Web viewThis idea of blended learning encourages ... All math teachers will be required to attend,...

Longwood High SchoolEducational Technology Plan 2014-2017

Jettie Dush

of 17

Table of Contents

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

TIP 2: Needs Assessment..……………………………………………………………………………………………………………….…… 4

TIP 3: The Planning Process..……………………………………………………………………………………………………………….. 5

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 5

Environment ………………………………………………………………………………………………………………………….. 7

Engagement ………………………………………………………………………………………………………………………….… 8

Application …………………………………………………………………………………………………………………………….. 8

Tools ……………………………………………………………………………………………………………………………….……… 8

Results ………………………………………………………………………………………………………………………………….. 8

TIP 4: Implementation: Timetable and Budget for Goals, Objectives and Strategies………………………….. 9

TIP 5: Executive Summary…..……………………………………………………………………………………………………….………. 13

TIP 6: References..………….………………………………………………………………………………………………………………….. 16

of 17

TIP 1: Vision, Mission, Goals and Strategies of Longwood High School

Mission

The Longwood Central School District will provide its students with a vigorous educative program that emphasizes the integration of supportive technology, effective communicative and collaborative skills, and reflects the value of strong critical thinking and problem solving abilities.

Vision

It is the vision of Longwood Central School District to impart its students with the knowledge and skills necessary to ethically thrive in the 21st century global market.

Goals and Strategies

Goal 1: Develop and refine students’ critical thinking and problem solving skills.

Strategy: Provide students with at least two opportunities per semester in which graphing calculators and TI-CBR tools can be used to explore and interpret the functions that model real life phenomena and data.

Goal 2: Inculcate students with effective communication and collaboration skills using a variety digital environments and media.

Strategy: Facilitate student discourse with peers, community members, experts, and students from other educational settings using the Blog feature of the Moodle platform.

Goal 3: Integrate effective use of technology hardware, software, and other resources to improve student achievement on state and district learning objectives.

Strategy: Equip each student with a school-issued Chromebook and provide professional development for teachers on how to effectively support learning objectives using the resources supported by Chromebook technology.

of 17

TIP 2: Needs Assessment

Strengths – What are the current strengths?

The Longwood School District possesses a variety of strengths throughout the educational programs it offers, but one of the greatest is the attention to and support of its special education population. The high school boasts a student enrollment of 2800. The special education department alone consists of forty-five certified teachers and twenty-eight support staff. The resources allocated to the department include four iPad carts, each consisting of a set of thirty iPads, interactive Smart Boards and corresponding software, and an internship program that enables students to attend off-site job training in a variety of cooperating businesses local to the school district. The majority of special education students in the district are able to be mainstreamed in with regular education classes and receive additional support in resource classrooms once a day. There are also numerous self-contained classes that occur throughout the school day during which students with greater impairments are taught a functional curriculum that includes basic technology skills such as how to do a Google search or set up an email account and communicate with family members.

Weaknesses – What are the current weaknesses?

The greatest weakness of the Longwood School District is its lack of technology resources for its student body and staff. With regards to the high school, though there is computer access for students through the media center (library) and various computer labs, this access is limited to the periods during which their teachers have scheduled to use these computers. With such a large school and only three computer labs and one media center, getting on the schedule can be a herculean challenge. And with 34% of the student population receiving a free or reduced lunch, it is highly likely that many students do not have regular access to computers and/or Internet at home. This lack of exposure is grossly underserving students in providing them with the 21st century skills needed in today’s global economy.

In addition to the students having limited access to technology, teachers experience the same challenge. Each classroom has a desktop set up and hardwired to a Smart Board, but no teacher is assigned to a single classroom. Instead, all classrooms are used each period and teachers travel between three or four classrooms throughout each day. This precludes teachers from having a computer to use as their own in any of these classrooms. And while there is a teacher’s center that contains a “pod” for each teacher (i.e., a desk, chair, two file cabinet drawers, and a shelf) there are only a mere twelve “community computers” for teachers to use / share during their planning period. This is inadequate at best, given a teaching staff of over 220. As a result, many teachers rely on their personal computer at home to plan lessons and create resources. This is a very lackluster situation as personal software is often limited to the basics.

Opportunities – What are the future opportunities?

of 17

Future opportunities for the Longwood School District consist of outfitting its schools with up-to-date hardware and software for its student body and staff, starting with all staff and high school students, then working toward the middle school students, and finally elementary students. In addition to equipping staff with a personal computer, professional development should be provided to introduce the software available for lesson planning purposes. Another professional development opportunity should address how to incorporate the students’ electronic devices into the classroom in order to achieve state and district learning objectives.

