EDLD 5352 Week 4 Assignment: Technology Plan

        Campus technology needs are addressed at both the district and campus levels within the district. The seamless integration of technology into the classroom is a top-level priority for the district and one that is addressed in district goals and objectives and each Campus Improvement Plan. Future plans for the district include transitioning one elementary school into a magnet school for technology. Goals and objectives are data-driven and are determined from analysis of multiples reports including AEIS, AYP, STaR charts, and campus needs assessments. The CIP reflects the district’s vision and is aligned with the campus objectives, the Technology Application TEKS, and the Texas  Education Agency’s Long-Range Plan for Technology, 2006-2020. 


        The results of the campus needs assessment for technology shows that, in general, the campus feels that technology is a necessary tool for education, and that it is an essential part of the classroom curriculum and instruction. The teachers report they are using technology (or attempting to use technology) in all content areas. They feel that technology integration into the classroom has shown in increase in student involvement, student behavior, and has generated more student interest when compared to the more traditional classroom of the 20^th century.  The teachers and staff feel that the district is supportive of technology, but that barriers such as budget cuts, inadequate teacher training, and a lack of available technical support is prohibitive to the district fully embracing technology throughout all areas of the district.

Seamless Technology Integration
Goal: Implement technology so it is seamlessly integrated into all classrooms on a daily basis thereby creating a non-traditional learning environment that fosters inquiry, creativity, and innovation for all students
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Conduct needs assessment with all teachers to determine current technology levels and perceived campus needs	Principal Curriculum Specialist Instructional Technologist SDBM Committee members	February, 2012	Needs assessment forms/technology use survey	Determine level of teacher input from the number of surveys returned for the needs assessment
Review and analyze data received from technology needs assessment	Principal Curriculum Specialist Instructional Technologist SDBM Committee members	February, 2012	No additional resources needed	Determine levels of strength, weakness, and perceived levels of technology proficiency from teacher input.
Result: Technology hardware outdated and needs to be updated	Principal District Technology Director Superintendent	February, 2012 – August, 2012	Some updates can be funded through Title IA funds; other funding options to be determined based on district technology replacement schedule	Inventory analysis of equipment in the following areas: new, used and still in service, outdated or no longer in working order
Result: Professional development for teachers should be focused on integration of technology rather than the mechanics of a program	Principal Curriculum Specialist Instructional Technologist	March, 2012 – December, 2012	Title IA and SCE funds to be used for trainings on campus, within the district, and at the regional and state levels	Feedback from staff from all trainings attended and sign-in sheets for attendance at campus and district level training sessions
Conduct post-needs assessment survey to determine progress and success throughout the 2012-2013 school year	Principal Curriculum Specialist Instructional Technologist SDBM Committee members	February, 2013	Needs assessment forms/technology use survey	Determine level of teacher input from the number of surveys returned for the needs assessment. Determine levels of strength, weakness, and perceived levels of technology proficiency from teacher input.