Running Head: ELANCO SD 5 YEAR TECH PLAN

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

Pennsylvania Department of Education

COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA 17126-0333

Educational Technology Report

Friday, March 1, 2013 Entity: Eastern Lancaster County SD Address: 669 E Main St PO Box 609 New Holland, PA 17557-0609 Phone: (717)354-1548 Contact Name: Lotsie D. Wooten

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

Technology Planning and Implementation Committee Members:

Mr. Glen Yoder, President of the Board of Directors for the Eastern Lancaster County School District Dr. Robert Hollister, Superintendent of Schools Dr. Nadine Larkin, Assistant to the Superintendent Mr. Lotsie D. Wooten, Director of Technology Mrs. Kara Martin, Supervisor of Special Education Dr. Sue Sneath, New Holland Elementary Principal Mr. Curt McCaskey, Blue Ball Elementary Principal Mrs. Kim Anderson, Brecknock Elementary Principal Mr. Gregory Frederick, District Assessment Coordinator Mr. Tim Leister, District Technology Integration Coach

Mission
In partnership with family, business and community, we provide an environment in which all persons are empowered to develop the knowledge, skills and character to be life-long contributors and leaders in a rapidly changing world community. In order for the District to meet its Mission we believe an environment must exist where:

The emotional, mental and physical safety of students and staff are the first priority. Teachers are continuous learners. Personalized learning experiences occur for students in the classrooms and through extracurricular activities. Mutual respect and collaboration occurs among students, teachers, administrators, parents and community members. Students are inspired and guided to reach their maximum potential. Resources are used in an efficient and fiscally responsible manner. Collaborative partnerships are sought and developed to enhance organizational effectiveness

In order for students to be global-ready upon graduation from the District they must have acquired 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 have acquired 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 understand personal 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 students achieve high academics while transforming the Districts educational process by employing active learning instructional strategies that promote the development of critical thinking, creativity, and collaborative skills. The district recognizes that technology tools are essential to fulfill this vision.

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 12 to integrate 21st century learning strategies. The purpose of this goal is to expand the Anytime Anywhere Learning (AAL) strategies to the elementary level. All elementary faculty members and students will have access to a comprehensive technology infrastructure for teaching and learning to provide for a more personalized learning experience. o Strategy #1: 21st Century Skills Pedagogy - Curricular enhancements Description: Elementary teachers will integrate new student-centered pedagogy that integrate innovative and research-proven teaching strategies, modern educational technologies, and real world resources and contexts.

o Strategy #2: Elementary schools will have an upgraded technology infrastructure to 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-mounted projectors with Interactive White Boards (IWBs) to help improve student learning outcomes through increased engagement and motivation. Description: The district will purchase and provide professional development to teachers on best practices in using interactive boards to engage and motivate students in active learning sessions.

o Strategy #4: Students in grades 3 through 6 will have readily available access to an assigned laptop in their classroom. Description: In order to provide a 21st century learning environment conducive to changing teaching and learning strategies, the right technology tools to support the desired change is needed. Students that are provided a 1-to-1 mobile device in their classroom will have teaching and learning opportunities that will move the elementary schools to a learning model that brings together collaborative teams and 21st century learning experiences. The adoption of ISTE NETS and 21st Century Skills will be assessed. 3

o Strategy #5: Expand the secondary level virtual academy to include grades K-6. Description: Because of the digital information age and communicative technologies, the classroom can be and is being redefined. The need to provide nontraditional models of learning are increasing to include a purely online environment. The district will employ an online learning strategy to provide parents with this kind of opportunity.

