EDUC 629

Hart County Middle School

Educational Technology Plan 2013 -2016

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Table of Contents
Vision, Mission, and Goals .. 3 Needs Assessment . 4 The Planning Process .. 6 Goals with Strategies ... 6 Environment .. 9 Engagement . 9 Application Tools ... 10 Results .. 10 Implementation: Timetable and Budget for Goals, Objectives and Strategies .. 11 Executive Summary ... 17 References ... 20

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Vision, Mission, and Goals of Hart County Middle School

Vision Providing all students the resources necessary to obtain 21 st century skills required for lifelong learning in a global society Mission Hart County Middle School will incorporate various technologies into all aspects of the learning environment in order to provide a highly relevant and prestigious education for all students. Every student, regardless of socioeconomic status, special need or cultural diversity, will utilize tools and concepts required to live and work in an ever-increasing technological world. In order to create an environment in which all students utilize 21 st century learning, all students and staff must have access to current technologies. staff must obtain continuous training on effective use of educational technology. collaboration and cooperation must exist among all stakeholders (staff, students, parents and community members) individual needs of every learner must be considered. Goals [adapted from the ISTE (2007) and GeorgiaNETS (2013)] Hart County Middle School seeks to meet the following goals: A. Goals for students; 1) Students will utilize technology to think creatively and produce innovative products. 2) Students will use digital tools to work collaboratively with other students, both inside and outside the classroom, and professionals in various fields to increase individual learning. 3) Students will choose appropriate digital tools in order to complete various tasks and solve relevant problems. 4) Students will utilize all technologies in a safe and ethical manner. B. Goals for teachers: 1) Teachers will continuously improve their understanding of technology by participating in ongoing professional development. 2) Teachers will create lessons utilizing appropriate digital tools that engage all students in authentic learning experiences. 3) Teachers will design learning experiences that match the needs of diverse learners.
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4) Teachers will model appropriate and ethical use of technological resources. C. Goals for administrators: 1) Administrators will make current technologies available to the school by seeking appropriate funding and creating policies that encourage innovative use of digital tools in the learning process. 2) Administrators will support a digital learning environment by utilizing and incorporating digital tools in their own professional practices. 3) Administrators will effectively communicate the need and vision for the use of technology and 21st century skills in the learning environment to all stakeholders. 4) Administrators will provide ongoing professional development for teachers and staff that further their knowledge of incorporating innovative technologies into the learning environment.

Needs Assessment
A. Strengths 1. All classrooms are currently equipped with a Smart Board or Promethium Board with Internet access. 2. A system-wide wireless network system has recently been installed allowing students and staff mobile access to the Internet. 3. The central office has initiated a STEM (Science, Technology, Engineering and Math) learning program for all system schools. 4. The central office has initiated a Bring Your Own Technology (BYOT) initiative for the 2013-2014 school year for the middle and high schools. 5. Web-based software (Success Maker and Data Director) is currently utilized to assess students and inform teachers of individual student achievement. Teachers use the data to provide individual instruction and remediation for students. 6. Current leadership recognizes the importance of utilizing innovative technologies in the learning environment and is skilled in the area of educational technology. B. Weaknesses 1. Many classrooms are in need of updated computer equipment. 2. Most classrooms contain only 1 teacher computer and 1 student computer. 3. The existence of 3 computer labs with 26-28 computers each results in a low computer to student ratio.

