EDUC 629

Imaginary County
Public Schools
Educational Technology Plan 20112016

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Table of Contents
Vision, Mission, and Goals

.. 3
Needs Assessment

. 4
The Planning Process

.. 6
State Goals and Objectives with Local Strategies and Measures .
6
Environment

.. 7
Engagement

. 7
Application

.. 8
Tools

. 8
Results

.. 8
Implementation: Timetable and Budget for Goals, Objectives and Strategies
.. 9
Executive Summary

.. 16

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Vision, Mission, and Goals of Imaginary County Public Schools

Mission: Our mission is to individually prepare a diverse group of

student to be competently trained in technology skills through
challenging courses that integrate technology so that they will be
prepared to be responsible citizens. Students will learn
communication and collaboration skills using technology, and they
will use digital tools to research and gather data. They will learn
how to be responsible users of technology and to use technology to
solve problems and make decisions.
Vision: To provide students with coursework that models
responsible, creative, and collaborative use of technology in order
to prepare them to be competent and successful in a digital world.
Goals and Strategies:
1) All students will have access to the Internet to learn how to
use technology to prepare them to be competent and
successful in a digital world.

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2) Instructional strategies will be developed to encourage

students to self-direct their learning to train them to take
responsibility for their education.
3) All students will receive instruction on how to use technology
responsibly.
4) Assistive technology will be provided for hearing-impaired and
visually-impaired students.
5) Technology support will be provided for students who need
support to learn English as a second language.

Needs Assessment
Strengths What are the current strengths?
One of the major strengths of the National Educational Technology Plan of
2010 (NETP) is that it provides a platform for all district, state, and national
departments of education to work together. By working together, they can share
instructional strategy ideas, assessment data, and collaborative projects. This
collaboration between teachers and administrators eliminates reinventing the
wheel in every district or state and motivates teachers to work together. Another
advantage is that teachers and students are expected to learn how to use
technology so that students will be prepared for the workforce which is technology
driven. Training students to use technology in the K-12 environment provides for
technology training for those students who might not have access to technology in
their homes due to socioeconomic reasons. By exposing students to lessons where

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technology is enhancing instruction, students will learn to self-direct their education

and become responsible digital citizens under the direction of their teachers.
Weaknesses What are the current weaknesses?
Educational decisions have historically been made at the district and state
level. The change to national standards and technology integration at the same
time creates a lot of challenges. First and foremost, teachers need to adopt this
new philosophy so that they will be motivated to make the needed changes in their
instructional designs. This is the level where the plan gets implemented. A
weakness that goes along with the teachers adopting this new philosophy is the
time it will take to make the changes to make this plan work. Change takes time.
Teachers are the ones who have the ultimate decision as to how and when
technology will be integrated into their classroom (Ertmer 2005). Ertmer also
reported in this article that it takes five to six years for teachers to learn how to use
technology. Additionally, another weakness will be the budget and allocating
limited resources.
Opportunities What are the future opportunities?
One of the most important opportunities will be designing professional
development learning opportunities for teachers. Teachers will need to be trained
to identify and use assistive technology for special needs students. These assistive
technology software resources will include text-to-speech and software to aid the
hearing-impaired or visually impaired. English as a Second Language ESL software
can be used to teach students whose first language is not English. Resources such
as Learner Web apps can be used for ESL students. Redesigning instructional
strategies will provide opportunities for teachers to develop learning communities to
collaborate and share ideas. This will encourage the moral of the school as they
take on these demanding challenges. Also, new assessment tools will need to be
developed as the assessments are moved to online teaching. These new
assessment tools will need to be developed along with the instructional software.
Threats What threatens those future opportunities?
A major threat of implementing these changes is the number of challenges
that need to be addressed. These include: access to the Internet; hiring personnel
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to support teaching staff so that they can successfully conquer the learning curve to
update their skills; and purchasing resources and allowing time for teachers to learn
how to use the resources. Another threat could be leadership. If school leaders do
not focus the attention on the critical issues, then a lot of disorganization can occur
which will slow the progress of implementing the plan. Teachers have been faced
with adapting to state standards over the past decade. Also, emphasis has been
placed on individualizing lesson plan to meet the needs of a diverse student
population. On top of those requirements, new national standards have been
required which do not always agree with the state standards. This confusion could
greatly threaten the implementation of the National Educational Technology Plan.