o Strategy #6: Hire an elementary technology integrator. Description: Technology professional development for teachers is one of the most important objectives for the district. Highly qualified teachers who can differentiate instruction through the use of technology can only be effective if teachers are provided with professional development opportunities throughout the school year on a continuous basis. An elementary 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 common core standards and will achieve adequate yearly progress (AYP) on the state PSSA Assessment by achieving proficiency. According to the Pennsylvania Department of Education, in 2014 all students (100%) need to be proficient in order for a district to make AYP. o Strategy #1: Elementary teachers will be able to provide students with an individualized educational experience from introduction to mastery of critical math and reading foundational skills using Computer Aided Instruction (CAI) Description: Audit reading and mathematics curriculum to ensure alignment to the PA and common core standards. Identify areas in reading and math where supplemental Computer-Aided Instructional (CAI) resources are necessary to meet Common Core/PA standards and deliver well-rounded programs K-6. Researched-based CAI resources such as Waterford and SuccessMaker will be used on an in-rotation classroom model. 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 and re-teaching opportunities for students as needed utilizing real-time data. Description: Teachers will administrate, Star Assessments in Reading and Math in grade K-6 on a periodic basis as determined by the district assessment coordinator. Teachers will provide prescriptive teaching strategies from those assessments. 4

o Strategy #3: Teachers will utilize digital and print curriculum that are based upon the common core standards for Reading & Math and will develop and assess a 21st century skills rubric for each student. Description: Teachers in grades K-6 will utilize Reading Street and Envision Math curriculum as part of their curriculum which are aligned to the common core and will develop rubrics to measure the attainment of 21st century skills for students.

Needs Assessment
Background Since the 2008-2013 Technology Plan approval in July of 2008, the Eastern Lancaster County School District has embarked on an ambitious plan to transform its secondary classrooms from primarily 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 Anytime Anywhere Learning (AAL) initiative, Garden Spot has changed instructional practices to include collaborative active learning strategies such as project-based, problem-based, active inquiry, hybrid learning, and has created a virtual academy to provide parents and students with an online option for education. Also part of the AAL program, was the infusion of a learning management system with analytics and 1-1 laptop initiative to truly bring about an Anytime Anywhere Personalized Learning Experience. In 2013, all secondary teachers were directed to have posted at least one of their courses in the districts learning management 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 purpose of the technology committee was to determine two technology goals for Eastern Lancaster County School District elementary schools based upon one of the immediate needs identified by the districts strategic plan, current research in educational technology, and the identified needs of elementary faculty.

Needs Assessment Survey Reflection A survey was given in February 2013 to all elementary faculty members. 102 out of 116 faculty members completed the survey. The majority of those surveyed understand the need for proper technology 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 time and of those students, the majority of them use the computer for instructional software only. Students typically do not use the computers for writing but instead turn things in on paper. Collaboration among students using computers is almost non-existent. Teachers are, for the most part, utilizing their computers as part of the instructional day with students. Currently there are no technology standards being 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 learning management system. 72% of all teachers either dont have or dont use blogging websites in their instruction. 67% of our elementary are comfortable with using email, however; the majority still does not use their MS Office Suite of productivity 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 the classroom, however; 70% of those surveyed say that they have a limited familiarity with how technology is to be used in the classroom. 84% surveyed, believe that they dont have adequate supports in place to use technology if something 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 in their classrooms and 73% said that they would like to use technology as part of their instruction. 64% of all teachers say that do not use technology to differentiate instruction. Reflection The needs survey points out several items that will need to be addressed which include the need for adequate professional development and technical support. It seems that teachers are willing to try technology but several barriers exist which include the perception regarding reliability and technical support whether it is support for the end-user to use the technology or when it breaks. 6

Another possible barrier is the perception that teachers may not have enough time in the day to try 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 committee began to research current trends in Educational Technology starting with the National Education Technology Plan (USDE, 2010) and the New Media Consortium and EDUCAUSE Learning Initiative Horizon Reports for 2010, 2011, and 2012 (NMC, 2012) to find what the current trends are in educational technology and to look for research supporting its use. During this time, the committee found some interesting results of research on 1-1 laptop computer initiatives. The broad 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 Maine no significant increase in test scores 2 years into their program. Maine does have the highest test scores in the nation (Silvernail & Gritter, 2007). b. Reform troubled schools i. 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 for off-task behavior (Barrios, 2004). c. Erase achievement gaps i. Laptops can be an important technology resource for students who dont have a computer at home but not for students who do. Learning with laptops can benefit all students, but it will not erase education inequities because 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 multimedia i. Students stay better engaged with more time on task using multimedia that they commonly access at home, they work more independently, and enjoy learning more (Lane, 2003). c. Better writing ability

