Kershner Technology Plan 1

Strategic Planning for Classroom Technology Use

Sarah Kershner

EDTC630
Kershner Technology Plan 2

Description of my Classroom

I currently teach second grade in Montgomery County Maryland. My classroom for the

2016-2017 school year was made up with 24 students. My class was split exactly in half with 12

girls and 12 boys. My school is located in a primarily wealthy area and I did not have any

students with Free and Reduced Lunches. Less than 5 percent of our entire school receives Free

and Reduced Lunches. All of my students have access to computers at home. I did not have any

students with IEPs however I had one student with a 504. Although none of my students

qualified for an IEP, a few of my students in my class received pull out services from the

Reading Intervention Specialist as well as the Special Educator. I also had one ESOL student in

my classroom.

Student Achievement Data:

In the fall, winter and spring, students are tested on their Reading Level using the MClass

Benchmark tool. The benchmark level for the end of second grade is a level M. By the end of the

year, 18 of my students were reading at a level O and above. 6 of my students met the

benchmark by reading a level M or N. All of my students passed the benchmark level, which

means I did not have any students below the benchmark.

Reading Data Spring

0%
25% Above Reading
Benchmark
75% On Reading
Benchmark
Kershner Technology Plan 3

Existing technology that is available in my classroom:

In my classroom we have 10 Wireless Laptops, a Promethean Board, one teacher desktop

computer, and one teacher tablet. The Promethean Board is used to project and present most

content in the classroom. Students are able to interact with the Promethean Board to solve

problems that are presented and manipulate objects on the board. They use laptops during math

and reading rotations. Students also use them for conducting research. Examples of center

rotation activities are: listening to stories aloud on Tumblebooks, One More Story, practicing

typing on Typing Club, practicing basic arithmetic by playing math games, practicing different

math concepts. Lastly the tablet is primarily used for testing students reading levels as well as

planning with other teachers.

When looking at my students and their data, it is very clear that they were very

successful. More than half of my class is reading above the second grade benchmark for the end

of the year. The MClass assessment for reading does not require students to complete a written

response for all levels. My students struggle when it comes to explaining their thinking in

writing. My students need support in writing a detailed and complete written response to answer

a question. My students also need enrichment for the basic math standards of addition and

subtraction within 20.

Vision Statement

I believe that technology should be used to help students learn by creating opportunities

for students to receive immediate peer and teacher feedback. Technology should also be used in

order for students and teachers to access resources that develops and extends learning. In my

classroom, the students will be using technology to expand their written responses. They will be

able to collaborate with other students in the classroom as well as the teacher in real time using
Kershner Technology Plan 4

the technology. Students will also have access to math resources that extend and expand their

thinking of basic math facts.

Goals:

 Students will use technology in the reading block at least three times a week. Students

will use assistive technology to support their writing in response to reading.

 Students will use technology during math centers four times a week. Students will use

technology to support enrichment in math.

Objectives:

 Given access to educational software, students will be able to increase their ability to

connect their evidence with their answers by 10%.

 Given access to online graphic organizers and websites, students will be able to increase

their organization and order of thoughts by 10%.

 Given access to educational websites and software, students will be able to increase their

explanation of their solving strategy in math by 10%.

 Given access to educational websites and software, students will be able to increase their

expansion of foundational addition and subtraction math skills by 10%.

Objectives
Given access to educational software, students
will be able to increase their ability to connect
their evidence with their answers by 10%.
Given access to online graphic organizers and
websites, students will be able to increase their
organization and order of thoughts by 10%.
Given access to educational websites and
software, students will be able to increase their
Evaluation
I will track student written responses once a
week using teacher made prompts. I will grade
their written responses using N-ES grading
scale.
I will track student graphic organizers online to
determine how they are getting their oral
thoughts down on paper. I will be using N-ES
grading scale.
I will track written and oral explanations of
math problems using teacher made
Kershner Technology Plan 5

explanation of their solving strategy in math by
10%.
Given access to educational websites and
software, students will be able to increase their
expansion of foundational addition and
subtraction math skills by 10%.
assessments. I will take anecdotal notes of how
they explain their thinking of the problem.
I will track their progress by using the
benchmark MAP-P math testing. This is done
during the Fall, Winter and Spring. I will see
how many points they increase and what areas
they are doing well in.

Technology Integration

The current technology in my classroom that I use with my students has helped start the

process of allowing students to meet these objectives. The students and I use the Promethean

Board a lot during the day. I use it to model writing responses, as well as solving math problems.

In the beginning of math each day, we start off with a warm-up that focuses on different

standards that we practice throughout the year. Each day I have students come up and solve their

problem on the Promethean Board. They are able to demonstrate their strategy and how they

solved their problem. This gives them the opportunity to explain their thinking to the class. In

order to do this, I teach students at the beginning of the year to take intellectual risks. They know

it is okay to make mistakes. When they go over the warm-up students are supportive and help

each other. This helps them work on explaining their thinking throughout the entire year.

