Louisville Area

High School
Educational Technology Plan 20142017
Robert Fishel

Table of Contents

Technology Implementation Plan

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TIP 1: Vision, Mission, Goals and Strategies ...

.. 3
TIP 2: Needs Assessment ...
. 4
TIP 3: The Planning Process ...
.. 6
State Goals and Objectives with Local Strategies and Measures ...
6
Environment ..
.. 8
Engagement
..
. 8
Application Tools ..

.. 8
Results

.. 8
TIP 4: Implementation: Timetable and Budget for Goals, Objectives and Strategies ..
.. 9
TIP 5: Executive Summary..
.
. 12
TIP 6: References...

.. 15

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TIP 1: Vision, Mission, Goals and Strategies of Louisville Area

High School
Mission
Jefferson County Public Schools strive to prepare students with the 21 st century skills
required to be ready for any post-secondary endeavor. Educators will use
technology rich content that will help students become successful in todays society.

Vision
Our vision is to provide all learners with an educational experience that integrates
technology into a rigorous curriculum, using evidence-based instructional strategies,
while addressing the academic needs of all students.

Goals and Strategies

To obtain this vision, the Jefferson County Public Schools will:

Goal 1: Increase the use of technology in the development of curriculum and

instructional
practices
o Strategy: Teachers will discuss how to increase technology use during
weekly
department meetings. Teachers will also include ways to
implement
technology when they write their lesson plans.

Goal 2: Increase technology professional development offered to faculty and

staff
o Strategy: Provide educational training for proven instructional practices on
integrating and incorporating technology into lessons.

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Goal 3: Increase student technology and literacy information skills that prepare
them for
any post-secondary endeavor.
o Strategy: Teachers will provide educational activities that combine content
with
technology to show students how to use technology ethically
and
resourcefully.

Goal 4: Increase student and teacher access to technology resources

o Strategy: The district will use funding to provide technology upgrades to
outdated
computers, and also purchase other technology resources that
will
enhance the learning experience for all students.

TIP 2: Needs Assessment

Strengths What are the current strengths?
Jefferson County Public Schools (JCPS) does a fantastic job providing
teachers with the tools and training to implement technology into their classroom.
The district has developed a Technology Integration Project that issues every
teacher a tablet PC that is loaded with Smart Notebook software. Every new teacher
is required to attend a professional development work session that helps users
become familiar with the device before they take over possession. The Smart
Notebook software allows teachers to create interactive lessons that incorporate
educational technology and other digital resources. JCPS uses an online data
management system called Infinite Campus that stores information regarding basic
student demographics, attendance records, teacher gradebook, a students
individualized education plan (IEP), health and emergency information, discipline
records, student enrollment, student schedules, student bus information, student
assignment and validation of student. This program has made many school
processes paperless and available by a click of the mouse.
Weaknesses What are the current weaknesses?
The biggest weakness that can be found within JCPS is the achievement gap
that exists between high schools throughout the district. JCPS is the 28 th largest
school district in the United States and has 24 high schools throughout the county.
Some schools have a distinguished rating, while others are considered
underperforming year after year. The district utilizes technology well, but
achievement gaps continue to persist. The statistical discrepancies that prevent the
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low performing high schools from succeeding is because there is a lack of

involvement from community stakeholders, parental support for the school vision,
and little evidence of varied instructional strategies. Diverse learners that have
special needs, come from varying socioeconomic group need evidence-based
strategies implemented to address their learning needs. Professional development
are readily available throughout the district, but there needs to be more focused
sessions that demonstrate teaching approaches for the learning groups represented
at the low-performing schools. Another weakness that puts students at a
disadvantage is class size. Diverse learners that require more one-on-one
instruction will benefit from a smaller classroom.
Opportunities What are the future opportunities?
Future opportunities for struggling schools in JCPS include professional
development on implementing evidence-based strategies, and ways to improve
involvement of parents and community stakeholders. A community outreach
initiative would help stakeholders and parents feel like an integral part of the
education process. Improving communication can be completed through the use of
technology. The schools can hold information sessions of how infinite campus
operates, and the advantages it has for accessing student assignments, attendance,
behavior, and grades. As for reducing class size, many schools offer tutoring
sessions for remediation during after school hours. Teachers could use this time to
implement technology to enhance the learning experience.
Threats What threatens those future opportunities?
The threats to future opportunities include the absence of technology within
the homes. The biggest threat for reducing class size is the school budget.
Encouraging parents to use the infrastructure developed by the district can only
happen if they are able to access the network from their homes. If homes lack
network connectivity it will be hard to improve communication through email and
infinite campus. The school budget would take a tremendous hit if class sizes were
reduced. For example, more classroom space would be needed, in addition to more
faculty members. Overall, the variables that would make smaller class sizes
possible make the decision to reduce class sizes very difficult.

