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Winston Elementary School Edgewood ISD Reading and Writing Hybrid Courses 5 Year Technology Plan (2012-2015) Team Members: Terry Gallivan and 5th Grade Teachers Liberty University - EDU 638 Dr. Vonda Beavers September 30, 2012

TECHNOLOGY IMPLEMENTATION PLAN Reading and Writing Hybrid Courses Abstract The 21st century has brought to light the need to assimilate technology beyond the classroom walls. Classrooms are overcrowded causing students to be left behind without the

teacher being able to assist individually or in small group. At-Risk students are simply putting in their time until the day comes when they can drop out of school. Parents are opting to home school for various reasons among which the school environment being at the top of the list. The Hybrid class can promote smaller class sizes allowing the teacher individualize instruction. At-Risk students can learn from the innovation that technology has to offer and, thus, heightening the motivation to learn. Students that have not performed well in the traditional classroom setting would have the opportunity to explore learning from beyond the walls of the classroom. Keywords: hybrid course, technology, At-Risk, ADD / ADHD, traditional class, motivation, multi-diverse instruction, teacher.

TECHNOLOGY IMPLEMENTATION PLAN Table of Contents Abstract. ii Table of Contents . iii Reading and Writing Hybrid Courses .. 4 Introduction .... 4 Part I: Demographic Vision, Mission, Goals . 4 Demographic 4 5 School Vision School Mission School Goals Part II: Needs Assessment Part III: The Planning Process Current Inventory Recommendations Budget - Inventory Purchases Type of Activity and Implementation Timeline Part IV: Evaluation and Accountability Accountability Evaluation References 5 6 67 7 18 18 18 19 19 - 20 20 20 21 21 21 22 23 - 24

TECHNOLOGY IMPLEMENTATION PLAN Reading and Writing Hybrid Courses Introduction: The students of the 21st century are embarking on an educational journey requiring

proficiency in technology. As curriculum materials, remain unchanged, technology continues to change the delivery method. For example, media, virtual trips and expert visits via video conferencing can now deliver more in-depth studies of the Civil War instead of from readings alone is now available. For many years the upper levels of education have incorporated online and hybrid courses. Now is the time to bring these types of courses to all students. The initial program will introduce the fifth grade students to a hybrid course in both reading and writing. Learning beyond the classroom walls is an innovative program to engage students while increasing academic standing. Part I: Vision, Mission, Goals Demographic Description: Winston Elementary School represents one of the twelve elementary schools in the Edgewood Independent School District. Edgewood ISD is located on the southwest area of San Antonio, Texas. The physical location is at 2500 South General McMullen, San Antonio, Texas 78226. The telephone number is (210) 444-8450 and fax number is (210) 444-8473. The school populace accommodates students Pre-K to 5th grade. The school enrollment averages over 560 students. The majority of the students are of Hispanic ancestry, which is 97% on average. The remaining 3% is Blacks and Whites. Currently, there are more females (53.6%) than males (46.4%). The class sizes range for 5th grade is 20 to 26. The overall expenditure for each student is approximately $6,776.00. Winston Elementary School qualifies as a Title I school for funding purposes. The area population is approximately 50% high school graduates,

TECHNOLOGY IMPLEMENTATION PLAN 10% Bachelors or Associate degree, 2% Graduate degrees, and the remaining 38% high school or less. School Vision: The existing technology vision is set forth in the Edgewood ISD Department Guide Instructional Technology. The current vision is the instructional technology teachers (ITT) implement technology into the classrooms. The ITT accomplishes this by supporting the

teachers, staff, and students in a variety of way. ITTs model various technology tools while coteaching in the classroom. The integration of technology into the curriculum is a collaborative effect between the ITT and teachers. A vision for Winston Elementary School is to create an educational environment where all students succeed in knowledge, commitment, and expectations in a creative and innovative manner. Winston Elementary will meet the needs of each student in an effective manner to maximize the learning experience by introducing a rich technology program. An innovative technology plan will include entering into the 21st century technological atmosphere where students are able to learn beyond the walls of the classroom. The technological need to look beyond today to tomorrow will give the best opportunity for success. A pilot plan for the 5th grade population will be introduced in the academic year 2013 - 2014. The students will be assigned a hybrid class for Reading and Writing. Although, the target audience will be students at risk of failure all students will participate in the program. The hybrid class will meet four days in the computer lab and 1 day in the traditional classroom setting.

