Scheffer: Classroom Technology Plan 1

Victoria Scheffer
EDTC 630
Professor Donovan
3/20/16
Classroom Technology Plan

As teachers, we work very hard to provide our students with the most enriching and

authentic uses of 21st century technologies. In this constantly evolving digital age, it is becoming

all the more paramount to prepare our students with the skills and technological finesse needed

for their life and future careers as digital natives. However, in order to better meet the needs of

our students and their unique learning styles with such beneficial examples of hardware and

software, it would behoove teachers to assess their current technological possessions, uses, and

aspirations for the future. What follows is just that, a Classroom Technology Plan for my third

grade general studies classroom for the 2015-2016 school year and beyond.

Classroom Description

a. Existing Technology: Given our status as a small independent school, classroom

technology cannot be funded or furnished to the amount and quality found in many public

schools. This caveat notwithstanding, my classroom has several Dell laptops, which are

between 8-10 years old, a new Dell all-in-one desktop unit, and 1 iPad Air. Upon request,

I have access to four other classroom iPads, a computer lab consisting of 10 Dell

desktops, and a portable SmartBoard.

b. Current Usage of Existing Technology: Technology usage has certainly become a daily

and somewhat patterned experience for my students. Most whole-class lessons are

presented via an ActivInspire flipchart, (optimally with our portable SmartBoard for

student interaction) and classroom laptops, desktops, as well as an iPad are always ready

and available for student usage. For example, most routine class periods see the usage of

technology in terms of either an enrichment or remediation capacity. For example,

 Scheffer: Classroom Technology Plan 2

students who need to work on their grammar are encouraged to work on grammar and

usage apps during language arts rotations. During mathematics, students who need fact

practice are allowed to make use of varying websites and apps to practice skill & drill

interactive content. Websites and apps that are most often used in this function include

both free and subscription based plans from: Reading Rainbow, Lexia, PBS Kids,

history.org/kids, coolmath.com, multiplication.com, starfall.com, etc. In addition to such

rotation-based opportunities for using technology to improve ones skills or provide

challenging problems, the computers are regularly used for word-processing, creating

multimedia presentations, slideshows, flipcharts, and other modes of presentation. While

I regularly engage students in new uses of different Web 2.0 tools and multi-media

projects during directed instruction in the classroom and computer lab, most common

endeavors include work with blogs, creative writing tools, interactive webpages, etc.
c. Student Demographics: Again, due to the nature of our private school, classes are

comparatively small in order to provide an optimal student-teacher ratio. My class

consists of 10 students, 6 boys, and 4 girls. As a private institution, we are not required to

document students with special needs with an IEP. However, I am aware that I have 2

students with processing disorders and 3 more students with diagnosed ADD/ADHD.

Students receive breakfast at home before school each day, along with a mid-morning

snack in the classroom and a packed lunch at noon. All students have and are allowed to

engage with a variety of technological devices at home, from desktops to laptops, and a

number of different tablets.

d. Student Achievement Data:

Student Name Special Needs On/Below QRI Results

(Alias) Grade Level (Total Passage
Level)
Mary Processing Math: On Instructional
 Scheffer: Classroom Technology Plan 3

Disorder (Low) fluency

Reading: On w/independent
(Average) comprehension
Sally N/A Math: On Instructional
(Average) fluency
Reading: On w/frustration
(Low) comprehension
Edward N/A Math: Above Independent
Reading: fluency
Above w/independent
comprehension
Allison ADD Math: On Instructional
(Average) fluency
Reading: On w/frustration
(Low) comprehension
Sarah N/A Math: Above Independent
Reading: fluency
Above w/independent
comprehension
Samuel N/A Math: Above Instructional
Reading: On fluency
(Average) w/frustration
comprehension
John Processing Math: On Instructional
Disorder (Average) fluency
Reading: On w/frustration
(Low) comprehension
Alan ADHD Math: On Instructional
(Average) fluency
Reading: w/frustration
Above comprehension
Jason N/A Math: On Instructional
(Average) fluency
Reading: w/instructional
Above comprehension
Bobby ADHD Math: Above Instructional
Reading: On fluency
(Average) w/instructional
comprehension

