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Classroom Technology Plan

Gretchen Nicholson

University of Maryland University College

EDTC 640


I am a first-grade teacher in Montgomery County Public Schools. I teach at Oakland

Terrace Elementary School which is located in Silver Spring, Maryland. In my school there

are five first-grade classrooms where I teach in an inclusive environment with students with

different needs. In my classroom, there are fifteen students all together. There are eight boys

in my classroom and six girls who are either Hispanic, Caucasian, African American or

considered Multiple Races. Out of the fifteen students there are six students who have been

identified in needing special education services, three students who qualify for the FARMS

program and two students who are considered for the ESOL program. In my class, about half

of the students are able to use technology at home while the other half no way of using

technology at home. Since students were just tested in the area of reading I am going to use

this data in order to create a better picture of my classroom. When students come into first-

grade they should be reading at a level six and by the end of the year they need to be reading

at a level sixteen. Based on the data collected from this measure there are five students who

are considered on grade level, five students who are above grade level and then five students

who are reading at a Kindergarten level.


In my classroom, we have multiple different technologies that we are able to use daily.

We use a Promethean board during whole group and small group activities where students can

manipulate objects or view presentations. We also have four desktop computers for students

to use. These desktops are used during mathematics and reading center work. During writing,

some students are able to type the final draft of their writing pieces. In the coming months the

first-grade is supposed to get one Chromebook cart to share between the five first-grade

classrooms. Therefore, there is a minimal amount of technology that can be used in my

classroom at this point in the year. The statement of academic need for my students is to allow

my students to increase their sight word recognition in order to be able to read grade leveled

texts for my on-grade level and below grade level students. My above grade level students

need to be able to comprehend a text in order to respond to a question and use support to do



In my first-grade classroom, my vision would be that all students are able to utilize

technology as means to support their learning. I believe that in a first-grade classroom

technology should be used as much as possible. In addition, it should be integrated

seamlessly, frequently, and purposefully. The goal with technology is for it to supplement the

instruction that is already taking place. Technology will be used as a tool that engages

students in learning new skills, practice emerging skills, and review pre-requisite skills. I

believe that creating an environment where students can be successful when using technology

independently is my vision.

Goals and Objectives

Goal 1: Students will use virtual reality weekly in Reading to enrich their comprehension of the

text/topic. (Above Grade Level Students)

 Objective 1: Given the use of virtual reality to participate in virtual field trips, students

will receive all points available on district written comprehension assessments.

 Objective 2: Given the use of multimodal learning experiences through virtual reality

experiences, students will increase their reading score by at least one level during the

remaining marking period.

Goal 2: Students will use virtual resources in order to support their letter recognition and sight

word recognition.

 Objective 1: Given the use of virtual resources students who are below grade level will

increase the amount of letter and letters sounds they know by five letters.

 Objective 2: Given the use of virtual resources students who are on grade level will

increase the amount of first-grade sight words that they recognize by five a week.

In order to assess students understanding in meeting goal number one students will be given

benchmark testing during marking period three. Until that time, students will be completing

written responses in a journal in order to receive feedback from me on their responses. Students

will be monitored through their journals and anecdotal notes. Students who are under the goal

number two mark will be given bi-weekly letter and sight word recognition assessments.

Students will just need to recognize the words or letter sounds.


In mathematics, students would use a website called Prodigy. This website is for students

to use at home or at school and they complete a placement test in order to work on skills specific

to them therefore, students are able to receive a more individualized instruction in mathematics.

While in writing, students need to first master writing and producing letters in order to then be

able to recognize letters on the computer. Students in reading would then be able to listen to

stories and be able to hear a fluent story read then complete comprehension-based questions such

as retelling. Then, in science or social studies students will be able to create projects in order to

show their understanding of what we are learning. In order to support my students with special

needs I plan on finding resources in order to support them at their specific learning levels in

reading. For example, some of my students are still working on beginning sounds and what

letters match those sounds. Therefore, a computer would help them with identifying letters.


Technology Tools:
Expense Quantity Cost Per Device Total
Chromebooks 80 $100 $8,000

Chromebook Cart 5 $500 $2,500

Headphones 80 $4.00 per $320

Mice 40 $6.00 per mouse $240
GoGaurdian 80 licenses $15.00 $1,200

Professional Development:

Expense Quantity Cost Hours Cost

Instructor 1 $40 per hour 4 hours $160 per
Participants 15 $20 per hour 4 hours $80 per



Professional Development

Professional Development is really crucial when discussing classroom technology plans

for the present and future. There are some topics that would be helpful to teachers in order to

enhance the use of technology for teaching and student learning. These topics could be centered

around the Chromebooks that students would inevitably using to assist in their learning. Teachers

would be given professional development on how to use Chromebooks effectively, using Google

Drive, Google Classroom, how to share documents and how to control or monitor student usage.

As a current teacher, I can see how some teachers would rather forgo the chance to work on

Chromebooks because they do not understand how to use them effectively. Providing trainings

as those listed above, would allow for teachers to move into the new generation of using

technology to accompany student learning with teacher instruction rather than hindering

teachers. As a result, teachers would be able to move forward in their usage of technology rather

than maintaining the norm. A professional development opportunity that I believe would be

successful is having teachers in schools actually teach how to use the Chromebooks. Allowing

other teachers to teach teachers who consider themselves to be beginners or uncomfortable when

using this will give them more insight into using them. For example, teachers in the upper grades

have been using Chromebooks for multiple years therefore, they have found different skills and

strategies for using Chromebooks effectively in the classroom. As a way to evaluate these

professional development opportunities participants could fill out a follow up questionnaire

about the specific professional development that they took.



Professional Evaluation
Development Opportunities
Purchase Chromebooks, Training 1: How to use
Pre-Assessment of
Fall Year 1 Carts, Mice, and Chromebooks
Student Learning
Headphones Effectively
Utilize Chromebooks
Purchase Go Guardian Training 2: How to
Spring Year 1 for ELA & Math
Monitoring Tool Monitor Student Usage
Replace damaged
Training 3: Utilizing Utilize Chromebook for
Fall Year 2 Chromebooks,
Google Drive independent writing
headphones, and mice
Create assignments for
Confirm Google
Training 4: Utilizing students to turn-in for a
Spring Year 2 Classroom licenses and
Google Classroom grade in Google
Replace damaged Training 5: How to Utilize Chromebook for
Fall Year 3 Chromebooks, Share and Collaborate writing while
headphones, and mice on Google Docs collaborating in a group
Confirm technology to
be used during Training 6: Teacher-Led Utilize Chromebook for
Spring Year 3
professional Workshop inquiry research projects