TECHNOLOGY IMPLEMENTATION PLAN School Mission: Edgewood Independent School Districts mission statement is To successfully prepare present and future generations in the Edgewood Independent School District for college and

career pathways by establishing a Culture of Educational Excellence. Technology is promising to open doors to new prospects and adventures. Our students need to be prepared to meet the challenges of the goals set before them. We must ensue each child has the best technological experience Winston Elementary has to offer to be successful. School Goals: Goal #1: Edgewood ISD will provide a Hybrid Computer Lab at Winston Elementary. The Hybrid Computer Lab will consist of 30 computers, 30 webcams, 30 headsets with microphones, computer furniture, chairs, and other equipment as deemed necessary. Goal #2: An online course will be developed to meet the needs for improving reading and writing levels. Each student will be able to access the curriculum at remote locations. A policy will be developed for dishonesty, plagiarism and any other immoral practices. Goal #3: Students will increase scores by completing the hybrid course in reading and writing. Students will accomplish this goal by participating in the computer portion of the course in the Hybrid Computer Lab four days a week and one day in the traditional class setting on Fridays. The purpose of the traditional class setting is for teacher and students to debrief on the previous four days. Students will strive for excellence in creating an environment where learning is maximizing by inquiry. Goal #4: Winston Elementary will provide an atmosphere where imagination, creativeness, exploration and curiosity are integrated into the Hybrid Computer Lab. The goal will be to make available to each student an innovative and successful environment and curriculum where

TECHNOLOGY IMPLEMENTATION PLAN learning is optimized. Winston Elementary administrators and teachers will continue to create a safe learning environment where students can meet the high expectations set before them. Goal #5: Winston Elementary will recognize the importance of the learning styles each student brings to the Hybrid Computer Lab. The diversity of personalities and abilities will be

met by creating a curriculum, which stimulates the most successful outcome for every child. The educational journey at Winston Elementary will produce future citizens who are well educated and hold honor, integrity, moral values for the support of our nation. Goal #6: A strong technological foundation will be formed at Winston Elementary. The foundation for life-long learning will be established as a top priority by offering the best technological opportunities available to Winston Elementary. Administrators will provide meaningful professional development opportunities for the teachers and staff. Students will strive to explore world from beyond the classroom walls. In setting goals, the administrators, teachers, parents and students will be on the same page for the betterment of the educational experience at Winston Elementary through the Hybrid Computer Lab course. Everyone has a stake in the education of every student that passes through the front doors. Our nation needs to focus on reaching the top of the international ranking once again. This will only occur if each school, each administrator, each teacher, each parent and each student endeavors to reach beyond the high expectations set before them. Winston Elementary Eagles will soar to heights never reached by believing we can. Part II: Needs Assessment Todays classrooms are a diverse group of students ranging from the involved learner to those who considered at risk of failure. The student population has changed for the teacher but the classroom setting remains the same. One teacher usually becomes responsible for the


students who are lower performing or may have disruptive tendencies in the classroom. This has caused an impact on the teachers ability to maintain classroom management if the student population has disciplinary issues. Technology and students continue to change and so must the teachers role in implementing an innovative curriculum. Distant learning has been available to adult learners but remains a mystery to young learners. The prospects are endless if students receive the opportunity to choose the method and location of learning that best fits their needs. In exploring the meaning of distance learning, a position will be to examine the viability of students selecting a hybrid class where distance learning and traditional class settings merge. One definition for distant learning is a formal education process in which the student and instructor are not in the same place. (Parsad & Lewis, 2008, page 1). The traditional class setting is where teacher and students meet to complete the educational learning itinerary. A combination of the online course and the traditional setting class is a hybrid course. It is designed to integrate face-to-face and online activities so that they reinforce, complement, and elaborate one another, instead of treating the online component as an add-on or duplicate of what is taught in the classroom. (University Of Wisconsin, 2012). The hybrid course design needs to meet a multitude of means to fit the curriculum objectives. For purposes of this technology implementation plan, the course selection will be Reading and Writing. The hybrid course will address higher order cognitive thinking skills. Students will be required to contribute in assigned readings, discussion boards, quizzes or tests, and projects to replicate subject matter in the established class setting. In order to meet the requirements of students with reading difficulties the teacher will have the ability to enable a text to speech program such as Dragon Speak as required. An assigned time will be dedicated for teacher and student conferencing. A higher standard in regards to ethical and honesty policies,

TECHNOLOGY IMPLEMENTATION PLAN assignment completion and grade average will be set forth for each student. The hybrid course will use a multitude of teaching strategies in the curriculum design layout. According to Salloum, 2011, discussion board forums relate a teacher presence and e-mails maintained a social presence. Students are to be encouraged to help each other without any dishonest practices. The primary purpose for online learning is to elicit communication, knowledge, ideas as well as shared resources among members.

