Classroom Technology PlanLinda Lavinder Tavares

Classroom Technology Plan Assignment

Linda L. Tavares EDTC 630 July 3, 2011

Needs Assessment
My fourth grade inclusion classroom environment consists of twenty-one students whose 1

learning abilities vary greatly. According to the Performance Series testing we administer at my school, of the twenty-one students in my class, four are reading above level at grade 9+, ten are on level which means they are reading at grade level 4, five are below reading level at grade 2-3 and two are reading well below level at grade 1. This group of students constitutes my home base and they take Language Arts, Social Studies and Health in my classroom. Of this group six students take part of our districts free lunch program and two are listed as homeless. Our math classes are specialized and my home based students switch teachers for math during which time I teach the Accelerated math using the fifth grade curriculum and materials. Currently the technologies available in my classroom are a Smart Board interactive white board, an A/V cart which houses a computer, VHS/DVD player and projector, an older version of a Canon Visualizer (document reader) connected to a small television monitor (both of which were purchased by myself), two student computers with two sets of headphones. Technology available to the school are twenty-eight laptop computers housed on a rolling cart and are available to be checked out by teachers. A mini-lab located in our school media center has twenty-four desk top computers which may also be used by classrooms on a first-come, first-served basis. The interactive Smart Board is a classroom staple for the lessons I present. It is used daily to display information, demonstrate techniques and learning strategies and to encourage students to interact with lessons. I have downloaded the software package for my Smart Board on my home computer and I create lessons for reading, writing and math from home. My Canon Visualizer is also used daily in my classroom. It is used to model projects and demonstrate using math manipulatives. Students interact with materials and share ideas with their classmates during writing and social studies. The two student computers in my classroom are used in a variety of ways. They are used: a) as a listening center when four students can listen to a story at one time (through the use of a headphone splitter connection box) while following along in their text books, b) to address the needs of my two lowest ability readers when they access Kurzweil 3000 (kurzweil.com). This program helps my students read and comprehend on-level reading material by allow them to access on reading level information which is read aloud to them while having unknown words verbally defined for them, and c) to provide enriching and challenging extension to lessons for my students who are accelerated (high level) readers. My above level readers use them to create graphic organizers with Kidspiration software (kidspiration.com), to access enriching videos and to create multimedia projects by creating Power Point presentations, d) to provide enriching interactive activities to challenge and motivate my

Classroom Technology PlanLinda Lavinder Tavares accelerated math students as a learning center, and e) to review math materials for my students who are struggling with certain concepts, they spend time watching video presentations regarding recently learned skills. These two student computers function to accommodate the diverse needs of 21 Language Arts students plus 24 math students and are woefully inadequate for these purposes. When the school based media center is available, my students have used them to sharpen research skills and participate in Web Quests. When the laptops are available to be checked out, I have used them with my students in the classroom as a research tool and to expand on lessons. For instance they have taken part in an interactive lesson concerning the development of the United States from the 1600's through today. Unfortunately, I was not able to use the laptops much this past year because they were continually checked out by other teachers. By the time I was able to sequester the laptops, they took a full twenty minutes to boot up, making them impractical and useless for my lesson purposes and the amount of time allotted since their diminishing battery life confines its use to 60 minutes without being plugged into the cart. Students in the 21st century have the potential to use technology to enrich and encourage learning experiences. In order for them to take full advantage of a global learning environment they must have reliable access to technology. I believe it is the responsibility of the school system to provide the appropriate support for new technologies. According to the U.S. Department of Education and as
explained in the National Education Technology Plan 2010, this support system is crucial. The National

Education Technology Plan explains, An essential component of the learning model is a comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed (http://ed.gov). As teaching professionals, we have the ability to provide the resources which can promote student learning through the use of computers in a manner which has not been available before. Having reliable access to technology is a crucial component regarding the assistance of learning disabled students especially in and inclusion classroom setting such as mine. In the text Educational Leadership and Planning for Technology, author Anthony Picciano explains, Regardless of the challengewhether hearing, vision, mobility, or learning disabilityassistive technology is being used to help provide the links to learning that otherwise might not have been available to these children in years past (Picciano, p. 47).

Data
The following data represents the score results for my students on the Charles County Public 3

Schools fourth quarter grade 4 assessments for reading and math. The score results displayed on the Reading Assessment Graph demonstrates the wide range of abilities in my inclusion classroom. Having reliable and consistent access to computers would help to bridge the gap between these students and their ability levels. The data displayed on the Math Assessment Graph shows the high ability level of these students. Having access to computers can help to challenge, engage, and motivate this group of math students.