e. Statement of Academic Need: Looking ahead, my students are in constant need of a

variety of skills, enrichment, and remediation in order to meet their unique learning styles
 Scheffer: Classroom Technology Plan 4

and personal needs. While each child has strengths and weaknesses in a variety of areas

and subject matters, looking at the class as a whole, most students needs assistance in

several key areas: reading comprehension and math fact fluency. When it comes to

reading, even though student fluency remains average, reading comprehension, stamina,

and retention is an area in which all students could use either remediation or basic

support. Similarly, in math, while student perseverance and overall computation is fair to

excellent, all students could use practice when it comes to the memorization, recitation,

and retention of their multiplication math facts. Whether math or language arts

remediation, with the proper technology and the correct integration, the class as a whole

could undoubtedly benefit from heightened instruction in such areas.

Vision Statement
As a classroom teacher, I am committed to meeting the needs of all of my students and

elevating them to a degree of academic confidence in order to promote a positive connotation of

education, in the hopes of creating life-long learners. This goal, however, is no longer attainable

through traditional modes of learning and instruction. In this burgeoning age of digital access and

technological skill, todays children are being called upon to master more complex and

demanding hardware and software programs at a younger age in order to meet their future

educational and occupational needs. In light of such needs for instructional technology

integration, my dream classroom would be one in which students would use available technology

in order to author creative multimedia projects, practice reading comprehension and math fact

fluency. Technology will be used for both enrichment and remediation, as well as communication

and collaboration. By harnessing educational technology and integrating it through more

traditional modes of instruction, students will be able to have meaningful technological

 Scheffer: Classroom Technology Plan 5

experiences, all while heightening their educational excellence and remediating educational

needs.
Goals and Objectives
a. Goal: Students will use technology daily, during mathematics instruction on a rotational

basis in order to improve their math skills.

b. Objective: Using iPads (C) third grade students (A) will be able to master and recall

multiplication math facts (B) with 80% accuracy (D).

c. Objective: Using iPads and the PrometheanBoard (C) third grade students (A) will

improve math computation skills in mathematics (B) to score at least 20 out of 25 on a

skills assessment (D).

d. Goal: Students will seamlessly access technology in center-based activities throughout

language arts instruction to improve reading strategies and skills.

e. Objective: Using eBooks and text-to-speech apps on iPads (C) third grade students (A)

will improve reading comprehension (B) to reach instructional to independent

comprehension on a QRI assessments (D).

f. Objective: Using eBooks on iPads and desktop computers (C) third grade students (A)

will improve independent reading stamina (B) in order to be able to independently read

for at least 10 minutes at a time (D).

Evaluation

Over the course of implementing these technological classroom changes and

improvements, I will be monitoring student technology usage and its impact on their various

skills in math facts, reading comprehension etc. For an intervention or classroom change to be

truly worthwhile, students must be positively impacted over a period of documented time,

revealing growth and improvement given the changes made.

Formal and informal multiplication fact assessments will be provided for math

interventions, as well as a formal skills assessment for objective 1.

 Scheffer: Classroom Technology Plan 6

Reading comprehension and fluency will be monitored via anecdotal notes, conferences,

and more formal testing via a QRI assessment and student usage results tabulated

through multiple apps and subscription services which keep student data.

Sample tables for evaluation might include:

Student Name QRI Notes During QRI Results

(Alias) (Pre-Test) Intervention (Post-Test)

Implementation

When it comes to the actual implementation of a classroom technology plan, as with the

integration of any type of technology, both hardware and software needs to be introduced in a

way so as to foster both engaging and authentic learning experiences. While current classroom

technology is somewhat sparse, it can be utilized with additional technology purchases in order

to elevate student learning as ideally discussed in the vision statement, goals, and objectives of

my classroom technology plan.

