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Owings Mills High School

Technology Planning: Plan for a Plan

2018-2021

Created By: Carl Peitz

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-Analysis of My Current Situation-

I begin with a plan for a plan of implementation for a technology that is fairly new to

education and school districts. The technology innovation I plan to implement throughout my

school is 3-d printing. 3-d printing is a new way of designing, creating, and applying mock-ups

or prototypes. This fits well with curriculum and all subjects, though 3-D printing is focused

solely in Engineering or STEM curriculums presently. I would like to start my plan with the

analysis of my current situation for the school I teach at. You can’t implement something new

without starting with where you are at first. I will use the Diffusion Theory, Ely’s Eight

Conditions, and the Five Stages in the ACOT model to analyze my current situation.

Trial-ability will help speed up the adoption of 3-D printing technology in my school. At

first teachers need to be able to access 3-d printers in our school. Currently we have 3 printers in

our school and one on the way. The implementation of the first printer had an impact throughout

our school and more teachers wanted insight to the technology. Since starting with a few 3-d

printers, teachers are able to implement this technology in their classrooms and connect to their

curriculums. This trial throughout the school will help future implementation because more

leaders will emerge in the process.

For all students, teachers, and administrators to observe the results of the innovation it is

important for those who are using it to model it well. Observability isn’t the teachers seeing the

technology but it can also be them seeing the results of the innovation. Over the past year I

helped students throughout the building create 3-D printed objects for other subject areas other

than engineering. I believe if it spreads through the students as well as the teachers

implementation will move quickly. Teachers observe students implementing 3-d printing and

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ask their teachers to use this technology where it has never been used. Since our school has

begun doing this I believe teachers will observe educational results in the near future. For future

observability a wide range of printers spread throughout the school would ultimately help

implementation by visual representation.

3-D printers don’t have competition when it comes to instant application of a self-created

design. In comparison to art, 3-D printers can create things used in real life. For example, I

printed a wrench to show the real world application and strength of a printed object. In art class,

things created are just for visual representation. 3-D printers can create visual representations

and work in real application. Another way to compete with other initiatives would be to make

teacher’s lives easier. If I can reduce the time for a large unit by incorporating this new

technology teachers will buy-in to the technology. I feel that anytime something is implemented

to reduce time it gains attraction.

The complexity of the printer depends on the user. I believe there are a wide range of

programs for 3-d modeling. These programs all do the same thing in the end, which is creating a

3-d object to then send to the printer. There are many tutorials for all programs and printers

online. The maintenance for the printers can be complex but will not turn away the user because

they will not have to do much of this. The printer, also a smart device, will lead you through the

important steps to fix it just like a copy machine when it is jammed. I would start teachers with

the basic overall process of the machine. Multiple 3-d modeling programs are basic enough for

new teachers to learn how to create their visions and print them out. Once the users become

comfortable they can learn more complex printers and software. 3-d Printers can be used by all

types of users no matter what their initial skill level is.

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One of my biggest challenges will be creating some sort of compatibility for all subject

areas and modifying present curriculums. Since the educational world is pushing towards

students practicing student centered activities this 3-d printing will be a proper fit across all

subjects. 3-D printing gives student choice in all areas with slight modification of curriculum.

Teachers who understand the purpose of a 3-d printer can implement it into their lessons to

increase higher level learning.

After analyzing 3-d printing in terms of various attributes in the perceived attributes

theory I have predicted difficulty in a few areas. The two biggest challenges will be with

compatibility and complexity. Teachers need to see a way of implementing 3-d printers in their

lessons. The overall complexity can be a deal breaker for some teachers. Older teachers will not

want the hassle of new technology that has too many moving parts and could potential fail during

a lesson. The fear of the unknown makes teachers unsettled.

Next in the analysis of my current school I am going to rate each of the eight conditions

of change from Ely. Starting with dissatisfaction of status quo, teachers need a reason for change

or they will not want to implement change. 3-D printing is fairly new to schools, as I mentioned

before, in my school we have old school teachers who are going to need a reason for the change.

