EDUC 629

Great Valley School District

Malvern, PA
Educational Technology Plan 20162019

Andrew J. Snyder

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Table of Contents
TIP 1: Vision, Mission, Goals and
Strategies 1
TIP 2: Needs Assessment..
.
3
TIP 3: The Planning Process..
.
. 4
State Goals and Objectives with Local Strategies and Measures .
7
Environment

.. 7
Engagement

. 8
Application

.. 10
Tools

. 11
Results

.. 12
TIP 4: Implementation: Timetable and Budget for Goals, Objectives and
Strategies.. 13
TIP 5: Executive Summary..
.
. 15

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TIP 6: References...

.. 16

TIP 1: Vision, Mission, Goals and Strategies of Imaginary

County Public Schools

Mission
The Mission of the Great Valley School District is to ensure that every student is
inspired and prepared to be a passionate lifelong learner and a productive invested
participant in the local and global community.

Vision
The vision of Great Valley School District is to successfully enrich academic
development through the implementation of an integrated and aggressive
technology plan that better prepares all students for mastery of the skills needed to
succeed in the 21st century through mastery of technological tools.

Goals and Strategies

Goal 1: Ensure students have the skills and competencies needed to access,
process, communicate, and create using a wide range of resources and technologies
in order to succeed and lead in our local and global society.
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Strategy 1: Examine the technology replenishment cycle to guarantee

technology across
the district is updated to meet the needs of the students and staff.
Strategy 2: Develop and implement K12 student technology competencies.
Goal 2. Ensure that quantitative and qualitative data is used to monitor student
achievement, adjust instructional practices, and drive districtlevel goal setting

Strategy: Develop and implement teacher technology competencies at the

elementary,
middle, and high school levels.
Goal 3: Ensure consistent implementation of high quality standardsaligned curricula and
effective instructional practices across all schools and all classrooms for all students.

Strategy: Create and implement a district onetoone portable device

initiative.

Goal 4: Ensure students who are academically at risk are identified early and are supported
by a process that provides interventions based upon student needs and includes procedures
for monitoring effectiveness through technology.

Strategy: Develop and implement a K12 STEAM (Science, Technology,

Engineering,
Arts, and Math) Initiative.

TIP 2: Needs Assessment

Strengths What are the current strengths?

Great Valley School District student body is predominantly white/nonhispanic with
approximately 80% of the student populations. Smaller Black, Asian, and Hispanic
populations exist in the school with Asian being the highest minority percentage of
about 12%. Great Valley School District is a very wealthy district with the median
household income of $102,806 per year. This means that most students are not
eligible for discounted or free school lunches as provided through the National
School Lunch Program. Higher property values add to the financing of the school
district through taxes. Great Valley School District boasts a 13:1 teacher to student
ratio in the average class which is much lower than the national average of 16:1
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and the Pennsylvania classroom average of 15:1. The education budget is an

astounding 84.4 million USD. This budget allows for potential technological growth
that would allow for the acquisition, maintenance, and implementation of integrated
classroom technology.

Weaknesses What are the current weaknesses?

One of the biggest weaknesses in Great Valley School District for technology is the
high degree of untrained personnel in the district. Great Valley School District is a
very desirable school district and has a high percentage of veteran teachers who
have taught for over 20 years. Many of these teachers and staff members do not
have the technological expertise of new teachers fresh out of universities and
training facilities. Most of the school districts personnel are not first term teachers.
While the district can afford the equipment and technological upgrades, the time
and money required to train veteran teachers to use new technologies, especially
within a 1:1 setting, is overwhelming to teachers and staff.

Opportunities What are the future opportunities?

Integration of technology from a 1:1 approach presents the opportunity for
scaffolding and support for students all different learning types. English language
learners and Students with IEPs and 504 plans can have a wider range of
instructional techniques and pedagogy that can be used in the classroom. Great
Valley School District currently has a program for students who temporarily cannot
attend school for medical reasons to have access to home visits from teaching
personnel and staff. An advantage of utilizing 1:1 approaches for these students
would be the opportunity for distance learning without having to overcome the
obstacles of technology attainment and access. This also allows for educators and
staff members to become technologically proficient through the utilization of district
workshops and development initiatives.
Threats What threatens those future opportunities?
Although GVSD has a very large district budget, the budgetary process can always
cause problem when trying to advance or develop specific departments or areas
within the school district. School boards and administration conflicts also show
potential for growth when agreements cannot be made. The district budget may not
increase with time and teacher lay-offs are often commonplace. Lay-offs increase
class sizes for teachers and potentially render the technological vision of 1:1
classrooms ineffective. Reducing teachers from full time status to part time to save

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money creates a more efficient budget but breeds resentment in the faculty when
more is asked from the staff through developing programs.

