Technology Intergration Plan

Part 1: Development of an organization chart integrating technology

Engaged Stakeholders

Texas Education Agency (TEA)
The Texas Education Agency is responsible to ensure that the Texas Long Range Plan is part of every school District’s Campus Improvement Plan. TEA also works with the State Board of Education to ensure there are highly-qualified Educator Programs. TEA allows funds to be distributed to school districts in technology.

District Board Members
The School District Board members decide a timeline and a District Improvement Plan to distribute funding for technology to the campuses. The School District Board also allocates the budget for each campus.

District Superintendent
The District Superintendent provides the funds for training necessary to allow professional development for schools. The Superintendent is responsible for allocating funds to each of the campuses and overseeing that the Technology Department is allocating funds and correlating training at the five regions within the school district.

District Chief Technology Officer
The district has a technology team, headed by a Chief Technology officer that ensures that technology is integrated into instruction and provides the necessary professional development. The Chief Technology officer also ensures that the schools are receiving researched-based technology to use in classroom.

School Prinicipal
The School Principal has the duty to ensure collaboration with the SDMC committee to plan technology integration. The principal is also responsible to ensure that teachers are receiving professional development and integrating technology in the classrooms. The principal also has to allow the community and parents to use the technology in the schools. Finally, the principal is also responsible in meeting the goals of the Texas Long Range Plan and ensuring that the flow of the organizational flow chart is does take place and there is constant flow.

Campus Technologist
The technology teacher is responsible to teach the Technology TEKS to grades Kinder to 5th grade and provide feedback on the learning to homeroom teachers. The technologist also helps the faculty will technology trouble-shooting and provides technology updates.

Teachers
Teachers have to develop their own skills in technology and integrate technology in instruction that allows students to gain the knowledge necessary for 21st Century learning.

Students
Students learn from the teacher and they both learn from each other in acquiring technology.

Community and Parents
The community and parents are also responsible to learn the new technology that will help them become better citizens. The parents also learn from their children.


Part II: Professional Development Planning

As an instructional leader who is guiding technology use and integration at a campus, it is my duty to ascertain and assure that a campus needs assessment is performed to measure the knowledge that teachers know in technology, analyze the data from the STaR chart and provide continuous professional development for teachers. The classrooms must be equipped with working technology that has more computers for students to work on and also that the students are able to learn through multi-media presentations using technology equipment. I need to ensure that teachers are integrating technology TEKS and standards into everyday teaching and maximizing the learning potential for students. It is also my duty to ensure that students are learning actively in the classrooms, that they are being facilitated the learning in technology standards and that they are attaining student progress and student achievement.

In analyzing week’s three report, I gathered that school administrators have the challenge to review, disaggregate and determine a needs assessment through the use of AEIS, AYP and STaR Chart data. In collaboration with SDMC, the principal and the leadership team must gather and strategize the needs assessment and inquiry of the data to develop a plan for the use of instructional resources, curriculum, and submit the campus improvement plan to TEA for approval. Definitely there is a need to have a technology campus plan in place to ensure that we are working to meet the vision of the Texas Long Range Technology Plan as well.
Leadership, Administration and Instructional Support would be an area that I would definitely explore further to improve at my campus. This area entails the ability to lead the technology vision of meeting the demands of the 21st Century learning and ensuring that students are equipped with the skills upon graduation to keep up with the demands of technology competency. Administrators must model the use of technology as an integral part of their professional activities and lead others to do the same. A campus needs assessments must be conducted to determine strengths and challenges that will impact planning and implementation of technology in schools. To develop a technology plan, leaders must have a technology committee that understands the requirements and will ensure that they are being met and improved upon. For the purpose of this technology action plan, I want to focus on the Educator Preparation and Development. As I lead the leadership team in preparing professional development and learning what they are going to train the teachers on; I can target both areas at the same time. After analyzing the STaR Chart data, as a whole the need for Educator Preparation and Development is one are that I want to concentrate to help improve. From 2006-2009, this area has scored a 13 and has been stagnant in Developing Tech. After three years, if there is no effort in preparing educators in technology, we will not see growth. Since the data in the STaR chart is not broken up by individual teacher, it is necessary to conduct a technology survey inventory by teacher like the one that we conducted the first week of class. I have the advantage that my position allows for me to work very closely with the teachers and have allowed me to know the strengths and weaknesses that each teacher has as far as technology entails, however; a technology survey would yield more conclusive results.
The district provides great technology training through their Technology department, but as teachers go to and come back from trainings; they are not able to immediately practice what they learn. In the end, what is not practiced is lost. This trend becomes more and more evident, unless we begin at the campus level and support our teachers to reinforce their learning and walk them through the learning process.

