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Final Project
Tameka Howard
Texas Wesleyan University
EDU 6338: Technology Integration and Innovation
Professor Helvey
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Module 2 Milestone
Campus
Uplift Luna Preparatory Primary Campus is a public, college-preparatory, charter school
located in downtown Dallas, TX. Uplift Luna Primary serves students in Kindergarten
through 5th grade.
Faculty
The faculty at Uplift Luna Preparatory Primary Campus consists of 12 dedicated and
experienced teachers, 3 teacher aides, 1 resident teacher, 6 long-term substitute teachers, 1
Director and 2 Deans. A majority of the teachers at this school have been teaching for less
than 5 years. Very few have over 10 years of teaching experience. Most teachers, and even 1
Dean, at this campus only hold a bachelor’s degree. There are very teachers within this
campus with a master level degree or higher.
Leadership
Director Wright, Dean Thomas and Dean Lancaster lead the elementary school, ensuring its
effective operation.
Demographics
Uplift Luna Primary serves a diverse student body of about 425 students. The demographics
are diverse in terms of racial and socioeconomic backgrounds and English language
competency. Hispanic and African American students make up the largest population of
students at this campus.
Achievement Trends
Uplift Luna Primary has an accountability rating of C from the 2021-2022 school year.
Although the rating for the 2022-2023 school year has not yet been publicly released, school
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admin has warned staff that the new rating is a F. This school’s main focus is to improve both
math and reading skills.
Strategic Goals
The strategic goals for this school are to raise student achievement, promote a sense of
community and belonging for all students, encourage innovation in both teaching and
learning, increase student involvement and expand the use of technology in the curriculum.
Technology Infrastructure
The school has an adequate technology infrastructure which consists of Chromebooks in each
classroom and campus-wide access to high-speed internet. However, different teachers use
technology in different ways inside the classrooms; some integrate it heavily while others do
it less often.
The Current Level Of Technology Integration
Uplift Luna Primary falls under the T1 translational stage of the T3 Framework. Although
some teachers are integrating technology into their lessons to improve learning, this is not the
case in every classroom. Utilizing technology to its greatest potential can help tailor learning
experiences and engage students more successfully. This is an area that can be improved
within this particular school.
Proposed Change Initiative
Implementing Project-Based Learning (PBL) with technology as a primary instructional
paradigm across all grade levels is the proposed change initiative for Uplift Luna Primary.
Doing so will help the school integrate higher levels of technology throughout the campus.
This project will also support the school’s strategic objectives of raising student success,
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promoting a sense of community and belonging for all students, expanding the use of
technology in the curriculum and encouraging creativity in both teaching and learning.
Given the context of Uplift Luna Preparatory Primary Campus and its specific goals and
needs, I have included more detailed strategies and applications for implementing PBL. Since
math and reading are the school's primary concentration areas, one objective is to incorporate
PBL into these disciplines. We will concentrate on making efficient use of the school's existing
technology infrastructure within PBL programs. Students may work together on projects, do
research, gather data and create digital presentations using Chromebooks. Teachers would be
trained on how to use technological tools to improve PBL.
We will create PBL projects that are inclusive to the wide range of students this campus
serves. Considering the diverse socioeconomic backgrounds and levels of language
proficiency of the students. To guarantee that students with special needs and English
language learners may engage completely, resources and assistance will be provided to them.
This plan will also involve monitoring the effects of PBL on learning and engagement among
students. Input will be gathered from educators, students and parents to alter and improve the
project as needed.
A goal is to engage parents in the PBL process by providing them with project updates,
inviting them to project presentations and soliciting their feedback. The sense of belonging
and support for PBL may be improved as a result. As part of this strategy, collaborations with
local companies and groups will be fostered to provide initiatives concrete settings. To
improve teachers' facilitation abilities for PBL, we will invest in their continuous
professional development. Our objective is to include team-based PBL projects that motivate
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students to collaborate, form connections and improve their interpersonal skills because one
of the school's strategic goals is to foster a feeling of community and belonging.
