Nekengre Lynch

EDU 225
10/04/2015
Instructor Larson

Section One: Vision and Mission Statement

Vision of this plan is to incorporate technology to enhance the education through the use
of technology devices, websites, and mobile applications. The integrated technology will assist in
the Kindergarten - second grade classrooms in introducing and reiterating objectives with
interactive lessons and assessing the comprehension levels through e-assessments.
Mission of this plan is to carry out the vision by integrating technology in kindergarten
through second grade classrooms to motivate students to have a zeal to learn and employ digital
literacy skills. Through the use of technology, students will learn to be creative, communicate
and collaborate with one another, and enhance critical thinking, problem solving, and decision
making skills. The use of Ipads during class will enable students to use various web-based apps
to assist in comprehending the objectives listed under common core standards. The use of eassessments will enable instantaneous feedback for students and the ability to create
differentiated lessons according to each students comprehension level.
Section Two: Technology to Support Communication
As technology has progressed, school systems have been driven to incorporate more
technology within todays classrooms as a result of the momentum within the 21st century. Using
these real-world tools in elementary and secondary classrooms creates learning opportunities that
prepare students to be more productive members of a globally competitive workforce (U.S.
Department of Education, 2010). As technology is utilized within the classroom, Educators are

working hard to keep the content interesting as well as develop digital literacy skills through
comprehensive classroom technology plans which incorporates technology into lesson plans on a
daily basis. Technology enhances educational experiences through the use of web-based
applications, blogs, and podcasts. Educators also employ the use of technology in order to
establish and advance parental involvement.
Technology to Enhance Communication
Blogs: Educators formulate blogs to post assignments, develop thoughts with propagation of
critical thinking, further classroom discussions, as well as interact with parents, and so much
more (Gunter, G and Gunter, R. 2014). Considering majority of students have reasonable internet
access outside of school; posting on the class blog keeps students and parents informed.
Technology-supported learning may seem as an isolated activity, but in order to be used to the
best benefit of the students, it should be turned into a collaborative task. In fact, learning is
effective when it is a social activity (Domalewska, D., 2014). Often times as discussions
progress within the classroom, the allotment of class time infringes upon the discussions
continuation. Whenever such instances occur, the discussion can continue through the class blog.
As the discussion advances, students engage in the ability think critically, communicate clearly
and respectfully while expressing their viewpoints.
Podcasts: The educational use of podcasts as a classroom technology tool allows Educators to
convey lessons by way of lectures in addition to providing tutoring to students. Educators can
enlighten students through lectures via podcasts as they utilize voice inflection to enthusiastically
direct students to expound upon the objective of each lesson. Podcast and/or vodcasts, which is a
podcast with a video, can also serve as a form of tutoring in order to simplify subject matter for

students who may not grasp certain concepts initially. Such advances in technology improves
students comprehension and retention of information. Middle School Students, ages eleven to
thirteen years old were analyzed on the academic progress within Mathematics utilizing vodcasts
to measure the effectiveness of its use within the classroom, and it was discovered that learning
performance increased significantly after using worked example video podcasts designed to
teach basic mathematics concepts (Kay, R., & Edwards, J. 2012). Per such a formative analysis
from the Canadian Journal Of Learning And Technology, it is clear that Podcasts serve as a very
effective tool within the classroom for the academic advancement of students. The
implementation of global projects in order to broaden students multicultural education through
the use of vodcasts is another successful way to merge technology with common core
curriculum.
Ipad: In using Ipads within the classroom, Educators can extend the opportunity for all students
to simultaneously indulge in the instructional use of modern day technology while learning new
things. Web-based applications are available for classroom use in order to stream educational
videos and access ebooks with interactive media which engages students through Ipad usage.
Tools such as the Ipad can greatly benefit disabled students within the classroom due to many
universal features on a standard Ipad or Tablet (Gunter, G and Gunter, R. 2014). Examples of
such features are the voice-to-text option for the student who struggle with typing, the ability to
zoom in or out for the vision impaired student, the use of audible repeating paragraph for the
hearing impaired student, and the touch screen of the Ipad for the student who suffers from fine
motor skill weaknesses. Most students with ASD, autism spectrum disorders, learn better by
processing visual information (Mottron, Dawson, Soulieres, Hubert, & Burack, 2006). It is
important to determine what types of visual representation can be offered to the child as well as