Current technology in the third grade classroom includes 2 Dell laptops, 1 Dell desktop, a

portable PrometheanBoard, and 1 classroom iPad. These hardware components, plus existing

software, can be thoughtfully applied to technology goals and objectives associated with the new

plan. By working with current classroom equipment and rearranging current small group and
 Scheffer: Classroom Technology Plan 7

independent rotations surrounding technology-usage, students will be able to use the technology-

at-hand on a daily basis. More frequent and focused technology usage will enable the

achievement of simple learning objectives with meaningful technology incorporation.

The below table illustrates how existing and future technologies might best meet the

goals and objectives put forth in this plan:

Goal: Objective: Technology to be Actual

Used: Implementation:
Students will use Using iPads (C) third iPads (both iPad usage is a
technology daily, grade students (A) current and simple way to
during mathematics will be able to master new) encourage increased,
instruction on a and recall Subscription yet authentic student
rotational basis in multiplication math to First in technology usage. In
order to improve their facts (B) with 80% Math (new) order to heighten
math skills. accuracy (D). Various Apple student math fact
apps (current fluency, students can
& new) rotate through small
group and
independent activities
using current and
new hardware and
software in order to
practice high-need
skills during class
time. The mobile
iPads are ideal for
such implementation.
Students will use Using iPads and the iPads (both Both iPads and the
technology daily, PrometheanBoard (C) current & existing
during mathematics third grade students new) PrometheanBoard
instruction on a (A) will improve Promethean can be used to
rotational basis in math computation Board increase student
order to improve their skills in mathematics (current) communication and
math skills. (B) to score at least Various Apple collaboration on
20 out of 25 on a apps (current various computation
skills assessment (D). & new) and word problems in
mathematics.
Students can make
use of the board,
 Scheffer: Classroom Technology Plan 8

work together, and/or

collaborate on their
devices to solve
problems.
Students will Using eBooks and iPads (current Daily Five reading
seamlessly access text-to-speech apps & new) rotations will be
technology in center- on iPads(C) third Scholastic heightened as
based activities grade students (A) eStoria students
throughout language will improve reading subscription independently and
arts instruction to comprehension (B) to (new) partner-read using
improve reading reach instructional to Reading their subscription-
strategies and skills. independent Rainbow based eBooks with
comprehension on a Skybrary text-to-speech
QRI assessments (D). subscription capabilities. With
(new) built-in quizes and
iBooks & annotative
Nook apps capabilities,
(new) comprehension skills
are easily heightened.
Students will Using eBooks on iPads (current Subscription-based
seamlessly access iPads and desktop & new) applications are ideal
technology in center- computers (C) third Laptops & for monitoring and
based activities grade students (A) desktop encouraging student
throughout language will improve computers reading stamina, all
arts instruction to independent reading (current) while tabulating
improve reading stamina (B) in order Scholastic progress. Students
strategies and skills. to be able to eStoria can time their reading
independently read subscription and mark their
for at least 10 (new) progress,
minutes at a time (D). Reading incrementally
Rainbow increasing their
Skybrary reading stamina.
subscription
(new)

While much can be done with existing classroom technologies, both in terms of hardware

and software, additional technology purchases as reflected in the above table will be required.

First and foremost, my classroom will be adopting a 1 to 1 program for iPads for all 10 students,

meaning 9 additional iPads are a classroom necessity. In addition to the iPads, I would also
 Scheffer: Classroom Technology Plan 9

require permanent fixtures in the classroom, including an affixed PrometheanBoard and

subscriptions to various software programs for both reading and mathematics. In this new more

technologically progressive classroom, each device will be mirrored to my classrooms cloud

account, all students would have access to multiple educational apps and programs aimed at both

enriching and remediating reading and math skills. As a teacher, new purchases would better

enable me to monitor student strengths and needs as they work both independently and

collaboratively on their devices. Given my designation as systems operator in the many

subscription-based apps and websites that I will have optimized for the devices, I will have

complete access to student progress reports. In addition to independent work, students can use

their devices to collaborate not only with their own peers, but students the world over in

activities like quad-blogging with likeminded classes, or perhaps closer to home with our own

school website. Such technology is capable of meeting the needs of my highest students by

providing challenging content, all while providing for struggling students with foundational

materials. iPads and other tablet devices can be easily projected and mirrored with my