A viable online course must encompass active course interaction, collaborative learning, and discussions to form understanding. The students will share resources to complete a number of assignments. Feedback is given from both the teacher and other students to elicit growth in both Reading and Writing. A well-developed and implemented course design will result in a student population of critical thinkers. The objective of the hybrid course would include students who prefer the exploration, brainstorming, discussion and reflections found in the non-threatening atmosphere of the online learning design as opposed to the everyone sees me in the traditional classroom setting. How does online learning affect classroom management? Simply put, it is said, idle hands are a devils workshop. Students who are engage in their learning are less likely to create class interruptions. Traditional class settings have a tendency of having durations of time where a student may become bored from inactivity, thus, creating a chance for class distractions. This can be especially true for students with ADD / ADHD or with learning disabilities, which cause a state of dissatisfaction. An additional consideration is the students labeled at-risk of academic failure. Can an innovative school setting inspire students at risk to become accountable for their educational outcome? The majority of the students at risk are capable of exceeding expectations. Students are either uninterested or discouraged with the current educational system; therefore,

TECHNOLOGY IMPLEMENTATION PLAN they either act out for attention or shut down to become invisible to the world. A final consideration, for this technology implementation project, is when students are assigned to a hybrid course the number of students in the classroom has been reduced, thereby, dropping the classroom management issues significantly. The key to learning for any student of any age is the productive vigor of supporting inspiration. Students have to be able to reach attain reachable target goals. Students surveyed stated they believe web-conferencing aids to the effectiveness of learning opposed to receiving asynchronous lecture notes alone according to Salloum, 2011, p. 21. Discussion boards are a important resource for enthusiasm if the topic is appealing and the incentive for contribution is considerable. Discussion forums can encourage higher order thinking and reflection, but may


be underutilized. (Repman et al., 2005). Videos are helpful in emphasizing comprehension of difficult concepts for the visual learner. Studies have shown the voice maintains a human connection to distance learners through webcast, video conferencing with other students and podcast with expert lecturers. Audio alone may hinder visual and kinetic learners so care needs to be considered when creating or choosing media for the students. Multi- media has at least four conjectures to be observed: a) information is processed through different brain channels for audio and visual learning; b) consideration must be taken for the working memory consumption; c) learning takes place when students are actively processing learned materials; and d) knowledge must be retrievable according to Clark and Mayer (2008). A foremost issue to these conjectures is any irrelevant information distributed through multi-media, which could hamper the learning development must be addressed. Teachers must guarantee the majority of the instructional material is on topic. It is imperative to sustain students involvement while still providing a high-quality education through online learning.

TECHNOLOGY IMPLEMENTATION PLAN Proponents of the cognitive theory and constructivist theory agree there are advantages for


online learning. The cognitive theorist believes information in different forms of communication aids the retention of knowledge. Learners profit from reflection, collaboration, application, and problem solving activities. The constructivist theorist proposes students in an online setting must be engaged and have power over in their learning atmosphere. They support collaboration among students to strengthen memory retention and support communication between students to promote the social aspects of learning. A sub-population of students who will profit exponentially is those considered ADD / ADHD from a hybrid course. Online courses have various assignments during an assigned week, e.g. discussion boards, presentations, readings, research papers, and quizzes or tests. A student has the option of completing the assignments in order or switching between assignments to keep motivated and interested with concrete deadlines set in place. Since students including those with ADD / ADHD have problems with organizational skills, a well-organized online curriculum can alleviate this stressful concern. Since all information is stored in computer files; students are not losing their assignments or leaving work at home. Teachers who use technologies in the classroom have found students typically who create disruption to the learning environment are less likely to act out with its usage. The students scholastic progress significantly improves in courses offering a higher level of technology usage. When an online course offers technology opportunities through web-casting, video production and various projects, the students participation for learning grows. The ADD / ADHD student becomes an expert user of the technology introduced, that they quickly became the resource person amongst peers in matters of computerized learning and information, this itself acting as a boost to their self-confidence and social recognition. (Fovet, 2007).