At our campus half the staff are digital natives in technology while the other half, are digital immigrants. Taking this into consideration, the need for Teacher Educator Preparation needs to be revisited at my campus to ensure compliance. In order to meets the needs and in collaboration with the Principal and Technology teacher, I would set-up PLC meetings once a month that would be focused on technology learning at the campus. The sessions would be 45 minutes and they would be conducted during each grade level’s planning time. We allow teachers to have one additional planning time each week where we have them discuss student progress and instructional needs for each student. One meeting out of the month would take priority for technology learning.

The technology integration plan would start in January and conclude in May for the first phase of implementation. To begin to plan for the Technology Integration plan, I would first proceed with introducing the STaR chart explanation and why it is so important to complete accurately. The teachers would also have hands-on learning in analyzing the data of the STaR chart and begin to understand the needs of improving the level of technology acquisition at the campus.
Another activity would be to pair digital native teachers with immigrant veteran teachers so that both gain knowledge. The new teachers can teach the veterans about using technology to integrate into teaching; while the veterans teach the new teachers, instructional strategies that have yielded results in student achievement. I would group the teachers into levels of expertise and begin to provide them with hands-on learning to guide them for example on blogging. The teachers would take the blogs and develop a two-way communication with students and parents about content taught. Students enjoy texting as a means of communication, therefore; we could take this information that we know and enhance the learning through the blogs.

Another activity that would benefit the students and the teachers would be podcasting. Teachers can create book clubs about books that must be read from the curriculum. Most students are reluctant readers because they have failed to find the enjoyment in reading. Podcasting can be a means for them to enjoy reading.

Another idea from the round table interview that I would like to take would be, to provide a mobile lab that allows students more access to using laptops. This would allow students more frequency to practice technology skills that are learned now only once a week in the computer lab. This would allow the teachers to practice effectively use of technology to perform instructional activities. The mobile lab would allow students to have the world at their fingertips as they have at home. One idea would be to teach through project-based learning to solve real-world problems and be the facilitators of their own knowledge.

The assessment of the success of these activities could be seen in the student engagement that administrators would presence in walk throughs. We would also see the correlation in student progress in technology application projects. The teachers would also be assessed by the technology that they incorporating into everyday teaching. We would also see an increase in using technology to perform blogs, podcasting and communicating with other stakeholders.
Another form of evaluation would be to conduct an evaluation of the learning that happened after each Technology PLC every month. This evaluation would yield feedback as to the progress in technology acquisition and application. I would also give the teachers the Technology survey that takes inventory of their own technology knowledge and compare the results with the first one that they took at the start in January and see if there is a notable difference. The principal would be able to see the accomplished activities and gage improvement areas to work on the following year that could be added to the SIP at the beginning of the school year.

Part III: Evaluation Planning for Action Plan

In the data analysis from the STaR Chart, School Improvement Plan, and the Districts Improvement Plan; I have gathered information on what a technology plan must have to ensure that each campus and district is working towards the vision of the Texas Long Range Plan. Although the district has a great snapshot to each school’s level of technology integration, at the campus level, we do not. This makes it a bit difficult to gain a better individual perspective on each teacher’s technology development skills. In order to plan effectively, it is crucial to give the entire campus faculty, administration and leadership team a Technology Application Survey. The survey would allow them to know how extensive or not is their own knowledge in technology acquisition and application. After taking the survey myself, I found out that I scored pretty high, but I do realize that there is emerging technology in the market and unless we keep with it, we can easily get left behind.

An assessment piece that I would definitely include is one that would track the progress of the technology acquisition and application in the classroom. Our main goal is to increase student achievement and there is no time to waste to ensure that students are being prepared for the 21st Century learning. After each activity that is learned in the PLCs, there will be an evaluation that would give the facilitator information of the success of the training. As teachers we know that not all students are able to learn a concept the first time that it is taught, therefore; we must also tailor and individualize instruction to each of the teachers that need the additional instruction time. Unless we ensure that the entire teachers are learning, we may not attain the results that we are looking for.