Action research plan: On how to help struggling bilingual students who receive little or no help at home succeed at school.
Goal: Is to identify and help struggling bilingual students which receive no help at home because of different reasons, succeed at school receiving specific help from teachers.
Teacher’s integration goal: Students will develop self confidence in learning and in the way they learn by being motivated to do that on their own requiring minimal help from an adult. Giving material that is developmentally adequate to their understanding level.
Action step: Identify target students that are in the need of help.
Time-line:August
Resources:Identify material that is required by each student to be used at home on their own.
Person Responsible:Internee
Evaluation: During the first week teacher will collect the material and evaluate its functionality.
Action step: Utilize the CPG to find material that will be covered during the 5 following weeks.
Time line: September
Resources: CPG
Person Responsible: Internee
Evaluation: Make adequate changes to the material to be at students’ level.
Action step: Analyze the results from first week and adjust material and find additional one if it is required due to the level of difficulty.
Time line: October
Resources: Review results from material supplied during first week.
Person Responsible: Internee
Evaluation: First 5 weeks test, evaluation and data tabulation.
Action step: Data analysis, evaluation and interpretation.
Time line: November
Resources: Review of material Conference with students to find out if the material was adequate and if they run into any difficulties.
Person Responsible: Internee
Evaluation: Use similar material in class to work independently to evaluate if the student can handle the material. Document reactions and results from students and comment with counselor if there are any special issues that need to be documented to seek additional help for students like SST.
Action step: Adjust and make changes as needed according with results and conference with parents.
Time line: December / January
Resources: Evaluate students progress vs. benchmark and parents follow up on students’ progress at home.
Person Responsible: Internee
Evaluation: Observe students results from test and benchmark and parents observations to determine if the material is working or is taking the student to a frustration level.
Adjust the material may require the teacher to revise the previous grade CPG.
Action step: Review results
Time line: January / February
Resources: Analyze material turned in by students.
Person Responsible: Internee
Evaluation: Determine at a percentage level if the plan is working by quantitatively finding the progress of students.
Monday, July 12, 2010
Saturday, July 10, 2010
What I learned about Action Research week two
What I learned about Action Research is that gives teachers the skills needed to work on problems specific to their classrooms and their schools. By using an actual research procedure, researching teachers can resolve their own teaching challenges. They learn how to ask a focusing question, define terms, collect relevant data, use an analysis process that rules out bias, and includes methods that yield validity and reliability.
Thursday, July 8, 2010
Action Research
Action Research
Action research is the process in which teachers or principals examine their educational practice in a systematic way using research techniques in a methodological and structured way.
It is based on the following assumptions:
• Teachers and principals work best on problems they have identified for themselves
• Teachers and principals become more effective when encouraged to examine and assess their
own work and then consider ways of working differently
• Teachers and principals help each other by working collaboratively
• Working with colleagues helps teachers and principals in their professional development Although there are many types of research that may be undertaken, action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher’s environment that is, with the students and at the school in which the teacher works on questions that deal with educational matters at hand.
(Watts, H. 1985, When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127.
There are many types of research that may be undertaken, action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher’s environment, with the students and at the school in which the teacher works on questions that deal with educational matters.
There is a school of thought in this field that calls for greater professionalization that is teachers should be constantly researching and educating themselves about their area of expertise.
Action research is the idea that teachers will begin a cycle of posing questions, gathering data, reflection, and deciding on a course of action. When these decisions begin to change the school environment, a different set of circumstances appears with different problems posed, which require a new look. Indeed, many action research projects are started with a particular problem to solve, whose solution leads into other areas of study. While a teacher may work alone on these studies, it is also common for a number of teachers to collaborate on a problem, as well as enlist support and guidance from administrators, university scholars, and others. At times, whole schools may decide to tackle a school-wide study to address a common issue, or join with others to look at district-wide issues. (Eileen Ferrance, 2000, Action Research, Northeast and Islands Regional Educational Laboratory At Brown University, p. 15-25)
How educational leaders might use blogs.
It can be used as a tool to gather opinion from other teachers and help in the research project. Blogs break the barriers of time and distance, making rich the collaboration at different levels of the research. People will be able to collaborate and be updated with the results and post their opinion. With blogs you can seek advice and opinion from different stake holders.
Action research is the process in which teachers or principals examine their educational practice in a systematic way using research techniques in a methodological and structured way.
