Comprehensive Classroom Technology Plan

Rhonda Cannon
MrsRCannon.Weebly.com
Grand Canyon University
EDU-225
February 17, 2016

Comprehensive Classroom Technology Plan

The Internet. The ever-changing world of technology. How far has it brought us, and
where will it take us? It has brought us through many changes and many accomplishments. It
will take us deep into the realm of exploration and education. It will take us to places we have
never been and allow us to see things that we have never seen. At the end of the day it will rest,
just as we do. Then it will get up in the morning and do it all over again. Maybe the same
subject or maybe something new. Technology has become our best friend and is always ready to
serve us. It will dish up an adventure into educational discoveries that will prepare us, as well as
our students, for things to come. I have decided to utilize technology to help me be the best
teacher that I can be in a world that is full of discoveries and change. Technology is a tool that I
will use to implement a Communication Plan, to Integrate Instructional Technology, to
Differentiate Instruction, and to Support Assessment. I will utilize technology to help me fulfill
my Mission and Vision for all the students placed in my classrooms.
Vision & Mission Statement
My Mission is to promote and develop the academic growth of all my students in every
grade level. In so doing, I will prepare students to be model citizens in a growing society.
My Vision is to see to it that all my students obtain the best education possible through all
available resources. This includes the use of technology to assist in learning.
Section Two: Communications Plan
I will not attach notes to my students clothes with a safety pin, or remind them that I
need to speak with their parents. Social media has become a familiar tool to this generation of
students. They Tweet, Facebook, Instagram, and Blog (Beatty, M. (n.d.). Therefore, all

pertinent information, instructions, and/or communications can be delivered to parents, students,

and the Global community via the use of technology. In a study by Christine Olmstead, it was
concluded that Both parents and teachers perceive that technology is an effective tool used to
promote parent involvement (Olmstead, 2013). Since good parental involvement stems from
good communication I plan to utilize E-mail, Blogs, and Remind 101 to keep the lines of
communication open. E-mail enables administrators, teachers, and students to communicate
with millions of Internet users all over the world (Gunter & Gunter (2015). I will use E-mail to
send private messages to parents and students. Blogs provide educators with another tool to
implement technology standards and curriculum to prepare students to become digital citizens
who are technologically literate (Beatty, nd). Since blogs deliver the same information to
everyone at the same time, I will use them to display class/lesson information that pertains to all
students. Remind 101 allows for pre-planned communication and is a great classroom
communication tool (Bobbitt, Inman, Bertrand, 2013). I will use Remind 101 to keep students,
and parents, informed of assignments that are coming due.
Any connection to the Internet puts the user and their information at risk of unauthorized
access, so I will be sure to protect the safety of my students and their information. I will also
teach my students how to protect themselves from the potential dangers of Internet usage.
Technology is an ever-changing means of communication, so I will utilize the best
communication tools to stay connected to students and parents. If for any reason I cannot utilize
the aforementioned tools, I can always use the old-fashioned method of sending notes home with
students. Now that I have dealt with the use of technology for communication, lets talk about
Integrating Instructional Technology in the classroom.

Section Three: Integrating Instructional Technology

There were no computers, videos, or tablets in the schools of the past. Technology will
not replace conventional teaching in my class, but it will be used to compliment my teaching and
allow me to bring clarity to the lesson material. Technology in the classroom could have a
negative affect (con) if not properly balanced. This would be hazardous to students because they
could become dependent on technology and not sharpen their minds with traditional study
methods.
The TIM is designed to assist schools and districts in evaluating the level of technology
integration in classrooms and to provide teachers with models of how technology can be
integrated throughout instruction in meaningful ways. (Arizona Technology Integration
Matrix)
Technology can have positive effects (pro) on students when used properly, because it can
heighten the learning experience during individual and group learning. I will use technology to
make learning fun while integrating core material into my lessons.
Through the use of iPads I will give students an opportunity to work independently on
math skills, grammar and English; as well as, their writing skills. With the Interactive White
Board I will demonstrate lessons to the whole class which will allow me to prompt discussions
and problem solving during the lesson. I will promote interactive learning through Blogging. A
blog does not just develop online communication skills. Instead, online communication has
become an essential aspect of online reading comprehension (Castek et al., 2007). I will also
use blogs for class assignments and parent notifications. These are just a few of the numerous
tools that I will use to enhance the learning experience of my students. These forms of
technology integrated with traditional teaching will help my students have a fun and fulfilling

