Running Head: PAUSELIUS CLASSROOM TECHNOLOGY PLAN 1

Classroom Technology Plan

A Plan for Suggested Use in the 6th Grade World Studies Classroom

Jessica Pauselius, March 2013

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Table of Contents

Needs Assessment..2

Table 13

Personal Technology Vision Statement4

Goals and Learning Objectives..5

Table 26

Budget and Justification for Technology Expenditures..7

Table 38

Staff Development Plan10

Timeline for Completion of Plan...11

Figure 111

Method of Evaluation.12

References..13

Needs Assessment

The current content and grade level of focus is 6th grade World Studies. The

average class size is thirty-three students, with a total of five sections taught. Classes

are heterogeneous, including varying reading levels, English Language Learners (ELL)

and Special Education (SPED) students. Of the five classes taught, three are co-taught

with one para-educator. There are SPED students in non co-taught classes. When

provided for in a students Individualized Education Plan (IEP), students are issued a

1:1 alphasmart. On average, four students over all classes have an alphasmart.

The curriculum is broken into four large units within a school year. Within these

larger units, are lesson sequences which focus on specific content and skills. Students
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receive instruction in all areas of Social Studies Geography, Economics, Government,

Social Sciences, and History. The curriculum also focuses on writing Brief Constructed

Responses and reading to answer Selected Response Questions to support student

achievement on the Maryland State Assessment. We are also a Middle Years

Programme school, which requires students to spend fifty hours in a school year on

inquiry based projects which has been assigned to the World Studies department.

There are a total of 916 students in our school, 307 in Grade 6. Of the 916

students, 14.3% are English Speakers of Other Languages (ESOL), 11.6% SPED, and

43.7% Free and Reduced Meals (FARMS). The proportion of females to males is

almost split, 49.7% female and 50.3% male. We have a 12% mobility rate, meaning

12% of our students will either enroll or leave the school within one year. The availability

of internet and technology tools outside of the school building and in the home varies

greatly amongst the students in this school. The population demographics of my

classroom match very closely with the school demographics.

Current technology available, the location of the technology, and how that

technology is being used is outlined in the Table 1 below.

Table 1
Classroom Technology Implementation Plan Needs Assessment
Available Technology Location How It is Used
1 Promethean Board Classroom Teacher created lessons. Students view instruction
and use the board to interact with content.
32 ActiVotes Classroom Teacher created questions. Questions of a
multiple-choice nature. Can be a poll or content
based.
1 ActivSlate Classroom Teacher and students use to manipulate
information on Promethean Board.
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Available Technology Location How It is Used

5 Desktop Computers with Classroom 1 computer connected to Promethean Board for
keyboard, mouse, webcam, teacher use. 4 computers for student use.
microphone, and built-in audio. Computers used for word processing, internet
based research, or anchor activities to support the
curriculum. Webcams and microphones are
included in technology.
Wireless Internet Connection Entire School Teacher uses to explore lesson ideas and
Building resources. Students use to conduct web based
research.
1 Printer Team Room Students print word processor documents to be
reviewed for grading. Teacher prints grade reports
for students.
1 Scanner Team Room Teacher scans student assessments created by
hand to use in re-teaching and classroom website.
Teacher also scans curriculum documents to be
used in Kurzweil.
Microsoft Office Local Area Student word processing, note taking, and
Network (LAN) presentation. Teacher created presentations, data
storage/evaluation, and worksheets.
Inspiration LAN Students create concept maps of curriculum
concepts and outline ideas for written assignments.
Kurzweil LAN Teacher scans curriculum documents which
students then listen to. Students also use to read
internet based text.
ActivInspire LAN Teacher creates flipcharts, or lessons. Teacher
also uses software to download activote data into
Microsoft Office.
Pinnacle LAN Teacher enters student grades into software which
is then posted automatically to internet based page
for students and parents.
Adobe Creative Suite LAN Teacher uses Dreamweaver to create classroom
webpage and instructional webpages (such as
webquests)
Clicker 6 LAN Teacher creates word banks for students with
audio. Students use software to verbalize
sentences created using the word bank and self-
edit.
30 Desktop Computers School Computer Computers used for word processing, internet
Labs based research, and creation of presentations to
support the curriculum. Webcams and microphones
are included in technology.
Digital Camera with video Media Center Teacher documents student assessments and
capability interaction for classroom webpage.
Laptop Mobile Unit (4 carts, 8 Team Rooms, Student word processing, internet research, and
computers each) Media Center creation of presentations.

Personal Technology Vision Statement

Technology should be used to promote student learning and achievement in the

classroom. Elements of technology should be used daily in the classroom to support the

curriculum, and not be considered separate learning objectives. Each student has
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individual learning needs and degrees of experience with both the curriculum and

technology. Technology should be used to support differentiation to meet student needs

in making connections, understanding content, and provide opportunities for authentic

assessment.

I believe technology should also be implemented to provide students with the

opportunity to gain real world experience. Students should be exposed to technologies

which will allow them to be successful when they leave the school setting and engage in

professional careers. The use of technology also allows the opportunity for students to

engage in critical thinking exercises and complex problem solving (USDE, 2010). These

are vital skills students will need to find success in their lives.