It is based on the following assumptions:
• Teachers and principals work best on problems they have identified for themselves
• Teachers and principals become more effective when encouraged to examine and assess their
own work and then consider ways of working differently
• Teachers and principals help each other by working collaboratively
• Working with colleagues helps teachers and principals in their professional development Although there are many types of research that may be undertaken, action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher’s environment that is, with the students and at the school in which the teacher works on questions that deal with educational matters at hand.
(Watts, H. 1985, When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127.
There are many types of research that may be undertaken, action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher’s environment, with the students and at the school in which the teacher works on questions that deal with educational matters.
There is a school of thought in this field that calls for greater professionalization that is teachers should be constantly researching and educating themselves about their area of expertise.
Action research is the idea that teachers will begin a cycle of posing questions, gathering data, reflection, and deciding on a course of action. When these decisions begin to change the school environment, a different set of circumstances appears with different problems posed, which require a new look. Indeed, many action research projects are started with a particular problem to solve, whose solution leads into other areas of study. While a teacher may work alone on these studies, it is also common for a number of teachers to collaborate on a problem, as well as enlist support and guidance from administrators, university scholars, and others. At times, whole schools may decide to tackle a school-wide study to address a common issue, or join with others to look at district-wide issues. (Eileen Ferrance, 2000, Action Research, Northeast and Islands Regional Educational Laboratory At Brown University, p. 15-25)
How educational leaders might use blogs.
It can be used as a tool to gather opinion from other teachers and help in the research project. Blogs break the barriers of time and distance, making rich the collaboration at different levels of the research. People will be able to collaborate and be updated with the results and post their opinion. With blogs you can seek advice and opinion from different stake holders.
Sunday, December 13, 2009
Reflection
I have learn and gain a new perspective regarding technology and how it is being used by younger people and how that technology is going to affect us in the future and the most impotant thing them. They are technology natives and also technology dependants. An important leson that I learn is that we can use that dependence on technology to help students learn and gain more knowledge, specially if we can direct and refocus their interest in learning.
I believe that I have achieve the outcomes by learning and gaining more knowledge on how students can use technology to learn and how technology is braking barriers in education.
We need to adapt our selfs to technology and usit in a constructive way. But we also need to teach our students to use technology in a constructive way with out affecting other people.
Technology is something that is moving so fast and at such a speed that it can happen that our own stundets may become obsolete in the use of technology.
From my vantage point I can reflect a many interesting learnings that I can apply to a campus as an administrator. From the security perspective I have to recognize that we live in a new world that requires us educators to learn more about the use of computers for our self and how the students are using it. This learning needs to be for our own enrichment and we need to learn what the students are learning technology wise.
By duing that we will be communicating at the same level, it seems to me that when we talk about being technology natives us the technology emeigrants are excluded from learning about technology and its use. And even though they are technology natives they still reuire to learn basic things like writing and mathematics how are they going to use technology if they are illiterate. We will never be separated about our basic knowledge as humans.
The out comes that I did not achieve are a more intensive use of technology that I can use at school, but it gave me a god insight of what I need to learn about technology so I can catch up with all that world of information. I see in the district curriculum that students are learning how to make web pages in high school that is something that we as teacherd do noy know how to do or at least not all of us. From that point of view if I want to catch up in all the technology issues that I need to learn, now I have the base or fundamentals in where to start. On the other hand this class helped me use a blog and how important is the use of a blog to communicate with other people. At the beginnig it was a little frustrating because the instructions are not very clear or at least there is a gap between the instructions and the real use. But after spending some time in the computer I was able to acieve my goal and this is very important for the new users of technology, because it is that sence of frustration that we need to overcome to learn and grow.
All of my course assignments were carried out successfully and with no big complications and it was interesting to use the technology to carry thos assignments. However I was expecting to see more use of technology like construction wise, like build a small web page and put a blog on it that I think would be very interesting. I can se several teachers having their own web page where they poste their homework for the week putting additional work for the tier two and three students. I mention this because of the use that a teacher can give to help students interact with technology and at the same time they can learn their subjects.
What I learned from this class is that we need to keap learning all the time in order to be up to date with our students we are no different from doctors or lawyers or people that need to keap themselves learning in order to catch up with all the knowledge that is out there. This class reinforced some knowledge that I have already but it also gave new insight of things that I do not know, but the must important is that now I know where to start looking for that information that I lack.
