EDUC638 TechPlan Project Wooten Lotsie

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Running Head: ELANCO SD 5 YEAR TECH PLAN 1

Eastern Lancaster County School District: 5 Year Elementary Technology Plan 2013-2018

Lotsie Dallas Wooten

Liberty University

EDUC 638

March 1, 2013

Dr. Vonda Beavers


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Pennsylvania Department of Education

COMMONWEALTH OF PENNSYLVANIADEPARTMENT OF EDUCATION

333 MARKET STREETHARRISBURG, PA 17126-0333

Educational Technology ReportFriday, March 1, 2013

Entity: Eastern Lancaster County SDAddress: 669 E Main St

PO Box 609New Holland, PA 17557-0609

Phone: (717)354-1548Contact Name: Lotsie D. Wooten


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Table of Contents

Technology Planning and Implementation Committee.......1

Mission.1

Vision...2

Goals and Strategies....3

Needs Assessment....5

Goals and Strategy Timeline of completion....9

Budget listed by Goals.. 10

Monitoring. 13

Evaluation ........ 13

Appendix A (Faculty survey).16

Appendix B (references)... .17

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In order for students to be global-ready upon graduation from the District they must haveacquired expertise in core learning disciplines that include:

Arts Economics

Geography Government and civics Foreign language History Information literacy and technology Literacy (reading, writing, speaking and listening) Mathematics Science

In order for students to be global-ready upon graduation from the District they must haveacquired expertise in specific skills that include:

Critical-thinking and problem-solving Communication Creativity and innovation Group dynamics and collaboration Multicultural understanding, compatibility, and sensitivity Career awareness

In order for students to be life-ready upon graduation from the District students must understandpersonal characteristics that include:

Ethics and integrity Personal responsibility, productivity, and accountability Social, environmental, and fiscal responsibility Self-initiative, discipline and sacrifice Adaptability Health and wellness Respect for self, others, and country

Vision

Inspiring and guiding each student to shape his or her place in the world community through

the use of relevant technology tools and 21st

century skills. It is our vision that our studentsachieve high academics while transforming the Districts educational process by employingactive learning instructional strategies that promote the development of critical thinking,creativity, and collaborative skills. The district recognizes that technology tools are essential tofulfill this vision.


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Goals and Strategies

Goal #1: Expand Secondary Level 21st Century Teaching and Learning Strategies to

grades K-6

District Technology for 2010-2013 provided goals and objectives for grades 7 through 12to integrate 21st century learning strategies. The purpose of this goal is to expand theAnytimeAnywhere Learning (AAL) strategies to the elementary level. All elementaryfaculty members and students will have access to a comprehensive technologyinfrastructure for teaching and learning to provide for a more personalized learningexperience.

o Strategy #1:21st Century SkillsPedagogy - Curricular enhancements

Description: Elementary teachers will integrate new student-centeredpedagogy that integrate innovative and research-proven teaching

strategies, modern educational technologies, and real world resources andcontexts.

o Strategy #2:Elementary schools will have an upgraded technology infrastructureto support Information Communicative Technologies

Description: Technology infrastructure upgrades are necessary changes to

support the needs of the 21st century operational and educational

objectives of the elementary schools.

o Strategy #3:Elementary classrooms in grades K-6 will have ceiling-mountedprojectors with Interactive White Boards (IWBs) to help improve student learningoutcomes through increased engagement and motivation.

Description: The district will purchase and provide professionaldevelopment to teachers on best practices in using interactive boards toengage and motivate students in active learning sessions.

o Strategy #4:Students in grades 3 through 6 will have readily available access toan assigned laptop in their classroom.

Description: In order to provide a 21st century learning environment

conducive to changing teaching and learning strategies, the righttechnology tools to support the desired change is needed. Students that areprovided a 1-to-1 mobile device in their classroom will have teaching andlearning opportunities that will move the elementary schools to a learningmodel that brings together collaborative teams and 21st century learningexperiences. The adoption of ISTE NETS and 21st Century Skills will beassessed.


