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Needs Analysis
The Prince Georges County Public School district, within which I desire employment, is the 13 th largest in the country, and, the 3 rd largest in the state of Maryland. The district consists of 196 schools which employs approximately 9,000 staff members to facilitate the learning requirements of the 127,129 student population. In this context, the availability of modern sophisticated technology to enhance teaching and learning in many core areas of is far from being sufficient. Moreover, my observation indicates that in no other subject area is the shortage more palpable than in my specialty area of grades 9-12 technology education. An ideal average class size of 25 students in a typical technology education class, demands the usage of a variety of technologies for communication, modeling instruction, research and design, publishing, recordkeeping and, assessments to create authentic learning experiences. It is imperative that students, not only receive sterling instruction, but, they should also share in knowledge construction based on interest and the demands of the job market. Learning in technology education necessitates sophisticated technologies which are evidently missing in many schools in the district. In many cases the program has been phased out completely.
After doing research using teacher and students interviews, classroom observations and perusal of district public documents available on websites, the needs assessment for my ideal district’s technology education classroom was synthesized accordingly. This new classroom technology plan is designed to prioritize and expedite the completion of a comprehensive revitalization to alleviate the most exigent needs identified.
The needs include:

Equipment o Computers o Digital Cameras and other hardware which are required to support software programs and internet use. o Computer Tables/Workstations o Technology education resources. o Assistive technology for students with diverse learning styles and needs. o Server o Interactive white boards,/Smartboard, o Multimedia projectors a o student response systems

Software o AutoCAD o Microsoft Office (Excel, Word, PowerPoint) o SmartDraw
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o Multimedia software ( Adobe Director (multimedia authoring), Dreamweaver
(web publishing), PhotoShop (photo editing), for presentations and instruction to cater for diverse learning styles and interests and for students’ learning expressions’ o Video and audio technology to provide multi ways for students to express their learning through technology. o Graphics programs (FireWorks) o Video and audio production (iMovie, Moviemaker)
 Professional Development and Training o Technology training for teacher
 Resources o Internet access for more online opportunities for student learning in instruction o Websites o Database o Subscriptions (Journals, Magazines, Periodicals)
Vision/Purpose
Technology continues to impact every aspect of civilization by revolutionizing the way we communicate, work, play, travel, live eat and sleep. Consequently, the integration of technology to enhance teaching and learning is essential to prepare learners, not only face the challenges, but also, to set trends in this new dynamic of a technology driven society. In this context, a technology education classroom technology plan is essential to guide the successful integration of numerous technologies (see expenditure) to supports the goals of education reform. In order to expedite this process, the plan is designed to articulate clear procedures, strategies, phases, and, offer a solution to a judiciously prepared needs assessment for a modern classroom environment. The plan is designed to fulfill budget requirements by endeavoring to target funds through grants and district teacher professional development grant fund, as well as other fund raising ventures for the acquisition of computers, software and peripherals. Instructional design of the plan is intended to support authentic learning and collaboration among students and teacher. To this end, teacher will respond to required professional development needs, to acquire skills necessary for successful integration which will ultimately benefiting students’ progress.
I intend to attend specific professional development workshops aimed at teaching application of the technology in all aspects of the curriculum.
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Many practical applications of the technology include:

Communication between teacher and parent.

Creating classroom webpages such as ( Technical Education and Windows ), in which important classroom information about important events, dates, and academic material can be accessed by students, parents and other teachers.

Students create and publish webpages, wikis, blogs and podcasts to meet the requirements of classroom group and individual projects.
 Promoting constructivist learning in which students work together in teams to determine information needs; locate authentic information sources; apply thorough evaluation principles, and; utilize synthesizing skills to increase their proficiency in problem-solving.
 Using presentation software, such as, PowerPoint, Google docs, and SmartBoard to expedite instructional planning, enhance the delivery of instruction, and, to facilitate students’ expressions of learning.

