Educational Technology Strategic Plan 5

Running head: Educational Technology Strategic Plan

Strategic Plan for Integrating Technology at Harbor Heights Middle School

By
Andrea Mercado
February 28, 2010
Dr. Ashok Banerji
EDU 550 Evaluating Educational Technology
Final Course Project

Abstract
Just as books used to hold their place in our educational system as the means by
which to acquire information and teachers the givers of information, technology is now
the new stream of information for our 21 century learners. Educators need to be better
st

prepared to appreciate and incorporate this fountain ideas and communication. Harbor
Heights Transitional Bilingual Middle School in upper Manhattan is an organization
with many learning needs that cannot always be addressed by teachers. Through the
strategic implementation of technology tools and application throughout daily
instruction and school management systems, the school aims to prepare learners for 21
st

century challenges.

Table of Contents

Cover………………………………………………………………………………………
….1
Abstract
………………………………………………………………………………………2
Table of Contents
…………………………………………………………………………...3
Introduction ……………………………………………………………………………….
…4
Technology Challenges and Possibilities………………………………………………..…
4
Designing an Educational Needs Assessment………………………………………….
…..9
Implementing and Reviewing the Needs Assessment………………………..………..…
13
Evaluating ad Selecting Web-Based Tools and Assistive Technology………..……..…16
Considering and Evaluating e-Learning & Administrative IT………………….…….…19
Designing the Budget……………………………………………………………...
……….25
Conclusion………………………………………………………………………….………
30
 References………………………………………………………………………….
……....31
Appendices………………………………………………………………………….………
34
Honor Statement……………………………………………………………………………
50
Sponsor Workbook…………………………………………………………………………
51
Student Work Consent Release
Form……………………………………………………..59

In the age of accountability and constant educational reform, schools must

ensure that they are not only preparing students to pass exams and meet standards issued
by designed districts, state and federal initiatives, but also for the critical thinking and
cooperative problem solving skills that they will need to be productive citizens in the
future. The strategic implementation of instruction technology is essential to instruction
and learning in the 21 century. The following strategic plan for educational technology at
st

in a small transitional bilingual program will consider challenges, current research and
pedagogy, assess the needs for technology integration throughout the learning
organization and make recommendations for technologies and technology tools to
address these needs.