The Planning Process

State Goals and Objectives with Local Strategies and Measures
Goals

Objecti ve

Local Strategy

All students will

have access to
the Internet to
learn how to use

Students will learn

how to access email,
attach a file to an
email, copy & paste

-Students will write a 500 word report on

the history of computers using five
references from the Internet.
-Students will choose a narrower
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technology to
prepare them to
be competent
and successful in
a digital world.

text, use a web

browser, use a word
processor, download a
file, create a folder,
name & save files,
find lost files, &
evaluate website
resources

Instructional
strategies will be
developed to
encourage
students to selfdirect their
learning to train
them to take
responsibility for
their education.

-Student will
investigate a
medical topic of
their choice that
meets one of the
state standards.

All students will

receive
instruction on
how to use
technology
responsibly.

Students will use

technology to
investigate
cyberbullying.
They will report on
how to prevent and
report
cyberbullying.

Assistive
technology
will be
provided for

Students who are

visually-impaired or
hearing-impaired
will choose
software that will

focused topic on the history of

computers for their report.
- They will use word processing software
and email the final report to their teacher
by attaching the file.
- This project will take one grading period to
complete and could be incorporated into the
English or social studies curriculum.
-The report will be assessed using a rubric.
-Student will choose a medical topic that is
of interest to them and approved by their
teacher.
-Students topic of research will meet one of
the state standards for science.
-Student will set objectives of their research
and construct a timeline of their expected
progress.
-Student will discuss research with their
teacher and make suggested changes.
-Student will maintain a weekly reflective
journal during the research and report to
their teacher once per week.
-Student will present the research using
technology.
-Student will be assessed formatively during
the research and summatively at the end of
the research.
-Students will do a collaborative project on
cyberbullying.
- They will work in groups of four.
-They will decide on their groups focused
topic on the subject, will write their own
report, will use the Internet to research
cyberbullying, and will report to their class.
-Students will develop a PowerPoint
presentation of their report to present to
their class.
- The report also needs to be emailed to
their teacher.
-Students will investigate with their teacher
various applications for either audio or
visual assistance.
-Apps for audio include: Quick Voice,
VoCalXL, Sock Puppets, Qrafter + Record
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hearingimpaired
and visuallyimpaired
students.

enhance their
reading ability.

Technology
support will
be provided
for students
who need
support to
learn
English as a
second
language.

Students who need

instruction for
English as a second
language will
choose software to
assist with their
learning of English
to improve their
reading skills.

MP3, I Like Books, Bookster, Talkapella, or

Talking Rex.
-Apps for video include: Coachs Eye, My
Pictures Talk, Action Movie Fx, MadPad, Book
Creator, or Explain Everything
-Students will be assessed at the end of the
year to determine if the assistive software
was effective.
-At the beginning of the school year,
students and teachers will investigate which
software will best assist them with learning
English. If the school district does not have
current software, then it needs to be
researched and purchased.
-Students will also choose software that can
assist them in subjects other than English,
such as math or science.
-Students will be given a pretest and a
posttest for their reading ability to
determine if the software was effective
during the year.

Environment
In order to accomplish the above goals, a hybrid learning environment will best serve the
students. This hybrid environment provides the structure needed for student to stay on task and
for them to get their questions answered. It also gives the students flexibility to make choices
about some of their learning. For ESL students, the teacher is available to direct their learning,
answer their questions and diagnose their language problems. For students who do not have
access to computers at home, the hybrid learning environment provides a time to discuss how
these students will get access to computers as they need them.

Engagement
Before the school year begins, the teacher will need to review all of the students in his/her class
to determine any special needs. The teacher needs to find out how many students have free or
reduced lunch, how many students have special needs and accommodations, and how many
students will need ESL assistance. Then, the teacher will inventory the software, available
technology, and scheduling issues with the technology. If there are needs, the appropriate
requisitions need to be made. The teacher needs to set up the classroom for working in groups for
collaborative projects. Rubrics will need to be made for the various assessments of the projects.

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Once these preparations have been made, the teacher will be available to the students to answer
their questions and encourage independent learning. The teacher will direct the students in their
learning to meet the state standards.

