Running head: COLLABORATIVE TECHNOLOGY PLAN 1

Higher Ground School District:

Collaborative Technology Plan (CTP)

Anissa Bennett, Zachary Craven, Reba Dockery, and Delois Young

Liberty University
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Abstract

In order to be an effective leader in 21st century educational technology, it is important that

integrating technology across the curriculum be essential to the program development in

supporting a missional-visional approach to educational technology in the classroom. The school

district must join together leadership, faculty and the community to provide each student with

access to the latest, most efficient methods of technology in the classroom. By providing

professional development opportunities and allowing equipment to be integrated into the

curriculum within a predetermined time frame, students will be prepared for standardized tests.

This will enhance 21st century skills that will help students become leaders of tomorrow.

Keywords: c​ lassroom, collaboration, goals, leadership, technology, 21st century skills

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Mission

The Higher Ground School District will prepare students for the 21st Century by

engaging all learners in meaningful learning experiences that meet the highest educational

standards. This will be accomplish by providing students and staff with relevant tools,

knowledge, and data necessary to enhance critical thinking, analytical decision-making, and

technological advancement to encourage academic success and personal growth as 21st century

learners.

Vision

The vision of the school system is to develop students into 21st century critical thinkers

through the use of information technology. Through this, students will become proficient in

skills that are centered at the core of their education. In order to excel in a globalized

marketplace, students must gain advanced proficiency and aptitude in preparation for tomorrow’s

workforce.

Value Statements

In order for a collaborative technology plan to be efficient, we believe

● that technology can have a positive impact on the academic progress for all students.

● that through technology students will receive a high quality of education that is tailored to

their individual needs.

● that creativity in our students and encourage them to expand on this through technology

with critical thinking and problem-solving.

● that value the viewpoints of our students and encourage them to express themselves

through technology with effective communication and collaboration.

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● rigorous standards and high expectations for all students, motivating them to be

independent, lifelong learners, as keys to academic excellence and allow them take

responsibility for their own success.

Team Members

Anissa Bennett - Career Program Coordinator, Old Dominion University

Zachary Trent Craven - Mathematics Department Chair, Wilkes Central High School

Reba Dockery - Adult Education Transition Specialist, North Georgia Technical College

Delois Young - Administrative Assistant II, Central Piedmont Community College

SMART Goal #1

It is the district’s goal to upgrade broadband speed and add access points throughout the

district by the end of the 2019-2020 school year. To equip each school within the district with

one Smartboard and 20 iPads for each classroom. This will ensure that all students have equal

access to the internet and equipment necessary to implement the technological learning that

teachers will provide.

Strategies to Support Goal #1

District will ​utilize federal, state, and local funds from various agencies to provide

instructional resources for 21​st ​century classrooms. This will occur in order to reduce the

operating costs for obtaining funding and resources to utilize funding opportunities and reducing

isolated spending measurements. ​The district will maximize e-rate in support of instructional

programs in order to provide a system of content filtering in accordance with the guidelines of

the Children's Internet Protection Act (CIPA).​ ​Each student and parent should sign a technology

responsible usage form in the beginning of each school year.

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21​st​ Century Learning Skills

Through the usage of iPads, collaboration in the classroom among students and their

instructor, all parties will be able to exchange ideas and gain knowledge that is not always

achievable through traditional lessons. With the use of technology in the classroom, students will

be able to share knowledge with each other rather than a one-way exchange from instructor to

student.

Communication will be developed using 21st century tools using social media such as

(Twitter, Facebook, Skype, Google Hangouts) and text messaging. Effective and frequent

communication enables teachers, students and parents to exchange ideas and developing higher

order of thinking skills which is critical to succeeding in the 21st century.

Encouraging students, through creativity, in relating course content and delivery method

in enhancing creative thinking in a way that reinforces student growth. Students can use a variety

of websites that will allow the students to show what they know in a creative digital format,

including Weebly, Google Sites, PowerPoint Presentations.

Critical-thinking skills will be developed through graphic organizers, diagrams and other

online visuals to help guide thinking and teach critical thinking skills. It is through these critical

thinking skills that aid students in problem-solving and a analysis and/or synthesis approach to

evaluating their understanding of technological concepts and reflecting on their personal growth

in this area.

Rationale Including Research to Support Goal #1 and Strategies

Through a study conducted in New Zealand between 2012 and 2014, students ages 7

through 10 were able to use iPads to support a modern learning environment (MLE) .
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Researchers believed that handheld, touchscreen devices could support student collaboration.