Vision Statement
Using technology in the classroom is quickly becoming a normal part of teaching. All children

Classroom Technology PlanLinda Lavinder Tavares should have to opportunity to use computers to support their learning. When students have the ability to access information instantaneously it impacts their learning in many positive ways. It empowers them to take control of and responsibility for gaining knowledge. Technology can be an important tool to use for meeting the needs of the diverse nature of learners. When students have access to technology they have a better chance for academic achievement. Using technology can promote collaboration between students and encourage critical thinking. My vision is to create a classroom which contains the tools necessary to assist my students in reaching their full potential. I envision a classroom which facilitates the use of technology in a fluid and dynamic learning environment. My students would benefit from having greater access to computers on a more consistent basis and the only way to accommodate this would be to provide my classroom with eight more desktop computers. These computers would help me develop a classroom computer station which would be dedicated solely for the use of my students. With the addition of eight desk top computers my classroom computer station would house ten computers. With the implementation of a classroom computer station I envision:

1.

The creation of a true listening and recording station in my classroom using one of the

computers fitted with an eight-position stereo jack box, one microphone and eight headphones. 2. My students will be able to work on on-going research projects, collaborate with other students

and create dynamic projects and share these projects with other students. 3. They will be able to create a blog site to record their learning and update this blog each day and

share their learning with their parents and family members. 4. They will create a portfolio of their writing which can be proofread, edited and published to our

classroom website or blog. 5. They will collaborate with each other to create power point presentations and share them with

other classes and with their parents at events such as an authors tea for one example. 6. They will read and record stories and plays promoting greater reading fluency with each child

reading and portraying a particular character. This recorded story can also be placed on our blog site. 7. They will create dynamic and interactive graphic organizers (for instance comparing and

contrasting elements of two stories or placing events in order of sequence) which relate to stories we have read. They can then share this organizer with the class using the Smart Board, effectively 5

teaching the class what they have learned. 8. My struggling students who are learning disabled will have regular access to assistive

technologies (such as Kurzweil 3000) since they wont have to share a computer with others.

Vision Statement: To create a learner centered environment which enhances academic achievement and promotes communication and which is in keeping with Maryland Teacher Technology Standard II: Communication (http://mttsonline.org). Goal The students will use technology effectively to interact electronically and to communicate information in a variety of formats (mttsonoline.org). Objectives students will: collaborate to create a blog site which details and records learning, regularly update blog site, share blog with others in the community, create and share research projects such as power points, display power point presentations to class, administration, parents.

Vision Statement: To integrate technology into the curriculum and instruction in keeping with Maryland Teacher Technology Standard V (http://mttsonline.org). Goal To teacher will 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 (mttsonline.org). Objectives Students will read and respond to a variety of genre using interactive graphic organizers, listening and recording centers, read and create organizers to summarize the key supporting details and ideas, perform research to support instruction, collect data and solve problems presented in math and social studies areas, write to express opinions on topics or texts, informative/explanatory texts, and narratives, proof read, edit and publish using technology.

Vision Statement: To provide support for inclusion students by providing assistive technologies in keeping with Maryland Teacher Technology Standard VI (http://mttsonline.org). Goal The teacher will implement and use assistive technology to enhance student learning performance and apply that understanding to Objectives Students will: utilize software programs such as Kurzweil 3000 as assistive technology to

Classroom Technology PlanLinda Lavinder Tavares practice (mttsonline.org). determine the meaning of words and phrases as they are used in a text utilize software programs to assist learning disabled students read on grade level text.