Technology Challenges and Possibilities

Technology can be defined as any tool that is applied to assist in accomplishing a task.
These tools range from the simplicity of a pencil or ruler to the complexity of electronic
technologies such as hand held cellular phones with internet capabilities. Roblyer (2006)
defines instructional technology under the context of educational technology or “a
combination of the processes and tools involved in addressing educational needs and
problems, with an emphasis on applying the most current tools”. Instructional technology
pertains particularly to “teaching and learning applications as opposed to educational
administrative applications”. (Roblyer, 2006) These technologies can enhance teaching
and learning by allowing different options for delivering, processing and organizing
information.
Advances influential to educational technology
Some of the most influential tools and advances that have had an impact on
educational technology certainly include electronics such as audio recorders and record
players. These have been used as educational technology tools before the computer
became mainstream. Television and video are a great example of another technology tool
that has greatly enhanced instruction in the classroom to supplement instruction before
the onset of the internet. Earlier computer and software programs that were brought in to
the classroom to supplement and support instruction paved the way for the digital age and
technology implementation in the classroom. However, aside from the television and
video, the internet is the most revolutionary technological advance transforming the
teaching and learning. Its continuous evolution offers endless possibilities and
transformations in education for all purposes and audiences.
Current challenges facing educators
Even with the many possibilities for instructional technology to enhance
teaching and learning, issues such as copyright, connectivity and access can present
challenges to implementation of technology in the classroom and though out schools.
The pressure to perform well on statewide assessment may also present challenges to the
implementation, use and integration of technology for educators in formal academic
educational settings. Most statewide assessments are presented in a form that is not
natural or used on a daily basis to many students in this digital age. This may impede
their performance. One of the greatest challenges of proving student mastery through
statewide assessments is that these forms of assessment do not assess many of the skills
that students may acquire and express through the use of technology. If ”the shift to
student-centered learning also requires a shift in goals, objectives, and assessment of
learning,” (JIU, 2009 Module 1, Theme 1, ¶ 10), then why does must performance be tied
to one state issued assessment in efforts to summarize a student’s knowledge and
abilities.
Learning theories for digital-savvy students
Educational technology can best serve the educational community as a tool for
enabling the learner to access the resources and tools to acquire, organize and present
information. In this manner, the information can be assimilated to the present body of
knowledge and skill set the learner owns and learning is initiated. The challenge of
educators is to structure the use of technology so that it may offer and authentic
experience which enables the learner to function as a practitioner in the subject or field
being studied. The idea that learning does not occur in isolation or in a vacuum is
supported by learning theory that states that the individuals learn by making connections
to prior experiences or concepts embedded in the brain. By offering authentic tasks and
situations in which to implement and exercise skills or information in a meaningful and
task based scenario, the learner can develop a greater conceptual understanding of the
ideas being presented. This is a process in which the brain finds patterns and connections
that will enable future learning to place in a much faster and more meaningful manner.
These ideas are supported by constructivist learning theory.
Cognitive apprenticeship, therefore, should guide activities incorporated to any
curriculum designs so it supports the situated cognition theory. When taking into
consideration the cognitive learning theory, educators and course curriculum designers
must make sure to consider that “learning is an intellectual task, must be supported in the
same way that an apprentice learns a trade [and] must include modeling, coaching,
guidance, and resources” (JIU, 2009 Module 2, Theme 1, ¶ 7). Activities and tasks must
be authentic and task based experiences that will enable the learner to see the whole
meaning and purpose for the skills and knowledge being introduced. The ‘whole picture’
should be evident and connections in the concepts and ideas must be made for true
learning to occur and act as a seed for future learning. Educational technology can be the
tool that bridges that gap between conventional learning in the classroom and the actual
use of situated cognition and cognitive apprenticeship.
Challenges of the future
Two challenges expected in the future with regard to teaching, learning and
educational technology will certainly include 1) finding the time to keep up with the
latest data, research and technological innovations and 2) overcoming the bureaucracy in
the school systems that control the budgets and exacerbate the digital divide and
inequities in our schools.
Initial challenge of keeping up with the latest technologies and research has always been
a challenge within most career fields. As in any competitive market, it is necessary to
stay abreast of recent research studies, newest technology applications, software or
systems and their implications for teaching and learning. Ironically, there are so many
streams of information that now it can overwhelming and next to impossible to try to
keep up. Appropriate use of these technology tools is also part of this challenge as
teachers are continuously looking for ways to maintain and address security and privacy
issues.
The second challenge is something of a Utopian dream where students do not have
inequities in the public education system. Despite obvious issues of the challenges in
socio-economic differences and accessibility issues, the “empowerment divide” is a
staggering problem as it bring to light the fact that that “even if everyone had access to a
computer and technology, there will be many who would not make full use of the
opportunities presented.” (JIU, 2009 Module 4, Theme 1, ¶ 11). It seems that no matter
how idealistic optimists would like to see education as a level playing field, even with the
use of educational technology this may not be a possibility in the near future. Limited
funding and budget cuts are at the center of these challenges and always affect the
neediest schools.
Technology Needs and Considerations
Teaching and learning can be explored from countless perspectives, and there is a
pedagogical approach to support dozens of those perspectives. Depending on the goal of
the learning, the teaching approach is often adapted to it. Naturally, cultural and social
views and norms are integrated into the teaching approaches. Currently, our schools seem
approach teaching and learning from to ends of a spectrum, at one end is the behaviourist
approach and at the other is the constructivist.
The behaviourist approach is what many schools before the 1970s may have
been where the teacher is the one in charge. Each student is independently seated in rows
all facing the front of the classroom where the teacher delivers knowledge, facts, and
procedures for the students to absorb and regurgitate via worksheets, quizzes and tests.
Textbooks are the main resources. This approach employs direct instruction and does not
do much to modify instruction for students, ” the behaviorist is not concerned with how
or why knowledge is obtained, but rather if the correct response is given.”(Cain, 2010)
This is the approach mostly seen in test preparation sessions. (This is unfortunately the
mode that many public schools find themselves in for months throughout the year.)
Constructivist theory essentially believes that we learn from our experiences and
new learning builds from prior experiences. Each student has a world of personal
knowledge that is enhanced through social activity. Through personal discovery,
cooperative group discussions and problem solving, “teachers update information and
make learning authentic and relevant.” (Nanjappa, 2003).
When it comes to technology integration, it seems that “blending principles of
the behavioral approach and the constructivist approach enables teachers to provide a
variety of learning experiences that include direct instruction, group tasks, and problem
solving.” (JIU, 2010 Module 2, Theme 1, ¶ 13). Sometimes there are some skills best
learned by some learners through repetitive and drills based games. Once these skills
have been developed students can begin to apply them to problem solving and critical
thinking projects and activities enhanced by technology. Video games have gotten a bad
rap among many educators, but once a lot of the violence is eliminated, many of the
multiplayer online games require collaboration, communication, critical, creative
problem solving that very few experiences based in books and paper could ever offer and
they provide immediate feedback
Designing an Educational Needs Assessment
The focus of technology needs assessment is designed to address the instruments and
procedures for five main components: existing technology, curriculum and standards,
learner characteristics, technological literacy skills, staff development, and community-
school-home partnerships. (JIU, Module 2, Theme 4) The needs assessment results will
also be analyzed for informal anecdotal data regarding attitude of current , values of
clarification, problem identification, reference, interest, opinion, and self perception of
the organization and technology.
Target Audience
The purpose of Teacher Technology survey is to determine what professional
development in technology and its applications would be helpful and desired by the
staff/faculty at Harbor Heights Middle School. In efforts to create a more efficient and
effective method of communicating, collecting and analyzing student data records and
student progress, the survey will be provided to assess the areas of perceived need for
professional development as well as technology hardware, software, and technology
access. The teaching staff consists of 12 teachers, and a range of teaching experience
from 1 to 12 years of teaching. Unfortunately, the school has experienced a high
turnover rate therefore, it is important to the administration that those systems that can
remain constant, such as a technology implementation policy, are well developed and
established.
The twelve teachers at Harbor Heights will be invited to initiate in the survey.
The administration made a specific request for this survey and technology plan to be
based on the attitudes and needs reflected by this needs assessment. The instructional
implementation of technology is of primary concern to the administration who feels the
staff is divided on the use of technology in the classroom and through the school. The
students have many particular needs that cannot be met by the lack of personnel and
support staff, therefore, technology may be an essential component of modifying
instruction and provided for the needs of these students if properly planned and
implemented.
Selected Learning Environment
Harbor Heights Middle School is a 6-8 grade bilingual transitional program and
has only been in existence for five years so it is still developing. The student body
consists of approximately 150 students, all of whom have been in the US for less the 5
years and are native Spanish speakers. The majority of the student body (about 75+%) is
a newcomer population, mostly from Dominican Republic. Of those newcomers, half of
which have low literacy levels or are Students with Interrupted Formal Education (SIFE)
having missed at least one year of formal schooling for a variety of reasons. The school
is housed on the west wing of the fourth floor in five story elementary school. Teachers
are forced to double up on classrooms on the 7 classrooms available for use and the
library where many classes are held throughout the day. This makes physical space
extremely limited. The elementary school does have a computer lab but does not share
this space with the middle school. The library and cafeteria are shared with the
elementary school.
Existing Technologies
Technology is always exciting to this student population and always keeps them
on task. Students always seem eager to use the computers and are highly engaged in
lessons where images are projected or the one Smart board in the school is used for a
presentation. The school has one Mac mobile laptop cart with 28 laptops housed in the
highly transited library. This cart is to be shared by the school and signed out when the
teacher wants to use it. There are also 15 older Mac laptops that can be used to word
processing and internet use, but they are not consistently connected and have very slow
internet connection which makes any animations or videos almost impossible to view.
There are also 6 PC Dell desktops used by the office and administration and one Spanish
language teacher. There are 4 laser printers that are wireless networked for teacher use.
Each teacher is issued a Mac laptop computer that has wireless access connectivity in the
classrooms. In addition, each classroom has an overhead projector and 4 LCD projectors
to be shared. The majority of software used in the classroom is supplemental to the text
purchased for each content area.
Curriculum Needs
The curricular needs of the Harbor Heights are centered on improving English
Language learning while meeting the specific needs of a very particular and academically
diverse student population. Student needs are abundant, but resource allocation and
support staff are at a minimum. This parental support being minimal due to lack of time,
resources and education, the school must do everything to provide academic, social, and
emotional support for students as they acclimate to their new surroundings. Curriculum
must be modified for instruction in both Spanish and English with additional curriculum
scaffolds and supports for English Language learners. Curriculum must meet state
standards while addressing the variety of behavioral and literacy needs of the students.
Technological Literacy
Literacy in the information age has evolved from the ability to read, analyze and
communication thoughts in written and verbal forms. Current and future students are in
command of such vast amounts of information in the Web 2.0 era and the technology
boom has ended the industrial age model of paper, book and pencil learning.
“Technological literacy is far more than the ability to use technological tools.
Technologically literate citizens employ systems-oriented thinking as they interact with
the technological world, cognizant of how such interaction affects individuals, our
society, and the environment. Technological literacy is the ability to use, manage, assess,
and understand technology. It involves knowledge, abilities, and the application of both
knowledge and abilities to real-world situations.” (Wikipedia, January 31,2010) In order
to impart and encourage these skills in the classroom, the instructional staff must feel
comfortable, competent and have the necessary technologies accessible to incorporate
technology into daily lessons so that technology is an integral part of everyday learning
and communication of ideas.
Staff Development
Results of the survey will be used to plan a series of professional developments
and the mode of delivery of these trainings. On many occasions teachers feel frustration
due to a lack of adequate communication. Through the professional development
opportunities they would have an opportunity to be part of an instructional forum and
help adopt technology solutions to many of the communicational, instructional and
administrative aspects of the school. Due to the fact that they often work during the
day/evenings and cannot attend the afterschool meetings, working lunch meetings were
necessary. The survey was developed on an online site that provides a template for
developing questionnaires and surveys, Surveymonkey.com.
The data will be interpreted by the technology will be reviewed and submitted to
administration as well as staff to decide the topics found that need to be addressed. This
meeting will also use the staff and administration’s suggestions to devise a plan for best
the most favored format and mode of delivery for future professional developments as
well as the school wide technology programs and applications that should be adopted and
implemented. Teachers’ planning times and available resources and the school budget
need to be taken into account. Preliminary information such as who has access to the
internet and/or at home will be the initial stage of the data gathering through an interview
process.
Implementing and Reviewing the Needs Assessment
Harbor Heights Middle provides bilingual instruction to newly arrived
immigrant students in the development of academic, linguistic and cross-cultural skills
necessary for achievement in high school and beyond. The school values the academic
strengths and social experiences our students bring to Harbor Heights and build upon
them as while introducing and guiding students to master the New York State core
curriculum and life-long learning skills at the same time they are learning academic
English. Through the use of technology, Harbor Heights Middle school hopes to be
better equipped to differentiate instruction for special needs and skills deficient students.
Target Population
The target population of the survey is the twelve instructional staff at Harbor
Heights. The staff is divided into three grade teams, 6-8 in 5 major instructional content
areas: Spanish Native Language Arts, English Language Arts for English Language
Learners, bilingual Social Studies, bilingual Science and bilingual math.
Data Collection Procedures
The survey was designed and developed on Surveymonkey.com. The survey was
then emailed to the twelve teachers at Harbor Heights, with copies to the assistant
principal and assistant principal. The teachers were asked to participate in the survey via
email and the assistant principal also encouraged participation in the survey for upcoming
technology expenses and budget allocation. The teachers are often encouraged to suggest
curriculum purchase wish lists, therefore, this needs assessment could be a great way to
provide data to support the needs and wants of the teachers. Of the twelve teachers
invited to participate in the survey, eleven teachers actually took the survey and sent in
results.
Survey Results
The survey addressed the initial suspicion that the majority of the staff is very
technology literate and proficient. 45% of the staff replied to being a Category 8 – Feel
comfortable enough with most technology applications to teach others how to use them.
More than half of the staff utilized technology tools such as overhead projectors, LCD
projectors, DVD or videos and word processing and printers at least twice a week for
instruction. One third of the survey takers responded to using the laptop cart, whiteboard
or digital cameras, or educational software. This indicates a relatively good level of
various technologies being implemented in classroom instruction. More than 50% of all
reported to using the teacher issued laptop for multiple student management purposes,
lesson planning, instruction or communication with colleagues and administration. (See
Appendix B)
The majority of concerns or needs seem to be concentrated in a need for
adequate, age appropriate or content area software, more computers and better internet
accessibility/connectivity. The greatest area of concern revealed a desire for more school
wide communication and databases with academic and anecdotal information on
students. Respondents also perceived technology as a solution most need with Special
Needs and SIFE students.
Curriculum standards aligned to content area software, student performance
response and student data collection reflected the most important issues for software
considerations among the survey respondents. This asserts the need for a school wide
database for all teachers to have a place to input and share information on student
progress across the curriculum and content areas.