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o Strategy #5:Expand the secondary level virtual academy to include grades K-6.

Description: Because of the digital information age and communicativetechnologies, the classroom can be and is being redefined. The need toprovide nontraditional models of learning are increasing to include a

purely online environment. The district will employ an online learningstrategy to provide parents with this kind of opportunity.

o Strategy #6:Hire an elementary technology integrator.

Description: Technology professional development for teachers is one ofthe most important objectives for the district. Highly qualified teacherswho can differentiate instruction through the use of technology can onlybe effective if teachers are provided with professional developmentopportunities throughout the school year on a continuous basis. Anelementary technology integrator is a crucial position that will help

provide those opportunities.Goal #2: Measurable increases in Elementary 21st Century Mathematics & Literacy Skills

Students will be introduced to 21st century skills as they are integrated into the commoncore standards and will achieve adequate yearly progress (AYP) on the state PSSAAssessment by achieving proficiency. According to the Pennsylvania Department ofEducation, in 2014 all students (100%) need to be proficient in order for a district tomake AYP.

o Strategy #1: Elementary teachers will be able to provide students with an

individualized educational experience from introduction to mastery of criticalmath and reading foundational skills using Computer Aided Instruction (CAI)

Description: Audit reading and mathematics curriculum to ensurealignment to the PA and common core standards. Identify areas in readingand math where supplemental Computer-Aided Instructional (CAI)resources are necessary to meet Common Core/PA standards and deliverwell-rounded programs K-6. Researched-based CAI resources such asWaterford and SuccessMaker will be used on an in-rotation classroommodel. Waterford will be used for reading and math in grades K-2.SuccessMaker will be used for reading and math in grades 3-6.

o Strategy #2:Teachers will be able to provide Just-In-Time (JIT) instruction andre-teaching opportunities for students as needed utilizing real-time data.

Description: Teachers will administrate, Star Assessments in Readingand Math in grade K-6 on a periodic basis as determined by the districtassessment coordinator. Teachers will provide prescriptive teachingstrategies from those assessments.


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o Strategy #3:Teachers will utilize digital and print curriculum that are based uponthe common core standards for Reading & Math and will develop and assess a21st century skills rubric for each student.

Description: Teachers in grades K-6 will utilize Reading Street andEnvision Math curriculum as part of their curriculum which are aligned tothe common core and will develop rubrics to measure the attainment of21st century skills for students.

Needs Assessment

Background

Since the 2008-2013 Technology Plan approval in July of 2008, the Eastern Lancaster CountySchool District has embarked on an ambitious plan to transform its secondary classrooms fromprimarily using the direct instruction model to integrating other instructional strategies that are

more suitable for the student development of 21st

Century Skills and personalized learning.Coined as the AnytimeAnywhere Learning (AAL) initiative, Garden Spot has changedinstructional practices to include collaborative active learning strategies such as project-based,problem-based, active inquiry, hybrid learning, and has created a virtual academy to provideparents and students with an online option for education. Also part of the AAL program, was theinfusion of a learning management system with analytics and 1-1 laptop initiative to truly bringabout an AnytimeAnywhere Personalized Learning Experience. In 2013, all secondaryteachers were directed to have posted at least one of their courses in the districts learningmanagement system (Wooten, 2012).

To continue transformation of educational practices K-6, a technology committee was formed

consisting of teachers, administrators, parents, students, and community members. The purposeof the technology committee was to determine two technology goals for Eastern LancasterCounty School District elementary schools based upon one of the immediate needs identified bythe districts strategic plan, current research in educational technology, and the identified needsof elementary faculty.


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Needs Assessment Survey Reflection

A survey was given in February 2013 to all elementary faculty members. 102 out of 116 facultymembers completed the survey. The majority of those surveyed understand the need for propertechnology integration and understand the problems with its successful integration.

