Running Head: Increasing Technology at KSP

Increasing Technology at KSP

Chrissia Haughton

Instructional Technology Leadership

Fall 2017

Dr. Julia Fuller

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Vision Statement

Our vision of KIPP STRIVE Primary School is to show growth, in each and every one of

our scholars, the intellect and character necessary to achieve and lead in middle school, high

school, college, and beyond. To begin the path to and through college in Kindergarten, KIPP

STRIVE Primary School many stakeholders work diligently with our scholars to help improve

academic scores and grow with the 21st century. Integrating more technology is our goal. Here at

KIPP we know that technology can be used to engaged student learning and increase student

achievement. Stakeholders would like to know more about different forms of technology that can

be integrated in the classroom. They would like to know how to use and troubleshoot different

software and tools that incorporate technology. Communicating with parents is another way to

use technology that our stakeholders are interested in using. One program that is near to our

hearts is to support our scholars in a keyboarding class that scholars can practice to improve their

skills. This plan is to be rolled out as soon as a strategic plan is formulated.

Rationale

Several forms of data were collected to compose the vision KSP has for the use of

technology. A survey was provided to teachers, stakeholders, along with administration to

conduct the needed tools to help improve the use of technology. Participation took place amongst

myself, administration, and our tech advisor. We collaborated to discuss the feedback provided

from participants of the survey. The response showed that half of the participants integrate

technology daily, and of those participants, using different forms of technology and seeing how it

is used is a major concern. The response that got the most attention was the use of different

sources of technology that can enhance student achievement and engagement. For the most part,
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most teachers use computers in the classroom to show videos and presentations. These

participants are eager to learn more ways to use different forms of technology.

To support teaching and learning, professional development provided for teachers and

implementation of technology through everyday instruction should improve student

achievement. Researchers have found there are three ways technology helps students. Mindy

Keller-Kyriakides suggest students test scores improve, they write better, and attendance

increased while being steady with the integration of laptops in the classroom (2016). Teachers

and other stakeholders expressed their wants of more technology in the classroom setting. New

classroom teachers (new to school not to field) have expressed their knowledge of web 2.0 tools

and software that they used in their past and would like to implement what they know in their

classroom. Theyve expressed the training theyve received on these tools but fall short on

implementing them. Some teachers have expressed making an online journal for their writing

group. Others expressed using podcast with their scholars to improve engagement in reading.

These strategies of integrating technology have put a spotlight on the urgency to use technology

in the classroom.

With the knowledge and training of different forms of technology, teachers, stakeholders,

and administration will be able to increase parent communication. Though our parents are very

engaged, they communicate best through technology. Most parents have busy schedules and do

not have time to attend every meeting or recital. A recent article expressed how technology is

here to stay, so we better get used to it (Schweikert). Schweikert, expressed the benefits of

technology in communicating with parents are as followed; real time news, more likely to be

read, more efficent communication, and images of special moments shared at school (2014)

Technology can be used in a great way to close the gap of parent and teacher communication.
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Diversity Consideration

KIPP STRIVE Primary is a Title I charter school. Every student receives free breakfast,

lunch, and afternoon snack. Additional snack is provided for scholars attending after school

programs. At KSP there is 98% of African American Students and 2% of Latino American.

Every classroom has access to 4-5 iPads. There is a computer Lab that is used during assigned

time only. Because the computer lab is not available to us on our own time, teachers are

encouraged to use the classroom iPads when needed. I find this to be challenging at times

because the day schedule is so impacted with vigorous routines that scholars do not have time to

use their iPads unless during guided reading rotations. I plan to readjust some classroom time to

allow scholars to use these tools during their content learning time. Im currently pushing for

more iPads and an additional space for computers in the classroom. Having computers in the

classroom will allow more scholars to have access to technology throughout the school day.

Our vision will address the needs of low socioeconomic students by providing

opportunity to use tools that will help them be successful for college and beyond. Researchers

suggest that authentic instruction along with technology will assure student achievement and

positive exposure (Kemker, 2007). In an authentic learning environment, students are conducting

research, solving problems, and creating products. A recent study focused on low-income

students from Beaufort County School District in South Carolina. This study focused on 300

sixth grade students from 1996-1999. Students were introduced to computers and laptops.

