Lake Hamilton Pre-K

Pearcy, AR
Educational Technology Plan 2019

Kirby Calcagno
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Table of Contents

Vision, Mission, and Goals ………………………………………………………………………………………………………………….. 3

Needs Assessment ………………………………………………………………………………………………………………………….…… 5

The Planning Process ………………………………………………………………………………………………………………………….. 8

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 8

Environment ………………………………………………………………………………………………………………………….. 11

Engagement ………………………………………………………………………………………………………………………….… 12

Application Tools …………………………………..……………………………………………………………………………….. 12

Results ………………………………………………………………………………………………………………………………….. 12

Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………………………….. 13

Executive Summary …………………………………………………………………………………………………………………….………. 22

References…………………………………………………………………………………………………………………………………………….24

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Vision, Mission, and Goals of Lake Hamilton Pre-Kindergarten

Mission

The mission of the Lake Hamilton School District Pre-Kindergarten is to provide

educational opportunities and experiences for all students using technology as a tool for learning

and to help each child succeed to the best of their ability.

Vision

The technology vision for the Lake Hamilton School District Pre-Kindergarten is to

inspire and create lifelong learners in the digital age of the 21st century. “And the Lord said,

“Behold, they are one people, and they have all one language, and this is only the beginning of

what they will do. And nothing that they propose to do will now be impossible for them”

(Genesis 11:6, English Standard Version).

Goals and Strategies

To obtain the vision, the Lake Hamilton School District Pre-K will:

Goal 1: Teachers will integrate technology into the classroom to create a digital learning

atmosphere.

o Strategy: Classrooms will be provided with technology to implement into their daily

lessons and activities, such as Interactive Smartboard, Class set of Shine 2-in-1 Tablets,

and coding sets.

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 The Universal Design for Learning: Illustrate through multiple media,

providing means for representation, 2.5 (CAST, 2018).

 International Society for Technology in Education: 3.C, “curate information

from digital resources using a variety of tools and methods to create

collections” (ISTE, 2019).

Goal 2: Provide access to all technology equally so as to provide equal opportunities for all

learners.

o Strategy: Ensure that each child and teacher/classroom have an appropriate amount of

resources available to them.

 The Universal Design for Learning: “Offer ways of customizing the display of

information. 1.1” (CAST, 2018).

 International Society for Technology in Education: 6.B “Create original works

or responsibly” (ISTE, 2019).

Goal 3: Each teacher and classroom will utilize the available technology to encourage 21st

century learning.

o Strategy: Opportunities will be provided for students and parents to engage into a digital

world, parents will be able to check out a classroom tablet for the weekend to encourage

family involvement in their child’s learning. Teachers will be given the proper

professional development to prepare them for the new technology and how to best utilize

it.

 The Universal Design for Learning: “Foster collaboration and community.

8.3” (CAST, 2018).

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 International Society for Technology in Education: 7.B, “Use collaborative

technologies to work with others” (ISTE, 2019).

Goal 4: Students are good digital citizens.

o Strategy: The teacher demonstrates and models good digital citizenship and requires

digital responsibility.

 International Society for Technology in Education: 2, “Students recognize the

rights, responsibilities and opportunities of living, learning and working in an

interconnected digital world, and they act and model in ways that are safe,

legal, and ethical” (ISTE, 2019).

Needs Assessment

Strengths – What are the current strengths?

One of the strengths that Lake Hamilton Pre-K has is a group of qualified teachers and

paraprofessionals willing to go above and beyond their duties to help inspire and teach each of

the children in their classrooms. Out of the five licensed teachers in the Pre-K, one has her

masters and three are currently working on obtaining their master’s degrees. Very similar with

the five paraprofessionals that are on staff, four of them are working on earning their bachelor’s

degree in Early Childhood Education. The teachers and paraprofessionals at Lake Hamilton Pre-

K are dedicated to being the best and most educated that they can be for their students.

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Another strength of the Lake Hamilton Pre-K is the support of the administration. The

administration has expressed interest in funding for more technology in the Pre-K department,

because the Pre-K is relatively young, it has only been open in the district for three years and it is

growing more and more every year. They have already seen improvements in the data from the

children that attended the Pre-K, as they are now in kindergarten and 1st grade.

Weaknesses – What are the current weaknesses?