TIP 3: The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goal
Goal 1:
Ensure students have the
skills and competencies
needed to access,
process, communicate,
and create using a wide
range of resources and
technologies in order to
succeed and lead in our
local and global society.

Goal 2:
Ensure that quantitative and
qualitative data is used to
monitor student
achievement, adjust
instructional practices, and
drive districtlevel goal
setting

Standards

Strategy

Use technology, including

the Internet, to produce,
publish, and update
individual or shared
writing products, taking
advantage of
technologys capacity to
link to other information
and to display
information flexibly and
dynamically. (PA Common
Core, CC.3.6.9-10.E.)

Examine the technology

replenishment cycle to
guarantee technology
across
the district is updated to
meet the needs of the
students and staff by
surveying educators and
staff members to
determine the needs of
classrooms
Develop and implement
K12 student technology
competencies by writing
curriculum that includes
state and national
technology standards
Develop and implement
teacher technology
competencies at the
elementary, middle, and
high school levels by
creating a training
calendar within the
district to include
workshop and
professional technology
development
opportunities to ensure
educator and staff

Model digital age work

and learning: Teachers
exhibit knowledge, skills,
and work processes
representative of an
innovative professional in
a global and digital
society.
a. Demonstrate
fluency in
technology
systems and the
transfer of current

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Goal 3:
Ensure consistent
implementation of high
quality standards
aligned curricula and
effective instructional
practices across all schools
and all classrooms for all
students.

Goal 4:
Ensure students who are
academically at risk are
identified early and are
supported by a process that
provides interventions
based upon student needs
and includes procedures for
monitoring effectiveness.

knowledge to new
technologies and
situations
(ISTE 1.3.a)

competency and fluency,

primarily focusing on the
implementation of
technology in the
classroom and the
monitoring of student
progress.

Integrate and evaluate

multiple sources of
information presented in
diverse formats and
media (e.g., visually,
quantitatively, as well as
in words) in order to
address a question or
solve a problem.
(PA Common Core,
CC.8.5.11-12.G.)

Create and implement a

district onetoone
portable device initiative
that allows access for
students to purchase or
rent devices needed in
the classroom in order to
reach higher order
thinking and
technological competency
through the use of
modern and
technologically based
pedagogy

Apply the use of

ingenuity and
technological resources
to solve specific societal
needs and improve the
quality of life.
(PA Science and
Technology 3.8.12.B)

Develop and implement a

K12 STEAM (Science,
Technology, Engineering,
Arts, and Math) Initiative
with student advocacy to
ensure that common
standards are envisioned
and executed throughout
the school district in order
to promote common core
learning competencies

Environment
The most efficient classroom environment to ensure this technology plan is
successful is the utilization of a mixed instruction technique which utilizes a
combination of direct instruction and supplemental hands on tasks with
collaborative learning. The constant exposure to technology in the classroom will
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foster learning and application beyond the classroom and into their homes. With a
1:1 classroom, students would be able to receive the visual aids that sometimes
lack in the direct instruction environment. The use of hands on technology for
individual and group projects fosters better expression of ideas and more effective
time utilization in cooperative learning settings.

Engagement
Within the execution of school year, educators will use a variety of blended
instructional techniques to facilitate instruction in the classrooms. With the newly
implemented technology being utilized in the classroom, not all students will have
full competency in the basic skills needed for effective technology utilization. When
going over classroom expectations and syllabi are handed out, educators will also
give brief instructions and workshop time for students to learn and become
comfortable with the new technology. It is important for students to achieve
technological competency in the basic tools utilized in the classroom, such as
Microsoft Office Suit tools and Grade Connect/Black Board education trackers and
resources.