i. Students in laptop schools write much more than those in traditional classrooms. 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 when working collaboratively on projects together. ii. When considered an instructional tool, inquiry, communication, construction, and expression are maximized as students have resources available outside of the classroom (Lane, 2003). e. Encourages self-regulated learning i. Help students to become more responsible for their learning and/or become more self-regulated with their learning because they have access to their content anywhere at any time (Barrios, 2004). f. Easier integration of technology into instruction i. Teachers no longer have to make do with few computers or schedule the use of computers. There is no distribution/collection of computers at the beginning 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 School District provides internet filtering through an I-Boss filtering appliance manufactured by Phantom Technologies. The filter provides content filtering of inappropriate material as defined by CIPA requirements. The district provides filtering on all district-owned mobile devices whether they are used in the district or outside of the district. Remote filtering agents are provided 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 to be disabled or bypassed. Teachers can request that a site be reviewed for appropriate content should the need arise. Teachers are required to monitor online activities of students. Class period internet reports of all students in the class are automatically emailed to the classroom teacher at the 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 Technology Department monitors the school network for intrusion or other unauthorized activities. Students and parents sign a responsible use policy of mobile devices and internet/network services at the beginning of each school year. Age-appropriate internet safety training that includes lessons on cyber bullying awareness as well as teaching appropriate online behaviors are provided to all students in grades K-12.

Identified needs of the district strategic plan In March of 2012, the district strategic planning committee completed a district-wide strategic plan that identify goals and objectives that were identified dealing with the adoption of and implementation 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) goalpost has been set to 100%. The district, has in the past, always met safe harbor with AYP because of the sub group of the special education population, however; more needs to be done to ensure students 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

Responsible parties 21st Century Skills Pedagogy 7/1/2013 Building Curricular enhancements 6/30/2016 principals/tech ongoing Director Elementary schools will have an 7/1/2013 - Technology upgraded technology infrastructure to 6/30/2014 Director support Information Communicative Technologies 7/1/2014 Technology Elementary classrooms in grades 6/3/2015 Director K-6 will have ceiling-mounted projectors with Interactive White Boards (IWBs) to help improve student learning outcomes through increased engagement and motivation. Students in grades 3 through 6 will 7/1/2013 Technology have readily available access to an 6/30/2018 Director, Tech assigned laptop in their classroom. Ongoing Integrator, PD Assistant to Sup. Expand the secondary level virtual 7/1/2013- Tech Director, academy to include grades K-6. 6/30/2014 Site Admin, Ongoing Assistant to Superintendent

Timeline

Evaluation Teacher Evaluation, Classroom Observation, Surveys. Network Management Studies of bandwidth and monitoring of internet traffic. Installation Completion walkthrough of every classroom. Professional Development Completion Classroom observations and faculty surveys.

Hire an elementary technology integrator

7/1/2013 9

Installation completed 9/1/2013. Professional development will be ongoing throughout the next five years. Virtual Academy will begin once resources are identified and put into place. Opening day the first day of school 8/26/2014. Assistant to Once Hired. Duties and Superintendent plan to follow.

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

Strategy Elementary teachers will be able to provide students with an individualized educational experience from introduction to mastery of critical math and reading foundational skills using Computer Aided Instruction. Teachers will be able to provide JustIn-Time (JIT) instruction and reteaching opportunities for students as needed utilizing real-time data. Teachers will utilize digital and print curriculum that are based upon the common core standards for Reading & Math and will develop and assess a 21st century skills rubric for each student.

Timeline

Responsible parties Assessment Coordinator/ Building principals/ Tech Director Tech Integrator/ Building Principals/ Tech Director Assessment coordinator/ Building principals

Evaluation

7/1/2013 Ongoing

CAI Analytical reports/ Classroom Observation/ Surveys.

7/1/2013 Ongoing

Analytical reports from LMS, classroom Observation, Surveys. Classroom observations and surveys.