Another opportunity lies in acquiring TI-CBR devices for the mathematics department in the high school. Though the district is currently able to supply all students with TI-83 or TI-84 calculators who do not have one of their own, the district does not have the devices or software to support the TI-CBR activities. These devices are able to assist students in making connections between seemingly abstract mathematical functions and real life situations. The devices also teach students technology literacy, proficiency, and flexibility.

Threats – What threatens those future opportunities?

The biggest threat to the aforementioned opportunities lies in the school district budget. With such a large student population and staffing needs, implementing a technology hardware and software plan on such a large scale requires a significant amount of money up front, even if vendors are willing to use a payment plan. It is also costly to maintain and replace hardware that has been damaged, lost, or even stolen. While a school technology insurance plans can be offered to parents at an affordable cost, it is important to remember that 34% of the student body receives free or reduced lunches. This must be taken into consideration when determining what can be asked of students’ parents and families.

Another threat to the opportunities discussed is the support from the community in incorporating technology so heavily into the school curriculum. The community is very ethnically diverse and not all cultures value new-age technology the same way. Without support in the home, it is possible that students may reject the new element and regard it as superfluous to their learning rather than pivotal, innovative, and educative.

TIP 3: The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goal NETS Strategies

1. Provide students with at least two opportunities per semester in which graphing

3. Research and information fluency.

* Twice a semester, students will use the TI-CBR tool to collect data in a planned

of 17

calculators and TI-CBR tools can be used to explore and interpret the functions that model real life phenomena and data.

Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

scenario, and then use the TI-83 (or higher) graphing calculators to examine the data.

* Students will write a four sentence reflection explaining the significance of the data in terms of the following: the function that best models the data set, the independent and dependent variables, any x or y intercepts that occur, and constraints that the situation would incur.

* Students will then independently research at least two other real-world examples that the same type of function could model and include this information in the reflective piece.

2. Facilitate student discourse with peers, community members, experts, and students from other educational settings using the Blog feature of the Moodle platform.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

* Students will use the Blog feature on Moodle to participate in an online discussion in which students share five key points that they have learned in the course during each quarter.

* Students will then choose two other students’ posts to comment on and expand on one of the key points they have described.

* Students from a partnering school district (out-of-state) will also participate in this online discussion through the same Moodle platform and completing the same assignment.

* Various pre-screened and

of 17

pre-approved experts and professionals will participate in the online discussion by means of commenting on students’ posts that are related to their line of work. These participants will be encouraged to comment on at least three students’ posts each quarter.

3. Equip each student with a school-issued Chromebook and provide professional development for teachers on how to effectively support learning objectives using the resources supported by Chromebook technology.

6. Technology Operations and Concepts

Students demonstrate a sound understandingof technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

* Students will effectively use their school issued Chromebooks to complete various assignments and activities given by teachers.

* Each teacher will incorporate at least one assignment each week and at least one assessment every two weeks that is to be completed using the Chromebooks. Teachers may choose to use the electronic resources provided by the textbook company Pearson, provide assignments on Moodle, or use their own creativity to design other alternative online assignments.

Environment

The best type of environment for the goals described above would be a blended learning environment. Hank Thiele describes blended learning as “utilizing all resources that have been provided to engage the students in learning” (Thiele, 2013, p. 44). This idea of blended learning encourages teachers to use their creativity to design instruction that incorporates a variety of strategies and resources with the intent of student engagement. It also shifts the focus of what learning is and how it occurs. “The overall opinion (is) that blended learning is driving learning to become more outcome-based, where the value of learning comes from the process and the days of questions that can be “Googled” are fading away” (Thiele, 2013, p. 44).

of 17

Engagement

During the first TI-CBR device activity, the teacher will need to model to students how to properly use the device and illustrate how to use the regression function of the TI-83 graphing calculator to find the function type that best fits the data. The teacher will also need to lead an in-depth discussion about the various graphical characteristics of the function and the importance of the applicability of the function in terms of predictability. After the first TI-CBR activity, the students will be encouraged to complete the activities in groups and work together to perform each step of the data collection and analysis accurately. The teacher will intervene progressively less as the students obtain more experience with the device.

Students will also engage in blog posts and replies. This form of online discussion will allow for students to interact with one another, students from a partnering school, and experts or professionals. There is little technical skill required to properly use the blog, which “can serve as an interactive knowledge-exchange tool” (Wang and Hsua, 2008, p. 81). Students will participate in these blog entries once per quarter and use them as a platform upon which to review the knowledge they have acquired in in the course.