Evaluating and Selecting Web-Based Tools and Assistive Technology

Professional development for staff and faculty must ensure that all individuals
involved in the accessibility of assistive technologies for students are adequately trained
in “integrating any accommodations that may be needed when using the assistive
technology with students” ((JIU, EDU550, Module 5, Theme 3, ¶7) as well as keeping
current on what assistive technology strategies and resources are available to them and
their students. Teachers’ comfort and proficiency in using the technologies suggested for
assistive technologies for the students is of utmost importance.
Assistive Technology Tools
Learners needs revealed in the needs assessment findings were focused on developing the
language proficiency of the English Language Learners in the school. Students needed
physical assistance with their dexterity and ability to write, other students had hearing
deficiencies and visual impairments that obstruct their ability to see the written content
on projected content or writing in books or instructional materials. However, the greater
majority of students could benefit from reading assistive technologies that address
vocabulary and comprehension. Many of the students come with very low native
language literacy levels and do not have sufficient time or resources to develop the
academic language and literacy skills of their grade level counterparts in school which
puts them at a great disadvantage when learning a second language.
In order for these assistive technologies to even be researched to find the adequate
matches to student needs, teacher needs in terms of instruction for students with
disabilities revealed a need for exposure and education on the available technologies for
assisting students. Cost is also a factor that needs to be a part of any professional
development or training for the faculty so the school can budget for these assistive
technologies. The staff and administration must be knowledgeable about the resources
available for free and which have been proven to work with student populations with
similar needs as those at Harbor Heights.
Once teachers are made aware of what technologies would be available for classroom
use, and how accessible they might be due to cost, then decisions could be made as to
what technologies may be needed for individual students. Then recommendations can be
made to administration. The next step would be to provide technology integration
strategies into daily and weekly curriculum components.
Assistive technologies could provide the solutions to allow students to be more
independent yet allow them the opportunity to perform at the best of their ability. “The
development of AT, coupled with the general explosion of consumer technologies, has
resulted in many products that are reasonably priced or free; some assistive features have
even made their way into mainstream technologies where they can assist many more
learners.”
Assistive Technology of Choice for Harbor Heights
The assistive technology tool of choice for the technology implementation plan at Harbor
Heights is a text to speech and speech to text tool. Co: Writer & Write: Out Loud will be
the software of choice for this assistive technology. It is a well recognized product with
well developed technical support and additional products and services that may be
incorporated in the future. This text to speech and speech to text application would
enhance literacy instruction in many facets and can be applied in English or Spanish.
Finding adequate text and audio in Spanish and English is always a challenge, but with
this tool the teachers also benefit. Many of the students who enter our middle school are
students with interrupted formal education and often have low literacy levels in their
native language and have an even harder time with literacy in English. The students are
still expected to produce and perform as close to their native English speaking peers as
possible, within a very short period of time, as measured by the yearly English Language
Arts Exam. Harbor Heights’ school wide Annual Yearly Progress goal is to improve
students’ English language writing skills and proficiency by at least one level by the end
of the year. Therefore, it is a natural choice to find an assistive technology to be aimed at
improving the performance of those students with lower literacy levels to allow them to
see that they too can produce writing products. This tool will also show students writing
products with proper spelling that they may not be able to produce themselves. This
should raise their motivation levels because they do not have to spend as much time on
trying to find correct spelling and focus more on content. The written text can then be
used to assist with their reading instruction and development because they are familiar
with the context and vocabulary because it is their individual product. “Students who
have used speech recognition tools to independently produce typed essays can complete
assignments with results that are indistinguishable from the work of their non-disabled
peers.” (Nuance, 2010)
Administrators’ main priority should be ensuring the organization is running as smoothly
and seamlessly as possible. Technology can be a powerful tool to assist in the integration
of information, organization and communication. Using technology as a tool to integrate
all these, administrators can serve as an example and motivation to all individuals in a
school. In addition, the use of technology can be “personalized” to reflect the mission and
learning environment of a school. Many school districts have a general technology policy
and databases for district wide data collection are becoming more and more common
place. The many uses of technology in the daily function of a school can define a
schools’ learning environment.
Considering and Evaluating e-Learning & Administrative IT
Considering and Evaluating e-Learning
E-learning can be a great asset to administrators and teachers in the K-12 system.
Special education populations have a great deal to gain from current and future
technologies being implemented in the classroom. K-12 public schools federal funding
mandates “public schools and school systems must abide by Section 504 of the
Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities
Act (ADA) which prohibit discrimination on the basis of disability.” (Wright, 2009)
With the No Child Left Behind initiatives, schools, administrators and teachers are being
held accountable for each and every child making gains in learning. Under the Section
504 of federal laws pertaining funding of education, students classified with disabilities
are required to receive modifications “to the basic components of standards-based
education reform: (1) standards; (2) curriculum; (3) individual courses, instructional
strategies, and materials; and (4) assessment for school accountability.” (Wright, 2009)
It is through the modification of curriculum and instruction that schools and educators
have the most to gain from assistive technologies and e-learning delivery and
methodology.
Web based Tools
The web based tool of choice for the technology implementation plan at Harbor Heights
is whiteboards or Smart Boards. These technology tools will be implemented for
instruction as well as student presentations. The teachers can design lessons with links to
web pages to make the students’ instruction interactive and show real life applications
such as videos, video podcasts, and even to take virtual field trips. Students can also
experience real time video footage and even partake in web meeting with other schools,
professionals in their fields of content study and experts. The needs assessment revealed a
need for students to find real life application to the content they are learning to make it
relevant to their lives. Most of the students attending the school do not ever leave their
neighborhoods or interact with people outside of the native Spanish speaking culture.
White boards allow teachers and students to explore the world in ways they normally
may not ever have a chance to. The needs assessment survey indicated a need for
increased student engagement to increase motivation and performance. A research study
published in 2002 indicates:

“the use of interactive whiteboards in the classroom does lead to increased

student engagement. The primary reason appears to be the visual aspects
of using the whiteboard. Therefore, school and technology leaders need to
be aware of the potential these whiteboards have for increasing student
achievement through increased student engagement. Effectively using this
information, in conjunction with other school improvement efforts, has the
potential to greatly assist educators in their efforts to attract and maintain
student attention and to improve student achievement. “
(Beeland, Jr., 2002)
Additional student engagement may take the form of students can also learn to use the
software to develop their own projects and enhance their own learning as well as that of
their peers. This can assist in presentation by not restricted their final products to be
written, but also fall into alternative assessments through a variety of visual and verbal
presentations.
Evaluating Technology Tools for Administrative Use
Administrators’ main priority should be ensuring that their learning organization is
running as smoothly and seamlessly as possible. Technology can be a powerful tool to
assist in the integration of information, organization and communication. Using
technology as a tool to integrate all these, administrators can serve as an example and
motivation to all individuals in a school. In addition, the use of technology can be
“personalized” to reflect the mission and learning environment of a school. Many school
districts have a general technology policy and databases for district wide data collection
are becoming more and more common place. The many uses of technology in the daily
function of a school can define a schools’ learning environment.
Selected tool
The first technology tool selected for administrative purposes is a school web page. ) By
developing a school web page administration can access internet based solution that
integrates social networking tools as well as document and information links “reliability
of data processing, ease of use, and flexibility when generating reports.” (JIU, EDU550,
Module 6, Theme 3, ¶11) with minimal cost. The web page can be designed to be
interactive by including blogs, wikis and even e-learning links. The web page can
become the go to place for anyone with questions, issues or contributions in real time that
everyone can access in a much more timely matter than waiting for information and ideas
to be disseminated at weekly or monthly meetings, or word of mouth.
The second technology tool selected for administrative use is Focus School Software.
This software offers solutions for schools to have an in house data base with information
that may be more sensitive and require tighter security. The need for this software is more
for the teaching and organizational aspect of administration that the communicative
nature of having a school web page.
Rationale for selection
One of the greatest challenges and administration can overcome with the effective use of
technology is the way teachers, students, parents and administrators in a learning
community exchange ideas and information. By implementing technology into daily
tasks, administration can serve as a model and example for the expectations and ease of
effective technology integration. School wide data bases for student information and
teacher resources, such as a school web page or wiki is an example of this. Email
communication as an expectation to replace face to face and paper communication is
another example. Creating templates for data collection and integration and providing a
main place for all to access this information if necessary are other examples of how
administrators can effectively use technology to assist in the organization and
communication within a school community. Some schools have started to take cues from
what many corporate and marketing companies have been doing to communicate to the
public. School announcements, event slideshows and parent reminders are posted on
LCD screens near offices and throughout hallways to communicate to parents, teachers
and students. Many administrators have also taken part in the Web 2.0 movement by
“entering the blogosphere, podcasting, and posting public service and school
announcements on YouTube”. (JIU, EDU550, Module 6, Theme 1, ¶11)
Addressing the Needs Assessment Findings
Technology needs assessment for Harbor Heights revealed a dire need for integration and
a common place for all teachers, administrators, faculty and even parents to access
student information data and resources. The student population Harbor Heights serves
focuses on students with various special needs including but not limited to newcomers to
the country, Bilingual Spanish speakers, non English speakers, English Language
Learners (ELLs), and long term ELLs, Students with Interrupted Formal Education
(SIFE), over-aged students, and special education students with varying Individual
Education Plans (IEPs). During statewide testing time, the school often has difficulty
determining which students need to take different assessments because of the state
requirements as far as language allocations and testing requirements. Although the school
district uses the Acuity and ARIS data systems to house and access most data such as
attendance, student test scores from previous years and general student information, there
are many small components and anecdotal pieces of data that would greatly benefit
teacher’s curriculum and instructional decisions.
Another area that needs to be addressed as reflected by the school needs
assessment is the inventory of all resources and instructional areas. Harbor Heights
currently shares a building with another school. Therefore, space is limited and shared on
by more than one teacher throughout the day. It is necessary for teaching resources such
as books, electronics, computers and rooms to be accounted for without having to carry
around schedules or having to run to administration each time a teacher might want to
retrieve a space or resource. Difficulty in accessibility often discourages many teachers
from effective using of technology and resources on a regular basis. Nor should the bulk
of teachers’ planning be occupied by hunting down and securing physical space or
teaching tools/resources such as televisions, computers, etc.
Focus Software offers multiple uses for many areas of school administration:
• Attendance
• Scheduling
• Grading
• Billing
• Student & Staff Data
• Discipline
• State Reporting
• User Access
• e-Learning
• Cafeteria
• Library
In addition, the software offers solutions for resource allocation and inventory. The
software program allows administration and teachers to:
· Integrate Focus/SIS with the open-source library management package
OpenBiblio
· Keep track of library materials
· View due dates for checked out books
· Search an online card catalog
By properly and effectively integrating a school website for communication and
resources with a school wide administrative portal that can integrate district data bases
with school based anecdotal, academic, social and special needs data Harbor Heights will
be more efficient and effective in its administration. This will directly positively impact
the learning community by offering effective technology solutions.