Teachers are apprehensive in relying on a distance-learning curriculum, as the sole means of instruction; therefore, they must be able to monitor their students through activity reports, webcast and / or video conferencing. The prospects in education seem to be developing into studentcentered instruction with online classes not far behind. A hybrid class can be the answer to bringing students one-step closer to learning from home. Student-centered classes can be described best as students setting goals and determining by what means to accomplish their goals. Students naturally become self-motivated in their learning when the interest is selfserving. The teachers role now becomes a facilitator in the classroom to ensure students are working on task and offer support as needed. In the traditional class setting the teacher is often unable to devote a significant amount of class time to facilitating. The computer setting will alleviate many tasks the teacher typically is responsible to provide. For example, the lectures are videos, thus, allowing for the teacher to monitor student engagement. A key factor to the role of facilitator is to foster students to take ownership for the implementation of the task. The development includes asking higher order questions by the facilitator but not openly answering questions posed by the students. This promotes the critical thinking skills essential to become dynamic citizens in the future. The online learning journey in itself inspires the motivation, which in returns decreases issues of behavior or academic failure. Since the hybrid class is optional, there will be students who prefer the traditional class setting. Some students need the teacher to instruct them and without this support, wander insecurely while trying to complete assignments. In such case, the role and skills of the traditional teacher remains to accommodate the needs and interest for the traditional student. The extension of learning styles can only improve the achievement for all students. The hybrid-learning environment includes the learning styles for audio, visual, and kinetic learning

TECHNOLOGY IMPLEMENTATION PLAN with a well-developed curricula design. The enthusiasm of students taking possession for their education is beyond success. Students enjoy the time spent on the computer as well as the expansion on written communication, video conferencing, and projects assigned. In order to meet with the demands of the 21st Century we must include developmental activities and incorporate multiple forms of media, which relate to real world applications.


Technology is essential in todays educational classroom in order to meet the needs of the future. In viewing the current traditional classroom, we see technology is limited due to expenditure restraints of the districts budget. The district must find a way to put into operation computer labs for hybrid courses to be achievable. Furthermore, teachers need to be adept in technology for teaching to be practical, interesting, engaging and unquestionably fun. Teaching by Power Points can make available information for the learning styles of audio and visual it lacks kinetic aspects. Elmos and Smart boards are great tools when students are able to discover its uses for their educational endeavors. In a hybrid computer lab with Reading and Writing curriculum implemented students have prospects to expand their knowledge by using technology first hand. It is increasingly important for teachers to design and implement lessons requiring students to engage in the mindful use of technology to find useful information, to learn new skills, and to create documents, designs, and other products. Mindful use of technology implies using critical reading skills to decide what is likely to be true. (Slavin, pg. 277). It must be noted that a teacher is utilizing and endorsing technology to improve the students knowledge and exploration of their world broadening their vision rather than creating barriers to it. All students are intelligent and able to learn if given the opportunity. I have said, Ye are gods; and all of you are children of the most High. (Psalm 82:5-7). The hybrid course lab integrates the



imagination, creativeness, curiosity and the need to explore back into the classroom. If learning instruction is with real world applications in mind, why do the students stay within the four walls? A hybrid course can bring students closer to experiencing real-world conceptions and relevance by exploring lessons through virtual video lessons and communication with experts on a concept. The consensus remains among educators, researchers, and policymakers that the paramount and foremost surroundings is all children should be part of inclusion classes. By changing to a type of class where students are intrigued in their learning, therefore, knowledge is retained for a much longer time period. The issue arising is how should instruction be implemented to maximize lifelong learning? The hybrid class prospect is a dynamic approach of responding positively to pupil diversity and seeing individual differences not as problems, but as opportunities for enriching learning (Golmic & Hansen, 2012). In order to become conscientious individuals in the nearing future students need to be accountable for their learning. The responsibility that a hybrid class offers is self-direction and autonomy during the online portion. When a student is challenged in a positive and motivating way, the outcome tends to lean toward a successful goal being met. For instance, when given a choice of assignments, in the discussion forum, to choose from a student knowingly takes ownership of the assignment and a pride in its accomplishment. Another consideration is whether students should have the ability for remote access. If the goal is for students to learn responsibility than the answer is yes, remote access should be granted. This is no different from assigning homework. A supplementary benefit for remote access is that absent students doing the work from home will not fall behind and can maintain the social connection of the classroom. This does highlight the disadvantage for students who do not

