CLEMENTS TECHNOLOGY INTEGRATION PLAN 1 Clements Final … · This TIP will incorporate the use of...

CLEMENTS TECHNOLOGY INTEGRATION PLAN 1

Clements Final TIP

Lindsay L. Clements

University of Arkansas at Little Rock


Technology Integration Plan

School Officials

The school officials that will be directly involved in this technology integration plan are

the university’s technology specialist, B.J. Blackwell; the vice chancellor, Don Harlan; the

counselor, Carolyn Fridley; the special pops coordinator, Cheryl Cherry; the career coach,

Lindsay Clements; the director of the department of occupational technology, Carroll Moody;

and all occupational technology faculty. The technology specialist, the vice chancellor, the

counselor, the career coach, and the special pops coordinator will make up the review committee

(along with local industry representatives and a few appointed faculty members) for this

proposed program.

Goals and Objectives

The goal of this technology integration is to implement a career skills program that will

assist our students in gaining knowledge and skills required to be successful in the work

environment. Students identified as “at risk” will be specifically targeted to complete this

program.

School Details

Arkansas State University’s Searcy campus is a career and technical campus of Arkansas

State University in Beebe. There are approximately 350 students, 30 faculty members, and 50

staff members. This rural university offers a number of technical certificates and an associate’s

degree in general technology. Cost of attendance at ASU- Searcy is approximately one hundred

dollars per credit hour not including additional fees and textbooks.


Current Technology Explanation

Our university has six computer labs with 20-32 computers in each lab. One lab is for

business students, one lab is for nursing students, one lab is for the media center, and the other

three labs are for the Career and Technical Education students (computerized machining has its

own lab, but the other departments share the remaining two labs). Each instructor and virtually

all staff have personal desktop computers (approximately 65). All personal computers are

equipped with scanner/printers, and each computer lab is equipped with a larger printer that is

capable of serving all 20-32 computers. Each computer lab also has a projector and projector

screen. The technology specialist has twenty laptop computers and three projectors with portable

carts that are available for checkout. The Career Coach does not have any current technology

(other than the personal desktop for recordkeeping and administrative duties) for use with the

Career and Technical Education students.

Statement of Technological Problems

The career and technical education students at Arkansas State University’s Searcy

campus are finding it difficult to retain employment during and after earning certificates and

degrees, particularly younger graduates with little or no real working experience. Feedback from

local industries indicates that graduates lack skills concerning work habits, workplace

effectiveness, communication skills, and business etiquette. The university must take an active

role in providing students with adequate training in these areas to ensure that the technical

programs not only produce graduates capable of performing specialized skills, but also graduates

that can function in a professional manner in the workplace. At this time, it is not feasible to hire

additional faculty to deliver career readiness training.


A solution for the need to provide such training and allow students the opportunity to

earn the additional certification of the National Career Readiness Certificate is to incorporate the

KeyTrain Career Skills program as part of the duties (as administrator and facilitator toward

NCRC) of the Career Coach on this campus. Students could receive the training necessary to

ensure they are proficient in these skills (work habits, workplace effectiveness, business

etiquette, and communication skills), and earning the NCRC would also make students more

desirable employees. Potential employers would be certain that graduates holding a NCRC

already possess desirable skills necessary for success in the workplace.

In addition to their training in specific disciplines, students graduating our programs need

to be capable of demonstrating appropriate career skills when entering the workforce.

Possessing these skills and the appropriate mindset is critical to their job retention and progress.

By providing training and a means for certification, we can enable our students to not only

improve their capabilities in the workforce, but also serve as a positive representation of our

institution.

Technology Enhancements for Students

This TIP will incorporate the use of the KeyTrain Career Skills system for our students.