Designing the Budget

The majority of needs the learning environment are surrounding a concern for a need for
equipment and adequate software for bilingual learners in the content areas. Considering
the general comfort level with technology of the majority of teachers, the learning
environment at Harbor Heights Middle school calls for multiple solutions to complex
learning issues that cannot be addressed by a small instructional staff. Limited physical
space and sharing of equipment is a challenge that can be addressed by mobile wireless
laptop carts that can be used by more than one teacher at a time. Installing a SMART
board into each of the content area classrooms allows for use as these classrooms are
shared throughout the day. For those classrooms without a whiteboard installed, LCD
projects are provided for presentations and web based lessons that do not necessarily
require the interactivity that the whiteboard allows for. These can be used for software
viewing and modeling for students as well as many web based, multimedia
presentations. The school wide initiative suggested throughout the needs assessment
result for a school wide easily accessible and comprehensive student cumulative
database, the school website and Focus SIS will be purchased and implemented on a trial
basis for the last 3 months of school, summer school and modified as necessary to be
ready for the new school year and be fully functional as part of the school culture.
Monies for content teams was allocated for the purchasing of specific software in
addition to a school site license for the interactive web based Brain Pop site that covers
all content areas. The school site license includes three different versions, the Spanish
language version, the Junior version for lower literacy and SIFE students and the ESL
version for classes given instruction in English but require additional language support.
To address the specific adaptive technology needs of special education students with IEPs
as well as SIFE students, the Co: Writer and Write Out Loud Bundle was purchase to
assist these students with text to speech and speech to text.
Budget Narrative
The budget allocations were based on the needs assessment for additional equipment and
software as a barrier to absolute integration of instructional technologies and future needs
as technology becomes more common place in daily instruction. Harbor Heights has had
a history of high turnover of teaching staff and seems to have finally found a permanent
physical space at their present location. Although the technology budget proposed could
cover a teacher’s salary, the cost benefits will extend for at least five years. Fortunately,
the school receives additional funding from many federal funding grants. The special
needs population and grants written in the previous years have left a nice budget open for
technology and special education needs spending the need to be spent in order for them to
not be lost.
Training Costs Analysis
Harbor Heights Middle School has been experiencing numerous budget cuts due to the
financial status of the state budget reflected on a national level. In order to most
effectively and efficiently preserve current resources, human and material, it is
imperative that administration use every cent in the budget to its maximum potential
while avoiding any superfluous or unnecessary expenses. It is for this reason mainly that
a Training Cost Analysis is necessary to evaluate how direct costs and benefits of the
proposed training would provide.

Training Cost Analysis

Training Program: School wide Webpage and In House Database
Target Population: Instructional Staff, office personnel and administration
Goals/Objectives: Save money in budget by reducing amount of copies distributed as
well as increasing effective communication throughout school
Time Spent Training: 1-2 hours basic and 1-2 hours for advanced (optional); any
additional at participant’s discretion for a total of 10 hours to develop and implement
COST BENEFITS
Design Website and in house 5 hours @ $ 41.98 an hour Save on Copy paper
database with cumulative
comprehensive electronic $ 209.80 $ 45 (case) x10 month =
student info. Paid to trainer
$ 450
per hour for developing
materials and website
Trainer developed e-Manual $1.00 each x 20 participants = Save on Copy Toner
CD $ 20.00
$50 x 10 = $ 500
Web site license and $127.00
registration fee
one time
$25 registration fee
(future cost -$102.00 per year
maintenance)
Website updates and Data/Technology Specialist Save on Copier
maintenance (work done during school maintenance $300 bi –
hours) monthly = $1500
Total Costs $356.80 Net Savings for the Year
for this Training
$2,450 – 356.80 = $
2,093.20
Program cost per $ 29.73
participant
 Proposed Instructional Technology Budget
For Harbor Heights Middle School
Quanitity Description Total Cost Comments
26 i Mac 20-Inch 2.66 GHz Intel $1,080.06 $ 28,081.56 Laptops for
C2D/2GB/320GB/SuperDrive Classroom

4 DLP Multimedia Projectors 465.00 1,860.00 Expand projectors

4 VGA Cable 22.42 89.68 initiative for
4 RCA Video Cable 12.85 51.40 technology
presentations for
students and
teachers to
facilitate software
demonstrations,
multimedia
presentations and
internet based
lessons in
classrooms with
no SMARTBoard
being installed.
4 SMART Board 680 77” with 1,122.00 4,488.00 One SMART
accessories and wall mount Board per
classroom in
4 RailSystem for SMARTBoard 349.00 1,396.00 math, science,
language arts, and
4 SMART Airliner Wireless Slate 324.00 1,296.00 library to facilitate
technology
presentations,
software
demonstrations,
multimedia
presentations and
internet based
lessons.
1 School site software licenses 1, 425.00 $ 1,425.00 BrainPop ESL
and Espanol for
crosscurricular
lessons - $1425
1 Co: Writer & Write: Out Loud 385.00 385.00 Language and
Bundle assistive
technology for
 special needs
students
Varies Content Specific Software 300.00 1, 500.00 Each content area
team is allocated $
Per team 300 toward the
purchase of
software
1 School wide Trainings 356.80 356.80 Training for in
house database
and school
webpage
implementation
1 Focus Student Information 9,000.00 9,000.00 School
System Management
system – Initial
startup package
for 160 students
Totals $
49,929.44

Proposed technology budget for Harbor Heights was designed with the teachers and
student’s needs as reflected in the needs assessment. If by implementing these
technologies and tools the students show improved performance, the purchases will show
a high return on investment and may serve as basis for future technology purchases. By
encouraging and facilitating the use of technology throughout culture of the school
through all teaching and learning as well as school administration and management, the
school is better equipped to prepare its students for the 21 century.
st

