SCHOOL TECHNOLOGY PLAN

School Technology Plan

White Oak Middle School
Brian Fratangelo, Christine Taylor, and Bruce Wilson
EDTC 630

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Description of School
The school is a middle school that consists of approximately seven hundred and fifty
students. Of these students, about forty-eight percent are female and fifty-two percent are male.
The demographics show the school to consist of around forty-four percent Hispanic, thirty-one
percent Black, eleven percent Asian and eleven percent White. Pacific Islander, American Indian,
and Multiple Races each make up less than five percent of the schools population. About
seventeen percent of the schools population falls into the category of having English as a
Second Language (ESOL). Fifty-eight percent of the schools population benefits from the Free
and Reduced Meal program (FARM), and about ten percent of students are in the Special
Education program. Since the school has a diverse student population with many students who
speak multiple languages, the school goals take into account its diversity. Furthermore, according
to data from Maryland School Assessment, Hispanic students had lower proficiency rates than all
other races on both math and reading in grades six through eight. ESOL students showed a
proficiency rate of under thirty-five percent on all Maryland State Assessments. With this data in
mind, the school goals have an overall focus on the rigor aspect of using academic language and
building a school culture through structured collaborative learning. Additional goals relating to
rigor include ESOL students rising at least one level through WIDA testing and see ninety
percent of students achieve a C or higher on county assessments.

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(White Oak Middle School, 2014-2015)
White Oak Middle School does have access to many different forms of technology. Most
classrooms currently have one computer and a Promethean board with the exception being math
classes that generally have around five desktop computers. The one desktop computer in each
class is for teacher use. Math classes use the extra computers to create student stations so
students can supplement learning activities with math games. The Promethean board is used to
show teacher presentations and multimedia clips. Students seem to have limited interaction with
the boards themselves. There have been mixed results with the use of Google Chromebooks in
the sixth grade classrooms. Some teachers are using the Chromebooks and Google Drive for
classroom instruction, but this and other Google technology is not being used for everyday
instruction by the majority of the teachers. As of now, each sixth grade class has a cart of Google
Chromebooks that contains thirty devices. Seventh and eighth grade classes only have access to
Google Chromebooks if they are borrowed from a sixth grade classroom. Currently students and
teachers are not using this technology resource on a consistent basis. There is also a Media
Center and three computer labs that can be reserved which have the ability to provide a class set
of approximately thirty-five desktop computers and a printer. The Kurzweil program is another
resource currently available to students that provides a screen reader accommodation and is
generally used for testing situations.
Statement of Need
ESOL students need to improve their reading and writing skills in order to raise their
ESOL level by at least one level per year. All students, ESOL included, are going to be working
in randomly generated groups in order to analyze text and show an understanding using Google
Drive. All students will need to have access to a device, therefore there is a need for an increased

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presence of technology in the classroom. This will take the form of Google Chromebooks that
can be assigned to specific classrooms and subjects on a weekly basis. The general population of
students may use these tools as well in order to raise their reading proficiency scores. This will
encourage growth in both reading and writing while helping students to achieve higher scores on
their assessments.
Vision Statement
White Oak Middle Schools vision statement reads, We exist to inspire all students to be
respectful, responsible, and ready for lifelong learning. It is our vision that students will use
technology such as Achieve 3000 to complete readings and use Google Drive to collaboratively
show mastery of reading and writing objectives. Strengthening students ability to read and write
effectively is an essential step for students in the continual academic growth that strengthens
their ability to learn throughout both their future academic careers and in the work force.
Goals and Objectives
Teacher Goal A:
Teachers will use technology tools to help students to improve their reading and writing skills.
Given access to Achieve 3000, Social Studies and Science teachers
will allocate instructional time bi-weekly for students to use the
Teacher Objective 1A:

program.
Evaluation 1: Review teachers weekly lesson plans.
Evaluation 2: Review student data provided by Achieve 3000.
Evaluation 3: Conduct classroom observations.

