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DEB County Public Schools
Educational Technology Plan 2011-2016


Deborah Bishop
Liberty University















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Table of Contents
Vision, Mission, and Goals .. 3
Needs Assessment . 4
The Planning Process .. 7
State Goals and Objectives with Local Strategies and Measures . 7
Environment .. 11
Engagement . 11
Application .. 12
Tools . 12
Results .. 14
Implementation: Timetable and Budget for Goals, Objectives and Strategies .. 14
Executive Summary .. 1












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Vision, Mission, and Goals of Imaginary County Public Schools
Mission
In an effort to recurrently develop student accomplishments and empower all students with
real world 21
st
Century learning skills, DEB School will encourage interaction with industry and
the community using the power of technology to produce technologically aware citizens for a
changing world. This allows us to influence every students ability to compete and prosper.
Vision
The technology vision of DEB School is to inspire every teacher, administrator, and student to
embrace technology for lifelong learning in a global society.
Goals and Strategies
The goals of DEB School are:
To annually increase the percentage of students proficiency in technology awareness
and competency in all subjects.
To create, maintain, and enhance a technically diverse school environment, that
includes all cultures of students that embraces learning styles of all students to promote
and enhance a technical- child-centered and safe environment.
Every student will have complete pre and post assessments of structured internet
usage, by using an IPad with diverse applications and updated programs to incorporate
the students first language to become proficient in English, writing, math, and science
in the daily curriculum.
This progressive technical experience will cultivate and produce proficient technical
students, teachers, and administrators.
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Needs Assessment
Strengths What are the current strengths?
DEB school is a Title 1 elementary school. It houses two technology teachers and two technology
support staff for teachers and administrators. The school currently has three computer labs, with 30
computers in each lab. There is a grant writing committee that helps supply most of the computers,
IPads, all of the Smart boards, and the Elmos, that are district approved. The school currently has 165
computers outside of the computer laboratories, which 30 of them are for use in the libraries,
classrooms that have 3, plus the teachers, administrators, and staffs laptops. Each classroom has 15
IPads, but the committee is waiting for the grant approval for 10 more in each classroom. There are 100
printers, 50 Smartboards, 50 Elmos, 50 LCD multi-media projectors, 50 Classroom Performance Systems,
(CPS), or clickers, and 60 Language Masters.
The school has computer programs for math, reading, English, and science tutoring. These
programs start the students with a pretest, to see where the students needs would best be met. As the
student completes each unit, the program provides a posttest, and if the student doesnt past the unit, it
starts them on another cycle, but with different techniques to insure less boredom and directed for
success. However, if the student passes the test, the student moves on to the next unit according to the
curriculum in the district.
Weaknesses What are the current weaknesses?
DEB school is a Title 1 school that provides education for 95% ELA students and 5 % for students
