TECHNOLOGY TRAINING PLAN 1

Technology Training Plan

Jordan S. Rolls

University of Maryland Global Campus

EDTC 640: Leading Technology Change in Schools

Dr. Loretta Donovan

November 22, 2022

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Introduction:

This technology training plan will detail the process of technological professional

development that will take place at Butterfly Ridge Elementary School (BRES). All necessary

information needed for the success of the plan will be outlined in this document, including but

not limited to: needs analysis, demographic information, goals and objectives to be met,

evaluation standards and criteria, and the budget needed for all materials. The implementation of

this plan will be directed more toward the teachers so that they may increase the usage and rigor

of technology in their classrooms. Teachers will select their own content standards to focus on,

but will also be evaluated using the ISTE Standards for Educators.

School Description:

Butterfly Ridge Elementary is an inner-city, Title I school in Frederick County,

Maryland. Our school serves over 700 students from grades Pre-K through 5th. The student to

teacher ratio is 12:1 for the 2021-2022 school year. BRES has a 78.1% minority enrollment, with

65% being economically disadvantaged. The ranking factors for math and reading in the

previous school year fall somewhat below expectations, with math ranking at number 719 and

reading ranking at number 688 statewide. Math proficiency among students is currently at 16%,

while reading proficiency among students is at 23%. There are 54 full time equivalent teachers

staffed at Butterfly Ridge, and about 50 part-time or support staff. This school currently does not

offer any special programming like magnet, charter, or special education programs such as

Pyramid, Expressions, etc.

School Demographics (2021-2022 SY):

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Table 1

School-Wide Demographics

Topic Number of Students Percentage of School

Population

Title I School Yes ——

Special Education 100 14

Gifted/Talented 33 5

540 Plan 12 2

Free and Reduced Lunch 437 60

Economically Disadvantaged 204 28

Limited English Proficiency 165 23

Table 1 shows the school-wide demographics of BRES. From Table 1, we can see that

BRES has a large number of economically disadvantaged students, with a high rate of families

utilizing the Free and Reduced Meals program (FARM). Being a Title I school qualifies for extra

funding to support staff development and student need throughout the school year. A significant

percentage of BRES students are English Language Learners (ELL) and have a limited English

proficiency.

Table 2

Student Ethnicity Demographics

Student Ethnicity Number of Students School Percentage

American Indian 1 <1

Asian 40 6
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Black or African American 175 24

Hispanic/Latino of any races 320 44

White 132 18

Two or more races 55 8

Total School Population 723

Table 2 shows ethnic demographics in the student population. From Table 2, we can see

that BRES has a large Hispanic/Latino population, with the second largest representation being

Black or African American students. BRES is a very culturally diverse school, making it

imperative to meet the cultural needs of students on top of their instructional needs.

Tech Access:

Pre-pandemic, BRES had a 1:1 ratio for students and technology, but post-pandemic,

many devices were lost due to neglect, misuse, and misconduct. BRES now has a 3:1 ratio for

student access to technology, but is undergoing inventory for a replenishment of devices

throughout the current school year. Each homeroom teacher has a set of mobile devices for

students to use during instructional time. Teachers may choose in which ways they are

implemented and how students will rotate using them when there is less than a class set of

devices. Each day, teachers and students access software and subscriptions such as: Schoology

(Learning Management Software or LMS), Kami (annotation and markup tool), iReady (reading

and math software), Clever (digital learning platform), Performance Matters (performance data

analytics), Go Math (math instruction software), Teacher Access Center (gradebook and secured

server, TAC). These programs are utilized in homeroom or core-based classes. Most of the tech

is used in a rotation so that each student has time to access a device. Since there are less than a
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class set, many teachers will incorporate manipulatives or other instructional activities as stations

to be completed in a certain amount of time.

Currently, teachers and staff are required to attend monthly full-staff meetings. These

meetings frequently include presentations on equity, special needs cases, and behavioral

expectations or changes. The only technological professional development (PD) for teachers at

ES takes place at the beginning of the year, the week before students return to school. This PD

includes a brief training on cyber safety and cyber security for students. To my own knowledge,

there is not a current training plan in place that is meant to educate teachers on technology in

their classrooms or how to use software and tools. This training plan is aimed to introduce a new

series of sessions that focus primarily on teacher competence of digital tools in the classroom.