Conclusion
For those who are curious and courageous enough to explore technologies, even when not
comfortable with it, the human spirit of ingenuity and creativity are stretched beyond the
imagination. Making connections and devising ways to see things in different dimensions
ways that technologies are developed and how they are applied to do things that we
normally could only do in our minds. By bringing our thoughts, visions and feelings to
life through multimedia and visual representations we can explore worlds and concepts
that usually only exist in conversation. Scientists can make observations our senses are
too limited to and create new theories and understandings that can cure diseases and help
us understand how to best keep the human body functioning at its best. Investigative
researches and forensic scientists can recreate people and places in time through
technological applications that can collect, classify, calculate, assimilate, analyze
information for individuals to prove or disprove claims. The tools and instruments aided
by computer and digital technologies are continuously being developed to help people
communicate research, understand, and make conclusions through a different set of eyes.
By researching and assessing perceived and actual needs an instructional staff, a
strategic plan can be developed to best address the possibilities that technology can offer
to enhance instruction. Developing a proposed budget can help the organization project
technology initiatives in the near future, while offering a vision for future enhancements.
The ever changing face of communication through technology will always keep schools
playing a game of catch up. However, with a little imagination and student needs to
achieve success at the heart of all strategic plans, technology can continue to be the oil
the quiets the squeaky wheels of challenged learning environments.

References

Barbazette, Jean. (2006). Training Needs Assessment: Methods, Tools and

Techniques (8th ed.). San Francisco: Pfeiffer, an Imprint of Wiley.
Beeland, W.D. Jr., (2002) Student engagement, visual learning and technology: can
interactive whiteboards help? Annual Conference of the Association of
Information
Technology for Teaching Education, Trinity College, Dublin.
Cain, J., Purcell, L., Shubel, R., & Roberts, S. Behaviorism: Learning Theory.
Retrieved January 15, 2010 from https://www.msu.edu/~purcelll/behaviorism
%20theory.htm
Jones International University. (2009) Module 1, Theme 1: Educational
Technology in Teaching and Learning: Multiple Perspectives. EDU 550:
Evaluating Technology. Retrieved on 1/16/10 from the JIU Course database.
Jones International University. (2009) Module 1, Theme 2: Educational
Technology in Teaching and Learning: Multiple Perspectives. EDU 550:
Evaluating Technology. Retrieved on 1/08/10 from the JIU Course database.
Jones International University. (2009) Module 1, Theme 4: Educational
Technology in Teaching and Learning: Multiple Perspectives. EDU 550:
Evaluating Technology. Retrieved on 1/15/10 from the JIU Course database.
Jones International University. (2009) Module 5, Theme 1: Educational
Technology in Teaching and Learning: Multiple Perspectives. EDU 550:
Evaluating Technology. Retrieved on 2/06/10 from the JIU Course database.
Jones International University. (2009) Module 5, Theme 3: Educational
Technology in Teaching and Learning: Multiple Perspectives. EDU 550:
Evaluating Technology. Retrieved on 2/06/10 from the JIU Course database.
Jones International University. (2009) Module 7, Theme 1: Integrating and
Selecting Technology for Literacy and Language Arts. EDU 550: Evaluating
Technology. Retrieved on 2/17/10 from the JIU Course database.
Jones International University. (2009) Module 7, Theme 2: Integrating and
Selecting Technology for Arts and Music. EDU 550: Evaluating Technology.
Retrieved on 2/17/10 from the JIU Course database.
 Jones International University. (2009) Module 7, Theme 3: Integrating and
Selecting Technology for Science and Math. EDU 550: Evaluating Technology.
Retrieved on 2/17/10 from the JIU Course database.
Jones International University. (2009) Module 7, Theme 4: Integrating and
Selecting
Technology for Social Studies. EDU 550: Evaluating Technology. Retrieved on
2/17/10
from the JIU Course database.
Jones International University. (2009) Module 7, Theme5: The Technology
Budget. EDU 550:
Evaluating Technology. Retrieved on 2/17/10 from the JIU Course database.

Finley, R. (2010) Surveymonkey.com. Portland, OR. Retrieved on February 2, 2010

from
http://www.surveymonkey.com/
Focus School Software. (2009) Retrieved on February 12, 2010 from
http://focus-sis.org/index.php
Microcomputer Science Centre, Inc. Retrieved on February 4, 2010 from
http://www.microscience.on.ca/
Nanjappa, A. & Grant, M.M. (2003). Constructing on Constructivism: The Role
of Technology.
Retrieved January 15, 2010, from
http://ejite.isu.edu/Volume2No1/nanjappa.htm
Nuance Communications, Inc. (2010) Dragon NaturallySpeaking 10 for Education.
Retrieved
on February 5, 2010 from
http://www.nuance.com/naturallyspeaking/industries/education/default.asp
Wright, P. W.D. and Wright, P.D. (2009) Section 504, the Americans with Disabilities
Act, and
Education Reform. Retreived on February 5, 2010 from
http://www.wrightslaw.com/info/section504.ada.peer.htm
Appendix A

Teacher Technology Survey

1. Please classify yourself into one of the following categories:

Category 1: What is a computer? What is a mouse? Where are the computers

located?

Category 2: I know how to turn on the computer and start the programs.

Category 3: I know all the above plus I know how to: Save to disk and hard drive,
retrieve work from disk and hard drive. I know the basics of Microsoft Works,
ClarisWorks or some similar application package.

Category 4: I know all the above plus I know how to: Create folders and organize
work, backup my work to a disk, import and manipulate graphics, check spelling, change
the format of a document (font, font size, boldface, underline, center, etc.)

Category 5:I know all the above plus I know how to: Import data from other
programs (i.e.: MS Works into Excel), use the scanner, use the webcam, create and use
databases and/or spreadsheet using Microsoft Works or Pages (Mac).

Category 6: I know all the above plus I know how to use electronic mail (e-mail) and
upload and/or download files in e-mail.

Category 7: I know all the above plus I know how to: Access World Wide Web
resources, download graphic images, upload documents for others to read.

Category 8: I feel comfortable teaching others how to do everything in categories 1-

6.

2. I use technologies/internet applications at least once a week in my personal life.

Television DVR

Internet on Mac computer

Internet on a PC computer

PDA for scheduling, organization or time management

 digital camera

Flicker or photo sharing/management

Blogs

Wikis

desktop publishing

printer

Microsoft word or other word processing

Microsoft Excel or other spreadsheet

Microsoft Power point or other slideshow presentation

Facebook or other social networking site (ie. Twitter, MySpace)

Video/Audio Podcasts (either create or listen to for personal use)

Video sharing website (ex. YouTube)

Webcam

Skype

Some online learning portal (ie. Moodle, taking an online course?)