I observe less resistance to change with the younger or brand new teachers because everything is

new to them. I can create a reason for those who are disinterested as I said before by making

either something less time consuming or easier for them. Teachers complain about time and how

they never have enough and I can use that to my advantage when implementing this technology.

In our school we have many teachers and students who either have used 3-D printers

consistently or even own their very own printing. Years ago, I had a student that owned one
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before the school did and he was there to help with the unpacking of the first printer we

purchased because he was more knowledgeable then us teachers. Since it has been a few years,

we have a small amount of teachers who can share the knowledge and skills to implement the 3d

printers. The teachers who are knowledgeable range from the math department, science

department, to the art department, and lastly the technology department.

Resources are growing in our school when it comes to 3-d printing. We currently have

three printers that are all similar in size, shape, and function. It is important that the printers are

similar because teachers could use them interchangeably. Other than the actual printers, we have

a school budget for certain supplies and if we implement 3-d printing we need to pull from our

fund for material to print with for the students. Currently, we could replace something such as

the poster printer ink or paper which is expensive in itself and is rarely used. This helps raise

material inventory to promote wide spread application. At my school, we currently have a

sufficient amount of materials for this implementation.

When considering time at my school, we currently have planned meeting times each

Monday afternoon. Teachers and administrators specifically hold department meetings,

committee meetings, and professional learning committees each Monday of the month. Teachers

need time to learn 3-d printing and software that creates the 3-d models. During this time

department meetings are a great opportunity for me to approach teachers in their subject area

about 3-d printing and ask them how they could implement it in their curriculums or lessons.

Time is always an issue in a school setting when trying new things but a good feature about 3-d

printing is you can set it and forget it. Once you set up the printer and press print it prints until

finished so teachers can carry on with their normal routine. As a teacher in my school, I know

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what time is used wisely and which time isn’t used wisely so I can use time to my advantage

when setting up professional developments, integrations, and time to reflect on the

implementation. There is time that can be used for this implementation in my school.

One thing we lack at my school is incentives to lead and carry on with new initiatives.

Teachers want to observe their hard work paying off and their leadership is valuable to students.

Many teachers who stood up and taken large roles for certain events but down the road stopped

doing them because it wasn’t worth the reward or time. Incentives are hard to figure out but by

surveying teachers on this subject I can gain more information about it. Teachers might get

enough reward using this technology that they never used or would be given the opportunity to

use at another school.

Key stakeholders to gain the most interest would be the department chairs to push the

information out to their departments, they are the key stakeholders in this process. Our

administrators are there to help but in the end our department chairs spend the most time with

their teachers. The department chairs in our school are open at sharing their opinions which

doesn’t hinder the process if everyone is speaking the truth so modifications can be made. By

having outspoken department chairs, will help with implementation of this technology.

As I mentioned above with participation; commitment, and leadership all can be a

problem when there is no reward that matters to the individual. The last two sections of Ely’s

conditions are commitment and leadership. Our school has some great leaders and their

commitment to certain things can fizzle out. I believe this is a challenge when implementing 3-d

printing within our school, and this would be our lowest rated Ely’s condition. Each of the other

Ely’s Conditions are rated well in our school as an overall assessment. The last two lack and
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need work. I can influence the leaders with an incentive after surveying them to see what drives

them to keep leading. Showing pride and hard work the students put into 3-d modeling and

making their ideas real might be enough to drive those leaders to stay motivated and committed

to this implementation.

After reviewing the five stages of the ACOT model our school is rated in the

Appropriation phase. My reasoning behind the rating is due to the teachers teaching lessons that

give the students sole responsibility, rigorous tasks, multi-usages of technology, and support

collaboration. The reason we are high up on the model is from county implementation of a

lighthouse school. We applied and were chosen to become a testing school for collaborative

learning, one to one learning, and student centered lessons. This is the third year of

implementation and across the school you can observe all of these methods. We currently are

getting observed by over one hundred teachers, administrators, and county leaders so they can

see the change that happens when all of these methods are implemented. Each of the schools

who didn’t implement one to one technology, student centered learning, and collaboration will

be next year at the high school level within the county. Students are given a chance to work

individually, in groups, and freedom to use technological tools to enhance learning. At Owings

Mills High School the majority of teachers are at the Appropriation level due to one to one

implementation, student centered lessons, and added rigor to lessons.

