Classroom Technology Plan

Jon Reader
Needs Assessment
The computer lab at Roberto Clemente Middle School (RCMS) is accessible by
all grade levels. I teach 1 class of Health each year to 6th, 7th, and/or 8th grade
students. The only consideration that I have is the period of time in which I
teach Health and the availability of any 1 of the 3 computer labs during that
period. The labs all contain 35 computers with unlimited Internet access.
According to the 2009/2010 student enrollment at RCMS, the percentage of
all students that are African American is 30%; White is 25%; Hispanic is 23%;
and Asian is 22%. There are equally as many males as there are females. Of
the 1,158 total students in the school, 32% are 6th graders, 35% are 7th
graders, and 32% are 8th graders. At the school, 2.7% of the students are
classified as ESOL; while 30.7% are classified as FARMS; and 12.3% are
classified as SPED. The attendance rate is 95.9% and the suspension rate is
4.8%. The average class size is 27 students. At RCMS, an Information
Technology Systems Specialist (ITSS) or Information Technology
Resource Teacher (ITRT) is responsible for training all staff to use
the WebEx software as well as for handling all technical issues. The
school system has a Web security officer who assists students and parents
with information on Internet safety, password protection, computer viruses,
and privacy issues. The security officer is available by phone.
Each computer in the lab is a Dell OptiPlex 380 and includes a CDROM
drive, floppy disk drive, color monitor, keyboard, mouse, network
interface card (for network installation or highspeed internet
connection), 4 USB ports, a Dell USB keyboard and a standard Dell mouse. The
cost of each computer is between $788 and $897. MCPS computers installed

before the summer of 2008 have the full version of Adobe Acrobat
installed. The computers installed in the summer of 2008 or later use
Microsoft Office 2007 to create PDFs. Specifications for the setups of
the Dell OptiPlex 380 computer includes the following:

Base ($788)

TV Tuner ($897)

Intel Core 2 Duo E7500

4.0 GB DDR2 (2 x 2GB)
160 GB SATA
16x DVDRW
Integrated Intel GMA4500
Dell Professional P170S LCD
Monitor

Intel Core 2 Duo E7500

4.0 GB DDR2 (2 x 2GB)
160 GB SATA
16x DVDRW
ATI Radeon HD 3450
Dual Display, TV-out
HD TV Tuner
Dell Professional P170S LCD
Monitor

Each
computer
is
outfitted
with a
Dell
Ultra
Sharp 17 monitor and is a standard Dell monitor suitable for classroom
use. The cost for each monitor is $159. Specifications for the Dell Ultra
Sharp 17 monitor include the following:
Dell Ultra Sharp 17
Display Type: Flat Panel
Diagonal Size: 17"
1280 x 1024 / 75 Hz
Inputs: DVI-D, VGA
Other: USB Hub (4 ports)
Speaker Bar Included
There is one (1) HP LaserJet M3035 printer in each of the 3 labs; and this
is a medium-volume monochrome laser multifunction printers. This printer is
recommended for department offices and labs of up to 35 computers. The
cost of each printer is $1249. Specifications for the HP LaserJet M3035
printer includes the following:
HP LaserJet M3035
Duplex: Yes
Network: Yes
Max Print Speed: 35ppm
RMPV: 2000 to 6000 pages
Duty Cycle: 75000 pages
In the lab, there is a Dell OptiPlex 380 computer for the teacher and an
Epson PowerLite 825 projector which is a medium power projector
suitable for larger classrooms or other group meeting areas and includes the

wireless networking adapter. The cost of the projector is $709.

