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INTRODUCTION/BACKGROUND
The plan should guide the LEA’s use of education technology for the next three
years.
List specific start and end dates (7/1/xx to 6/30/xx). Provide a brief overview of
the LEA, its location and demographics and/or share a link to the LEA’s
website.
Describe how a variety of stakeholders from within the LEA and the
community-at-large participated in the planning process.
Summarize the relevant research and describe how it supports the plan's
curricular and professional development goals.
Describe and cite the relevant research that supports the plan’s outcomes.
- The plan is preparing the foreign students, who come to the GLS (Gulf
Language School at North American University), learn English as a
second language with having the reading skills including the STEM and
SCAN to be qualified for enrolling the college level after completing it.
Describe the connection between the research and the plan’s goals.
- To provide students and educators with more insight into the critical
aspects of college readiness: Retrieved November 16, 2016, from
http://www.act.org/content/dam/act/unsecured/documents/STEM2016_4
4_Texas.pdf
How does the technology assist the pupils with their assessments?
- In the past years of more than ten years, the teaching approaches were
traditionally that most of schools in the world wide were using the
traditional white boards to write the notes in classes. Recently with the
innovative technology generation, GLS provide the Smart Whiteboards
in the classrooms to make it easy for the students that:
- Easy for their sights while the teacher writes the notes.
- They can feel friendly to write.
- It provides the notes transferring from the device to their laptops,
emails, and smartphones.
Do all student groups have equal and appropriate access to the available
technology?
- Each computer device in the school is related to the main server of it,
that allows them to access their account via the devices and use the
available technology devices in the schools.
Describe goals and an implementation plan, with annual activities, for using
technology to improve teaching and learning. Describe how these goals align
to the LEA's curricular goals that are supported by other plans. Describe how
the LEA's budget (LCAP) supports these goals, and whether future funding
proposals or partnerships may be needed for successful implementation.
As you analyze data and develop technology goals, how will technology
support the academic needs of your significant subgroups?
- In the classroom, most students can be divided into several groups
with a leader in each, that allow the teacher to encourage the
leaders of the groups to reading and writing participate on the
board. As a result, this method helps students to improve their
STEM and SCAN abilities.
After collecting and analyzing professional development needs, what are the
local, regional, and online professional development opportunities to
meet identified needs?
- Experienced staff members will ask to provide training for during regular
school meeting times. Regional professional developments will have at
least one technology related session.
Describe goals and an implementation plan, with annual activities, for providing
professional development opportunities based on your LEA needs assessment
data and the Curriculum Component of the plan.
How will teachers and administrators be trained and provided on-going support
in the effective integration of technology into the curriculum?
- The NAU has communications with several companies that they have
expert trainers to train teachers and IT managers. In addition, the upper
management of the school will support that by integrating technology
into curriculum.
What professional learning will be available so teachers and administrators can
effectively use technology to assist with student assessment?
- Teachers and administrators can use some professional reading
websites that help the pupils to improve their skills.
Describe the process for evaluating the plan's overall progress and impact on
teaching and learning.
How will teachers, parents, and other stakeholders provide suggestions and
opinions in the evaluation process?
- The GLS committee members will collect and input the data while the
teachers and teenager-students’ parents have meeting, and for the
adult-students can have a direct meeting with the teachers.