ready for reading. The ELA students start school with no former English speaking or reading abilities, and
50% of this population are transient students. There are only 5 ELA teachers, which makes it difficult for
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the teachers and the students. Co-teachers are needed in every classroom all day, to help provide one-
on-one teaching and learning.
Another weakness would be to have more computer programs incorporated in the day to day
curriculum for each student. These programs should include self-paced programs for all subject areas.
This program will tutor the student, electronically, to exercise academics daily on their IPads and
spontaneously go onto a site for the teacher to see the students weaknesses and strengths daily.
The final problem is there should be programs that are on a national curriculum, robotics for
math that would interest students, and a pacing chart, so that transient students would not fall behind
when changing to a new school. All schools national public and private schools should have the same
pace and practices of the curriculum. The students records of all test, reading, math, and language arts
levels, strengths and weaknesses should be housed in a national data bank that could automatically pull
this information with a code, once a new student enters a class. There should also be one person
employed at transient schools to keep up with this information.
Opportunities What are the future opportunities?
The future opportunities would include more qualified staff to meet the needs of all students.
This would include, co-teachers, for every classroom of transient schools, computer programs that
would keep track of students weaknesses and strengths and flag students that need additional tutoring
in their weak subjects. More importantly, the amalgamation of technology with classroom curricula and
content would advance student accomplishments, engage student multifaceted thinking skills, produce
problem solving creativity, and creates a positive collaboration between peers and teachers. This would
give time for teachers to become facilitators and students to become self-motivated.
Grant and district money should be allocated every year for all schools to move the students to
proficiency in all subjects. This money would be used to find new computer program resources, updated
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computers, printers, and IPads. With the technology changing rapidly every day, students and faculty
will need technology training every year on all new academic programs and monitored to make sure
they are using them.
Threats What threatens those future opportunities?
The swiftness of technology is mind boggling. Internet access and computer knowledge is
progressive and schools are hastily trying to keep up. Educating teachers and incorporating their
knowledge into highly effective instruction is needed all over the country. However, money is volatile
and it seems that education is wanted, but teachers are almost at the bottom of the funding list.
Kozma and Schank (1998) note, "Teachers must become comfortable letting students move into
domains of knowledge where they themselves lack expertise, and they must be able to model their own
learning process when they encounter phenomena they do not understand or questions they cannot
answer" (p. 22).
Some advantages for receiving money for educational needs are grants from the federal
government and private industry. Conversely, they must be approved by districts and the red tape takes
so long, that another grant is necessary to keep up with the rapid paste of technology.









