Running head: TECHNOLOGY INTEGRATION PROPOSAL 1

Technology Integration Proposal

Lisa Cantwell

Grand Canyon University: TEC-530

April 18, 2018

Technology Integration Proposal 2

When making decisions to integrate and implement technology into a district, the

instructional needs and learning outcomes of the students should play an important role. For our

district to be able to implement and utilize technology effectively, a proposal to introduce

Chromebooks for each child in the district as a digital tool should be considered. Chromebooks

are easy to access, considerably cheaper and run faster than typical computers. The startup time

for a Chromebook can generally run under ten seconds and has a longer battery life than typical

computers (Kyle, 2013).

One of the most important factors for determining the use of technology is that it

enhances the teaching and learning process and provides equitable access to all students. When

considering the needs of the students, the district should take into account the purpose of

technology. The Office of Educational Technology (2017) states that the purpose of technology

when properly designed and integrated into the curriculum should be to advance and enrich the

effectiveness of teaching practices. However, for this to be effective, teachers need the

information and skills to be able to apply this new technology information into the curriculum.

This includes a shared vision that improves and extends’ teaching and learning through the use of

meaningful technology as described in our district’s mission statement of the technology master

plan (2009).

One aspect that should be considered when determining the use of technology into the

classroom, is the need for equitable access to all aspects of technology, including digital tools

and technology resources. Chromebooks can be the tool to support the learning goals of our

district. This is very important as students need a certain skill set to be successful in the 21st

century (Delgado, Wardlow, McKnight, & O’Malley, 2015).

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Another aspect of using technology is to increase equitable access to technology.

Accessibility when defined is the assurance that the greatest number of people are using a

resource to its fullest (Booth, 2012). This includes utilizing technology and those resources

available for students to be able to access information and the curriculum. Equitable access is

important as it allows students who are disadvantaged to be able to access information (ISTE,

n.d.). Technology when effectively utilized has the ability to meet the needs of all students,

including those with special needs (Equitable Access, n.d.). In addition, equitable access means

students using the appropriate digital tools that all students are able to access to support learning.

Technology allows teachers to meet the needs of students and be able to make accommodations

and modifications for all students to access and participate in the classroom (Price-Dennis &

Schlessinger, 2016).

However, although equitable access includes having the ability to access this information

in a timely manner and to allow learning to occur at any given time, it should include having

access to teachers who are able to provide students with valuable learning opportunities

(Equitable Access, n.d). Providing one on one Chromebooks for students can improve efficiency

in learning by providing students with more learning time to access the device (Delgado et al.,

2015).

With the use of technology comes the need to promote appropriate strategies for teachers

and students alike. Teachers will need to become familiar with how to incorporate digital

literacies and integrate technology within the curriculum (Delgado et al., 2015). Professional

development will need to be included to provide support to teachers to be able to effectively

apply these strategies and incorporate technology within the classroom. Providing teachers with

professional development and training is essential to ensure meaningful integration of

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technology within the curriculum (Grant, Tamim, Brown, Sweeney, Ferguson & Jones, 2015).

Professional development should provide opportunities for teachers to collaborate with their

peers to understand the use of technology. When teachers are provided with effective training,

they are more likely to understand the value of technology and how it can impact student’s

academic success (Harris, 2016). Teachers need hands on, continuous learning opportunities to

effectively incorporate technology into their curriculum.

Using technology within the classroom, helps engage and motivate students when

integrated continuously into the curriculum and used creatively (Rafool, Sullivan & Adel Al-

Bataineh, 2012). In addition to integrating technology into the curriculum, selecting technology

resources that allow students to develop the skills of communication, collaboration, critical

thinking and creativity will be beneficial to the 21st century learner (Harris, 2016).

When deciding on accessibility, the district will also need to take into account many other

factors, including the most appropriate tool for all learners, available bandwidth and network

infrastructure (Demski, 2012). These are all important factors when deciding which tool will

work best, as many of our schools lack the electrical upgrades to handle and support this new

technology. An ideal aspect of incorporating Chromebooks into the classroom is the availability

of the tool and its size. A Chromebook cart can be housed within each classroom, providing

accessibility to all students for its use.