ApplicationTools

Chromebooks, TI-CBR devices, graphing calculators, Moodle accounts, and Internet access will be required to achieve these goals. Students would also benefit from the use of a word processor such as Microsoft Office. Classroom tools should consist of interactive white boards, digital projectors, and TI software a well as Smart Notebook.

Results

Students will be able to use the TI-CBR device to record data, transfer this data to a TI-83 graphing calculator, and interpret this data as a function with various significant characteristics. Students will also be able to effectively communicate what they have learned with their peers and others, as well as expand on what others have learned using an online forum. Finally, students will be able to complete online assignments and assessments using their Chromebooks. As a result of the in depth conceptual knowledge the students will gain in mathematics, performance on standardized testing will improve.

of 17

TIP 4: Implementation

Budget

Continuation of Technology (already provided and maintained by the district) Printers Computer Lab and Media Center desktops Smartboards Multimedia Projectors Wireless Internet Graphing Calculators

Technology that Needs to be Purchased Google Chromebooks - $199/student TI-CBR instruments - $185.90/device

Free Technology to be Used Moodle

Professional Development Costs Presenter - $300/session (minimum of three sessions)

* Access to all technology resources listed above required

Total Estimated Cost

Technology Cost Quantity Total

Chromebook $199.00 2800 $557,200.00

TI-CBR Device $185.90 90 $16,731.00

Presenter $300 3 $900.00

$574,831.00

Professional Development Plan

Timetable for Goals, Objectives, Strategies, and Measures: There will be three professional development sessions planned for teachers and staff. The first two sessions will be required for all schoolteachers and classroom support staff. The last session will be required for all math teachers, encouraged for science and special education teachers, and remain open to all teachers.

of 17

Session 1: End of the School Year In-Service for Chromebook TechnologyTeachers and instructional support staff will attend a post-service workshop at the

conclusion of the school year introducing Chromebook capabilities and demonstrating the diverse uses it has in a variety of classroom tasks. Having the workshop just before the start of summer will allow teachers to review and adjust their lesson plans as needed. Teachers will be encouraged to share ideas with one another over the summer in order to adapt instructional curriculum such that the new technology is included in an effective and efficient manner. Teachers will also be encouraged to email the technology coordinator with any questions about the new technology or for demonstrations on how to use the Chromebooks in a desired way. The technology coordinator may provide additional workshops if necessary or as requested by teachers.

Session 2: Start of the School Year In-Service for MoodleTeachers and instructional staff will attend a pre-service workshop at the beginning of the

school year introducing the features of Moodle and familiarizing attendees with the Moodle interface. Attendees will then be broken up into departmental teams and asked to brainstorm at least three practical ways in which Moodle could be incorporated into their classrooms. After ten minutes have passed, new interdisciplinary teams will be created, each consisting of at least one person from each department. These teams will then share with one another the ideas their department came up with and be encouraged to refine any details as needed. Teachers will end the professional development session by filling out a questionnaire that asks attendees to identify at least one benefit and one challenge in using Moodle in the classrooms. The questionnaire will also ask each attendee to commit to incorporating the use of Moodle in at least one classroom activity. Teachers and instructional staff will be sent a digital copy of a post-Moodle-activity reflection form, which may be completed and submitted immediately after using the technology, or it may be completed after multiple uses of Moodle. The teacher’s experience with the technology will be addressed in the annual review meeting toward the end of the school year.

Session 3: Professional Development for TI-CBR toolBetween the third and fifth week of school, a professional development workshop will be

held regarding the TI-CBR motion sensor device. All math teachers will be required to attend, and special education and science teachers will be encouraged to participate as well, though the workshop will be open to any and all additional staff that would care to attend. The workshop will address how the tool works, how to operate the device in conjunction with a TI graphing calculator, and how to potentially use the device in a lesson. Teachers will then choose groups of four and complete a brief self-directed TI-CBR activity. Before concluding the workshop, math teachers will collaborate at least two activity ideas suitable for an Algebra class and two activity ideas suitable for an Algebra 2 class to be refined and used by the Algebra and Algebra 2 teachers.