The highlights of the survey are as follows:

1. Current Instructional Technology Practices

o 82% of all students use computers for less than 25% of their instructional timeand of those students, the majority of them use the computer for instructionalsoftware only. Students typically do not use the computers for writing but insteadturn things in on paper. Collaboration among students using computers is almostnon-existent. Teachers are, for the most part, utilizing their computers as part ofthe instructional day with students. Currently there are no technology standardsbeing used for teachers or students.

2. Technology skills self-assessment

o 83% of all teachers do not have interactive whiteboards or do not use a learningmanagement system. 72% of all teachers either dont have or dont use bloggingwebsites in their instruction. 67% of our elementary are comfortable with usingemail, however; the majority still does not use their MS Office Suite ofproductivity software (Word, PowerPoint, etc.) regularly in their instruction.

3. Potential barriers to technology use

o An overwhelming majority of those surveyed see the need for technology in theclassroom, however; 70% of those surveyed say that they have a limitedfamiliarity with how technology is to be used in the classroom. 84% surveyed,believe that they dont have adequate supports in place to use technology ifsomething were to go wrong.

4. Perceptions for the need for Technology Professional Development

o 70% of the elementary teachers feel comfortable with students using computers intheir classrooms and 73% said that they would like to use technology as part oftheir instruction. 64% of all teachers say that do not use technology todifferentiate instruction.

Reflection

The needs survey points out several items that will need to be addressed which include the needfor adequate professional development and technical support. It seems that teachers are willing totry technology but several barriers exist which include the perception regarding reliability andtechnical support whether it is support for the end-user to use the technology or when it breaks.


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Another possible barrier is the perception that teachers may not have enough time in the day totry new technologies or use technology in their curriculum.

Current research and trends in educational technology

Since the formulation of Elementary Technology Committee over 1 years ago, the committeebegan to research current trends in Educational Technology starting with the National EducationTechnology Plan (USDE, 2010) and the New Media Consortium and EDUCAUSE LearningInitiative Horizon Reports for 2010, 2011, and 2012 (NMC, 2012) to find what the current trendsare in educational technology and to look for research supporting its use. During this time, thecommittee found some interesting results of research on 1-1 laptop computer initiatives. Thebroad scope of the findings by the committee are as follows:

1. What a one-to-one initiative does NOT do:

a. Cause test scores to go up

i. State of Maineno significant increase in test scores 2 years into theirprogram. Maine does have the highest test scores in the nation (Silvernail& Gritter, 2007).

b. Reform troubled schoolsi. What a school does well, laptops will amplify that, however; if a school is

seriously troubled with discipline problems or unfocused instruction,laptops may amplify those difficulties by giving students a new means foroff-task behavior (Barrios, 2004).

c. Erase achievement gapsi. Laptops can be an important technology resource for students who dont

have a computer at home but not for students who do. Learning withlaptops can benefit all students, but it will not erase education inequitiesbecause it will help both at-risk and affluent children proportionately(Silvernail & Gritter, 2007).

2. The caveats of a starting a one-to-one program

a. 21st Century learning skills.i. Laptops facilitate the kinds of learning, thinking, and analysis that the

world demands today (USDE, 2010).

b. Greater engagement through multimediai. Students stay better engaged with more time on task using multimedia that

they commonly access at home, they work more independently, and enjoylearning more (Lane, 2003).

c. Better writing ability


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i. Students in laptop schools write much more than those in traditionalclassrooms. They revise their writing more easily and more frequently(Rockman, 2000).

d. Deeper learning

i. There is a greater emphasis on in-depth student research especially whenworking collaboratively on projects together.ii. When considered an instructional tool, inquiry, communication,

construction, and expression are maximized as students have resourcesavailable outside of the classroom (Lane, 2003).

e. Encourages self-regulated learningi. Help students to become more responsible for their learning and/or

become more self-regulated with their learning because they have accessto their content anywhere at any time (Barrios, 2004).

f. Easier integration of technology into instructioni. Teachers no longer have to make do with few computers or schedule theuse of computers. There is no distribution/collection of computers at thebeginning and end of the classroom (Barrios, 2004).