which type of visual representation is best for the individual student before creating a curriculum
(Simmons, K. D. (2014). Hence the use of Ipad and other forms of technology benefiting
students with such disabilities.
Web-based Applications: Educational web-based applications are easily accessible through
handheld mobile devices by more than one student under each Educators user account. This
allow for synchronous use by all students as long as the class is under thirty students which it is
due to student-teacher ratios according to state regulation within the Department of Education.
Many educational apps allow up to thirty to forty simultaneous log-in under one Educator
account in order to meet the need for all students to be able to access the app during class. These
web-based applications afford students the opportunity to explore in an interactive media
platform where learning is centered as the foundation. Students are intrigued as some apps are
simulated as video games, keep track of progress for the student and parent to see. These apps
also assist Educators with completing assessments by tracking progress through the completion
of assignments, modules, quizzes, and such. The web-based application further develops
students technological abilities which is authentic learning for future adult like responsibilities
also known as pretend play which most children thoroughly enjoy.
Communication Internet Security and Safety
As an Educator with a comprehensive classroom technology plan, one should be
extremely cognizant of Internet security and safety in communications where students, parents
and staff are concerned. In order to most effectively protect students, an Educator should ensure
that filters are in place by the school for limited online access to appropriate educational websites
in addition to addressing the SUA, student usage agreement on the first days of school for the

entire first week in order to reiterate the importance of safety and security. Educators should
adhere to the following safe computing tips: purchase and install reliable antivirus software then
set it to scan automatically, scan all removable media and never start your computer with
removable media in the drive, scan all downloaded files from the Internet, scan all software, turn
off email preview, do not use pirated illegal copyrighted software, install a personal firewall for
added protection against attacks, and backup files often (Gunter, G and Gunter, R. 2014). Setup
password activated security protection in place in order to access the Internet, websites, and/or
applications in addition to having students personal information encrypted once entered if
entered into anything online. Also during global projects, ensure it is thoroughly understood that
it is only acceptable to interact with the assigned class from the global project and no one else as
anyone else is a stranger. A great resource for educators to teach kids of all ages about Internet
safety is netsmartz.org (DeFranco, J. F., 2011, p. 54). Such sites address cyberbullying, online
predators, phishing scams, and how to be safe from search Internet threats. Cyberbullying
through texting, e-mail, cell phones, cell phone cameras, chat rooms, and websites has been
identified as a national and international problem (Varjas, K., Meyers, J., Kiperman, S., &
Howard, A., 2013). As each grade level progresses with their technology use for communication
and collaboration endeavors, we will thoroughly discuss the intolerance of cyberbullying and the
consequences for cyberbullying. Students should not come to school and go home to feel
targeted as a person of interest for the purpose of humiliation, exploitation, and condemnation.
Inappropriate content ranges from advertising (e.g. for fattening foods and sweet drinks) to
portrayals of violence and pornography in websites that children can access (Sharples, M.,
Graber, R., Harrison, C., & Logan, K., 2009).
Section Three: Integrating Instructional Technology

Integrating technology within the classroom enhances students educational experience.