Teacher Objective 2A: Given access to Achieve 3000, Social Studies and Science teachers
will assign students a minimum of 1 Thought Question (question

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response requires a well thought out written response) per week.
Evaluation 1: Review teachers weekly lesson plans.
Evaluation 2: Review student data provided by Achieve 3000.
Evaluation 3: Conduct classroom observations.
Given access to Achieve 3000, ELA teachers will conduct whole
group instruction using Achieve 3000s 5 Step Literacy Routine.
Teacher Objective 3A: Evaluation 1: Review teachers weekly lesson plans.
Evaluation 2: Review student data provided by Achieve 3000.
Evaluation 3: Conduct classroom observations.

Teacher Goal B:
Teachers will use technology tools to help facilitate academic collaboration amongst students.
Given access to Google Classroom, teachers will weekly incorporate
Teacher Objective 1B:

the use of blogs.

Evaluation 1: Review teachers weekly lesson plans.
Evaluation 2: Conduct classroom observations.
Given access to Google Classroom, teachers will create monthly

Teacher Objective 2B: mini projects that require students to work collaboratively.
Evaluation 1: Review teachers weekly lesson plans.

Goal A:
Students will demonstrate increased reading proficiency scores and improve their writing skills
using Achieve 3000 on a weekly basis.
Objective 1A: Students will individually synthesize information from 2 Achieve

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3000 articles per week with a minimum of 80% accuracy within
their two attempts within the scope of their Social Studies and
Science classes.
Evaluation 1: Review Achieve 3000s individual student data to
verify whether the objective has been achieved.
Students will apply Achieve 3000s 5 step Literacy Routine when
reading articles 100% of the time.
Evaluation 1: Teachers will circulate the room to ensure students
Objective 2A:

are completing the steps.

Evaluation 2: Teachers and administration will review the student
data provided by Achieve 3000.
Students will synthesize concepts to create a written response to a
minimum of 1 Achieve 3000s articles Thought Question per week.
Evaluation 1: Teachers will use the PARCC writing rubric to score

Objective 3A:

students responses.
Evaluation 2: Review teachers gradebook to verify that a weekly
Thought Question grade has been recorded.
A minimum of 80% of ESOL students will increase their WIDA
score by one level in reading and writing
Evaluation 1: Students will take the WIDA to determine whether

Objective 4A:

they have improved in reading.

Evaluation 2: Students will take the WIDA to determine whether
they have improved in writing.

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Goal B:
Students will use Chromebooks to access Google Classroom tools to work collaboratively.
Students will create weekly 1 to 2 paragraph blog entry using Blogger
Objective 1B:
to demonstrate synthesis of information presented.
Evaluation 1: Students will peer edit another students blog using the
writing rubric provided allowing students to make corrections as
needed.
Evaluation 2: Teacher will assess the edited blog entry using the
rubric provided.
Students will develop a short one paragraph response to a minimum of
Objective 2B:

1 classmates blogs weekly.

Evaluation 1: Teacher will view students' blogs to verify weekly
postings.
Students will utilize Google Hangouts to develop a collaborative mini

Objective 3B:
project in relating to literature activities monthly.
Evaluation 1: Students will evaluate their peers contribution to the
project and offer suggestions for improving future peer collaborations.
Evaluation 2: Students will complete a self-evaluation with the rubric
according to their personal contributions to discussions.
Evaluation 3: The teacher assess the project using the rubric as well as
review students' self and group reflections.
Students will explain reading and writing concepts by creating digital
Objective 4B: presentation and scoring an average of a 3 overall according to the
assignment rubric.

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Evaluation 1: Students will submit a self-evaluation using a provided
rubric regarding their contribution to the overall presentation. (Either
PARCC grades 6-11 or WIDA).
Evaluation 2: Each teacher will issue the final grade for presentations
according to the provided rubric (either PARCC grade 6-11 or WIDA).

(WIDA Rubrics, 2008)

Budget and Rationale
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Item

Costs

Rationale

$190.00 per set of 10

Headsets will allow students (special needs) who

Total Costs:

need additional reading support of text to speech

50 USB headsets

$950

to utilize this feature on Achieve 3000.