Bloging is a very important part in education since it eexpreses what one person is doing in one field or area, bloging is a new way of communicating with people in a new space and environment that we need to become familiar and learn how to use. However bloging should be understood in a important context of the community that it reads it and how to reach at that community because the web is becoming so big that there must be many blogs very interesting to read and communicate, but we need to know how to have acces to them. And blog is just one way to communicate there are many other ways to communicate like vide conferences, texting, mailing, phone. etc. This is just the tip of the iceberg for the 21st century learner.
Bloging will be a very important part in education and it will open new spaces of communication with our learning community at all levels from students to stakeholders.
I believe that I have achieve the outcomes by learning and gaining more knowledge on how students can use technology to learn and how technology is braking barriers in education.
We need to adapt our selfs to technology and usit in a constructive way. But we also need to teach our students to use technology in a constructive way with out affecting other people.
Technology is something that is moving so fast and at such a speed that it can happen that our own stundets may become obsolete in the use of technology.
From my vantage point I can reflect a many interesting learnings that I can apply to a campus as an administrator. From the security perspective I have to recognize that we live in a new world that requires us educators to learn more about the use of computers for our self and how the students are using it. This learning needs to be for our own enrichment and we need to learn what the students are learning technology wise.
By duing that we will be communicating at the same level, it seems to me that when we talk about being technology natives us the technology emeigrants are excluded from learning about technology and its use. And even though they are technology natives they still reuire to learn basic things like writing and mathematics how are they going to use technology if they are illiterate. We will never be separated about our basic knowledge as humans.
The out comes that I did not achieve are a more intensive use of technology that I can use at school, but it gave me a god insight of what I need to learn about technology so I can catch up with all that world of information. I see in the district curriculum that students are learning how to make web pages in high school that is something that we as teacherd do noy know how to do or at least not all of us. From that point of view if I want to catch up in all the technology issues that I need to learn, now I have the base or fundamentals in where to start. On the other hand this class helped me use a blog and how important is the use of a blog to communicate with other people. At the beginnig it was a little frustrating because the instructions are not very clear or at least there is a gap between the instructions and the real use. But after spending some time in the computer I was able to acieve my goal and this is very important for the new users of technology, because it is that sence of frustration that we need to overcome to learn and grow.
All of my course assignments were carried out successfully and with no big complications and it was interesting to use the technology to carry thos assignments. However I was expecting to see more use of technology like construction wise, like build a small web page and put a blog on it that I think would be very interesting. I can se several teachers having their own web page where they poste their homework for the week putting additional work for the tier two and three students. I mention this because of the use that a teacher can give to help students interact with technology and at the same time they can learn their subjects.
What I learned from this class is that we need to keap learning all the time in order to be up to date with our students we are no different from doctors or lawyers or people that need to keap themselves learning in order to catch up with all the knowledge that is out there. This class reinforced some knowledge that I have already but it also gave new insight of things that I do not know, but the must important is that now I know where to start looking for that information that I lack.
Bloging is a very important part in education since it eexpreses what one person is doing in one field or area, bloging is a new way of communicating with people in a new space and environment that we need to become familiar and learn how to use. However bloging should be understood in a important context of the community that it reads it and how to reach at that community because the web is becoming so big that there must be many blogs very interesting to read and communicate, but we need to know how to have acces to them. And blog is just one way to communicate there are many other ways to communicate like vide conferences, texting, mailing, phone. etc. This is just the tip of the iceberg for the 21st century learner.
Bloging will be a very important part in education and it will open new spaces of communication with our learning community at all levels from students to stakeholders.
Saturday, December 5, 2009
Evaluation Planning for Action Plan
On part 2 I combined the planning and the goals however a reflection of the planning is required due to the importance of the process.
Evaluation Planning for Action Plan
Technology implementation is a continuous process that adapts to the organization's changing circumstances and includes ongoing evaluation. Effective evaluation will force planners to rethink and adapt objectives, priorities, and strategies as implementation proceeds. Continuous evaluation also facilitates making changes if aspects of the plan are not working.
Evaluating the implementation of a technology plan can be conducted by various means. Simple observations, both negative and positive, that have been made by students and teachers using the technology are the most helpful. Interviews and informal meetings with both instructors and students can draw out the lessons that both groups have learned from using the technology. A simple written survey can assist in measuring the extent to which the plan has met its original objectives and expected outcomes. The following questions should be addressed when planning the evaluation of the implementation of a technology plan:
How and when will you evaluate the impact your technology plan implementation has on student performance?