Budget Considerations
The desktop computers I found to be most cost effective are Dell Inspiron Zino HD available from Walmart.com. This system was chosen because it comes complete with an 18.5 digital flat panel monitor, a 500 GB Hard Drive, Window 7 Home Premium, a mouse and a keyboard, Microsoft office, McAfee security and one-year warranty on parts and labor. Since this Dell computer comes with so much hardware and software packages, it saves money by not requiring additional purchases. The Dell Inspiron Zino desktop computers have all the power student will need and will work well to service the requirements of my instructional purposes. This Dell computer can be purchased and picked up locally at the Wal-Mart stores for $398 each. I chose desktop computers instead of laptops for several reasons. A desktop is less expensive and can be easily upgraded. The hardware for a desktop, such as the monitor or the mouse, can be replaced if damaged. There is no battery as in a laptop so losing battery strength is not an issue. Since having this new computer station requires chairs, eight rolling chairs were chosen to allow for easy access. Five computer tables are needed to comfortably accommodate the computer equipment and students. To complete the setting up of each system, the computers will require eleven Ethernet cables (one for each of the computers and one for attachment to the main USB outlet) and a ten port USB Hub to network all computers. In order to create a true listening and recording station a microphone is needed. I have chosen a microphone which can be used wired or wirelessly so students can share and record their stories. A ten-port jack box will be used to plug in the eight Sony Headphones (along with two I already have issued to my classroom). With this jack box as many as ten students can listen at one time. The headphones can also be separated and used individually as hardware accessories for the computers so students can listen to computer audio without disrupting those students working at their seats. The software programs used most often, Kurzweil 3000, Power Point and Kidspiration, have already been purchased or are included in the purchase of the computer as a package. 7

Expenditures
Item Description
8 Dell Inspiron Computers with free pick up 8 Boss Deluxe Posture Task Chair free delivery 8 SONY Headphones with free delivery 5 Computer Tables

Total Cost
3184.

Supplier and Link

http://www.walmart.com/ip/Dell-Dell-Zino/15746980

566.32

http://www.amazon.com/Boss-Delubye-Posture-ChairBlack/dp/B002FL3LWG/ref=pd_sbs_op_2 http://www.newegg.com/Product/Product.aspx?Item=N82E16826159224

199.92

824.40

https://www.schooloutfitters.com/catalog/ product_family_info/cPath/CAT11_CAT114/ pfam_id/PFAM10757 http://www.newegg.com/Product/ProductList.aspx?Submit= ENE&DEPA=0&Order=BESTMATCH&Description=computer+ microphone&x=0&y=0&Page=2 http://www.newegg.com/Product/Product.aspx?Item= N82E16817182208&cm_re=10_port_usb_hub-_-17-182-208-_-Product

1 Microphone w/ship

32.55

1 Ten-Port USB HUB Warranty Shipping 11 Ethernet Cables 10 feet Shipping 1 Ten position jack box Shipping Kurzweil Software, Microsoft Power Point Software, Microsoft Movie Maker Total Cost

24.99 5.99 2.99 3.99 1.99 25.99 6.38 Free

http://www.newegg.com/Product/Product.aspx?Item=N82E16812119169 https://www.schooloutfitters.com/catalog/product_info/pfam_id/ PFAM603/products_id/PRO6516

4879.51

Justification
Standard 1.0 General Reading Processes
How classroom computers support the standard

Classroom listening and recording station helps

Classroom Technology PlanLinda Lavinder Tavares Topic C. Fluency Indicator 1. Read orally at an appropriate rate Objective a. Read familiar text at a rate that is conversational and consistent Indicator 2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression (http://mdk12.org). Indicator 3. Understand, acquire, and use new vocabulary. Use resources to determine the meanings of words. Topic E. General Reading Comprehension Indicator 1. Develop comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts Objective: Use a graphic organizer or another note-taking technique to record important ideas or information Explain personal connections to the ideas or information in the text Indicator 4. Use strategies to demonstrate understanding of the text (after reading). 2.0 Comprehension of Informational Text Students will read, comprehend, interpret, analyze, and evaluate informational text. Indicator 1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media 4.0 Writing Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Indicator 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers 2. Compose oral, written, and visual 9 Since writing projects are constructed over a period of time and with numerous steps which lead to a final project, having consistent access to computers will allow students to compose text using online dictionary, syllabus and thesaurus to edit and improve writing skills, use graphics to organize ideas into structures of chronological order, sequence events. They can share documents and peer edit. Create entries for a classroom blog site sharing information with peers and adults. students meet the objectives for this standard by allowing students to demonstrate reading automaticity, appropriate phrasing, use punctuation cues to guide meaning and expression, use pacing and intonation to convey meaning and expression. Also helps students increase sight words read fluently (mdk12.org)

Classroom computer station allows students to access electronic texts on a more regular basis in order to meet the objectives for this indicator which are to listen to critically, read, and discuss texts and discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations (mdk12.org). Reading online text and collaborating on projects such as Kidspiration graphic organizers and Power Point presentations is a prime example of how a classroom station can support this indicator.