In order to implement this program, we will need four desktop computers, one printer/scanner, a

four-section workspace center with chairs, the KeyTrain software, speakers and headphones for

each computer, and high-speed internet access (which is already available for our use). A mini-

lab will be established in the spare office of the Technology West Building. Students will be

able to use the mini-lab when on campus, and they can access the program from home. Special

accommodations (keyboards with large keys, text-to-speech software, etc.) will be provided as


needed by the learning disabilities department of at our main campus in Beebe. Expenses for

this TIP are as follows:

Dell OptiPlex 790 Desktop (complete system) w/ speakers- $881.00 x 4= $3,524.00

(Dell, 2012)

HP Officejet Pro 8600 e-All-In-One Printer, Copier, Scanner & Fax- $149.00 (Office

Depot, 2012)

Four section computer workspace center- $379.95 (Worthington Direct, 2012)

Four rolling computer chairs- $69.95 x 4= $279.80 (Worthington Direct, 2012)

KeyTrain Career Skills system (unlimited) - $5,525.00 (S. Brodka, personal

communication, September 12, 2012)

JVC Headphones- $20.99 x 4= $83.96 (Office Depot, 2012)

The technological enhancements indicated in this TIP are necessary to implement the

KeyTrain program for our students. The total cost of implementing this TIP is approximately

$10,000.00. Offering our students this opportunity will equip them with the skills that employers

demand, and the cost of this program is minimal compared to its benefits.


Computer Lab Layout

Explanation of Lab Layout

The spare office in the Technology West building will house the mini-lab. It is located next door

to the career coach’s current office. The dimensions of the room are 12 ft by 12 ft. (See lab

layout.) The small room will accommodate the minimal amount of equipment and furniture


needed to outfit the lab. The four Dell computers will be used at the multi-user workspace

located in the center of the room. Power will be supplied to the computers and the printer from

the electrical outlets located on the rear wall of the lab. This is also where the Internet

connection is located. The printer/scanner will be located at the end of the workspace and will

be easily accessible to all users. A table will be located in the corner of the room and used as a

workspace.

The career coach will serve as the administrator for this program, and there is no need for

an administrator workspace in the lab since the career coach’s office is next door. Training for

the KeyTrain program is minimal and consists of showing students how to log in and navigate

through the modules. Training will be individual, so there is no need for additional equipment.

However, if a projector and/or laptop is needed, a portable cart with this equipment can be

borrowed from the technology specialist on campus (B.J. Blackwell, personal communication,

October 24, 2012). The need for such equipment will be rare, so the cost for such equipment

specifically for this mini-lab is not warranted at this time. This concern (and others, such as a

larger lab) may need to be addressed in the future if it is determined that the program should be

expanded.

The supplies for the lab (printer paper, certificate paper, etc.) can be stored in the career

coach’s office. The lab’s proximity to the career coach’s office will allow the coach to continue

with her regular duties as she assists students in the lab. The coach’s office and the neighboring

offices can be locked when employees leave, but the lab will remain unlocked for use by night

students.

The use of the spare office is a good solution for our need for a small lab for this

program. Its location is ideal and convenient for the students and the administrator/instructor.


The possibility of looking for a larger space to house the lab and purchasing additional

equipment may be necessary in the future. Future evaluations on this program will determine

any modifications to the lab.

Technology Enhancements for Instructor

There are no technology enhancements for the instructor, but the instructor will require

the administrative software/access to the KeyTrain program. The instructor will be able to

access the program from her personal desktop (in her office) or by using the student computers.

Instructional Technology Integration

Social media. Although social media can play a considerable role in the learning

process, the KeyTrain program does not require the use of any social networking. KeyTrain is

designed for learners to work individually and virtually independently after the initial training on

logging in and navigating the program. Since students are to suppose to work through the

program individually and earn a National Career Readiness Certificate, no collaboration between

learners is needed.

Multimedia. The KeyTrain Career Skills program is a complete, interactive instructional

program (KeyTrain, 2012). The use of graphics, text, narration, and video create an engaging

learning experience to prepare learners with skills necessary when entering the workforce. The

modules are designed using research-based multimedia principles and are user-friendly and

effective at teaching skills like work habits, business etiquette, and workplace effectiveness.