Specifications for the Epson PowerLite 825 projector include the
following:
Epson PowerLite 825
Display Type: 3 LCD
Native Resolution: 1024 x 768px
Output (eco): 3000 (?) lumens
Lamp Life (eco): 5000 (6000) hours
Networked: Wireless, Ethernet
Each of the 3 labs is also equipped with a Promethean Board. A
Promethean board is an interactive whiteboard or IWB and is a large
interactive display that combines the simplicity of a whiteboard and the
power of a computer and front projection (Interactive Whiteboard Solutions).
Promethean interactive whiteboards engage students with dramatic images,
and brilliant video and audio. The interactive whiteboard enables anything
that can be seen or done on a computer screen to be projected onto an
interactive whiteboard bringing every classroom to life (Interactive
Whiteboard Solutions). The Promethean interactive whiteboard uses ground
breaking technology to advance student learning.
Each computer is equipped with three (3) Adobe Creative Suite
packages and Microsoft Office Suite. There are many software programs
for the students as well as teachers to use. The software programs most
often used in the classroom include Microsoft Word and PowerPoint,
Inspiration 8, FileMaker 9, Imagination Suite, Graph Master,
Pinnacle Grade book, Math Type, Pinnacle Studio Movie, and
Dreamweaver and Fireworks (only for the students in the gifted and
talented programs).
In the computer lab I always permit the students to access a link for an
online lesson that I created myself using Dreamweaver and Fireworks. In
these online lessons, there are additional links to sites already deemed
appropriate by the school system which contain information that is relevant
and applicable to the lesson. Some of the links may be for Adobe files and
others may be links to files from You Tube. At times the online lessons will
ask the students to print documents and/or create documents using
Microsoft Word or PowerPoint. I also will require that the students e-mail me
documents or place them in the Reader Hand-In folder that can be accessed
by all students on the Desktop under Student Applications.

Vision Statement

The Tree Of Liberty Must Be Refreshed From Time To Time With The Blood Of
Patriots And Tyrants. It Is Its Natural Manure. - Thomas Jefferson
When Jefferson walked through the yards of his home in Virginia at
Monticello (meaning little mountain in Italian) he glared down from the
mountain one day and spotted a perfect place for the University of Virginia
below. So he climbed upon his horse and rode down the mountain to this
vacant and perfect spot he had summarily concluded, and he pounded
stakes into the ground to mark the sites of future buildings in what would
ultimately become the first steps in 1817 towards the eventual creation of
the school and charter in 1819.
Of particular interest is the fact that although Jefferson appointed honorable
and distinct men to teach in such diverse fields as Astronomy, Architecture,
Botany, Philosophy, Mathematics, Horticulture and Political Science, nobody
who came to class had to pay or even register. If you wanted to learn you
just opened the door and walked into the classroom of your liking and sat
down. And you were granted the permission to stay as long as you were
quiet and respectful.

"This institution will be based on the illimitable freedom of the human mind. For
here we are not afraid to follow truth wherever it may lead, nor to tolerate any error
so long as reason is left free to combat it. Thomas Jefferson
Sitting idle in the classroom, while the hyperactive, and up-to-the-minute,
and latest and greatest world of technology is right around the corner, and
begging all of us to join in, is not productive anymore and needs to end
sooner rather than later here at RCMS. Its no longer possible and no longer
resourceful to listen to one teacher or to read one book, when an infinite
supply of knowledge as well as teachers and books is only as far away as
your fingertips.
No longer will the old-fashioned and unproductive ideas of the previous
generations us from teaching and learning without the employment,
assistance and rewards of instructional technology. Its time to embrace the
countless advantages of using technology in the classroom now and forever
moreand it starts right here and right now.
We here at RCMS provide the technology systems and services that are
deemed essential to the success of every student and every teacher. We are
committed to excellence and will always strive to provide for all the students
and staff of RCMS the finest and most suitable technology solutions needed
to engage students and support teachers on a daily basis. These resolutions
or practices are reflections of the infusion and prevalent use of technology in
todays society and its inherent capacity to meet the individualized needs of

all our learners. Its achieved only with unbroken collaboration and
communication between all parties and our strict adherence to the rules and
regulations of the MCPS acceptable use policy (AUP).
According to the vision and mission statement of Montgomery County Public
Schools (Technology, 2007), as a school system, MCPS will use technology
as an integral component in its K-12 curricular programs and administrative
processes. MCPS will provide students with the opportunity to develop
lifelong learning skills through the use of technology in a relevant and
meaningful setting. With technology as a tool, teachers, administrators, and
support staff will become more effective and efficient in the educational
environment. MCPS will strive to ensure that all students acquire the
technology skills necessary to be productive citizens in an information-driven
society. The school system will endeavor to provide current technology tools
and appropriate training to teachers, administrators, and support staff.