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4. Current school policy allows access to computer labs primarily to Math and Language Arts classes and only for Success Maker work. Computer labs are available to other classes via a sign-up process after state testing in April. 5. Other innovative technologies (i.e., IPads, probes, educational software, etc.) are extremely limited school-wide. 6. Few teachers in the building are skilled in the effective use of educational technology. 7. Assistive technologies are limited for special education students. 8. Few teachers utilize educational technology to meet the needs of diverse learners. C. Opportunities 1. The school is currently a partner with the University of Georgias Archway Program, which offers professional development and support for the implementation of STEM learning. 2. The entire school system has decided to apply for Charter System status with the Georgia Department of Education. This shifts the decision-making power to the school rather than the district school board. The school will have the autonomy to use state funds and alter student programs in a manner that fits the vision of the school and needs of individual students. Federal Charter School Implementation Grants are available to the school as well (Barge, 2013). 3. With the current focus on STEM, the district will shift professional development to the area of educational technology. 4. Students will have greater access to technology through the implementation of the BYOT initiative. 5. Teams of teachers should continue to apply for local and national grants in order to increase funding for technology. Some of these funds could be used to purchase mobile devices for students who may not have their own. 6. Administrators and district leaders can utilize various forums (board meetings, Parents In Education meetings, newspaper, etc.) to inform the community of the importance of bringing 21st century skills and learning to the classroom. 7. A new mission statement is being created to challenge all stakeholders (teachers, parents, students and community members) to envision a new school environment where student-centered learning is the focus. The mission statement gives opportunities for teachers and administrators to communicate the need for a relevant and technological learning environment.

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D. Threats 1. Recent budget cuts have severely affected the districts ability to fully fund technology initiatives in the county. Funds are limited for the purchase of new technologies as well as professional development for teachers. 2. The Georgia Department of Education must approve the system application for Charter System status before the aforementioned changes can occur. 3. Teacher buy-in is an immediate obstacle to both the STEM and BYOT initiatives as well as any further implementation of educational technology in the classroom. Some teachers are apprehensive to the change in the learning environment. 4. Community and parent buy-in is also be a threat to the STEM and BYOT initiatives. Some parents and community members do not see the need to incorporate 21st century learning in the classroom. Others are unwilling to allow students to bring personal devices to school for fear of theft or damage. 5. Some students may not have access to personal technology devices and thus, be unable to benefit from the BYOT initiative. 6. Students will be challenged to change their own attitudes toward learning with the STEM model and some may be resistant to change.