Childrens Internet Protection Act (CIPA) and E-Rate Compliance

In compliance with the Childrens Internet Protection act, Eastern Lancaster County SchoolDistrict provides internet filtering through an I-Boss filtering appliance manufactured byPhantom Technologies. The filter provides content filtering of inappropriate material as definedby CIPA requirements. The district provides filtering on all district-owned mobile deviceswhether they are used in the district or outside of the district. Remote filtering agents areprovided on all 1-1 mobile devices that route traffic back through the remote filtering appliance.If the filter agent loses communication with the appliance it does not allow internet connection.Faculty and staff computers are also filtered. The local system policy does not allow the filter tobe disabled or bypassed. Teachers can request that a site be reviewed for appropriate contentshould the need arise. Teachers are required to monitor online activities of students.Class periodinternet reports of all students in the class are automatically emailed to the classroom teacher atthe end of each class period. Parents are also emailed a daily report of their childs internet

activity on a nightly basis through our Aristotle Data Vault appliance. The TechnologyDepartment monitors the school network for intrusion or other unauthorized activities. Studentsand parents sign a responsible use policy of mobile devices and internet/network services at thebeginning of each school year. Age-appropriate internet safety training that includes lessons oncyber bullying awareness as well as teaching appropriate online behaviors are provided to allstudents in grades K-12.


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Identified needs of the district strategic plan

In March of 2012, the district strategic planning committee completed a district-wide strategicplan that identify goals and objectives that were identified dealing with the adoption of andimplementation of the common core standards. Also identified was the need to improved PSSA

academic scores in Math and Reading. In 2014, the Adequate Yearly Progress (AYP) goalposthas been set to 100%. The district, has in the past, always met safe harbor with AYP because ofthe sub group of the special education population, however; more needs to be done to ensurestudents achieve proficiency in Reading and Math.

Goal and Strategy Timeline of completion

Goal #1 - Expand Secondary Level 21st Century Teaching and Learning Strategies to grades K-6

Strategy Timeline Responsible

parties

Evaluation

21st Century SkillsPedagogy -Curricular enhancements

7/1/20136/30/2016ongoing

Buildingprincipals/techDirector

Teacher Evaluation,Classroom Observation,Surveys.

Elementary schools will have anupgraded technology infrastructure tosupport Information CommunicativeTechnologies

7/1/2013 -6/30/2014

TechnologyDirector

Network ManagementStudies of bandwidth andmonitoring of internettraffic.

Elementary classrooms in grades

K-6 will have ceiling-mountedprojectors with Interactive White

Boards (IWBs) to help improve

student learning outcomes through

increased engagement and

motivation.

7/1/2014

6/3/2015

Technology

Director

InstallationCompletion

walkthrough of everyclassroom. ProfessionalDevelopment CompletionClassroom observationsand faculty surveys.

Students in grades 3 through 6 willhave readily available access to anassigned laptop in their classroom.

7/1/20136/30/2018OngoingPD

TechnologyDirector, TechIntegrator,Assistant toSup.

Installationcompleted9/1/2013. Professionaldevelopment will beongoing throughout thenext five years.

Expand the secondary level virtualacademy to include grades K-6.

7/1/2013-6/30/2014Ongoing

Tech Director,Site Admin,Assistant toSuperintendent

Virtual Academy willbegin once resources areidentified and put intoplace. Opening day thefirst day of school8/26/2014.

Hire an elementary technologyintegrator

7/1/2013 Assistant toSuperintendent

Once Hired. Duties andplan to follow.