Our current weakness at LH Pre-K is the staff lack of knowledge and training in

technology, and the inability for parents to provide technology. Since the classrooms in the Pre-

K currently only have one teacher computer for classroom use, the teachers have not been trained

in any other technology. There will need to be teacher inservice to train and educate our teachers

and paraprofessionals on the new technology that will be integrated in the classroom. Currently

80% of the students that attend the Pre-K are from low income families, this creates a problem

when we are trying to integrate technology into the home also. Many of our families do not have

internet access available to them, which creates a challenge in wanting to provide a tablet

checkout system over the weekends.

Opportunities – What are the future opportunities?

There are many training opportunities available to teachers in this area. Dawson

Education Cooperative provides free in-service and professional development training to districts

in their area. They offer a plethora of technology classes during the summertime and even have a

trained Technology Coordinator. In addition to Dawson Co-op, Child Care Aware is also

involved in our area and offers several professional development trainings to teachers and child

care providers. Both of these resources will be extremely beneficial to our teachers and

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paraprofessionals when seeking the training they need with technology and how to best

implement it in their classrooms.

Threats – What threatens those future opportunities?

The implementation of technology is threatened in this plan by money and resources, the

inability or unwillingness of student’s parents to help them adapt to the new tools and resources,

and inappropriate use of the technology. Even though our school board and administration is

encouraging of this plan and intend to support it financially, funds do run out, and technology

demands to be maintained and replaced as time goes on. Technology also goes out of date, so

this is not a one-time purchase, it is going to need to be continued and kept up. Parents may

encourage the use of technology in their child’s learning; however, they may not be up to date on

how to use certain pieces of technology. Socioeconomic status should also be considered, many

families do not have internet access and no way of getting it, which could lead to parents being

discouraged in this plan. The last threat is that of how to be a good digital citizen. Not only

students, but also the teachers need to be trained on what a digital citizen is. Teachers can not

only teach their students this, but they can also model this trait and show their students how to be

good digital citizens and the proper way to use technology.

Needs Analysis

The purpose of this analysis to identify a need and plan for action. The students that will

benefit from this TIP are in the Pre-Kindergarten level at a public school that ranges from Pre-K

through 12th grade. The classroom is the main focus of this plan, however, not only do the

students benefit from this, but so do the teachers and the student’s families. As these students are

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introduced to the integrated technology, they will be more Kindergarten and school ready as they

will already be familiar with the technology that is used in the grades above them. Standardized

testing begins in Kindergarten and many of the kindergarteners taking these tests have barely

used a computer, but using this TIPS plan, these 100 Pre-K students will be able to do better and

have better focus on their Kindergarten standardized computer test, because they will already be

familiar and ready for the computer when it is time. The overall goal is for these children to

reach academic success and have opportunities to use technology in the classroom and out of the

classroom. The demographics of the Pre-K are reflected in the bullet points below:

o Students range in age from 4-5 years old

o The gender ratio is 50% male and 50% female

o White 73%, African American, 6%, Hispanic 18%, Other 3%

o 88% Speak English, 12% speak Spanish

o 8% of students have an Individualized Education Plan (IEP)

The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goal NETS Strategies

1. Teachers will integrate II. PLANNING AND  Each classroom will be

technology into the classroom DESIGNING LEARNING provided with technology that
to create a digital learning ENVIRONMENTS AND will be implemented into daily
atmosphere. EXPERIENCES. lessons and activities.
Teachers plan and design  . Provided technology will be

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effective learning environments an Inspire Interactive

and experiences supporty by Whiteboard, class set of Shine
technology. Teachers: 2-in-1 Tablets, and Coding
sets.
c)identify and locate
technology resources and
evaluate them for accuracy
and suitability.
d) plan for the management
of technology resources
within the context of
learning activities.
e) plan strategies to manage
student learning in a
technology-enhanced
environment.

2. Provide access to all VI. SOCIAL, ETHICAL,  Each classroom will have
technology equally to provide LEGAL, AND HUMAN access to the following:
equal opportunities for all ISSUES o Inspire Interactive
learners. Teachers understand the social, Whiteboard
ethical, legal, and human issues o 20 Shine 2-in-1
surrounding the use of Tablets
technology in PK-12 schools o 4 coding sets
and apply that understanding in  There will be no discrimination
practice. Teachers: in the resources that are

b) apply technology available to each classroom

resources to enable and and student. The goal is to

empower learners with make sure each child has

diverse backgrounds, access to technology, no

characteristics, and matter their race,

abilities. socioeconomic status, gender,

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e) facilitate equitable or disability.

access to technology
resources for all
students.