Organization Needs
The needs of the organization include better preparing students for a more technology-driven
world, improving student engagement, enhancing critical thinking and making learning more
relevant and real.
Why Was It Chosen?
This particular initiative was chosen because it fulfills the demand for improved technology
integration, engages diverse learners, promotes creativity and is in line with the strategic
goals of the school. This initiative is student-centered and will give students a sense of
responsibility for their own education.
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Module 5 Milestone
The lack of effective use of technology in the teaching and learning process at Uplift
Luna Primary is the current issue. Uplift Luna Primary has fallen behind in utilizing technology
to improve teaching and learning despite the growing relevance of technology in education and
society. Due to the absence of technological integration, our educational initiatives are less
successful and our students readiness for the digital era is hampered. Uplift Luna Primary now
misses opportunities to improve student engagement and academic results because its use of
technology is irregular and sometimes unintentional.
Teachers' ability to deliver creative and interesting learning experiences is also hampered
by this lack of integration. Lack of teacher confidence and proficiency in efficient technology use
worsens this problem. Our students need to be prepared for a future that is driven by technology
because traditional teaching approaches are no longer enough. We must implement a
modification to boost the use of technology in the classroom in order to resolve this problem.
Implementing Project-Based Learning (PBL) with technology as a primary instructional
paradigm across all grade levels is the proposed change initiative for Uplift Luna Primary. Doing
so will help the school integrate higher levels of technology throughout the campus. This project
will also support the school’s strategic objectives of raising student success, promoting a sense of
community and belonging for all students, expanding the use of technology in the curriculum
and encouraging creativity in both teaching and learning.
In order to promote significant and long-lasting change in education, using Fullan's
Change Theory in a project-based learning setting requires a planned and strategic approach. A
thorough theory of action is needed to apply project-based learning (PBL) in an educational
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context using Michael Fullan's Change Theory as a framework. Project-based learning has the
potential to change how teaching and learning are done and using Fullan's principles may
successfully direct this change. To implement project-based learning (PBL) using Michael
Fullan's Change Theory as a framework, it is crucial to develop a theory of action that takes into
account each of the key factors: motivation, capacity building, learning in context, changing
context, reflective action, persistence and flexibility.
Our transformation program aims to turn Uplift Luna Primary into a learning space with
technological integration. Utilizing Fullan's Change Theory to direct our strategy is part of this
endeavor. The goal of our transformation program is to intensify the use of technology in Uplift
Luna Primary. This entails incorporating technology as seamlessly as possible into the
curriculum, making sure that all instructors are adept at utilizing technology as a teaching tool
and fostering an environment in which technology is a fundamental component of the learning
process.
As stated previously, Michael Fullan's Change Theory is the approach I would use to
spearhead the shift of technology integration in my elementary school and classroom. I would
specifically use ideas from his article titled "A Force for School Improvement." Fullan's Change
Theory emphasizes the value of teamwork, a common goal and a concentration on student
learning outcomes. I will modify a few of the fundamental ideas in Fullan's theory of action to
develop a thorough strategy for successfully integrating technology into the elementary school
setting. Next, I will discuss my plan of attack for integrating technology in my elementary school
and classroom using a comprehensive outline of how I want to drive the shift to project-based
learning.
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Focus On Motivation: Start by including stakeholders (educators, students, parents and
school administrators) in the creation of a shared understanding of the advantages and results of
project-based learning. Stress the connections between project-based learning and the school's
mission and objectives. Explain the "Why" by continuously emphasizing the value of projectbased learning in developing student involvement, critical thinking and problem-solving abilities.
Gain the support of influential educational leaders who can influence and inspire teachers, such
as principals and department heads, to start.
The advantages of project-based learning, including improved student involvement and
the development of practical skills, should be made clear. Develop a system of incentives or
recognition for educators who excel in integrating project-based learning into their lessons. To
inspire other instructors, acknowledge accomplishments and celebrate them. Describe how
project-based learning might help students learn in a way that is more meaningful to them.