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The Planning Process
State Goals and Objectives with Local Strategies and Measures
The State of Georgia reviewed the national goals and objectives to help bridge the technology gap that
is presently used in the local school communities with updated strategies and measures. The following
section will address how the previous goals with strategies and measures mentioned, will be obtained.
State
Goal 1:
Objective
To annually increase the percentage of students proficiency in technology awareness and competency
in all subjects.
Local Strategies and Measures
1. In the spring of 2015, 90% to 100% of all DEB school students will be proficient on the
technology assessments on each grade level in all subject areas. With that said, 90% to 100% of
the students in DEB school will pass the CRCT test, Writing test, and other standardized 21
st

century test.
2. Deb School will conglomerate with the education and business communities to cultivate
projects that are in existence, add new projects, such as Robotics and Dragster that will increase
student achievement through technology and information literacy skills.
3. U. S. Department of Education states, to develop a common assessment to monitor the
progress of students in technology literacy (based on ISTE and Georgia Technology Standards).
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4. Georgia State Technology Plan states, Promote and expand the use of statewide online
resources, such as GALILEO and Georgia Public Broadcasting digital content.
6. Availability of programs on computers and IPads such as www.abcmouse.com,
www.scholastic.com/teachers/student-activities, www.learning.com, www.dositey.com,
www.funbrain.com, www.onlinemathlearning.com, www.brainpop.com, and
www.brainpopjr.com. These diverse programs will help any student to achieve academic goals
in subject areas that they do not understand.
Goal 2:
Objective
To create, maintain, and enhance a technically diverse school environment, that
includes all cultures of students that embraces learning styles of all students to promote
and
enrich a technical- child-centered and safe environment.
Local Strategies and Measures
1. Georgia State Technology Plan states, to continue to develop and expand
GeorgiaStandards.org to include a database of technology based learning resources
aligned to GPS/QCC (i.e., online projects, software titles, lessons adapted for Special
Education learners).
2. Purchase with annual monies for technology IPads, to accommodate all students
for the upcoming school year, plus 10% more for unforeseen rise in the student
population for anywhere, anytime access with a tracking mode, for security and student
school protection and achievements.
3. Georgia State Technology Plan states, to continue to develop and expand
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GeorgiaStandards.org to include a database of technology based learning resources
aligned to GPS/QCC (i.e., online projects, software titles, lessons adapted for Special
Education learners).
Goal 3.
Objective
Every student will have complete pre and post assessments of structured internet
usage, by using an IPad with diverse applications and updated programs to incorporate
the students first language to become proficient in English, writing, math, and science
in the daily curriculum.
Local Strategies and Measures
1. A coordinator and a team of educational technologist for diverse applications and
continued academic growth and training, will continuously monitor and produce
updated technology assessments for every grade level.
2. Applications in academics will be provided for interventions for all students, (i.e.
racial, ethnic origin, economically disadvantaged, and students with disabilities.
Goal 4.
Objective
This progressive, technical training for teachers that will cultivate and produce proficient
and well-rounded technical students in all academics.
Local Strategies and Measures
1. Ongoing training of all educator chair persons, once a month, at their schools and or
the Educational Technical Training Center (ETTC) in the district.
2. Chair persons will train conduct an ongoing training once a month at their schools.
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3. The ETTC instructional chair person may request courses on site in the school system.
4. To set up and maintain sites for educators to review all training in order to transfer all
information to knowledge.
5. To encourage all educational technology staff to assist all educators and
administrators in all computer issues.
Available Technology Resources
1. Computers for every teacher
2. (3) computers per classroom
3. (30) IPads per classroom
4. A Smart board in every classroom, library, and conference room
5. (15) IPads per classroom
6. An Elmo in every classroom, one in the library and one in all the support teachers classrooms
7. (100) printers, that includes the administrators, teachers, students, librarian, and all teacher
support rooms.
8. Every classroom, conference room, and the library has a CPS system and a Language Master.
Technology to purchase
1. (20) IPads per classroom = 500 IPADS
2. One teacher printer per classroom and one student printer per classroom
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3. Annual payment of Brainpop, Brainpopjr, annual payment of abcmouse.com and all
computer resources for school use
4. Annual payment of internet services
5. Allotment for grade level chairs monthly technology classes
Environment
DEB schools will include research supported schemes to deliver high quality learning
environments conductive to students accomplishing technological literacy and diversity in technology
for academic achievement. Infusing technology to every facet of the educational process will include
students with disabilities, students that are high achievers, and all students, will improved technology