This was discovered to be true as 48 students, ages 6 and 7, were able to work collaboratively to

solve puzzles. In this study, students collaborated on the puzzle-like tasks through “interaction,

negotiation, coordination and communication” (Falloon, 2015, p. 63).

The use of iPads in the classrooms has even improved student achievement. According to

Dunn and Sweeney (2018), participants in their study reported benefits of iPad usage in the

classroom as it increased the academic achievement in the students’ compositional writing.

Teachers found that their students did not see the activities that they completed on the iPads as

work. It is because of this that students were excited to learn and truly enjoyed it. Also, students

were able to express their creativity in addition to their writing with their illustrations, and even

voice recordings as they read their own stories. In addition to the collaboration mentioned by

Falloon (2015), Dunn and Sweeney (2018) stated that the teachers in the schools they study

appreciated that they were able to better facilitate participation through collaboration.

Teachers were not the only one to notice the difference in instruction, as the students

expressed that they enjoyed they way they were learning as well (Dunn & Sweeney, 2018). Once

technology in the classroom is introduced, the teachers’ and students’ will be able to enjoy the

work they are completing and genuinely learn. Once the students are able to learn effectively

with the help of technology, specifically iPads, student achievement will increase.

Expected Outcomes

Educational technologies can increase student achievement tools when they are thoughtfully

being integrated into teaching and learning. Engaging online environments, access to technology

resources, and interactivity being integrated into the curriculum allows students to have new
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opportunities to learn and achieve. “A study from KIPP Academy in Houston, TX showed the

percentage of students who rated either proficient or advanced (the 'passing' rate) was 49%

percent higher in the 'flipped classrooms' using the iPads than in the traditional classrooms with

no iPads” (Editorial Team, 2016).

Evaluation Measures

Educational technology specialists and leadership team will report on the implementation

of technology in the classroom. As communication is a vital link in this project, reports will be

made to school administrators and classroom teachers as needed concerning infrastructure. Also,

they will receive information concerning timelines and any additional information that is

necessary. It is through this that educational technology specialists and leadership team will

receive reports from school administrators and classroom teachers concerning potential setbacks

of the planned infrastructure project.

Professional Development Plan

The faculty member will understand the “why” approach to technology in the classroom through

effective classroom management implementation.

1. 21st century skills

a. Collaboration among colleagues in developing creative approaches to lesson

planning and integration.

b. Communication through various means of technology

2. Utilize administration-provided student data

a. Understand the data in conjunction with the technological learning environment.

b. Implement activities to promote student responsibility in learning.

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The administrator will overview and conduct training on an as-needed basis in training for the

approved technology plan. They will also frequently provide an overview as to the overall

framework of the plan.

1. Overall framework

a. Importance of student and faculty support for the digital classroom.

b. Interpret and utilize student data to support technological learning initiatives.

2. Site administrator will satisfy the following questions during the first quarter and help

develop objectives during the second, third, and fourth quarters:

a. The “why” of technology in the classroom.

b. Managing the learning environment.

c. Maintaining devices with consulting district administration.

d. Evaluate student data in the technological learning environment.

Timeline for Implementation

First Quarter ● Diagnostic tests to be performed for

iPad Wifi coverage
○ Establish an understanding that
further testing may be
necessary
○ Note any immediate issues or
potential issues
● Begin purchasing iPads and
Smartboards for classroom use.
● Begin receiving and installing
equipment (continued through 4th
quarter)
● Meet with specific team members to
critique an individual plan to address
certain needs

Second Quarter ● Wireless broadband service will be

purchased and installation will occur
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● Continue purchasing iPads and

Smartboards for classroom use.
● Instructor-led study hall times for
instruction with students.

Third Quarter ● Hardware and software will be

updated
● Student self-paced study hall and
optimization of iPad and Smartboard
use.

Fourth Quarter ● Hardware and software will be

updated
● Student self-paced study hall and
optimization of iPad and Smartboard
use.
● All iPads and Smartboards to be
purchased by the end of the fourth
quarter for the upcoming school year.

Budget

Unit Cost Total Cost

iPad Mini: $399.00 7,500 iPad Mini’s: $2,992,500.00

Smartboard: $1,995.00 375 Smartboards: $748,125.00

Total: $2,394.00 Total: $3,740,625.00

375 classrooms to be provided with

Smartboards in the first year and each
classroom will also receive 20 iPad minis.

