interactive activities

Teachers: Use the management system to view reports & manage student use. Use the software to develop class activities.  

Technology Operations and Concepts

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Assessment and Evaluation  

Learning Village  The Learning Village is a vault of standards-based teaching plans to assist elementary and secondary teachers in meeting the goals and objectives of their courses, as well as meeting individual student needs. www.learningvillage.com   Teachers: Can access courses, unit plans, lesson plans, activities, resources and other curricular resources.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum  

Nettrekker  Nettrekker is an Internet search tool created for K-12 students, teachers, media specialists and parents. Search results in Nettrekker are savable and yield safe, relevant, educator selected and reviewed web sites that are aligned State Standards. Teachers can also save search results, access current events, access extensive reference tools, and provides professional development links within the Teacher Tools. www.nettrekker.com   Teachers: Save web links for student use, use the timeline to link subjects, search for lessons and resources and direct students to web sites appropriate for their reading level  

Planning and Designing Learning Environments and Experiences

Teaching,Learning, and the Curriculum

Productivity and Professional Practice  

Picasa  Picasa is a software download from Google for Windows computers that helps you: 1) locate and organize all the photos on your computer, 2) edit and add effects to your photos, and share your photos with others through email, prints, and on the web. www.picasa.google.com   Students and Teachers: Use for editing and sharing photos on Windows computers.  

Planning and Designing Learning Environments and Experiences

Teaching,Learning, and the Curriculum

Productivity and Professional Practice  

Leadership

Thinking (Marcopolo)  The goal of the Thinking Content Partners is to provide the best Internet- based educational content, created by world-renowned organizations that are discipline experts in their fields. Thinking content covers arts integration, economics, geography, the humanities, mathematics, reading, language arts and science. The high- quality, standards-based K-12 content includes lesson plans, reviewed Web sites, student materials, interactive activities, assessments and more. www.marcopolo-education.org   Teachers: Access to a vast array of teaching resources, digital manipulative, and activities for technology integration.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Leadership  

Turnitin  Turnitin is a web-based tool for anti- plagiarism. Submitted papers are checked against databases identifying papers containing unoriginal material. A report is generated for each submission. Any text in the paper that is found to be unoriginal appears underlined, color-coded, and linked to its original source.  

Students: Submit papers online to check for plagiarism and correct citations.

Teachers: Papers are reviewed for references to published works.  

Planning and Designing Learning Environments and Experiences

Assessment and Evaluation

Social, Ethical, Legal, and Human Issues  

United Streaming  A bank of 40,000 video clips and 20,000 still images that are correlated to the State Standards. It includes a variety of tools for teachers including a quiz builder, daily events calendar, and access to speeches, articles, lesson plans and other teacher features. www.unitedstreaming.com  

Students: Students can access the bank to find appropriate videos and images to use in the creation of multimedia presentations.

Teachers: Teachers can access the bank for images/videos for instruction.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Social, Ethical, Legal, and Human Issues  

InfoTrac  Elementary: Provides access to periodical databases, encyclopedias, almanacs, Internet links, and more. Middle Schools and Centers: Provides access to magazines, newspapers, and reference books, Internet links, a Spanish encyclopedia and more. High Schools: Provides access to magazines, newspapers, reference books, information on authors and their works, opposing viewpoints, Internet links, a Spanish encyclopedia and more. Teachers and Administrators: Provides access to 300 titles geared to school principals, curriculum departments, superintendents, and teachers, as well as the resources available for high school.  

Students: Online research tool.

Teachers: Reference, planning and resources for instruction.

Parents: Assist students with research at home.

District licensing provides access to all teachers, students, administrators and parents.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum

Productivity and Professional Practice

Social, Ethical, Legal, and Human Issues

Leadership  

iLife  Kidspiration 2.1 Inspiration and Kidspiration software is a visual learning tool used for concept mapping and webbing. These software programs can strengthen critical thinking, comprehension and writing skills across the curriculum. Students build graphic organizers to represent concepts and relationships and use the integrated outlining and transfer capabilities to further organize their for reports.  

Students: Organizational tool for student engagement

Teachers: Tool for technology integrated delivery of instruction, and alternative assessments, graphic organizing, brainstorming, reading  

Technology Operations and Concepts

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum  

Inspiredata  This visual data tool allows students to collect and explore data in a dynamic inquiry process by making connections between data and its visual representations to interpret information, solve problems and draw conclusions. InspireData's unique Time Series animation represents data as it changes over time, helping students understand trends and make future predictions. As a result, students develop deeper con tent knowledge and stronger critical thinking skills while improving data literacy.  