PrometheanBoard, in order to offer seamless transitions between group and independent

instruction and exploration. Overall, additional technologies, along with existing hardware, will

be put to good use in terms of both enrichment and remediation in order to make my classroom a

true classroom of the digital age.

Technology Budget

Technology Cost Quantity Total Use

iPad Air 2 $499.00 9 $4,491 This purchase
(Hardware) increase the
classroom iPads
 Scheffer: Classroom Technology Plan 10

by nearly 10-fold.
These devices
will make a 1-to-
1 device program
possible.
PrometheanBoar $1,635.92 1 $1,635.92 The
d PrometheanBoar
ActivBoard d will allow for
Touch heightened
(Hardware) connectivity,
collaboration,
and
communication
with class
materials and
presentations.
Student and
teacher work can
easily be
presented and
synched to the
board for
interaction.
Reading Rainbow $49.99 1 $49.99 Subscription to
Skybrary the
Subscription ReadingRainbow
(Software) Skybrary will
provide students
with unlimited
access to quality
eBooks, videos,
and educational
materials
accessible on
both classroom
computers and
mobile devices to
encourage
reading, fluency,
comprehension,
etc.
Scholastic Storia $2,250.00 1 $2,250.00 School-wide
eBook access to a library
Subscription of over 2,000
 Scheffer: Classroom Technology Plan 11

(Software) eBooks on a
variety of devices
will encourage
student reading
stamina, fluency,
and
comprehension.
This particular
service also
offers detailed
student reading
reports and
assessments.
First in Math $7 per student 7 Students $49.00 Aligned with
Subscription Common Core
(Software) Standards, each
student is
provided with a
dashboard of
activities and
skills to work on
at any time of the
day or night, at
school or home.
Math fact fluency
is a highly
monitored skill in
daily student
reports generated
for the teacher.
Maryland Society $180.50 8 Teachers $1,444.00 Admission to the
for Educational 2-day educational
Technology technology
Annual Common conference for all
Ground 8 staff members
Conference will promote a
(Professional better
Development) understanding of
a variety of
educational
technology issues
and skills.
Total $9,919.91
Expenditure
 Scheffer: Classroom Technology Plan 12

Justification for Budget

All new purchases will be made in order to optimize technology availability for both

student and teacher usage. A PrometheanBoard, iPads, and various software applications new

and old will be put to use in my classroom so as to promote a seamless and authentic utilization

of technology on a daily and individual basis. This 1-to-1 program will foster engaging

technology usage in small groups, individual rotations, and independent work for enrichment and

remediation activities in both reading and mathematics, making my classroom truly one of the

21st century.

Professional Development

Given the unique nature of our independent school, we have a very small faculty and

administrative staff. Without the funding of a larger school district or public school, most

professional development is conducted in-house by the present technology team, of which I am

the co-chair. While my classroom embodies the ideal representation of mobile technologies,

hardware, and software programs, such a plan will ideally be applied throughout our school as a

whole, encompassing the K-5 grades. Considering this, continual professional development is a

must in order to introduce new and intriguing technology skills to practiced users, as well as

more basic skills to the uninitiated. Both myself and my peer faculty members will take part in

the following professional development activities over the course of the coming school year:

Technology training bi-monthly in-service meetings/presentations (in-house):

Evaluation- written evaluations of the training conducted by attendees. Evaluations will

help to shape future meetings in terms of scope and effectiveness.