Application
Tools
In order for this plan to be successful, individual devices will be needed for each
student. The 1:1 initiative is rooted in this principle. Laptops, tablets, and desktop
computers will need to be internet and network capable. The internet within the
school needs to be a protected server in order to protect all devices and content
stored within the network. In addition to this, the district will need to hire a network
manager and technology personnel to ensure software and education accounts are
installed and up to date. Memberships to online references and databases will need
to be maintain, along with Microsoft Office Suite subscriptions. Faculty, students,
and parents will need to have access to the online school server both in the school
building and from remote locations. Projectors are found in every classroom, but
interactive white boards and speakers would be needed to ensure effective use of
multimedia in the classroom.
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Results
Students will be able to utilize technology on a daily basis through the 1:1
initiative, resulting in the immergences for technological skills expected in the 21 st
century. By having consistent exposure to technology, students will increase the
cognitive function towards higher order thinking.
Educators will ensure that student competency is derived by their own
competency with technology and will utilize modern pedagogy to ensure student
development and growth. By providing workshops for faculty and staff, Great Valley
School District can invest in training that will lay the framework for generations of
students that pass through the halls of the district.
By utilizing educators and staff experience and hands on exposure to technology
and equipment, Great Valley School district can supervise and maintain equipment
through their life cycles and implement changes that may need to be made throughout
the years as technology continues to advance.

TIP 4: Implementation
Budget:
Already acquired technology:
- Desktops
- Overhead projectors
- Internet/WiFi capability
- Interactive white boards
- Microsoft Office Suite
Technology Needs
- E-books ($200 per student)
- Software subscriptions ($100 per student)
Professional Development Costs
- Apple Certified Personnel ($200 session)
- Microsoft Certified Personnel ($150 session)
Total Estimated Cost
Technology

Cost

Quantity

Total

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e-books
Software
Apple personnel
Microsoft personnel

$200
$100
$200
$150

4000
4000
1
1

$8000
$4000
$200
$150
$12350

Budget and Timetable for Goals, Objectives, Strategies, and Measures

Budget and timetables for goals, objectives, strategies and measures are based off of
the first marking period for the school year. The first marking period is roughly 6 weeks
long barring any school interruptions that may occur. All participants in the workshops
will have their own iPad that they will use in the classroom in order to give a practical
hands on experience.