SMART Goal #2

To provide faculty and staff with 2-3 professional development opportunities within the

2019-2020 school year that will enhance understanding of technologies that are to be used in the

21st century classroom. It is through this that student instruction and achievement will be
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enhanced. Staff, teachers, and administrators will work collaboratively to develop resources to

benefit curriculum development in specific content areas.

Strategies to Support Goal #2

Strategy one focuses on delivery of instruction using interactive Smartboards, iPads,

Apple TV, and web-based programs. Teachers will work towards incorporating technology in the

classroom by receiving training in certain areas of educational technology. It is through this that

teachers will learn effective methods for assigning individual and group assignments using new

technological methods. It is through this that operative methods will be understood and mastery

will be obtained.

Strategy two is training for collaborative tools for faculty and staff, such as Google Drive.

A collaborative workspace, such as Google Drive, will aid faculty and staff in the allocation and

distribution of student assignments.

Strategy three is using Skype, Slack, and Google Hangout in collaboration with domestic

and international educational opportunities. Being simultaneous with the previous two strategies,

this will include understanding student learning profiles and how to accommodate their

individual needs in constructing interactive lessons.

21​st​ Century Learning Skills Addressed

Collaboration: With technological advancement in classroom resources, educators will be

able to collaborate and engage in tasks from virtually any location. “Developing a collaborative

culture will result in reducing teacher attrition, improving student learning, and creating the type

of school that everyone searches for when they decide to become an educator” (Perez, 2015).
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Communication: A wide variety of communication services will be utilized in order for

educators to connect in an effective and efficient way. This step will allow them to exceed a

standard system of communication in conjunction with interactive workspaces. Through the use

of multiple communication methods, faculty and staff will develop different approaches to

integrating technology in the classroom with a vast array of integration methods.

Rationale Including Research to Support Goal #2 and Strategies

Audience analysis must be conducted in order for the commonality to be established so

that an effective means of communication may be developed in order for effective collaboration

to be established (Petrina, 2007, p. 5-6). Develop a methodology in which collaboration will be

encouraged by up-to-date technological resources (Hennessy, 2014, p. 34) and research-based

initiative to encourage colleague collaboration and technological foundations for student growth.

Educators should use technology in professional development to enhance collaboration as it

relates to reasoning, problem-solving, and collaboration with classroom resources.

Collaboration on content-specific and content-neutral applications of technology in the

classroom to enhance professional proficiency in technological advancement. Collaboration

among colleagues to enhance decision-making skills to determine the best uses for technology

and student proficiency ("Technology in Schools", 2018). Finally, collaborating on how

content-specific and non-content-specific tools maximize student learning objectives.

Expected Outcomes

For this goal, there are four specific expected outcomes from reinforcing professional

development across the administrative and teaching levels. Creating a foundation that links

quality professional development with new technology will help with developing
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problem-problem skills that will aid in critical thinking. In order to create professional learning

communities, administrators will work in cooperation with school and district administrators to

assist in planning, implementing, evaluating and reviewing all areas. Faculty and staff will use

formative assessment tools in professional development through the use of data-driven methods

in decision-making. Finally, they will create support models that will aid school personnel in

designing and implementing technology-enabled instruction that will transform educational

practice and improve student learning in a global economy.

Evaluation Measures

The district will use surveys for all faculty members to determine if the communication

related technology is effective to the schools and to receive recommendations from the users.

Responsible parties - Assistant Superintendent of Administration and Director of Technology.

Data for effective collaboration will be collected and evaluated in comparison to student

achievement. Responsible party for this will include: Director of Technology, school principals,

Director of Instruction and Curriculum, Digital Learning Facilitator, teacher representative, and a

parent representative.

Professional Development Plan

Professional development training for the use of iPads and Smartboards in the classroom.

This will be done through several training opportunities that will be offered before the beginning

of the school year. The training sessions will be divided into the following:

● Session 1: Interactive achievement and assessments for teacher use.

● Session 2: Understanding and Managing Google Drive and other iPad functions.

● Session 3: Digital workspace for students to interact on general concepts.

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● Session 4: Teacher’s media delivery and interactions with students

● Session 5: Use Google Forms to evaluate and survey for information

Students will use digital media environments to foster communication and peer

collaboration. By using these new methods of learning, students will be able to develop cultural

understanding and awareness of current issues around the world. Through operations and

concepts of technology, students will understand concepts that relate computer functions and

applications to real-world problems.

Teachers will create an environment that will facilitate and inspire student creativity and

learning in virtual environments. In order to design and develop assessments and digital-age

learning experiences, teachers are to maximize content understanding in its proper context to

benefit skills-based knowledge.