Application
Tools
Students will need access to computers, laptops, or mobile devices during half of their school
day. These tools will have Microsoft Office installed on them. Students will be given a student
ID number to log in to their school account. The IT personnel will set up these accounts before
school starts and instruct the students how to access their accounts and store their information on
the school server. The students who have any special needs will choose the software which will
assist with their learning. Teachers will be available to negotiate these needs. Software will be
purchased as the budget permits.

Results
Students will learn the basic computer skills during the year and will demonstrate the mastery of
these skills by reporting on the history of computers, the collaborative project on cyberbullying
and the research on a medical topic for science. From working on the science project, the
students will learn to self-direct their study. Assessments will be used to determine the
effectiveness of the project. Students who need ESL training will receive this training during the
year via technology and will be accessed to determine their progress in reading ability.

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Implementation
Budget and Timetable for Goals, Objectives, Strategies, and Measures
Budget
~Computer Supplies
$20,000.00
Technology that needs to be purchased
Mobile Apps ($4.00 x 900 for 30 schools in the district)
~Technology Maintenance
$20,000.00
Maintain desk tops, laptops, printers, Smartboards, Mimio,
Projectors, Internet, graphing calculators, Microsoft
Office, Smart TVs with Windows 8
~Computers & other tech equipment for schools
$1,361,218.00
Smart TVs with Windows 8 (15 X $2000)
These are purchased for the middle schools in the District
Mobile devices (iPads 4 high schools x 25/high school
X $500.00)
~Professional Development Costs & Conferences
$15,000.00
(20 schools x 12 hours x $50.00/hour for presenter)
The below budget was emailed to me from the school district in which I live:
TECHNOLOGY NEED
SOURCE
2015
Computer Supplies
GOB
$20,000.00
Contracted Services
GOB
$160,000.00
Data Projector Bulbs
GOB
$10,000.00
Learn360 Multimedia
GOB
$20,000.00
Mobile Device Management
GOB
$8,700.00
R & T Computer Replacement
GOB
$3,500.00
RESA Contract-50%
GOB
$80,000.00
Technology Cabling and Electronics
GOB
$75,000.00
Technology Maintenance
GOB
$70,000.00
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Toner Allocations
GOB
$70,000.00
Training and National Conferences
GOB
$15,000.00
Deep Freeze County License
Step VII
$8,000.00
Engrade
StepVII
$85,000.00
RESA Contract -- 50%
StepVII
$80,000.00
School Dude Online Inventory System
StepVII
$11,205.00
School Dude Online Service Request Software StepVII
$5,000.00
Schoolwires Web Hosting
Step VII
$32,000.00
Textbook to Technology
Step VII
$50,000.00
The Library Corporation
StepVII
$30,000.00
Computers and other tech equipment for schools
WVDE
$1,361,218.00
______________________________________________________________________________
Total
$2,194,623.00

Professional Development Plan

The second Tuesday of September:
This year our Professional Development Plan will focus on practicing integrating
technology into specific content area. Our goal for students is to prepare them for a job in the
21st century which will require using technology every day. Technology is constantly changing
so we will have to learn the skill of being adaptability. The goal of this year is encourage
teachers to work together to share what works and what does not work to build a community of
learners. There will be a lot of challenges along the way, but if we work together, we can
achieve this goal and our students will benefit. All teachers are welcome to attend and will
receive continuing education points toward their teacher recertification. The teaching model
see one, do one, teach one will be used throughout the year. Integrating technology requires
learning a new cognitive skill but also the hands-on component (Birnbaumer, 2011).
Hopefully by using this model, everyone will become comfortable with using the new
technology. For the months of September, October, February, and March, everyone will meet for
three weeks for one hour after school. The sessions will involve see one during the first of the
three weeks, then do one during the second of the three weeks, and last teach one during the
third of the three weeks. This process will be repeated for each of the four months. Teachers
will be divided into smaller groups by content area. In November, teachers will be released from
their classroom to observe a class for one hour where a teacher is integrating technology.
First, break into groups by content area and fill out the questionnaire by discussing the
questions with your colleagues. The questionnaire will ask for ideas on which technologies the
teachers are interested in learning during the year. As many requests as possible will be honored.
The goal will be not to cover everything, but become proficient at something.
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For September, the topics will be how to use clickers in your classroom because this is a
technology that can be used across content area. Also, using the electronic gradebook will be
demonstrated for all new teachers and some veteran teachers. At this point in the meeting, break
the teachers into groups A and B keeping the content area teachers together. For example, if four
content areas are represented, make group A two of those content areas and group B the other
two content areas. Assign group A to see one for clickers and group B to see one for the
electronic gradebook. Each presenter of the see one session will email handouts to all teachers
explaining the essential information needed to use the technology. This email can be referred to
after the session to review the information.
Resources for Group A: http://cft.vanderbilt.edu/guides. This website has a lot of
instructional videos and other tools to explain the use of clickers in the classroom. Teachers can
use this resource to prepare next weeks lesson. Another good resource is
http://presswestern.uwo.ca/faculty.htm#tech. Resources for the electronic gradebook will be
provided by administration.
The following table is taken from the Canadian Journal of Emergency Medicine to
explain how to use the see one, do one, teach one model.

