Digital Classroom Plan Analysis

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

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

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

We were able to present an Instructional Technology Plan that guide major adoptions in technology for the schools with special emphasis on the integration of technology to teaching and learning. Once implementation began we were able to see Interactive Whiteboards in every classroom in the High School and most core content area classrooms in the middle school. Elementary was reserved to a second year and every classroom and School Library was included in the initiative. The plan was owned by the stakeholders and they were engaged in professional development to take full advantage of the technologies.

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

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

The “fall” of the Roman Empire did not occur all at once. The Roman Empire was divided into the Western half and the Eastern half. The Western Roman Empire collapsed in late fifth century CE, approximately 476 CE. However, the Eastern Roman Empire lasted nearly a millennium longer until it was conquered in 1453 (Livius, 2011). Various factors played a role in the fall of the Western Empire, and why the Eastern Empire outlived it.

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

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

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

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

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

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

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

Education is one of the most important professions in the working world. Technology has done many things for us in today’s society especially for education and schools. Technology in the school system has impacted the students and teachers in many positive ways, including virtual field trips, testing tips, teacher resources, class web sites, and lesson plans. With computer use in our schools, we have access to many different sources and various types of learning.