Internet. The KeyTrain program is accessed online and high-speed internet is necessary

for students using the program (Brodka, personal communication, September 12, 2012). The

internet in the lab will come from the campus’ broadband connection. The internet will also be

utilized for job searches by students. The career coach will assist students in applying for jobs


online and submitting necessary documents electronically. Additionally, an internet connection

is necessary because the career coach will not be on campus when the night students may be in

the lab, so communication will primarily be through email.

The use of multimedia instruction will help engage students in the learning process, and

the use of the internet is critical for participation in this program. The technology integrations

that accompany the implementation of the KeyTrain program are necessary for students’

successful completion of the program. As the program grows and technologies advance, it will

be necessary to revise the components of our career readiness program.

Miscellaneous Plan Components

There are a few other components that will be changed by the newly integrated

technology. The other changes include a few added responsibilities for the career coach as the

administrator of the program. The program will need to be evaluated regularly, and the

additional costs incurred for specialty supplies such as certificate paper will need to be worked

into the budget. Although they are not major factors in the overall plan, they should be

considered.

The first additional change to consider is the career coach’s duties as administrator of the

KeyTrain program for the Career and Technical Education students. The duties associated with

the implementation of the KeyTrain program include creating student accounts, student training

on how to access and use the program, administering pre and post surveys to students and

current/potential employers (see appendix for links to surveys created in Google forms),

conferencing with program participants who exceed maximum allowances for retaking failed

modules, awarding and documenting certificate achievements (NCRC), and analyzing data and

trends associated with the implementation of this program.

CLEMENTS TECHNOLOGY INTEGRATION PLAN

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Another change created by this technology implementation is the need for an annual

review by university administrators and the program administrator. Data compiled by the

program administrator will be presented for review and will consist of program completion rates

and pre and post survey results. This review will be considered when determining the success of

the program for budgeting purposes.

The expenses incurred by providing printer ink, paper, and certificate paper will also

need to be considered when budgeting for this integration. The costs associated with these

supplies should not come from the career coach’s budget, but should be allocated through

specific monies set aside from the Perkin’s grant fund. This fund should not be budgeted for

more than necessary and will be adjusted accordingly for future budget planning. As with the

rest of the funding for this program, budget plans are due by June 1 for the upcoming school

year.

Other, more positive changes, will also occur as a result of this plan. Students who may

not have any experience with e-learning will have an opportunity to familiarize themselves with

the basic fundamentals of online learning. Students will also have the advantage of utilizing the

career coach for advice and instruction on keeping resumes and application documentation

current and appealing to employers. Successful completion of this program will add to students’

certifications when entering the workforce and make them more desirable to potential employers

in our community. Many of our local students can make and spend their wages here which will

contribute to growth in the local economy.

Students will gain a better understanding of the fundamentals of online learning.

KeyTrain can be used as a stepping-stone for students that are unfamiliar with e-learning and/or

hesitant to participate in online learning. The risk for students is minimal since this is a


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voluntary program (although targeted students are highly encouraged to participate), so it may

help some students alleviate initial anxiety which may prove useful for future online learning.

Students will also be able to take full advantage of having the career coach available to

assist in revising and revamping resumes and cover letters. The career coach may also assist

students in completing online applications and/or obtaining and submitting other forms of

documentation needed for applications.

Lastly, the implementation of this program and the integration of the technologies

associated with it will allow our students to obtain valuable career skills and become more

marketable to potential employers. Our goal is to graduate students with a foundation of basic

work skills that are highly desirable. Many of our students live within our community or in

nearby communities, and if we can supply our local industry with a workforce of local people

that are knowledgeable of effective workplace habits, proper business etiquette and

communication skills, then it creates a win-win situation for all parties involved – the employers,

the employees, and the growth of our local economy.