Achieve 3000 provides differentiated instruction
that is aligned to the ELA Common Core
standards.
The program is adaptive so as students reading

750 student one year

$32 per student*

license for Achieve

Total Costs:

3000

$24,000

comprehension improves, rigor is increased.

Allows for teachers to isolate specific Common
Core standards to provide an individualized
targeted approach to meet the needs of all
learners.
Differentiates instruction based upon students
lexile level n.

$2,200 per

Training is necessary to ensure that teachers

3 Achieve 3000 all-

session*

day training sessions

Total Costs:

proper implementation to maximize students

$6,600

mastery of the ELA Common Core standards.

4. Google Platform

$0

know how to use the program as well as to ensure

Cost already accounted for by MCPS

*Cost information provided by Achieve 3000 representative on 7/9/2015 via phone conversation.
Justification of Funding
To make this plan a success, we will need to allocate a total of $31,550 towards our goals.
The headsets will be essential to assisting students with special needs reach their
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accommodations and utilize the text to speech functions that are available on many technologies,
The technology that has the most potential to make an impact in our ESOL and special needs
students is Achieve 3000. Additionally, students who participate in the special needs Extended
School Year (ESY) program as a part of their IEP, will be able to continue to use the Achieve
3000 throughout the summer. This will ensure that they will not regress with regards to their
reading and writing skills gained during the school year. It also allows for differentiated
instruction aimed at content that directly aligns with ELA common core standards. Furthermore,
Achieve 3000 allows for cross curricular and transdisciplinary learning if properly planned as an
educational team among the various grade levels. It adapts to the individual learner so as their
Lexile levels and expertise increase so does the rigor of the program. The training sessions are a
necessity if we are to expect that our teachers effectively utilize the program in order to strive for
maximum results in our students.
Professional Development
Since teachers will have the primary responsibility of utilizing a potentially new
technology by incorporating it into their teaching, providing a professional development will be
imperative to our programs success. Teachers will need to attend a professional development
that incorporates using Google Chromebooks and Google Drives as well as demonstrates
successful strategies of how to implement Achieve 3000 into their teaching. All staff will be
expected to take a course already offered by the school district called Assistive Technology in
the Chrome Browser. This course is a one day, three hour course that will offer skills to teachers
such as providing text to speech for readings in the Chrome browser and creating graphic
organizers in the Chrome browser. These skills will support the ideas of improving reading and
creating collaborative projects where students can use graphic organizers. Depending on each

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teachers level of confidence using Chromebooks and the Google Drive, additional professional
developments may be necessary. The Staff Development teacher should be prepared with
knowledge and expertise to supplement the staffs understanding and abilities with Google Drive
throughout the school year and should offer additional professional developments as needed. The
Staff Development Teacher should also be prepared to provide additional training for Google
Hangouts as this is not a skill that is included in the district training. Pre-service trainings and
staff development sessions should be based on the different uses of Google Docs, Slides,
Hangouts and Forms for teachers to use with students in order to create engaging collaborative
learning experiences.
Achieve 3000 will be a new technology to teachers in the district and will thus certainly
need professional development. There are no such professional developments currently provided
by the school district so a new professional development will need to be created. Achieve 3000
recommends that a series of three training sessions be provided for teachers and staff. In order to
implement this program to fidelity, the teachers and administration will participate in three six
hour training sessions with a representative from Achieve 3000. The first training session would
take place prior to the start of the school year and would introduce teachers to the program and
demonstrate how to use the program using proven best practices. Teachers will be provided a
thorough walk through of the program and the variety of ways in which to implement the
program for maximum effectiveness. As a follow up to the first sessions, the representative will
return to discuss with teachers what is working, whats not working, and to provide more
strategies to maximize the gains achieved by students. The final training session would take
place prior to the end of the year state testing to discuss and analyze the data collected as well as
finalizing a plan for next years implementation based upon the data.

