Fictional Classroom Technology Plan for

Grade 11-12 Management and Marketing CTE Career Program

Severna Park High School, Maryland

Sheena Tolson
March 20, 2016
EDTC 630
Severna Park High School is one of the few high schools in Anne Arundel County, Maryland
that offers a Career Technology Education degree program in Business Education with eligibility
for students to receive college credit. This classroom technology plan will focus on my 11th and
12th grade Marketing and Management CTE pathway students.

The school demographics below have been retrieved from the 2015 Maryland Report Card
reported by the Maryland Statement Department of Education. Data includes student enrollment,
assessment, and promotion rates. There are few students that receive special services including
special education and free and reduced meals, and no students considered with LEP. By senior
year 90% or more of the student body is proficient or advanced on state standardized testing
metrics with the exception of students with special education (85.7% for HSA and 68.2% for
MSA) and students with FARMS (88.2% for HSA).

School Demographics

Gender # of Students
Female 931
Male 941
Total 1872

Special Services
Ethnicity Total Students Special Ed. Non-Code 504 Code 504 Non-LEP LEP FARMS
Asian 59 0 0 0 0 0 0
Black 90 4 7 0 7 0 6
Hispanic 71 0 0 0 0 0 0
White 1589 20 0 0 0 0 10
Two or More 57 0 0 0 0 0 0
Unknown 6 0 0 0 0 0 0
Total 1872 24 7 0 7 0 16

Enrollment Data
Promotion Rate %
Grade Two or More Special
Level # Students Asian Black Hispanic White Races FARMS Education
9th 468 >95 94.7 >95 >95 >95 82.8 91.7
10th 476 >95 >95 >95 >95 >95 90.9 86.1
11th 467 >95 >95 >95 >95 90 87 88.9
12th 461 >95 >95 >95 >95 >95 94.4 >95

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Assessment Data

% Proficient & Advanced

HSA Grade 11 English HSA Grade 12 English MSA Algebra
Asian 94.7 >95 >95
Black 72.2 >95 90
Hispanic 88.9 92.3 >95
White >95 >95 >95
Two or More >95 >95 >95
FARMS 78.9 88.2 >95
Special Education 73.3 85.7 68.2

Classroom Profile

My business education courses are taught to grades 11-12 for those pursuing a CTE program of
study. There are a total of 38 students that are enrolled in the CTE Marketing or Management
programs and all of these students are seeking a dual Academic/CTE pathway. Of the 38
students, 26 have taken AP macroeconomics with a mean AP exam score of 2.00 and 32 have
taken microeconomics with a mean AP exam score of 2.47. The typical minimum AP exam
requirement for college credit is 4.00. All students have achieved proficient or advanced in the
HSA English and MSA Algebra.

The individual class roster averages 13 students and there are 3 courses offered per semester.
There are no students with special needs, however there are 3 students with free and reduced
lunch. Approximately 95% of the students have personal access to technology via smartphone,
tablet, or home computer. All of the students have moderate computer literacy skills and have
foundational knowledge on various productivity tools. Students are required to purchase a USB
Flash Drive with a storage of 2.0GB or more and pay the $5 lab fee according to the Business
Education policy

The class schedule is on an A/B day with class periods lasting 90 minutes. During weeks where
there are 3 class periods, 1 class period is held at the computer lab.

Student Achievement Data

The course curriculum is designed to prepare students to earn college credit by taking the
Principles of Marketing and Management CLEP exams. CLEP provides nationally recognized
examinations accepted by 2,900 colleges and university. The exams cover material that is
usually taught in a one-semester college introductory course. Although the exam is used to
determine college credit eligibility, the test instrument is used as the final examination in my
classes.

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Current Assessment Instruments
Case study research
Real world project or simulation activity (periodic progress assessments throughout
project)
Unit tests
CLEP exam (also final examination)

My students are scoring at a B-level or above on formative assessments (i.e. case analysis,
research assignments and presentations) and for unit benchmark assessments. Collaborative
learning has been instrumental in developing student proficiency. Yet the prior semesters CLEP
examination scores have ranged from 38-42 with the highest score being a 48. The American
Council on Education (ACE) recommends a minimum score of 50 (C-Level) to obtain the
equivalent of 3 college credit hours.

Needs assessment

My students need regular access to technology that provides the ability to examine and apply
business theories and concepts to support problem based learning through technological tools
that foster collaboration, student product creations, and communication. Furthermore, my
students need enrichment in applying business foundations, functions, and theories that would
yield achievement of scores 50 or higher on CLEP examinations. Individual classroom computer
work stations, preferably Chromebooks would support Web 2.0 tools and information searches
needed for real world applications of management and marketing concepts and theories.