Students’ e-portfolio and netfolio construction to expedite self-assessment, peer evaluation, as well as, learning reflections.
Significantly, the versatility of the internet as a vast source of information to facilitate knowledge construction should be a characteristic of any modern classroom, more so for technology education. Many internet supported projects such as a Webquest can be used as a lesson to teach various research skills necessary for the contemporary students’ survival in society. The activities required to complete a carefully designed Webquest usually contain all the internet research skills and many other technology skills that students require to successfully integrate technology in their knowledge construction
This classroom technology may seem to be too ambitious to the skeptic person, but my mission is to work hard at procuring the funds to realize this vision. Not only is it difficult to teach the technology education courses without the technology, it is not consistent with the district, state and international curriculum standards. In addition, the industries that employs graduates demands that candidates possess a high level of skills and knowledge to keep their businesses on the cutting edge and moving forward.
Goals and Objectives
The writing of specific learning objectives in the context of a general classroom technology is challenging. One has to consider carefully how to determine the specific level that students will perform a given task; develop a particular skill, or; demonstrate learn of a specific
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concept in order for the plan to be considered a success. The other dimension is to ensure that the plans objectives align directly with the district and state educational standards.
The teacher’s instruction plans must be done with clear insight of the general goals of the technology plan and as well as a thorough understanding of the learning needs/styles of the individual students to ensure that maximum use of teaching time and technology resources are achieved.
The student learning objectives will be based on a number of general objectives for the plan, including, but, not exclusive to:
Diversified instruction and learning in

Computer use
 Electronic resources
 Software applications

Audio and video equipment/software

Multi-media production/presentation
 Computer-aided drawing.
 Group work & collaboration between students.

Individual research & individual project work, e.g. completing internet research for an assignment or task.
The Table below illustrates the technology, objectives and content standards
Technology
Computers
Interwriteboard
Objective
The student will:
 Use the computer to improve writing skills

Access information from online resources.

Use productivity software for assignments.

Apply educational software features to promote understanding or develop skill

Save files based on needs.

Access the internet
 View information from computer.

Record class activities.
Content Standard:
(NETS & MVSC)
(NETS*S I, C/T 8.3)
&
(ITEA, STL 12-J)
(ITEA, STL 17)
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Digital camera
Electronic
Resources
Internet
Websites
Database
Software
Word Processor
PowerPoint
Excel
AutoCAD
Photoshop
Audio
Assistive technology
Video
Smartboard
 Capture images for/of students work

Collaborate, publish, and interact with others online

Locate and retrieve information from a variety of sources

Evaluate the accuracy of electronic resources
 Create and use databases to organize information

Locate and retrieve information

Create, edit and publish assignment.
 Prepare presentations and interactive review games.
 Present information to classmates.

Create and use spreadsheets to collect, analyze and communicate information

Create designs, plans and apply presentations for projects.
 Upload, edit and share Photos

Record sound, listen background music.

Listen to instructions/directions.
 produce digitize speech

Record, view and upload activities, procedures and animations.
 view demonstrations/procedures
 Use assistive technology hardware and software to complete learning activities, and complete classroom tasks.

Apply assistive technology devices to Interact with the technology needed to accomplish such tasks.
 View information from multimedia and computer.
 Review recorded lesson activities at a later time.
(ITEA, STL 11-L)
(NETS*S IV, C/T 8.2)
(NETS*S III, C/T 8.1)
(ITEA, STL 13)
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Multimedia Projector
Interactive white boards
Student response systems
 Collaborate with others on projects:

View information from multimedia and computer such as websites, pictures, instructions, and class announcements.
 Operate software that is loaded
 onto the connected PC.
Using software to capture notes

 written on a whiteboard or whiteboard-like surface
Controlling the PC (click and drag), markup (annotating a program or presentation) and translating cursive writing to text
Use integrated Student Response
System to complete polls, quizzes and capture the feedback.
(ITEA, STL 3)

Respond to multiple choice and polling question.

Input text and numeric responses.

Receive feedback from teacher for subsequent review.

Respond to presentations and receive feedback from teacher.