MashUps or RSS feed on a home page

Social bookmarking website (ie. del.icio.us, Digg)

Audio books (on cassette, cd, or mp3)

E-Readers (e-books or digital books)

Video games (Xbox, Playstation, internet)

Virtual Worlds (Second Life, Farmville on Facebook)

Please indicate any other technologies you are familiar with and use regularly (music, art,
etc)
3. Please indicate which of the following you use at least twice a week in your
instruction.

overhead projector

LCD projector

electronic whiteboard

laptop cart

TV/CD/DVD player

digital camera

scanner

printer (to publish student work)

graphic calculator

word processor

electronic dictionary/translator

Educational Software/CD-Rom for students

Other (please specify)

4. I use my teacher issued computer for:

word processing

developing spreadsheets

developing school related databases

data tracker (standards based data collection)

surf the internet

communicate via email with collegues/adminstration

communicate via email with parents

input grades to web-based grading site

other instructionally based web applications

Other (please specify)
5. Which of the following do you feel are the greatest barriers to technology
implementation at our school? (Choose as many as apply)

I do not like using Macs, I prefer PCs

I have no access to a class set of computers when I need them

Computers old, outdated or lack adequate applications

Not enough computers available for each student

Lack of access to computers when I need them because they have been signed out

The computers I have do not go online or have very slow connections

Software available is inadequate for my students/outdated

Need for software available for my content area

Need for training in using the current software or web based tools

Need for a technology lab (separate from laptop cart)

Need for a technology lab specialist

Not enough use for school wide communication

Need for school wide data base on student data and information
Other (please specify)
6. What topics would you like to see addressed during a technology training session?

Using blogs, wikis and social media in the classroom

Using whiteboards for instruction

Teaching students word processes, spreadsheets and databases for their own
publication

Using Google Docs and other Google applications

Using multimedia in classroom instruction (web, digital cameras, digital publishing,

videos, video/podcasts)

Generating materials (quizzes, tests, rubrics and worksheets via internet applications,
PDF and forms makers)

Web based data collection and analysis software (electronic grade books, data and
statistics generators, online testing, student response systems)

Content specific tools (GPS, graphic calculators, Music and art editing tools, graphic
design, clip are, animation, sound)

Planning and organizing tools (concept mapping, lesson planning, scheduling and
grading software and applications)

Research and reference tools (electronic encyclopedias, atlases, maps, dictionary,

thesauruses, translators)
Other (please specify)

7. If the school were to give you an open order to purchase software for your content
area, which of the following do you feel your content area software should address?

highly user friendly

good documentation of how the program works

drill and practice

teaching strategy is matched to student needs/levels

readability and learning difficulty are at appropriate level for target students

graphics serve an important purpose not only to distract

self contained and stand along tutorials

high degree of interactivity

high degree of user control

answer judging capabilities for student constructed answer to questions

tabulated data results on student use and performance

content matches required curriculum objectives

all content is accurate and up to date

program works on more than one platform (Mac or PC)

Animations and videos should work as indicated

8. Which of the following learner characteristics do you feel adaptive technology,
software or web based applications might help you serve better in your instruction?

special needs - ADD, IEP students, learning disabled

English language learners

diverse learning styles

slow learners

SIFE students (students with interrupted formal education)

below level readers

below level writers

no to very low literacy levels

9. How do you feel technology could best serve your curricular needs, if any?

enhance instruction

create units of study

differentiate instruction

student publishing

student research

student lesson modification

student enrichment

student remediation

student motivation

student centered learning

addressing standards not addressed in current curriculum sources

collecting and organizing student data (electronic portfolios)

curriculum package related sources (extension that are part of the text/program -
videos, CD-Roms, DVDs, websites)
Other (please specify)
10. What elements would you find most appealing in a learning environment for
instructional technology PD?

music

light snacks/food

expert in the field

teacher currently using technology

individual web connected computers at for location

particular types of technology tools/software for preview

lesson plans

training outside of the school day (training rate)

training during professional period

in house training during team planning periods

support after training

Please specify tools/software you are most interesting in previewing
Appendix B

Question 1
Question 2
Question 3
Question 4

Open Ended Responses to “Other”

• wii
Question 5

Open Ended Responses to “Other” technologies used

• Don’t like Spanish language math program we have

• Digital microscope

Question 6
Open Ended Responses to “Other”

• Showing dvds, cds, listening to music

Question 7
Open Ended Responses to “Other”

• Too time consuming (2)

• I prefer not to use computers

• Kids don’t know how to use them and I don’t know how to help/need tech specialist
help

• Kids take too long to type their essay

• Need Spanish language resources

• Need to use for parent communication

• Computers need plug ins and programs I can’t install without administrative access
(so a lot of programs and applications I want don’t work)

Question 8
Open Ended Responses to “Other”

• More ESL resources

• I would like whiteboards if we could get one in the classroom

• Spanish language materials for science (multimedia)

Question 9
Open Ended Responses to “Other”

• Teaching them skills for the future

• Students get to see things they normally wouldn’t experience or see

• See importance of English language use

Question 10
Open Ended Responses

• Spanish language resources for math

• Age appropriate math applications and software

• Enough time to practice

Honor Statement:
This assignment/assessment was solely written by me. In no way have I plagiarized (represented
the work of another as my own) or otherwise violated the copyright laws and academic
conventions of fair use. I know that violations of this policy may result in my being dismissed
from Jones International University and/or appropriate legal action being taken against me.

Signed (submitting this statement to Teaching Faculty with student's name typed below
constitutes signing):
Andrea Mercado February 28, 2010

Sponsor Workbook
 Jones International University

Project Proposal

[Student’s Name]

Andrea Mercado

[Date]

January 2010

The following is a description of the project I am proposing for the course EDU 550.
This course examines available technology as related to curriculum and standards in a
variety of educational settings for use by teachers in K-12 learning environments, school
administrators, and adult learning environments. The course encourages you to consider
a wide variety of technology and technology-based tools in meeting student, teacher,
administrator, and instructor needs.
The course explores the processes involved in determining specific needs as well as the
selection and evaluation of educational technology. You will apply criteria for evaluating
educational technology and use your findings as the rationale for decisions, planning, and
designing the strategic technology plan.
Technology is rapidly changing and updating. The availability of technology and
technological tools present a challenge to teachers and administrators as you engage in
the process of planning for technology use and the integration of technology, standards,
curriculum, and assessment. As a classroom teacher, you will need to examine software,
assistive technology, Web-based tools, and related technology issues as part of
curriculum design. As a school administrator, you will need to follow the same process
on a larger scale — working with a variety of grade levels and subject areas.
The administrator also addresses connectivity, accessibility, and possible administrative
applications of technology. Instructors working in the adult learning environment also
evaluate technology and technological tools in order to enhance instruction and meet the
needs of the adult learner.

Learning Outcomes
Upon successful completion of this course, students will be able to:
 • Describe and discuss major challenges faced by educators when planning
and implementing technology to support teaching and learning.

• Examine and identify past events and advances in educational technology

that influence practice today as well as possible applications of technology for the
future classroom.

• Design and conduct an analysis of needs and opportunities for technology in

a specific organizational setting.

• Discuss and describe specific learning theories as applied to technology

integration, teaching, learning, and data-driven assessment.