Needs Analysis:

The following survey was distributed to ten teachers of various grade levels and contents

within my school. The purpose of the survey was to gain understanding of when, how, and why

teachers implement technology in their classrooms to effectively plan professional development

that meets the needs of the teachers. Teachers have been encouraged to complete the survey

during their weekly team meeting to eliminate extra time spent on the survey. Once the surveys

are returned, we may proceed with our planning of development to encourage the usage of

technology in the classroom.

Survey for Teachers:

1. What grade level and subject area do you teach? _____________________________

2. How many of your students are independent with technology (i.e. they can navigate and
complete assignments/activities on their own)? _________ out of _________
3. What activities do students use technology for? (check all that apply)
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● Projects ● Independent Work

● Collaborative Work ● Assessments
● Research ● Free-Time or Reward
● Other: Please explain: ____________________________________________
______________________________________________________________

4. How often do students use technology for collaborative work?

● Once or twice ● 3-4 times a ● Every day ● Multiple times
a week week throughout the a day each
week week

5. Do students collaborate outside of their homeroom class?

● Yes ● No If so, how? __________________________

6. How often do students use digital tools to explore or research topics outside of their
school curriculum? (i.e. local, national, or global topics) (percentage out of 100)
__________________________________________________________________
7. How often do you use technology to enrich your county or state mandated curriculum?
(percentage out of 100)
__________________________________________________________________
8. How often do you encourage creativity and expression for students with technology?
(percentage out of 100)
___________________________________________________________________

Data Collected on Survey Results: (measured based on level of student need)

Chart 1 shows the data collected based on teacher responses to the survey. From Chart 1,

we can see that BRES teachers identify having the most need in the area of digital tools training.

Only two teachers report that students confidently use digital tools for research purposes in their

classrooms. We can also see that both areas of collaborative work and creativity and expression

are areas of need based on results. With this collection of data, we can identify that digital tools,

collaboration, and creativity and expression are the target areas for the training plan.

Figure 1: The amount of teachers with identified needs based on each section of the survey.
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Teachers reporting over 50% student independence on devices. 4/10

Teachers reporting collaborative work over 3-4 times a week. 3/10

Teachers reporting over 50% of student usage of digital tools for 2/10
research purposes.

Teachers reporting they use technology for curriculum enrichment 5/10

more than 50% of the time.

Teachers reporting they encourage creativity and expression with 3/10

technology more than 50% of the time.

Based on this data, we can identify that the top three areas of training needs are:
1. Student usage of digital tools
2. Collaboration with technology among students
3. Implementation of creativity and expression with technology

Theoretical Background:
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ISTE Standards: I will use the ISTE Standards for Educators to evaluate their ability to

enhance their own understanding and utilization of technology, as well as enrich student

experiences. These standards will also be used to evaluate teachers’ ability to create and progress

a Personal Learning Network (PLN). The main standards being evaluated are:

“2.1 Learner - Educators continually improve their practice by learning from and with
others and exploring proven and promising practices that leverage technology to improve
student learning” (ISTE, 2022, para. 2).
“2.4 Collaborator - Educators dedicate time to collaborate with both colleagues and
students to improve practice, discover and share resources and ideas, and solve problems”
(ISTE, 2022, para. 5).
“2.6 Facilitator - Educators facilitate learning with technology to support student
achievement of the ISTE Standards for Students” (ISTE, 2022, para. 7).

Curriculum Standards: Teachers will be responsible for identifying which curriculum

standards that fit their grade and content area. Teachers will be encouraged to identify ISTE

Standards for Students to align with the curriculum so that they are striving for more meaningful

technology usage. When planning their lessons, teachers will be required to have at least one

Common Core or State Standard and at least one ISTE Standard for Students. This way, teachers

are not overloading lessons with unnecessary standards, but can focus on two major goals of

objectives that their students will be working toward.

SAMR Model: The SAMR Model will be used to procedurally integrate technology into

the classrooms. Teachers will begin the process with substitution. “Substitution means replacing

traditional activities and materials—like in-class lectures or paper worksheets—with digital

versions” (Terada, 2020, para. 9). This will allow teachers to introduce technology in small

amounts so that their students may perfect their skills as they learn. The goal is to end with

redefinition. Redefinition is when “learning is fundamentally transformed at the “redefinition”

level, enabling activities that were previously impossible in the classroom” (Terada, 2020, para.
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18). While this is the end goal, the main goal is for teachers to gain comfortability and

independence with their students so that they can use technology successfully and efficiently on

their own.