In addition to teachers being encouraged to integrate technology within their curriculum,

students will need to be taught the best practices concerning technology. This includes,

providing teachers and students alike information concerning digital literacies and digital

citizenship. The International Society for Technology in Education (ISTE) provides standards

and a framework for meeting the needs of the new digital age. Having access to Chromebooks
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and technology, digital literacy can be incorporated in the lesson immediately to provide students

with opportunities to learn how to be responsible digital citizens. With continued use and

modeling, students can practice safe and ethical ways to use technology. Having access to one

on one devices allows teachers to provide students with learning opportunities to practice and

incorporate ethical uses. One example would be to practice responsible ways to cite information

and provide references when using Chromebooks to research topics. With proper modeling of

correct use, teachers can share with students the appropriate and correct way to use technology

by teaching them to be responsible digital citizens.

Furthermore, technology for the use of communication and collaboration is essential for

the 21st century learner. It is important for students to be able to communicate and interact with

each other, not only within the classroom, but as part of a global aspect. Chromebooks provide

this opportunity as they are equipped with Google Classroom and other digital tools. These tools

allow students to be able to communicate and collaborate with each other. In addition to students

being able to access information, teachers can also use the tools to interact and collaborate with

their peers and other teachers across the globe. Additionally, teachers can use digital tools to

allow students to access information in a variety of ways and for students to share ideas and

information through different formats.

Technology can promote and enhance global collaboration and awareness. Technology

allows teachers and students to explore and collaborate outside of the classroom. Having devices

that allow students to interact and collaborate with others, is essential to becoming a digital

learner. Providing students with opportunities to collaborate with others, teaches students to

develop a respect and understanding of the diverse cultures around them. With global

collaboration comes the ability to problem solve, communicate effectively, become more
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proficient with technology and gain an empathy towards different cultures (Cook, Bell, Nugent

& Smith, 2016).

By implementing the use of a digital tool such as Chromebooks into the curriculum, there

becomes an opportunity to close the achievement gap of the district’s diverse learners (Mucetti,

2017). By providing the accessibility to technology in our district, we are following our mission

statement of supporting the success of every student, every day (LBUSD, 2018).
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References

Booth, C. (2012). Why accessibility?. Library Technology Reports, 48(7), 5-6.

Cook, L. A., Bell, M. L., Nugent, J., & Smith, W. S. (2016). Global collaboration enhances

technology literacy. Technology And Engineering Teacher, 75(5), 20-25.

Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A

review of the integration, resources, and effectiveness of technology in K-12

classrooms. Journal Of Information Technology Education, 14397-416.

Demski, J. (2012). The hard(ware) choice. T.H.E. Journal, 39(9), 28-35.

Equitable Access. (n.d.) Retrieved from https://www.iste.org/standards/essential-

conditions/equitable-access

Grant, M., Tamim, S., Brown, D., Sweeney, J., Ferguson, F., & Jones, L. (2015). Teaching and

learning with mobile computing devices: case study in k-12 classrooms. Techtrends:

Linking Research & Practice To Improve Learning, 59(4), 32-45. doi:10.1007/s11528-

015-0869-3

Harris, C. J. (2016). The effective integration of technology into schools' curriculum. Distance

Learning, 13(2), 27-37.

International Society for Technology in Education (ISTE). (2016). Retrieved from

https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Kyle, B. (2013). Geneva College's McCartney Library wins grant for

Chromebooks. Pennsylvania Libraries: Research & Practice, Vol 1, Iss 2 (2013), (2),

doi:10.5195/palrap.2013.44

Long Beach Unified School District: Our Mission. (n.d.) Retrieved from

http://www.lbschools.net/
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Long Beach Unified School District Technology Master Plan (2009). Retrieved from

http://www.lbschools.net/Asset/Files//Technology_Master_Plan/FINAL-LBUSD-

Technology-Master-Plan_1.pdf

Mucetti, R. (2017). From forty-to-one to one-to-one: eliminating the digital divide and making

equity actionable. Educational Leadership And Administration: Teaching And Program

Development, 2828-36.

Office of Educational Technology. (2017). Reimagining the role of technology in education:

2017 national education technology plan update. Retrieved from

https://tech.ed.gov/files/2017/01/NETP17.pdf

Price-Dennis, D., & Schlessinger, S. L. (2016). Digital tools for inclusivity. Literacy Today

(2411-7862), 33(4), 30-31.

Rafool, B., Sullivan, E., & Al-Bataineh, A. (2012). Integrating technology into the

classroom. International Journal Of Technology, Knowledge & Society, 8(1), 57-71.