Running Head: TECHNOLOGY PLANNING PAPER 1

Technology Planning Paper

Meghan Galbreath

ET 680-601

Loyola University
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Introduction

At Abingdon Elementary School we envision technology being seamlessly integrated into

the classroom. Every student and staff member should have access to one to one devices, in order

to incorporate technology on a daily basis. We believe that this is essential to prepare students to

be effective digital citizens who are committed to making the world a better place. With the one

to one devices teachers are able to create a flipped learning environment and promote student-

centered learning. To ensure successful implementation of devices and web tools, staff will

attend Edcamps and various professional development opportunities. In order to work towards

accomplishing the vision of Abingdon Elementary School, staff and students need to have access

to technology on a one to one basis. Currently, not all staff have consistent access to devices on a

daily basis. Due to the current lack of access staff are unaware and not proficient in many tech

tools that can enhance instruction. I wish to offer training in a few tech tools such as Kahoot,

Padlet, and Poplet to the staff member that have limited access to technology. With new learning

resources teachers can promote student engagement and continue their journey as lifelong

learners.

Roger’s Perceived Attributes

When examining my proposed innovation using Roger’s Perceived Attributes there are

positive outcomes. For example, the relative advantage of having paraeducators receive devices

and training in various tech tools is increased student engagement during instruction due to

customized content. Students are motivated by technology and resources can be modified to meet

the interests of the learners. Currently, there is a positive perspective of technology in my school

so further integration of technology would be embraced. If paraeducators become more

proficient in technology they can emerge as technology leaders and become confident utilizing
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those newfound skills. Initially, the complexity of this issue would be some of my colleague’s

apprehension to use technology during instruction. By training my colleagues in small groups

with tech tools can help boost their confidence and I could provide resources for supporting their

continued use of technology. Reference videos can be created for paras to access if they need to

review certain tech tools. As for trialability all of the tech tools I selected to demonstrate to my

colleagues all offer free accounts. During our small group trainings, I will build in time for my

colleagues to explore the tech tool and I will encourage them to continue to practice with the

tools to become more familiar with them. Finally, the last attribute, observability, will be evident

when paraeducators incorporate more technology in small group instruction. Teachers and

paraeducators can experience more student engagement during instruction.

Ely’s Eight Conditions

According to Donald Ely there are eight conditions which allow for educational

innovations to take place. Paraeducators are extremely dissatisfied with the status quo. To utilize

technology currently paraeducators can either use the computer lab, borrow a laptop from a cart,

or use their smartphone. The computers in the lab are slow to load and not always available when

paras have a free moment to use technology. Laptop carts are reserved for specific grades, so if a

paraeducator would be taking a laptop away from a student. Using a smartphone during

instruction can look unprofessional. Overall all of the current options are inconsistent and do not

enhance student instruction directly. My colleagues possess skills currently but wish to further

develop their skills. Without the availability of technology paraeducators have very little

opportunity to practice their current technological skills. Currently, resources and time to

implement my innovation are scarce. I believe early dismissal days would be the best time to

conduct trainings since students would be out of the building, laptops would be available, and
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paraeducators would not be taken away from student instruction. Increased technology skills

would be intrinsically motivating for paraeducators since they would become confident and

possibly emerge as technology leaders. After surveying my co-workers are willing to participate

in acquiring more technology skills and I want to discuss with them other aspects of technology

they want more experience with. My colleagues are committed to bettering themselves and I

believe the administration would support my proposal as well. To fully integrate my proposed

innovation, I would need to have the support of the principal and vice principal and I would need

to be organized to make my training sessions effective.

ACOT Model

In my opinion, Abingdon Elementary is at the Adaptation stage of the ACOT Model.

Students are fully engaged when using technology in the classroom and produce a variety of

products when utilizing their devices. Numerous classroom teachers are able to have students’

complete assignments on their devices, instead of solely having students complete paper pencil

versions of tasks. A few teachers fall into the Entry and Adoption stage because they are resistant

to fully integrating technology in their instruction. Since Abingdon is beyond the Entry stage,

new technological innovations are likely to be supported. Without student access to devices

teachers would not be able adopt technology into their classroom practices. Presently,

Appropriation and Invention are not evident at my school. My proposed innovation could lead to

the final two stages of the ACOT Model. Paraeducators who become more well versed in

technology can seamlessly integrate technology in instruction and boost student learning.