Solve puzzles and solve problems.
(ITEA, STL 2)
Budget and Justification
Within the context of the proverbial “budgetary constraints” facing educational institutions, it will require skill and determination to orchestrate a feasible classroom technology plan; to purchase hardware; procure the latest sophisticated software, as well as, acquiring expendable peripherals to facilitate the learning of my 25 students. In keeping with the instructional purpose of the facility-a specialty area instructional classroom-designed with applicable accessibility features, a substantial budget is necessary. The table below provides details of the basic expenditure based on this budget in compliance with the Maryland
Voluntary State Curriculum for technology education. The stipulated content standards listed in
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the table justify the expenditure on each technology described. Because technology education comprises a diversity of courses aimed at teaching innovative and critical thinking, molding and prototyping skills, measurement, analytical reasoning, design, troubleshooting, teamwork skills, and problem solving abilities, an assortment of technologies are required to achieve the ultimate goal of producing technologically erudite citizens who can dynamically contribute in our advanced technological society.
Classroom Technology Plan Proposed Expenditure
# of
Items
Description Content
Standard
Total cost
And justification ($)
Desktop computers
(M.V.S.C.)
26 OptiPlex 740 Small Form Factor includes LCD monitors (ITEA, STL
12-J)
$22,386
1
Network server
Dell PowerEdge R510
High availability and redundancy features for running core applications. Comes with faster Xeon Processor with Hyper-Threading Technology, more memory and storage!
Network Switches
(ITEA, STL 3-
E)
$1,049.00
2
1
Netgear ProSafe 8-Port 10/100 Network Switch
Netgear's popular FS100 series desktop switches, known for their reliability and performance, provide your LAN with high-speed, 10/100 Mbps auto-sensing connectivity for as many as 5, 8, or 16 users
Printer
(ITEA, STL 3-
E)
(ITEA, STL
17-I)
Konica-Minolta 7450 II Mono Láser
Cables
$49.98.00
$1,848.00
1000FT Bulk CAT5e 350Mhz Network Cable - Solid -
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1
1
1
4
Green PVC consists of a PVC jacket and 4 unshielded twisted pairs that have 24 AWG. Solid conductors.
Multimedia Projector & Mount
Epson EX71 Multimedia Projector
Media Server for video/image storage
Surge Protectors X 4
1
Conserve Energy Saving 8-Outlet Surge Protector with
Remote Switch
SMARTboard
SMART SB680i3 Interactive Whiteboard System w/ UF55
Projector
Computer Tables Flat Screen Work Center 2 Computer
(SLT-7224)
26
26
26
Student Chairs
Light-Duty Task Office Chair- Adjustable Arms (GLB-
100A)
Headphones
Black Cyber Acoustics AC-960 Headphone. This is the choice to avoid the distractions caused by speakers.
1 Lab Support Specialist
McAfee
Total Protection Standard Service
26 licenses
AutoCAD
(Productivity Software, Student edition)
Microsoft Office (Word, Excel, PowerPoint)
(ITEA, STL 17)
(ITEA, STL
17-H)
(ITEA, STL
11)
(ITEA, STL
13-F)
$74.99
$699.99
$199.96
$799.00
$8,554
$3,116.00
$519.74
$1000
$1,900.16
$1,200.00
$279.00
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2
4
Digital Cameras
Canon EOS Rebel XS 18-55IS
Assistive
Technology
Text-to-speech software
Alternative keyboards such as
Intelli-key
Remote-control devices
(ITEA, STL
11-L)
(MTTS,STL
V-1)
$549.99
$299.
$44.95
$99.00
Staff development
I am currently enrolled in a Master’s of Instructional Technology program at UMUC to be completed in the summer of 2011. I plan to continue to increase my educational technology knowledge and skills by researching on the internet, use online resources, create websites, create and upload online lessons, attend workshops and pursue further studies. One of my major objectives for professional development is to learn the applications of the popular drafting and design software-AutoCAD, and, integrate it in my specialty area. Many useful group activities such as blogging, wikis, and other wed2.0 technologies as well as website creation and effective PowerPoint and Data analysis skills improved in these programs will be further developed in my instruction. Numerous Professional development seminars are organized by the district’s Teacher Leadership and Professional Development Department and are posted on their website. The department provides courses, seminars, institutes, certification options for licensure, coaching and mentoring programs for teachers that will directly impact the delivery of instruction in my new technology education classroom.
Timeline
I realize that this is a very ambitious plan which will require persistence and diligence in sourcing funding and ultimate implementation. For this reason, a special committee consisting of parent’s students and teachers will be created to devise an action plan for sourcing the required funds. This committee will leave “no stone unturned” and as such will apply for available grants; solicit the school’s administrator to access school’s technology funds; inviting local businesses to adopt classrooms, organize sale events and; plan raffles using items produced by students and donated items.
The chart below illustrates the proposed timeline for implementation
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Timeline for completing Classroom Technology Plan
Activity
Project proposal
Purchasing and installing technology
Professional Development
Masters of Instructional Technology-
UMUC
PGCPS Training Workshops
Webpage construction