Administrators are to exhibit a sense of visionary leadership that will inspire and lead the

way for a successful strategy in incorporating technology in the classroom. Administrators are to

share the teaching vision to see the promotion of technological programs in the classroom.

Through the development of a strategic plan, administrators are to aid teachers and students in

growth and learning. In addition, administrators are to create and nurture an environment that is

dynamic in digital-age learning. Through rigor and engaging opportunities for all students,

administrators will model the effective use of technology for learning. In a learning-centered

environment, students and teachers will see the effective use of resources in meeting the 21st

century need of students. By facilitating and stimulating learning communities, staff and students

will grow in technology.

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Eric Sheninger’s “6 Elements that Drive Change” will be implemented to allow the

teachers to embrace the change of increased technology used for instruction. These six elements

include:

● Connectedness matters which is about becoming connected with others via social media.

Social media provides knowledge, tools, and ideas needed to aid in change that is needed

in today’s schools.

● Vision also drives change. It takes a vision first to create change within any system. This

vision needs to be shared and well communicated to all departments and allow them to

contribute and work towards the vision.

● Value is being put on the backburner because of the pressure being put on standardized

testing. Technology needs to be valued because it has the power to engage students,

unleash creativity, and allow them to apply what they have learned to demonstrate

conceptual mastery (Sheninger, 2014).

● Support comes in many forms and at different levels. It includes providing access to

technology, supporting staff to remove fear of failure, and encouraging risk taking for

innovation.

● Professional development can be accomplished through many avenues such Personal

Learning Networks, In-person trainings, and conferences. Like students, teachers need

the opportunity to learn as well. Without proper professional development options,

teachers will be unaccepting to change.

● Embracement is a critical part of driving change. This is accomplished by empowering

teachers with the knowledge they need to succeed and to give positive motivation.
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Each of these elements need to be implemented in stages to give faculty time to embrace

each one, and reduce the rejection of change. Allowing the teachers to connect and learn first,

will allow them to begin to value the use of technology. This needs to be supported with

encouragement, and letting them know that it is ok to take risks. Many options for professional

development should be available to help teachers to become empowered with knowledge. All of

this works together to bring embracement to the ultimate goal of change through technology.

Timeline for Implementation

This is a year-long project and will require an entire fiscal year to complete.

Goal #2

First Quarter ● Get to know the staff

● Conduct a pre-training survey
○ Previous training
○ Technology proficiency
○ Current and future use

Second Quarter ● Force multiply

○ Recruit educational leaders
○ Include students when
necessary
● Educate teachers through open
discussion

Third Quarter ● Develop a hands-on approach to

training
● Mock projects and challenges
● Differentiation
● Formative assessments

Fourth Quarter ● Open up shared space for

collaboration
● Continue in hands-on training
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Budget

Unit Cost Total Cost (25 People)

Per Event Two annually: $250.00 Per Person

● Printing Fees: $75.00
● Additional PD Fees: $50.00 25 People to Attend

Two events to be held per fiscal year.

Total: $125.00 Overall Total: $6,250.00

SMART Goal #3

In addition to the skills and knowledge that must be taught as part of the curriculum,

consideration must also be given to the technology skills students need to learn (TechnoHella,

2018). Steps need to be taken to assure that the students are knowledgeable about the technology

that will be used in daily lessons. These steps include: determine students’ existing knowledge of

technology, decide how students’ will acquire new knowledge, list technology skills required to

complete the tasks, and selecting a method of assessment and criteria for evaluation. (Techno

Hello, 2018).​ ​Administrators and faculty will develop techniques to enhance learning and

improve student achievement. The use of iPads and other technology in the classroom will be

used to achieve higher scores on standardized testing and improve other assessments throughout

the year. Curriculum will include the use of iPads and smartboards for a large majority of

classroom instruction to help students become more digitally literate for the future.

Strategies to Support Goal #3

Teachers will create and implement interactive lessons using the ipads, in unison with the

smartboards. Students will learn the appropriate use of the ipads and how they can be used as the
COLLABORATIVE TECHNOLOGY PLAN 17

teacher uses the smartboard. Students will be taught and encouraged to use the ipads for

note-taking, web-searching, organizing data, creative thinking activities, and collaboration on

projects.

21​st​ century skills will be reinforced through the use of the iPads in collaboration, creative

thinking, problem-solving and knowledge of core standards. Students will be encouraged to

understand different question types on standardized tests. Students will become more productive

at developing higher order thinking skills. Students will be encouraged to retain cross-curriculum

knowledge in preparation for long-term testing.