The Planning Process

A. Goals for students; 1) Students will utilize technology to think creatively and produce innovative products. Strategy: Students will use some free web-based programs such as Google Sketch Up, and other for-purchase resources (Adobe Photoshop, Garage Band, IMovie and/or Movie Maker), and various mobile apps to create digital products throughout their middle school experience in numerous subject areas. 2) Students will use digital tools to work collaboratively with other students, both inside and outside the classroom, and professionals in various fields to increase individual learning. Strategy: All middle school students will be trained to utilize the Gaggle platform in order to participate in discussion boards, chat rooms, blog postings and submit digital assignments. Students will use tools such as Skype or Google Hangout along with their teachers to interview and host chat sessions with professionals in the real world for various topics.
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3) Students will choose appropriate digital tools in order to complete various tasks and solve relevant problems. Strategy: STEM learning will be phased in throughout a 3-year period at the middle school. HCMS will apply for Georgias STEM school certification at the end of the 3 year period. An average of 30 students per grade level will be identified as part of the STEM team. These students will receive instruction in Project-Based Learning (PBL) strategies that are connected to real-world issues. As part of PBL, students will be required to integrate technology tools in their projects. Additionally, all students will use school resources as well at their own mobile devices to complete assignments and projects as assigned to them by the teacher. 4) Students will utilize all technologies in a safe and ethical manner. Strategy: Students will be required to complete a Cyber Safety Course via the Gaggle platform. Teachers will take opportunities within their courses to teach ethics of Internet use, such as plagiarism. The district technology department will monitor student use of school computers and online resources. B. Goals for teachers: 1) Teachers will continuously improve their understanding of technology by participating in ongoing professional development. Strategy: All teachers will participate in professional learning communities that will specifically discuss challenges and ideas. On-site workshops will be offered to train teachers on new technologies. Pioneer RESA (our schools regional service agency) will be contracted to help develop and implement these workshops. Various online resources will also be utilized for professional development (i.e., Sophia Learning, Gaggle, etc.). The University of Georgia Archway program will provide professional development for STEM initiatives. 2) Teachers will create lessons utilizing appropriate digital tools that engage all students in authentic learning experiences. Strategy: Through the STEM and the BYOT initiatives, teachers will be required via the administration to implement digital technology in their own classroom environments. In the first year of implementation, teachers will be encouraged to try new approaches. Not all teachers will be ready to implement technologies but will be challenged to do what they feel comfortable with. By participating in STEM training and other professional development courses, teachers will gain insight into effective implementation of digital tools.
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3) Teachers will design learning experiences that match the needs of diverse learners Strategy: Teachers are already required to analyze available data to determine the learning needs of students (i.e., IEP plans, BIP plans, ELL information, etc.). Other data will be collected through online surveys and/or hand-written surveys to determine learning styles, interests, etc. This information will be used to help plan engaging lessons that are individualized. Teachers will conference with individual students weekly to help them set goals and to discuss individual learning plans. 4) Teachers will model appropriate and ethical use of technological resources. Strategy: Teachers will be expected to add discussion to the Cyber Safety Course and other ethics discussions as needed. All teachers will abide by all laws and ethical standards while using the Internet and other technological resources. The technology department will monitor teacher use of school computers and online resources. C. Goals for administrators: 1) Administrators will make current technologies available to the school by seeking appropriate funding and creating policies that encourage innovative use of digital tools in the learning process. Strategy: A technology committee, consisting of administrators, teachers, parents and the media specialist, will be established to research grant opportunities as well as provide information to the faculty on technology resources available for use. The administration will purchase IPads for every teacher in the building. The administration will evaluate teacher technology integration through observations and provide appropriate feedback to further teachers use of digital tools. 2) Administrators will support a digital learning environment by utilizing and incorporating digital tools in their own professional practices. Strategy: The administration will use the Sophia Learning (2013) online resource to disseminate information and professional learning opportunities for teachers. The administration will share files digitally with faculty via the SharePoint tool. The administration will utilize other technologies as they become available and/or discovered when appropriate and reasonable to use.

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3) Administrators will effectively communicate the need and vision for the use of technology and 21st century skills in the learning environment to all stakeholders. Strategy: During public forums (school board meetings, parent-teacher meetings, local newspaper, parent newsletters, meet the teacher nights, etc.), the administration will keep 21st century learning in the spotlight. Administration will provide examples of how students are engaged in the learning process through 21 st century learning using these forums. Administration will schedule several community showcase nights per year where student work with STEM and BYOT initiatives are displayed. 4) Administrators will provide ongoing professional development for teachers and staff that further their knowledge of incorporating innovative technologies into the learning environment. Strategy: The administration will use the Sophia Learning (2013) tutorials to provide free, online professional development for teachers. The administration will contact Pioneer RESA in the first year of implementation to seek out ideas for face-face professional development. The administration will allow various teachers to visit other schools as needed to observe excellence in technology and/or STEM/BYOT implementation.

Environment
Hart County Middle school classrooms will reflect a blended classroom model. Teachers and students will interact face-to-face and through online learning environments. Students will be encouraged to interact with their peers and professionals in the real world through online and face-to-face activities as well.

Engagement
Teachers will engage students in learning through a project-based learning model. Students will be introduced to new concepts in the context of real-world issues as much as possible. Teachers will use models such as the flipped classroom to deliver content to students. Teachers will transition to a facilitator role rather than a direct teacher throughout the implementation of the technology plan.