Engage students in the planning process to make sure their opinions and interests are considered.
Capacity Building, With A Focus On Results: Offer instructors a variety of chances for
in-depth professional development to help them improve their project-based learning design and
implementation abilities. This should incorporate project-based learning focused training,
mentoring and group planning sessions. To keep tabs on instructors' and students' development,
establish precise performance metrics and assessment methods. Review and evaluate data often
to pinpoint opportunities for growth, recognize achievements and modify teaching methods as
needed. Encourage instructors to work together and share their finest project-based learning
related practices. To reaffirm the link between project-based learning and better results, celebrate
and highlight the accomplishments and successes that resulted from the adoption of projectbased learning.
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Learning In Context: Modify the current curriculum to include project-based learning
concepts that are relevant to certain disciplines and grade levels. Make sure that projects have
purpose and are applicable to students' everyday life. Demonstrate to instructors how projectbased learning may be utilized to impart necessary knowledge while fostering students' ability to
think critically and solve problems.
Changing Context: Allocate time, money, and technological resources to facilitate
project-based learning implementation. Ensure that instructors have access to the resources,
technological tools and support they require. Aligning policies and procedures with project-based
learning is important. Change any regulations or practices that would prevent project-based
learning implementation.
A Bias For Reflective Action: Encourage a mindset of self-reflection and ongoing
development among educators and students. Encourage instructors to regularly reflect on their
project-based learning experiences. Give educators organized chances to discuss their struggles
and triumphs with other educators. Encourage teachers to engage in action research in their
classrooms, investigating industry best practices and cutting-edge project-based learning
strategies. Create channels for instructors to offer feedback on the project-based learning
implementation procedure. Utilize this criticism to produce ongoing advancements.
Persistence And Flexibility In Staying The Course: Recognize that putting project-based
learning into practice is a lengthy process. Even when faced with initial difficulties and failures,
remain dedicated to the idea and help instructors despite obstacles and disappointments. Be
adaptable when changing your strategy in response to comments and developing educational
trends. To improve the project-based learning model, always look for stakeholder feedback. In
order to achieve lasting change, adjust as necessary.
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There are several activities I will incorporate in PBL. These activities include holding
workshops to convey the idea of PBL and its advantages in enhancing technology integration to
teachers, students and parents. These workshops might provide a wealth of information about the
technology integration initiative. I also plan to hold frequent training sessions for educators to
improve their knowledge of and skills with a range of educational technology, software and
digital tools. These classes will be interactive and concentrated on real-world use.
Another activity I plan to implement includes pairing educators with tech-savvy mentors
or instructional technology professionals who may offer continuing advice and help in
successfully incorporating technology into their curriculum. My plan also includes conducting
seminars on technology integration for teachers, parents and students to highlight the advantages
of the practice and how it supports the purpose and objectives of the school. I will also give
teachers allotted time to incorporate technology into the curriculum by planning ahead. I will do
this by encouraging them to develop inventive ways to incorporate internet resources into their
lessons. Another plan is to designate certain days or times during the academic year to highlight
and promote initiatives and accomplishments using technology.
We will be conducting seminars for students on how to utilize technology well, including
topics like digital literacy, internet research and software programs. My plan is to change the
current curriculum to include PBL ideas that apply to many disciplines and grade levels. To
encourage other teachers to adopt PBL, my plan is to establish a system of incentives and
rewards for educators who excel in integrating PBL into their classrooms.
Resources I will use include enhancements to the technology infrastructure, technological
resources and software for education, venues for teacher-student collaboration, professional
development opportunities which give instructors access to frequent seminars, online courses and
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coaching sessions, committees formed from educators, students, parents and members of the
community to discuss technology issues and make well-informed decisions, events where
students may showcase their technological abilities and projects, an established avenue for
stakeholders to offer feedback and make suggestions for improving efforts to integrate
technology and the hiring of project-based learning subject-matter experts to advise and assist
teachers.