learning experience that will build their education platform. Whether my class is wired (by
computers attached through cables) or wireless (laptops, tablets, and other wireless devices
connected by Wi-Fi) my students will benefit from instructional technology. Utilizing multiple
forms of instructional technology at once can help me bring clarity to students with different
learning styles which brings me to Differentiating Instruction through Technology.
Section Four: Differentiating Instruction through Technology
Differentiating Instruction through Technology is the use of different teaching techniques
in the classroom that will help the student(s) to gain the most from the curriculum and the
instructions. Differentiation is a way of teaching. Its not a program or worksheets (Robb,
Laura, (n.d.). Differentiation instruction reaches all types of learners and helps them to achieve
their study goals while making the job of teaching a much easier task while raising student
success.
On the pro side, Differentiated instruction is a great way to help all students succeed at
their own pace while utilizing their own unique learning styles. This type of instruction
promotes individuality of students while including all students. Differentiated instruction seems
to be the best way to invest in student success. On the con side, For all its promise, effective
differentiation is complex to use and thus difficult to promote in schools. Moving toward
differentiation is a long-term change process which can be prepared for by drawing on insights
from research about change as well as the experiences of others who have provided effective
differentiated learning for students of varying abilities. (Tomlinson, C. A. (2000).
Differentiated Instruction: Can It Work?)
Research has repeatedly demonstrated that students learn better when they are fully
engaged. Interactive whiteboards facilitate multisensory learning whether it is a collaboration
exercise for math problem solving or a Google Earth tour of the Amazon rainforest. (NEA

Newsletter, (n.d.) Interactive Whiteboards Enhance Classroom Instruction and Learning).

Through video technology and virtual fieldtrips, I will take my students to places they have never
been and let them see things they have never seen. Teachers who use instructional video report
that their students retain more information, understand concepts more rapidly and are more
enthusiastic about what they are learning. (National Teacher Training Institute, (n.d.) Video
Strategies). And, while there may be some controversy about the use of the iPad, I will attempt
to utilize this resource for my students with disabilities such as autism and other disorders on the
spectrum. The iPad is appealing to students who tend to need more individualized instruction
and can have a calming affect that will allow my student to enjoy learning despite their disability.
Lets move on to the proof that Differential Instruction works by the use of Technology to
Support Assessment.
Section Five: Technology to Support Assessment
The old days of grading papers by hand and recording grades in a gradebook have
advanced to a more modern style of assessment. Formative (before instruction) and summative
(after instruction) assessments are very useful in determining what students know before the
lesson, and if they fully comprehend the content after the lesson. Multiple learning styles,
learning disabilities, and even teacher assessment are all good reasons to assess student learning
at specific intervals throughout the academic school year. Just as technology opens many new
and exciting doors for teaching and learning, technology also opens new doors for evaluating
student performance (Gunter/Gunter, (2014), Teachers Discovering Computers: Integrating
Technology in a Connected World).
There are pros and cons of using Technology to Facilitate Assessment in the classroom.
The main pro is the ability to measure the level of understanding that students have gained from

the lesson. Then theres the quick response time for assessments and the ease of collecting the
data. And, teachers dont have to use up valuable time correcting assessments, because this is
done within the programs. Using a broader range of assessment methods can also allow a wider
range of skills to be assessed (University of Reading: Engage in Assessment, n.d.). One con is
that not all integrated technology programs provide assessment components. There are
limitations to the type of questions that can be in the assessment, and the problem with
accessibility. Then there are those that are completely opposed to, and not comfortable with
technology. For these students, the traditional paper and pencil assessment may be more
appropriate. Learning styles can contribute to the type of assessments that is chosen.
Assessment tools can provide early detection of academic struggles. Then with
teacher/parent communication, steps can be taken to help the student succeed. By using these
tools not only can I do my best for my students, I can also become my best for them. In an effort
to be a great teacher who is investing in the education of all my students; I intend to utilize every
educational tool possible to accomplish my goal.
Conclusion
My Comprehensive Classroom Technology Plan is simply this. I will utilize technology
in my classroom to incorporate a Communication Plan, to Integrate Instructional Technology, to
Differentiate Instruction, and to Support Assessment. I will use all available technology
necessary to help me be the best teacher possible, to meet student needs, and to help me fulfill
my Mission and Vision in my classroom.