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Implementation Timeline
Dates

Overview
All staff members will attend a 3 hour training called Assistive
Technology in the Chrome Browser through Montgomery County
Public Schools
Objectives:

July 2015

Introduce teachers to the Chrome Browser

Instruct students in using text to speech through the Chrome Browser
Provide assistance in creating different types of documents through the
Google Drive
Create graphic organizers through the Google Drive

August 2015

Achieve 3000 will conduct an all-day PD with teachers and related

staff members
Objectives:

Introduce teachers to Achieve 3000

Create teachers login credentials
Demonstrate the 5 Step Literacy Routine
Explain the LevelSet Test
Demonstrate to teachers how to use the My Plan feature of the

program to isolate standards

Explain how to assign articles to students
Review the various models of program implementation (whole group
instruction; small group instruction, offline use)
Demonstrate how to access and interpret the collected students activity
data
Demonstrate to schools designated Achieve 3000 administrator how to
view teacher and student usage data
Discuss implementation plan

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PD session during pre-service for the Google Drive conducted by the
Staff Development teacher.
Demonstrate the use of Google Docs and Slides in the classroom
Describe how students can use Google Docs and Slides for their success
Provide time for teachers to create a Google Doc and Slides document
ELA, Social Studies, and Science Departments and Administrations
Achieve 3000 strategic planning session
Objectives:
Departments will create a plan of action to ensure implementation across
all three subject areas
Develop a framework of how they will meet the objectives outlined in
the School Technology Plan
Establish Administrations observation schedule regarding Achieve
3000s use in the classrooms
September 2015
PD session during the monthly staff meeting for Google Hangouts
conducted through the Staff Development teacher.
Objectives:
Demonstrate the use of Google Hangouts for classroom purposes
Describe the benefits of using Google Hangouts in the classroom
Provide time for teacher practice using Google Hangouts

Achieve 3000
Students take Achieve 3000 LevelSet initial assessment.
October 2015

ELA, Science, and Social Studies Departments check-in meeting for

Achieve 3000.

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Objective:
Discuss students performance on the LevelSet assessment
Faculty check-in for Achieve 3000 during monthly staff meeting.

November 2015

Objectives:

Conduct 1st round of teacher surveys of Achieve 3000 implementation

Share preliminary thoughts on the programs implementation
Gather ideas to share at the upcoming Achieve 3000 all-day PD to ensure
that meeting will be as effective as possible
Achieve 3000 will conduct an all-day PD with teachers and related staff
members

Objectives:
Share feedback on how the program implementation is progressing
December 2015 Share what is working/whats not working
Discuss solutions and suggestions to increase effectiveness of
implementation
Discuss the upcoming Mid-Year Assessment and how to access the
student data once its completed.
Using the data provided from article activities to drill down and prepare
a course of action to ensure students PARCC readiness.
January 2016

Staff Development Teacher will conduct a Q and A session for Google

Drive
Objectives:
Share feedback on the use of Google Drive through the first half of the
year

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Create an opportunity to answer teacher questions
Achieve 3000
Objectives:
Students take Mid-Year Assessment
Faculty check-in for Achieve 3000 during monthly staff meeting.
Objectives:
Conduct 2nd round of teacher surveys of Achieve 3000 implementation
Continue to share thoughts on the programs implementation
February 2016
Analyze and discuss the student data gathered up to this point and what
the next steps are in addressing the data
Discuss the use of the My Plan feature of Achieve 3000 to create
individualized targeted preparation for the PARCC assessment
Achieve 3000 will conduct an all-day PD with teachers and related staff
members
Objectives:

April 2016

Students take the end of year assessment

Teachers analyze overall student data
Share feedback on student gains as a result of program implementation
Develop a plan for next years implementation
Leadership team will meet to evaluate the overall success of the plan
Objectives:

Summer 2016 Leadership team will discuss strengths and weaknesses of the plan
Leadership team will review teacher surveys
Leadership team will review the April 2016 implementation plan and
continue to edit