Considering that majority of students have some type of technology at home to play with that is
interactive; the traditional textbook lectures and pen to paper assignments have become boring
and outdated which no longer holds students interest. Now classrooms use integrated technology
to instruct through software applications that are vividly colorful and engaging with students,
which produces active learning. The main objective of teaching from an active learning model
is to design the course to meet the expectations of the students while assisting them in
developing critical thinking skills and a keen interest in the learning process (Powell, N. W.,
Cleveland, R., Thompson, S., & Forde, T., 2012, p. 4). This is how to keep students attention
and overall class moral while enhancing educational skills during class with the use of
technology. Integrated technology within the classroom strengthens classroom participation and
engagement, aides in better comprehension and knowledge retention, and increases efficiency for
teachers. Technology grants educators the ability to contrast different learning styles according to
each individual student.
Classroom Blog on Ipads
The prevalence of technology use by students outside of the classroom makes a
compelling case for schools to use the latest information and communication technologies (ICT)
to create technology-supported active learning instructional environments (Powell, N. W.,
Cleveland, R., Thompson, S., & Forde, T., 2012, p. 5). A classroom blog on Ipads aids in
communication which is active participation and engagement of students while implementing the
use of critical thinking and decision making. Students are communicating with one another and
the teacher through the blog posts as ideas, thoughts, and opinions are shared. While students are

posting on the blog and/or replying to posts, critical thinking is crucial because students want to
sound informed and educated with each entry. Through the use of information literacy, students
can further discussions about topics and expand on the topics with good decision making skills
as to appropriateness of subtopics.
Google Dropbox with Google Docs
Google Dropbox allows access to ones personal content created using Google Docs from
multiple locations. This tool enables the ability to share, collaborate, and edit content with
automatic saving of the work. This serves as an invaluable tool for students and teachers when
transitioning from school to home and/or other remote locations while working on assignments
individually and/or collaboratively. These tools are very helpful with efficiency as Educators
give feedback through notes and with the correction of errors through the resolve button. This
enhances students ability to produce the best work the student possibly can with applied
feedback. Instructors could also use Google Docs to view each student submission and share
comments and suggestions immediately with the students. Furthermore, Google form allowed
the instructors to immediately administer online questionnaires and assess student learning
statuses and performances during the teaching process (Yen-Ting, L., & Min, J., 2013, p. 158).
Animation
An extensive literature exists on the value of animations in teaching in many different
disciplines, but studies in biology are few (O'Day, D. H., 2008). Various sources have shown
that animations are more effective than static sequential images (Pollock et al., 2002).
Educational animations are like informative suspenseful cartoons that help students to easily

comprehend and retain the information because it captures the students attention and holds their
interest. Educators benefit from this because it creatively introduces and reiterates lessons that
must be conveyed per common core standards. Animations can be used effectively to thoroughly
enhance all content areas at school. Benefits of Educators creating and developing animated
slideshows for specific subjects are: A. it permits for common areas of weakness to be addressed
by students with different learning types, B. allows for edits based on new formative and/or
learner-centered assessments.
Pros and Cons of using Technology to Facilitate Learning
Some may argue that technology has more of a negative effect on people in general than
a positive one because it actually makes people ignorant if not making the mind less sharp in
regards to remembering things. A prime example is telephone number remembrance and
smartphones because with the use of smartphones now, not many people learn or remember
telephone numbers. Early in Elementary School, children are taught to learn a parent contact
telephone number still today, however lots of children have the parent contact telephone number
on speed dial so that it does not have to be remembered. Online Students can negatively suffer
from being technologically illiterate and/or not having good time management skills, which can
lead to feeling overwhelmed through the use of technology in educational endeavors. It seems
obvious that the incidence of overload in online education environments can be exacerbated if
students lack certain characteristics and online behaviours (Kushnir, L. P., 2009) Technology
helps prepare students for global success in todays world where technology is prevalent across
the globe. Technology facilitate learning at the modern day pace so that the information is

presented in a manner in which one can understand and be able to follow without being put to
sleep from boredom.
Wired and Wireless Classrooms
Wired classroom technology minimizes the total effectiveness of integrated technology if
there are more students than actual wired devices. Children have to take turns using devices and
therefore it may not be an equal amount of time provided to work with technology for each
student which means some students are deprived of a current proper education. This is due to
educational budgets within local school districts being rather small, especially for Title I schools.
Wireless Classrooms with laptops or Ipads equals successful inclusion of all students. As an
Educator, if one were bound to wired devices only, it would prove as inexplicably beneficial for
the use of a classroom webpage to be utilized outside of class for all students. This way all
students would have some additional time to focus on assigned areas that the teachers sees an
opportunity for growth. This ensure comprehension and retention of knowledge.
Conclusion
Through the use integrated technology, students receive an enhanced educational
experience that increases student comprehension and retention of content knowledge. Students
are also more apt to participate and communicate in class because the content is more intriguing
when presented using integrated technology. The use of educational applications allows for both
in-school and remote access to work on coursework, get tutoring, and improve in areas of
weakness. Certain applications have increased efficiency for teachers with immediate results and