Reflection Essay
As I come to the close of this class and I reflect on what I have learned in the past seven
weeks, I can definitely say that I am taking so much away from this class that I was not
expecting. While creating this document I have went back into my notes and reaffirmed that
each topic brought me new insights and understanding in the world of technology. During the
assembly of this Comprehensive Classroom Technology Plan I could actually see the relevance
of each section and how I can, and I will, utilize this new found information and understanding
in my classroom. I struggled slightly with pulling all my sections together, but by the time I was
finished I could see exactly how they work together for the same purpose. I am in this course of
study to become the head teacher at the Christian School we are starting in our church. At the
beginning of this class I had said that we would not be using technology in our school. Now that
I have finished this class I have a whole new outlook. I can see many different ways that I can
use this new found knowledge to help me be a better teacher, and the many different ways to
teach our students. I can also see how my Mission and Vision will be fulfilled through my
application of all that I have learned from GCU. I know that the students in our school will reap
the benefits of what I have learned in this class and my entire course of study. I am so excited
and I cant wait to get started.

References
Arizona Technology Integration Matrix, on the Arizona K12 Center website taken from:
http://www.azk12.org/tim/
Beatty, M. (n.d). Integrating Google Blogs into the K-6 Language Arts Classroom To Promote
Interactive Learning Communities, located on the ScholarSpace website. Retrieved from
http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/27119/Beatty.pdf
Bobbitt, Inman, and Bertrand (2013) Using Remind 101 as a Classroom: Communication Tool,
from the NACTA Journal. Retrieved from http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=93664297&site=ehost-live&scope=site
Castek et al., (2007). Developing new literacies among multilingual learners in the elementary
grades. In LL. Parker (Ed.), Technology mediated learning environments for young
English learners: In and out of school connections. (pp.111-153). Mahwah, NJ: Erlbaum
Gunter, G., & Gunter, R. (2015). Teachers discovering computers: Integrating technology in a
connected world (8th ed.). Boston, MA: Cengage Learning. ISBN-13: 9781285845432
http://gcumedia.com/digital-resources/cengage/2014/teachers-discoveringcomputers_integrating-technology-in-a-changing-world_ebook_8e.php
NEA Newsletter, (n.d.) Interactive Whiteboards Enhance Classroom Instruction
and Learning, retrieved Feb 6, 2016, from
http://www.neamb.com/professional-resources/benefits-of-interactivewhiteboards.htm

Olmstead, C. (2013). Using Technology to Increase Parent Involvement in Schools. Techtrends:

Linking Research & Practice To Improve Learning, 57(6), 28-37. doi:10.1007/s11528013-0699-0. Retrieved from https://lopesidmoclcorg.library.gcu.edu:2443/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=91587612&site=ehostlive&scope=site
Robb, Laura (n.d.) retrieved Feb 4, 2016. What is Differentiated Instruction,
Scholastic Teacher Resources, from
http://www.scholastic.com/teachers/article/what-differentiated-instruction
Tomlinson, C. A. (2000). Differentiated Instruction: Can It Work? Education
Digest, 65(5), 25).

Rubric

Criteria

% Scaling

Unsatis
f
0%

Poor

Satisfac
tory

Good

Excellen
t

PTS

65%

75%

85%

100%

200

Section 1:
Mission and
Vision
Statement:
Describe an
appropriate
mission and
vision for a
classroom
technology
plan.