curriculum design and pedagogies with 21st century framework, that will establish the achievement of
higher-order thinking skills and all students academic success.
Engagement
The DEB school teachers will have training twice a month on all technology programs that
embedded or not embedded. The training will be a 40 minute training twice per month during the
school year, and a paid two week training session from 9 am to 1am during the summer. This will be
done to keep the teachers updated on any new programs and to learn and motivate them to use the
current programs, and other tools to help all students reach their maximum potential in their academic
study.
The diversity of the schools student population requires that this school should have diversity in
their academic resources, which includes technology. There is more alignment of technology with the
math, reading, science, and other language arts curriculum. Teachers are required to use the smart
boards, computers
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Application
Tools
Cambridge Development Laboratories has developed Edumatch, a web site designed to allow
administrators to determine whether the software they are interested in complies with their
state curriculum standards. The site's proprietary search engine allows educators to describe the
software they want and Edumatch finds it for them. Users can see precisely which standards,
down to the substrand level, are addressed by every piece of software they've purchased and
how every piece of software fits into each school's needs, by subject and grade level.
The application tools used are projectors, which are a basic way to introduce technology to
students and staff in a classroom setting. This projector is attached to the teachers laptop and projects
the screen from the laptop to a white board. This permits students to see a larger version of what is on
the laptop.
Smart boards are used in the classroom to bring collaboration between the student and the
teacher while using the computer. This is engaging tool brings interaction for the teacher and the
student via computer laptop. This device can bring life to interactive games and any lesson created by
the teacher or the internet. Digital cameras are now in every classroom and the library, for taking
pictures for steps in doing any research in the classroom, or any teachable moment results. There is
www.Timetoast, which is a free tool that permits text and images for timelines and has an embedded
code for every timeline.
Maps are used for learning directions, timelines and sequencing exercises in all subject areas.
BUBBL.US is used in the DEB school for mapping. This tool is easily manipulated. The students are
extremely motivated in using this tool, brainstorming has been developed through this tool with
collaborations done through the virtual word web, and students network daily with their projects with
the teacher and other students with the teacher linking students to each other, from school or home.
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Each day the teacher could pull up his/her account and select maps from a list and engage the students
in discussions about organizing the topics of their choice, such as, what is the difference between liquids
and gases? They are able to map this.
Another free tool called www.PiratePad is used for online, live, cooperative writing. There is no
need for signing up for this tool. Multiple users via invitation or sharing the pad URL can use this tool,
plus the pads can be downloaded in different file formats.
Mimio boards are interactive white boards, but this tool is used with a tool that looks like a
stylist, where the teacher can devise a lesson, for example; Choose the correct answer, a, b, or c, and
the student can come to the board and use the stylist-like tool to click on the correct answer. This is very
motivating to the students, because they all want the opportunity to come to the board. This is also set
up as a game.
The IPad has embedded tools used for diversity, such as voice over, different text functions,
hearing functions, braille for students that cannot see, and speak auto-text. The IPad has been an
essential in the classroom, because it is like a mini computer for the academic needs in the classroom.
DEB school opted out of purchasing more desktop computers for the classrooms, instead they
purchased laptop computers for each student in the classroom. These were done, so that the students
would not have to wait for usage and the printers were upgraded for two higher speed printers for
every classroom. The classroom dynamics changed for the better with every student. The students
learning style was easier to manipulate on the computer and the IPads, and the students ability to
follow the teacher during lessons on word programs was absolutely remarkable. Research was a
continuous process, saving information on their own was done, with the computers and all of this was
done with high motivation, ease, and academic progress just soared.
The students at DEB school became partners with a school in London, England, therefore they
were able to download Skype and connected to the Skype in the Classroom directory for free. The
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classes connect with only one classroom per class and this was an amazing interaction with students
from another country for free. Diversity in the works!
Results
With all of the computers, IPads, and technology flowing in the classrooms, the teachers are
now on board with learning as much as they can, just to keep up with the students. The Interaction with
the students has become more of a creative higher learning capacity, and the teachers motivation is
also soaring! Technology has been the median to reach the students and the teachers, through various
programs that stimulate the learning capacity and the motivation to learn.
Implementation
Budget and Timetable for Goals, Objectives, Strategies, and Measures