Table 1. The essentials of teaching procedures

The cognitive component (teaching the brain)
Checklist
~Patient selection
~Indications
~Contraindications
~Alternatives
~Equipment needed
~Steps of the procedure
~Complications
~Documentation
~Aftercare
.The manual skill (teaching the hands)
Many procedures require multiple observations by the teacher to ensure that the learner
becomes proficient.
The see one

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~Teacher must demonstrate and verbalize while performing observed procedures.

~Teacher must break down any complicated procedure into smaller steps.
~Teacher must ensure proper observation point for learner
The do one
~Learner must successfully verbalize all steps first before proceeding to procedure.
~Learner should talk through what he or she is doing while performing the procedure.
~Teacher should correct mistakes immediately.
The teach one
~Teacher must ensure that learner has acquired complete cognitive and manual skill
set.
~Teacher should observe learner teach a new student to confirm skill acquisition and
minimize transfer of erroneous information to new learner.

The third Tuesday of September

For the first ten minutes of the session, everyone will meet to discuss last weeks session
and to answer questions. The last 50 minutes of the session, group A and Group B will separate
to complete the do one session. Every teacher will prepare a lesson plan that they can use in
their classroom with the clickers. Then they will model the lesson (about 10 15 minutes) for
the people in their group. Those teachers in the electronic gradebook group will prepare and
model a lesson for their fellow teachers. At the end of the presentations, the teachers will
discuss the different ideas presented during the presentations. Both of last weeks presenters will
be present to facilitate the demonstrations and make suggestions. Basically, everyone will follow
the steps set out in the above table taken from the Canadian Journal of Emergency Medicine.
The fourth Tuesday of September
For the first ten minutes of the session, everyone will meet to discuss last weeks session
and to answer questions. The next meeting will be the second Tuesday of October. The last fifty
minutes of the session, group A and Group B will separate to complete the teach one session.
The teachers in each group will prepare and model a lesson for teachers using the clicker
technology or the electronic gradebook technology. Both of last weeks presenters will be
present to facilitate the demonstrations and make suggestions. Basically, everyone will follow
the steps set out in the above table taken from the Canadian Journal of Emergency Medicine.