Vision Statement

Technology will support teacher productivity while enhancing student productivity through
instructional presentations. Furthermore, technology will provide students with the ability to
conduct their own learning, design their own presentation and digital portfolio items, and use
opportunities to collaborate and expand their learning environment. I believe that technology
will provide opportunities to promote problem based learning, effective communication, and
decision making which are necessary transferable skills for post secondary education and/or
career development. Students will use Chromebooks for daily technology integration that will
allow classroom time reserved for further examination of course concepts and for collaborative
projects that support project based learning.

Goals, Objectives and Evaluation

Goal #1 Students will engage in real world projects for practical application of business concepts and
theories

Objectives Given access to technology, students will be able to complete web lesson activities,
conduct online information searches and apply research to real world exploration with
83% accuracy
Given access to technology, students will be able to evaluate strategic decision making

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 using business simulation software for key functional areas (i.e. marketing, finance) that
reinforce creative thinking and problem based learning with 83% accuracy
Given access to technology, students will be able to examine the principles assessed in the
CLEP examination with a score of 65

Evaluation Teacher created rubric for case study analysis

Virtual Business simulation data
CLEP examination
Unit assessments
Teacher created rubric for reflection essay

Goal #2 Students will be able to collaborate on projects and discussion activities and prepare digital
presentations and reports.

Objectives Given access to technology, students will be able to collaborate and present a 3 minute
YouTube video pitch for a new innovation for the DECA Idea Challenge within the 8 day
deadline
Given access to technology, students will be able to apply their understanding of business
concepts through participating in web activities and collaborating on a student product
creation using Web 2.0 tools with 83% accuracy

Evaluation Teacher created rubric for DECA experiential learning activity

Teacher created rubric for multimedia project
Teacher created rubric for reflection essay

Based on student achievement I will be able to track student progress by analyzing CLEP study
guide practice examinations and unit assessments. Formative assessment instruments will be
used to evaluate student understanding of theories and applications. Furthermore, simulation
data metrics and reflections will be used to evaluate student comprehension. Student products
and data will be maintained in the students Google Drive. These evaluations will identify
increased opportunities to personalize learning by differentiating instruction with varied online
and digital content including additional real world applications.

Technology

The classroom SMART Board is used for daily teacher instruction, student interaction, and
student multimedia presentations. An overview of the concepts discussed in the prior session
and an outline of the daily agenda and activities are presented. Information provided on the
board is captured and shared in BlackBoard for student retrieval. This also allows students to
focus on the material without having to take notes and reduces the necessity to distribute hard
copy printouts. There is a teacher laptop that is used to stream relevant multimedia including
video case studies, demonstrations, and to introduce Webquest activities.

Currently computer use is conducted via computer lab. Activities include WebQuests, data
retrieval, report generation, and student productivity tools. Current computer lab use can also be
used to designate 1-2 periods in the third quarter for students to complete a CLEP sample exam,
which consists of 100 questions to be completed in 90 minutes.

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With the introduction of Chromebooks in the classroom, students will be able to use technology
daily to have access to web materials necessary to cover lessons appropriate to business
education. The ChromeBooks and webcam will also be used to design and prepare multimedia
reports and conduct case study research and analysis. Furthermore, real world projects which
often requires group collaboration can easily be coordinated within regular class time by having
a class set of Chromebooks. Simulation exercises will be conducted within groups with a guided
reflection on the evaluation and results of decision making. For example, Knowledge Matters
Business simulation software license will be installed on the ChromeBooks.

Furthermore the Google Apps for Education suite offer various student productivity tools
necessary to create and house multimedia projects. A class Webcam that is compatible with the
Google operating system will be used for experiential learning, for instance with the DECA
YouTube pitch event. Also, CLEP online study guides and digital materials will be connected to
unit concepts providing additional preparation for the exam.

Budget

The budget covers individual Chromebooks for students and will be stored and charged using a
mobile charging cart. Initial lesson activities will use pre-installed Google Apps. The cost of
individual Google Apps are not included in the Budget and selection will be considered based on
project/lesson needs. One portable Webcam will be used for the class for higher definition video
recordings and is compatible with Chromebooks.