grades returned upon completion of assignments/tests. Also the implementation of information

literacy enhances efficiency and enables expounding of content in a more expeditious manner.
Section Four: Differentiating Instruction through Technology
Differentiated Instruction also known as D.I. is a vital tool to install within each lesson
conveyed if an educator intends to successfully reach a diverse group of students. Not all
students are on the same level so based on formative and/or learner-centered assessments, an
educator must meet each student where they are currently.
The four guiding principles of differentiated instruction are: a
focus on essential ideas and skills in content areas, responsiveness
to individual student differences, the integration of assessment and
instruction, and an ongoing adjustment of content, process and
products to meet individual needs (Tomlinson, 1999, p.48).

As Educators attempt to engage all students and ensure that no one is left behind, these
four principles will aide in doing so based on individual assessments. Differentiated instruction
(DI) with the use of technology offers the opportunity for teachers to engage students in different
modalities, while also varying the rate of instruction, complexity levels, and teaching strategies
to engage and challenge students. (Stanford, P., Crowe, M. W., & Flice, H., 2010, p. 2).
Differentiated instruction with technology tremendously aides in special education classrooms,
varies the same lessons from elementary through advanced levels while keeping the students
engaged and from feeling inferior, in addition to easily charting growth and progress through the
assignments completed using technology.
Technology to Differentiate Instruction

Voice to Text: This tool will assist disabled students who are not able to type and/or write due to
physical handicaps. The fact that such students can talk will enable them to participate in class
and composed documents easily in order to show their steady progression of common core
content. The impact of this tool is its ability to track progress through assessments efficiently for
the disabled students. This tool would not only serve as an aid to the special needs students but
for students learning English as a second language as well because they could speak their
responses in their native tongue and I could translate it to English. In such classrooms teacher
can spare time to work with gifted or struggling students individually for differentiated
scaffolding according to their needs (Valiandes, 2010).
ISTE Standards Voice-to-Text embodies the first and second standards of the ISTE National
Educational Technology Standards for Students (NETS-S) which is be creative and original
while also communicating and collaborating with other students despite physical handicaps.
Ipad/Ipod: (For students that are unable to speak but have use of their hands, an Ipad or Ipod
would aide in communication and collaboration during school. For the standard classroom, these
devices will enable Educators to allow students to be creative and innovate while communicating
and collaborating amongst one another while researching information as well. Various web-based
applications on these devices are going to motivate and engage students as information is
processed in a fun manner. For the underachiever or struggling student, such applications on
these devices will aid in tracking the students progress through motivating lessons that
encourage them to learn. The Ipad or Ipod easily enable students to display all four standards
within the Student Standards of ISTE.

ABCMouse.com: (This website keeps tracks of students progress and automatically enhances
each lesson as the concepts are grasped. This site meets the student at the correct academic level
and has appropriate tasks designed to aid in comprehension. This tool could be used in the
classroom to provide additional stimuli for students that are slightly behind, average, as well as
advanced. Per the reviews of this website, both parents and teachers have raved about the
potential coming through as students begin to excel in areas of opportunity from using
ABCMouse.com. Such an impact ensure that common core curriculum is understood by all
students so that everyone is set up for success.
A sure positive of technology based differentiated instruction is the ability to track
progress through the technology. This allows the classroom to operate efficiently with the
Educator having more time to be an instructional guide, facilitator of knowledge, and aide to
students as needed without any students being neglected due to time constraints. This also keeps
the class interesting if the class is broken up within different groups based on learning styles or
academic readiness. As students reiterate the understanding of lessons conveyed with technology
based creations such as slideshows, podcasts, and videos; the originality of students is showcased
in addition to capturing the class interest as the media is presented to the class as a whole or
within groups. There is a danger of the technology driving pedagogy, rather than pedagogy
driving the technology. In other words, technology sometimes becomes the focus of the
mathematics lessons instead of the mathematics itself (Attard, C., & Northcote, M. (2011). The
is a huge negative for differentiated instruction with technology, but more so technology as a
whole because of the focus not being the lesson but the technology in our technologically based
world.