Evaluation

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Student data through assessment and teacher surveys will be needed in order to help
evaluate the success of the school plan. Students will take Achieve 3000s LevelSet assessment
in September. This assessment will establish students initial lexile level and provide the data
needed to individualize their program experience with the program. This initial assessment will
be used to determine students progress throughout the school year. Achieve 3000s midyear
assessment will help to determine the level of progress students have made thus far. The data
will be thoroughly analyzed to decide if changes to the program implementation need to be
made. The end of the year assessments data will be used to illustrate the overall success of the
program. Students will also be able to use Achieve 3000 readings for writing assignments.
Teachers will grade these writing assignments using the WIDA or PARCC writing rubrics as
another way to track student writing progress. The PARCC rubric will be used in Science and
Social Studies classes to track writing progress while benefitting all students. The WIDA writing
rubric will be used in ESOL classes during writing assignments. Using the data gathered from
Achieve 3000 and grades from the thought questions, administrators and teachers will discuss the
effectiveness of the program. This data can also be used to develop additional interventions if
need be. In addition to Achieve 3000, students will be using Google Classroom to improve
reading and writing skills. Students will practice writing by creating blogs, online discussions
and collaborative documents using the Google classroom. Students will continue to evaluate
their writing by using a rubric to peer review each others work as work within the Google
classroom can be shared when writing blogs and creating collaborative documents. Students will
also be given a chance to assess themselves before the final stage in the Google Classroom
activities will be a teacher grade using the same rubric as students just used to peer edit. In doing
so, students should not just practice the process of writing, but also what is expected of their

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work through the rubric that is being used when they are graded. The final evaluation will be the
end of the year WIDA test where ESOL students will use the skills and practice they have
acquired through the Achieve 3000 sessions to try and meet the goal of raising their scores one
complete level. The plan should prove successful if the number of students that raise their WIDA
level shows a notable improvement from previous years. Just a minor improvement may suggest
that students in general may be working harder rather than proving the success the plan.
Teacher feedback will also be critical in the evaluation of the plan. Teachers will be
surveyed quarterly and after trainings that occur throughout the course of the school plan.
Google Forms will be used as the survey tool so that teachers can see Forms applied, modelled,
and adapted for their personal use. Surveys will be given to teachers after each professional
development opportunity so that school leaders can determine what information teachers would
like more professional development in or what questions or issues need to be addressed. Based
on surveys, more professional development can be created for teachers and staff. Teachers will
also be surveyed on a quarterly basis to determine the progress of the plan. This survey should
provide teachers an opportunity to describe the effectiveness of the plan for each quarter, what
parts of the plan should be adjusted and recommendations for how the plan can be changed to
better fit instruction. The quarter four survey will pose a question that compares instruction this
year with Google Drive and Achieve 3000 to instruction from the previous years. The questions
purpose is to determine if students needs are being met better with the additional technology.

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References

User-Friendly PARCC Writing Rubrics! (2014, December 9). Retrieved July 31, 2015, from
https://theliteracycookbook.wordpress.com/2014/12/10/user-friendly-parcc-writingrubrics

White Oak Middle School- #811. (2014). Retrieved on July 1, 2014 from
http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/curr
entyear/schools/03811.pdf

WIDA Rubrics (2008). Retrieved July 31, 2015, from

http://www.acpsk12.org/pl/wp-content/uploads/2014/10/Formative-Assessment-WIDARubrics.pdf

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School Technology Plan

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White Oak Middle School
Brian Fratangelo, Christine Taylor, and Bruce Wilson
EDTC 630

School Technology Plan Assignment Reflection

Reflection of Group Dynamics
In reflecting on the group dynamics of our School Technology Plan, it
seems as though we were working ahead of schedule due to anticipation of
the hectic schedules of the members of our group. We were among the first
of the groups to submit each portion, and we seemed to have the majority of
the assignment completed over a week before the due date. The challenge
for us it seemed was to pin down the specific details of the plan since it
focused on the Achieve 3000 which only one member of our group had
specific experience with. Originally, I was tasked with completing the goals
and objectives individually, but since I was not familiar with the ins and outs
of Christines program we quickly discovered that a collaboration effort may
be needed. If we were doing this again, I probably should have done the

