Professional Documents
Culture Documents
Christopher D. Humphreys
October 5, 2014
with a single device. With the introduction of numerous Web 2.0 tools and apps these
tables are incredibly fast and efficient with its 4 th generation Intel Core processor. It also
has a 12 screen that is full HD and has a fully functional keyboard to make it more
versatile, as well as the ability to support Windows software. Other devices can be used
with its USB 3.0, microSD card reader, and a mini DisplayPort. They are light and thin.
Both of these allow it to be moved for use in any environment from sitting in the
computer lab to a breakout session with other students or to work independently. It also
has an advanced battery life of 9 hours. The HD cameras allow students to take photos
and video from both sides of the Surface Pro3. It also has a pen feature where students
can write ideas, take notes, and be engaged with their learning. They also have a palm
block feature that allows the device to recognize the difference between the pen point
and your hand resting on the screen as you write.
The second step is funding the project to purchase 100 Surface Pro 3s. The
administration and the advisory committee looked at what the current budget is for the
desktop and laptops in hardware/ software updates, support, warranties, and
replacement costs. Once those numbers were calculated they were reported to all
stakeholders. Each group was assigned the task of finding one way to fund the project.
The administration was responsible for writing a grant requesting federal monies. The
advisory committee was responsible for designing a fundraiser using Boosterthon. This
would engage the students and parents as well as the community in supporting the
school to purchase the needs devices. The students would get family and friends to
support them in running, walking, skipping laps around the track for a pledged amount
of money per lap. That money would be sent in or pledged using Boosterthons website
where friends and family could donate from around the world. The PTO would get
sponsors in the community to donate money for a gold tournament. This would be were
students, staff, and the community come together on the golf course. We could invite a
few local golf heroes to come to boost participation. Between the three major
fundraising methods the school netted the necessary capital needed to purchase the
100 Surface Pro 3s.
The third step is to design a support plan that will ensure that teachers, students,
and staff are comfortable, aware, and successful in the implementation of the Surface
Pro 3 tablets into the different learning environments found in the new school facility.
Some of the problems associated with unsuccessful integration of technology include
the lack of support for training and continuous education programs regarding computer
integration by local school boards of education (Vitchoff, 1989). The administration and
advisory committee developed a comprehensive staff development program that is
aligned to the technology plan and the needs of the students. The program is designed
in a 12 step process of learning, using, and integrating the Surface Pro 3 into teachers
classroom instruction and students learning. Because the teachers and students will be
working and learning in a new 21st century environment it was important for them to get
hands on practical application time on using them and trusting students to use them in
support of the their work. The teachers will receive a module of training every week for
the first four weeks. These modules are self paced and are designed to allow every user
the time needed to become comfortable with the device. Other trainings on software will
be offered once a week during the first school year and once a month the following five
years. Staff development and training for the implementation and integration of
References
Jones, R., Fox, C, &. Levin, D. (2011). National educational technology trends:
Transforming education to ensure all students are successful in the 21st century.
Glen Burnie, MD: State Educational Technology Directors Association.
Olson, J. K. (1986). Computers in Canadian schools: Curriculum questions from
classroom practice (Report No. 012-182). San Francisco, CA: American
Educational Research Association. (ERIC Document Reproduction Service No.
ED 271 105).
Ramirez Jr., A. (2011). Technology Planning, Purchasing and Training: How School
Leaders Can Help Support the Successful Implementation and Integration of
Technology in the Learning Environment. Journal Of Technology Integration In
The Classroom, 3(1), 67-73.
Sundeen, T., & Sundeen, D. (2013). Instructional Technology for Rural Schools: Access
and Acquisition. Rural Special Education Quarterly, 32(2), 8-14.
Vitchoff, L. (1989). Issues around integrating technology into the educational setting.
(Report No. 014-441). (ERIC Document Reproduction Service No. ED 320 536).