Using Electronic Resources such as internet, databases, etc.
Software integration (AutoCAD, Smart Draw)
Presentation software Integration (PowerPoint, Google Docs, Excel, etc.)
Integrate Internet applications and research tools
Introduce webquests, wikis, blogs
Introduce e-portfolio and netfolio
Web 2.0 technology
Projection and viewing
Wikis
Blogs
Smartboard
Multimedia Projector
Interactive White Boards
Student Response System
Evaluation
Completion time
Jan. 2011
Jun. 2012
May 2009-2011
Jan. 2010-ongoing
Sept. 2012-ongoing
Sept. 2012-ongoing
Sept. 2012-ongoing
Nov. 2012-ongoing
Sept. 2012-ongoing
Sept. 2012-ongoing
Jan. 2012-ongoing
Sept. 2012-ongoing
Sept. 2012-ongoing
Bearing in mind that any classroom technology plan, especially, in the context of limited resources, diverse learning styles/interests of students, as well as, constantly evolving technology, requires a systematic process of creating, implementing, evaluating, revising and
correcting, an efficient method of evaluating the success, or lack thereof, is absolutely necessary. Any assessment should consider to what degree the plan exemplifies the tenets of a very justifiable, powerful instructional asset that is supported by the entire school community.
It is also very difficult to assess a comprehensive plan in totality because of the multiple dimensions of the plan and the potential susceptibility of the assessment instrument to be too vague or overly subjective. There need to be some sort of authentic assessment method to correspond as closely as possible to the implementation of the plan. I believe that the use of
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student and parent surveys as well as questionnaires to solicit feedback from the most important stakeholders is an effective method.
Based on research information and stated by Picket & Dodge (2007) “a Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and subjective”. Grounded on the assumption that this classroom technology plan perfectly fits that description, the following evolution rubric was developed to guide the evaluation process and determine the effectiveness of the plan in this regard.
Classroom Technology Plan Rubric
Availability of
Technology
Professional
Development
Does not meet objectives
0-5
Availability of, and, access to a variety of educational technologies are limited. There is some access to
Audio/video equipment and Computers.
Technology is mainly available only for teacher’s use and a few students
Meets objectives
6-8
A variety of educational technologies are available for the classroom from the plan’s projections’.
Classroom technology needs for teacher and students computing are
Partially met with, electronic databases and the Internet available.
A few Staff development workshops and seminars were completed.
Teachers’ plans contain a few activities and goals support student learning through a few new instructional methods.
Curriculum design exemplifies a few insights and new technology skills.
Many professional development objectives were completed.
Teacher’s instructional plans contain the majority of the activities and goals to support student learning through many new instructional methods. The teachers’ curriculum design shows many insights and new technology skills learning through new instructional
Exceptional plan
9-10
Educational technologies and resources are current and accessible for teacher and students use throughout the classroom. All The resources, peripherals and electronic equipment electronic are available in the classroom.
All Staff development workshops and seminars are completed.
Instructional plans contain all goals and activities to support student learning through new instructional methods. The curriculum design is replete with insights and reveals new
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Teachers Use of technology
Teacher occasionally select and use technology resources to facilitate student use of higher order thinking and practical skills (e.g., problem solving, critical thinking, informed decision making, knowledge construction, and creativity)
A few students have equitable access to technology.
Students use of Technology
Alignment
With
Appropriate
State and
National
Standards
A few of The activities and programs are aligned with standards.
The activities are not developmentally appropriate for some of the students. The technology based activities are limited. The activities generally require only lower-level thinking. methods.
Teacher often identify many strategies for student use of technology designed to facilitate higher order thinking skills (e.g., problem solving, critical thinking, informed decision making, knowledge construction, and creativity).
Most students have equal and appropriate access to technology
Many activities and lessons are aligned with district and state standards.
The technology usage enhances concept development. technology skills
Teacher continually identify and implement learning activities that apply technology, to promote student engagement in analysis, synthesis, interpretation, and creation of original products.
All students have equal and appropriate access to technology
All the activities and lessons are clearly aligned with district and state standards.
The technology usage enhances and extends concept development.
Student Assessment
Many assessment instruments that are technology based are proving to be valuable in providing authentic assessments, not only to improve instruction, but to guide and determine future learning needs for students.
Strategies will include both paper-based and electronic format of the following tools:
 Student surveys (electronic)