10
%

No clear
mission or
vision is
articulated.
0

Mission
statement is
weak and
only partially
reflects the
plans
needs.
Vision
statement is
skill-based
only and
does not
address the
larger
outcomes of
the plan. 13

Mission
statement is
good and
reflects the
plans needs,
linking to
some extent
with the
vision. Vision
statement
focuses on
technology
outcomes and
avoids
presenting a
learning
outcome. 15

Vision
statement is
an integral
part of
implementin
g the school
district
mission
statement.
Vision and
mission
statements
are aligned,
comprehensi
ve. 17

An exemplary
mission
statement
clearly
reflects the
plans needs.
The mission
statement
links with the
vision
statement
and reflects
students
growth and
development
al needs. 20

20

Section 2:
Communicati
on Plan:
Communicatio
n and
collaboration
with students,
parents, the
community

15
%

Plan
unsatisfactor
ily
demonstrate
s
understandi
ng of how
technology
enhances
communicati
on. 0

Plan
inadequately
describes
how
technology
enhances
communicati
on. 19.5

Plan discusses
how
technology
enhances
communicatio
n, but lacks
population
specifics.
22.5

Plan clearly
discusses
how
technology
enhances
communicati
on with
parents,
students and
the global
community.
30

30

Section 3:
Integrating
Instructional
Technology:
Summary and
rationale,
drafting how
technology
would be used
to facilitate
and enhance
instruction in
the classroom

15
%

Summary
unsatisfactor
ily
demonstrate
s
understandi
ng of how
technology
would be
used to
facilitate and
enhance
instruction in
the
classroom.
The
difference
between
wired and
wireless
classrooms
is not
included. 0

Summary
focuses on
technology
outcomes
and skillbased goals,
but does not
adequately
describe
how
technology
would be
used to
facilitate and
enhance
instruction in
the
classroom.
19.5

Summary
discusses how
technology
would be used
to facilitate
and enhance
instruction in
the classroom
but lacks
detail. The
differences
between wired
and wireless
classrooms
are present
but lacking
explanation.
22.5

Plan
discusses
how
technology
enhances
communicati
on with
parents,
students
and the
global
community,
although
does so
broadly.
25.5
Summary
specifically
identifies
how
technology
would be
used to
facilitate
and enhance
instruction
in the
classroom.
The pros
and cons of
using
technology
to facilitate
learning are
not clearly
presented.
25.5

Summary
specifically
identifies how
technology
would be
used to
facilitate and
enhance
instruction in
the
classroom.
The pros and
cons of using
technology to
facilitate
learning are
clearly
presented.
30

30

Section 4:
Differentiatin
g Instruction
through
Technology:
Proposal to
utilize
technology to
differentiate
instruction.

15
%

Proposal is
insufficient
in providing
a clear
analysis of
how to
utilize
technology
to
differentiate
instruction.
0

Proposal
lacks focus
and depth of
how to
utilize
technology
to
differentiate
instruction.
Proposal
lacks details
or
comprehensi
ve rationale.
19.5

Proposal
presents
minimal
details of how
to utilize
technology to
differentiate
instruction.
Basic
information is
presented on
the pros and
cons of using
technology to
differentiate
instruction.
Detail needed.
22.5

Section 5:
Technology to
Support
Formative &
Summative
Assessment:
Proposal to
utilize software
to support
assessment

15
%

Proposal is
insufficient
in providing
a clear
analysis of
the
technology
applications,
differences
between
formative
and
summative
assessment,
and the pros
and cons of
using
technology
to assess
students and
achievement
. 0

Proposal
presents
outline of the
assessment
applications
with minimal
details. Basic
information is
presented on
differences
between
formative and
summative
assessment
and pros and
cons of
technology to
assess
students and
achievement.
22.5

Reflection
Essay:
Summarizes
how the
comprehensive
technology
plan can
increase
productivity
and efficiency
for both
students and
teachers.