• Identify and apply key criteria for evaluating specific technology tools and
applications in the context of standards-based instruction.

• Design and develop a research and development plan including evaluation

for technology in a specific learning or organizational setting.

• Identify, evaluate, and select specific technology tools appropriate for

standards-based literacy and content area instruction.

• Describe current status and trends in educational technology that may be

appropriate for a specific learning environment.

• Design a strategic technology plan based on needs, evaluative processes,

and budget.

The type of project I am proposing:

The project I am proposing will incorporate differentiated learning for students who are
not on target with their educational goals. Students in need of remediation, particularly
in areas of literacy, will use a multitude on technology based learning tasks to improve
their skills.
A description of the organization upon which the project is focused:
Harbor Heights Middle School is a bilingual school for students entering the country
with Spanish as a first language or ESL students who have been in the country less than
2 years or struggling or labeled Student with Interrupted Formal Education.
The audience for the project:
Bilingual/ESL students attending Harbor Heights Middle School.
The need for the project:
The teachers at Harbor Heights are often faced with the challenge of differentiating
instruction to meet the individual needs of students. With limited resources and a variety
of educational issues and deficiencies to deal, teachers often have difficulty find the time
or resources to address the needs of all students in all subject areas, particularly with
literacy.
The goals and benefits of the project:
The institution will benefit from this project because it can initiate a proposal for a
school wide implementation of technology as a resource to supplement current
instructional strategies. In addition, this project proposal may serve as the stem for a
grant submission to compete for additional technological resources.

Jones International University

Sponsored Project Acceptance Form

To be Student's name Andrea Mercado
completed by
the student. Course number EDU 550
Course title Evaluating Educational Technology
Professor's name Dr. Ashok Banerji
 Proposed project Implementing Technology as a Tool for
description Differentiation
Reason for selecting the Current workplace
sponsor's organization
Date of initial meeting 1/9/10
with sponsor
Date of project 1/14/10
presentation

To be Sponsor's name Edgar Reyes

completed by Sponsor's role in the Assistant Principal
the sponsor or organization
by the student
with the Contact info Ereyes8@schools.nyc.gov
sponsor's By providing the information above, you are acknowledging that you
consent. understand: By providing the information above, you are acknowledging that
you understand:
• The nature of the project
• The proposed benefit to your organization
• Your role as sponsor
• The importance of your availability to provide feedback on the
project presentation date listed above
• The nature of the project
• The proposed benefit to your organization
• Your role as sponsor
• The importance of your availability to provide feedback on the
project presentation date listed above

Jones International University

Sponsor Interaction Log

Student Name: Andrea Mercado

Sponsor Name: Edgar Reyes

Course Number: EDU 550

Project Title:

Strategic Plan for Integrating Technology at Harbor Heights Middle

School

Date Form of Purpose Results

Interaction
1/9/10 Telephone and Project introduction Brainstorming goals; fill out
email and discussion Sponsor form, establish timeline
and future meeting
1/14/10 Face to Face Review written Present proposal to school
proposal outline Quality Reviewer as component
for school wide instructional
technology integration to meet
needs of students; discuss
technology needs for needs
assessment
1/21/10 Face to face Needs Assessment Look over needs assessment
design and logistics for audience
to participate in survey
1/29/20 Face to face Review survey results Find trends in what teachers use
of needs assessment technology for most and what
they would like to change
2/5/10 Face to face Assistive Technologies Discussed possible assistive
technologies available for special
needs students not being
serviced by support staff but
have an IEP
2/12/10 Face to face Administrative tools Discussed how the
administration uses tools and
web based tools available
through the district for school
wide administrative
management; talked about the
benefits of developing an in
house database with college
student anecdotal and academic
data- electronic cumulative
folder
2/19/10 Email Technology budget (This was Winter Break) Sent an
email for a proposed technology
budget for his review; was not
able to give feedback until
Monday with approval
2/25/20 Face to face Final project Discussed how we might present
this budget proposal to principal
telephone
and her superiors; possible
funding sources or grants

Jones International University

Sponsored Project Feedback Form

Thank you for agreeing to receive Andrea Mercado's presentation on February

26, 2010 for course #EDU 550 with Professor Dr. Ashok Banerji.

We hope you have found this project to be valuable and in the spirit of service
learning. Please take a moment to provide the student with feedback. Your
feedback does not directly affect the student's grade in the course, but rather
guides the student on the real-world applicability of the project to your
organization's needs. Your time and cooperation are greatly appreciated.

Sponsor's Name: Edgar Reyes

Sponsor's Title: Assistant Principal
Professor may contact sponsor at: Ereyes8@schools.nyc.gov

Rating: 1 = Disagree, 2 = Mostly Disagree, 3 = Mostly Agree, 4 = Agree

Criteria Rating Comments

The student has been
courteous, professional, and 3
timely in all communications.

The student's findings and

assertions are insightful and Survey results very compelling
4
well substantiated.

This project has served a

meaningful purpose. Data will be very helpful for Quality Review
4

The benefits of this project

justify my time investment. 4

This project was presented in a

professional manner. 3

I may be willing to sponsor

another project on the same 4
topic or a different topic in the
future.

OTHER: Ms. Mercado is our secondary data specialist and will be able to use this information in grants
and proposal to bring this proposal to fruition. OTHER: Ms. Mercado is our secondary data specialist
and will be able to use this information in grants and proposal to bring this proposal to fruition.
OTHER: Ms. Mercado is our secondary data specialist and will be able to use this information in grants
and proposal to bring this proposal to fruition.
 STUDENT WORK CONSENT AND RELEASE FORM

I hereby grant permission to Jones International University, Ltd., its affiliates

and designees (collectively, JIU) to duplicate and use the material indicated below in
the future without compensation to or consent from me. I acknowledge the duplication of
the material may be in audio, digital, tangible print, internet-based or other forms of
duplication and may be distributed in their entirety, abridged, compiled with other’s
works or otherwise used by JIU. I expressly grant permission to JIU to use and distribute
the same, as described above, as they elect, including as a part of its education courses. I
also confirm I am the original author of the material or have otherwise identified the
copyright owner or author in the material. I expressly release JIU and each of its
affiliates and designees from and against all claims, demands, and causes of action that I
may now have or in the future will have arising from their duplication and use of the
material. I understand that, except for the rights granted to JIU above, I shall retain all
ownership and other rights associated with the material.

Material: Strategic Plan for Technology Integration into the California State University
Fresno Dietetic Internship Program

Course: EDU 550 Evaluating Education Technology

Term: January-February 2010

Please sign this form below, indicating whether you accept or decline to have your work
added to the JIU Course Project Library. Acceptance is optional and is in no way a
requirement of your course.

ACCEPT DECLINE

Signature: Signature: Andrea

Mercado
Printed Name: Printed Name:
Andrea Mercado

Date: Date: February 28,

2010