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TIP 3: The Planning Process

State Goals and Objectives with Local Strategies and Measures
Goal

NETS

Strategies

1. Teachers will discuss

how to increase
technology use during
weekly department
meetings. Teachers will
also include ways to
implement technology
when they write their
lesson plans.

1. Facilitate and Inspire

Student Learning and
Creativity
Teachers use their
knowledge of subject
matter, teaching and
learning, and technology
to facilitate experiences
that advance student
learning, creativity, and
innovation in both face-toface and virtual
environments.

Facilitate a Software
Committee to review
evaluations of current
programs to determine
their effectiveness;
investigate new and
emerging software;
advise curriculum
departments on
software selection.

Provide a
comprehensive
professional
development program
for teachers, principals
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and staff. (TRTs,
Technoversity, Online
PD, Lesson Study)

2. Provide educational
training for proven
instructional practices on
integrating and
incorporating technology
into lessons.

3. Teachers will provide

educational activities that
combine content with
technology to show
students how to use
technology ethically and
resourcefully.

2. Design and Develop

Digital-Age Learning
Experiences and
Assessments Teachers
design, develop, and
evaluate authentic
learning experiences and
assessments incorporating
contemporary tools and
resources to maximize
content learning in
context and to develop
the knowledge, skills, and
attitudes identified in the
NETSS.
5. Digital Citizenship
Students understand
human, cultural, and
societal issues related to
technology and practice
legal and ethical behavior

Create demonstration
sites that showcase the
benefits of technology
in teaching and
learning.

Implement Universal
Design for Learning
(UDL) to demonstrate
how technology is used
to support learner
differences in the
classroom.

Increase students
participation in Student
Technology Leadership
Program and Future
Business Leaders of
America will equip
more students with
technology literacy.

Students use
telecommunications to
collaborate, publish,
and interact with
peers, experts, and
other audiences.

Students develop
positive attitudes
toward technology
uses that support
lifelong learning,
collaboration, personal
pursuits, and
productivity.

All students will have

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to agree to the
acceptable use policy
at the start of each
school year.

4. The district will use

funding to provide
technology upgrades to
outdated computers, and
also purchase other
technology resources that
will enhance the learning
experience for all
students.

4. Systemic
Improvement
Educational
Administrators provide
digital-age leadership and
management to
continuously improve the
organization through the
effective use of
information and
technology resources.

Improve technology
infrastructure and
expand the electronic
tools available to
faculty and staff by
increasing bandwidth
for the JCPS network,
expanding virtual
learning opportunities,
and enhancing videoconferencing
capabilities.

Continue to expand the

use of user-friendly
dashboard systems
that can mine student
and financial data from
Infinite Campus, data
warehouse, and
MUNIS, to assist in
data-driven decision
making.

Continue to refine the

life cycle of all
technology equipment
and develop a process
to maintain and
improve the
technology
infrastructure for the
district by either
leasing or funding
purchases in the
future.

Environment
The classroom environment made by teachers has a profound effect on student
learning. Creating a positive learning environment begins on the first day of school.
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A classroom environment that incorporates educational technology requires

teachers to adapt daily routines (Voogt, 2005). Technology provides teachers with
educational tools to access content in a new way. With that said, educators must
understand and know how to implement technology into their classroom
environment to maximize student learning. Professional development is a great
way to introduce way to infuse technology with lesson plans. Diverse learners are
often taught basic skills that use less complex thinking skills (Muir-Herzig, 2004).
Educational technology can help all students develop critical thinking skills, and
create an environment conducive for everyone.