Kirkpatrick’s Evaluation Model: This training will utilize Kirkpatrick’s Evaluation

Model to determine the effectiveness of the training. Since the staff has never participated in a

training like this, Kirkpatrick’s model provides the most simplified way of determining whether

goals were met and if it was overall enjoyable by the staff completing it. This model will

evaluate teachers based on “reaction, learning, behavior, and results” (Downes, 2016, para. 4).

Goals & Objectives:

Goal 1: (Digital Tools Training) Objective 1a:

Teachers will provide lessons and
activities that encourage student usage
of technology.
By creating lessons and assignments utilizing digital
tools, teachers will be able to promote student
learning
Objective 1b:
Using digital tools in the classroom, teachers will be
able to improve student learning in all content areas.

Goal 2: (Collaboration Training) Objective 2a:

By comparing materials and knowledge of classroom
Teachers will create more collaborative situations, teachers will be able to solve classroom
activities by utilizing online software problems to promote efficient learning.
and programs so students have more
Objective 2b:
opportunities to work together.
By implementing strategies learned, teachers will be
able to create lessons and assignments that promote
student collaboration using classroom devices.
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Goal 3: (Creativity and Expression Objective 3a:

Training)
Teachers will use technology to
effectively support students’ creativity
and expression in the classroom
through the use of mobile devices.
Using model lessons from the specials team, teachers
will be able to identify key components of creativity
and expression to implement in their core classes.
Objective 3b:
Using artistic strategies to create lessons and
assignments teachers will be able to increase student
creativity and expression.

Evaluation:

In order to determine impactful topics for professional development and training, teachers

will complete surveys that ask questions about their classes and use of technology among

students. With the survey results, data will be analyzed to identify areas of need. Based on the

percentage of need, the top three topics will be used to develop a year-long training plan to

improve those defined areas of need. Once those training seminars are created, an overview and

timeline will be distributed to teachers. The following evaluation model will be utilized during

each session:

Kirkpatrick’s Evaluation Model

During each monthly professional development seminar, teachers will be evaluated based

on Kirkpatrick’s Evaluation Model. This model highlights the following checkpoints:

Reaction - What did the learners feel about the learning experience?

Learning - Did their knowledge and skills improve?

Behavior - Did learners actually do anything different as a result of the training?

Results - What was the effect of the training on the business as a whole?
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Utilizing this method of evaluation during each training will determine the effectiveness that the

professional learning had on the teachers in attendance. When teachers have completed the year-

long course plan, they will be given a final reflection survey on the impact and effectiveness of

the training they received. The results from this survey will help to guide the creation of the next

year’s plan.

Schedule:

August Topic: Digital Tools (Session 1)

Sub-Topic: Introduction to Digital Tools in the Classroom
Target Audience: Teachers
Goal/Outcome: Teachers will provide lessons and activities that encourage
student usage of technology.
Summary: Teachers will participate in the introduction to the module. This
session will discuss what teachers are currently doing in their classrooms by
sharing with their groups, and then having each group share with the whole staff.
We will identify key software, activities, and goals teachers are implementing in
their classes. Then, we will discuss what we want to see happen or change with
our current use of digital tools and as a staff, we will identify goals and
objectives that teachers think will benefit their classrooms. Before this session,
teachers will be asked to bring a copy of a lesson where they utilized digital
tools. Teachers will participate in a brief analysis of their lesson to hand in
before they leave the session. Teachers will be asked to research and record
tools, software, or activities they would like to work toward.

September Topic: Digital Tools (Session 2)

Sub-Topic: Digital Tools that Enrich Student Learning
Target Audience: Teachers
Goal/Outcome: Teachers will participate in training on digital tools and
platforms for students to provide lessons and activities that encourage student
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usage of technology.
Summary: In this session, a few teachers will begin by sharing their research
assigned after session 1. Each group will be assigned a tool listed to discuss the
impacts it would have on student learning and if it is beneficial to the classroom.
The second half of the session will be spent discussing what makes digital tools
effective in enriching student learning. By the end of the session, staff will have
distinguished which tools they were looking at are actually impactful for
students. Teachers will leave this session with a detailed checklist on what to
look for in determining an effective digital tool. They will be asked to look into
the tools they are currently using with the checklist to determine if what they do
in their classrooms are really impacting their students. Teachers will submit a
brief exit ticket showing if what they are currently using in their classrooms is
effective.

