TECHNOLOGY PLAN TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership & M.Ed. in Curriculum and Instruction
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION
Name: Sumeyye Bayar

Date: 7.18.2015

This template is adapted from

http://www.cde.ca.gov/ls/et/rs/documents/et14techplan.doc

INTRODUCTION/BACKGROUND
The plan should guide the LEAs use of education technology for the next three
years.

List specific start and end dates (7/1/xx to 6/30/xx). Provide a brief overview of
the LEA, its location and demographics and/or share a link to the LEAs website.
Start date: 8/1/2015 to 7/10/2018
LEA Title: Harmony School of Fine Arts and Technology
LEA Region: 20
City, State, Zip: Houston, TX, 77054
Phone: (832) 433 7083
Number of students: 550
Percent of Economically Disadvantaged Students: %58
Website of the LEA: www.hsart.org

Describe how a variety of stakeholders from within the LEA and the communityat-large participated in the planning process.
School Principal: Ms. Alain Frankiewicz
Assistant Principals: ___________
Computer Teacher: __________
Other Stakeholders
Parents
District superintendent
Cluster IT manager
Small businesses
Summarize the relevant research and describe how it supports the plan's
curricular and professional development goals.
Summarize the plans major curricular and professional development outcomes

that are supported by research.

Describe and cite the relevant research that supports the plans outcomes.
Describe the connection between the research and the plans goals.
Describe information gathered from site visits, including best practices.
Instructional technology has been used in education more commonly in the last
decades in order to improve teaching, learning, and student outcomes
(Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010). Teachers, parents and
students welcome the educational technology with great excitement. All
stakeholders expect immediate excessive positive outcomes from educational
technology. In order to get the maximum benefits of educational technology, a
detailed technology plan must be prepared with the involvement of all stake
holders.
Campus administrators have a major responsibility of establishing a participative
environment of preparing the technology plan. Technology plan is important for
the allocating the funds as well as using the technologic devices effectively and
efficiently. Involvement of teachers and parents is important for the success of
technology plan (Donlevy, 2005).
Organizing site visits is an important component of technology plan. It gives more
concrete ideas for the using the technology at schools.
References
1. Donlevy, J. (2005). TEACHERS, TECHNOLOGY AND TRAINING: ENVISIONING THE
FUTURE: THE US DEPARTMENT OF EDUCATION'S NATIONAL TECHNOLOGY
PLAN. International Journal of Instructional Media,32(2), 107.
2. Shapley, K. S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the
implementation fidelity of technology immersion and its relationship with student
achievement. The Journal of Technology, Learning and Assessment, 9(4).

CURRICULUM COMPONENT CRITERIA.

The Plan must establish clear goals and realistic strategy for using
telecommunications and information technology to improve education services.
(Answer at least 2 questions for each subsection below)

Describe teachers' current access to instructional technology and current use of

digital tools.
1. What technology is currently available for teachers?
Laptops for each teacher, projectors for each classroom and lab,
two copiers with scanners, phones at each classroom, lab and
office, document cameras for core course teachers.
2. How are hardware and software currently being used in
classrooms at each grade level and in each content area?

Related instructional software for each teacher and school

management information system was already installed into each
teachers laptop. For academic software, K-2 grades use Go Math
Software for Math instruction, Interactive Journeys for English. ESL
students use Reading Eggs. For upper classes, there are ALEKS,
Reasoning Minds and Study Island.

Describe students' current access to instructional technology and current use of

digital tools. Include a description about the LEA policy, practices, and/or
replacement policy that ensures equitable technology access for all students.
1. Is technology currently available to all students?
There are 9 class sets of chrome books for 28 students. These class
sets were assigned to math, science and ELA teachers. Other teachers
can use these class sets, when they are not used by math, science and
ELA teachers. Each classroom was furnished by document cameras
and projectors. Class sets of chrome books are available to all students
during the math, science and ELA classes.
2. What replacement cycle has been built into the plan; and
what funding is needed to support the replacement policy?
Life times of teacher laptops and chrome books are accepted as four
years by Harmony Public schools. Teacher laptops are purchased
through leasing with the three years payment option. Student chrome
books are funded by federal Race to Top grant program. We have 20
extra chrome books in case of having technical issues.
There are three extra teacher laptops kept by IT department for any
additional laptop needs or for having technical issues with existing
teacher laptops.
Describe goals and an implementation plan, with annual activities, for using
technology to improve teaching and learning. Describe how these goals align to
the LEA's curricular goals that are supported by other plans. Describe how the
LEA's budget (LCAP) supports these goals, and whether future funding
proposals or partnerships may be needed for successful implementation.
1. How will technology be used to create more powerful learning
experiences to
improve student academic achievement?