21​st​ Century Learning Skills Addressed

Students in today’s classroom need to know more than just how to work technology.

They need to learn how to use technology to research, analyze, explore and learn more

effectively. “Today’s students must be prepared to thrive in a constantly evolving technological

landscape” (ISTE Standards, 2008). iPads can be used in developing 21​st​ century skills in

multiple ways. The first way is by using them as a resource for educational knowledge. Second,

using them to connect to networks and other devices to learn anywhere, anytime. Third, using

them to collaborate with other students, teachers, and the community. Fourth, using them to

capture and collect their own data by taking pictures and videos. (For example: Nature, Science).

By using them to be creative, such as to design and create their own artwork, presentations, etc.

Finally, using them to become critical thinkers by analyzing and drawing conclusions from

research and data.

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Rationale

Technology combined with a teacher’s learned techniques can increase student

achievement. According to Hegedus, Tapper, and Dalton (2016), effective teachers able to gain

the techniques and skills needed to help their students through “teacher preparation programs and

through in-service professional development” (p. 8). Technology in the classroom is an

additional enhancement to the existing classroom practices. Hegedus, Tapper, and Dalton (2016)

explorer this concept by introducing a math class to SimCalc, a software that publicly displays

the functions from students’ Texas Instruments calculators. This was “designed to increase

understanding of nonlinear functions and variation by allowing students to be intimately

involved with the mathematical objects that [students] create” (Hegedus, Tapper, & Dalton,

2016, p. 13).

The overall objective to producing a high quality level of achievement for students, the

first major goal should be to go beyond the boundaries of a standardized test’s learning

requirements. The overall objective should, however, be to ​correctly gauge a student’s

understanding of a subject ​(Popham, 2001)​. Using technology to help students understand the

full comprehensive range of the topics that are addressed in a standard course of study. Using

classroom technology to “teach to the test” will warp the validity of an assessment’s worth.

Learning technological skills in the classroom should be a student to grow outside of the

classroom. Developing these skills should be the overhead goal of 21st century education.

Haelermans, Ghysels, and Prince (2014) believe that when schools are able to transition

to a more technology-based curriculum, students will have an increase in commitment and

motivation. In turn, dropout rates will decrease. Healermans, Ghysels, and Prince (2014) took the
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concept further by conducting an experiment on the secondary education system in the

Netherlands’ biology classes. Through this study, they were able to find a “small but positive and

significant effect” on technology in relation to student achievement and test scores (Haelermans,

Ghysels, and Prince, 2014, p. 1171).

Expected Outcomes

By using some of the latest technology in many classroom activities, students will be

prepared for an ever changing technological society. Through the use of technology in teaching

and learning, 85% of students will be proficient on state mandated standardized testing

administered through technology. Over a one-year period, instructors and school systems will

collect data and provide evidence of assessments to measure the effectiveness of the use of iPads.

Evaluation Measures

Educational technology specialists and team leaders will work in conjunction with

principals and classroom teachers to implement the rigorous testing standards into a

technology-based instructional method. It is through this that curriculum standards and

objectives may be aligned with testing standards with technology integration.

Professional Development Plan

Faculty will learn and apply the latest methods of educational technology to help students

prepare for standardized tests. It is through standardized tests that teachers will build lesson plans

and interactive activities to help students prepare for exams.

Administrators will consult with educational technology specialists and team members on

how to assist classroom teachers in maintaining the objectives established in goal two. Through
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this, innovative measures will be taken and implemented in the classroom. Through further

consulting, teachers will receive additional aid and resources through administrative assistance.

Timeline for Implementation

Goal #3

First Quarter ● Begin developing and training

teachers on standardized testing-based
resources for practice
● Develop specific content-based
questions based on specific learning
objectives.

Second Quarter ● Introduce students to the online

resource and conduct benchmark
assessments in elementary and middle
grades.
● Secondary students should use the
resource for benchmark assessments
and preparing for semester
end-of-course exams.

Third Quarter ● Conduct a second benchmark for

elementary and middle school students
on the objectives covered in the
curriculum
● Secondary students will take a
midterm exam using the resource and
● Data will be collected for professional
development purposes
● Teachers will create and implement
review activities based on professional
development peer-collaboration and
communication in helping students

Fourth Quarter ● District benchmarks will be conducted

for all grades
● Final review activities will be
prepared and implemented in
coordination with standards and
student needs
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● Final data will be collected to help

teachers and administrators prepare for
the upcoming school year

Budget

As goal three is an implementation of goals one and two, there will be no additional

funding required for this goal. It is also important to note the adjusted plans when implementing

these goals.