With students having access to computers on a regular basis, they can collaborate on research projects using informational texts from electronic media.

presentations that express personal ideas, inform, and persuade 3. Compose texts using the revising and editing strategies of effective writers and speakers

Create and share learning logs Supports students efforts to meet the objectives for the Writing Standard which states students will Revise texts for clarity, completeness, and effectiveness. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling Self edit, Peer edit, Dictionary, Thesaurus, Spell checker, Language handbook. Prepare the final product for presentation to an audience (mdk12.org). . Having a true listening and recording station supports students meet the objectives of these indicators by allowing students to perform and record dramatizations. Students will be given the opportunity to identify and explain the action of a scene, stage directions, and dialogue that help to create character (mdk12.org). Repeated exposure to text such as a play helps build reading fluency and motivates students to read. By regularly using the listening center, students will practice active listening skills while determining speakers purpose, practice retelling as an after reading strategy, relate events to prior knowledge, summarize events. All of this can be demonstrated through the use of after reading activities such as recording answers to guiding comprehension questions. Students will have the opportunity to work in collaboration to create and deliver oral presentations based on student created organizers, wiki sites they create, Power Point Presentations, or movies they create using Microsoft Movie Maker.

3.0 Comprehension of Literary Text Students will read, comprehend, interpret, analyze, and evaluate literary text. Indicator 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts including print and non-print 5. Use elements of drama to facilitate understanding 6.0 Listening Students will demonstrate effective listening to learn, process, and analyze information. Indicator 1. Demonstrate active listening strategies 2. Comprehend and analyze what is heard

7.0 Speaking Student will communicate effectively in a variety of situations with different audiences, purposes, and formats. Indicator 2. Make oral presentations.

Development Plan: My Personal Goals for Learning

In order to make the most of the technology outlined in this Technology Plan requires

Classroom Technology PlanLinda Lavinder Tavares continuing education. The following are steps I plan to follow to ensure I am accomplished enough to take full advantage of my Classroom Technology Station. I will: revisit the use of Wikis in developing projects so I can share this information with my students. spend time relearning how to create and use Blog sites, attend staff development opportunities offered through my district which involve continuing education with technology as the focus, be creating Power Point presentations concerning both Wikis and Blogs using learner centered language and will use these Power Points to teach my students how to use these programs, learn more about creating assessment tools such as student portfolios, learn a great deal more about writing a successful grant and where the grant opportunities and scholarship opportunities might be.

Time Line for Plan Completion

July 30, 2011: Apply for grant for the purposes of securing the cost of 8 desktop computers. The funds required for this portion of my technology plan is $3184. August 22, 2011: Write a proposal to school PTA requesting funding for eight rolling computer chairs at a cost of $566.32 to be supplied from school fundraising funds. August 22, 2011: Write a letter of request to the principal of my school and to the Board of Education proposing the school purchase of five computer tables for classroom use at a cost of $824.40. September 5, 2011: Write a request for parent donations (requesting either money or items) in order to acquire the remaining materials including the microphone, USB HUB, Ethernet cables, and ten position jack box. At this same time I will contact local businesses to request support by way of donations or discounted items. The sum total of these items is $104.87. June 15, 2012: Entire Classroom Technology Center is up and running.

Evaluating Success
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To measure the success of my plan will include acquiring all necessary hardware and software before the end of the school year 2012. Once all monies are collected, materials are purchased and set up, all of my students are working by using my new classroom computer station and are busy cooperating and creating. I will be looking for my classroom to truly house a learner centered environment which enhances academic achievement and promotes communication among students and with their families and other community members. To be successful I will have learned the best ways to integrate technology into the curriculum and into my instruction. I will have provided my students who have learning disabilities and those with an IEP with assistive technology they can access on a regular basis without interruption. My students learning will be regularly immersed in technology and will not have to wait until a computer comes available. Only when these goals have been met can my Classroom Technology Plan be considered a true success.

References: Maryland state department of education, (2011). Maryland teacher technology standards. Retrieved June 27, 2011 from http://www.mttsonline.org/standards/index.php Maryland state department of education, (2010). School improvement in maryland. Retrieved June 21, 2011 from http://mdk12.org/index.html Picciano, A.G. (2011). Educational leadership and planning for technology. New Jersey: Pearson Education, Inc. United states department of education. (2010). Transforming american education: learning powered by technology. Retrieved June 28, 2011 from http://www.ed.gov/technology/netp-2010