Digital Classroom Plan Analysis

Education. A successful example of the adoption of an online curriculum planning tool should provide key features of the adoption phase including the district-wide support for attendance at professional development meetings. It should include teacher involvement in the design of the online tool and buy-in at multiple levels. These tools need to align with the teachers’ existing practices. Even experienced teachers will need support and additional time to develop student-centered uses of technology in the

Hernando County has a technology initiative; however, within the each classroom it can be hard to obtain, due to lack of technology. Within Challenger K8 most classrooms have about 2 working computers in the elementary grade levels. In middle school there are classrooms with no computers. We have 5 computer labs that can be scheduled for daily use and then scheduled for testing. Through our community partners the school has received 4 smart boards, and an iMac Lab. Our media person just received a grant for a class set of ipads. Some teacher have bought there own for students to utilize within the class. Hernando County also provided a Bring Your Own Device (BYOD) policy for schools to use at their discretion. The middle school uses BYOD on a daily bases for informal formative assessments, games, and engagement. Teachers also conduct surveys at the beginning of the year to understand what technology is at the student finger tips at home. O’Neal suggests, “it is critical that we look at the use

Jared Moody is a teacher that is always researching technology and looking for the best tech to bring to his classroom and our school. He is using technology on a daily bases in his classroom. Jared uses programs like Prezi, Powerpoint, Hapara, Animoto, and many others, to present lessons in a new and different ways for his students. In turn, then he teaches his students these same programs, so they use them in their presentations to the class. He also uses Canvas to help manage his students and their assignments and projects. When you talk with his student they say that they like using in his class are, Zaption, Newsela, Kahoot, Code.org and Kidsblog. He is truly creating a digital world in his classroom, which spills over into the school.

Together with the media coordinator, and the district’s instructional technology facilitators, we developed a survey for teachers and students to determine in-service needs. Questions in the survey were based on North Carolina’s Digital Learning Progress Rubric, Craven County Schools Digital Learning Plan, North Carolina Information & Technology Essential Standards (NCITES), and the observations from the school’s media coordinator. Surveys were given to both students and teachers. Results from both surveys, school level EOG data and qualitative data from the media coordinator, along with AASL’s Standards for the 21st Century Learner, were used to determine the in-service needs for the faculty.

The technology available to my cooperating teacher and I includes, Smartboard, doc cam, computer, laptobs, osmo, and Ipads. . I have observed my cooperating teacher use the doc cam to project differnt documents onto the smartboard. I have seen her use the smart board to write on or use interactive media on. I have also seen her use the ipads to hel pstudents in the classroom. She used her computer and laptop mulitple times to either project a video for students or to show an assignment. We recently recieved an osmo in the classroom. She spent a few days showing students how to use the osmo and we are finding other ways to implement it in the classroom as

The total number of students that are enrolled in the school is about 300 (Seifert & Hartnell, 2015). The idea behind the improvement plan is to make sure that the students are being offered a unique and interactive learning experience (Hwang et al, 2013). The way the curriculum was designed, there was a feeling that even though it provides quality, the way it is setup, and it makes it very hard at times for the students to ensure that how they would get the best out of with the limited learning resources at their disposal (Seifert & Hartnell, 2015). Now, one of the key aspects of the development of the plan is that how the digital literacy protocol is supposed to be followed during the course of the whole process (Hwang et al, 2013). The school is going to collaborate with the Great Lakes so that the resource pool that they have at their disposal increases. At the same time, the effort is being made to make sure that the ability of the students is being looked (Hwang et al, 2013). To ensure that the students have resources readily available for them, the school is working towards the digital library that is going to be made the part of the learning process during the course of the year

As a result of the Internet Lesson Plan artifact, I learned the importance of using rubrics and consent forms prior to implementing projects. By communicating the expected behaviors prior to implementing an assignment, students were able to demonstrate positive behaviors. Due to my lesson on Cobb County School District’s Internet Acceptable use policy and the parent consent letter, student behaviors were positive. If I could change one thing about this artifact, I would change how I delivered feedback to my students. Instead of solely receiving feedback from me, I would encourage students to provide their peers to their peers. According to Hattie and Gan (2011), feedback is beneficial when there is meaningful language exchanged between peers. Therefore, teachers should implement peer feedback by placing students in groups and encouraging students the opportunity to give and receive

Even though our district is among the most financially-strapped in the state, our technology surpasses most other comparable area schools. Every classroom in our new building is equipped with a SMART Board that works in conjunction with and LCD projector, the teacher’s

In order for the United States to increase their worldwide K-12 educational efficiency ranking and avoid improper usage of such technological resources, school districts must perform a slow implementation of technological devices and their associated educational video games into their K-12 curriculum. Many of the problems associated with the LAUSD iPad Initiative could have been avoided if the school district tested the use of iPads on a few selected schools as oppose to immediately implementing the devices into every school in the district. Through the slow integration solution, faculty and program designers could have modified the problems associated with the devices and discover what areas the devices prove to be most useful. Once the problems have been resolved, the program could have been expanded to other schools deemed ready for the rollout of the iPads or other device if the iPad was deemed insufficient. Also, slow integration would be more cost-effective as the program would not require 1.3 billion dollars as a starter cost for the program.

The Hempfield Area School District is taking a new look at the attendance systems and how much time students spend not coming to school. Recently the district went to a “one to one” initiative at the high school. Two of the reasons for this expenditure were to address how students can access the teacher sites and information that is needed for class. First, these devices could be used to aid the student in keeping up with work if they miss school. Second, these devices could be used by juniors and seniors to work towards replacement credit classes and completing their final projects if they were not able to pass the Keystone tests to graduate. The bottom line is that Hempfield realizes there is an issue with losing students to Cyber Schools and dropping out entirely and feel that this technology can help make a positive change.

Teachers will collaborate with an editable wiki, brainstorming new ideas for using the document camera in the classroom. This online space will help us develop innovative ideas for integration and utilize our people resources within the building. Teachers will be asked to share at least 3 times during the academic year.

In recent years, federal and local governments have been pouring overwhelming amounts of taxpayer money into buying computers and other digital tools for K-12 education. The rationale is computers are more important than ever, and they are gaining in popularity daily, so it is necessary to prepare our students to use them in their daily lives. But the tools that are being invested in are not being used effectively, and they are showing very minor benefits relative to the massive economical investment that the public has placed in it.

Interactive Whiteboard, Chromebooks, Problem-Solving Software: Reading Rocket Story Maps, Web-Based Tool: mystorybook.com, ELMO Camera, Projector

As you know, Humboldt State University is continuing the migration of our learning management system from Moodle to Canvas. As we all learn this new system together, it is exciting to know that this transition will provide dynamic tools for students that have not been available in the past.

The need that prompted this project proposal is that of providing more technology training for teachers in order to address the ongoing desire for increased student achievement rates in our school and district. In the upcoming school year, our district will be rolling out a 1:1 initiative to provide devices for each student in our school (and all other schools in the county). The problem that comes along with this initiative is the lack of knowledge and training that teachers have received to prepare for this roll out. Paul Gorski (2005) describes the “digital divide” that exists in schools as being about more than just the physical access to technology but, more importantly, the equity of access to internet and technology. In his discussion about the need for a systemic shift in thought and action, he suggested actions taking place such as providing more effective and more complete teacher training on how to use computers and the Internet in progressive, pedagogically sound ways. Another action that should be present in this shift is ensuring that all students and teachers have equitable access to up-to date software and hardware, and relevant training for how to use them. No matter how many technology devices a school receives, they are ineffective if the students and teachers do not have relevant training for how to use them.