Professional Development Plan

In order to maintain full educator, staff, and personnel competency in the technology
required for the one-to-one technology initiative, in-service days will be held over the
course of 6 weeks every Wednesday from 2:30-3:30 pm.
Week 1: Introduction to Apple iOS platform
Rationale: Certified Apple personnel will come to the faculty professional development
in-service to provide a background guide to operating the new Apple iOS platform. The
school district utilizing Apple products and students will be given the opportunity to
purchase and us iPads through the school.
Workshop breakdown: Apple personnel will instruct faculty and staff with the general
functions of the iPad. The walkthrough will include school Apple ID set-up, home screen
navigation, general settings customization, personal settings customization, and a
demonstration of platform capabilities.
Week 2: Grade Connect/Blackboard utilization
Rationale: Technology Department Head will conduct this block of instruction regarding
the use of Grade Connect/Blackboard utilization. A combination approach of using both
online platform gives educators options and fluency in different online instructional
portals. Grade Connect and Blackboard will be the primary connection between
educator, student, and parent in regards to content and performance/grade tracking.
Workshop breakdown: Technology Department Head will being the workshop hour by
having educators create their Grade Connect and Blackboard accounts to ensure they
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have proper access. At this time, the instructor will give a tutorial on setting up various
tabs within these portals such as content, grades, email, syllabus, references, and
online tool tabs for educators to customize as needed. Gradebook setup will be shown
as well, demonstrating how to weight grades and assignments as needed.
Week 3: Microsoft Office Suite utilization
Rationale: Even though the school district utilizes Apple products, the Microsoft Office
Suite is still the stand for word processing and media creation such as PowerPoint,
Publisher, and Excel. A certified Microsoft representative will come in to conduct this
block of instruction to show educators and staff how to access and use the basic
functions of the Microsoft Office Suite within their classrooms and instruction.
Workshop breakdown: The certified Microsoft technician will ensure that all tablets
have the proper Microsoft Office Suite installed on their individual devices, ensuring
proper web keys and access codes are up to date for the software. Next a general
overview of Microsoft Word, PowerPoint, Publisher, and Excel will be given. Topics
covered and demonstrated include word processing, presentation creation, multimedia
and visual publication, and graphic/data organization through charts and graphs.
Week 4: E-reader navigation and implementation
Rationale: Technology Department personnel will conduct this block of instruction to
demonstrate, model, and supervise the use of e-readers and text books on the iPad.
Physical textbooks will continue to be used in the classroom according to their current
standing within the district. Use of e-books will take over to become the norm in the
classroom. Educators will need to learn how to utilize the digital format of their
textbooks that they may have been using for years prior.
Workshop breakdown: Technology Department personnel will first perform a quality
control and quality assurance check on all educator iPads to ensure that the proper ebooks have been properly installed and are in fact the teacher edition. Next they will
begin a demonstration on how to navigate the basic e-reader function on the tablet,
including the access and use of publisher provided check on learning tools and
supplemental learning aids.
Week 5: Formative/Summative assessment tools
Rationale: Technology Department Head and District vice principals will conduct this
block of instruction regarding formative and summative assessment tools. The Tech
Department will cover how to implement the tools utilizing the iPad and vice principals
will reinforce the need for formative and summative assessments as per state and
national educational standards.
Workshop breakdown: Technology Department personnel will begin the workshop by
demonstrating how online quizzes and assessment tools can be incorporated within the
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online platforms of Grade Connect and Blackboard. This will be a refresher to Week 2s
block of instruction regarding Grade Connect and Blackboard utilization. They will model
how to create surveys for students to use as check on learnings. Vice principals will
brief a short presentation on the need to include and align state and national
educational standards within lessons and assessments.
Week 6: Troubleshooting/Tech control management
Rationale: Technology Department personnel will conduct this block of instruction
regarding general troubleshooting and tech control management. Not all pieces of
technology like to cooperate and work the way that they were intended. Troubleshooting
skills and tech control will be required prior to requesting Tier 2 assistance in the
department.
Workshop breakdown: Educators will be given the opportunity to perform
troubleshooting simulations that will mimic real life problems that may arise in the
classroom. Situations that will be reviewed include technical related issues such as
power issues, text and language issues, uninstalled software, and physical damage.
The purpose of this week as a whole is to provide educators with troubleshooting
experience that will allow them to fix technology issues within their own classrooms for
students without having to submit trouble tickets to the Technology Department. This will
minimize traffic in the Technology Department and increase technology competence and
confidence in the classroom.

Lesson Plan:
Topic/Subject/Grade: Social Studies 9/12 grades
Standards: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to
link to other information and to display information flexibly and dynamically. (PA
Common Core, CC.3.6.9-10.E.)

Objective: Students will create a political cartoon depicting one of the causes leading
up to the United States involvement in World War 2 with a brief caption describing the
cause they depicted.
Conditions: Given a list of events leading up to World War 2, students will select an
event and portray it as a political cartoon with a description of the scene being depicted.
Observable Task: Students will create a political cartoon.
Classroom Diversity:
- Cultural: Due to the many causes leading to US involvement in World War 2,
students have the option of selecting events that are relatable to their personal
identity, cultural/ethnic background, and/or moral beliefs.
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Economic: Students who cannot afford their own iPad will have the opportunity
to utilize district equipment if they qualify for aid or assistance. Software is
preinstalled and at no cost to students.
Special Needs: Students with special needs can utilize assistive technology and
adaptation to be used as scaffolding for the assignment, such as zooming
features, voice to text, and stylus tablet drawing.

Required Materials: iPads, e-books, internet access, overhead projector, interactive

white board, chargers/power sources
Prompt: Educator provides a warm-up question/prompt on the board for students to
complete during attendance. Display political cartoon on the overhead projector to the
interactive white board with the prompt A picture is a worth 1000 words. What do you
think the author is trying to portray in this cartoon?
Lesson: Students will utilize the think, pair, share model by creating an individual
response to the prompt, compare results and discuss perspectives with a partner or
small group of 3 or 4 depending on class sizes, and share their perspectives with the
class. Once all groups have presented, display the assignment for the day of creating a
political cartoon of their choice depicting one of the causes of US involvement in World
War 2. Students will utilize their iPads and publishing software to complete this
assignment. The assignment will take place over two days. Construction of the cartoon
will begin on day 1 and conclude day 2, with an informal presentation to the class.
Formative Assessment: The teacher will check on students individually and answer
any questions regarding the assignment at hand. The teacher will also ask students
check on learning questions regarding their selected cartoon to ensure the accuracy of
their project.
Summative Assessment: On the conclusion of the second day, students will informally
present their cartoons to the class and submit their cartoons to the teacher via Black
Board