There are some miscellaneous changes that will occur as a result of this technology

integration plan. A few require added responsibilities, and others create opportunities for

students. The benefits of this program outweigh any negatives associated with integrating these

new technologies, and future reviews of this program will determine the growth of this program.

Planning for Equity

I plan to address the issue of equity in my TIP by integrating a career skills program that

is neutral in regards to stereotypical gender roles in the example scenarios used within the

program. I also plan to provide accommodations as specified by student documentation in

accordance with federal laws Section 504 of the Rehabilitation Act and the Americans with


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Disabilities Act (ADA). Accommodations that may be needed include text-to-speech

applications, screen magnification software, and/or keyboards with large keys. The disabilities

coordinator for our university will provide any special equipment necessary to meet

accommodations. Funding is already provided for such equipment purchases.

Also, students will be given time during the school day to complete the program. This

will ensure that students who don’t have access to the hardware and software required to

participate in the program are not excluded (as portions of this program can be done from

home). Students who can access they program from home will be allowed to do so, but those that

can’t will not be penalized or denied the opportunity to participate. The only other concern is for

the night students. The career coach will not be available during night class hours to assist those

students who are participating in the KeyTrain program; however, the mini-lab will be open for

those students until 9 p.m. The career coach will correspond with night students through phone

and email. The career coach will make video tutorials to substitute for the mini-lesson provided

to day students on how to log on and navigate through the program.

Several concerns have been addressed in regards to equitable access to this program by

all the Technical Education students. All students will have the opportunity to participate in the

KeyTrain program and be able to earn a National Career Readiness Certificate. If other issues of

equity arise, they will be addressed and resolved immediately.

Evaluation Plan

The evaluation of the hardware and software needed for the integration of the KeyTrain

program for building students’ career skills is minimal compared to an evaluation on the

technological components of the entire campus and its needs; however, it is necessary to evaluate

the hardware and software needs for this mini-lab.


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Since this proposed mini-lab is just a small piece of the campus’ technology network, the

hardware to be used in this lab will follow recommendations already established by the

technology review committee. The current desktop systems being used throughout the campus

are sufficient for effectively supporting the software to be used for this program and are capable

of supporting future expansion of this program. All computers in this lab will need to be

connected to the campus’ wireless local area network to access the online software. Additional

hardware needs include shared access to the lab’s printer and wireless access available to

instructors who may bring in laptops for small group training purposes.

Administrative hardware needs are minimal for this implementation, as the administrator

already has hardware necessary for duties associated with this program. The server that is

already meeting the needs of the administrator’s hardware will also serve the mini-lab. Future

hardware upgrades will be determined in the annual program review and evaluation. New

applications or tools may become available, and if they better serve the needs of our students, a

review of the relative advantage and budget will determine feasibility of upgrade purchases.

Additional hardware needs for future expansion will also be determined during annual review

and evaluations by the campus technology specialist and the review committee.

Please see the following link to access the Hardware Evaluation Form:

https://docs.google.com/spreadsheet/viewform?formkey=dG5yWEZzQzhrVzZlX2wxS3AxR3JC

eVE6MQ#gid=0

The evaluation of software for use with this integration will also be minimal since the

“Career Skills Initiative” is already being encouraged by the Arkansas Department of Higher

Education, and extensive evaluation of the KeyTrain software has been conducted. Evaluations

will also determine the compatibility between the hardware and software to be used for this

https://docs.google.com/spreadsheet/viewform?formkey=dG5yWEZzQzhrVzZlX2wxS3AxR3JCeVE6MQ#gid=0

https://docs.google.com/spreadsheet/viewform?formkey=dG5yWEZzQzhrVzZlX2wxS3AxR3JCeVE6MQ#gid=0


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career skills program. The software comes highly recommended by the ADHE and the current

administrator’s past experience using this software application serves as an authentic evaluation

of the software from an administrator’s view. However, campus administrators, faculty and

support staff, who work directly with this program’s targeted students, will complete the career

skills training and provide feedback on the software. Evaluation criteria will include ease of use,

efficiency, and the software’s ability to meet the needs of our program.