 Scheffer: Classroom Technology Plan 13

First-hand manipulation/practice/troubleshooting (in-house): Evaluation- twice a year, a

school administrator or tech faculty member will conduct a formal evaluation of a

language arts or mathematics lesson in which technology usage is at the forefront.

PrometheanBoard all-school training (in-house): Evaluation- following the

demonstration and ample practice time, each administrator and faculty member will be

required to complete a FlipChart on a reading or mathematics lesson, using the board

and accompanying software and present to the faculty as a whole.

iPad configuration and app training (in-house): Evaluation- each faculty member with a

classroom iPad will need to correctly manipulate and submit data via an app,

ClassroomDojo for example.

Software training (in-house): Evaluation- Students will need to be enrolled in various

programs like First in Math and ReadingRainbow Skybrary. Student progress reports

will be presented to administration on a monthly basis.

Educational technology book club (in-house): Evaluation- Faculty members will be

assigned an educational technology book to read in groups and then report on various

chapters during upcoming faculty meetings.

Admittance to MSET Professional Organization (individual faculty members):

Evaluation- Faculty and administration will be encouraged to join various educational

technology organizations like MSET in Maryland in order to make use of various

opportunities throughout the year, either through conferences or printed serials. These

organizations also offer much support regarding technology integration in reading and

mathematics.
Attendance of annual MSET Common Ground Conference (April 27-28, 2016 in Ocean

City, MD): Evaluation- This conference will serve as the crowning achievement of our

school year of professional development. A two-day event hosted by the Maryland

Society for Educational Technology, this conference hosts various classes and speakers
 Scheffer: Classroom Technology Plan 14

from local teachers to professional educational speakers. With a variety of subjects and

specialties, teachers will be able to attend 8-10 lectures and hands-on discovery

sessions over the two-day conference, all while working on team-building.

Timeline

Given our standing as a private school, the school year is divided into three trimesters.

Student work, teacher professional development, and hardware/software acquisition/training will

ideally be spread out over the course of a single school year in accordance with the trimesters in

November, March, and June, as well as additional in-service days in August. The following

timeline represents a modest, yet timely roadmap to implementing my classroom technology

plan and school-wide professional development:

August 2016-

The school will purchase a new PrometheanBoard and 3 new classroom iPads using the

profits from the annual technology discretionary fund

A faculty-based pre-service survey of various technology skills will be conducted
PrometheanBoard training and evaluation will be conducted
The first Technology training staff PD will be conducted
Student QRI tests and math pre-tests will be given to assess ability levels
Students will be enrolled in First in Math and ReadingRainbow Skybrary

1st Trimester November 2016-

The second Technology training staff PD will be conducted. Surveys will be given

regarding training quality, spectrum, and topics covered

Teachers will hand-in student progress data retrieved from both First in Math and

ReadingRainbow apps, via the apps themselves

At least 50% of faculty needs to sign up for a professional organization focused on

educational technology
 Scheffer: Classroom Technology Plan 15

2nd Trimester March 2016-

The school will purchase 3 new iPads using funds acquired during the annual charity

Gala, which have been earmarked for the technology budget

QRI tests and a math benchmark will be administered to gauge student progress
Faculty members will share their original FlipCharts created for classroom usage on the

PrometheanBoard during the third Technology training PD

The faculty as a whole will choose an educational technology book to read as a staff
Administrators and technology staff members will observe each faculty member teach a

lesson in which technology is a chief aspect

3rd Trimester June 2016-

All staff and administrators will attend the annual MSET Common Ground Conference

on April 27-28, 2016

A summary of hardware, software, and various teaching techniques gleaned from the

MSET conference will be presented to the PTO by the faculty

The faculty will present chapters of interest from the educational technology book during

faculty meetings

August 2017-

The school will purchase the final 3 iPads using the remaining technology budget left

over from the preceding school year

A faculty-based pre-service survey related to existing and evolving technology skills
The first Technology training staff PD will be conducted
The school will purchase an annual subscription to Scholastic Storia eBook
Faculty will undergo training regarding the usage of this eBook library