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Goal #2: Measurable increases in Elementary 21st Century Mathematics & Literacy Skills

Strategy Timeline Responsibleparties Evaluation

Elementary teachers will be able toprovide students with anindividualized educational experiencefrom introduction to mastery ofcritical math and readingfoundational skills using ComputerAided Instruction.

7/1/2013Ongoing

AssessmentCoordinator/Buildingprincipals/Tech Director

CAI Analytical reports/Classroom Observation/Surveys.

Teachers will be able to provide Just-In-Time (JIT) instruction and re-

teaching opportunities for students asneeded utilizing real-time data.

7/1/2013Ongoing

Tech Integrator/Building

Principals/Tech Director

Analytical reports fromLMS, classroom

Observation, Surveys.

Teachers will utilize digital and printcurriculum that are based upon thecommon core standards for Reading& Math and will develop and assess a21st century skills rubric for eachstudent.

7/1/2014Ongoing

Assessmentcoordinator/Buildingprincipals

Classroom observationsand surveys.

Budget listed by Goals

Goal #1 - Expand Secondary Level 21st Century Teaching and Learning Strategies to grades K-6

Year

Category Quantity Item Cost

Total

Cost

Funding

source

2013 ProfessionalDevelopment

NA AALinstructionalstrategy PD

$120,00 $120,000 Local

2014 Professional

Development

NA AAL

instructionalstrategy PD

$120,00 $120,000 Local



$120,00 $120,000 Local


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$120,00 $120,000 Local


NA AALinstructional

strategy PD

$120,00 $120,000 Local



$120,00 $120,000 Local

2013 Hardware 120 RuckusWireless Aps

$41,000 $123,000 LocalCapitalReserve

2014 Hardware 120 InteractiveWhiteboards

$1,800 $216,000 Local

2013 Hardware 3,000 Refurb studentLaptops

$240 $720,000 Local /State Grant

2013 Software NA Virtualacademy onlineContent

$85,000 $85,000 Local


$85,000 $85,000 Local


$85,000 $85,000 Local

2016 Software NA Virtualacademy online

Content

$85,000 $85,000 Local


$85,000 $85,000 Local


$85,000 $85,000 Local

2013 Services 1 TechnologyIntegratorPosition

$65,000 $65,000 Local

2014 Services 1 Technology

IntegratorPosition

$65,000 $65,000 Local


$65,000 $65,000 Local


$65,000 $65,000 Local


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$65,000 $65,000 Local

2018 Services 1 TechnologyIntegrator

Position

$65,000 $65,000 Local

Goal #2: Measurable increases in Elementary 21st Century Mathematics & Literacy Skills

Year

Category Quantity Item Cost

Total

Cost

Funding

source

2013 Software 3 CAIWaterford andSuccessMaker

$60,000 $180,000 Local

2014 Software 3 Waterford andSuccessMakerMaintenance

$15,000 $45,000 Local


$15,000 $45,000 Local


$15,000 $45,000 Local


$15,000 $45,000 Local

2018 Software 3 Waterford andSuccessMaker

Maintenance

$15,000 $45,000 Local

2013 Software/ProfessionalDevelopment

1 Moodle LMSProfessional

$60,000 $60,000 Local



$60,000 $60,000 Local



$60,000 $60,000 Local

2016 Software/

ProfessionalDevelopment

1 Moodle LMS

Professional

$60,000 $60,000 Local



$60,000 $60,000 Local



$60,000 $60,000 Local


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2013 Software 3 Common CoreReading

$100,000 $100,000 Local


$100,000 $100,000 Local

2015 Software 3 Common Core

Reading

$100,000 $100,000 Local


$100,000 $100,000 Local


$100,000 $100,000 Local


$100,000 $100,000 Local

Monitoring

The plan will be monitored on a monthly basis by the Technology Director. The action steps

listed in the plan will become part of the evaluation process for those who are responsible. TheTechnology Director, Technology Integration Coordinator and the Assistant to theSuperintendent will work collaboratively to guide building-level administrators on theappropriate use of technology in the instructional process so that they may effectivelyincorporate technology integration concepts into their supervisory process.