TECHNOLOGY IMPLEMENTATION PLAN own a home computer. A laptop loan program can be implemented at a nominal fee for insurance coverage. Wi-Fi internet connections will be negotiated through student programs with an internet provider to minimize the expenditure to the student and parents. A possible student failure source is the inability to adjust to the new environment of hybrid learning. We need to look back on Vygotskys theory of learning. Vygotsky states students must be instructed within their Zone of Proximal Development (ZPD). ZPD is the optimal learning window of opportunity and students working within their optimal ZDP have a greater excitement and desire for new knowledge. Student independence must be fostered for a successful outcome in the hybrid course. A shepherd guides his sheep, using his rod and staff to nudge them in the right direction. (Van Brummelen, pg 42). Vygotsky believed to achieve


cognitive developmental areas of critical thinking, reasoning and remembering the student must be challenged to look beyond the obvious. The mind wishes to be challenged and thereby naturally explores options to learning. So he shepherded them according to the integrity of his heart, and guided them by the skillfulness of his hands. (Psalm 78:71-72, KJV). The instruction must be self-paced with mentoring opportunities and authentic learning experiences. There must be a social networking involvement to communicate new concepts being formed for memory retention. A note for teachers is that as a facilitator, the teacher must remain in close proximity to maintain student involvement. Students do not automatically become self-motivated or selfdirected immediately. Expectations need to be presented during the course orientation and must be adhered to during the duration of the course. If teachers are enabled to see those who are network-poor earlier in their candidature, it becomes possible for them to make timely and strategic interventions to address this issue. (Dawson, 2010, p.738). If a student still cannot

TECHNOLOGY IMPLEMENTATION PLAN meet the expectations after advisement then a course change to the traditional setting may be necessary. However, the students should be encouraged to continue to add to their networking


technology skill on their own, in order not feel a sense of being ostracized for their lack of initial ability. Social networking is a key component in a hybrid class. Students will be successful when the concept of working together is established. The massively multiple online (MMO) gamers rarely reference manuals to learn how to play a game such as World of Warcraft (WOW). It is the social aspect of experienced players where the rules, language and culture are learned. It is the same with hybrid-learning students: helping each other will achieve success for all engaged students. The teacher as facilitator, moderator and expert through easing and maintaining online communications thereby sets the tone for culture, language and rules in which all students learn proper online etiquette. In regards to the students it should be noted the different learning styles each student brings to the hybrid environment. Not all students are eager to jump right into the social networking, which is essential to success in the course. It may be advisable for students with unwillingness to communicate in collaborating with many students at one time to have a small group to communicate with initially. A key component to grouping students into small groups is the teacher should pair students with a variety of abilities. This will develop growth and create an environment where all students gain understanding. As confidence increases the group size increases accordingly. Students must understand the possible resources at hand when sharing information within a larger population. Content comprehension grows in depth as more information is provided from the exposure of a variety of viewpoints. This implies that academic teachers should be seeking to ensure that their students network density (number of

TECHNOLOGY IMPLEMENTATION PLAN possible social ties) is maximized. (Dawson, 2010, p.748). Student outcomes should promote


the collaboration essential through shared resources and information required to meet the general goal of completing assignments. Since the hybrid course relies on student collaboration to be successful there may be hesitation on the part of higher performing students. These students are aware they receive their grade based on their participation and assignment completion. Avoidance to social cliques are avoided by the teacher assignment of groups. The teacher or facilitators role is to maintain open communications with the students. This is accomplished through monitoring discussion boards post, teleconferencing the class as a whole unit, web casting, Blackboard Collaborative and Skype type video calls. Feedback given in a timely manner will further assist in fostering communication. Typically, if feedback is given in a timely fashion, pre-determined in the syllabus, the students can expedite any necessary changes to the assignment as necessary. During the learning curve of starting a hybrid class, students will be allowed to resubmit assignments for improved learning. This gives the student a sense they are not being set up for failure. Time is allotted for students to form a social network where they feel confident and comfortable when collaborating with others. For instance, if a student is not receiving responses to their post the teacher can monitor for a cause and remedy the issue if possible. A possible solution is students must reply to a different student each time they post or if someone has not responded to an individual a reply must be made to them first. The dynamics of implementing a hybrid course has its challenges. The first challenge is secure the equipment necessary to set up a hybrid computer lab with an ample amount of accessible student computers and multi-media paraphernalia. If the core subjects of reading and writing are to be the immediate hybrid courses, a schedule for student participation needs to be



