Running head: IMPLEMENTATION PLAN 1

Implementation Plan: Technology in Secondary Education

Brandon Primm

Azusa Pacific University

Implementation Plan: Technology in Secondary Education

Area of Focus: Curriculum (Secondary level)

Why

In a district that is not one-to-one it can be difficult to fully embrace the concept of

integrating technology into our curriculum. With the reality upon us that the district is moving

toward a one-to-one model it is imperative that we begin to develop our skills in technology. The

goal has to remain student learning and not a tech model that simply forces technology. The idea

of forcing technology is often seen when professional development focuses on using technology

just to use it. For instance, many use technologies to give quizzes and while these are not bad

methods alone they are often not used to their full potential. I hear about tech being beneficial

because it allows easy access to feedback. Or using apps like read 180. No matter how I consider

it the question always remains: how can I use technology in a way that enhances learning,

translates to life outside the class, and best serves students? This is the question we will focus on

in this presentation so that we can all use technology in a meaningful way.

Goal

Ensure every educator has the opportunity to learn how to use technology in the

secondary level so that it enhances and extends learning while increasing engagement amongst

students.

Standards for educators

ISTE 1a: Set professional learning goals to explore and apply pedagogical approaches

made possible by technology and reflect on their effectiveness.

ISTE 5a: Use technology to create, adapt and personalize learning experiences that foster

independent learning and accommodate learner differences and needs.

ISTE 5b: Design authentic learning activities that align with content area standards and

use digital tools and resources to maximize active, deep learning.

ISTE 6b: Manage the use of technology and student learning strategies in digital

platforms, virtual environments, hands-on makerspaces or in the field.

Timeline for implementation

It will take one school year (2020-2021) of sustained collaborative and independent

learning to help educators reach the goal stated above. The timeline reflects the time it takes for

educators to meet the goal both in theory and in practice.

Action Plan

1. Make available to all secondary teachers a copy of Liz Kolbs (2015) Triple E Lesson

Plan Evaluation. Teachers will choose a lesson that most commonly reflect their use

of technology and assess it using the Triple E Lesson Plan Evaluation. A team of

designated administrators and educators will review each form. A list will be made of

the most common tools and the most common areas of weakness (extending,

engaging, and enhancement).

• View the Kolb’s Triple E Lesson Plan Evaluation form here.

2. Create and send a Google Doc to all secondary teachers and advise them add a

favorite software or technology tool, if they do not already see it listed.

• See Google Doc here.

3. Create a presentation and plan for secondary teachers to effectively use technology

that is meaningful and applies the Triple E Model which ensures that all technology is

implemented in a way that enhances learning, extends learning, and engages students

(Kolb, 2015). The presentation will also focus on using teachers already preferred
IMPLEMENTATION PLAN 4

technology in a new and innovative way. As it is defined in the book Disruptive

Classroom Technologies technology should “catalyze a change in a learner’s mindset,

understanding, and cognizance to a higher-order state” (Magana, 2017, p. 38). The

presentation will address the above definition when showing teachers how to better

use technology. Lastly, the need for teaching to use transfer goals will be covered

(McTighe & Wiggins, 2011).

4. Finalize and present learning program to staff.

5. Teachers work on utilizing information to integrate technology into their classrooms.

6. An email will be sent out monthly to address any concerns teachers may have and to

offer asynchronous video resources that address any concerns that teachers bring to

our attention.

7. At the conclusion of the school year and this program ensure it is in a written form so

that future educators can access it as a resource for their own use.

Measuring success

During the last month of the school year a survey will be sent to all secondary teachers to

gauge their success and remaining concerns. The survey will be formative as it allows correction

for the future use of the presentation. It will also be a summative survey as it will provide direct

feedback regarding best practices and student success in light of implementation of learned

practices regarding teachers’ use of technology. Generally, success will be dependent upon

teachers' willingness to use learned concepts to integrate technology.

• View the exit survey here.

References

Kolb, Liz. (2017). Triple e lesson plan evaluation rubric. Retrieved from

[Link]

[Link] (Links to an external site.).

Kolb, Liz. (2017). Learning First Technology Second: The Educator's Guide to Designing

Authentic Lessons. Portland, Oregon: International Society for Technology in Education.

Magaña Sonny. (2017). Disruptive classroom technologies: a framework for innovation in

education. Thousand Oaks, CA: Corwin, A SAGE Company.

Wiggins, G. & McTighe, J. (2011). The Understanding by Design Guide to Creating

High-Quality Units. Alexandria, VA: ASCD.

ISTE Standards for Educators. (n.d.). Retrieved from [Link]