My colleague in my department who is a carpentry teacher is in the adoption stage of the

ACOT model. He finds it hard to believe he can use technology within his subject area. There is

much background information to study before doing the hands on work. He uses little computer

work and only uses the devices for students to take online quizzes. Typically he may use Kahoot

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for the students to study before quizzes but doesn’t stray far from that technology. Students use

textbooks for their notes and study guides. He can create more lessons that involve technology

more rigorously instead of the traditional textbook, teacher lecture method. Students are limited

to the use of technology and I believe that is why he fits well in the Adoption Stage of the ACOT

model.

Another colleague of mine is a career changer and fits into the Entry ACOT model stage.

She is not comfortable with technology usage in her lessons because everything is new to her.

She avoids using it and when she is forced to use technology for a lesson you can tell she

struggles with success. Students use their one to one devices in her room but it is not rigorous or

mainly use them as a distraction away from the classwork. Classroom management needs to be

established I believe before she moves onto the next stage and to feel more comfortable trusting

students to complete the assignments on their own.

Our school has a large ESOL population and a few of the ESOL teachers are in the

Adaption stage of the ACOT model. They are using the one to one devices for students to create

word documents. ESOL teachers are using direct instruction as their primary mode because of

the language barrier. Once technology evolves in education to cut out the language barrier,

students and teachers can implement more technology. Students use their devices to translate but

is not the best use for the technology. In ESOL, the teachers have classroom management issues.

Many ESOL students never attended a school and aren’t used to the typical American school

setting which makes it hard to teach students in that environment. These teachers can move to

the appropriation stage by loosening up on their classroom management and trusting the students

and incorporating collaborative learning.

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A few individuals at Owings Mills High School dabble in the Innovation stage of the

ACOT model. I can’t think of one single teacher who consistently has their students working on

expert skills, collaboration, and technology processes that aren’t the usual word documents or

research on the internet. I think this phase is a place where teachers can be at for a lesson but not

each and every day. There are lessons that can be taught through lecture or explanation at first

and then the use of technology come into play. In my classroom, I can be at this stage of the

ACOT model but don’t stay there each and every day. After reviewing a few co-workers and

rating them to where they fit on the ACOT model I feel the majority of the school is at a great

place to implement this technology of 3-d printing.

-Stakeholders-

The stakeholders who I would include in the planning are fellow teachers, department

chairs from each subject area, one vice principle, head principle, media specialist, STAT teacher

and the head of CTE from within the county. With the help of these certain individuals I think

implementation will be a success. In the Guidebook for Developing an Effective Technology

Plan there are certain roles these stakeholders can take or be assigned. One of the department

chairs at my school would be a great leader to not only guide their department but teach a

professional development alongside myself. This person is a committed and assertive leader that

has their department working like a well-oiled machine. This person also has led a wide range of

events in the past starting with the Art show and ending with Graduation Ceremony. I can trust

someone who has put on large events such as that, to follow through with my implementation

plan. Another reason I would chose this person as a leader is because they are fairly flexible.

This teacher lends a hand when asked and can answer questions of dive into a problem they

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encounter. Those are attributes I am looking for when assigning a leader. As I mentioned before

this individual, when I think about the last Ely’s Condition, would be an excellent leader to help

get other teachers interested in the implementation.

Another addition to the committee would be a typist for recording each meeting and

sending each member a document with the points we addressed last meeting. It is essential to

have a recorder to keep track of the important topics while I lead the meeting. It would be too

difficult at a large committee meeting to accomplish this task on my own. This would be

beneficial to type up the points we addressed each meeting for those members who can’t meet at

that scheduled time, which leads me to my next role our scheduler. The perfect job for one of

our secretaries in our main office would be setting up the meetings with all staff members

because she already sends the email invites out to the faculty and is skilled at it. This is a task

that doesn’t take long if the designated person knows what they are doing when using email to

send out calendar invites. Both of these roles fit well with Ely’s condition of skills and

knowledge. The typist has the skills to record meeting notes efficiently and the secretary has the

knowledge of sending out calendar invites and this will help the committee without having to

train someone in these areas.