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Application Tools
Tools that will be utilized throughout the school:

Gaggle

Sophia Learning (Sophia.org)

IPads

Students personal devices

Various YouTube Mobile Apps

Google Skype Sketch and/or Up Google Hangout Smartboard/ Promethium Boards

SharePoint DataDirector Infinite Campus

Adobe Garage Photoshop Band

Movie IPods Maker/IMovie

Computer labs

Destiny Quest (library resource)

Other digital resources as needed/discovered

Results
All faculty and students at Hart County Middle School will demonstrate the need for 21 st century learning in the classroom environment. Technology will help students learn the skills required to function in a highly technological world. Students will be individually challenged through project-based learning opportunities as well as exposed to the higher, critical thinking skills that are necessary to adapt to the adult world. Administration will assess results using a variety of formats, including formal and informal observations, student and/or teacher questions, and student/teacher surveys.

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Implementation
Budget Resource Complete upgrade to wireless broadband IPads for teachers (30 to complete teacher availability) Maintenance to Smartboards/Promethium Boards Upgrade to computer equipment Gaggle subscription Adobe Photoshop for STEM lab Garage Band for STEM lab Professional Development Unit Cost $50,000 $500 $500/board/every 3 years $200/year/computer $4/student/year $8000/license $20/computer $200/teacher/year Total Cost $50,000 $15,000 $20,000/ every 3 years $32,000/year $3440/year $8000 $600 $12,000/year

Professional Development Plan All teachers at HCMS will continuously improve their understanding of technology by participating in ongoing professional development. Professional development will be implemented to help teachers meet the following goals as stated in the HCMS Educational Technology Plan: Goal 1:Teachers will create lessons utilizing appropriate digital tools that engage all students in authentic learning experiences. Goal 2:Teachers will design learning experiences that match the needs of diverse learners. 2013-2014: Goal 1: Teachers will create lessons utilizing appropriate digital tools that engage all students in authentic learning experiences.

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Strategy 1: Teachers will be trained to use the Sophia Learning platform in order to develop skills in designing a flipped classroom model. Professional development (PD) will begin during preplanning and continue throughout the 1st Semester in Professional Learning Communities (PLCs). PD will include the following components. (Note: these are not consecutive days). Day 1: Overview of Flipped Classroom Model using Sophias Flipped Classroom Pathway Day 2-3: Creating a Sophia tutorial. Teachers will utilize the tutorial with their class prior to Day 4. Day 4: Follow-up questions and answer session. Strategy 2: Teachers will receive STEM training during the summer prior to 2013-2014 with the UGA Archway Program. During the school year, teachers will meet with STEM teams each week to design authentic learning experiences for students utilizing various technologies that relate to each topic. STEM professionals will instruct teachers on using probes and other technologies in the classroom.

Goal 2: Teachers will design learning experiences that match the needs of diverse learners. Strategy: Teachers will learn how to use IPads for differentiation in the classroom. iPad use will be introduced via several professional development activities (online and face-face) throughout the school year. Day 1-3: Online: iPad Prepared Classroom (Sophia Learning, 2013) Day 4: Face-face: Special needs accessibility using the IPad. Day 5-6: Face-face/Online: IPad apps in the classroom 2014-2016 All teachers will continue to meet weekly in their various professional learning communities in order to assess and plan for ongoing implementation of educational technology. Specialized professional development will be offered as the administration and/or technology committee sees a need. As new technologies become available, it is important that administration and the technology committee are flexible in their offerings and suggestions for professional development.

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Assessment of Professional Development Plan: All professional development strategies will be analyzed and assessed via the following: Teacher observations Surveys of individual professional development activities Review of teacher lesson plans

Lesson Plan 1 Outline

I. Topic/Grade: Newtons Laws of Motion/8th Grade Science II. Standards of Learning: A. Georgia Performance Standards: 1. S8P3: Students will investigate the relationship between force, mass, and the motion of objects. 2. S8CS6. Students will communicate scientific ideas and activities clearly. III. Objective(s): The student will explore examples of Newtons three laws of motion and create a video podcast demonstrating each of the three laws using a real world example. IV. Technology Tools A. Sophia Learning B. PowerPoint Presentation on Newtons Laws of Motion C. Computer with Internet Access D. Interactive whiteboard/projector E. IPad/IPod touch or similar device (or a video camera with USB cable) F. Media centers database application G. Exemplars of video podcasts from previous years.