Instructional integration of educational technology is ultimate goal of using

technology. It is required for higher student success. In order to integrate the
technology into the instruction, teachers and administrators must have basic

technological skills to use the technology in their daily life.

Although school administrators and teachers may have the basic technological
skills to carry on their daily personal and job-related activities, they may not have
comprehensive knowledge for the effective integration of technology into the
classroom instruction. School administrators must organize trainings for
integrating technology into the instruction to get maximum benefits of technology.
2.How will teachers be trained to deliver Internet safety and ethical
use
content

Internet safety and ethical use content is an important component of technology

leadership tasks recommended by the National Educational Technology
Standards for Administrators and teachers. Because of that administrators must
- Secure and allocate technology resources to enable teachers to better
meet the needs of all learners on campus
- Adhere to and enforce among staff and students the districts acceptable
use policy.
In order to do it, technology devices to all teachers and students must be
provided with a technology usage handbook. Additionally, internet safety and
ethical use content topics must reviewed during the teacher trainings.

Describe goals and an implementation plan, with annual activities, to address

Internet Safety and the appropriate and ethical use of technology in the
classroom.
How will teachers be trained to deliver Internet safety and ethical
use content?
Although all laptops, chrome books and servers have effective internet
filtering system, teachers are trained for possible internet safety and ethical
issues at the beginning of each school year during the teacher trainings.
Additionally, teachers are required to take certain number of trainings during
the school year.
How and when will teachers and/or librarians help students
acquire Internet safety skills?

Students are informed about internet safety issues during the computer classes.
PROFESSIONAL DEVELOPMENT COMPONENT
The Plan must have a professional development strategy to ensure that staff
understands how to use these new technologies to improve education services
(Answer at least 2 questions for each subsection below)

Summary of the teachers' and administrators' current technology proficiency and

integration skills and needs for professional development.
1. Are administrators able to support teachers with the
integration of technology into daily curriculum?
Effective technological leadership of principals can enable the mobile
technology to be used as powerful and flexible educational tools for
teaching and learning. Administrators at Harmony School of Fine Arts
and Technology have technological skills to develop repertoire of
strategies for supporting teachers efforts to use technology in the
classroom.
2. What do teachers and administrators consider as their
needs for professional development?
There are many studies that have supported the importance of
professional development and trainings which are critical and a
fundamental component for successful instructional technology
integration. Professional development sessions give teachers the skills
and tools that result in higher confidence, proficiency and a strong
comfort level with mobile technology.
Professional development sessions must;
- be intensive at the beginning of school year.
- Be continuous.
- Instead of one-shot sporadic workshops, more sustained training
opportunities must be provided.
- focus on both technology literacy and curricular integration.
Describe goals and an implementation plan, with annual activities, for providing
professional development opportunities based on your LEA needs assessment
data and the Curriculum Component of the plan.

What professional learning will be available so teachers and

administrators can make informed decisions using data to meet
individual student academic needs?
Academic coaches at district and central office level helps teachers and
administrators to use the data effectively at decision-making process. These
coaches visit our campus regularly and on-demand of local campus
administrators.
What professional learning will be available so teachers and
administrators can effectively use technology to assist with student
assessment?

Online and on-site trainings are provided by Harmony Public Schools Central
Office to teachers and administrators to help them using the technology to assist

with student assessment.

INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, SOFTWARE, AND
ASSET MANAGEMENT COMPONENT CRITERIA
The Plan must include an assessment of the telecommunication services,
hardware, software, asset management, and other services that will be needed to
improve education services.
(Answer at least 2 questions for each subsection below)

Describe the existing hardware, Internet access, electronic learning resources,

technical support, and asset management already in the LEA that will be used to
support the Curriculum and Professional Development Components of the plan.
1. What technologies are available to facilitate home/school
communication such as email, webpages, and voice mail?
Harmony School of Fine Arts and Technology has a web page which is
updated daily base. Additionally, we provide mobile application for smart
phones, tablets and Ipads that helps parents and students accessing school
activities, grades, attendance etc.
For email and phone communication, school reach system is also used at the
campus.
2. Do all staff members have e-mail accounts? Do students have
access to email?
All teachers and students have an email accounts provided by Harmony
School of Fine Arts and Technology.