Who will be responsible for collecting ongoing data to assess the effectiveness of the plan and its implementation?
What windows of opportunity exist for reviewing the technology plan? (For example, the plan might be reviewed during curriculum review cycles.)
How will accountability for implementation be assessed?
How will you assess the level of technological proficiency gained by students, teachers, and staff?
How will you use technology to evaluate teaching and learning?
What is the key indicator of success for each component of the plan?
How will you analyze the effectiveness of disbursement decisions in light of implementation priorities?
How will you analyze implementation decisions to accommodate for changes as a result of new information and technologies?
Organizational mechanisms that need to be created that allow changes in the implementation of the technology plan and in the plan itself?
Administrative involvement and leadership are crucial to the technology planning and implementation process. If organizational leaders do not understand and support the technology plan, it will be difficult to implement and can be either intentionally or inadvertently sabotaged.
Many people perceive that without a technology champion or advocate who will take responsibility for promoting the planning process and implementing the plan, there will be no major push to make technology an integrated part of the organization. If the plan relies on only one person, however, it will almost certainly be unsuccessful. Implementation is best when tasks and duties are shared and delegated, and when individuals across the organization buy into the use of technology and the planning process.
Effective implementation of technology requires a change in culture--one that encourages people to think differently about the teaching and learning processes and the possibilities for technology use. Training and positive role modeling are important for helping to facilitate the change in attitudes and culture. Also, attention to internal and external marketing (garnering support) can help to change attitudes and build enthusiasm and participation. This kind of marketing should be based upon showing how technology will enhance the organization's purpose and goals and solve organizational and educational problems.
Flexibility is also a key ingredient of the technology planning process. Planners should set priorities, follow a timeline, and continue to evaluate progress. Yet, day-to-day demands will intervene, priorities will change, and resource availability is likely to be inconsistent. It is therefore important to be flexible, to expect the unexpected, and yet to remain committed to pushing forward the technology planning and implementation process. The plan should not be budget driven. Rather, the learning vision and organizational, technological, and educational objectives should drive the plan.
Evaluation Planning for Action Plan
Technology implementation is a continuous process that adapts to the organization's changing circumstances and includes ongoing evaluation. Effective evaluation will force planners to rethink and adapt objectives, priorities, and strategies as implementation proceeds. Continuous evaluation also facilitates making changes if aspects of the plan are not working.
Evaluating the implementation of a technology plan can be conducted by various means. Simple observations, both negative and positive, that have been made by students and teachers using the technology are the most helpful. Interviews and informal meetings with both instructors and students can draw out the lessons that both groups have learned from using the technology. A simple written survey can assist in measuring the extent to which the plan has met its original objectives and expected outcomes. The following questions should be addressed when planning the evaluation of the implementation of a technology plan:
How and when will you evaluate the impact your technology plan implementation has on student performance?
Who will be responsible for collecting ongoing data to assess the effectiveness of the plan and its implementation?
What windows of opportunity exist for reviewing the technology plan? (For example, the plan might be reviewed during curriculum review cycles.)
How will accountability for implementation be assessed?
How will you assess the level of technological proficiency gained by students, teachers, and staff?
How will you use technology to evaluate teaching and learning?
What is the key indicator of success for each component of the plan?
How will you analyze the effectiveness of disbursement decisions in light of implementation priorities?
How will you analyze implementation decisions to accommodate for changes as a result of new information and technologies?
Organizational mechanisms that need to be created that allow changes in the implementation of the technology plan and in the plan itself?
Administrative involvement and leadership are crucial to the technology planning and implementation process. If organizational leaders do not understand and support the technology plan, it will be difficult to implement and can be either intentionally or inadvertently sabotaged.
Many people perceive that without a technology champion or advocate who will take responsibility for promoting the planning process and implementing the plan, there will be no major push to make technology an integrated part of the organization. If the plan relies on only one person, however, it will almost certainly be unsuccessful. Implementation is best when tasks and duties are shared and delegated, and when individuals across the organization buy into the use of technology and the planning process.
Effective implementation of technology requires a change in culture--one that encourages people to think differently about the teaching and learning processes and the possibilities for technology use. Training and positive role modeling are important for helping to facilitate the change in attitudes and culture. Also, attention to internal and external marketing (garnering support) can help to change attitudes and build enthusiasm and participation. This kind of marketing should be based upon showing how technology will enhance the organization's purpose and goals and solve organizational and educational problems.