As listed above I want to put the department chairs in charge of rolling out the

implementation specifics because they can meet in smaller groups then when I meet with the

whole school as a large group. It is not effective to approach all teachers during a large faculty

meeting with information because it is an opportunity for teachers to catch up with each other

who normally do not see each other or complete other work on their computers. Department

meetings are usually shorter and straight to the point which then makes room for a little extra

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time to talk about the 3-d printing implementation plan. I can meet with the department chairs

during my prep time to talk about what needs to be addressed during the department meetings.

Department chairs have less classes and time set aside for meetings which isn’t always used up.

Teachers in their departments look up to and listen to their department chairs for the most part

because they gained relationships with their teachers over time. Department chairs overall have

excellent leadership which fit in with Ely’s condition of leadership. Another of Ely’s condition

that department chairs can assist with stressing is interest in the implantation of 3-d printing.

Media specialists in our school have vast knowledge of technology and in the past sat on

the technology committee before it went away. These two members are knowledgeable in 3-D

printing because they have built a printer and have created objects for a while and can influence

Ely’s condition of skills and knowledge. I would make them the technology specialists when it

comes to setting up and help teaching others about how the printers work and create new objects.

They are a big help when it comes to debugging and troubleshooting a technological problem.

These are nessacarry additions to the committee solely because it relies on technology for this

implementation to work.

The administrative team is interested in 3-d printing but I need them to help with the

initial initiative implementation. Administrators are pushing out new initiatives to the school

that are always driven by some type of county wide initiative or trying to help the areas where

we lack as a school. They are experts when it comes to planning and introducing the new

“thing” being introduced into the school. The administrators know how to get outside support to

back implementations not only from parents but from local businesses. This is an important role

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to fill because if it isn’t implemented appropriately it can fail from the start, administrators can

help with committing to the implantation which is one of Ely’s conditions.

The STAT teacher in our school is knowledgeable at teaching altogether. I consider

implementing 3-d printing into all subjects and that will be a task he could assist with. With him

in charge of curriculum integration he will be able to relate to the teacher’s subject area where I

lack. He has worked with all teachers in the school to make them become a more effective

teacher. Our STAT teacher works very hard to study our school population in regard to

implementation of certain lessons and teach us the required practice we need to help in those

lacking areas. Overall he is the ultimate resource when you need help with anything teaching

related and would be a great addition to the committee.

Lastly in our committee, I would include the CTE (Career and Technical Education)

director who looks over all schools in the county. I picked the CTE director to be a part of the

conversation to get other schools involved in the implementation also he has a lot of resources

when it comes to ordering materials for schools by using grant money and other funds. Last year

he bought a 3-d printer for each and every school in the county to get all schools involved in the

technology. Resources is one of Ely’s Conditions and the county CTE director can help with

gaining these resources. I believe there is a push from his department to implement 3-d printing

because it is the future for all careers in some way or another. With his support we can get more

outside support for implementation and other experts to help teach the faculty about the

technology. Another man that works with him specializes in software and computers and he can

help with any issues involved with computers during the process. With the help of these two

high ranking county employees we may be able to spread this county wide down the road.

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Keeping all of these stakeholders involved will be a challenge but if they see the end

result which is getting students involved in class and asking questions they will see why it is

important. My first week of school teaching new students this year was filled with questions

about my 3-d printer. Students who ask questions are involved or want to know something. I

think teachers miss the majority of students asking questions and getting their hands dirty when

it comes to creating something that hasn’t been seen before in their classroom. I enjoy seeing

students create something from nothing in my engineering class and believe it can be

implemented in all other areas. Students constantly are thinking and wondering why, if we can

harness this wonder and why, I feel stakeholders will stay involved. Overall this is for the

students we teach. It will be imperative for all stakeholders to be a part of the planning process

due to the nature of 3-D printing and how open source it is. We as a school have to think about

how to place this technology into all subjects. I believe with the vision of all committee

members we will be able to implement into all subject area curriculums.

