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North American University

Education Department
M.Ed. in Educational Leadership & M.Ed. in Curriculum and Instruction

Name: Assila Yessengeldiyeva Date: November 23, 2018

This template is adapted from


Plan to guide the LEA’s use of education technology for the next three years.

List specific start and end dates (7/1/xx to 6/30/xx). Provide a brief overview of the
LEA, its location and demographics and/or share a link to the LEA’s website.
Answer 1:
This plan will cover the time period from January 1st, 2019, to January 1st, 2022. The
LEA is the Los Angeles Unified School District (LAUSD, 2018), located in LA County,
in the southern half of California abutting the Pacific Ocean; it is often and/or nearly the
largest US school district, swapping ranks occasionally with other schools such as the
Chicago Public School District (Niche.com, 2018). The student body makeup is over 74
percent Latino, with black, white, and Asian-American students representing 8.4, 9.8, and
6.0 percent of the student population respectively (LAUSD, 2016); many students do not
speak English at home, which is a barrier to learning science subjects taught in English
(Niche.com, 2018) . The school’s website: http://www.laschools.org/new-site/

Describe how a variety of stakeholders from within the LEA and the community-at-
large participated in the planning process.
Answer 2:
The LAUSD is often poorly rated for academics (Niche.com, 2018), but has several
magnet schools for science whose directing staff were ready to participate, including Dr.
Janet Mack, principal of Westchester Enriched Sciences Magnet High school (LAUSD,
2018). Local parents’ groups and activists were invited to attend planning meetings as
Summarize the relevant research and describe how it supports the plan's curricular
and professional development goals.
● Summarize the plan’s major curricular and professional development outcomes
that are supported by research.
● Describe and cite the relevant research that supports the plan’s outcomes.
● Describe the connection between the research and the plan’s goals.
● Describe information gathered from site visits, including best practices.
Answer 3:
The most current research indicates two major findings: first, best practices in science
education focus largely on hands-on education, especially for currently poorly
performing students, and that best practices in hands-on education itself include ensuring
that teachers notice, reward, and discuss students’ original ideas, even if those ideas are
incorrect; students can learn from these experiences without being punished, and in fact
may retain information better when they are initially incorrect—but not when they are
punished for it (Luna & Sherin, 2017).
Second, the “science gap for women”—in which females do not achieve in the sciences
at the same rate as men—is fixable through acknowledging young girls and encouraging
them by offering prestigious incentives (Carr et al., 2018).
Site visits to the LAUSD confirm that hands-on connections to science are lacking
outside of the magnet schools, and that girls appear to speak less often in science classes
than boys. Therefore, the plan will address this deficit by using an in-class cell phone
monitoring app to make sure that girls speak as often as boys in science courses; it will
also use student cell phones to offer Spanish and other home-spoken language
translations to offer translation services.
To speak in class, each student will be required to press a button on his or her cellphone
to ask the system permission to speak. If an overwhelming majority of the speakers have
been of one sex (usually boys), the system will stop giving permission to speak to that
For all students, hands-on science lab experiments will be filmed and added to a special
student-accessible YouTube channel to the curriculum, as meanwhile teachers are trained
in attentiveness and experiment performance; if need be, textbook budgets will be cut in
favor of needed materials for hands-on experiments.
The Plan must establish clear goals and realistic strategy for using
telecommunications and information technology to improve education services.
(Answer at least 2 questions for each subsection below)

Describe teachers' current access to instructional technology and current use of

digital tools.
Question 1:
What is the rate of teacher’s access to instructional technology?
Answer 1:
Teacher access to instructional technology is below average for US schools. (Niche.com,
Question 2:
What technological tools are available for teachers?
Answer 2:
Teacher’s current use of digital tools for instruction is not as far below average for US
schools as the lack of equipment would imply, but still insufficient. (Niche.com, 2018).
All teachers have the access to laptops, printers, projectors, and calculators.
Describe students' current access to instructional technology and current use of
digital tools. Include a description about the LEA policy, practices, and/or
replacement policy that ensures equitable technology access for all students.
Question 1:
Is there an equal access to technology between students?
Answer 1:
Access to technology is good when it comes to personal cellphones, but many students
lack access to a personal computer and there are many parent complaints (Niche.com,
2018). Therefore it is indicated that cellphone technology is preferable to PC technology,
as students even from poorer families tend to own personal smartphones whereas for PCs
there is a “digital divide” in the district (Niche.com, 2018).
Question 2:
Do all students have access to technology?
Answer 2:
There is no discernable district-wide policy ensuring access to technology for all students
in LAUSD. However, the state has set clear-cut guidelines and questions to ask for
setting policies to ensure equal access to technology
California Department of Education (2015).
Describe goals and an implementation plan, with annual activities, for using
technology to improve teaching and learning. Describe how these goals align to the
LEA's curricular goals that are supported by other plans. Describe how the LEA's
budget (LCAP) supports these goals, and whether future funding proposals or
partnerships may be needed for successful implementation.
Question 1:
How will a technology help to improve student learning?
Answer 1:
The goals of this program will be to use special cellphone apps to help girls and non-
English speakers, and to use a private YouTube channel to offer viewable lab
experiments throughout the school system. Different classes can perform and film
experiments and they can be shared with other classes in the same grade throughout
different schools, and even from past years. Science teachers throughout the system will
be trained in assessment and encouragement of students’ ideas and contributions,
particularly girls’.
Question 2:
What are some benefits of the plan?
Answer 2
This program is in line with the school budget as it is very low-cost. As most students
have cellphones (Niche, 2018), a cellphone-based program is less likely to cause
inequality issues the way a computer-based program would do. The greatest potential
cost would come from the teacher in-service. In order to equalize costs here, the district
might think about sacrificing in-services such as the already existing, poorly focused
diversity programs, which are non-course-specific. (LAUSD, 2018)
Describe goals and an implementation plan, with annual activities, to address
Internet Safety and the appropriate and ethical use of technology in the classroom.
Question 1:
How will the school help students to raise Internet safety awareness?
Answer 1:
The goals for Internet safety and ethics are to make students aware of the dangers and
risks on the Internet, in particular the danger of downloading malware from Internet
criminals disguised as, say, the school district itself.
Question 2:
What steps will be taken in order to raise Internet safety awareness?
Answer 2:
This plan itself is largely addressing but possibly breaching Internet Safety, as the
cellphone app that is directed at limiting male speech and increasing female speech itself
will need to be downloaded from the Internet. This is both a risk and a teaching moment;
as they install the app, teachers can use the opportunity to explain the need for care to
students. Therefore, the district will plan this teaching opportunity. Each school may
choose: they can begin the year with a Science Internet Safety and Gender Equality
Assembly, or they can assign this app installation for all science classrooms individually.
The Plan must have a professional development strategy to ensure that staff
understands how to use these new technologies to improve education services
(Answer at least 2 questions for each subsection below)