Children’s Internet Protection Act (CIPA) and E-Rate

Congress passed the Children’s Internet Protection Act (CIPA) in 2000. It was created to

address concerns about access to harmful content over the internet. (Federal Communications

Commission, 2014). Schools and libraries receive a reduced rate for internet access and/or

internal communications through the E-rate program if they adopt the CIPA regulations. These

regulations are to monitor online activities of minors and to educate minors about appropriate

online behavior.

According to the Federal Communications Commission, CIPA requires schools and libraries

to enforce the following internet safety policies:

1. Safety policies must include email, chatrooms, and other forms of online

communication.

2. Unauthorized access will not be allowed.

3. Unauthorized disclosure of personal information regarding minors is not allowed.

4. Internet safety policies restricts minors’ access to harmful materials

COLLABORATIVE TECHNOLOGY PLAN 22

Children’s Online Privacy Protection Act

The Children’s Online Privacy Protection Act (COPPA) was established to protect the

information and material being accessed to any child 13 or under. It requires websites to post a

complete privacy policy, notify parents directly, and get verifiable parental consent before

collecting personal information from their children – or sharing it with others (Federal Trade

Commission, 2018).

In summary, websites aimed at children 13 or younger must follow certain guidelines and

provide certain information to the parents of the child. Website operators must provide notice

about what information it collects from children and how is uses the information. It also obtains

verifiable parental consent prior to collection or disclosure of the information. It does not allow

the child’s participation without parental consent. Last, it establishes and maintains procedures to

protect the confidentiality, security and integrity of the personal information collected (Federal

Trade Commission, 1998).

Acceptable / Responsible Use Policies

1. Communication: I will use only language that is academically appropriate when

submitting coursework and collaborating in any form of online workspace, excluding

offensive language and profanity of any kind. I will keep all forms of communication

appropriate and professional.

2. Privacy: I will be mindful of privacy settings on websites to which I subscribe. I

understand that all online activities may be monitored by technology staff. In this, I will

not share any personal or private information with anyone.

3. Etiquette: Rules of online etiquette will be followed.

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a. Do not engage in any form of activity that is prohibited by the district policy or is

in violation of any local, state, or federal law.

b. Do not violate any form of the established Code of Student or Employee Conduct.

c. Be professional in correspondences with others.

d. Do not engage in the use of inappropriate language or profanity of any kind.

e. Do not distribute personal information.

f. Do not use in a disruptive manner.

g. All communications should be professional in not violating any Title IX issue.

4. Honesty: I will not engage in any form of dishonesty or unsafe activity. I will represent

myself and my district with honesty and integrity at all times. I will report all

inappropriate uses of technology that I may witness.

5. Disciplinary Actions: I understand that access through the District’s network is a

privilege and that the provision of this rule must be adhered to at all times. I further

understand that violating this established rule will result in loss of network privilege and

any other form of disciplinary action that may be determined by administration.

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References

Dunn, J. & Sweeney, T. (2018). Writing and ipads in the early years: Perspectives from within

​ etrieved from
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​Editorial Team. (2016, August 02). ​Some interesting "iPad in education" statistics you must

know.​ Retrieved from

http://edtechreview.in/data-statistics/2463-apple-ipad-in-education-statics

Falloon, G. (2015, May). What’s the difference? Learning collaboratively using ipads in

​ etrieved from
conventional classrooms. ​Computers and Education, 84. R

https://www-sciencedirect-com.ezproxy.liberty.edu/science/article/pii/S03601315150003

54

Federal Communications Commission. (2014), ​Children’s internet protection act​. Retrieved

from ​https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

Federal Trade Commission. (2018, March 13). ​Protecting your child's privacy online​. Retrieved

from ​https://www.consumer.ftc.gov/articles/0031-protecting-your-childs-privacy-online

Haelermans, C., Ghysels, J., & Prince, F. (2015). Increasing performance by differentiated

teaching? Experimental evidence of the student benefits of digital differentiation. ​British

Journal of Educational Technology, 46. ​Retrieved from

https://onlinelibrary-wiley-com.ezproxy.liberty.edu/doi/epdf/10.1111/bjet.12209
COLLABORATIVE TECHNOLOGY PLAN 26

Hennessy, S. (2014). Research Focus and Methodology for Collaboratively Analysing Practice.

In ​Bridging between Research and Practice​ (Professional Learning, pp. 15-48).

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