constructed. The executing of Texas Essential Knowledge Skills (TEKS) requirements set forth in curriculum guidelines need to be addressed for the curriculum design. The scope and sequence must be attainable for the grade level being instructed in the hybrid course. Teachers should develop the scope and sequence that follows closely to that of the traditional class setting, therefore, teacher input is essential. A project designer must be designated that will work with teachers closely in the development of the course design. A parent and student meeting will be scheduled to communicate the requirements for the hybrid course and how it will differ from the traditional class setting. In conclusion, the opportunities for entering into the world of higher cognitive learning starts with a step in the right direction a hybrid class. Students who do not perform well in the traditional school setting may find the interest and motivation to succeed in a revolutionary educational setting. The hybrid course is open to all students with a strong focus on students considered at-risk for failure. The financial start-up expenditures should not outweigh the advances for student learning. The success of hybrid learning courses has been witness on the college and university levels and has the potential of thriving in the upper elementary and secondary levels. Part III: The Planning Process Current Inventory: Winston Elementary has the following technology on campus: 1. Computer lab 25 student desktop computers 2. Classroom computers 4 to 5 student computers 3. Promethean boards 5th grade and bi-lingual classes only 4. LCD projectors all classrooms

TECHNOLOGY IMPLEMENTATION PLAN 5. Document cameras (ELMOs) all classrooms 6. VCR / DVD all classrooms 7. Televisions all classrooms 8. Compact disc players all classrooms Winston Elementary currently has one computer lab with twenty-five desktop computers available to the all students at designated times. Teachers and their students are allowed one visit per week to the computer lab. Recommendations: A separate computer lab will be designated for the sole purpose of the hybrid classes to


prevent conflict with the lower grade levels. The computer lab will be equipped with thirty Dell laptop computers or equivalent. The cost is $699.99 per laptop plus additional applications with a total of $24,370.29. Each laptop is programmed with the most current software. See attached

quote from the Dell Corporation. An additional ten Dell laptop computer for the student loan program will need to be purchased to ensure students can work from home. The added cost will be approximately $8,123.43. Computer desk and chairs will need to be purchased. The computer desks will cost $102.95 each and will require 10 desks for a total of $1,489.50. The 40 chairs will cost approximately $5,238.00 at $130.95 each. Reading areas need to be appealing to the students to promote reading assignments. Ten 'Matisse' Nova modern swivel chairs will be purchased at the price of $145.99. The total will be $1,459.90. Books shelves to store reading books will be purchased. Features birch plywood back. 48 in height. Shelves adjust in 1-1/4" increments. Ready-toassemble. 36-1/2"W x 12D. The hybrid computer lab will have five bookshelves at $183.04 each for a total of $915.20. Teachers desk will be furnished by the district at no cost to this

TECHNOLOGY IMPLEMENTATION PLAN technology implementation plan. A Promethean will be furnished by the district at no cost to


this technology implementation plan. The funds will be provided through a grant to be obtained prior to implementation of the Hybrid Computer Lab. Budget - Inventory Purchases: Dell Laptops (classroom) & software Dell Laptops (student loan program) Computer desks Chairs 'Matisse' Nova modern swivel chairs Books shelves Teachers desk Promethean board Total 30 @ $812.34 10 @ $812.34 10 @ $148.95 40 @ $130.95 10 @ $145.99 5 @ $183.04 1 1 $24,370.29 $8,123.43 $1,489.50 $5,238.00 $1,459.90 $915.20 No cost No cost $41,596.32

Type of Activity and Implementation Timeline: Activity Present to School Board Responsible Person(s) Technology Committee Chair* Approval from School Board School Board members March 15, 2013 March 20, 2013 Date January 15, 2013

Meet with current Principal at Winston Technology Committee Chair* Submit purchase order(s) Technology Committee Chair*