Goals
&
Learning Objectives
The goal in our case is for us to learn to use on a regular basis instructional
technology in our classrooms. In order to accomplish our goal we need five
(5) more computers in each of the 3 computer labs for a total of fifteen (15)
additional computers. We will also need fifteen (15) additional
monitors and the standard software from Microsoft and Adobe for
those computers. This added hardware and software will increase student
and staff access to instructional technology.
Next, we need to invest in synchronous media in order to allow people
who are not in the same place at the same time to communicate as if they
were face-to-face. In order to understand why this is necessary, we must
examine the advantages and disadvantages of new technologies in the
classroom and for our educators. When we consider synchronous media we
must remember that the participants have to be online at the same time,
with compatible hardware and software. Participants must be well-prepared;
and the technological aspect of synchronous software requires testing and
continual modification. Participants will be better served if there is a leader
or moderator to control the pace and direction of the conferences.
Participants will need to have collectively read and shared the agenda
beforehand and reflected upon the content and have a well-developed
response or proposal ready before the use of synchronous software can be
effective (Kawachi, 2007).

I have researched several synchronous media software and my suggestion

for our school is WebEx; an easy way to share ideas with anyone, anywhere.
WebEx software combines real-time desktop sharing with phone
conferencing so everyone sees the same thing while you talk. Its far more
productive than e-mailing files and struggling to get everyone on the same
page over the phone. And it can often eliminate the need for people to travel
and meet on site.
As a school, we could use WebEx to deliver interactive instruction with all
staff and each and every student individually or in a group training or
learning session. We could do this anywhere in the world. All you need is a
computer, the Internet and the software. Teachers and students will be able
to share visual content over the web in real time via phone or even video
conferencing. The key idea with synchronous software is that everyone in
attendance sees and hears the same thing at the same time. The benefits
associated with synchronous software include more efficient instruction
which connects with more learners at a time. The usual necessities of
traditional on-site training or education are negated. Instead, educators
and/or the students themselves are now free to show presentations,
demonstrate applications and share information. Both parties can encourage
interaction with easy-to-use tools, including interactive annotations and chat.
To allow for differentiation and extended time teachers can record
instructional sessions for self-paced learning (webex.com, 2010).
Imagine students being able to connect to the Internet to revisit the
objective(s), the assignment(s), the requirements and/or procedures and
then most importantly the lesson or instructional content. Imagine students
being able to connect in real-time over the web to interact and collaborate
while conducting research or completing a group project. Imagine teachers
helping teachers and teachers helping students and students helping other
students live and in real time to solve problems, to conceive solutions and
to generate innovative ideas for themselves and others.

How does it work? Its as simple as 1, 2, 3

1. Schedule ahead or meet instantly

Use Microsoft Outlook, your One-Click console, WebEx site, or even IM.

2. Meet your participants online.

Participants click a link, and then join the voice conference by VoIP or phone.

3. Show and tell.

Share your screen so everyone sees the same thing at the same time
Images and Text Source: http://www.webex.com/how-it-works/index.html

And then imagine what you can do

Share your stuff

Deliver presentations, show documents, and demonstrate any application.

Create together

Brainstorm in real time to create and perfect your ideas.

Let others share

Pass meeting control to let someone else present, or control a remote

desktop....
Images and Text Source: http://www.webex.com/what-is-webex/index.html

The specific goals and learning objectives are listed below:

A. Student Learning
Goal 1: Students will use technology to become actively engaged in learning
Objective 1: To integrate technology into the curriculum and instruction
Objective 2: To use technology to improve student learning and academic
achievement
Objective 3: To use technology to increase communication between students
and teachers
B. School Technology
Goal 2: Schools will address the digital divide through equitable access to
technology
Objective 1:
Objective 2:
Objective 3:
technology
Objective 4:
technology

To increase student access to technology

To increase school staff access to technology
To increase student access to innovative instructional
To increase school staff access to innovative instructional

C. Professional Development
Goal 3: Staff will improve technology skills through professional development
Objective 1: To adopt Maryland teacher and administrator technology
standards
Objective 2: To increase professional development and training for support
staff
D. Administrative Productivity

Goal 4: Staff will use technology to improve productivity and results

Objective 1: To enhance collaboration and communication tools
Objective 2: To continuously improve student systems
Objective 3: To continuously improve administrative systems

Budget Plan for RCMS 2010/11 School Year

Classroom Technology Plan Budget 2010/2011

Description

Quantity

Individual Cost

Total Cost

Dell Intel Core 2 Duo

E7500 Computer,
Dell USB Keyboard,
Dell Standard Mouse
Dell Ultra Sharp 17
Monitor
HP LaserJet M3035
Printers
Epson PowerLite 825
Projector
Promethean Board
Microsoft Office
Suite
Adobe Creative
Suite
WebEx Software