October Topic: Digital Tools (Session 3)

Sub-Topic: Create Impactful Lessons/Assignments Utilizing Digital Tools
Target Audience: Teachers
Goal/Outcome: Teachers will participate in training on digital tools and
platforms for students to provide lessons and activities that encourage student
usage of technology.
Summary: In the beginning of this session, teachers will share with their groups
what they learned about their current digital tools and whether or not they are
truly enriching student learning. After brief discussion, a few teachers will be
asked to share their findings with the staff. Now that teachers are equipped with
tools that assist them in finding digital tools, this training will be focused around
implementing them and creating lessons/assignments that utilize them. Teachers
will be introduced to a technology-focused lesson plan template. They will be
shown a sample of what it looks like completed, with the goals of digital tool
implementation highlighted. Staff will be trained on important components to
utilize when composing their own plans and on how to determine if they are
using digital tools in the appropriate manner for student enrichment rather than
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supplemental learning. At the end of this training, teachers will complete a quick
survey on the training series they just received.

November Topic: Collaboration (Session 1)

Sub-Topic: Introduction to Collaboration with Technology
Target Audience: Teachers
Goal/Outcome: Teachers will create more collaborative activities by utilizing
online software and programs so students have more opportunities to work
together.
Summary: Teachers will participate in the introduction to the module. This
session, teachers will discuss what collaborative activities currently look like in
their classrooms by first sharing with their groups, and then a few will share with
the whole staff. The differences and similarities between in-person collaboration
and digital collaboration will be highlighted.We will identify key components of
collaboration among students, and what we expect as an outcome when we plan
collaborative activities. In their groups, teachers will identify learning goals and
outcomes that they want to improve in their classes when having students
collaborate through the use of technology. By the end of this session, we will
have identified goals we would like to reach and collaboration issues we would
like to resolve by the end of the training. After this session, teachers will be
asked to pull one lesson that they have utilized digital collaboration and evaluate
how that lesson went and whether or not it was successful. They will complete a
short exit ticket that details their current implementation of collaborative tools.

December Topic: Collaboration (Session 2)

Sub-Topic: What Can Collaboration Look Like on Devices?
Target Audience: Teachers
Goal/Outcome: Teachers will create more collaborative activities by utilizing
online software and programs so students have more opportunities to work
together.
Summary: In this session, teachers will begin by sharing their previous digital
collaboration lessons with their groups. They will share relevant parts of their
TECHNOLOGY TRAINING PLAN 14

evaluations and together, they will determine 2-3 things that would have
improved the collaborative piece of the lesson. Once a few teachers share the
items determined to make their digital collaboration more effective, we will
discuss what exactly makes digital collaboration so important in our 21st century
schools. The staff will reflect on currently used collaborative tools and how often
students use them. They will complete a short survey with their reflections.
Teachers will leave this session with an understanding on how to evaluate
whether or not they are effectively implementing collaborative digital tools to
maximize student learning.

January Topic: Collaboration (Session 3)

Sub-Topic: Create Meaningful Lessons Focused Around Collaboration
Target Audience: Teachers
Goal/Outcome: Teachers will create more collaborative activities by utilizing
online software and programs so students have more opportunities to work
together.
Summary: For this session, teachers will be shown an example of an effective
lesson revolving around collaboration with digital tools. They will be able to take
this lesson with them to help guide them in creating lessons that highlight digital
collaboration. Teachers will discuss in groups what they found about the
collaboration tools they are currently using, whether they are school-wide or
unique to the teacher’s classroom. In their groups, they will discuss the impact
and effectiveness of the tools they currently use, and recommend any that could
be more valuable to students. As a staff, we will communicate about key
components of collaboration, and key components of using digital tools. We will
put those two together and create a list that will assist staff in determining
whether a collaboration tool they find is useful or not. At the end of this training,
teachers will complete a quick survey on the training series they just received.