Describe the technology hardware, electronic learning resources, networking and

telecommunications infrastructure, physical plant modifications, technical
support, and asset management needed by the LEA's teachers, students, and
administrators to support the activities in the Curriculum and Professional
Development components of the plan.
1. What technology is needed to implement the Curriculum and
Professional Development components for students and staff?
Currently only math, science and ELA teachers have chrome book sets. We
need to provide the sets to all teachers (for all classrooms). Smart boards are
needed for math and Science classrooms.
2. Can existing equipment be modified to meet certain needs
identified in the plan?
Special education and ESL teachers have local printers in their classrooms.
Other teachers use main copiers for print out and scanning. Math teachers
request local printers for their classrooms.
MONITORING AND EVALUATION COMPONENT
The plan must include an evaluation process that enables the school to monitor

progress toward the specific goals and make mid-course corrections in response
to new developments and opportunities as they arise.
(Answer at least 2 questions for each subsection below)

Describe the process for evaluating the plan's overall progress and impact on
teaching and learning.
1. How will the LEA know whether implementation of this plan
has made a positive impact on teaching and learning?
School administrators must systematically monitor the plan impacts
and scientifically test the effectiveness of plan in increasing students
achievement in core academic subjects and examine intervening
factors. Some challenges maybe foreseen and addressed during the
planning stage, but additional challenges will emerge as
implementation takes place. Because of that, administrators need to
develop ongoing monitoring and evaluation system.
We practice Measures of Academic Progress (MAP) tests which were
developed by the Northwest Evaluation Association (NWEA). MAP test
scores are used to observe the impacts of the technology plan, will
include MAP computer adaptive interim assessments provide a
personalized assessment experience by adapting to each students
learning level. If a student answers a question correctly, the test
follows up with a more challenging question. If a student answers
incorrectly, the test follows up with an easier question. By adjusting the
difficulty of items up or down, MAP precisely measures every students
achievement as well as growth over time (NWEA, 2015).
All students in grades in 2-8 are tested in reading and mathematics.
Students in 3-8 are also tested in science. The purpose of
administering the MAP is to determine how well each student is
achieving academically compared to other students in the campus, in
the district and a national sample of students in the same grade, at the
same time of the school year. The MAP is given in fall, winter and
spring so that improvements for each student can be monitored. MAP
reports illuminate the learning level of students on, above, and below
grade level, so that teachers and parents have the real-time data
insights they need for tailoring instruction and making strategic
programmatic decisions.
References
1. NWEA. (2015). Skills Navigator. Retrieved from
https://www.nwea.org/content/uploads/2015/04/Skills-Navigator-OverviewBrochure-APR15.pdf

2. Describe the process to coordinate the individual evaluation

component.
In order to implement data-driven decision-making process for each
student, assistant principal, data analyst and teachers work together.
Performance of each student during the classroom instruction and MAP
test scores analyzed together and an individualized action plan is
prepared for each student. Parents are also encouraged to attend
these meetings.
Describe the schedule for evaluating the effect of plan implementation, including
a description of the process and frequency of communicating evaluation results
to tech plan stakeholders.
1. How often will data be collected and summarized? Who is
responsible?
School administrators use technology to plan and implement
comprehensive systems of effective assessment and evaluation and
using technology to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and student
learning.
Using data for decision making is important for school improvement.
The No Child Left Behind legislation (NCLB, 2001) made the datadriven decision making it the central focus of education. Harmony
School of Fine Arts and Technology administrators use data extensively
to guide them in decision making, setting and prioritizing goals, and
monitoring progress. In traditional methods, disaggregating, analyzing,
and reporting the data is a complex process. Technology enables
teachers and administrators collect the data in a more convenient and
easy way. Instructional software and school management information
systems deliver to school administrators and teachers the data that
they need for instructional and administrative decisions so teachers
get a clear picture of how their classrooms are performing, and enables
administrators to make critical decisions (NWEA, 2015).
Data collection is an ongoing process. School management information
system gives the instant data for each student. Additionally, periodic
MAP tests provide the scores showing the improvements.
References
1. NCLB. (2001). Public Law, Retrieved from
http://www2.ed.gov/policy/elsec/leg/esea02/index.html
2. NWEA. (2015). Skills Navigator. Retrieved from

https://www.nwea.org/content/uploads/2015/04/Skills-Navigator-OverviewBrochure-APR15.pdf

2. How often will the status of plan implementation be

reported to the
LEA superintendent and the stakeholders?
The status of implementation of technology plan is reported annually
to the LEA superintendent and the stakeholders.