The following resources are already provided by the district:
Computers for every teacher
(3) computers per classroom
(30) IPads per classroom
A Smart board in every classroom, library, and conference room
(15) IPads per classroom (purchased by the PTA) (Extra IPads were added for malfunctions and
new students.)
An Elmo in every classroom, one in the library and one in all the support teachers classrooms
(100) printers, that includes the administrators, teachers, students, librarian, and all teacher
support rooms.
Every classroom, conference room, and the library have a CPS system and a Language Master.
The PTA purchased all of the IPads (20) per classroom, which totals 35 per classroom.
(1) digital cameras, that includes video access per classroom
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Plastic butterfly houses, (5) per classroom.
Free embedded technology resources
https://bubbl.us/, voiceover on IPad
Resources to purchase:
One teacher printer per classroom and one student printer per classroom ($15,000)
Annual payment of ( www.Brainpop, www.Brainpopjr ( $85.00 @ year), abcmouse.com (free for
public schools)
Annual payment of internet services ($400.00)
VGA adapter for the IPad $29 @ unit 14 units =$406
Professional Development Budget
Allotment for grade level chairs monthly technology classes ($5,340 @ year) ongoing
Total $21,231
Professional Development Plan
This plan is to develop goals, strategies, timetables and measures for technology. The sessions
are held twice per month every month of the school year except November and December, during
planning time, every year. The sessions during the school year are for 40 minutes.
During each session, there will be a 15 minute review and discussion after the sessions. The
grade level chairs will be the facilitators of the sessions and are required to attend a two week session,
the first two weeks, Monday through Friday, from 10am until 2pm, during the first two weeks of the
summer. . After the first session during the summer, the teachers will have 30 minutes to practice the
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skills learned the day before, with the facilitator there for assistance if needed. These sessions are for
elementary school teachers and are required by the district.
Week 1: (2 days) (summer session) Voiceover
Where does it fit? (IPad) The IPad can be used with the voice over for stories for those students that are
not reading. Voiceover is a motion-based screen reader that empowers a student to interact with the
IPad even the student cannot see the screen.
(PD) Sam Gliksman states,
1. Touch anything onscreen to hear a description of it.
2. Double-tap to select. A single tap announces the description, and a double tap selects
any item or icon.
3. Scroll with three fingers. Scroll updown or leftright by swiping with three fingers.
4. Drag your finger to hear about elements on any screen. Drag your finger around the
iPad home screen, and as it passes over an app icon, Voiceover will announce the name
of the app and remind you to double-tap the icon to open it. The same applies to any
web page or screen within an app.
5. Have notification alerts read aloud: As you receive notifications onscreen, Voiceover
detects and announces them to you.
6. Receive system information: Voiceover also gives you information about your device.
Tap the icon for battery level, network signal level, or time of day, and Voiceover
announces the data to you.
7. Adjust the speaking speed: Voiceover allows you to set whatever speed speech best
suits you. It also uses sound effects to announce events such as an app opening or when
the iPad switches between landscape and portrait modes.
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8. Never to be outdone, Voiceover lowers the sound level of any background noise or
music when it needs to tell you something.
9. Voiceover can speak to you in 36 languages. Whether you choose Arabic, Chinese,
Spanish, or Russian, your iPad will talk with you in your preferred language.
Backup Plan: The teacher and co-teacher will guide the student through the process.
Effectiveness: The students with visual impairments will have more confidence and will become
more independent. This feature also motivates the students.
Week 1: (3rd day) (summer session) Voiceover
Where does it fi? This feature can be used with all subjects.
Backup Plan: The teacher can help the student one to one with the assignments for the day.
PD: The teachers will be given an assessment on how to use the Voiceover feature. Once completed, the
teachers will be divided into groups and given the opportunity to come up with a lesson plan using the
voiceover feature. They will be required to show how this assistive feature can aid the student in the
lesson that they prepare. This should take one hour. Once the hour is completed, the group will present
the lesson to the class. When all of the lessons are completed, they must send all the plans to the
facilitator and to the other grade level chairs in the session.
Effectiveness: The students with visual impairments will have more confidence and will become more
independent. This feature also motivates the students.
Week 1: (4
th
day) Elmo