Differentiated Instruction with the use of technology is empowering students to learn the
same lesson at varied depths. It enables a diverse group of students to simultaneously grow
academically without anyone being left behind or feeling inferior. Differentiated Instruction is a
sure positive for inclusion classrooms and accounts for special needs students being able to
successfully thrive in class. As Educators provide differentiated instruction to students with
technology, it easily permits the Educator to adjust the complexity of lessons as the students
progress.
Section Five: E-Assessments
Online Assessments also known as E-Assessments are now one of the most effective ways to
create assessments with instantaneous feedback for students with records of progress for
Educators. Online assessments enable Educators to be more productive and efficient due to the
ability to track progress online as students take quizzes, tests, and final exams. The information
obtained through the assessments taken online conditions Educators to effectively teach through
the implementation of differentiated instruction. The importance of online assessments is
invaluable to Educators because it creates more time to alter lessons according to the needs of
each student. Educators use of e-assessments enables more effective instruction, creates more
time to alter lessons for differentiated instruction, and empowers students to see areas of
opportunity with instantaneous feedback.
Technology to Facilitate Ongoing Efforts to Assess Student Learning
Technology based assessments are motivating tools for both students and teachers as to
how to proceed with the current course of instruction. Different forms of classroom teaching
and assessment practice have different effects on achievement (Hattie, 2009). Formative

assessments taken online are usually fun and do not have much pressure attached to them
because it is just to see what you know and usually completed prior to a lesson being taught. This
type of assessment aides in Educators ability to monitor a students progression whereas
summative assessments are used to evaluate a students knowledge of content in order to
promote or retain a student based on current knowledge. Online summative assessments are
focus-driven and may create a little anxiety due to the complexity of the technology and/or time
constraints to answer questions. Digital portfolios captures a students abilities with areas of
strength and weakness both highlighted. The use of digital portfolios with e-assessments guides
Educators to modify instruction to effectively reach students by warranting whether promotion
has been earned to move on or revisit certain subjects perhaps in a different manner.
ABCMouse.com Teachers can use this website to track completed modules and perform
formative assessments in addition to using the printable documents from the site to reiterate the
lessons viewed by students. A teacher can plan accordingly in assigning busywork which repeats
lessons viewed on ABCMouse.com. This will aide in students who need a little more practice in
certain areas, especially students with individualized education plans also known as IEP.
Teachers are able to create lesson plans around the lessons on ABCMouse.com because the
lessons on the website are built around common core standards within the United States.
Socrative This is a website easily accessible on a computer, laptop, Ipad, or even a
mobile device where students can play games and take quizzes in real time with instant feedback
for Educators. Educators can also opt to give instant feedback with each answered question on
quizzes for the students. In doing so, this aides students in knowing the correct answer if the
wrong answer selected was wrong. This website enables Educators to create specific quizzes