Teachers, instructional support staff, and students will measure the effectiveness of the TIP. Teachers and support staff will complete a rating scale questionnaire, while student grades, graduation rates, and state test scores will be analyzed.

of 17

Lesson Plan

Before the Lesson

Subject/Topic/Grade: Mathematics/Algebra 2/10-11

New York State Standards:

F-IF Interpreting Functions

Interpret functions that arise in applications in terms of the context. 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. 6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Analyze functions using different representations. 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

Other Related Standards: Nets 3. Research and information fluency - Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

Objective: Students will use a TI-CBR device to explore real world phenomena that can be modeled by a quadratic function and interpret key features of the graphical representation of the function.

Condition of the Task: Given time/height data from a TI-CBR tool, students will be able to interpret the meaning of various graphical characteristics such as intercepts, intervals where the function is increasing, decreasing, positive, or negative, relative maximums and minimums, symmetries, and end behavior.

Observable Task: Students will create a graph modeling the quadratic nature of the scenario assigned to them.

Measurable Criterion: Each graph will consist of the following key features: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; and end behavior.

of 17

Classroom Diversity: Cultural Diversity – As students complete the independent practice portion of the

lesson, students may search for real-world applications relevant to their own culture.

Special Education Needs – Students with special needs will be given extra support when completing the in-class activity and a modified assignment appropriate for their level of ability, accompanied by extra time.

Socioeconomic Needs – Students who lack at-home access to a computer and/or Internet will be given extra time and media center passes as needed.

Materials / Equipment: TI-CBR motion detecting devices (one per group), TI-83 or higher graphing calculators (at least one per group), basketball (one per group), graph paper, and a pencil.

During the Lesson

Set: Students will be asked to describe what they already know about linear functions and quadratic functions. The teacher will prompt students, as needed, to include information about rate of change, intercepts, maximums and minimums, axis of symmetry, and intervals of increase and decrease.

Lesson: Students will be placed in groups of four and given the necessary materials described above. They will also receive a guided handout that walks them through the activity step by step. The handout will direct students to bounce a basketball in various ways (e.g., allow it to bounce forward, drop the ball from an elevation, etc.) and allow the TI-CBR device to record the motion and report height/time data to the calculator. Students will then use the calculator to find a quadratic model of best fit and compare the graphed data points to the quadratic model that best represents them. Students will be asked to identify various key points of the graph and relate these characteristics to the basketball scenario.

Guided Student Practice / Formative Assessment: Students will answer questions throughout the activity regarding relationship between the time elapsed and the height of the ball, compare the similarities and differences between various scenarios, and give meaning to the key graphical points described earlier.

Independent Practice / Formative Assessment: Students will be asked to research two more real-world scenarios that can be modeled by quadratic functions. Students must be able to explain what the intercepts, maximums/minimums, and intervals of increase/decrease mean in the context of their examples.

Closure: Students will be asked to complete the following statements- Things square with me are…- Still going around in my head is…- Three things I learned today are…

of 17

Summative Assessment: Students will be given quadratic application questions on the unit exam. After the Lesson

Teacher Reflection: Teacher will analyze the formative assessment and compensate for any shortcomings of the lesson before the summative assessment. The teacher may also tailor the assignment as needed for future use.

TIP 5: Executive Summary

Upon entering today’s global market, graduating students are expected to be technologically literate, able to use technology to communicate effectively, and display responsible digital citizenship. Longwood Central School District’s (LCSD) mission and visions statements support this goal, and the technology implementation plan (TIP) suggested in this proposal upholds and adheres to the LCSD mission and vision statements. The plan also addresses many of the technology standards and goals set forth by the State of New York and the International Society for Technology (ISTE). Though the plan is designed for Algebra 1 and Algebra 2 curriculum specifically, it can easily be tailored to a variety of math courses including pre-calculus, calculus, and statistics.

The use of the CBR device and Chromebooks in the classroom will help to build and refine students’ critical thinking and analysis skills while the Moodle discussion board component will hone students’ communication skills and help to establish positive relationships between the school and its various community members. The plan accounts for and includes students of diverse backgrounds, to include both cultural and socioeconomic. It also contains modifications for those students with cognitive impairments.

By committing to and carrying out this TIP, the district is honoring its pledge to instill students with 21st century skills. In today’s competitive global economy, a strong and effective technology-infused education is a must. Quintessential to the success of effective technology integration into curriculum is creative, innovative, and properly trained teachers. This TIP fosters the teacher development opportunities necessary to equip its educational staff with the skills and tools needed to carry out the plan’s goals and objectives.

of 17

Crosswalk of Goals

National Educational Technology Plan / ISTE - NETS

Educational Technology Plan for New York

Longwood School District’s Strategic Plan

Learning:

“Students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life” (ISTE, 2007).