Where does it fi? The Elmo is used for transmitting images from books, papers, or anything that can be
photographed, by use of a computer to a board, wall, screen, or preferably a white board, in all
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classrooms, library and conference rooms. This could be childrens work for praise; maybe a unit on
insects, where you can get the actual insect and place it on a white sheet of paper and it will be
transmitted to the white board.
Backup Plan: The teacher can copy the work on a transparency. If using an insect, it can be protected in
a petri dish and sent around to groups at their tables for viewing.
PD: The teachers will be given a chance to hold the Elmo and think about how they can use the Elmo in
their classrooms. This will take about 20 minutes. They will break out into groups to come up with a
lesson plan with the use of the Elmo. They will be supplied with transparencies, permanent markers,
copier, and whatever tools they need for their presentation for the whole group. (45 minutes)They will
present to the group. After each presentation, they critiqued with respect on what the group did and if
needed, what one would do to make it better. (2 hours) At the end, the entire group will be given of
everyones corrected or updated plans for use in their schools.
Diversity: Example: Teaching students about insects lets them see visuals on the whiteboard, which can
be magnified of the parts of an insect. This is something that a child may never see with the naked eye.
Effectiveness: This device can be used for whole group or small group teaching. It lets students have
real world experiences, up close, and diffuses the many challenges of how one can show this to a class,
talk, and point to what is being talked about at the same time.
Week 2: (5 days) Smartboard (Mimio)
Simple Machines
Where does it fit? The Smartboard can be used in all classrooms, conference rooms, and the library.
This is a great way to use with any interactive or not interactive curriculum with the students.
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Backup Plan: If the Smartboard is not working, then transparencies should be in set in place. If there is a
game to be played, the game must be made or bought by the teacher to continue.
PD: The teachers will take a simple machines pretest, which will be placed on the Smartboard and
incorporated by the use of the computer. The test will have a word bank, which will be displayed and
pictures to go along with it. This is just to show the teachers that a test can be placed on a Smartboard
and the students can write the answers in there subject notebooks, to keep for proof of assessment.
Saves paper and time. This assessment can be saved with date in the teachers computer.
The facilitator will also have a demonstration on how to set up the Smartboard for different types of
presentations. They will also have to give a lesson for diverse students on the Smartboard.(Examples:
Interactive games like Jeopardy, where the students can come to the Smartboard and use the stylus to
click the correct answer and the board will show if it is correct or incorrect). The teachers will develop
interactive games, assessments, presentations, without using PowerPoint and interactive videos during
this week.
Diversity: This lesson can be used with all students, including diverse students.
Effectiveness: Simple machines are an excellent way to show different functions to a class. Teachers
can bring in parts and use the Smartboard, along with the Elmo to show how those machines work and
how they are used. The interactive games that can used on a Smartboard are endless. However, if they
use the Jeopardy games, they need to download the free Flash Jeopardy Review Generator. This takes
all of the guesses out of how to install the game.
Scholastic states,
Some of the uses for the Smartboard are, Character Scrapbook, which identifies character
personalities or traits. It develops critical thinking skills and it helps the student see how the
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character is developed in a story. There is Poetry Idea Engine, which helps students to identify
different types of poetry and for writing poetry that rhymes. You can go to story starters and
use it for identifying story elements and creative writing.
Lesson Plan
Objectives
1. To teach the teachers how to integrate Voiceover, Smartboard, Bubbl.us, and Elmo usage in the
classroom.
Ongoing Professional Development Training and Objectives
1. Collaborative Smartboard tools and methods
2. IPad training for the classroom
Life Cycle of the Butterfly
2
nd
Grade
I. The monarch butterfly egg
Objective
The students will learn about the developmental stages of a monarch butterfly. Each will see the day to
day development of a butterfly, starting with the monarch egg.
Day 1-7 Objective
Research how many eggs a monarch butterfly might lay and will all of them survive. To describe what
the monarch egg looks like and to start their web of the monarch butterfly. This first step can take up to
three days, because the students are so young.
Observable Task
Students will create a booklet with the stages of the monarch butterfly. The students paced themselves
to complete these tasks by day 4.

