Technology Action Plan

Kendra O’Keefe

L20267825

EDLD 5352 

Action Step (s)	Person(s) Responsible	Timeline	Needed Resources	Evaluation
Present areas of needed improvement in the integration of technology (STaR Chart data) Application of Technology TEKS in the classroom	Kendra O’Keefe Instructional Teacher Facilitator – Amanda Palmer	August 2011 – Teacher work day prior to the start of school	STaR Chart Analysis Powerpoint presentation Campus Improvement Plan District Improvement Plan	STaR Chart – accuracy and completion KMAC Lesson plans are evident of the application of technology
Multiple teacher trainings on web 2.0 tools, especially wikis and blogs	Campus Principals Instructional Teacher Facilitator Librarians	August/September 2011 In-service days prior to the start of school	Computer Labs Laptops Smart board(s)	Teacher Surveys – Survey Monkey Evidence of the use of an updated wiki or teacher web Assess the level of pod/video casting per semester Assess the level of social networking integration per semester
Routine trainings on cyber safety and acceptable use in such areas as password protection, identity theft/privacy and personal safety	Campus Administrators – Rick Fernandez Instructional Teacher Facilitator – Amanda Palmer	Every six weeks	Computer Labs Laptops Smart board(s) Cyber Safety Training software	Application in classrooms – walk through and observations Student Survey Specific lesson plans in KMAC
Peer coaching – integrating technology in the classroom	Principal Instructional Teacher Facilitator Department Chairs	Ongoing – through out the school year	PLC team members Available technology	Teachers will share what they have learned and how they have benefited from their peer coach with the use of technology in PLC meeting times.
Campus/District Recognition of a teacher who has been a STAR at integrating technology	Campus administrators Department Chairs	Each six weeks – one teacher will be chosen	Department Chair meetings – time to discuss and vote

National Educational Technology Plan: Transforming American Education: Learning Powered by Technology

The National Educational Technology Plan draft describes how the use of technology can transform today's education for learners and educators.  The NETP presents five goals in relation to learning, assessment, teaching, infrastructure, and productivity.  The first goal states that all learners will have engaging and empowering learning experiences both inside and outside of the classroom.  This idea supports students' participation in our globally networked society.  The second goal states that the education system will leverage the power of technology to measure what matters.  Personally, I think educators should focus on this when making decisions on assessments.  The third goal states that educators will be supported individually and in teams by technology.  My hope is to see this goal achieved by each school district and campus.  The last two goals are related to infrastructure and productivity, stating educators will have access to a comprehensive infrastructure for learning and will take advantage of the power of technology to improve learning outcomes.  The NETP recommendations are applicable for the 21st century, but present challenges for the states, districts and federal goverment.
The plan suggests that educators shift their teaching to a model of connected teaching, meaning that educators are learning to utilize data, content and resources to create relevant learning experiences.  Within the connected teaching model, teaching is a team effort.  Teachers build learning communities online or face-to-face with fellow educators, professionals and members of the community.  This collaboration provides more options for all learners and expands teacher resources.  I firmly believe in professional learning communities and being involved in one has made my teaching more effective and innovative.  Learning from fellow teachers has molded me into a better teacher.  What the plan suggests for more effective teaching, our campus is currently doing and is has been effective.  
Determining what students need to know, how they learn and when/where they learn should be the goal for all educators.  Focusing on the students and empowering them to take control of their own learning by providing differentiated instruction and flexibility will personalize the learning experience.  Students should be exposed to different types of learning environments which include peer collaboration.  This brings about rigor and relevance, which inspires students to achieve at higher levels.  According to the NETP plan, multimedia communication should be woven into all content areas.  Using this type of techology creates learning experiences that allow them to prepare for a competitive workforce.  College and career readiness for my students is top priority.
Educators should be involved in on-going professional learning.  "Professional learning should support and develop educators' identities as fluent users of advanced technology, creative and collaborative problem solvers, and adaptive, socially aware experts throughout their careers.  Research shows that U.S. teachers have less time in their work week for professional learning than do their counterparts in countries where students have the best performance on international examinations," (Darling-Hammond, 2010).  This is an issue and our school districts must start incorporating time during the school day for professional learning.  On my campus, we are lucky to have the master schedule structured to provide this, but most school do not have this luxury.  Technology can help with the issue of time because teachers can be interactive through online systems that encourage teacher collaboration.  This idea builds a sense of community and provides a way for teachers to connect with others globally.

Progress Report - Long-Range Plan for Technology, 2008

In 2003, Texas received a grant from the US Department of Education for the Technology Immersion Pilot (TIP) study.  We were one of the 9 states to receive this grant, which was a great opportunity for school districts in Texas.  There was a great deal of information learned through the TIP and the schools with the highest levels of technology immersion of course had more positive results.  Texas hopes to continue the study and its effects of technology over time  as schools become more comfortable using various types of new technologies within the classroom.  Administrators learned what was needed for immersion of technology including the proper infrastructure to professional development opportunities.  Students became more organized through the use of technology and parents learned that through the use of technology, the world was being brought to them and their children. 
The Texas Virtual School Network brings about the opportunities for online learning within public schools.  This quote explains it all in a nutshell, "Far too long, access to a high quality education has been too closely tied to the student's zip code.  Online learning allows equitable access to educational opportunities to students across the entire state," (Susan Patrick, North American Council for Online Learning).  Our schools need to provide more online learning opportunities for our students.  These opportunities would help us reach the needs of many more students within our schools today.

Texas Long Range Plan For Technology: Leadership, Administration and Instructional Support

The area of Leadership, Administration and Instructional support involves gaining support for your campus from all stakeholders.  This includes involving parents at the campus-level and keeping them informed through constructive websites and blogs.  Our campus does a great job of maintaining their website by providing the most up-to-date information that is both helpful and useful for all stakeholders.  Communication is the key to building a relationship between administrators, parents and teachers.  The Texas Long Range Plan for Technology, 2006-2020 for this area requires administrators to provide time for teachers to attend professional development meetings, PLC's and peer coaching.  If there is time alloted during the school day for team collaboration, then there will be an increase in teacher participation.  At the local level, our district fully participates in professional learning communities.  Our campus has incorporated PLC meeting times into the school dya by providing a common planning period for teachers within the same content area. 
Developing professional learning communities is a trend that has affected education at the state and national levels.  Research has shown that having a PLC decreases individual teacher planning time and increases collaboration between teachers and administrators.  Through the T3 grant, administrators are required to have 12 hours of training within professional development.
Administrators must continue to give teachers opportunities during the school day for team collaboration.