3. Each teacher and classroom III. TEACHING,  Opportunities will be provided

will utilize the available
technology to encourage 21st CURRICULUM
century learning.
LEARNING, AND THE
Teachers implement curriculum
plans that include methods and
strategies for applying
technology to maximize student  Teachers will be given the
learning. Teachers:
a) facilitate technology-
enhanced experiences
that address content
standards and student
technology standards.
for students and their parents
to check out a Shine 2-in-1
Tablet for the weekend as to
encourage family involvement
in their child’s learning.
proper professional
development to prepare them
for the new technology and
how to best utilize it.

d) manage student
learning activities in a
technology-enhanced
environment.

4. Students are good digital
citizens.
V. DIGITAL CITIZENS
Students understand human,
cultural, and societal issues
related to technology and
practice legal and ethical
behavior. Students:
 The teacher will demonstrate
and model good digital
citizenship and require digital
responsibility from her
students.

a) advocate and practice

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safe, legal, and

responsible use of
information and
technology.
b) exhibit a positive
attitude toward using
technology that supports
collaboration, learning,
and productivity.

Environment

For a Pre-K level classroom, the best environment would be a blended theory approach.

“The classroom of a blended theorist teacher varies between focused, quiet work and active

participation in discover” (Hamilton, 2015, p. 12). The blended approach will be demonstrated

through teacher modeling and showing how to use the Interactive whiteboard and the 2-in-1

tablets. The teacher will have training on these before integrating them into the classroom. The

teacher will also be using whole group, small group, and one-on-one learning in the classroom to

integrate technology through her lessons. If a student does not have technology access at home,

he is able to check out a tablet for the weekend to use at his house with parental supervision to

promote family involvement.

Engagement

At the beginning of the year, teachers and their paraprofessionals will be responsible for

introducing and modeling the new technology that has been provided for each classroom. Once

procedures are in place in the classroom for use of technology and correct usage has been

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modeled, then the children will be able to use the 2-in-1 Tablets for use during centers and

during small groups. The students will also be able to experience learning on the Inspire

Interactive whiteboard during circle time and during centers with teacher supervision and

support. The coding sets will be modeled and used in small group before the children are allowed

to use the sets independently, however, the goal is for them to work together using the coding

sets as a small group with limited teacher support. Finally, the family involvement of taking

home the 2-in-1 tablets will be integrated after a family night introducing the tablets and the

guidelines and expectations that are required before checking out the tablets.

Application
Tools

For the technology integration to take place successfully, High speed Wi-fi will need to

be in place and provided. In addition to the previous technology included in this plan, Lake

Hamilton Pre-K would like to include a subscription to www.abcmouse.com for use in the family

involvement and continued learning at home. The district budget should also leave room for

future needs to be purchased for this plan.

Results

With the help and cooperation of the school district, the administration, technology

department, teachers, paraprofessionals, and parents, the students will excel in the

implementation of technology and their learning. As the Bible says, “Even so the body is not

made up by one part, but of many” (1 Corinthians 12:14, NIV), teamwork is so important in the

lives of children. By working together, we are creating lifelong learners, incorporating family

involvement, and encouraging 21st century learning. “We want young people to mature into

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responsible adults who live satisfying lives because they have the skills to support themselves

and the dispositions to treat others well” (Hamilton, 2015, p. 21).