Flexibility is also a key ingredient of the technology planning process. Planners should set priorities, follow a timeline, and continue to evaluate progress. Yet, day-to-day demands will intervene, priorities will change, and resource availability is likely to be inconsistent. It is therefore important to be flexible, to expect the unexpected, and yet to remain committed to pushing forward the technology planning and implementation process. The plan should not be budget driven. Rather, the learning vision and organizational, technological, and educational objectives should drive the plan.
Professional Development Planning
SCHOOL GOALS:
• The plan for integrating technology into the school is based on the school or district's educational vision and is part of an overall school-improvement plan.
• The technology plan aims to improve student learning, to help students perform authentic tasks, and to help students learn skills that will prepare them for future careers.
• Educators, parents, students, and community members support the school's initiatives in the use of technology.
• Professional development and support for staff is provided on an ongoing basis.
• The technology plan is periodically reviewed and updated.
• Evaluation plans are in place to ensure the technology plan generates the desired outcomes
Technology Planning Team:
• The team is composed of representatives from all segments of the school and the community--administrators, the principal, teachers, parents, and local businesspeople who have expertise in technology and telecommunications. Designate a team leader is able to delegate responsibility to individuals or committees and keep the team on task.
• Participate in the process of planning for technology in education by asking appropriate questions, such as: How will the technology be used? How will technology affect the role of teachers? How can technology benefit all students?
Curriculum Goals and Objectives 1st year
1. All teachers will have daily access to a computer
2. All students will learn a basic battery of safe computer practices including turning the computer on and off, inserting disks and CDs into the computer, opening and closing applications, and how to use the mouse and keyboard.
3. Grades 1-5 will learn to access information from a CD Rom. Students will learn basic word processing and keyboarding skills and how to save information on the hard drive and then transfer to student's own disk. Technology Additions
12 LC-575 computers with Reference bundles
6 HP Deskwriter 540 Printers
1 projection panel
1 adapter for projection panel
6 10 foot cables
15 boxes formatted disks
6 computer stands
1 Site license Training Goals
1. Teachers unpack and assemble 580s with assistance
2. Workshop presented on system 7.5
3. Computers checked out to each teacher for practice and use
4. Summer computer workshops taken by teachers
Curriculum Goals and Objectives for 2nd year
1. All staff will use the Word program for word processing.
2. Excel will be used for a data base for student information, spread sheet for recording student grades, or word processing for parent newsletters.
3. Staff will be able to access their electronic mail by using the local area network.
4. Staff will begin to integrate technology into the curriculum.
5. Students will be able to access a program from the hard drive or a CD.
6. Second to fifth grade students using technology for research and publishing. Technology Additions
1. Classroom set (30) of AlphaSmarts.
2. One color Scanner.
3. Six ink jet printers.
4. A Power Mac computer for each classroom, music room, the library and the library office.
5. Two classroom presenters.
6. Two color Powerbook computers.
7. A laser printer for use by both at the library and computer lab.
8. Purchase appropriate software. Training Goals
Staff will receive training on:
1. how to communicate by e-mail by using the local area network.
2. use of ClarisWorks.
3. how to use the scanner.
4. how to use the classroom presenter.
5. how to use the Microsoft office software.
6. how to integrate technology into the curriculum.
Curriculum Goals and Objectives for 3 rd year
1. Staff will integrate technology into an 8 week late winter/early spring thematic unit.
2. Staff and students will be able to produce multimedia presentations for instruction and projects using Word, Power point Show, and Microsoft multimedia computer connected to a TV monitor.
3. Staff and students will have access to and be able to use software appropriate for the thematic unit.
4. Staff and students will be able to access information resources using District Intranet and the Internet. Technology Additions
1. Four PC computers will be purchased (on for the library and three for classrooms).
2. One PC multimedia computer including TV presentation hardware.
3. Three HP printers (Newest black and white jet ink model).
4. Appropriate cables to connect the music room in to the computers.
Training Goals
1. All staff will receive training in the use of the multimedia software.
2. All staff will receive training in the use of Power Point Slide Show.
3. All staff will receive training in the use of the PC multimedia and TV presentation hardware.
4. Staff will receive training for the integration of technology into thematic unit. Specifically, grade level teachers will be instructed in the use of appropriate software and hardware as well as in how to integrate technology into appropriate activities. This training will occur just prior to the start of the unit and will be followed up by coaching and support during the unit.
