Melissa+Halcott

 ​ Organization: Lincolnway Elementary Grades 2-5 Teachers 5 teachers per team, varying levels of technology awareness and training Level 1 call and say computer is broke when it isn't turned on and level 5 run tech enhanced classrooms and integrate daily

Mission Statement: Opening minds through educational excellence

Statement of Need: Lincolnway is in need of a technology program that meets the ISTE standards for both students and faculty.

Misc.
 * 1) Consistent introduction and usage of technologies at the elementary levels.
 * 2) All students in grades 2-5 should be exposed to basic keyboarding skills, word processing, internet research, collaborative tools and presentation software.
 * 3) All students should be in the computer lab learning lessons and mastering a basic set of elementary technology competencies in order to ensure success @ the secondary level.
 * 4) All educators need to be proficient in usage of Groupwise, Word, presentation software and feel competent to instruct students on using these programs.
 * 5) Increase technology available to teachers and students to allow more time to access necessary equipment.
 * Another computer lab
 * More technology enhanced classrooms (mounted LCDs and lap tops)
 * Portable class-sized labs
 * Document cameras
 * Multimedia carts
 * Smart boards
 * Lap tops for all teachers
 * Student computers in all classrooms
 * Differentiated technology workshops for educators based on readiness and interests
 * Scheduled cycle of trainings for faculty at the building level
 * Simultaneous technology training and aquasition
 * A technology integration specialist or a computer Itinerary teacher
 * 1) Ongoing and cyclical technology inservices based on teacher need
 * 2) A curriculum that fully encompasses ISTE standards for students, teachers, and administators
 * 3) Administration that models proper technology usage and supports technology usage at the elementary level

Class 2 This analysis was accomplished by surveys of current faculty and administrators in the building, as well as interviews of technology department employees and upper administration. Observations of building operations were also conducted from 9am-3pm and the technology sign out logs for last year and this year and the PATI survey results were utilized in determining the needs noted below.
 * Training Needs Analysis Report for Lincolnway Elementary School **

Organization: Lincolnway Elementary School grades 2-5 Mission: Opening minds through educational excellence Statement of Need: Lincolnway’s faculty and students need to meet current ISTE standards in technology. = There were 3 sets of standards not being met = Current Situation: Of these three, I see only the first two as potential training issues. Lincolnway Elementary School is currently educating approximately 500 students in grade 2-5. Each grade level has 5 teachers and a LS teacher and LS aide. Grades 2-3 have 5 learning aides who shift from a 2nd to 3rd grade room to assist with reading workshop. Lincolnway currently has 2 administrators, a principal and a vice principal. Each building in the district has one teacher on a stipend to act as a technology coach in addition to their full-time responsibilities as a teacher. This person is responsible for assisting with basic troubleshooting, attending monthly technology team meetings to learn and disseminate information about district technology initiatives, and assisting with technology inventories. Currently Lincolnway is home to 1 computer lab with 32 computers, 1 color printer, and one black and white printer. In this lab there is a fixed smartboard and a mounted LCD projector. Outside of the lab; 4 multimedia carts, 2 smartboards, 4 digital cameras, 10 alphasmarts, a set of Turning Points response devices, and a portable lab (6 laptops in a Tupperware container) are available for teachers to sign out as needed. All of the teachers, aides, administrators, and students are on varying levels of technology awareness and mastery. Training is given to faculty and staff by the district technology inservice coordinator as recommended by upper administration, usually to introduce new programs being employed at the district level. New teachers enter a 3-year cycle of inservicing consisting of e-mail, report card, MMS, and atlas training. Currently the building is adding 2 mounted LCD projectors, laptops, and a screen to 2 classrooms every year. This has been happening for 2 years and currently, the library, 1 third grade, and 1 fifth grade classroom are completely functional while another fourth grade classroom is missing a laptop. The technological knowledge of teachers in the building varies classroom to classroom. Some teachers in the building are very comfortable using district technology, but many others have a limited proficiency in technology and struggle with programs used on a daily basis in the building to maintain communication and student progress. Some educators in the building enhance their lessons with powerpoints, create lessons using turning points software, employ smartboards, stream video and music, and use the internet for research and planning purposes, while others only use their classroom computers to check e-mail once a day and occasionally word process. Just as technology is varied for the educators at Lincolnway, the students’ exposure and usage of technology varies tremendously as well. In some classrooms students are taught how to word process, how to research on the internet, how to create powerpoint presentations, and utilize response devices to complete assessments. In others the classroom teacher doesn’t have the ability or the confidence to attempt enhancing lessons with technology. Even current administration’s mastery of technology is varied. The current building principal does not have mastery of technology and struggles to set up the media carts and upload documents, while the current assistant principal is at a high level of technology mastery and was the former building technology coach. The recommended solution is to hire a technology Integration Specialist whose job description will entail co-teaching, co-planning, and assisting with scaffolded lessons to ensure that teachers and students throughout the building are becoming increasingly aware of new and innovative technologies and are meeting the ISTE standards for teachers and students.
 * ISTE standards for students
 * ISTE standards for teachers
 * ISTE standards for administrators

Cost Benefit Analysis An educator would have to be trained to serve as a building technology integration specialist, or a technology Specialist, which would require training costs of $15,000-22,000 for a masters in instructional technology. In addition a new contract would need to be created at the starting teacher salary, or step 1 of the schedule, at an expense of $38,000 dollars the first year. Assuming that each classroom employed the assistance of the technology integration specialist, the benefit would be immediate with more students being presented with technology enhanced lessons, increased teacher collaboration, co-planning, and co-teaching of lessons. In the long run the technology available to sign out would be used on a regular basis and more students and teachers would be gaining rich, technology enhanced lessons from 2 educators simultaneously. Most importantly, educators at the elementary level where technology education has not been a focus will receive one-on-one on site training and assistance in their endeavors and with gained confidence and skills will most likely venture on their own to learn and implement more technology enhanced lessons to the benefit of the students in their classrooms. This will also allow teachers at the secondary level to receive students with a more consistent background knowledge and mastery level in technology.

Class 3 Survey Results



Class 4 Needs Assessment SWOT



Design Document



Prototype script Lesson Plan Design

Prototype

Implementation Plan