Please see the following link to access the Software Evaluation Form:

https://docs.google.com/spreadsheet/viewform?formkey=dFdYTG5MZm1PcDRRMW10QVJ4d

HZ2MlE6MQ#gid=0

Documentation of all evaluations associated with the hardware and software will be

documented through checklists and written feedback and kept on file in the campus’ technology

specialist’s office. Copies of the evaluation material and results will be made available for the

main campus’s (Beebe) technology department administrators.

Timeline

Evaluation of hardware and software will be initiated early in the spring semester of

2013. The hardware evaluation will be relatively quick since we will follow current

recommendations set by the technology review committee. The software evaluations should take

place in the spring and will be given ample time for all administrators, faculty and support staff

(who are working with targeted students) to contribute to the evaluation and feedback process.

Training for the program administrator, the campus technology specialist, and at least one

support staff member will take place during the summer of 2013. The lab equipment will be

purchased after evaluations, and the lab will be set up for student use by the beginning of the fall

https://docs.google.com/spreadsheet/viewform?formkey=dFdYTG5MZm1PcDRRMW10QVJ4dHZ2MlE6MQ#gid=0

https://docs.google.com/spreadsheet/viewform?formkey=dFdYTG5MZm1PcDRRMW10QVJ4dHZ2MlE6MQ#gid=0


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semester of 2013. Additional training for other related faculty, administration, and support staff

will take place at the beginning of the fall semester of 2013.

The initial review of the program and the technology integration of the program will be

conducted at the end of the fall 2013 semester. Another review will be conducted at the end of

the spring 2013 semester. Future reviews will be done annually and will take place at the end of

the spring semester of each school year. All modifications to the program concerning hardware,

software, and/or any other concerns pertaining to scheduling or the success of this program will

be determined by the initial and annual reviews.

Plan for Creating Policies, Procedures and Documentation for Technology

Part of planning for the integration of this new technology will include an evaluation of

hardware and software, as well as establishing a timeline to implement this new technology.

Another part of planning consists of creating policies and procedures that will enable this

technology to be utilized to its fullest potential. Policies, plans, and procedures will be

determined and put in place by a designated review board comprised of administrators, members

component as it will provide our students, staff, and faculty with pertinent information necessary

to appropriately utilize the new technology available.

Policies. Policies for acceptable use of the technology associated with this program will

need to be established. Policies initially established will be reviewed and modified as the

program expands and evolves. Some policies to be included are:

Equity issues

Student access to technology at school and outside of school

Cyber bullying

Use of school technology resources for personal activities


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Protecting students from questionable material

Ethical issues

Scheduling for student participation in KeyTrain career skills program

Determining students to participate in the program

Policy on Scheduling

1. This program is secondary to the academic criteria of the university’s career and

technical education programs.

2. Scheduling for student participation will not interfere with the student’s primary

academic responsibilities, and scheduling will be customized to meet the needs of each

participating student.

3. Scheduling will always be open for modification as the needs of individual students

may change.

4. The lab will remain open after regular school hours to allow scheduling for night

students who are on campus when the program administrator is not usually available.

5. Scheduled times for completion of the program will vary as students will complete the

program at a pace their schedules allow.

Procedures. Procedures following policies will need to be in place. Procedures will be

established for enrolling students in the KeyTrain career skills program, for keeping the

processes moving in a timely manner, and for meeting criteria needed to earn a National Career

Readiness Certificate. These procedures will ensure that students are successful in this program

and in obtaining necessary skills needed for entering the workforce.

Procedure for Enrolling a Student in the Career Skills Program

1. The administrator will create a new student file in the Participant Database (accessible


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by the program administrator).

2. The administrator will set up the student’s account within the KeyTrain program.

3. The student will be brought in for an initial introduction to the program, the lab, and

the KeyTrain software. The program administrator will explain the equipment and

program software that the student will be using.