7/1/2014 Ongoing

Budget listed by Goals

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

Category Year 2013 Professional Development Professional Development Professional Development

Quantity

Item AAL instructional strategy PD AAL instructional strategy PD AAL instructional strategy PD

Cost Total Cost $120,000 Funding source Local

NA

$120,00

2014

NA

$120,00

$120,000

Local

2015

NA

$120,00

$120,000

Local

10

2016

Professional Development Professional Development Professional Development Hardware

NA

2017

NA

2018

NA

2013

120

AAL instructional strategy PD AAL instructional strategy PD AAL instructional strategy PD Ruckus Wireless Aps Interactive Whiteboards Refurb student Laptops Virtual academy online Content Virtual academy online Content Virtual academy online Content Virtual academy online Content Virtual academy online Content Virtual academy online Content Technology Integrator Position Technology Integrator Position Technology Integrator Position Technology Integrator Position 11

$120,00

$120,000

Local

$120,00

$120,000

Local

$120,00

$120,000

Local

$41,000

$123,000

2014 2013 2013

Hardware Hardware Software

120
3,000 NA

$1,800
$240 $85,000

$216,000
$720,000 $85,000

Local Capital Reserve Local

Local / State Grant Local

2014

Software

NA

$85,000

$85,000

Local

2015

Software

NA

$85,000

$85,000

Local

2016

Software

NA

$85,000

$85,000

Local

2017

Software

NA

$85,000

$85,000

Local

2018

Software

NA

$85,000

$85,000

Local

2013

Services

$65,000

$65,000

Local

2014

Services

$65,000

$65,000

Local

2015

Services

$65,000

$65,000

Local

2016

Services

$65,000

$65,000

Local

2017

Services

2018

Services

Technology Integrator Position Technology Integrator Position Item

$65,000

$65,000

Local

$65,000

$65,000

Local

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

Category Year 2013 Software

Quantity

Cost Total Cost $180,000 Funding source Local

2014

Software

2015

Software

2016

Software

2017

Software

2018

Software

2013 2014

2015

2016

2017

2018

Software/ Professional Development Software/ Professional Development Software/ Professional Development Software/ Professional Development Software/ Professional Development Software/ Professional Development

CAI Waterford and SuccessMaker Waterford and SuccessMaker Maintenance Waterford and SuccessMaker Maintenance Waterford and SuccessMaker Maintenance Waterford and SuccessMaker Maintenance Waterford and SuccessMaker Maintenance Moodle LMS Professional Moodle LMS Professional Moodle LMS Professional Moodle LMS Professional Moodle LMS Professional Moodle LMS Professional

$60,000

$15,000

$45,000

Local

$15,000

$45,000

Local

$15,000

$45,000

Local

$15,000

$45,000

Local

$15,000

$45,000

Local

$60,000

$60,000

Local

$60,000

$60,000

Local

$60,000

$60,000

Local

$60,000

$60,000

Local

$60,000

$60,000

Local

$60,000

$60,000

Local

12

2013 2014 2015 2016 2017 2018

Software Software Software Software Software Software

3 3 3 3 3 3

Common Core Reading Common Core Reading Common Core Reading Common Core Reading Common Core Reading Common Core Reading

$100,000 $100,000 $100,000 $100,000 $100,000 $100,000

$100,000 $100,000 $100,000 $100,000 $100,000 $100,000

Local Local Local Local Local 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. The Technology Director, Technology Integration Coordinator and the Assistant to the Superintendent will work collaboratively to guide building-level administrators on the appropriate use of technology in the instructional process so that they may effectively incorporate technology integration concepts into their supervisory process. At the building level, the principal with the assistance of the elementary technology integrator and 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 by assisting teachers in the appropriate use of technology to personalize learning for students. This process 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 integrating technology into their instruction. Building principals will collect data from teachers regarding the locally assessed student 21st Century Skills rubric and assimilate the collected data into a 21st Century Skills report. The report along with tech integrator collected data will allow the building principal to report progress made in the use of instructional technology by their teachers to the Technology Director and the Assistant to the Superintendent.

Evaluation
The Director of Technology and the Assistant to the Superintendent will be responsible for evaluating the implementation of the Elementary Technology Plan. They will measure the attainment of these goals, strategies and activities and present their findings to the Board of School 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 be collected 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 21st Century Skills.