Evaluation
The technology committee will meet at least twice yearly, once in the fall to modify and update the three year plan, and in the spring to evaluate the year. Training
Provide ongoing staff training on newly purchased software and hardware.
• The plan for integrating technology into the school is based on the school or district's educational vision and is part of an overall school-improvement plan.
• The technology plan aims to improve student learning, to help students perform authentic tasks, and to help students learn skills that will prepare them for future careers.
• Educators, parents, students, and community members support the school's initiatives in the use of technology.
• Professional development and support for staff is provided on an ongoing basis.
• The technology plan is periodically reviewed and updated.
• Evaluation plans are in place to ensure the technology plan generates the desired outcomes
Technology Planning Team:
• The team is composed of representatives from all segments of the school and the community--administrators, the principal, teachers, parents, and local businesspeople who have expertise in technology and telecommunications. Designate a team leader is able to delegate responsibility to individuals or committees and keep the team on task.
• Participate in the process of planning for technology in education by asking appropriate questions, such as: How will the technology be used? How will technology affect the role of teachers? How can technology benefit all students?
Curriculum Goals and Objectives 1st year
1. All teachers will have daily access to a computer
2. All students will learn a basic battery of safe computer practices including turning the computer on and off, inserting disks and CDs into the computer, opening and closing applications, and how to use the mouse and keyboard.
3. Grades 1-5 will learn to access information from a CD Rom. Students will learn basic word processing and keyboarding skills and how to save information on the hard drive and then transfer to student's own disk. Technology Additions
12 LC-575 computers with Reference bundles
6 HP Deskwriter 540 Printers
1 projection panel
1 adapter for projection panel
6 10 foot cables
15 boxes formatted disks
6 computer stands
1 Site license Training Goals
1. Teachers unpack and assemble 580s with assistance
2. Workshop presented on system 7.5
3. Computers checked out to each teacher for practice and use
4. Summer computer workshops taken by teachers
Curriculum Goals and Objectives for 2nd year
1. All staff will use the Word program for word processing.
2. Excel will be used for a data base for student information, spread sheet for recording student grades, or word processing for parent newsletters.
3. Staff will be able to access their electronic mail by using the local area network.
4. Staff will begin to integrate technology into the curriculum.
5. Students will be able to access a program from the hard drive or a CD.
6. Second to fifth grade students using technology for research and publishing. Technology Additions
1. Classroom set (30) of AlphaSmarts.
2. One color Scanner.
3. Six ink jet printers.
4. A Power Mac computer for each classroom, music room, the library and the library office.
5. Two classroom presenters.
6. Two color Powerbook computers.
7. A laser printer for use by both at the library and computer lab.
8. Purchase appropriate software. Training Goals
Staff will receive training on:
1. how to communicate by e-mail by using the local area network.
2. use of ClarisWorks.
3. how to use the scanner.
4. how to use the classroom presenter.
5. how to use the Microsoft office software.
6. how to integrate technology into the curriculum.
Curriculum Goals and Objectives for 3 rd year
1. Staff will integrate technology into an 8 week late winter/early spring thematic unit.
2. Staff and students will be able to produce multimedia presentations for instruction and projects using Word, Power point Show, and Microsoft multimedia computer connected to a TV monitor.
3. Staff and students will have access to and be able to use software appropriate for the thematic unit.
4. Staff and students will be able to access information resources using District Intranet and the Internet. Technology Additions
1. Four PC computers will be purchased (on for the library and three for classrooms).
2. One PC multimedia computer including TV presentation hardware.
3. Three HP printers (Newest black and white jet ink model).
4. Appropriate cables to connect the music room in to the computers.
Training Goals
1. All staff will receive training in the use of the multimedia software.
2. All staff will receive training in the use of Power Point Slide Show.
3. All staff will receive training in the use of the PC multimedia and TV presentation hardware.
4. Staff will receive training for the integration of technology into thematic unit. Specifically, grade level teachers will be instructed in the use of appropriate software and hardware as well as in how to integrate technology into appropriate activities. This training will occur just prior to the start of the unit and will be followed up by coaching and support during the unit.
Evaluation
The technology committee will meet at least twice yearly, once in the fall to modify and update the three year plan, and in the spring to evaluate the year. Training
Provide ongoing staff training on newly purchased software and hardware.
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