Standardized test was given and data showed how students that were using computers during the

years of the study improve on the scores (Stevenson, 1999). It is our goal to get our scholars

college ready in both character and academics and with computers in the classroom our goal can

be met.
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When it comes to using iPads or any other form of technology, boy scholars are more

likely to use these tools because of behavior and attention. At KSP more boy scholars have

issues paying attention than girl scholars, and are more likely to use an iPad to regain that

attention to a more settled focused. To address the gender diversity, I plan to start a girls coding

club. This club will allow girl scholars to not only use iPads but also create fun crafts. KSP has

so many after school activities, that this club could benefit lots of young scholars to strive in the

technology field. Researchers have expressed that with limited exposure to technology, young

girls are most likely to frame their life choices, such as career, perception of themselves and

education choices (Ashcraft, 2015). I hope to close this gap and build future leaders that can help

improve the way we see each other.

Stakeholders Role

At KSP our community is a very loving and caring community. Weekly newsletters are

sent out and our parent involvement is always more than 50%. We have worked diligently with

stakeholders to assure that all scholars graduate from high school and get accepted to a college.

With this vision being made all stakeholders had a hand on creating it and has promised to

commit and follow through any obstacles that may arise during this new change.

Our administration team has worked hand in hand with outside sources that can

collaborate with both teachers and scholars for programs we plan to roll out for the vision.

Administration will gather resources for teachers use while monitoring implementation of the

new system. They have provided training for designated facilitators for each grade level to help

assist with anything that is needed for this to be successful.

The tech advisor will be trained on the tools being introduced. Training will provide

troubleshooting skills that may abrupt during the time of use. Our tech advisor will create
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presentations that can be accessible for teachers to help implement the new systems. It will be

their responsibility to stay up to date on the latest versions and make sure all tools are in great

shape for student use. The tech advisor will also help with setup of needed software and other

tools that will be used during this time.

Teachers play a big role! They are responsible for implementing the vision we have in

mind. Teachers will familiarize themselves with tools and software by researching and practicing

lessons with new material. Teachers will continue to collaborate with other teachers and share

interesting new facts that can help improve the vision in hand. Teachers will continue to assess

students and include differentiation in lessons to assure all students are being met at their level of

success. Along with collaborating with other stakeholders, teacher will complete surveys as a

reflection on how they are receiving the new materials. Teachers will continue to keep parents

informed via technology and keep a close relationship with their scholars.

Parents and students are other stakeholder for this vision. This group is needed to help

implement the vision. Participation is needed from parents to reassure action steps are being

made. Parents must keep the communication between teacher and be an avid participant in their

scholars academics. Parents will attend parent workshops and family nights to stay up to date

with lessons being taught and tools being used. Parents will continue to communicate with other

stakeholders while participating in leading other workshops with other parents. Students will

participate in our activities by completing work and submitting assignments on time. All

stakeholders have collaborated to creating a vision that will improve our school academically.
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Reference

Ashcraft, C. (2015). Technology and sexuality: What's the connection? Addressing youth
sexualities in efforts to increase girls' participation in computing. Learning, Media &
Technology, Vol. 40 Issue 4, p437-457, 21p
Keller-Kyriakides, M. (2016). 3 Ways Technology Helps Students. New Teacher Advocate,
24(2), 13.
Kemker, K., Barron, A. E., & Harmes, J. C. (2007). Laptop Computers in the Elementary
Classroom: Authentic instruction with at-risk students. Educational Media International,
44(4), 305-321. doi:10.1080/09523980701680888
Schweikert, G. (2014). Using Technology to Communicate with Parents: Tool or Taboo?.
Exchange (19460406), (217), 62-64.
Stevenson, K. R. (1999). Evaluation reportYear 3: Middle school laptop program. Beaufort
County School District: Beaufort, SC, laptop project. Retrieved January 18, 2004, from
http://www.beaufort.k12.sc.us/ district/evalreport3.htm