The social studies classroom offers a unique opportunity to use technology

beyond skill building and reading or math intervention. Students are not only developing

skills in reading and writing, but also completing inquiry based projects which require

researching, note-taking, and development of creative ways to show what they have

learned. I believe technology should be used to support students in the inquiry and

assessment process.

This plan will outline how current technologies available can be more effectively

used, in addition to purchasing additional laptops and other peripherals to support the

needs of students. Technology is not being used to its full potential in the classroom due

to lack of availability for a large classroom population and time to access outside

resources, such as the school computer lab.

Goals and Learning Objectives

The following are four goals for the technology implementation plan:
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1. Technology will enhance inquiry and problem based projects through the use
of the internet and Web 2.0 tools to support critical thinking and problem
solving skills.
2. Technology will be used to provide differentiated instruction, student practice
of skills, and opportunities for assessment.
3. Assistive technology will be used to support student with special needs in the
reading and writing process, as well as supporting all learning styles of
students in the classroom
4. Teachers and para-educators will continue education in application of
technology tools, as well as using common planning time to provision for
implementation.
Student objectives related to the technology implementation plan have been

created based on Maryland State Curriculum Standards for Social Studies Grade 6

Education (2006). Curriculum standards and matching student objectives are outlined in

Table 2 below. Please note that objectives listed are not a reflection of all objectives

students would be meeting through the aid of technology, but a sampling from the four

large units referenced in the Needs Assessment.

Table 2

Maryland State Standards and Correlating Student Objectives for Technology Plan

Maryland State Content Standard for Social Sample Student Objectives

Studies
1.0 Political Science: Students will understand the Students will be able to diagram the four
historical development and current status of the branches of the Roman Republican
government using Inspiration to create a
fundamental concepts and processes of authority,
graphic
power, and influence, with particular emphasis on
democratic skills and attitudes necessary to
become responsible citizens.

2.0 Peoples of the Nation and World: Students will
understand the diversity and commonality, human
interdependence, and global cooperation of the
people of Maryland, the United States, and the
World through a multicultural and a historic
perspective.
Students will be able to compose a diary from
the perspective of a historical person, including
accurate historical information, using an online
blog
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Maryland State Content Standard for Social Sample Student Objectives

Studies
3.0 Geography: Students will use geographic Students will be able to create a physical map
concepts and processes to examine the role of of the Fertile Crescent using an online map
culture, technology, and the environment in the maker which includes ten physical features
location and distribution of human activities and
spatial connections throughout time.

4.0 Economics: Students will develop economic Students will be able to define and give
reasoning to understand the historical development examples of five human, capital, and natural
resources using inspiration to create a concept
and current status of economic principles,
map
institutions, and processes needed to be effective
citizens, consumers, and workers participating in
local communities, the nation, and the world.

5.0 History: Students will examine significant
ideas, beliefs, and themes; organize patterns and
events; and analyze how individuals and societies
have changed over time in Maryland and the
United States.
Students will be able to compare the
civilizations of Athens and Sparta using a Venn
Diagram student interactive and listing ten
different and same pieces of information about
each

6.0 Social Studies Skills and Processes: Students Students will be able to list one service
shall use reading, writing, and thinking processes provided by ten Ancient Egyptian jobs using
and skills to gain knowledge and understanding of approved websites and an online note taking
political, historical, and current events using program
chronological and spatial thinking, economic
reasoning, and historical interpretation, by framing
and evaluating questions from primary and
secondary sources.

Budget and Justification for Technology Expenditures

Montgomery County Public Schools (MCPS) is responsible for providing

budgetary support for current hardware, software, server capacity, and IT support

outline in Table 1 of the needs assessment. What MCPS does not provide for is the

additional technology that will be necessary for this classroom technology plan to be

successfully implemented based on the needs and population of this particular

classroom. It would be necessary to purchase additional laptop computers,

headphones, and wireless mouse technologies to support this plan given there is not

sufficient technology and time to use the technology currently available within the
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school. Table 3 documents expected budget requirements for the plan to be

implemented.

Table 3

Budget for Classroom Technology Plan

Item Quantity Cost per Item Total Cost

Dell Latitude 2120 Netbook 30 $460.42 $13,812.60

Headphones 40 $2.50 $100.00

5 Button Optical Scroll Mouse 10 $13.49 $134.90

Total Budget for Classroom Technology Plan: $14,047.50

To clarify, in order for MCPS to provide IT support to any new technologies, they

must be purchased through the MCPS procurement office. For this reason, the Dell

Latitude has been chosen over other laptop computer options. Headphone and mouse

prices are also based on MCPS price points.