TIP 5: Executive Summary

Great Valley School District Technology Implementation Plan for 2016-2019 is
aligned with the Pennsylvania State and Core Standards, as well as the
National Education Technology Standards defined by the International
Society for Technology in Education. Through alignment of these standards,
this technology plan shares a vision and mission, as well as goals and values,
which will enable students to thrive in the modern, technical world of the 21st
century.

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The goals in this plan are interwoven to stress the implementation and
effective quality control of a one-to-one technology initiative that requires all
students, faculty, and personnel to utilize individual technology such as a
table or iPad in the classroom. Through this initiative, students will immerse
themselves in the latest technology and prepare themselves for the world
ahead of them. In addition to utilizing hands on technology in every class,
students will be provided with the latest pedagogy and educational methods
to foster growth and develop young minds.
Education personnel such as faculty and staff members will have the latest
technical and instructional training required to keep up with the latest
technology. A preventative maintenance, checks, and services plan will also
be developed to ensure that all pieces of technology run smoothly from
incoming freshmen on their first day of school, to the principles of the school.

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
Technology Plan / ISTE NETS

Educational Technology
Plan for (your state)

Imaginary County Public

Schools Strategic Plan

Learning:
Students must have
regular opportunities to
use technology to
develop skills that
encourage personal
productivity, creativity,
critical thinking, and
collaboration in the
classroom and in daily
life (ISTE, 2007, para. 1)

Assessment:
Teachers will use

To improve the learning

environment (PDE SAS,
2013a).

Technology
assessments will
challenge the students

Develop and achieve

advanced and
fundamentally enriched
critical thinking and
technological skills to
actively allow students
to fully participate as
global citizens of the
21st century.
Advanced and assistive
technology will be used
to assess student needs
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multiple technologies to
assess and analyze the
learning of students
(ISTE, 2000).

Teaching:
The use of technology
will be used to support
as well as enhance the
diverse needs of a
student-centered
learning environment
(ISTE, 2000).

Infrastructure:
Professional
development that is
technologyrelated
where both students
and educators are given
time to implement and
share ideas (ISTE,
2009).

Productivity:
Teachers must use
technology to
communicate and
collaborate with
coworkers, students and
their families, and
within the community to
increase the
productivity and
encourage lifelong
learning (ISTE, 2000).

to improve the way of

life, which may result in
new and innovative
inventions (PDE SAS,
2013a).
Technology is used to
solve problems and
provide benefits to
humankind through the
use of its application of
tools, materials,
processes and systems
(PDE SAS, 2013a).
The Commonwealth is
working with
Intermediate Units,
State Universities, and
STEM providers in order
to make sure that
technology is
continuously being used
effectively in supporting
the infrastructure (PDE
SAS, 2013a).
The Pennsylvania
Department of
Education believes that
technology is separate
but related to the field
of science and when
used together the
technology allows for
practical application of
science principles and
theories. Together, this
leads to a holistic

and growth by
identifying multiple
intelligences and
learning styles.

Through the use of

student centered
learning models,
students will receive the
tools and technology
they need to reach
higher order and critical
thinking potential

Through the use of

training schedules,
faculty, staff, and
personnel will be
trained in real time with
technological
advancement to
maintain an advanced
and effective
educational body.
Educational technology
and online learning
techniques will be
utilized with
multidisciplinary
cooperation and in
conjunction with
student, parent, and
educator support.

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approach to learning
(PDE SAS, 2013a).

TIP 6: References:

Great Valley School District. Mission Comprehensive Plan Overview. (2016) retrieved
from
http://www.gvsd.org/page/31
ISTE Standards for Teachers (2016) retrieve from
http://www.iste.org/standards/standards/standardsfor-teachers
PA Core Standards Implementation (2016) retrieved from
https://www.pdesas.org/Standard/PACore
Pennsylvania Department of Education Technology Standards (2016) retrieved from
http://www.education.pa.gov/Teachers%20%20Administrators/Curriculum/Pages/TechnologyEducation.aspx#tab-1

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