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For the month of October, we will investigate Google Apps for Education. We will begin
with the Digital Literacy lessons. Learning the importance of digital literacy is the first step to
integrating technology into the curriculum. If teachers understand how important it is to use
technology, they may be more inclined to use technology in their classroom. Using technology
makes learning more accessible, more interactive, and more collaborative.
The second Tuesday of October
During the month of October, teachers will focus on an introduction to Google Apps. For
the month of October, the topic will be Digital Literacy. The objective of this session is to help
teachers understand digital literacy, to help them navigate the Internet, and to evaluate websites
so that they can teach their students to be responsible in their use of the Internet. To begin the
session, teachers will need to be in a computer lab to access the website:
https://google.com/edu/training/tools Everyone needs to be in their content group for discussion
purposes. First, everyone will watch the Level 1 Learn lesson and take the quiz at the end.
Then, everyone will complete Lesson 1 under the Level 2 Apply in class lesson. This online
instruction will be the see one part of the model that was used in September for professional
development. For next weeks session, teachers need to choose one of the three lesson plans
from Lesson 2 under the Level 2 Apply in class lesson plans.
This presentation will be the do one part of the model. Teachers should adapt the lesson plan
to a shorter version for next week.
At the end of this session, teachers will discuss in their content groups what they learned
in this session and offer suggestions to each other for next weeks presentation.
The third Tuesday of October
The focus of this session will be for teachers to divide into their content groups and
present the lesson plan that they chose from last weeks lesson on Digital Literacy. The
objective of this lesson is to practice presenting a digital literacy lesson in their classroom in their
content area. The lesson plan will model an actual lesson that they can use in their classroom.
Each group will be listening to 2-3 lessons and at the end of the session; they can critique and
discuss the presentations. The lessons will discuss how students should navigate the Internet
responsibly and how to evaluate online sources. The lessons could also include how to deal with
online bullying. Also everyone should think towards next week as to how they will teach one
to their colleagues.
The fourth Tuesday of October
This weeks session will involve the teachers dividing into their content groups to teach
one to their colleagues on the topic of Digital Literacy. The objective of this weeks session is
to refine the practice of presenting the lesson they presented last week. Each teacher should
develop their lesson with the purpose of teaching another teacher how to present a lesson for
digital literacy. Each group will listen to 2-3 lessons and spend time at the end offering
suggestions for improvement. Also, if anyone has success stories from their classroom, they can
share them at this time. For the month of November, each teacher should present this lesson to
their class.
The next meeting will be the second Tuesday of February. And the topic will be using
Google Gmail in their classrooms.
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One class in November

Each teacher that attends the Professional Development sessions, should be released from
one of their classes to observe another teacher present a technology integration lesson.
The second Tuesday of February
This session will introduce the use of Gmail in the classroom. The objective will be to
teach the students how to navigate through email to change settings and how to organize their
work into folders. Gmail can also be used to communicate with other students in a different
language. This session needs to be in a computer lab and the teachers need to be divided into
their content area groups. They will go to the website: https://google.com/edu/training/tools.
The website will be the presenter for the see one presentation. Under tools, they need to click
on the Gmail app. Then, click on the Learn hyperlink which will take them to Level 1 The
Basics. Everyone should complete the Level 1 lesson. Next, click on the Apply in Class
hyperlink. This will show five lessons that need to be completed. Lesson 4 includes instructions
on how to translate emails into another language. This would be helpful for sending emails to
parents that speak a language other than English. At the end of this session, teachers can discuss
what they learned during this session and suggest ways to present a lesson for next weeks
session. The lesson plan should be one that they will be able to use in their class for their
content. Under the Additional Resources hyperlink, there are lesson plans that can be used or
modified. For next week, they should be modified so that they can be presented in 10-15
minutes.
The third Tuesday of February
This weeks session will be the do one presentation. Teachers will present a shortened
version of a lesson that they can use in their classroom on how to use the Gmail app. The
objective of this session will be for teachers to develop lesson plans that integrate using Gmail
into their content area and to practice presenting the lesson. At the end of the 2-3 presentations,
teachers can discuss the pros and cons of each presentation and make suggestions for
improvement. It would also be helpful to discuss how to present next weeks lesson on teach
one.
The fourth Tuesday of February
The objective of this week is to present a lesson to teach someone else how to navigate
through Gmail successfully. Once the students are successful in navigating Gmail, they can use
Gmail in their classes for collaborative work. The presentations this week should demonstrate
how to integrate Gmail into the specific curriculum.
The next meeting will be the second Tuesday of March and the topic will be Google Docs
and Drives. One of the Google Docs explains how to use Google Slides which is a visual
presentation of projects.
The second Tuesday of March

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For the month of March, professional development will focus on Google Docs and
Drives. Teachers are divided into groups according to their content area. For the see one
presentation go to: https://google.com/edu/training/tools and click on the learn hyperlink and
complete the quiz at the end. Next, click on the apply in class hyperlink. Complete the eight
lessons and review the additional resources. For next week, prepare a lesson plan for about 1015 minutes from one of the topics in the eight lessons. Choose a topic that can be used in the
classroom.
The third Tuesday of March
The objective for this session is to practice presenting a lesson that will integrate
technology into your specific curriculum. The teachers need to be divided into their content area
groups and present their lessons. At the end of the presentations, the teachers can evaluate the
presentations and make recommendations for improvement. Everyone needs to discuss the most
relevant topics to prepare the teach one presentation for the next week.
The fourth Tuesday of March
The purpose of this final session is to refine the process of using technology in the
classroom. The teachers will break into groups according to their content area and present their
lessons. At the end of the presentation, the teachers can discuss the presentations and share
success stories.
The teachers need to complete and discuss the survey regarding the effectiveness of the
professional development sessions.
Lesson Plan 1
Topic:
Standard
Objective