4. The student will be given a packet of instructional guides (how to login and navigate

the software program, etc.), a student account reference sheet (user name and password),

explanatory information about the National Career Readiness Certificate, and other useful

documentation.

5. The student and the program administrator will determine a schedule for lab use and

a tentative date for completion of the program.

6. Once the student has completed the initial meeting with the program administrator,

he/she will be considered “actively enrolled” in the program.

Documentation for technology. Written documentation should be maintained and

easily accessible for all programs used within a school (Picciano, 2011). Documentation for this

program will be in the form of easy-to-follow multimedia guides (electronic and paper based) for

administrators, support staff, and students using the technology associated with the career skills

program. Much of the documentation will be provided to students when they meet with the

program administrator during the initial enrollment process.

Guide topics will include how to turn computer stations on and off, printer use, set-up

instructions for proper installation of outside training equipment (laptops, projectors, etc.), and

basic hardware and software trouble shooting. This is not an exhaustive list, but rather a list of

the types of documentation that will be maintained and accessible for users of this lab.


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It is extremely important to plan for all aspects of technology integration. The success of

any integration and implementation can be greatly influenced by careful planning. Policies and

procedures should be well established to avoid inefficiency and/or loss of money and resources.

All policies, plans, and procedures established for use with this technology integration plan will

be established in the best interest of the student and the university.

Explanation of Budget

This budget will summarize the projected expenses for integrating this technology and

program on our campus. The summary will include the cost of the technological components,

the operational expenses to be incurred, and the administrative expenses that will be necessary to

successfully implement this program. All other costs associated with this TIP will also be

addressed in this summary.

The greatest expense will be for the purchase of the hardware, software, and lab furniture

needed to initiate the program and outfit the computer lab. The hardware to be purchased will

meet the immediate needs of the computer lab and have the capacity to run the software that is

intended to be used with this program. The hardware is also adequate to meet our needs if the

program expands. Licensing to use the software will need to be renewed annually and will make

up the largest percentage of the annual budget for this program. Furniture will not need to be

budgeted for after the initial cost of furnishing the lab, unless the program expands and our needs

include accommodating more students in a larger lab. Peripheral hardware will only need to be

replaced as it wears out. The future unknown costs can only be determined during annual

reviews of the program. However, a small allowance will be set aside to provide for immediate

needs that cannot wait for yearly reviews. For example, the need to replace broken headphones

may be necessary to keep the lab functioning as normal.


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The operational expenses for this project are minimal because there is a suitable location

currently available for this lab. The vacant office space in the Technology West building is

adequate in size and location for our needs at this time. The space is already outfitted with

internet accessibility and is in good proximity to the office of the employee that will serve as

administrator of the program.

There is no additional expense incurred to the institution associated with the

administrative operations for this integration. The career coach on this campus will assume all

administrative duties for this program, but will be relieved of other current duties, which include

math and business tutoring. Tutoring in those areas will be reassigned. The current algebra tutor

will assist all students requiring tutoring in math, and the business tutoring will be assigned to

the current part-time, extra help employee working with the Perkin’s coordinator. These changes

will need to be approved by the vice chancellor and agreed upon by all parties involved. If

students’ needs exceed what current plans can satisfy, a revision of the budget concerning

Perkin’s grant funds will need to be considered to allow for additional part-time, extra help for

tutoring needs.

Additional expenses include the cost for miscellaneous material such as printer paper,

certificate paper, printer ink, and office supplies needed for the lab. A budget for these basic

materials will be established and accounted for during the duration of this program. The funds

necessary for these miscellaneous costs are a very small percentage of the monies allocated to

this program implementation.