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Measurable Criterion
The students will explore symmetry with the butterfly wings to understand the concept. The will have 3
butterflies to cut in the correct place and place them on the page titled Symmetry of the Monarch
butterfly.
Standards
1. To investigate the life cycles of different organisms to understand the diversity of life (GPS)
(2SC_1d2007-13
2. To use tools and instruments for observing, measuring, and manipulating objects in scientific
technological matters (GPS) (2SC_A2007-4)
3. To communicate scientific ideas and activities clearly (GPS) (2SC_A2007-6)
Added classroom standards
1. Discuss data collected from your IPad or computer
2. Respect peers ideas and discussions at all times.
3. Group participation
4. Technology research
Essential Question
What does the monarch egg look like?
Materials (Technology integration included)
IPads, computers, digital camera, , language master, https://bubbl.us/, writing notebooks, paper for
printers, crayons, pencils, pens, , (5) butterfly habitats, caterpillars, Eric Carles, The Very Hungry
Caterpillar, Butterfly Song
Vocabulary words:
Monarch, butterfly, egg, caterpillar, insect, chrysalides, cycle, metamorphosis, pupa, habitat
Procedure
1. Read Eric Carles book The Very Hungry Caterpillar as an introduction of the lesson in a group circle.


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Differentiated Instruction (Classroom Diversity)
2. Students that are having difficulty with the vocabulary words on this unit will use the Language
Master with the following words, with the picture next to it. The students will slide the card and
will hear my voice and see the picture of each word. This may be practiced as much as needed.
3. Students are to use their IPads to locate any information that they find on the life cycle of a butterfly,
with or without teacher assistance.
4. They must come up with answers to the essential questions without oral communication, but
communicating on www.network.daily. This is a three day assignment.
5. The students will brainstorm ideas about how to write a review of their findings. This will be done as
group work or one-to-one work with the teacher.
a). They start their brainstorming process to write their reviews by mapping the first stage of the
butterfly on https://bubbl.us/. Each students account has been set up by the teacher and their
username and passwords have been placed in their butterfly project folders by the teacher.
Steps for mapping in bubbl.us:
1. Pull up the link https://bubbl.us/.
2. Put your username and password in that is found on the inside of your butterfly notebook.
3. The start button will appear. Click on the start button.
4. Type title.
a). If the students cannot type they may use voice over on their IPads. *Those students that do not
need voiceover will use their computers.
5. Click on the tab button to start to connect your mind map.
6. Click on the rectangle on the bottom of the bubble to map the next step.
7. Continue to map until the students have completed their maps.
8. They will send their maps to the teachers email and the teacher will grade them and print them for
the students butterfly notebook.
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*There are teacher helpers that the teacher for students that like peer help.
Assessment
1. Students are to pull up the website, (http://www.kidsbutterfly.org).
a). This website will also be shown on the Smartboard.
b). Next, the students will click on the second butterfly, which is the yellow and red one. Their
coloring pages will appear and they are click on each picture and send 2 of each picture
to the printer.
d). They are to write a paragraph about each picture. They will be assessed for vocabulary,
content and sentence structure.
Closure
Life Cycle of the Butterfly song from the tune of Are You Sleeping. Use the Elmo and the Smartboard to
place the words to point to as the children watch and play the pre-recorded music for the children to
sing the butterfly song. This is a great way for the students to remember the steps from the egg to the
butterfly. (Made up song)
First theres a butterfly
First theres a butterfly
It lays an egg
It lays an egg
Sitting on a leaf
Sitting on a leaf
Caterpillar hatches
Caterpillar hatches
From the egg
From the egg
Caterpillar eats
Caterpillar eats
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Then it grows
Then it grows
Caterpillar wraps
Itself in a chrysalis
Metamorphosis starts
Metamorphosis starts
Butterfly breaks
The chrysalis then
Butterfly stretches
He stretches his wings
One the wings are dry
One the wings are dry
He flies away
He flies away