Implementation

Budget

Technology provided and maintained by the district

 Teacher computer

 Internet

 Wi-Fi ports in each classroom

Technology that Needs to be Purchased

 (5) 43” Inspire Junior Interactive Board ($5,995.95)

 (100) Shine 2-in-1 Tablet Solution ($849.95)

 (5) Coding Critters- Rumble & Bumble ($39.99)

 (5) Code & Go Robot Mouse STEM Activity Set ($59.99)

 (5) Bee-Bot Starter Pack ($199.95)

 (5) Artie 3000 The Coding Robot ($69.99)

Free Technology to be Utilized

 www.abcmouse.com

Professional Development Costs

 Access to all technology resources listed above

 Access to Dawson Co-Op Educational Services Training

 Certified Trainers for all staff and administrators, 6 total sessions ($100/each)

Total Estimated Cost

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Technology Cost Quantity Total

Interactive Board $5,995.95 5 $29,979.75
2-in1 Tablets $849.95 100 $84,995.00
Coding Critters $39.99 5 $199.95
Code and Go Robot $59.99 5 $299.95
Bee-Bot $199.95 5 $999.75
Artie 3000 $69.99 5 $349.95
Presenter $100 6 $600
$117,424.35

Professional Development Plan

Timetable for Goals, Objectives, Strategies, and Measures: Teachers and

paraprofessionals will attend six total sessions of professional development. The first three

sessions will be during the scheduled days provided by the district before the start of school,

these three sessions will last a total of six hours each. During these sessions’ participants will be

encouraged to learn the new technology that they are being provided and come up with a plan for

the school year of how to best integrate it.

The next three sessions will be one-hour sessions after school and will be used for

questions relating to the interactive whiteboard, tablets, ABC mouse website, and coding tools.

This will be the time for questions and continued planning for more integration. The teachers are

encouraged to bring a tablet to the training in order to show what they have been working on

with their students and any problems that may be occurring.

Session # Topic Covered Date Total Hours

Session 1 Introduction to Inspire Interactive Board August 5, 2019 6
Session 2 Intro to Shine 2-in-1 Tablets August 6, 2019 6
Session 3 Intro to Coding Tools August 7, 2019 6
Session 4 Questions and Collaboration September 16, 2019 1
Session 5 October 14, 2019 1
about New Technology
Session 6 Final Questions and Answers November 18, 2019 1

Professional Development Outline

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Session 1 (Introduction to Inspire Interactive Board)

Where does it fit: The Inspire Interactive Board will be used daily in the classroom. This will be

used during calendar time and during center time to practice letters, name writing, and math

activities.

Backup Plan: Students will use the magnetic calendar that is on the marker board and they can

use individual white boards for practicing letters and names, while also using math manipulatives

for math activities.

Effectiveness: “We call this exclusive software "Explorations" because these activities are based

around exploration highlighting the natural curiosity and creativity of children rather than the

linear play typical to early childhood software” (Kaplan, 2019).

PD: The teachers will start out in one classroom that has the Interactive Board already set up.

They will go through a basic introduction to how to use the board. After a tutorial of how it

works, the teachers will be introduced to some of the software that has been preinstalled on the

board. Teachers will have roughly three of the six hours to spend in their own classrooms getting

familiar with their own interactive board while the presenter walks from classroom to classroom

offering help and assistance when needed.

Session 2 (Introduction to Shine 2-in-1 Tablets)

Where does it fit: The Shine 2-in1- Tablets will be used daily in the classroom by each student

for small group time, and during center time.

Backup Plan: The students will go to centers like normal and will skip their tablet rotation.

Effectiveness: “When you put the Shine 2-in-1 Tablet in students' hands, you've begun a process

that will forever change their lives and their teachers' lives as well” (Kaplan, 2019).

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PD: This six-hour session will consist of the teachers being given their Shine 2-in-1 tablets, and

“playing” on them for roughly an hour. After the teachers have explored the tablets and seen

some of the programs that are preloaded on it, the presenter will go over the basics of the tablets

and the different software and programs on it. The presenter will offer suggestions on how to

store the tablets and how to distribute them to the students. The teachers will be given time at the

end of the session to organize, label, and store the tablets in their individual classrooms.

Session 3 (Introduction to Coding Tools)

Where does it fit: The coding sets will be used occasionally during small groups and eventually

the students will be able to use them independently in the classroom.

Backup Plan: The students will do alternate activities during small group and will continue with

centers as normal.

Effectiveness: “Coding is a fundamental 21st century skill that all children should develop to

compete in the future workforce. Learning basic coding techniques shows children how

information technology works and how to interact with it” (Kaplan, 2019).

PD: This six-hour session will be broken into four segments to go over each of the different

coding sets. The teachers will have ample time to “play” and explore the coding sets to become

familiar with them so that they may be used in their classrooms. The las hour of the session will

be used as a planning time so that the teachers may discuss an collaborate when and how this

tool will be implemented into their classrooms.