Engagement
There are many ways to introduce students to new educational technology. Every
academic classroom at this Louisville area high school is equipped with a
SmartBoard and projector, therefore the focus needs to be training for faculty and
staff to utilize this technology. In addition to having SmartBoard technology, there
are 118 iPads available to check out for use. The Jefferson County Public Schools
also implements an online database called Infinite Campus. Infinite Campus gives
parents and students a transparent view of grades, attendance, and discipline
records. The school has excellent access to educational technology, but there is no
formal method of accountability for successful integration.

Application Tools
Every teacher in Jefferson County Public Schools is required to attend 24 hours of
professional development every year to maintain their certification. Since this
Louisville Area High School already possesses many educational technology
resources, faculty members should be encouraged to attend professional
development sessions related to the technology in their classrooms. In addition to
dedicating professional development to integrating technology, teacher in-service
days should also set aside time for departments to meet and discuss how to
incorporate technology into their daily lessons. Overall, the school needs to allocate
time and funds to help teachers gain a better understanding of the technology
already available.

Results
Education is no longer has teacher-centered approach and as schools become more
focused on the needs of each student, technology can enhance the learning
experience for all everyone. Technology effects teaching and learning, but the effect
will only be positive when teachers understand how to make this transition (MuirHerzig, 2004). Encouraging teachers to attend professional development will help
teachers transform their classroom into a digital learning environment that
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produces greater academic achievement. In addition to improving student learning,

increasing the use of technology will help give students the 21 st century skills
needed to be successful for any postsecondary endeavor.

TIP 4: Implementation
Budget

ISTE Conference ($392 per person, registration fee includes the

membership fee for ISTE)
-Humanities
-Mathematics
-History
-English

Faculty Meeting Book Review (70 faculty members at $16.40 per book)
Using Technology with Classroom Instruction that Works written by Howard
Pitler

Technology for Teaching & Learning Conference ($25, 1 Faculty Member

from Each Department)
-Humanities
-Mathematics
-History
-English

Ed Tech Teacher Custom Workshops

1st Quarter- Creating Digital Course Content
2nd Quarter- Creating Differentiated Learning Environments with Technology
3rd Quarter- iPads in the Classroom
4th Quarter- Using Google Apps in the Collaborative Classroom

Total Estimated Cost

Technology
ISTE Conference
Book Review
Technology for Teaching and Learning Conference
Ed Tech Teacher Workshops

Cost
$392
$24.5
0
$25
$200

Quantit
y
4
70
4
4

Total
$1568
$1715
$100
$800
$4183

Professional Development Plan

There are many opportunities for teachers to improve their technology skills
with the proposed plan. The Louisville Area High School will conduct a book review
that discusses the impact of technology for the future of education. This book
describes effective instructional strategies that utilize technology. One chapter from
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the book will be presented and discussed once a month during faculty meetings. In
addition to the book study, the school will send a faculty member from each
department to a local technology conference, and to the ISTE Conference. Upon
their return, the faculty members will provide a lessons learned presentation
describing the benefits of attending the conference.
Jefferson County Public Schools will also offer quarterly technology
workshops. The session offered during the 1 st quarter will focus on creating digital
course content. At this workshop teachers will learn how to create and distribute
PDF and eBook documents, as well as audio, video, and screencasts
(EdTechTeacher). Teachers will also get to experiment with various apps that can be
used to read, annotate, create, and curate digital content. The 2 nd quarter
professional development session will concentrate on creating differentiated
learning environments with technology. This will help teachers integrate technology
to enhance the learning experiences for struggling students and enrich those
working at an accelerated pace (EdTechTeacher). The 3rd quarter session focuses on
ways to use iPads to improve instruction. The iPad workshop will show teachers to
functionality of this device, and also provide training on using apps. The last
professional workshop offered will be train teachers for using Google Apps in a
collaborative classroom. There are many benefits to using apps with iPads, but
Google apps also provide teachers will useful methods for engaging and meeting
student needs. Google apps is great way to develop collaborative assignments, and
it can also be utilized for improving communication.

Lesson Plan
Before the Lesson:
Topic/ Subject/ Grade: Mathematics/ Geometry/ 9-12
Primary SOL: Common Core State Standard: S-CP.1, Describe events as subsets of
a sample space (the set of outcomes) using characteristics (or categories) of the
outcomes, or as unions, intersections, or complements of other events (or, and,
not) (CPM, 2014).
Other related standards: 2. Design and Develop Digital-Age Learning
Experiences and Assessments Teachers design, develop, and evaluate authentic
learning experiences and assessments incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETSS.
Objective: Students will develop more complex tree diagrams to model biased
probability situations. Students will further consider the difference between
theoretical and experimental probability.
Condition of the task: Given a probability situation students will have to
determine the outcome using an area model or a tree diagram.
Observable Task: Students will design probability models that show the possible
outcomes.