Standardized testing (multiple choice, objective)
 paper-based and eJournals
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References

Self-Assessments

Diagnostic Learning Logs
 e-Mail or conference Feedback (peer & teacher)
 ePortfolios and netfolios
 Rubrics

End of Corse reflections/surveys

KWLs
 Products

Presentations (Multimedia, Oral)
A transcendent classroom technology plan will require many assessment techniques to ascertain its effectiveness and inform review decisions. Formative assessments for students are required to determine whether short term students’ learning objectives are met and, to provide timely feedback that can be applied quickly to improve their work, while summative assessments are required to inform the overall success of the plan’s objective of enhancing their learning.
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Maryland Voluntary State Curriculum. (2005).Technology education. Retrieved October 8, 2010
From http://mdk12.org/instruction/curriculum/technology_education/vsc_technologyeducati on_standards.pdf
Nancy, P., & Dodge, B. (2007) Rubrics developed for web lessons. Retrieved October 6, 2010 from http://webquest.sdsu.edu/rubrics/weblessons.htm
Norman Public Schools. (2010). Technology integration rubric. Retrieved October 10, 2010 from http://www.norman.k12.ok.us/092/integrationrubric.htm
Image on front page. Retrieved October 11, 2010 from http://pblgrant.wikispaces.com/file/view/wordle.JPG/118324383/wordle.JPG
ITEA. (2007).Standards for technological literacy: Content for the study of technology. Retrieved
October 12, 2010 from http://www.iteea.org/TAA/PDFs/xstnd.pdf
PGCPS. (2009).Annual report. Retrieved October 12, 2010 from http://www1.pgcps.org/
Netgear network switch. Retrieved September 26, 2010 http://www.tigerdirect.com/applications/SearchTools/itemdetails.asp?EdpNo=383559&CatId=2793
1000FT Cat5e 350 MHz Network Cable - Solid - Green PVC. Retrieved
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October 9, 2010 from http://www.computercablestore.com/CAT5e_Solid_PVC_Green_catI D1820.aspx
Konica-Minolta 7450 II (2010). Retrieved October 8, 2010 from http://www.printershowcase.com/konica-minolta7450ii.aspx
The Essentials of imaging (2010) October, 2010 from http://kmbs.konicaminolta.us/content/products/models/magicolor7 450II.html
Epson EX71 Multimedia Projector (2010). Retrieved October 4, 2010 from http://www.amazon.com/gp/product/images/B002OEBMSE/ref=dp_ image_z_0?ie=UTF8&n=172282&s=electronics
SMART SB680i3 Interactive Whiteboard System w/ UF55 Projector (2010) http://www.touchboards.com/smartboards/Smart_SB680i3.html
Belkin: Conserve Energy Saving 8-Outlet Surge Protector with Remote
Switch. (2010). Retrieved October 7, 2010 from http://www.belkin.com/IWCatProductPage.process?Product_Id=459516
Flat Screen Work Center 2 Computer (SLT-7224). (2010). Retrieved
October 8, 2010 from http://www.usschoolfurniture.com/table-tables--computer- tabletables-slt-7224.html
Light-Duty Task Office Chair- Adjustable Arms (GLB-100A) (2010) Retrieved
October 10, 2010 from http://www.usschoolfurniture.com/school-furniture--computerfurniture-computer-chair-chairs-glb-100a.html
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Dell PowerEdge R510 Rack server. (2010). Retrieved October 8, 2010 from http://www.dell.com/us/en/enterprise/servers/poweredger510/pd.aspx?refid=poweredge-r510&cs=555&s=biz
McAfee
Total Protection Standard Service, (2010). Retrieved October 8, 2010 from http://shop.mcafee.com/Products/TotalProtectionForSmallBusiness.aspx?cg=ctl00_B odyContent_addToCart1_hrefProduct
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