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Professional Development around the Goals that were led by Christine.
Despite this I believe that we were able to come to a consensus on all of
these details and were first to completely finish and submit the plan, which
supports how we front loaded all of our assignments when scheduling their
completion. We effectively met using Google Hangouts several times. This
was able to get all of us on the same page. One thing that could have helped
us pin down the details at the end was to host another meeting at the end of
the project. Unfortunately due to hectic schedules, mine being one of them
with my move to New Jersey, we had to communicate through email during
the last couple days. Although this took longer, it eventually allowed us to
reach our goals. I feel as though the tasks were equally distributed among
our members for we all seemed to have an area of expertise/responsibility.

Peer and Self Evaluation

I really feel that we all played a significant role in the completion of this
plan. Each of us had an area of expertise. Since we chose Brians school he
knew the most about our background and demographics. Since we chose
Christines program/software (Achieve 3000) she knew the most about its
potential and usage. I found my niche in synthesizing group ideas in the
creation of the plan and the behind the scenes work such as establishing our
meetings, note taking during them, and the technology part of the
assignment such as Google Docs/Hangouts and postings. I also personally

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had a part in every paragraph by adjusting the verbiage and flow of the
entire document.
Overview of Duties:
a.
Description of school (Brian (lead), Editor=Bruce) Decide
together whose school would be a suitable school for getting a new
technology plan. If your school already has one, then that would not be the
best choice. If your school has limited technology or technology that is used
in mostly teacher-centered ways- this would be a good choice because it will
benefit the school and you can really help them move forward in innovative
ways. Make sure that the person (people) completing this section can
describe existing technology and how it is being used by teachers and
students.
b.
Goals and objectives and evaluation Bruce and _____- These two
sections should be completed together because the evaluation should be
aligned to the goals and objectives. I suggest you create a table to ensure
that each goal and each objective is being evaluated.
c.
Budget and rationale Christine and Bruce These two sections
should be completed together because you need to make sure that the
technology being used is all accounted for and vice versa. The purpose of the
rationale is to give a picture of how students are using technology in the
classroom for authentic learning.
d.
Professional Development (Brian,and _____- this section will be
aligned to the goals and objectives and the rationale. It will be important to
make sure that the teachers are fully prepared to help the students use the
existing and new technology in student-centered ways. This person should
make sure they research technology PD available in the County as well as
broader PD options.
e.
Timeline (Christine (Lead) , Brian)- this section needs to clearly
articulate things such as purchases, professional development,
implementation phases and evaluation. This will be completed by the
logistical engineer(s).
f. Evaluation (Christine (Lead) Brian and Bruce)
Christine

Score: 9/10

What Christine did:

Christine seemed to be on top of the scheduling! She seemed very proactive in our
group completing each portion of the work which I believe to be a large factor in our group
getting done so early (Since Brian and I are also in EDTC 640 this trait helped to keep us ahead
of schedule). Since she had the most experience with Achieve 3000, she also created the
budget and its table which was adjusted/expanded upon by me. I created the justification
portion.

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Timeline - this section needs to clearly articulate things such as purchases,

professional development, implementation phases and evaluation. This will
be completed by the logistical engineer(s).

Budget and rationale Christine and Bruce These two sections should be completed together because you
need to make sure that the technology being used is all accounted for and vice versa. The purpose of the
rationale is to give a picture of how students are using technology in the classroom for authentic learning.

Brian

Score: 9/10

What Brian did:

Brian helped us kick off the plan by suggesting that we use his school for our focus.
Since we opted to choose his school, he created our vision and established the demographics
of our target school.