Assessment
Materials

(for middle school)

Compare and order fractions with unlike denominators
CCSS.Math.content.7.NS.F.5
To develop a childrens electronic book to illustrate and explain
how to order and compare fractions with unlike denominators.
The book then needs to be translated into another language that
the student chooses.
To learn how to use technology to create an electronic book.
To learn how to use technology to translate text into another
language.
Rubric
~iPad
~www.google.com/edu/training/tools/drive/level2.html to learn
how to navigate Google Drive slides for the electronic book.
~Use Google translate to translate the book into another
language
~Use Google calendar to create a timeline to complete the book
and plan steps to complete the book.

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Before

During

Rationale

Reflection

~Email instructions for the electronic book to each student using

their Gmail account.
~reserve the iPads for class time
~assign partners work in groups of two
~load the Text2Speech app from the Mac App Store into the
iPads
~have everyone open the email and read the instructions for the
assignment and then, respond with one question
~answer each question in class so everyone can benefit from the
information
~the electronic book will have a cover, title page, table of
contents, and 5-10 pages of text with illustrations.
~allow students time in class to work collaboratively on project
~the project will be due in 6 weeks
~the first step is to construct a timeline to complete the book
~use the app: IXL Math Practice to practice comparing and
ordering fractions with unlike denominators
~use the Text2Speech app to make the electronic book audible
To develop digital literacy
To verbalize the math concept of comparing and ordering
fractions
To navigate technology to create a project, translate it, and make
it audible for the hearing impaired students.
Write a reflection of this project when it is completed

Executive Summary
Our major goal for students in Imaginary County Public Schools is to have access to
technology so that they can learn the skills they need to successfully function in our society. The
Professional Development Plan as outlined in this plan will immerse the teachers in an ongoing
program to help them develop the skills to successfully integrate technology into their
classrooms. The plan also encourages teachers to collaborate in their content area which will
build morale in the schools. If the students have access to the Internet in their schools and the
teachers do not integrate it into their curriculum, the students still do not have access to the
Internet and technology. Professional development is a major component into making this plan
work to achieve its goals.
Through working on collaborative projects, the students will learn how to be responsible
digital citizens. The students will work on a project on cyberbullying so that they will become
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aware of current problems in using the Internet. They will learn how to report these problems
and how to avoid being a target of these problems. Also, through working on this project, the
students will be exposed to technology by developing a PowerPoint presentation of their
findings.
Technology Specialists in the school district will work with teachers in all of the schools
to provide assistive technology where it is needed. If teachers have students who are visually or
hearing-impaired, the Technology Specialist can work with the teacher, students and parents to
find the best product for their student. If students need training for English as a Second
Language, the Technology Specialist can find technology resources to help these students learn.
Also, through the Professional Development Plan, teachers can discuss and share their solutions
that they have used with their students who have diverse needs.
To prepare students for 21st century skills, the students will need to learn how to selfdirect their learning. This will require the teachers to change how they organize their teaching.
The lesson plan on developing an electronic book will help the student self-direct their learning.
They will need to find technology resources to complete the project. Then they will have to use
tutorials to learn the technology. Experiences like these will develop technology skills in all
students in the county so that they will be prepared with the skills they need when they graduate
from high school.
We, as educators, have a responsibility to our future generation to train them to be
responsible and proficient in the skills that they will need in the 21st century.3 This plan will be a
step in that direction.

Crosswalk of Goals
A goal comparison of the National Educational Technology Plan, the
Educational Technology Plan for your state, and the Imaginary County Public
Schools Strategic Plan.
National
Educational

Educational Technology
Plan for (your state)

Technology Plan

Learning:

All learners will be

provided with

learning
experiences to
prepare
them to be active,
creative,

Students will be
required to be
proficient in 21st
century content,
technology tools and
learning skills.
Students have access