105 + 15 (extra)
= 120

$788

$94,560

105 + 15 (extra)
= 120
3

$159

$19,080

$1,249

$3,747

$709

$2,127

3
105 + 15 (extra)
= 120
120 + 15 (extra)
= 120
120

$2,000
$24

$6,000
$2,880

$74

$8,880

$49 monthly

Network
Infrastructure &
Internet Access
Paper

N/A

N/A

10 months =
$58,800
N/A

20,000 sheets (4
case)
Yield per toner =
10,000 sheets
1 - IT Specialist
Salary

$5 per ream

Ink Cartridges
Technology
Support/Staff
Development

$82 per toner

$85,000 (12 mos.)

Total Cost per

year

$200 X 3 labs
=$600
$738 = 9 toners =
3 toners per lab
$85,000 (12 mos.)

$282,412

Classroom Technology Plan Additional Investment 2010/2011

Description

Quanti

Total Additional

Dell Intel Core 2 Duo

E7500 Computer,
Dell
USB Keyboard, Dell
Standard Mouse
Dell Ultra Sharp 17
Monitor
Microsoft Office
Suite
Adobe Creative
Suite
WebEx Software

ty

Cost

15

$11,820

15

$2,385

15

$360

15

$1,110

120

$58,800

Total

$74,475

Results: For an additional $74,475 we will receive all of the hardware

and software listed above and our total cost will be $282,412.
NOTE: The budget does not include the yearly cost of Network Infrastructure
and Internet Access.

Justification
Is it enough or worthwhile for us to invest in synchronous software so that
our students can simply collaborate with their peers online and in real time
in the name of higher education? Perhaps we also need to examine the
benefits of peer collaboration and interactionism in our classrooms. Du Four,
(2003) an educational consultant who writes about effective leadership
states that educators must promote a collaborative culture by defining
collaboration in narrow terms: the systematic process in which we work
together to analyze and impact professional practice in order to improve our
individual and collective results. Collaboration is embedded in the routine
practices of the school. Teachers are organized into teams and provided time
to meet during the school day. They are provided specific guidelines and
asked to engage in specific activities that help them focus on student
achievement. Teams collaborate and address three (3) key questions:
1. What is it we want our students to learn?
2. How will we know when each student has learned it?
3. How can we improve on current levels of student achievement?
Du Four (2003) maintains that there is a big push for schools to be more
data-driven these days, but simply providing data to schools and teachers

does not translate into improved practice. But unless teachers have a valid
basis for comparison, they are denied insight into what they have done well
and what areas are most in need of improvement. Teachers who have the
benefit of this useful information on a frequent, timely basis, along with
support from a collaborative team, describe the process as energizing.
The Interactionist theorists in education are those who believe that
individuals choose how they want to behave based on the ways they
perceive themselves from the interaction with other people. An aspect of the
interactionist theory of education claims that teachers classify and label
their students in order to understand and relate to them. This is known as
the halo effect, whereby students are stereotyped on non-academic
impressions. This classification affects the way a student perceives them self
and ultimately the way he or she behaves in the classroom. Research has
found that when teachers label their students as either bright and
competent or lazy and useless, the students seem to fulfill that original
prediction a self-fulfilling prophecy (Interactionist Approach to Education,
2009). So what if we could use synchronous media to authorize children to
be smart, insightful, creative and brilliant? Our students may benefit from
synchronous educational environments in which live and mediated
interaction with peers could be an instrument of transformation. Our
students could experience new and dynamic states of relationships with their
peers and their teachers using synchronous media for educational purposes.
This potentially radical shift in their own behavior and in their perceptions of
others and themselves could be invaluable.
The Internet offers teachers an unlimited array of resources, information and
instructional and educational materials. Teachers are subsequently capable
of creating lessons which then can finally account for the great diversity of
students interest and ability levels. Additionally, when students are
equipped with the basic tools of technology in the classroom, including basic
and efficient hardware and common educational software tools, as a result of
the students repeated use of these tools; Frazier & Bailey, 2004 state that,
they can attain more sophisticated work and a rapid mastery of the
curriculum.
Though its not as simple as just presenting students with the appropriate
technology to learn and expecting results, instead the real power of
education lies in the ability of instructional technology and the Internet to
benefit the individual learner in ways that the classroom fails to achieve.
Instructional technology can be utilized to realize the following:

To provide global access to information

To meet the curricular needs of all learners

To provide access and support to the general curriculum

To refine critical thinking skills and foster creativity individually and

collaboratively

To provide a medium for expression and communication

To collect, assess, and share performance information and data

gathering

To provide skills and proficiencies necessary for the workforce now and
in the future

The Maryland Teacher Technology Standards (MTTS) were developed to

ensure that student teachers, classroom teachers, and school staff use
technology proficiently. They serve as benchmarks for technology proficiency
and provide a guideline for basic technology skills that each educator should
possess (Accountability, 2003). The seven (7) technology standards, as
defined by MCPS include the following (Accountability, 2003):
The Seven (7) MTTS
1. Access, evaluate, process and apply information efficiently and
effectively
2. Communication
a) Use technology effectively and appropriately to interact
electronically
b) Use technology to communicate information in a variety of
formats
3. Demonstrate an understanding of the legal, social, and ethical issues
related to technology use
4. Use technology to analyze problems and develop data-driven
solutions for instructional and school improvement
5. Design, implement and assess learning experiences that incorporate
use of technology in the curriculum-related instructional activity to
support understanding, inquiry, problem solving, communication or
collaboration
6. Understand human, equity, and developmental issues surrounding the
use of assistive technology to enhance student learning performance
and apply that understanding to practice
7. Develop professional practices that support continual learning and
professional growth in technology

Staff Development Plan

Common elements of educational planning include four (4) major elements

(Picciano, 2006, p. 21, Chapter 2). The planning needs to be
comprehensive in that the vision for the school as well as the needs of the
community is met. The planning needs to be collaborative in that all staff
including administration and technical experts are consulted and allowed to
share their own ideas and resources during the planning process. All staff
involved in the planning process needs to demonstrate their individual
commitment to the process through ongoing collaboration (Picciano, 2006,
p. 22, Chapter 2). According to Picciano (2006, p. 22, Chapter 2), all staff
involved in the planning process must realize and accept unconditional
continuity in that every planning process is continuous and never-ending.
The school must always and forever respond and adjust to the
environmental stimuli.
For teachers to successfully make the transition to become online teachers
or learning facilitators, they must do more than develop new technological
skills. Online development and delivery requires new pedagogical
approaches, challenging previous practices with regards to assessment,
group interaction and student/teacher dialogue (Ellis & Phelps, 2002). Online
development also requires that teams of people, each with unique sets of
contributions and skills all be involved in the course design, development
and delivery (Ellis & Phelps, 2002). Online development also necessitates an
ongoing maintenance plan for students and teachers professional and/or
technical issues and/or concerns. The key to a successful program lies within
the effectiveness of the collaborative relationships of all the staff and
students (Ellis & Phelps, 2002).
According to McDonald and Postle (1999) considerations in the need for team
based development include:

The involvement of individuals with technological skill specialization

Quality input from Instructional Design specialists
The sharing of experiences and ideas between technology developers
and technology users
Ongoing support for both staff and students via technical support staff

Staff development workshops are opportunities for staff to share ideas and
resources and should be categorized, designed and implemented based on
the following four (4) types or classes of staff development: (1) Pedagogical;
(2) Technical; (3) Administrative; and (4)Team Building.
At RCMS we will adhere to the following staff development plan of the ITRT:

The Instructional Technology Resource Teacher (ITRT) provides

individualized and group professional development sessions for WebEx
software.
The ITRT creates online professional development courses for WebEx
software.
The ITRT adds online professional development course offerings to
meet the changing needs of staff development.
The ITRT assesses the needs of MCPS teachers and staff on WebEx
proficiency skills via surveys and ITRT interactions.
The ITRT schedules professional development sessions in technology
training lab for WebEx software.