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V. Overview A. Students will view a Sophia learning tutorial on Newtons laws of motion prior to class.

B. Students will work in small groups to discuss content and get individualized help. A PowerPoint will be used to reinforce concepts with students who need additional explanations. C. Students will participate with a partner to create a video podcast demonstrating real world examples of Newtons laws of motion. Students will create scripts, practice and record their projects in class. Podcasts will be posted to students class blog pages D. Students will be graded using a class-created rubric.

Lesson Plan 2 Outline

I. Topic/Grade: Sound and Light/8th Grade Science/Engineering II. Standards of Learning: A. Georgia Performance Standards: S8P4e: Relate the properties of sound to everyday experiences. ENGR-STEM 4 Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. III. Objective(s): The student will explore the properties of sound as they relate to an amphitheater IV. Technology Tools A. Sophia Learning B. Computer with Internet Access

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C. Google Sketch Up D. YouTube E. Skype/Google Hangout V. Overview A. Students will complete a Sophia Learning module on the properties of sound, which will include YouTube videos about how sound resonates in an amphitheater. B. Students will research various designs and styles of amphitheaters using the Internet. C. Students will visit a local amphitheater and/or Skype(Hangout) with a professional Audio technician in order to gain insight into how design plays a role in the sound characteristics of an amphitheater. D. Teams of students will utilize Google Sketch Up to design their own amphitheater. Designs will incorporate all aspects of the design process E. Students will create a scale model of their design to be displayed at the school-wide community night. F. Students will be assessed using a class-created rubric.

Lesson Plan 3 Outline

I. Topic/Grade: Periodic Table/8th Grade Science II. Standards of Learning: A. Georgia Performance Standards: S8P1f: The student will examine the placement of elements on the periodic table and discover the similar properties of elements. III. Objective(s):

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A. The student will examine the placement of elements on the periodic table and discover the similar properties of elements. B. The student will create a digital poster including important information about an assigned element from the periodic table IV. Technology Tools A. Sophia Learning B. Computer and/or mobile device with Internet Access (at home) C. Adobe Photoshop D. Gaggle V. Overview A. Students will complete a Sophia Learning module (at home) on the elements and their properties as determined by their location on the Periodic Table. Students will complete a video quiz while they work on their tutorial. B. Students will post questions and/or comments to the teacher via their Gaggle accounts prior to class. C. Students will be grouped according to their individual needs the following day in order to receive review or acceleration.. Students needing review will meet with the teacher to receive tutoring. D. Students will individually create a digital poster of an element assigned to them. Students will utilize the website, www.webelements.com (Winter, 2012), to find information about their assigned element as well as synthesize information learned about the trends on the periodic table to complete the task. Students will access the instructions, rubric for the assignment and turn in assignments via their Gaggle accounts.

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Executive Summary
As society becomes more and more technologically advanced, employers seek employees who are well equipped to navigate through the demands of a highly technical world. The overarching goal of Hart County Middle Schools Educational Technology Plan is to prepare students to live and work in the 21st century. All goals and strategies incorporate 21st century learning skills into the teaching and learning process. STEM education is a central focus of the HCMS plan with students utilizing technology and project-based learning (PBL) to create innovative products that encourage individualized learning. In order to maintain the focus and meet the goals of the plan, all teachers will receive a variety of professional development in STEM and the use of various educational technologies in the classroom. Teachers will be given adequate time to implement new strategies and be given valuable feedback through observations and discussions with their professional learning communities. The biggest hurdle for HCMS educational technology plan is the lack of technology resources at present. However, the administration will make technology acquisition a priority for the duration of the plan. The administrations goals will be met through increased support from the local school board and through the application of various technology grants available to the school. The administration will seek to include teachers in the decision-making process through utilizing a newly formed technology committee. Administration will make all stakeholders aware of the technology plan and the changes occurring at HCMS in order to maintain focus on meeting the goals of the plan. Crosswalk of Goals A goal comparison of the National Educational Technology Plan, the Educational Technology Plan for Georgia, and the Hart County Middle School Educational Technology Plan.
National Educational Technology Plan * Educational Technology Plan for Georgia ** Hart County Middle School Educational Technology Plan