“With proficient technology skills, students should be able to locate, collect, synthesize, and evaluate information from a variety of digital sources, and to use telecommunications and other media to interact or collaborate with peers, experts, and other audiences” (NYSED, 2010).

“Instructional technology tools including interactive whiteboards will be used to accommodate different learning styles to promote student achievement” (LCSD, 2011).

Assessment:

“Teachers apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity” (ISTE, 2000).

“Proficiency in technology is one way to assess student’s knowledge of technology literacy” (NYSED, 2010).

“Curriculum benchmark alignment to the National Educational Technology Standards for Students (NETS*S) will assure student mastery of technology literacy and subject area learning standards during the course of their education” (LCSD, 2011).

Teaching:

“Teachers facilitate technology-enhanced experiences that address content standards and student technology standards (ISTE, 2000).

“New York State requires that teachers integrate the technology applications into content areas of instruction. These modules of information should include technology related foundation, information acquisition, solving problems using technology, and communication with technology” (NYSED, 2010).

“Teachers will be able to use state-of-the-art technologies to prepare and deliver their lessons” (LCSD, 2011).

Infrastructure:

“Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development” (ISTE, 2009).

“To support our students’ increased use of learning technology for college and career readiness, the Board of Regents and the New York State Education Department (NYSED) have set a course to prepare the State's P-12 education system for a

“Our educators will receive the training necessary to allow for the integration of technology into curriculum at the highest possible level. Ongoing staff development will continue using building level Technology Mentors” (LCSD, 2011).

of 17

transition to the Common Core Learning Standards, including personalized learning opportunities and the next generation of assessments that leverage computer-based testing (CBT)” (NYSED, 2014).

Productivity:

“Teachers use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning” (ISTE, 2000).

“Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works” (NYSED, 2010).

“All students will be able to access and effectively use any information needed to function as a productive member of the 21st century society” (LCSD, 2011).

of 17

TIP 6: References:

Google for Education. (2014). Chromebooks for education. Retrieved from

https://www.google.com/edu/chromebooks/

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

International Society for Technology in Education (ISTE). (2007). Profile [PDF file].

Retrieved from https://www.iste.org/docs/pdfs/nets-s-2007-student-profiles-

en.pdf?sfvrsn=4

International Society for Technology in Education (ISTE). (2009). Essential conditions [PDF

file]. Retrieved from http://www.iste.org/standards/essential-conditions

International Society for Technology in Education (ISTE). (2014). Standards [PDF file].

Retrieved from http://www.p12.nysed.gov/technology/initiatives/quickviewofISTEs.html

Longwood Central School District (LCSD). (2011). Technology plan. Retrieved from

http://www.longwood.k12.ny.us/rev2techplan08.pdf

Longwood Central School District (LCSD). (2014). District information. Retrieved from

http://www.longwood.k12.ny.us/curriculum.html

New York State Education Department (NYSED). (2010). Educational technology standards

for students. Retrieved from

http://www.p12.nysed.gov/technology/initiatives/quickviewofISTEs.html

New York State Education Department (NYSED). (2010). Technology literacy assessments.

Retrieved from http://www.p12.nysed.gov/technology/initiatives/TechLit_Asmt.html

New York State Education Department (NYSED). (2014). Devices and infrastructure.

Retrieved from http://www.p12.nysed.gov/technology/devices/home.html

New York State Education Department (NYSED). (2014). Technology literacy definitions.

of 17

Retrieved from http://www.p12.nysed.gov/technology/initiatives/TechLit_Dfn.html

Thiele, H. (2013). Blended and Flipped Learning. Tech & learning, 34(2), 44.

Retrieved from http://search.proquest.com/docview/1438034131?accountid=12085

Wang, S., & Hsua, H. (2008). Reflections on using blogs to expand in-class discussion.

TechTrends, 52(3), 81-85. Retrieved from

http://search.proquest.com/docview/223124027?accountid=12085

Wraga, W. G. (2011). What's the Problem with a "Rigorous Academic Curriculum"?: Setting

New Terms for Students' School Experiences. Clearing House: A Journal Of Educational

Strategies, Issues And Ideas, 84(2), 59-64. Retrieved from ERIC database website:

http://www.informaworld.com.ezproxy.liberty.edu:2048/openurl?genre=article&id=doi:1

0.1080/00098655.2010.511307

of 17

Web viewThis idea of blended learning encourages ... All math teachers will be required to attend,...

Documents

Transcript of Web viewThis idea of blended learning encourages ... All math teachers will be required to attend,...