Session 4 & 5 (Questions and Collaboration about the new Technology)

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Where does it fit: By having the teachers ask questions and collaborate, they will ultimately

learn more by listening to their coworkers and their questions.

Backup Plan: If they questions are not answered during this session, there is one final session

for questions, or the teachers may email the presenter with any other questions throughout the

year.

Effectiveness: Teachers will model the technology in the classroom for their students and the

students will begin to become independent with using the technology.

PD: This will be two, one-hour sessions after school hours. The teachers will have a chance for

questions and collaboration with their coworkers and the presenter with anything that is

unanswered. During this time, each teacher will be asked to share one success story they have

had with their students while using the technology.

Session 6 (Final Questions and Answers)

Where does it fit: By having the teachers ask questions and collaborate, they will ultimately

learn more by listening to their coworkers and their questions.

Backup Plan: If they questions are not answered during this session, there is one final session

for questions, or the teachers may email the presenter with any other questions throughout the

year.

Effectiveness: Teachers will model the technology in the classroom for their students and the

students will begin to become independent with using the technology.

PD: This is the final one-hour session for the teachers and paraprofessionals. During this session,

each teacher will share one positive and one negative they have experienced since beginning to

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use their new tools. Each teacher will be told of their expectations ahead of time so that they may

prepare, and they are to put great thought into their answers. This will also be the last

opportunity for any help or questions that may need a hands-on answer from the presenter.

Lesson Plan 1

Before the Lesson:

Topic/Grade: The Gingerbread Man, Pre-K

Standards: Work Sampling System Standards (Pearson, 2019): II.C.4: Recount some key ideas

and details from text. V.B.3: Begins to be aware of how technology affects their lives. NETS III.

Teaching, learning, and the curriculum. Teachers implement curriculum plans that include

methods and strategies for applying technology to maximize student learning.

Objective: Students will use their personal tablets to record a video of their retelling of The

Gingerbread Man.

Observable Task: Students will record their retelling of the story.

Measurable Criterion: The recorded video will determine their ability recount key ideas and

details from the story.

Classroom Diversity:

 Cultural Diversity: Students will be able to include their own personal twist on the story

and apply it to their culture if they choose to.

 Special Needs: Students with IEP’s will be given extra time and assistance and their IEP

accommodations will be followed.

 Socioeconomic Groups: This is an in-class project that will not need any

accommodations for homework or socioeconomic groups.

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Materials/Equipment: Interactive Board, Individual Tablets, The Gingerbread Man book, Pipe

cleaners, Colored Beads

Biblical Principles: The Bible says, “therefore encourage one another and build each other up,

just as in fact you are doing” (1 Thessalonians 5:11, New International Version). This is a plan

for a public school, however as Christian teachers it is important to remember that we are to

model to our students and by encouraging them and building them up in their work, we can work

through God in the classroom.

During the Lesson:

Introduction: Students will be asked if they know the story of The Gingerbread Man. The

teacher will listen to their stories and previous knowledge on this. After a short discussion

between the teach and the students the lesson will begin.

Lesson: The teacher will begin by reading the story, The Gingerbread Man. She will ask leading

questions that promote higher order thinking skills during the story. The students will return to

their seats and they will be given materials to make a retelling bracelet. Each bead represents a

different part of the story (this is also to assist in their own retelling of the story).

Guided Student Practice: As the children are led in placing each bead on their bracelet, the

teacher will retell the story with guided help from the students. They will then turn to a partner

once their bracelet is finished and retell the story to their friend. Once they are comfortable with

the retelling of the story, they will move to the independent practice.

Independent Practice: The students will be asked to get their tablet and go to their own spot in

the classroom. By using their bracelet and their knowledge of the story, they are to record

themselves retelling The Gingerbread Man story. At the end of their retelling, they are welcome

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to add or create more to the story to make it their own, as long as the main parts are observed on

the video.

Closure: A few of the students will share their videos with the class and it will be discussed their

strengths on the video. The class will then put their tablets up and come back to the carpet to

watch another version of The Gingerbread Man on the Interactive Whiteboard. This will lead

into a short discussion on similarities and differences.