Learning: All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

Increase K-12 students proficiency in technology literacy and 21st Century skills. Increase access for students, educators, parents, school board representatives, and other community members to

Students will utilize technology to think creatively and produce innovative products. Students will use digital tools to work collaboratively with other students, both inside and outside the classroom,
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technology resources that can enhancestudent learning. Assessment: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. Increase effective administrative uses of technology to monitor student achievement and to manage business operations in school systems.

and professionals in various fields to increase individual learning. Teachers will create lessons utilizing appropriate digital tools that engage all students in authentic learning experiences. Students will utilize technology to think creatively and produce innovative products. Students will choose appropriate digital tools in order to complete various tasks and solve relevant problems.

Teaching: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.

Increase educators proficiency in effective instructional uses of technology in order to incorporate 21st Century technology and thinking skills into the Georgia curriculum.

Administrators will provide ongoing professional development for teachers and staff that further their knowledge of incorporating innovative technologies into the learning environment. Teachers will continuously improve their understanding of technology by participating in ongoing professional development.

Infrastructure: All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

Achieve and/or maintain equitable access to highquality technology programs for all students.

Administrators will make current technologies available to the school by seeking appropriate funding and creating policies that encourage innovative use of digital tools in the learning
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process. Productivity: Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

Increase the capacity of school systems to provide the high-quality system support necessary to realize effective technology use, especially in the areas of administrative support for effective instructional technology use; professional development; technical support for hardware, software, network infrastructure, technology planning, and program evaluation.

Administrators will effectively communicate the need and vision for the use of technology and 21st century skills in the learning environment to all stakeholders. Teachers will design learning experiences that match the needs of diverse learners.

* National Educational Technology Plan provided by Dunn (2013). ** Georgia Educational Technology Plan provided by Cox (2008).

Presentation of Hart County Middle Schools Educational Technology Plan to Administration:

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References Barge, J. (2013). School system flexibility in Georgia: Overview and comparison. [PowerPoint slides]. Retrieved from www.doe.k12.ga.us/External.../School 2 System 2 lexibility.ppt Cox, K. (2008, March 31). Georgia state technology plan. Retrieved from http://archives.doe.k12.ga.us/DMGetDocument.aspx/20072012%20Georgia%20State%20Technology%20Plan.pdf?p=6CC6799F8C1371F6B339ECB94111E7 B72D7D55A7A26DF919F8013470C8510E82&Type=D Dunn, J. (2013). This is the official U.S. national educational technology plan. Retrieved from http://www.edudemic.com/2012/10/this-is-the-official-u-s-national-education-technologyplan/ GeorgiaNETS. (2013). Eighth grade indicators. Retrieved from http://georgianets.wikispaces.com/Eighth+Grade ISTE. (2013). ISTE NETS for administrators. Retrieved from http://www.iste.org/docs/pdfs/nets-a standards.pdf?sfvrsn=2 ISTE. (2013). ISTE NETS for students. Retrieved from http://www.iste.org/docs/pdfs/nets-s standards.pdf?sfvrsn=2 ISTE. (2013). ISTE NETS for teachers. Retrieved from http://www.iste.org/docs/pdfs/nets-t standards.pdf?sfvrsn=2 Sophia Learning. (2013). Hart County Middle. Retrieved from www.sophia.org Sophia Learning. (2013). iPad prepared classroom. Retrieved from http://www.sophia.org/ipad prepared-classroom-pathway Winter, M. (2012). Home of the periodic table. Retrieved from www.webelements.com

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