Through the supervisory process, principals will be responsible for data collection concerning individual teacher integration of technology into lessons, units, and overall curriculum in each building. Principals will be responsible for overseeing the staff as they annually identify competencies, needs and goals for technology integration. The results of those efforts will be used to guide staff professional development. The Assessment Coordinator, Elementary Technology Integrator, Director of Technology, and Assistant to the Superintendent will annually review the collected qualitative and quantitative data to:

Determine whether each elementary school has been able to meet the goals and strategies of 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 I feel comfortable with students using computers in my class. I would like more technology professional development throughout the school year. I would like to have professional development over the summer concerning technology. I would attend summer technology professional development without compensation if the technologies really impacted my classroom. I take personal time to learn about new technologies and integrate them into my instruction regularly. I integrate new technology into my curriculum at least once a year. I like to learn about technology that will help me be more productive in my classroom such as communicating with parents, find lessons, grading... I use tech to differentiate instruction I would like to use tech as part of whole-class instruction. I learn about and I implement technology through my Personal Social Learning Network (i.e. Twitter, LinkedIn, blogs, wikis, etc.).

Strongly Disagree 5% 2% 27% 14%

Disagree 25% 15% 23% 16%

Agree 43% 58% 39% 52%

Strongly Agree 27% 25% 11% 18%

2% 2% 4%

33% 38% 8%

48% 50% 16%

17% 10% 72%

8% 11% 12%

56% 16% 62%

32% 63% 20%

4% 10% 6%

Current Instructional Technology Practices

Question
My students use computers over the period of a single marking period approximately. Compared to the total amount of time on computer, my students use them for curriculum software application. My students use the computers for research purposes. My students use computers for testing purposes. I use computers for whole-class instruction. When students present information it is often handwritten. Students collaborate using technology in my room. Students use computers to share ideas or complete projects.

0% -25% Of the time

25% - 50% Of the time

50% -75% Of the time

75% -100% Of the time

82% 1% 80% 96% 86% 0% 98% 98%

8% 4% 18% 4% 12% 0% 2% 2%

0% 12% 2% 0% 2% 4% 0% 0%

0% 83% 0% 0% 0% 96% 0% 0%

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Potential barriers to technology use:

Question I dont have time during the school day to try new technology. I dont feel comfortable using technology because it is unreliable. I dont feel comfortable using technology because I dont see the purpose how it would provide a better education. I feel that my limited familiarity with technology is a barrier to integrating more technology in my classroom. I would like to integrate more technology in my classroom but I cannot get my hands on it fast enough. I would like to integrate more technology in my classroom but I feel that my school has already overloaded me with initiatives. I feel like I have enough tech support to help me if I try to use technology in my classroom. I dont want to use technology in my classroom because I believe students may know more than me about technology.

Strongly Disagree 14% 12% 67% 8% 28% 4%

Disagree 20% 48% 23% 22% 30% 39%

Agree 50% 36% 6% 60% 32% 30%

Strongly Agree 14% 4% 4% 10% 10% 27%

28% 68%

56% 30%

10% 2%

6% 0%

Technology skills self-assessment:

Question Regular use means at least once a cycle.

I am not yet comfortable with the applications on my computer. I feel that I am fluent with using email to communicate. I am comfortable using blogging websites with my students. I regularly use PowerPoint in my classroom with students. I regularly use MS Word in my classroom with students. I regularly use websites as part of my instruction. I regularly use Moodle to help deliver my instruction. I regularly use my ceiling mounted projector with interactive board. I regularly use my document camera to deliver instruction.

I dont use/have 0% 2% 72% 56% 45% 4% 85% 83% 72%

Strongly Disagree 15% 12% 4% 4% 6% 6% 1% 2% 6%

Disagree 38% 19% 12% 20% 9% 18% 10% 5% 11%

Agree 35% 57% 12% 19% 40% 68% 4% 8% 8%

Strongly Agree 12% 10% 0% 1% 5% 4% 0% 2% 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 from http://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.

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