-Plan of Action-

I continue with my plan for a plan by discussing my vision and mission statement. I would

like my vision statement to include a description of how all students will be using 3-D printing

within all subjects in High School. The vision of all students using 3-d printing as a learning tool

just like any other technology today would be the future of our school. 3-d printing is the future

and when a vision statement is written it usually tries to include the future and how it will apply.

Students will become higher level thinkers and problem solvers by using this open source and

unlimited technology. If students can understand this technology and apply it when needed, it

can solve a wide range of problems. In our vision, we can get students to think in that manner

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we would have hit our educational goal. I would like to include S.T.E.A.M and real world in my

vision statement because it links those subjects together and when students see application across

subjects they see the connections more clearly. Clear connections drive interest because students

can relate those things learned to real world application. I would like to write a vision statement

that overall shows student achievement and growth from implementing 3-d printing into their

daily or weekly lessons.

I would like my mission statement to include what our school needs to focus on right now

to make our vision real. Currently we have a large ESOL population. Students who come from

a different country or speak a different language have barriers larger than the norm populations

in our school. I would include all students in our mission statement but to focus on increasing

the ESOL student interest and higher their thinking skills level. 3-D printers don’t speak a

specific language because they use 3-d modeling software where any language learner can use it

to create something. This aspect of learning will provide equal opportunities to all students

within our school. Our mission statement will also include the community of the school such as

teachers, administrators, parents to work to make a community of life-long learners. Without

support from the current community of the school our vision will not be successful.

There are important issues that I have encountered while planning for a plan. Major issues

include time, budget, and focus. Time is a tricky issue to fix but I feel I can use what time we do

have to implement 3-d printing into teacher’s lessons. As a teacher in this school I know what

times are good and what times are bad to set up meetings and professional developments. What

the administration and county may think is a good time for a meeting or professional

development may not be the same for teachers. We are at the bottom of the chain and rely on

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certain times for planning, printing, collaborating, grading, prepping materials for labs or

projects, and creating a student environment in our classroom. At the beginning of the year we

are bombarded with pointless meetings where we could be learning new things. For the veteran

teachers I plan to teach them during those times where they don’t need the information that they

have been given previously. It is important for new teachers or new to the building to get the

information, I can assist those teachers once they get comfortable in their own classrooms within

a few weeks into the school year. On Mondays we meet all month for different occasions and I

can take advantage of this by arrange technology meetings. We also do not always meet so that

would be another time to take advantage of. Next year our school is planning to set aside an

hour each day for students to eat lunch and get help from teachers, I feel I can also use this time

to help students and teachers get more comfortable with the 3-d printers or software. That would

be an excellent usage of the schools community time.

School budget will be an issue unless proper planning takes place. In the beginning I will

plan to apply for grants of all types. These grants can help order printers for each department,

replacement parts, and material filament. Each department and school have multiple means of

money to spend each year. From what I have heard many departments do not spend their money

wisely because if you don’t use it each year you will lose it. Not all departments need materials

each and every year. My department chair from years ago used to use funds from business to

spend for technology because there are a large amount of materials needed to teach engineering

and not so many in business. Also mentioned above in the stakeholder section I spoke about

having a county director on the committee. By having a connection with the director of CTE we

will have the opportunity to go beyond our school budget. These few ideas will help budget

problems.

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When I think about implementation I think about teacher focus. When I first introduce

my vision for our school I believe the majority will push back. If I plan to encounter this I can

have some ideas in mind or solutions so it doesn’t get throw out. Teacher focus I define as:

where will 3-d printing fit into my current situation and where will it bring me. Teachers use the

term out of the box, this is where I will need their focus. Close minded, traditional teachers will

terminate my implementation by their old school lesson planning. Since our school is

undergoing a one to one device implementation I believe teachers may have loosened up a bit on

letting new technology into their classrooms and implementing it. These three issues may be the

biggest to overcome but with a plan I hope it will resolve these issues.