Lesson Plan 2

Before the Lesson:

Topic/Grade: The Gingerbread Man, Pre-K

Standards: Work Sampling System Standards (Pearson, 2019): II.C.4: Recount some key ideas

and details from text. V.B.3: Begins to be aware of how technology affects their lives. NETS III.

Teaching, learning, and the curriculum. Teachers implement curriculum plans that include

methods and strategies for applying technology to maximize student learning.

Objective: Students will use their personal tablets to record a video comparing two versions of

The Gingerbread Man.

Observable Task: Students will record their comparisons on video.

Measurable Criterion: The recorded video will determine their ability to compare and recount

key ideas and details from the story.

Classroom Diversity:

 Cultural Diversity: Students will be able to include their own personal twist on the story

and apply it to their culture if they choose to.

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 Special Needs: Students with IEP’s will be given extra time and assistance and their IEP

accommodations will be followed.

 Socioeconomic Groups: This is an in-class project that will not need any

accommodations for homework or socioeconomic groups.

Materials/Equipment: Interactive Board, Individual Tablets, The Gingerbread Man book

Biblical Principles: The Bible says, “therefore encourage one another and build each other up,

just as in fact you are doing” (1 Thessalonians 5:11, New International Version). This is a plan

for a public school, however as Christian teachers it is important to remember that we are to

model to our students and by encouraging them and building them up in their work, we can work

through God in the classroom.

During the Lesson:

Introduction: Students will review the book read and retold on the previous day, The

Gingerbread Man.

Lesson: The teacher will read another version of The Gingerbread Man, while reading she will

make a chart on the interactive board of similarities and differences between today’s version and

yesterday’s version.

Guided Student Practice: The students will turn to a friend and tell the differences they noticed

in this story compared to the previous story.

Independent Practice: For independent work, the students will retrieve their tablets and they will

again record themselves retelling the story from today, noting what the differences were in the

two stories.

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Closure: The students will come back to the carpet to regroup and will share some of their

videos that were recorded today. They will discuss other opportunities they could have to record

themselves retelling stories in the future.

Executive Summary

The Lake Hamilton School District Pre-K Technology Plan is aligned with International

Society for Technology in Education (ISTE) and the National Educational Technology Standards

(NETS). This plan reflects the Lake Hamilton School Districts vision, mission, belief, and goals.

This plan has been made for adaptations and modifications for diversity in the classroom.

It is set up for diversity such as culturally diverse, special needs, and students from different

socioeconomic backgrounds. This technology will help each student in the Pre-K succeed and

learn. It will encourage critical thinking skills and create 21st century digital citizens. In order to

carry out this plan, adequate funding will need to be in place, along with professional

development for the involved teachers.

The four goals that are set forth in this technology plan will be met by integrating the

technology into the classroom and creating 21st century learners. This will be carried out by first

having each teacher and paraprofessional in the Pre-K at Lake Hamilton, undergo six

professional development sessions on the new technology and strategies to use it. Then it will be

implemented into the classroom for the students. Teachers and students will focus on digital

citizenship and how to best accomplish this. Teachers will demonstrate and model good digital

citizenship and require digital responsibility from the students.

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Education is moving beyond the parameters that it has been at for many years and is

finally breaking into a new era of more technology. Most students that enter the Pre-K are

familiar with technology of some sorts: smartphone, tablets, computers, digital cameras, etc. As

educators we should take advantage of this and encourage the use of technology in the classroom

for learning. As Christian educators, we should model and teach our students responsible ways to

use technology. This plan brings many new opportunities to our teachers, students, and the

district of Lake Hamilton.

References

CAST. (2018, August 31). The UDL Guidelines. Retrieved from http://udlguidelines.cast.org/.

Hamilton, B. (2015). Integrating technology in the classroom: Tools to meet the need of every

student. Retrieved from https://ebookcentral-proquest-com.ezproxy.liberty.edu

ISTE. (2019). ISTE Standards for Students. Retrieved from https://www.iste.org/standards/for-

students.

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Kaplan. (2019). Teaching Supplies & Child Care Resources for Early Education Classrooms:

Kaplan ELC. Retrieved from https://www.kaplanco.com/.

Pearson. (2019). Retrieved from

https://wsoz.pearsonclinical.com/wsoTeacherApp/teachApp/login/returnToHomePage.ht

ml.

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