Description of school (Brian (lead), Editor=Bruce) Decide together whose school would be a suitable
school for getting a new technology plan. If your school already has one, then that would not be the best
choice. If your school has limited technology or technology that is used in mostly teacher-centered waysthis would be a good choice because it will benefit the school and you can really help them move forward
in innovative ways. Make sure that the person (people) completing this section can describe existing
technology and how it is being used by teachers and students.
Timeline (Christine (Lead) , Brian)- this section needs to clearly articulate things such as purchases,
professional development, implementation phases and evaluation. This will be completed by the logistical
engineer(s).
Professional Development (Brian,and _____- this section will be aligned to the goals and objectives and
the rationale. It will be important to make sure that the teachers are fully prepared to help the students use
the existing and new technology in student-centered ways. This person should make sure they research
technology PD available in the County as well as broader PD options.

Bruce (Self) Score 9/10

What I did:

Description of school (Brian (lead), Editor=Bruce) Decide together whose school would be a suitable
school for getting a new technology plan. If your school already has one, then that would not be the best
choice. If your school has limited technology or technology that is used in mostly teacher-centered waysthis would be a good choice because it will benefit the school and you can really help them move forward
in innovative ways. Make sure that the person (people) completing this section can describe existing
technology and how it is being used by teachers and students.
Goals and objectives and evaluation Bruce and _____- These two sections should be completed together
because the evaluation should be aligned to the goals and objectives. I suggest you create a table to ensure
that each goal and each objective is being evaluated.
Budget and rationale Christine and Bruce These two sections should be completed together because you
need to make sure that the technology being used is all accounted for and vice versa. The purpose of the
rationale is to give a picture of how students are using technology in the classroom for authentic learning.

Developer:
I tasked myself with the responsibility to set up all of our meetings on
Google Hangouts. I helped each member establish an account and provided
them with a tutorial of how to set up an account if they didnt have one. I
also sent out the invites to the meeting and helped everyone, get there, by
providing the link as well. During the meeting I also took notes on the bottom

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of our google doc. This task felt as I was a courtroom typist at times, but
really helped us remember what was discussed and agreed upon after the
meetings ended and we were not all online at the same time to discuss the
issues. The meetings helped us bond on a personal level by putting faces to
names and little seemingly inconsequential things such as meeting
Christines friendly but barking dog! A small task of mine was to originally
figure out which member was doing what. This slightly adjusted as the
project went on.
Document:
I also created our shared document and invited my team to it as
collaborators. Since I chose to create a google doc, this enabled us to see
each others work as we were working on it and comment on areas that we
may have suggestions on. Once each query was solved the comments were
resolved by one of our members. The decision of being a google doc also
allowed us to work on the document from anywhere via the cloud and
download our final version into Microsoft Word for submission.
Editor:
As an editor, I have written part of or adjusted part of each section of
our plan. During our meetings I presented the rubrics for the plan, and
during the editing process, I ensured that each section in our plan had what
it needed by providing the screenshots of the explanation of the assignment
(one is below).

I also painstakingly rewrote sentences and even paragraphs so that they

flowed and were grammatically correct. If I were to do this again, I would try
to hold off until the very end when everything was completely done, for I
have rewritten sections that were eventually discarded and had to

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SCHOOL TECHNOLOGY PLAN

continually adjust redundancy and syntax as new sections were put into
place.
Goals and Objectives:
I originally came up with all of our goals objectives and evaluation. These
were adjusted with Christine as we incorporated the Achieve 3000. I did
create and put them in the table on our document, while she added the
second level of Goals to our plan. I also added the evaluation for each
goal/objective.
Postings:
After editing the entire document 4 or 5 times due to the continual
changes on Google Docs, I was the one to upload the document into
Microsoft word for a final edit. I then provided my group with the word
document for their review and ok. They then used the document for
individual submission to TK20. Once approved by every member, I uploaded
the Microsoft Word version to our discussion board for grading.
Budget Rationale/ Justification of expenditures:
I wrote the Budget rationale and adjusted Christines table as needed.
The rationale helped to explain the table and put into words the reasons
behind the purchasing and the justification for expenditures paragraph was
added by me.

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