Analysis of Current Situation

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Currently, at Abingdon Elementary there is a lack of access to technology among

paraeducators. In order to check emails or access resources on the internet paraeducators can

either check their smartphone or use a computer in the computer lab. Checking messages or

accessing resources on your phone can be considered unprofessional. Also, if the computer lab is

open and not occupied by a class, the desktops can be uncooperative by failing to load in timely

manner. With only two fifteen-minute breaks paraeducators do not have the luxury of planning

time to assemble materials and slow desktops can be a hinderance on lesson prep. Besides being

an inconvenience to paraeducators, special needs students may miss out on certain resources and

feel like they are missing out. Often times when I work with a small group in the pod we are

completing a paper and pencil assignment from the special educator, while the general education

teacher utilizes a smartboard or other technology in the classroom. Understandably, the students

who get pulled to be in a small group feel slighted and some are then unmotivated to engage in

the lesson. Also, special education students are unique learners with their needs and abilities

greatly varying from student to student. One strategy may not work for the student, so a

paraeducator needs to adapt on the fly and modify the lesson. Technology would provide

paraeducators with numerous resources to address the possibility of changing a lesson that is not

effective for the students. After considering the issue of inconsistent access to technology the

stakeholders who would proper from a solution are the students, paraeducators, classroom

teachers, and administrators. The lack of access can be addressed in a variety of ways.

Discussion of Stakeholders

In order to enhance student instruction paraeducators need to have their own laptops and

experience with tech tools to utilize while working with students. The administration would be

key individuals in implementing my proposed innovation, since they would have to check the
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budget to see if there was money for the new laptops. Additionally, administrators need to

approve how paraeducators spend their time and I would need to obtain their permission to teach

tech tools. Paraeducators themselves need to be willing to set aside some their time to practice

tech tools. When talking with my colleagues they are curious about using new resources and

want to become more proficient with current technologies. The paraeducators represent the

students who would benefit from having instructors with more resources to customize lessons to

meet their needs. Students do not always have a voice in the educational process, but

paraeducators who have their best interests at heart can help students access the curriculum.

Also, when paraeducators become fluent in technology they can emerge as technology leaders in

the school and share their knowledge with other teachers. Building upon their relationships with

students, paraeducators can incorporate student interests in instruction, which will motivate

students to learn.

Plan of Action

In my opinion, the simplest solution would be to purchase a laptop for each paraeducator.

Besides just providing paraeducators with devices, additional training should be provided as

well. A potential obstacle to purchasing additional devices would be how to fund that endeavor.

In order to raise money, I could explore technology grants or fundraising options. Prior to

proposing the purchasing of new laptops, paraeducators could be introduced to new Web 2.0

tools. On early dismissal days after students have left, I plan to meet with my colleagues for

approximately thirty minutes and on three different days. Each day would be spent on one of the

following tech tools: Kahoot!, Padlet, and Poplet. For each of the training sessions, I would need

to reserve the computer lab. If administration is aware of the resources paraeducators are

proficient in than they may be more willing to support that investment. When paraeducators have
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specific tech tools they feel confident using technology. Furthermore, once they have familiar

resources that can be used to enhance instruction, students benefit as well. With greater access to

copious educational resources, paraeducators can meet the needs of multiple learning styles.

Learning can be customized by finding content that meets the students learning goals, academic

level, and incorporates their interests. Another side-effect of paraeducators receiving devices is

that paraeducators can become tech leaders within the school. Currently, Harford County does

not have dedicated technology teachers, so there is a need for technology leaders. Having

multiple paraeducators serving as tech gurus at Abingdon Elementary School can benefit

students and teachers. With the addition of paraeducators emerging as technology leaders, it

helps to relieve some of the burdens on administration. Finally, an environment that values

technology could be created if stakeholders are aware of the potential positive outcomes of

incorporating new devices. In order to evaluate the effectiveness of my innovation, I plan on

having my colleagues who participated in the trainings complete a brief survey to gauge their

confidence using technology prior to my instruction and after meeting as a group.

Conclusion

In order to prepare student to become competent digital citizens, educators need to have

access to as many resources as possible. With the present lack of technology among

paraeducators, students and teachers are at a disadvantage. Special needs students especially

need to have their education customized to their current ability level. Technology allows

educators to access countless resources that can enrich student learning and interest. When

students are motivated to learn educators are able to accomplish more and inspire students to be

lifelong learners. Eventually, it is my hope to put this plan into action and assist paraeducators in

becoming technology leaders.