Executive Summary
DEB Schools are aligned to the Gwinnett County Public Schools AKS, Georgias Core standards,
the National Society for Technology, and the National Technology Standards. This plan is a
representation of DEB schools, which is a fictitious school; however it aligns with the standards that
have been stated above. The plan is a representation of what the missions, goals, standards, vision, and
the science standards from the lesson plans should be.
This plan places substantial concentration on recognizing the diverse needs of the students.
Using learning tools regularly, which includes assistive technology, internet, bubbl.us.com, Smartboards
and the tools that can be aligned with it, diverse learning activities, group learning activities, one-to-one
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interactive teaching, and Elmo, all students will have the chance to accomplish their academically full
potential.
Teachers will have an expanse series of professional development, to keep up with the
technology of the 21
st
century in education. They will have the creativity and resources to develop
programs that require higher order thinking skills for diverse levels and all learning styles. There will be
continuous training throughout their teaching careers, as long as they are employed by DEB schools to
enhance focus on student productivity and success.
















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Crosswalk of Goals
A goal comparison of the National Educational Technology Plan, the Educational Technology Plan for
your state, and the Imaginary County Public Schools Strategic Plan.
National Educational
Technology Plan
Educational Technology Plan for
(Georgia)
DEB County Public Schools
Strategic Plan
Learning: The students will
receive and engaging higher
order thinking skills,
motivational experiences, and
empowering lessons for
creativity, knowledge, and
diversity in a technical
networking society.
Georgia State Technology Plan
states, The state of Georgia will
improve student achievement by
guaranteeing educators and
students have the knowledge
and skills necessary to be
successful in a global
community.
Teachers are required to inspire
all students to obtain the
aptitude to learn new technical
features and advances for
educational purposes and
master the established
technologies as well as the new
ones for diversity and academic
solutions to enhance students
academic career, with the help
of assistive technology.

Assessment: Assessment data
will influence the educational
academic system through
technology and measure how it
can be used for continuous
educational improvement.

Technology will be used for
assessing and supporting data
driven resolutions that depend
upon data to assess and advance
teaching and learning.

All classrooms will differentiate
achievements for all students
through adversity of data driven,
investigative methods and use
that data to escalate learning
opportunities for all students,
with stress on digital equity
concerns.

Teaching: Educators will be
trained, supported, and advance
in technology that links them to
data, resources, knowledge.

Students will be able to
understand and use technology,
to compete in the 21
st
century
technology world.
Every student will be able to use
technology appropriately and
accomplish all goals set by the
state.
Infrastructure: Teachers and
students will have the availability
to an all-inclusive set-up for
learning when they need it.
Tools for developing technology
skills and knowledge will be
accessible to students and
materials for them to prove their
knowledge.
All students, including students
with disabilities and ESL
students, will engage and use
the tools for developing
technology and the classrooms
will sponsor those tools.
Productivity: Technology will be
one of the front runners for
assistive learning, for improving
learning outcomes and for
efficiency for the entire
education system.
The state and all counties will
provide a safe and very effective
learning environment for
teachers and students.
Students will be afforded the
classroom environment with
opportunities for all through
individual and group activities to
aide every student to reach their
academic goals.

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References
Georgia State Technology Plan. (2007-2011). Retrieved from
http://archives.doe.k12.ga.us/DMGetDocument.aspx/2007-2012 Georgia State Technology
Plan.pdf.
Glicksman, S. (2014). IPad in Education for Dummies. Retrieved from http://www.dummies.com
Gwinnet County Public Schools. (2014). Academic Knowledge and Skills (AKS) Curriculum. Retrieved
from http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/53d450cb-c89e-4677-b24f-
ab9a8adce694/2013-14+Elementary+School+AKS+Book.pdf?MOD=AJPERES. Suwanee, GA.
Kozma, R. & Schank, P. (1998). Connecting with the 21
st
century: Technology in support of
Educational reform, Inc. Dede (Ed.). Learning with technology [ASCD 1998 yearbook]
(pp. 3-27). Alexandria, VA: Association for Supervision and Curriculum Development.
LKCollab, LLC. (2014). Retrieved from https://bubbl.us/
Opler, Paul A., Lotts, KI. & Naberhaus, T. (2010). The Childrens Butterfly Site. Retrieved from
http://www.kidsbutterfly.org/.
Ottobook. (2012). Butterflies. K-2
nd
Grade Science: Life Science National Standards. Retrieved from
http://www.teachingkidsbooks.com/
Scholastic (2014).Scholastic Inc. Retrieved from
http://teacher.scholastic.com/whiteboards/languagearts.htm
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U. S. Department of Education. (2007-2011). National Educational Technology Trends and Study:
State Strategies Report ll. Vol. 1 Retrieved from: http://www.ed.gov/index.jhtml.
U. S. Department of Education. (1998). Institute of Education Sciences. National Center for
Education Statistics. Washington, DC. Retrieved from http://www.edumathch.com.