Summary of the teachers' and administrators' current technology proficiency and

integration skills and needs for professional development.
Question 1:
What do teachers need for professional development?
Answer 1:
Teachers need training and guidance on how to use current technology and integrate
technology into education.
Question 2:
What steps need to be accomplished in order to fulfill the needs identified for
professional development?
Answer 2:
Teachers need proper training on how to by professional personnel or by experienced
staff members.
Describe goals and an implementation plan, with annual activities, for providing
professional development opportunities based on your LEA needs assessment data
and the Curriculum Component of the plan.

Teachers and administrators will have training session provided by an experienced staff
members and/or professional personnel. There will be at least one session per week
during the school time.
The Plan must include an assessment of the telecommunication services,
hardware, software, asset management, and other services that will be needed to
improve education services.

(Answer at least 2 questions for each subsection below)

Describe the existing hardware, Internet access, electronic learning resources,

technical support, and asset management already in the LEA that will be used to
support the Curriculum and Professional Development Components of the plan.

Hardware: Most students already own cellphones, the existing personal property needed
to improve gender equality (Niche.com, 2018). The YouTube video library can be
created at little to no cost to the school.
Describe the technology hardware, electronic learning resources, networking and
telecommunications infrastructure, physical plant modifications, technical support,
and asset management needed by the LEA's teachers, students, and administrators
to support the activities in the Curriculum and Professional Development
components of the plan.
Question 1:
What technology is required in order to implement the plan?
Answer 1:
Hardware: Ideally, this program will make best use of students’ existing personal
property to improve gender equality. To make certain the program is ethical toward
disadvantaged students, students who do not own their own smartphones, or whose
(usually less expensive) smartphones lack sufficient memory, and/or otherwise cannot
install the app will be allowed to speak at will, gender notwithstanding, via traditional
hand-raising measures. This may swing the teacher’s attention away from servicing the
female portion of the student population; however, it will also move it toward the
economically disadvantaged portion of the student population.
Question 2:
What is the school’s role in implementing the plan?
Answer 2:
Telecommunications infrastructure: The plan will require students to use extra data on
their phones to use the app. The schools will therefore have to consider offering Wi-Fi to
students in order to avoid costing parents out of pocket.
The plan must include an evaluation process that enables the school to monitor
progress toward the specific goals and make mid-course corrections in response
to new developments and opportunities as they arise.

(Answer at least 2 questions for each subsection below)

Describe the process for evaluating the plan's overall progress and impact on
teaching and learning.
Question 1:
How will the progress be monitored throughout the plan implementation?
Answer 1:
The cellphone app for gender equality will be built to monitor the number of times it
needs to silence boys in order to encourage female speech. If used properly the app will
eventually stop needing to interfere and normal nonsexist communication patterns will
develop over time through training (Carr et al., 2018).
Question 2:
How will the effectiveness of the plan be monitored?
Answer 2:
Girls’ and boys’ subsequent sciences scores can be compared to pre-program years to
monitor effectiveness.
Describe the schedule for evaluating the effect of plan implementation, including a
description of the process and frequency of communicating evaluation results to
tech plan stakeholders.
Question 1:
How will stakeholders provide opinions and suggestions in the evaluation stage?
Answer 1:
The cellphones apps will all be information-gathering, providing stakeholders’ access to
statistics on male/female speech, class participation, use of the YouTube video library,
and use of the translation technology.
Question 2:
How will the data be summarized and evaluated?
Answer 2:
Formal evaluations will happen on a minor basis monthly, with system-wide evaluations
occurring yearly at the end of the first semester.

California Department of Education (2015). California K-12 Education Technology Plan

Template, Criteria, and Guiding Questions.

Carr, P. L., Helitzer, D., Freund, K., Westring, A., McGee, R., Campbell, P. B., ... &

Villablanca, A. (2018). A summary report from the research partnership on

women in science careers. Journal of general internal medicine, 1-7.

Los Angeles Unified School District: LAUSD (2016). Fingertip Factsheet. LA

Schools.org. Retrieved from:



Los Angeles Unified School District: LAUSD (2018). Facilities Services Division. LA

Schools.org. Retrieved from: http://www.laschools.org/new-site/my-school/info-


Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher

attention to students' ideas in science. Teaching and Teacher Education, 66, 282-


National Research Council. (2012). A framework for K-12 science education: Practices,

crosscutting concepts, and core ideas. National Academies Press.

Niche.com. (2018). Los Angeles Unified School District. Retrieved from