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Measurable Criterion: Each probability scenario can be completed using a list,

tree diagram, or an area model.
Classroom Diversity:
Cultural Diversity
Special Needs
Socioeconomic Groups
The probability situations created use the board game Clue, coin currency, and a
deck of cards. Students that have a strong grasp of the material can complete this
task without visual aids. If a student needs a more hands-on approach, coins can be
given out to actually show the outcomes that are possible for each scenario. All of
the materials needed to complete this task are provided to the students.
Materials/ Equipment: Roll of Pennies, Deck of Cards, Clue
Technology Integration: Since every classroom in this Louisville Area High School
is equipped with a SmartBoard, the lesson will be introduced and presented with
that device.
During the Lesson:
Set: Students will be asked to create a probability model that shows the possible
outcomes for a given scenario.
Lesson: This lesson is in the middle of a series of instruction on probability.
Previously students have learned how to calculate the odds of a specific outcome. In
this lesson students are given more complex situations that have multiple outcomes
to be calculated and presented using different probability models.
Instruction/ Modeling: Instruction will begin will a demonstration showing
students how to calculate the outcome of two spinners with different outcomes. The
students will be shown how to create a tree diagram, area model, and a list to show
the possible outcomes. This demonstration integrates technology by using spinner
applications using the SmartBoard. The application provides authentic results that
vary with each spin.
Guided Student Practice/ Formative Assessment: Following instruction,
students will be given a scenario similar to the spinners, and will be asked to create
a probability model of their choice that shows the possible outcomes.
Independent practice/ Formative Assessment: After demonstrating
understanding through the guided practice, the students will present their
probability models to the class using the SmartBoard.
Closure: Students will describe the probability model that they like to use the best,
and explain why.
Summative Assignment: Additional practice will be assigned with different
probability scenarios.
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TIP 5: Executive Summary

The Louisville Area High School Technology plan for the 2014-2017 school
years match up with Kentuckys state standards and the International Society for
Technology in Education, National Education Technology Standards (ISTE NETS). This
plan aligns with the Jefferson County Publics Schools vision, mission, beliefs, and
goals. This plan is designed to improve student learning in all subject areas.
The four goals that shape this technology plan focus on integrating
technology in lesson planning, increasing professional development, developing
student technology skills, and improving the access between students and
technology. Faculty and staff that receive technology training will be equipped with
the skills necessary to integrate technology for efficiently. Once teachers
understand and know how to implement educational technology into their
curriculum, student technology skills will improve, and their access to technology
will increase. Overall, if preparing students for any post-secondary endeavor is the
schools mission, then technology needs to be integrated into every classroom.
Providing a technology rich-content will help students be ready for college,
and possess the skills need to thrive in todays workplace. Successfully integrating
technology begins with training faculty and staff how and why this task important.
Technology does not only impact instructional practices, but also can be used to
improve parent communication, gradebooks, and content resources. This plan will
provide teachers with the necessary training to improve their pedagogy. In addition
to teaching practices, this plan will provide students will enhance the learning
experience for students who are culturally diverse, have special needs, and
students from with different socioeconomic status.

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Crosswalk of Goals
A goal comparison of the National Educational Technology Plan, the
Educational Technology Plan for Kentucky, and the Jefferson County Public
Schools Strategic Plan.
National Educational
Technology Plan / ISTE
NETS

Educational Technology
Plan for (Kentucky)

Jefferson County Public

Schools Strategic Plan

Learning: Students use

technology tools to
enhance learning,
increase productivity, and
promote creativity
(ISTE, 1998)

Technology plays an
integral role in preparing
Kentuckys children with
the skills necessary to
enter successfully into
college as well as the 21st
Century workforce (KETS,
2012).