10
%

The plans
impact on
students and
instructors is
not
explained.
There is a
major
disconnect
with the
plans
increase in
productivity
and
efficiency. 0

Proposal is
presented,
but is
missing at
least one of
the
important
topics:
technology
applications,
differences
between
formative
and
summative
assessment,
and/or the
pros and
cons of
using
technology
to assess
students and
achievement
. 19.5
The plans
impact on
students and
instructors is
inadequately
addressed.
How the
plan will
affect
productivity
and
efficiency is
not clearly
stated. 13

The plans
impact on
students and
instructors is
identified, but
does not offer
enough
research. The
description of
how the plan
will increase
productivity
and efficiency
is basic and
lacks
specifics. 15

Proposal
presents an
outline of
the use of
technology
to
differentiate
instruction,
but has
inconsistenc
ies. The pros
and cons of
using
technology
to
differentiate
instruction
are clearly
discussed.
25.5
Proposal
presents an
outline of
the
assessment
applications,
but has a
few
inconsistenc
ies. The
differences
between
formative
and
summative
assessment
examples
are
explained
with some
low-level of
detail.
25.5

Proposal
presents an
accurate and
clear outline
of the use of
technology to
differentiate
instruction.
Differences in
the pros and
cons of using
technology to
differentiate
instruction
are clear and
realistic. 30

30

Proposal
presents
accurate and
clear outline
of
assessment
applications.
Clear
differences
between
formative and
summative
assessment
provided. The
pros and cons
of using
technology to
assess
students are
presentede.
30

30

The plans
impact on
students
and
instructors is
identified,
but is not as
detailed as
it could be.
Essay
presents
how the
plan will
increase
productivity
and
efficiency,
but it may
lack proper
research.
17

The plans
impact on
students and
instructors is
clearly
identified.
Essay clearly,
in detail and
with
supporting
research,
presents how
the plan will
increase
productivity
and
efficiency. 20

20

Synthesis

10
%

Synthesis
does not
successfully
integrate the
multiple plan
components
to form a
cohesive
whole. The
combination
is not logical
and/or
verifiable. 0

Synthesis
integrates
the multiple
plan
components
inadequately
. The
combination
is not
logical. 13

Synthesis
integrates the
multiple plan
components,
but does not
consistently
form a
cohesive
whole.
Combination
of components
at times is
somewhat
confusing. 15

Synthesis
integrates
the multiple
plan
components
to form a
cohesive
whole.
Combination
of
components
is logical
and
justified. 17

Research

5%

No outside
sources are
used to
support the
assignment.
0

Few outside
sources are
used to
support the
assignment.
Limited
research is
apparent.
Not all of the
components
of the plan
include
supportive
research.
6.5

Research is
adequate.
Sources are
standard in
relevance,
quality of
outside
sources,
and/or
timeliness.
Each
component of
the plan
includes
supportive
research. 7.5

Research is
peerreviewed,
timely, and
relevant. All
of the issues
stated in the
assignment
criteria are
addressed.
Each
component
of the plan
includes
supportive
research.
8.5

Mechanics of
Writing

5%

Surface
errors are
pervasive
enough that
they impede
communicati
on of
meaning.
Inappropriat
e word
choice
and/or
sentence
construction
are used. 0

Frequent
and
repetitive
mechanical
errors
distract the
reader.
Inconsistenci
es in
language
choice
(register),
sentence
structure,
and/or word
choice are
present. 6.5

Some
mechanical
errors or typos
are present,
but are not
overly
distracting to
the reader.
Correct
sentence
structure and
audienceappropriate
language are
used. 7.5

Prose is
largely free
of
mechanical
errors,
although a
few may be
present. A
variety of
sentence
structures
and
effective
figures of
speech are
used. 8.5

Synthesis is
distinctive
and shows
careful
planning and
attention to
how the
multiple plan
components
fit together.
The
combination
of
components
is verified.
20
Research is
supportive of
the rationale
presented.
Peerreviewed
sources are
distinctive. All
of the issues
stated in the
assignment
criteria are
addressed.
Each
component of
the plan
includes
supportive
research. 10
Writer is
clearly in
command of
standard,
written,
academic
English. 10

20

10

10

Total Points
200
Grade 100.0
0%
%
***If you failed to upload your Benchmark Essay to TaskStream, this grade is reflective of a 20% (40 pts)
deduction.

Thank you for your willingness to stretch yourself and work hard in this class. I know
this wasn't an easy one. Good luck in your future courses, and please let me know if I
can help in any way! -Mr. M