February Topic: Creativity and Expression (Session 1)

Sub-Topic: Introduction to Creativity and Expression
Target Audience: Teachers
TECHNOLOGY TRAINING PLAN 15

Goal/Outcome: Teachers will use technology to effectively support students’

creativity and expression in the classroom through the use of mobile devices.
Summary: Teachers will participate in the introduction to the module. Teachers
will be asked to discuss with their groups what creativity and expression mean to
them and how they best demonstrate those skills. The staff will listen to a short
description from specials teachers (music, art, P.E., and media) about what
creativity and expression look like in their classrooms. This will give teachers an
idea of what their students are exposed to and produce when they are required to
be creative and expressive. Items At the end of this session, teachers will be
asked to conduct a lesson plan analysis before the next session to describe the
current level of creativity and expression they incorporate into daily learning.

March Topic: Creativity and Expression (Session 2)

Sub-Topic: What does Creativity and Expression Look Like in a Core Class?
Target Audience: Teachers
Goal/Outcome: Teachers will use technology to effectively support students’
creativity and expression in the classroom through the use of mobile devices.
Summary: When this session begins, teachers will share a few thoughts about
what they saw happening in their classrooms since the last session. They will
share any key moments that were both good and bad so that we can determine
how to promote or improve them. The presentation in this session will revolve
around core curriculum and how teachers can still utilize creativity skills when
learning core subjects. We will identify how to engage students and promote
open-ended assignments that allow students to use their own imaginations to
reach a common goal. Teachers will complete a brief exit ticket with three ideas
of how they can encourage creativity and expression in their core curriculum
classes. After this session, teachers will be asked to create and execute at least
two lessons that revolve around creativity and expression in one of their core
curriculum classes.

April Topic: Creativity and Expression (Session 3)

Sub-Topic: Create Lessons/Assignments that Promote Creativity and Expression
TECHNOLOGY TRAINING PLAN 16

Target Audience: Teachers

Goal/Outcome: Teachers will use technology to effectively support students’
creativity and expression in the classroom through the use of mobile devices.
Summary: When this session begins, teachers will share with their groups their
reflections on the two required core creativity lessons. A few teachers will then
share with the entire staff what they noticed, how it went, and where they think
they may have struggled the most with execution of their ideas. This session will
be led by the specials team to help teachers understand what these lessons can
look like and how you maximize the ability of letting students use their
imaginations to reach a final product. As it has a “Q&A” feel, teachers will be
able to ask questions, make comments, and communicate with the specials team
about these lessons and how to create supplementary or assistive tools for
completion. At the end of this session, each teacher on the specials team will
have printed and laid out some sample lessons on a table so that teachers may
take a model with them from the ideas that resonate most with their own
creativity. These will help teachers to analyze and evaluate how much of the
lessons they create should be led and focused around the students and their
ability to use creativity and expression. At the end of this training, teachers will
complete a quick survey on the training series they just received.

May Topic: Training Wrap-Up (Session 1)

Sub-Topic: Reflection on Training Series
Target Audience: Teachers
Goal/Outcome: Reflect on series of trainings; gain feedback
Summary: In this session, teachers and staff will participate in an open
discussion about the training series they received throughout the year. The
discussion will be open for feedback, as well as pros and cons of the series. The
goal of this session is to learn what teachers thought was beneficial in order to
plan training for the next school year. Teachers will leave the session having
received an email with a survey link that allows them to reflect further on a more
personal level, as well as indicate training they would like to see in the next
TECHNOLOGY TRAINING PLAN 17

school year.

June Topic: Training Wrap-Up Continued (Session 2)

(1 Week) Sub-Topic: Turning in Final Reflections
Target Audience: Teachers
Goal/Outcome: Receive all survey responses.
Summary: Teachers are encouraged to meet, but are not required. They may
address further ideas or concerns before leaving for the summer. This mini-
session serves as a deadline for having all surveys completed and returned for
evaluation and planning of the next series of training in the new school year.

Workshop Outline:

Creativity and Expression Professional Development Plan:

Topic: Creativity and Expression

Goal: Teachers will use technology to effectively support students’ creativity and expression in

the classroom through the use of mobile devices.

Objective 3a:Using model lessons from the specials team, teachers will identify key

components of creativity and expression to implement in their core classes.

Objective 3b:Using artistic strategies to create lessons and assignments teachers will be

able to increase student creativity and expression.

Session 1: (1 hour, Introduction to Creativity and Expression)

10 Minute Introduction - Teachers will participate in the introduction to the module. This will

include details about why Creativity and Expression was chosen as a topic, as well as asking

teachers about the topic and gaining responses by the raise of hands.
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10 Minute Group Discussion - Teachers will be asked to discuss with their groups what

creativity and expression mean to them and how they best demonstrate those skills.