At the building level, the principal with the assistance of the elementary technology integratorand mentors, will establish a plan on the effective use of technology in the instructional process.They will also work together to set yearly goals and work towards achieving these goals byassisting teachers in the appropriate use of technology to personalize learning for students. Thisprocess will be non-supervisory. The technology integrator will use data collecting tools and

non-supervisory classroom observations to share the progress teachers have made at integratingtechnology into their instruction. Building principals will collect data from teachers regarding thelocally assessed student 21st Century Skills rubric and assimilate the collected data into a 21stCentury Skills report. The report along with tech integrator collected data will allow the buildingprincipal to report progress made in the use of instructional technology by their teachers to theTechnology Director and the Assistant to the Superintendent.

Evaluation

The Director of Technology and the Assistant to the Superintendent will be responsible forevaluating the implementation of the Elementary Technology Plan. They will measure theattainment of these goals, strategies and activities and present their findings to the Board ofSchool Directors on an annual basis. Updates will be provided to the Board of School Directors,and to administrative team meetings when deviations or additional action is required.

Since the technology initiatives support academic goals and 21st Century Skills, Data will becollected and analyzed via the following instruments:


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Teacher classroom observations; Computer Aided Instruction (CAI) assessments and reports; Star assessment data; Student performance on the state standardized test; Surveys from faculty, staff, and students;

Local student assessments of 21

st

Century Skills.

Through the supervisory process, principals will be responsible for data collection concerningindividual teacher integration of technology into lessons, units, and overall curriculum in eachbuilding. Principals will be responsible for overseeing the staff as they annually identifycompetencies, needs and goals for technology integration. The results of those efforts will beused to guide staff professional development.

The Assessment Coordinator, Elementary Technology Integrator, Director of Technology, andAssistant to the Superintendent will annually review the collected qualitative and quantitativedata to:

Determine whether each elementary school has been able to meet the goals and strategiesof the strategic technology plan;

Develop a contingency plan to meet unmet goals and strategies; Discern whether any new strategies or action steps need to be incorporated to complete a

goal; Change strategies or action steps that are no longer relevant.


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Appendix A

Faculty Survey of current technology integration practice and perception

Perceptions for the need for Technology Professional Development

Question - StronglyDisagree Disagree Agree

Strongly

Agree

I feel comfortable with students using computers in my class. 5% 25% 43% 27%

I would like more technology professional developmentthroughout the school year.

2% 15% 58% 25%

I would like to have professional development over thesummer concerning technology.

27% 23% 39% 11%

I would attend summer technology professional developmentwithout compensation if the technologies really impacted myclassroom.

14% 16% 52% 18%

I take personal time to learn about new technologies andintegrate them into my instruction regularly.

2% 33% 48% 17%

I integrate new technology into my curriculum at least once ayear.

2% 38% 50% 10%

I like to learn about technology that will help me be moreproductive in my classroom such as communicating withparents, find lessons, grading...

4% 8% 16% 72%

I use tech to differentiate instruction 8% 56% 32% 4%

I would like to use tech as part of whole-class instruction. 11% 16% 63% 10%

I learn about and I implement technology through my PersonalSocial Learning Network (i.e. Twitter, LinkedIn, blogs, wikis,etc.).

12% 62% 20% 6%

Current Instructional Technology Practices

Question 0% -25%Of the time25% - 50%Of the time

50% -75%Of the time

75% -100%Of the time

My students use computers over the period of a singlemarking period approximately.

82% 8% 0% 0%

Compared to the total amount of time on computer, mystudents use them for curriculum software application.