Item Description Qty Price Total

Toshiba Chromebook 2 CB-35 B3340 13 $299.99 $3,899.87
Ergotron YES20 Charging Cart (20 Chromebook capacity) 1 $1,999.00 $1,999.00
Califone multimedia headsets 3060AV (12 pack with case) 1 $208.00 $208.00
Califone multimedia headset 3060AV 1 $17.50 $17.50
Logitech HD Webcam C615 w/ Fold-and-Go Design, 60-Degree Swivel 1 $69.99 $69.99
Polaroid 8" Heavy Duty Tripod With Pan Head With Tilt 1 $19.98 $19.98
CLEP Digital Study Guide 13 $10.00 $130.00
Knowledge Matters Business Simulation software 1 $695.00 $695.00
Google Certified Educator Level 1 & 2 Certification 1 $35.00 $35.00
Professional Development Google Training (CONUS Per Diem) 27 hours/5 days 5 $121.00 $605.00
$7,679.34

Professional Development

Professional Development will be designed to support all ISTE Standards for Teachers using the
foundations of Google certifications (Level 1 and 2) and technology integration. Individual
professional development will include approximately 27 hours of online Google Certified
Teacher training (units listed below). Google certifications with be achieved via exam and will

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be valid for 24 months. Instructional training will focus on using the Google Education suite to
design interactive curricula (ISTE Standard 3 & 5) and analyzing student data (ISTE Standard 2).
Training will also include inspiring student learning and creativity by incorporating online work
(ISTE Standard 1 & 3), facilitating group work, and building student information literacy (ISTE
Standard 4). Additional training may be arranged by AACPS Office of Instructional Training
specialists for more on Chromebook setup, maintenance, and integration.

In addition to training, online participation in a Google Educator Group will be used to

communicate strategies for effective integration and to implement two technology based lesson
plans including activity structures. Collaboration through the use of protocols during in-house
professional development workshops will evaluate the two lesson plans effectiveness with
respect to the use of digital content, interactivity, and student product creations in the
achievement of student learning goals.

Google Certified Educator Level 1 Training Time (hours)

Unit 1: Get ready to use technology in the classroom 4 lessons 1.4
Unit 2: Expand your access to help and learning 3 lessons 0.9
Unit 3: Have a (mostly) paperless classroom 3 lessons 0.8
Unit 4: Save time communicating 5 lessons 1.3
Unit 5: Organize activities for yourself and others 2 lessons 0.6
Unit 6: Bring meetings online 2 lessons 0.6
Unit 7: Bring student work online 4 lessons 1.4
Unit 8: Measure, Understand, and Share Student Growth 3 lessons 1.0
Unit 9 : Teach Students Online Skills 3 lessons 1.0
Unit 10: Build Interactive Lessons 2 lessons 0.5
Unit 11: Captivate your Class with Video 3 lessons 0.8
Unit 12: Facilitate Group Work 3 lessons 1.0
Google Certified Educator Level 1 Exam 3.0

Google Certified Educator Level 2 Training Time

Unit 1: Promote and model the effective use of digital tools 2 lessons 0.8
Unit 2: Leverage learning models to personalize learning 2 lessons 0.8
Unit 3: Use advanced features to optimize workflow 4 lessons 1.0
Unit 4: Analyze and interpret student data 2 lessons 0.5
Unit 5: Organize your class and school materials more effectively 4 lessons 1.4
Unit 6: Design interactive curricula 5 lessons 1.6
Unit 7: Teach beyond the four walls of your classroom 3 lessons 1.0
Unit 8: Harness the power of Google for research 4 lessons 1.4
Unit 9: Give students a voice 4 lessons 1.4
Google Certified Educator Level 2 Exam 3.0

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Total Time 27.0

Timeline

Summer 2016
Purchase and install ChromeBooks, Knowledge Business simulation software, and CLEP
preparation materials and guides
Complete Google Certified Educator Level 1
Identify new Web 2.0 tools, specifically hosted by Google Apps, for unit activities and
student productivity.
Plan ongoing student activities that correlate with CLEP examination topics
Align student objectives and learning outcomes of student assessments and portfolio with
CLEP material
Participate in school protocol workshop to evaluate one technology based lesson
activities and its alignment to learning outcomes and CLEP examination topic areas

Fall 2016
Begin use of ChromeBooks
Complete Google Certified Educator Level 2
Update teacher website with WebQuest activities, announcements, and student blog
creation.
Prepare students for DECA innovation challenge and pitch (announced in November with
an 8 day deadline)
Integrate individual case study analysis or real world project
Provide connections/overview of units and exercises to CLEP content
Pre-assessment of topics covered using selections from the CLEP sample examination
Participate in school protocol workshop to evaluate a second technology based lesson
and/or student product creations

Spring 2016
Continue leveraging Google Apps for exploration of business concepts
Integrate student exercise with business simulation
Evaluate group experiential learning project
Provide overview and then assessment of entire CLEP examination