Imaginary County
Public Schools
Strategic Plan

All students will

have access to the
Internet to learn
how to use
technology to
prepare them to
be competent and
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knowledgeable,
and ethical.
(National
Education
Technology Plan
2010)

to digital resources and

virtual courses and
learn how to
collaborate. (West
Virginia Educational
Technology Strategic
Plan)
Teachers will be able to
use technology to
Assessment: Technology will
create classroom
be used
assessments to
to assess all
measure student
levels.
proficiency in
Assessment will
academic content and
measure
21st century skills. The
what matters
State Department of
and will
Education will develop
be used for
a technology literacy
continuous
skills self-assessment
improvement.
and an eighth grade
(National
assessment to support
Education
21st century
Technology
instruction. (West
Plan 2010)
Virginia Educational
Technology Strategic
Plan)
Teaching: Technology will
Teachers will be
support
competent in 21st
professional
century content and
educators and
learning skills and will
connect them to
be able to integrate
data,
technology into their
content,
instructional
resources,
strategies. Teachers
expertise, and
will advance
learning
standards-based
experiences so
technology resources
that they
to improve
are able to inspire achievement of all
all
students. (West

successful in a
digital world.

Instructional
strategies will be
developed to
encourage
students to selfdirect their
learning to train
them to take
responsibility for
their education.
All students will
receive instruction
on how to use
technology
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EDUC 629

learners.
(National
Education
Technology Plan
2010)
Infrastructure: Students and
educators
will have
access to the
Internet,
will have
access
devices with
software
for research,
communication and
collaboration, and will
use open
educational
resources.
(National
Education
Education
Technology
Plan 2010)
Productivity: The processes
and
structures of
technology
will be
redesigned to
improve
learning
outcomes and
to make
efficient use

Virginia Educational
Technology Strategic
Plan)

responsibly.

Students and teachers

will have access to
high quality 21st
century tools and
resources. West
Virginia schools will
increasingly have
access to industry
supported operating
systems, presentation
tools, and have the
necessary bandwidth
to support instruction.
(West Virginia
Educational Technology
Strategic Plan)

Assistive
technology will be
provided for
hearing-impaired
and visuallyimpaired students.
Technology
support will be
provided for
students who need
support to learn
English as a
second language.

All students will be

equipped with the
skills, competencies
and attributes to
continue learning for
their lifetime. (West
Virginia Educational
Technology Strategic
Plan)

Page 20 of 22

EDUC 629

of time,
money, and
staff.
(National
Education
Technology
Plan 2010)

References

Berkeley County Schools Technology Budget. Emailed from the Directory of Technology for
Berkeley County.
Birnbaumer, D.M. (2011). Teaching procedures: improving see one, do one, teach one.
Canadian Journal of Emergency Medicine, 13(6), 390-394.
Dessoff, A. (2010). Google and Microsoft Go to School. The Education Digest. 4-7. Retrieved
from: www.eddigest.com.
Ertmer, P.A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for
Technology Integration? Educatinal Technology Research & Development, 53(4), 25-39.
5 Step Google Apps Professional Development Plan. Retrieved from: https://a52042cb-

a-6a8cfd48-s-sites.googlegroups.com/a/googleapps.com/k12guide-to-goinggoogle/5StepGoogleAppsProfessionalDevelopmentPlan.pdf?
attachauth=ANoY7cr1VqrRkD3AbSGbfGvxcpiovVIqV_66S3SNUyig
wgJPo5cHhlE4F2_ROdl6YNb2CgQUJCA8ApHBuC4CrWTs8HNlHGUJY_4yqTfYEc6
YsFCvjLzkAR4wVpnt7dXZNp6NWx0BrAZnKUPmoEnNgHMs2eY1toGtbGKt7aW_SwIhpIJKmS8sHte1RjRQpMWb
VM9bNJz11bOFssXmnekT37XoaW9qqN8AcsoY4mUfOjIl_4Q9XylulnwGsM42F
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EDUC 629

RYgVD7J0G5gpFPqYX0KaQnJnwpcbTbTnqA%3D
%3D&attredirects=0
ISTE Standards for Teachers. Retrieved from:

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
ISTE Standards for Students. Retrieved from:

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
National Educational Technology Plan 2010. Retrieved from:

http://www.ed.gov/sites/default/files/netp2010.pdf
WV State Educational Technology Plan. Retrieved from:

http://wvde.state.wv.us/technology/techplan/documents/WVState
EducationalTechnologyPlanRevisedJan2009.pdf

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