Future annual expenses for maintaining this program will be less than this initial budget

since this budget includes the start-up costs. There will not be a need for new hardware for an

estimated four years. The software licensing will need to be renewed each year, and costs for


20

basic materials will remain relatively consistent each year. The success of this program will

determine an increase in the budget since costs will have to be adjusted if the program expands

beyond what initial plans can satisfy. Future demands for the need for this program will have to

be considered as those needs reveal themselves in annual reviews of the program.

Budget Planning

This budget will summarize the projected expenses for integrating this technology and

program on our campus. The summary will include the cost of the technological components,

the operational expenses to be incurred, and the administrative expenses that will be necessary to

successfully implement this program. All other costs associated with this TIP will also be

addressed in this summary.

The greatest expense will be for the purchase of the hardware, software, and lab furniture

needed to initiate the program and outfit the computer lab. The hardware to be purchased will

meet the immediate needs of the computer lab and have the capacity to run the software that is

intended to be used with this program. The hardware is also adequate to meet our needs if the

program expands. Licensing to use the software will need to be renewed annually and will make

up the largest percentage of the annual budget for this program. Furniture will not need to be

budgeted for after the initial cost of furnishing the lab, unless the program expands and our needs

include accommodating more students in a larger lab. Peripheral hardware will only need to be

replaced as it wears out. The future unknown costs can only be determined during annual

reviews of the program. However, a small allowance will be set aside to provide for immediate

needs that cannot wait for yearly reviews. For example, the need to replace broken headphones

may be necessary to keep the lab functioning as normal.


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The operational expenses for this project are minimal because there is a suitable location

currently available for this lab. The vacant office space in the Technology West building is

adequate in size and location for our needs at this time. The space is already outfitted with

internet accessibility and is in good proximity to the office of the employee that will serve as

administrator of the program.

There is no additional expense incurred to the institution associated with the

administrative operations for this integration. The career coach on this campus will assume all

administrative duties for this program, but will be relieved of other current duties, which include

math and business tutoring. Tutoring in those areas will be reassigned. The current algebra tutor

will assist all students requiring tutoring in math, and the business tutoring will be assigned to

the current part-time, extra help employee working with the Perkin’s coordinator. These changes

will need to be approved by the vice chancellor and agreed upon by all parties involved. If

students’ needs exceed what current plans can satisfy, a revision of the budget concerning

Perkin’s grant funds will need to be considered to allow for additional part-time, extra help for

tutoring needs.

Additional expenses include the cost for miscellaneous material such as printer paper,

certificate paper, printer ink, and office supplies needed for the lab. A budget for these basic

materials will be established and accounted for during the duration of this program. The funds

necessary for these miscellaneous costs are a very small percentage of the monies allocated to

this program implementation.

Future annual expenses for maintaining this program will be less than this initial budget

since this budget includes the start-up costs. There will not be a need for new hardware for an

estimated four years. The software licensing will need to be renewed each year, and costs for


22

basic materials will remain relatively consistent each year. The success of this program will

determine an increase in the budget since costs will have to be adjusted if the program expands

beyond what initial plans can satisfy. Future demands for the need for this program will have to

be considered as those needs reveal themselves in annual reviews of the program.

It is extremely important to budget appropriately for any plan to integrate technology.

Even small scale integrations, like this one, require careful considerations. This budget will need

to be reviewed and revised annually to accommodate the needs of the learners and this campus.


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References

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KeyTrain. (2012).Retrieved on October 8, 2012 from http://www.keytrain.com/

Opheim, V. (2004). Equity in education thematic review. Retrieved from

http://www.oecd.org/norway/38692818.pdf

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http://www.officedepot.com/a/products/636556/JVC-HA-RX500-Full-Size-

Headphone/?cm_cat=2000000371




http://www.officedepot.com/a/products/802924/Safco-AlphaBetter-Stool-35-12-H/


http://www.officedepot.com/a/products/889918/Iceberg-Maxx-Legroom-Series-Wood-

Folding/?cm_cat=


http://www.officedepot.com/a/products/273646/Office-Depot-Brand-Xerographic-Copy-

Paper/

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