I hope that this initiative will bring about many targeted changes. Changes I expect to see
include: enhanced learning outcomes, improved access to technology, improvement of digital
literacy, increased engagement and teacher training. The continued use of technology in the
classroom is expected to increase students' academic ability and comprehension in a variety of
subject areas. Providing all students with equitable access to technology and high-speed internet
can help close the digital gap between students and guarantee that all students have equal access
to educational opportunities and resources.
By improving digital literacy, both students and teachers will have good navigational and
technology-use skills that will enable them to function properly in today's digital environment.
By using technology within the learning environment, teachers may increase students' interest in
their classes by including interactive and multimedia-rich information into the curriculum.
Through the use of trainings and professional development opportunities, teachers should build
their confidence and competence of technology integration as an efficient teach tool and be able
to effortlessly incorporate it into their everyday teaching methods.
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Module 6 Journal
A project-based learning (PBL) technology program for Uplift Luna Primary must be
evaluated and assessed regularly in order to guarantee its success and to make adjustments as
needed. Below, I will mention some methods I have or will use to track my success as I
concentrate on both student and adult behavior to achieve my technology integration goals.
Technology Competition: A technology-related competition will be held to highlight
students’ abilities. This event will take the shape of a digital storytelling competition. Students
will utilize the website storyjumper.com to build their own digital stories that include multimedia
components including pictures, sounds and videos.
Inventory of Devices: To ensure that all students have equal access to technology devices,
we will be regularly keeping track of their availability and conditions.
School Admin Interviews: Interviews with school admin will be conducted in order to gain
admins opinions on the project-based learning technology integration initiative's development.
Here, school administrators can shed light on how the program fits into the larger objectives of
education.
PLCs: Professional learning communities (PLCs) were established where instructors may
share their experiences with integrating technology. These forums are also used to evaluate
progress of technology integration within the school and pinpoint potential areas that need work.
Peer Reviews of Lesson Plans: Educators are encouraged to evaluate each other's
technology-infused lesson plans in a peer-to-peer setting. This could make it easier to spot
problem areas and effective procedures.
Evaluation of Professional Development: This will be used to determine how well
professional development initiatives aiding instructors in integrating technology for a diverse
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group of learners are working. Surveys will be taken prior to and during training and this data
will be used to evaluate changes in knowledge and abilities.
Behavioral Metrics: We will keep an eye out for behavioral changes in students and
teachers that may be a result of increased technology use, such as more cooperation, critical
thinking or problem-solving abilities.
Assessment Results: To gauge changes in the learning outcome of students, we will
compare assessment results from before and after technology implementation.
Parent Workshops: Workshops will be held for parents to inform them about the
technological resources and tools being used, as well as to get their feedback.
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References
Brooks-Young. (2006). Critical technology issues for school leaders. Corwin.
Creating Life-Long Learners: Using Project-Based Management to Teach 21st Century Skills.
(2015). ProtoView, 2(38). Ringgold, Inc.
Fullan, M. (2006). Change theory: A force for school improvement. Center for Strategic
Education, 157, 3-14.
Hamilton (2018). Integrating technology in the classroom : tools to meet the needs of every
student (Second edition.). International Society for Technology in Education
Lee, Huh, Y., Lin, C.-Y., Reigeluth, C. M., & Lee, E. (2021). Differences in personalized
learning practice and technology use in high- and low-performing learner-centered schools in the
United States. Educational Technology Research and Development, 69(2), 1221–1245.
https://doi.org/10.1007/s11423-021-09937-y
2022 School Report Card UPLIFT LUNA PREPARATORY. Texas Education Agency. (n.d.).
https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&_program=perfrept.perfmast.sas
&_debug=0&ccyy=2022&lev=C&id=057803107&prgopt=reports%2Fsrc%2Fsrc.sas