To support the needs of individual students, each student must be able to access

a computer daily within the classroom. The sample objectives provided above in Table 2

cannot be met without time given to students each day to independently access a

computer. In addition, as mentioned in the Needs Assessment, the availability of

internet to students outside of the school day is unreliable. While there are four desktop

computers already available in the classroom, having these only as a station students

use during group rotations would not be sufficient for students to gain knowledge from

using technology. To provide an example, if the class were to be divided into groups of

four, this would create eight groups. In a ninety minute class period, minus ten minutes

for opening and closing procedures, students would be left with only ten minutes to use
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a computer. This would include log-in time, time to read directions, and log-off time. This

is not appropriate for students cognitive processing, nor does it allow time for proper

practice and assessment.

Headphones are necessary to add to the classroom so students can make better

use of audio provided within websites and software, as well as allowing students to

more clearly hear audio they create themselves. The Kurzweil and Clicker software both

offer audio to the student. In a class of thirty-three, having all students playing different

audio at the same time creates a distracting and poor learning environment. As students

create their own audio, allowing them to hear it individually before publishing will

support the need for a safe learning environment and be more motivating for the

adolescent learner. Forty headphones are being purchased to provide back-ups should

any break or need repair.

I have also included the purchase of ten mouse peripherals. The laptop has a

touch mouse pad which may not be conducive for use by students with fine motor skill

disabilities. It would be valuable to have these as an option for students who find it

difficult to work with the small touch pad. The additional mouse peripherals may also be

useful if students chose to create their own images or graphics to demonstrate learning.

Again, a small touch pad may not be conducive for students. For example, in

expressing understanding of vocabulary, students may use a drawing program to create

an image of citizenship as opposed to creating a photo collage.

Funding for this plan will be sought through grants and department funding.

Laptop computers will be included in a grant to the ING Foundation. Because of a

surplus of classroom supplies collected from previous years, I have requested to the
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department chair to spend funds allocated for classroom supplies in my classroom to

instead be spent on the purchasing of headphones. Funds to allow for the purchase of

mouse peripherals will be sought through a PTSA mini-grant.

Staff Development Plan

Both time within and outside of the school day will be dedicated to ensuring the

success of this technology plan. The fourth goal of the plan was stated as: Teachers

and para-educators will continue education in application of technology tools, as well as

using common planning time to provision for implementation. Every other day, a ninety

minute block of planning time is available for teachers and para-educators to cohort

plan. This time will be committed to planning lessons which revolve around using

technology to enhance the curriculum and instruction. The teacher will also seek any

funding which may allow for additional common planning time outside of the school day,

such as Title I funds and a grant our Special Education Department received for

teachers and special educators to plan outside of the school day. I will also continue to

participate in locally offered professional development sessions with my grade level

team, which occur once a week in a ninety minute block. When needed, support from

district level technology coordinators and trainers will be sought.

Training is also available from MCPS outside of the school day for technology

tools. The Office of High Incidence Accessible Technology offers three hour workshops

on specific technologies, such as Promethean technology, and partial semester or

summer workshops on additional technologies relating to Universal Design for Learning.

Para-educators are encouraged to participate. I will also continue pursuing my Masters

in Instructional Technology through the University of Maryland, University College. This

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Masters program will support learning in both the availability of technology tools and

how to implement them in the classroom for student achievement and learning.

Timeline for Completion of Plan

Figure 1 below represents the plan for implementation of the classroom

technology plan. I consider this plan a living document, meaning that the cycle of

development and evaluation will continue and change as needed. While the initial needs

assessment has been completed, the needs of the classroom will need to be re-

evaluated following the first quarter of using new technologies. The grant process may

also continue as initial needs are not met, or it is found additional technologies would

support student learning. Finally, it should also be noted that staff development will

need to change based on what is available and student needs.

Figure 1

Timeline for Implementation of Classroom Technology Plan

Needs Assessment.
Completed March, 2013

First Evaluation of Plan.

Grant Process.
Completed November,
Completed May, 2013
2013.

Implementation of Plan
Staff Development Plan. with new technologies.
Ongoing Completed Sepetember,
2013
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Method of Evaluation

As noted above, evaluation of the plan will be an on-going process, occurring at

the end of each quarter. The first method of evaluation will be student assessment data.

A longitudinal data comparison between performances of students on state curriculum

indicators will be measured against years when the technology plan was in place and

when it was not. It is known that the students are not the same from year to year, but

the data will still provide insight into the successes and needs for improvements in the

plan.

The second method of evaluation will be a student and parent survey. Students

will be surveyed, anonymously, on their interest and motivation level with using

technologies. Parents, also surveyed anonymously, will be asked to comment on ways

in which they see the technology positively or negatively impacting the learning of their

child.

A third method of evaluation will be peer and administrative observation. I will

request informal observations form grade level team members, department members,

and the administrative team to provide feedback on how they see student learning in

relation to technology use. This feedback will provide me with an opportunity to make

changes in the plan and instruction.

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References

Maryland State Department of Education. (2006). Using the state curriculum: Social
studies, grade 6. Retrieved from:
http://mdk12.org/instruction/curriculum/social_studies/standard3/grade6.html

United States Department of Education [USDE], Office of Educational Technology.

(2010). National education technology plan. Retrieved from: http://www.ed.gov