Students: Organize and analyze data in a variety of ways.

Teachers: Visual data tool with multiple plot types and animated data changes.  

Technology Operations and Concepts

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum  

Microsoft Office Suite  Microsoft Office is productivity software that includes a word processor (Word), a spreadsheet (Excel), and a presentation program (PowerPoint).  

Students: Overall integration of technology skills/concepts into daily curriculum activities

Teachers: Overall integration of technology skills/concepts into delivery of daily instruction  

Technology Operations and Concepts

Planning and Designing Learning Environments and Experiences

Assessments and Evaluations  

Pinnacle Gradebook2  Gradebook2 is a multi-platform, multi- networked client/server, Web-enabled application designed to meet the needs of teachers. It is used for keeping grades, attendance, anecdotal records, and for generating Interim Reports and Report Cards.  

Students and Parents: Monitor class progress and attendance with Pinnacle Viewer

Teachers: Record student grades, attendance and other data.

Administrators: Monitor school core data and student progress.  

Planning and Designing Learning Environments and Experiences

Leadership  

BlackBoard  Blackboard is a content management, courseware application that enables users to communicate with instructional course participants and the District’s PK-20 community.  

Students: Access, upload and download course and community content, and communicate interactively with participants.

Teachers: Teachers are able to manage, organize, communicate and track student activities for Available for select programs and teachers.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum  

Promethean Planet  This web-based resource portal provides teachers collaborative and innovative resources to use with the Promethean Active- classroom components. These include flipchart lessons, user forums, software tutorials, user guides and manuals. www.prometheanplanet.com  

Students: Can use or interact with the information displayed on the interactive white board.

Teachers: Use digital and software resources in conjunction with the Active classroom components to help students learn.  

Planning and Designing Learning Environments and Experiences

Teaching, Learning, and the Curriculum  

Technology Integration Constraints

In theory, technology integration in education seems fairly uncomplicated and feasible. Unfortunately, technology is every changing and unpredictable. Typically, most teachers (who have used technology) have noted glitches that occur frequently with technology equipment. These unforeseen glitches are overwhelming challenges for educators who are not skilled on technology repair (Leu & Leu, 2004). In addition to technology problems, most educators lack knowledge on the proper usage and the most effective technology for successful integration of technology in the classroom (Ribble & Bailey, 2004).  

Making technology work in the classroom is not always a simple proposition (Leu & Leu, 2004). Not all teachers possess the skills required to pull off a seamless technology lesson, particularly when the technology is less than cooperative (Ribble & Bailey, 2004). Some teachers are not clear about the most effective way to integrate technology into their lessons. The challenge facing schools is the empowerment of all children to function effectively in their future, a future marked increasingly with change, information growth, and evolving technologies (Ribble & Bailey, 2004; Leu & Leu, 2004; Smolin & Lawless, 2003 and Sleeter & Tettagah, 2002). Teachers and administrators must be provided with continuous professional development that involves hands-on computer training and workshops that are relevant to their curriculum (Ribble & Bailey, 2004). Teachers need to undergo technological training (via professional development or higher education degree programs) on the basic utilization of software, evaluation of digital technologies and resources, and effective strategies for technology education (Ribble & Bailey, 2004). Proper staff development and technology education programs, educators can be immersed in hands-on experiential technological activities to improve student achievement.  

To successfully work, communicate and learn in this increasingly complex and information-rich society, people must be able to use technology effectively (Dover, 2004). The technological advances achieved in the past few decades have brought about a revolution in the professional world and in society. It is important that educators plan and develop educational technologies to enhance technology proficiency of students. Ultimately this educator’s goal is to increase student’s technology proficiency levels so they are prepared to enter society able to work, communicate, and learn with technology. In order to do so, educational professionals must model, teach and incorporate technology usage via digitally enhanced curriculum that supports content.  

References:

Dover, K. (2004). Technology in Workplace Learning. Adult Education, (2)3. Retrieved September 26, 2007, from http://adulted.about.com/od/traininganddevelopment/a/simulations1.htm.

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

National Educational Technology Standards [NETS]. (2007). National Educational Technology Standards: Connecting Curriculum and Technology. Retrieved 07- 29-08 from http://cnets.iste.org/

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

Sleeter, C. & Tettagah, S. (2002). Technology as a tool in multicultural teaching. Multicultural Education, 10(2), 3 - 9.

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.