The staff will listen to a short description from specials teachers (music, art, P.E., and media)

about what creativity and expression look like in their classrooms. This will give teachers an idea

of what their students are exposed to and produce when they are required to be creative and

expressive.

20-30 Minute Presentation - After that brief presentation, groups will highlight 2-3 things that

stuck out to them during the specials presentation and will discuss how they could incorporate

them into their own classrooms.

10-15 Minute Group Discussion - Each group will share the 2-3 items that suck out to them,

and as a staff, we will compose a list of our top 5 criteria that WE must do to open our

classrooms to creativity and expression among students.

Task - At the end of this session, teachers will be asked to evaluate a few lessons before the next

session to describe the current level of creativity and expression they incorporate into daily

learning.

Session 2: (1 hour, What does Creativity and Expression Look Like in a Core Class?)

10 Minute Introduction - When this session begins, teachers will share a few thoughts about

what they saw happening in their classrooms since the last session. They will share any key

moments that were both good and bad so that we can determine how to promote or improve

them.

30 Minute Presentation - The presentation in this session will revolve around the core

curriculum and how teachers can still utilize creativity skills when learning core subjects. We
TECHNOLOGY TRAINING PLAN 19

will identify how to engage students and promote open-ended assignments that allow students to

use their own imaginations to reach a common goal.

10-20 Minute Group Discussion - Groups will discuss the content of the presentation and

determine what essential pieces must be present in a lesson that revolves around creativity and

expression. They will take notes however they choose so that they can utilize the content.

Task - After this session, teachers will be asked to create and execute at least two lessons that

revolve around creativity and expression in one of their core curriculum classes.

Session 3: (1 hour, Create Lessons/Assignments that Promote Creativity and Expression)

15-20 Minute Introduction and Discussion - When this session begins, teachers will share with

their groups their reflections on the two required core creativity lessons. A few teachers will then

share with the entire staff what they noticed, how it went, and where they think they may have

struggled the most with execution of their ideas.

40 Minute Presentation and Q&A Session - This session will be led by the specials team to

help teachers understand what these lessons can look like and how you maximize the ability of

letting students use their imaginations to reach a final product. As it has a “Q&A” feel, teachers

will be able to ask questions, make comments, and communicate with the specials team about

these lessons and how to create supplementary or assistive tools for completion.

Task - At the end of this session, each teacher on the specials team will have printed and laid out

some sample lessons on a table so that teachers may take a model with them from the ideas that

resonate most with their own creativity. These will help teachers to analyze and evaluate how

much of the lessons they create should be led and focused around the students and their ability to
TECHNOLOGY TRAINING PLAN 20

use creativity and expression. At the end of this training, teachers will complete a quick survey

on the training series they just received.

Evaluation: Kirkpatrick’s Model will be used to evaluate teachers throughout all three sessions

as a form of formative evaluation. This will assist in determining if and how teachers are

reacting, learning, behaving, and what the results are based on what changes are seen or made.

At the end of the three-month series, teachers will complete a quick survey on the impact this

training has had on their practices and how beneficial the content was to them. Another survey

will be distributed after this series for a final, summative reflection on the entire training plan.

These results will be used to formulate and plan the training series that will be implemented the

next school year.

Budget:

Item/Tool Cost

Snack table or refreshments for each meeting $770

($70 x 11 sessions for 110 staff members)

Funds set aside for assisting staff purchases of $6,000 school-wide

tools and software they may deem essential

Funds for paper and ink used when printing $200

hard copies of materials

TOTAL $6,970
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References:

Downes, A. (2016, January 20). 4 learning evaluation models you can use. eLearning

Industry. https://elearningindustry.com/4-learning-evaluation-models-can-use

International Society for Technology in Education (ISTE). (2022). ISTE standards:

Educators. https://www.iste.org/standards/iste-standards-for-teachers

International Society for Technology in Education (ISTE). (2022). ISTE standards:

Students. https://www.iste.org/standards/iste-standards-for-students

Terada, Y. (2020, May 4). SAMR: A powerful model for understanding good tech

integration. Edutopia. https://www.edutopia.org/article/powerful-model-understanding-

good-tech-integration