Timeline
This plan will be initiated at the beginning of the 2010/2011 school year
and will be completed by the end of the 2010/2011 school year. All
teachers will be expected to begin to use WebEx in their classrooms for the
2011/2012 school year.
Instructional Technology Action Plan Timeline 2010/2011

Action

Due Date

Student Learning

1/10/2011

To integrate technology
into the curriculum and
instruction
To use technology to
improve student
learning and academic
achievement
To use technology to
increase communication
between students and
teachers

1/10/2011

School Technology

9/10/2010

1/10/2011

Status

To increase student
access to technology
To increase school staff
access to technology
To increase student
access to innovative
instructional technology
To increase school staff
access to innovative
instructional technology
Professional
Development

9/10/2010
1/10/2011

1/10/2011
6/15/2011

To adopt Maryland
teacher and
administrator
technology standards
12/17/2010
To increase professional
development and
training for support staff
To enhance
collaboration and
communication tools
Administrative
Productivity
To continuously improve
student systems
To continuously improve
administrative systems

1/10/2011
6/15/2011

6/15/2011

Evaluation
Instructional Technology Action Plan Evaluation 2010/2011

Action

Status

Notes

Student Learning
To integrate technology
into the curriculum and
instruction
To use technology to
improve student
learning and academic
achievement
To use technology to
increase communication
between students and
teachers
School Technology
To increase student
access to technology
To increase school staff
access to technology
To increase student
access to innovative
instructional technology
To increase school staff
access to innovative
instructional technology
Professional
Development
To adopt Maryland
teacher and
administrator
technology standards
To increase professional
development and
training for support staff
To enhance
collaboration and
communication tools

Administrative
Productivity
To continuously improve
student systems
To continuously improve
administrative systems

References
Maryland Teacher Technology Standards
http://www.montgomeryschoolsmd.org/departments/technology/techstandards/inde
x.shtm
Teacher AUP
http://www.montgomeryschoolsmd.org/departments/policy/pdf/igtra.pdf
Student & Parent AUP
http://www.mcps.org/admin/stuserv/6-12.pdf

Note: A complete list of all the hardware and software for technology in
MCPS can be found at the following link titled;
http://www.montgomeryschoolsmd.org/departments/techproducts/
Note: A complete list of the software programs available to all MCPS
students IN-SCHOOL and/or AT-HOME can be found at the following link titled;
http://www.montgomeryschoolsmd.org/uploadedFiles/departments/techtraini
ng/instructional/techmod/SoftwareTakeHomeRights%20v5.pdf
Note: The population demographics at RCMS can be found at the following
link titled;
http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability
/glance/currentyear/schools/03157.pdf
Frazier, M., & Bailey, G.D. (2004). The technology coordinators handbook.
Eugene:
International Society for Technology in Education.
(2010). Retrieved March 14, 2010, from webex.com:
http://www.webex.com/index.html
Kawachi, P. (2007, July 3). Synchronous Media in Education: Summary. Retrieved
March
14, 2010, from
Open Education Network Blog:

http://paulkawachi.blogspot.com/2007/07/synchronouseducation-summary.html

media-in-

Du Four, R. (2003). Leading edge: Collaboration lite puts student achievement on a

starvation diet.
Retrieved March 14, 2010, from National Staff Development
Council:
http://www.nsdc.org/news/jsd/dufour244.cfm
Interactionist Approach to Education. (2009). Retrieved March 14, 2010, from
slideshare.net:
http://www.slideshare.net/sociologytwynham/interactionist-

approach-to-

educationpresentation

Collette, S. (2010, January 22). Office of the Chief Technology Officer. Retrieved June
28, 2010, from
Montgomery County Public Schools:
http://www.montgomeryschoolsmd.org/departments/technology/
Interactive Whiteboard Solutions. (n.d.). Retrieved June 24, 2010, from Promethean
Planet:
http://www.prometheanworld.com/server.php?show=nav.15
The Superintendent's Recommended FY 2011 Operating Budget and Personnel
Complement. (2009,
December 11). Retrieved June 28, 2010, from
Montgomery County Public Schools:
http://www.montgomeryschoolsmd.org/departments/budget/FY2011/superintendent/
McDonald, J. and Postle, G. (1999). Teaching online: Challenge to a reinterpretation
of traditional
instructional models.
Ellis, A., & Phelps, R. (2002, August 29). Staff development for online delivery: A
collaborative, team
based action learning model. Retrieved July 2, 2010, from
Australian Journal of Educational
Technology:
http://www.ascilite.org.au/ajet/ajet16/ellis.html
Picciano, A.G. (2006). Basic Concepts of Planning. Educational leadership and
planning for technology. (pp. 21-22). Upper Saddle River: Pearson Education, Inc.