All JCPS students will

become critical thinkers
and lifelong learners who
are academically prepared
in a diverse environment
to be successful in the
post-secondary education
programs or careers of
their choice. (JCPS, 2012)

Assessment: Teachers
will apply technology in
assessing student learning
of subject matter using a
variety of assessment
techniques. (ISTE, 2000)

Faced with the need to

create a competitive
workforce and to
dramatically improve the
quality of its education
system, Kentucky has
embraced an aggressive
agenda for ensuring
students are proficient
and prepared for college

Implement Universal
Design for Learning (UDL)
to demonstrate how
technology is used to
support learner
differences in the
classroom. (JCPS, 2012)

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Teaching: Teachers plan

and design effective
learning
environments and
experiences supported by
technology
(ISTE, 2000)

Infrastructure: Provide
professional development
for technologies to
support and enhance
instructional methods that
develop higher-order
thinking, decision making,
and problem-solving skills.

Productivity: Teachers
must use technology to
communicate and
collaborate with peers,

and career. To gauge this

effectiveness, Kentucky is
laying the groundwork for
having quality data
available for research and
analysis. It is important to
identify and analyze
successes to drive
progress statewide
(KETS, 2012).
The KETS focus is shifting
from an intelligent
classroom design that is
based on fixed technology
components to an
interactive classroom
design. This model both
incorporates and exploits
the capability of not only
the technology itself but
also the understanding of
how it can support our
states 21st Century
learning objectives (KETS,
2012).
Every child deserves to be
taught by an effective
teacher in a school lead
by an effective principal.
In order to have positive
impact on student
learning, it is crucial that
all teachers and leaders
have, at their disposal, a
wide variety of resources
to ensure they are able to
provide the highest quality
learning environment for
their students (KETS,
2012).
To facilitate the
integration of technology
into the learning
environment, KDE has

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JCPS will enhance

teaching by engaging
teachers in reflective
practice that in turn
engages students in
challenging, rewarding,
and authentic academic
work. Effective teaching
and high expectations will
enable each student to
attain high levels of
performance and will
facilitate the closing of
achievement gaps. (JCPS,
2012)
Improve technology
infrastructure and expand
the electronic tools
available to students,
faculty and staff.
Infrastructure
improvements will include:
improving bandwidth
availability for the JCPS
network, and enhance
video-conferencing
capabilities. (JCPS, 2012)

Provide Professional
Development for
curriculum staff and
increase collaboration on
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parents, and the larger
community in order to
nurture student learning.
(ISTE, 2000)

dedicated significant effort

into the creation of the
Continuous Instructional
Improvement Technology
System (KETS, 2012).

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projects enhanced by
technology. (JCPS, 2012)

TIP 6: References:
College Preparatory Mathematics A complete, balanced mathematics program for
grades 6-12. (CPM).
Retrieved November 30, 2014, from http://cpm.org/
EdTechTeacher - Teaching with Technology. (n.d.). Retrieved November 27, 2014,
from
http://edtechteacher.org/

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KETS from the Beginning: Making a Difference (KETS). (2012). Office of Knowledge,
Information, and
Data Services (KIDS). Retrieved from
http://education.ky.gov/districts/tech/kmp/Pages/Tech-Component.aspx
International Society for Technology In Education (ISTE). (1998). ISTE NETS and
performance indicators
for students [PDF file]. Retrieved from
http://www.iste.org/docs/pdfs/nets_for_students_1998_standards.pdf?
sfvrsn=2
International Society for Technology In Education (ISTE). (2000). ISTE NETS and
performance indicators
for teachers [PDF file]. Retrieved from
http://www.iste.org/docs/pdfs/nets_for_teachers_2000.pdf?sfvrsn=2
Jefferson County Public Schools (JCPS). (2013a). School Technology Plans. Retrieved
from
http://www.jefferson.k12.ky.us/Departments/DigitalTechnology/School_Technology_Pl
ans.pdf
Jefferson County Public Schools (JCPS). (2012). District Technology Plan. Retrieved
from
http://ces.jefferson.kyschools.us/download.axd?file=39d3639f-04e2-4c23a0a2
07bac018fe07&dnldType=Resource
Muir-Herzig, R. (2004). Technology and its impact in the classroom. Computers and
Education, 42(2),
111-131.
Voogt, J. (2005). A blended in-service arrangement for classroom technology
integration: impacts on
teachers and students. Computers in Human Behavior. 21(3), 523-539.

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