related to current content taught and assess each students understanding in order to move
forward with each students individualized education plan.
Nearpod This is a great tools for Educators because it not only allows you collect,
observe, and analyze assessments but you can also create differentiated lessons plans based off of
the data collected on each student. This application can be accessed on computers, laptops, Ipads,
and mobile devices so it is easy to get to and view the interactive presentations. This application
allows Educators to create interactive presentations as well as download others to share with
each class and then monitor each students results in order to gage where the student is
academically.
(Formative and Summative Assessments)
Formative assessment is an evaluation of student learning over a specific time span that
monitors a students progress of mastering skills and summative assessment is evaluating a
students progress at any given moment in time such as a quiz or test (Gunter, G. & Gunter, R.,
2014, p. 320). In terms of formative assessment, e-assessments are particularly helpful and
informative in monitoring the learning progress of students and making decisions about how to
improve instructional programs (Salend, S. J., 2009). Websites like ABCMouse.com are very
good for formative assessments at an inexpensive rate for Educators and somewhat inexpensive
for parents as well through a monthly subscription. Summative assessments can be graded and
aligned to .E.P. goals and curriculum learning standards as a culminating authentic activity to
assess student mastery of specific content, topics, concepts and skills taught (Salend, S. J.,
2009).
(Pros and Cons of using Technology to Facilitate Assessment)

E-assessments using a different language for bilingual or multilingual children are great
for ESL students, especially if the teacher only speaks English.
The Language Environment Analysis (LENA) technology, also known
as LENA technology, is an integrated processing and display software
package that allows clinicians to collect, manage, and analyze
multiple recordings of child communication. LENA may offer a
promising alternative to developing new and innovative assessment
protocols to describe communication and/or identify language delays
and disorders in young bilingual children. (Kashinath, S., Pearman,
A., & Canales, A., 2015).

The benefit of e-assessments are the efficiency provided by the calculated results computed by
the software which saves the teacher a lot of time to commit to creating differentiated lessons
based on the results.
E-assessments taken in a computer lab or outside of school could cause one to question
the validity of a perfect score or high score earned honestly without help. It may raise concern if
the student is a average C when work is completed in class. E-assessments are often time on each
question which can sometimes be a negative thing for students who may stumble on a particular
question whereas with traditional assessments, if a question is skipped, one could easily go back
to it once the easier questions are answered.
(Should a teacher only use technology to assess student learning? Why or why not?)
Teachers should use a variety of assessments and also vary the type of assessment tools
utilized. Only using technology to complete assessments could actually cause the teacher to be
somewhat distant towards students whereas completing formative assessments while interacting
with students is more personable.

What is the importance of assessment technology in connection with the ISTE

standards?
The four ISTE Standards for students are easily displayed through assessment technology.
Educators are able to see digital literacy as well as comprehension of content. Research and
Information Fluency is observed in addition to critical thinking, decision making, and problem
solving abilities through the use of deductive reasoning in multiple choice questions. The fact
that feedback can be given instantaneously and Educators advice can be viewed at a students
discretion is the use of communication and collaboration as the student works with the Educator
to improve in areas of weakness.
Concluding Paragraph for Software to Support Assessment
Educators use of e-assessments enables more effective instruction, creates more time to alter
lessons for differentiated instruction, and empowers students to see areas of opportunity with
instantaneous feedback.
E-assessments are vital to student success and overall classroom success because of the
efficiency that is provided with these type assessments however other assessments should be
conducted in the classroom without the aid of technology. Certain mobile applications allow for
differentiated instruction to be created based on results from the e-assessments taken on the app
which is a great tool for an Educator so that there is more time to devote to individual student
success. The instant feedback to students during e-assessments gives the student a snapshot of
actual comprehension vs. perceived comprehension. This could be taken a form of constructive
criticism and applied to areas of opportunity if the student can remember the actual incorrect
questions after the e-assessment.

This comprehensive classroom technology plan is designed to integrate the use of

technology with common core academic standards for the advancement of students both
academically and technologically while keeping students safe. As a Multicultural Educator, the
integration of technology within the classroom clears a path towards the destruction of ignorance
due to differences and creates accessibility to welcome originality through global projects. While
addressing common core standards, the use of blogs, podcasts, and web-based applications on
computer devices; each students educational experience will be enhanced and prepares them for
the globally competitive workforce. Such integration of technology ensures that students will be
able to thrive as viable productive citizens in any part of the world. The purpose of a classroom
website is to initially introduce students to that big broad world from the classroom while stirring
up their curiosity to explore via the blogs, podcasts, epals, and web-based applications.

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