Students also use the laptops we have in our classroom. Although many of them do not

work and are very slow, students use them in math and reading rotations. During math, they are

able to independently solve addition and subtraction problems through math games while I am

teaching my small group lessons. Many of the math games that I allow students to play have

different levels. As students get the answers right, the games move them to the next level. This

allows them to continue to build upon their skills. During reading rotations, students are able to

have books read to them. They are also able to practice their typing skills on a typing game. In

order to meet the objective of having their evidence match their answer, I am going to have them
Kershner Technology Plan 6

use the laptops to access Google Documents. I will be able to push out documents to them where

they have to practice matching the evidence and citations to different answers. By using Google

Documents, multiple students will be able to log on at the same time and have access to the same

document. This will allow them to collaborate and work together on written responses.

As stated before, many of the laptops we have in our room do not work and they are very

slow to turn on. One technology that I would love to get for my classroom is a set of

Chromebooks. Montgomery County Public Schools gave every third through fifth grade class a

full set of class Chromebooks. Chromebooks are very quick to sign on and have access to all

Google Applications for Education. Chromebooks also have many assistive technology options

like voice to text for students that have special needs or any other accommodations. Providing

my class with Chromebooks will allow more time using the educational websites, rather than

waiting for the computer to turn on. It will also allow them to easily access Google Documents

and all of their sites that support them with math, reading, writing and content areas.

Budget

Objective Implementation Evaluation

Given access to educational
software, students will be able
to increase their ability to
connect their evidence with
their answers by 10%.
 Collaborate with others I will track student written
to peer edit written responses once a week using
responses on Google teacher made prompts. I will
Docs grade their written responses
using N-ES grading scale.

Given access to online graphic
organizers and websites,
students will be able to
increase their organization and
order of thoughts by 10%.
Given access to educational
websites and software,
students will be able to
 Students will share I will track student graphic
their graphic organizer organizers online to determine
with teacher to receive how they are getting their oral
immediate feedback thoughts down on paper. I will
through Google be using N-ES grading scale.
Classroom
 Students will use the I will track written and oral
Chromebooks to create explanations of math problems
an animated slideshow using teacher made
Kershner Technology Plan 7

increase their explanation of to explain their assessments. I will take

their solving strategy in math
by 10%.
Given access to educational
websites and software,
students will be able to
increase their expansion of
foundational addition and
subtraction math skills by
10%.
strategies anecdotal notes of how they
 explain their thinking of the
problem.
 Students will practice I will track their progress by
addition and using the benchmark MAP-P
subtraction using math testing. This is done
educational websites during the Fall, Winter and
that increase level as Spring. I will see how many
they get answers points they increase and what
correct areas they are doing well in.

Items/Professional Cost Quantity Provider Total

Development
Training
Samsung $139.90 10 Amazon $1,399
Chromebook 3
16GB
11.6”
Junior Great Books $0 N/A MCPS $0
Training K-5
EMAT Training $0 N/A MCPS $0

Professional Development

In order for students to be successful, I need to have training on the Chromebooks before

students are expected to use them for support. A few topics I will need help with before I can

implement the Chromebooks in my classroom are Google Apps for Education, writing in

response to reading, and enrichment in math.

When searching for Chromebooks online, I saw that Google offers online courses for

educators for free. It has multiple units that go through different parts of the Google Apps for

Education. These are trainings I can do on my own time on my computer. Another training I

would like to do is on the Junior Great Books Series. The Junior Great Books helps students with

reading comprehension, speaking, and writing comprehension. The county offers this training

course for free and you can get credit for it as well. The last training I would like to support me is
Kershner Technology Plan 8

the EMAT training. I have actually already been to one of these trainings and the county also

provides them so it is free. These trainings are focused solely on math. It is a new data collection

and strategy tool to help students explain their thinking either orally or in writing. I would like to

learn more about how to get them to do that.

For evaluation purposes, I will need to do self-reflection as well as see how the students

do to determine how effective the professional development was. If I find myself using the

Google Apps regularly in my lessons, I will know that I learned from the online trainings. In

order to see how the implementation of the Junior Great Books and EMAT trainings went, I will

need to look at the work students are producing. If they are explaining their thinking in math as

well as connecting their evidence in their reading responses then I will feel as though those

trainings helped.

Timeline

Timeframe Activity

Summer 2017  Purchase Chromebooks for class and

take online training courses

Fall 2017  Students will complete a written

response pre-assessment and a math
pre-assessment.
 Students will also take the MAP-P test
and I will look at their MAP-P RIT
score

Fall 2017  Complete Junior Great Book Training

and start EMAT training sessions

Winter 2017/18  Start implementation of Chromebooks

 Continue attending EMAT training
sessions
Kershner Technology Plan 9

Spring 2018  Students will take MAP-P again and I

will look at their RIT score. Students
will complete a post-assessment in
math and reading.