1% 4% 12% 83%

My students use the computers for research purposes. 80% 18% 2% 0%

My students use computers for testing purposes. 96% 4% 0% 0%

I use computers for whole-class instruction. 86% 12% 2% 0%

When students present information it is often handwritten. 0% 0% 4% 96%

Students collaborate using technology in my room. 98% 2% 0% 0%

Students use computers to share ideas or complete projects. 98% 2% 0% 0%


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Potential barriers to technology use:

Question - StronglyDisagree Disagree Agree

Strongly

Agree

I dont have time during the school day to try new

technology.14% 20% 50% 14%

I dont feel comfortable using technology because it isunreliable.

12% 48% 36% 4%

I dont feel comfortable using technology because I dont

see the purpose how it would provide a better education.67% 23% 6% 4%

I feel that my limited familiarity with technology is abarrier to integrating more technology in my classroom.

8% 22% 60% 10%

I would like to integrate more technology in my classroombut I cannot get my hands on it fast enough.

28% 30% 32% 10%

I would like to integrate more technology in my classroombut I feel that my school has already overloaded me withinitiatives.

4% 39% 30% 27%

I feel like I have enough tech support to help me if I try touse technology in my classroom.

28% 56% 10% 6%

I dont want to use technology in my classroom because Ibelieve students may know more than me abouttechnology.

68% 30% 2% 0%

Technology skills self-assessment:

QuestionRegular use means at least once a cycle. I dontuse/have

Strongly

Disagree Disagree Agree

Strongly

Agree

I am not yet comfortable with the applications on mycomputer.

0% 15% 38% 35% 12%

I feel that I am fluent with using email to communicate. 2% 12% 19% 57% 10%

I am comfortable using blogging websites with my

students.

72% 4% 12% 12% 0%

I regularly use PowerPoint in my classroom with students. 56% 4% 20% 19% 1%

I regularly use MS Word in my classroom with students. 45% 6% 9% 40% 5%

I regularly use websites as part of my instruction. 4% 6% 18% 68% 4%

I regularly use Moodle to help deliver my instruction. 85% 1% 10% 4% 0%

I regularly use my ceiling mounted projector withinteractive board.

83% 2% 5% 8% 2%

I regularly use my document camera to deliver instruction. 72% 6% 11% 8% 2%


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Appendix B

References

Barrios, T. Florida statewide ad-hoc advisory task force, (2004).Laptops for learning final

report and recommendations of the laptops for learning task force. Miami:

Laptops for Learning Task Force.

Inan, F. A., & Lowther, D. L. (2010). Laptops in the k-12 classrooms: Exploring factors

impacting instructional use. Computers & Education, 4(55), 937-944. doi:

10.1016/j.compedu.2010.04.004

Lane, D. M. (2003). The maine learning technology initiative: Impact on students and learning.

(Unpublished master's thesis, University of Southern Maine)

New Media Consortium. (2012, March 13).Nmc new horizons report 2012 k12 edition.

Retrieved fromhttp://www.nmc.org/publications/2012-horizon-report-k12

Rockman, et al. (2000). A more Complex Picture: Laptops Use and Impact in

the Context of Changing Home and School Access. San Francisco, CA:

Rockman et al.

Silvernail, D. L., and A. K. Gritter. 2007. Maines middle school laptop program: Creating better

writers. Gorham, ME: Maine Education Policy Research Institute.

USDE. (2010, November 08).National education technology plan 2010. Retrieved from

http://www.ed.gov/technology/netp-2010

Wooten, L.D., (2012).Liberty university educ 631 technology implementation plan.
http://www.nmc.org/publications/2012-horizon-report-k12http://www.nmc.org/publications/2012-horizon-report-k12http://www.nmc.org/publications/2012-horizon-report-k12http://www.ed.gov/technology/netp-2010http://www.ed.gov/technology/netp-2010http://www.ed.gov/technology/netp-2010http://www.nmc.org/publications/2012-horizon-report-k12

Documents

EDUC638 TechPlan Project Wooten Lotsie