According to my schools STAAR chart summary, Key area 1 is teaching and learning.

In
this key area, there are six areas. These area are patterns of classroom use; frequency/design of
instructional setting; content area connections; technology applications (TA) TEKS
Implementation; Student mastery of technology applications; and online learning. This is the
area where technology will be implemented and where goals and objectives come into play. My
technology plan will address this area. According to the Retail Dietitians Business Alliance
(RDBA) (2013), goals are a broad aim toward which your efforts are directed. Objectives are
specific and measurable milestones that must be achieved in order to reach goals. Olsen (2008)
refers to them in the opposite manner. She refers to strategic objectives as being broad and goals
as being specific. For purposes of this analysis, we will use Olsens definition with objectives
being broad and goals being specific and SMART.
The first area is patterns of classroom use. The objective for this area is to Increase
patterns of classroom use of technology. In order to reach this objective, there must be goals in
place. The first goal is for the IT department to obtain laptops and IPADs for all students to use
within 6 months. The next goal to reach this goal is for the IT department to increase the
bandwidth size to support the increase in technology use within the next 6 months. A third goal
for increasing patterns of classroom use for technology is for the Instructional Coaches to
provide training to teachers on technology that is available for them and their students to use in
the classroom.
The next area is frequency/design of instructional setting. The objective for this area is to
implement ISTE standards in instructional plans. To achieve this objective, teachers must be
provided with training on ISTE standards. The goal for this objective is for the training
department to provide training on ISTE standards within 6 months. The next goal is for myself

along with 5 other teachers to model the use of ISTE standards in the classroom and lesson plans
within the next 3 months. These select teachers and their plans will be observed, reviewed and
monitored by the other teachers. They will be allowed to offer feedback and constructive
criticism and feedback and will also be allowed to model lessons and their plans for their peers in
professional development settings as well.
The third area is content area connections. The objective for this area is for the teacher to
make real world connections to classroom content and to also bridge content across curriculum.
To achieve this objective, the first goal is for the teacher to make real world connections to each
lesson taught in the classroom within 1 month. For students to understand the concepts being
taught, they must understand how it affects them and it relates to their world. In addition to this,
the teachers must build bridges across content. Although students are taking a math class,
reading can take place in math just as it can in science and social studies. The same graphic
organizers can be used across curriculum and the same concepts can be used. An example of this
is using sequencing in math. If steps are skipped, the problem will not be solved correctly in
science or math. And in the science experiment, if steps are skipped, the experiment will not
yield the same results. In addition to this, core teachers can work together in assigning projects
that involve all core content. Students can use these projects to determine and make meaning of
how the core classes impact their world.
The fourth area is technology applications to TEKS implementation. The objective for
this area is to align use of technology to the TEKS. To achieve this objective, the goal is for the
teacher to use technology in the classroom that is in line with their TEKS. A perfect example for
this is the teacher who uses ISTATION to reinforce what she is teaching in class. A great

example is when the ELAR teacher is teaching text structures, the curriculum on ISTATION
should also address text structures.
The fifth area is Student mastery of technology applications. The objective for this area is
ensure that students master the use of technology in the classroom. The goal for achieving this
objective is for teachers to increase the use of technology in the classroom within the next
month. The way mastery is gained is through practice. To ensure students master the use of
technology, they must use the technology.
The final area is online learning. The objective for this area is to increase the use of
technology in the classroom to add some project based learning to improve online learning.
Project based learning is the new wave, students are able to conduct research and complete
projects to enhance their learning, The goal for this objective is for teachers to add project based
learning in the classroom within the next month. This will require research and rubrics and use of
technology in the classroom.
These goals and objectives will help Zan Holmes Middle School with adding technology
in the classroom and increasing student performance. The primary goal is student achievement
and for students to achieve, all learning styles must be engaged. To engage all learning styles,
teachers cannot use the same teaching method daily, they must be innovative and use different
methods.
References
Olsen, E. (2008). Choosing your strategic objectives. Retrieved from
https://www.youtube.com/watch?v=inBaHOPZREQ&list=PLXPmT3UOw1bDgiH0kBw
QInzlT2L4fAkSz&index=10
Retain Dietitians Business Alliance. (2010). Goals, objectives, strategies & tactics: Whats the

difference? Retrieved from https://www.youtube.com/watch?v=voZI75TyeHI