March 25, 2013

TECHNOLOGY IMPLEMENTATION PLAN Receive purchase order(s) Technology Committee Chair* Order inventory from vendors Technology Committee Chair* Receive inventory from vendors Vendors May 28 to June 11, 2013 Prepare Hybrid Computer Lab room Custodians June 10 to June 14, 2013 Set-up desks and chairs Custodians June 17 to June 21, 2013 Set-up laptops and Promethean Technology Department June 24 to June 28, 2013 School Board Open House Teacher and staff Open House 5th graders and Parent Open House School starts Hybrid Computer Course *Selected Representative Technology Committee Technology Committee Technology Committee Hybrid Course Teacher July 8, 2013 July 9, 2013 August 1, 2013 August 26, 2013 April 30, 2013 April 15, 2013


Part IV: Evaluation and Accountability Accountability

TECHNOLOGY IMPLEMENTATION PLAN The Childrens Internet and Protection Act (CIPA) is strictly adhered with necessary safe guards implemented by Edgewood ISD districts technology department. Internet filters will remain in place to prevent obscene materials or harmful websites being accessed. Parents will be invited to an Open House for a briefing of the Hybrid Reading and Writing


courses guidelines. Parents will give permission and sign acknowledgement of the requirements for the Hybrid courses. Students will sign acknowledgement of the requirements for the Hybrid courses. A question which may be posed; what prevents students from using writing tools provided with a computer program, for instance, spell check, grammar check, and thesaurus? Students will be encouraged to use these resources. The writing quality will improve as students recognize the errors and correct them prior to final grading.

Evaluation The district will provided benchmarks resembling the State of Texas Assessment of Academic Readiness test (STAAR). The students will be given the first benchmark the first week of school to elevate where the growth line begins and at nine-week intervals to show the progress each student is making in the course of study. The scores will be used to measure improvement of each student in the Hybrid Reading and Writing courses during the school year. The projection is to raise scores by 30% for the STAAR test in the spring of 2013. Teachers will evaluate the benchmarks to chart the growth of each student. The teachers will note the strengths and weakness of each student. Weaknesses will be addressed on an individual basis. The administration will be notified of the benchmark scores to evaluate the progress of the

TECHNOLOGY IMPLEMENTATION PLAN Hybrid course as well as responsible for notifying the Superintendent and School Board as required.


The overall progress of the Hybrid course will be measured when the STAAR Reading final test results are received from the Texas Education Association in mid-July. The Hybrid courses will be evaluated over five years to measure the success of the program.

TECHNOLOGY IMPLEMENTATION PLAN References Clark, R., & Mayer, R. (2008). E-learning and the science of instruction: Proven guidelines for


consumers and designers of multimedia learning (2nd ed.). San Francisco: John Wiley & Sons, Inc. Dawson, S. (2010). Seeing the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41(5), 736-752. Fovet, F. (2007). Using distance learning electronic tools within the class to engage ADHD students: A key to inclusion? 37th ASEE/IEEE Frontiers in Education Conference, 15-20. Gallivan, T. L. (2012). Learning beyond the classroom walls. Mestre, L. S. (2010). Matching Up Learning Styles with Learning Objects: Whats Effective? Journal of Library Administration, 50, 808-829. Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco: John Wiley & Sons, Inc. Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006-2007. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf Repman, J., Zinskie, C., & Carlson, R. (2005). Effective use of CMC tools in interactive online learning. Computers in the Schools, 22(1), 57-69. doi:10.1300/J025v22n01_06 Salloum, S. R. (2011). Student perceptions of computer-mediated communication tools in online learning: Helpfulness and effects on teaching, social, and cognitive presence. The University of North Carolina at Charlotte, 1-172. Slavin, R. E. (2012). Educational Psychology, Theory and Practice (10th ed.).

TECHNOLOGY IMPLEMENTATION PLAN University Of Wisconsin (2012). Hybrid Courses. Retrieved June 24, 2012, from http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm Urlesque (2012). Urlesque: Exposing Bits of the Web. Retrieved January 21, 2012, from


http://www.urlesque.com/2008/07/18/why-does-the-new-yorkers-cartoon-lounge-wantto-play-with-blo/ Van Brummelen, H. (2009). Walking with God in the Classroom (3rd ed.). Colorado Springs, CO: Purposeful Design Publication. Slavin, R. E. (2012). Educational Psychology, Theory and Practice (10th ed.). The Bible, King James Version. (n.d.).