To begin implementing the full plan I intend to conduct interviews with faculty from

Owings Mills High School. These interviews will be taken in person due to teachers typically

not answering surveys issued over email. This may be more work but also allows me to gather a

solid technology committee from the results I gather. In addition to giving interviews I need to

meet with the administrative team to work out when would be best to fit in meetings or sessions

during large faculty meetings. I want to split up into smaller groups after the faculty meeting, we

currently do, and have to choose breakout sessions. I would make an informative breakout

session for teachers to choose. The administrative team can help with making the first one

required and then moving on from there. I hope to get backing from the administration on this

topic, I need to research and plan to have educational data supporting 3-d printers embedded in

curriculum, and if I do not have data I feel the administration would not back it 100%. Once I

can schedule meetings and invite members I plan to hold the very first meeting. After this

meeting I will need to debrief to make sure everything went as planned and where to head next

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considering how the faculty responded. Those members who I mentioned before who would be

strong leaders, knowledgeable, and skilled will be in on the debrief conversations.

To inform departments of the new technology and lessons that can be utilized I will

inform department chairs to what needs to be addressed at their department meetings. I will

create a sign out sheet for teachers who would like to “rent” the printers for use at first before we

can get enough per department. Since printing will not be done each and every day this will not

be a difficult task to share. 3-d modeling objects can take time to create so there is always

downtime to print others 3-d printed objects they have created. Lastly the majority of the plan

should repeat and those committee members hopefully will grow with time. In the end students

are a major part of the plan because without their creativity there is no objects to be printed.

I chose two school technology plans to observe negative and positive features. I first read

over the Deanna Davenport Elementary school Technology Plan which was implemented up

until 2017. I feel this plan has a mission and vision statement close to what I would have in my

technology plan. A few positives in their mission and vision statement are student centered

learning, problem solving, and the ability to create lifelong learners. I can see this included in

my vision but also other things I added mentioned above. I like the length of the plan because I

believe in quality and not quantity and some of the other plans I read were really long and

included a lot of information. This information is important but can be condensed for future

review. The rollout of events in DDE’s plan match similar to my action plan. The plan starts

with surveys, meetings, and repeats throughout the year. Resources that DDE included in their

plan match with my plan to implement 3-d printing and prepare students for tech literacy.

Students are 1 to 1, have school wide internet, and the teachers have consistent professional

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development sessions which compare to what Owings Mills High School has currently. Deanna

Davenport Elementary presented a budget that was really high for a smaller school, I think that is

a negative feature. Baltimore County is a large school district and has plenty of funds to help out

where funds are needed. There are many positives that Deanna Davenport Elementary School

had in their Technology Plan that I would like to see in my finished plan.

Honey creek Community School implemented their technology plan until 2015 and had

many positive comparisons to what I would like my plan to be. Starting with a few positives

from their mission and vision statement, HCCS teaches project based learning, critical thinking

skills, and respect for diversity. I especially like the respect for diversity because our High

School is very diverse and can relate to that part of their mission statement. They practice tech

literacy and have 4 criteria for solving problems. I really like that idea and hope to adopt a

similar concept. The school overall practices professional developments in whole group and

small group sessions which is something I would like to continue to practice at OMHS. The

negative features of their plan range from the way their plan is written, implementation in subject

areas, and low end technology. In my plan I would like to write an in-depth plan but not create a

timeline for everything because timelines are interrupted and then need to be modified which can

be time consuming overall. Implementation for my plan involves in all subject areas and at

HCCS they only focus on the main three subjects. The last negative I saw in HCCS’s

Technology Plan was their low-tech budget. I understand schools have a certain budget but if

they cut corners on technology it will not last long and causing them to spend more money

overall in the future. In my technology plan I would not like to buy a cheap 3-d printer because I

know how the end result will turn out. Overall these two Technology Plans were closest to mine

because of their overall mission and vision statements. Implementation of 3-d printers

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throughout a school may have never been practiced which makes it difficult to compare to other

plans.

This plan is a start to future planning for implantation of 3-d printing throughout my High

School. With this plan, I can with the help of others, create a full proof technology plan that will

change the vision, educators, and students for a long time.

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