Technology Implimentation Plan

EDUC 629

Special Education Learning Facility

Success Day Treatment Program

Educational Technology Plan 2014-2018

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Table of Contents

Vision, Mission, and Goals ………………………………………………………………………………………………………………….. 1

Needs Assessment ………………………………………………………………………………………………………………………….…… 4

The Planning Process ………………………………………………………………………………………………………………………….. 6

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 6

Environment ………………………………………………………………………………………………………………………….. 9

Engagement ………………………………………………………………………………………………………………………….… 9

Application Tools …………………………………………………………………………………………………………………….. 9

Results ………………………………………………………………………………………………………………………………….. 10

Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………………………….. 10

Executive Summary …………………………………………………………………………………………………………………….………. 16

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Vision, Mission, and Goals of Special Education Learning Facility

Mission

The mission of the Special Education Learning Facility Technology Implementation Plan for the Success day treatment program is to ensure that students and staff are responsible digital citizens and effective users of technology in the teaching and learning process, students get access to assistive technology that can help them with learning needs, and are prepared for using technology in the pursuit of 21st century careers.

This mission includes: • Providing access to technology to support Indiana state curriculum standards.• Providing instruction to foster competence in the use of technology and to deepen students’ educational experience.• Providing learning opportunities using technology to meet individual student and to assist in students’ meeting IEP goals.• Providing a digital environment for students, teachers, and staff to communicate, collaborate, and create.

Vision

The vision of the Special Education Learning Facility Success Day Treatment Program is to equip students with technology that will assist all students in their learning needs to help make each student an active contributing member of a 21st century society.

Goals and Strategies

To obtain this vision the goals of the Special Education Learning Facility Success day treatment program is as follows:

Goal #1 : All Students in the Success Program will have 1:1 ratio of IPADS and the program will be designed to actively use the IPADS to meet IEP goals.

o Strategy : At the start of the 2014-2015 school year, all students in the Success day

treatment will be given an IPAD, and the teacher will design lessons to incorporate its use throughout the curriculum.

Goal#2 : Update standard classroom hardware configurations based on grade level, subject, and class size.

o Strategy: By the beginning of the 2014-2015 school year all classrooms will be

furnished with high speed Internet access, a classroom computer for teacher use running Windows 7, two fully accessible student computers running windows 7, a smart board for each classroom, protective cases for IPADS, and a sound amplification system for each room.

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Goal #3 : Based upon evaluation measures, district and building instructional software selections will be limited to those titles successful at improving reading, technology literacy and/or academic achievement of students.

o Strategy : Evaluate current curriculum, and analyze all new curriculum to current

Common Core curriculum standards.

Goal #4: Evaluate all students for assistive technology and properly train students and teachers with the proper use of assistive technology to meet IEP goals.

o Strategy: The assistive technology coordinator will evaluate all students who enter

the Success Day treatment program and install needed accessibility features to IPAD and fit students with any assistive technology required to help student meet IEP goals.

Goal#5: Train teachers and all staff in the Success Day treatment program in Universal Design for Learning (UDL) and incorporate it into all aspects of lesson planning and implantation.

o Strategy: Provide a day long professional development course at the beginning of

each school year in Universal Design for Learning, and require teachers to incorporate it into lesson planning.

Needs Assessment

Strengths – What are the current strengths?

The success day treatment program services students in grades K-12. One of the strengths of the program is that the curriculum is designed to meet the common core standards. Each student has an IEP, and their program of learning is designed to meet the goals of the IEP. The class sizes are small to meet the needs of a diverse group of students, and the classes are split into elementary, middle school, and 2 high school classes. Each class has a teacher and three paraprofessionals, so there is a low student to staff ratio. The school is equipped with wireless internet, and each classroom currently has 2 desktop computers, plus each teacher has a laptop computer. The school has a computer lab equipped with 10 desktop computers. Everyday technology that is currently used in the classroom can be adapted to use as assistive technology (Bouck, Flanagan, Miller, & Bassette, 2012). The elementary and middle school classroom each have one classroom IPAD. Because it is a special education facility there is an assistive technology coordinator in the building that works with students who qualify for assistive technology services. Also there are behavior specialists and other therapists that work in

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the building so each student can receive their qualifying service. There is also a computer tech in the building twice a week to assist with any computer issues that arise.

Weaknesses – What are the current weaknesses?

One major weakness of Special Education Learning Facility’s Success Day Treatment program is the lack of technology in the classroom. There are some computers for student access, but very little beyond computers in the classroom. There are no smart boards, projectors, or document cameras. The computers in the classroom run Windows XP and are out of date, but teacher computers do run Windows 7. The student computers only contain some educational games and Microsoft Office, and they have very restricted Internet access. The high school students currently do not have access to an IPAD, and the elementary and middle school students share one for the entire class. Most of the teachers and staff in the program have little training integrating technology into the curriculum, and have not experienced integrating the IPAD into teaching.

Although there is low student to staff ratio the current setup of the program the paraprofessional help with more behavior supports than academic support. Currently, the students only utilize computer technology with the classroom teacher and not with the help of paraprofessionals. The NETS technology standards from ISTE state, “Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies” (ISTE NETS, 4a). Currently the way the program is set up most assessment is paper and pencil tests and does not use the available technology.

Opportunities – What are the future opportunities?

Future opportunities in integrating technology into the program are to apply for technology grants to increase funding. The school has received several large grants for a new playground, library, and gym equipment. There is also opportunity in training the teachers in universal design for learning so the teachers can design lessons to help meet the needs of all students in the program. UDL is a framework for educational design that creates a flexible learning environment to meet the needs of all learners (Meyer, 2013). Indiana is currently in the process of writing new standards that will begin being implemented in school beginning next school year, which may create new opportunities. Since technology is constantly changing the standards need to change to adapt with current technology (Abel, 2010).

Threats – What threatens those future opportunities?

The major threat to integrating technology into the success program is the lack of funding. The school can only upgrade technology if they have the funds to upgrade the computers and purchase more equipment. The school needs to receive the technology grants in which they apply to be able to upgrade technology. Another threat is the laying off of staff to reduce the budget, which in turn creates a higher student to staff ratio. Also, there are a high

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percentage of staff turnovers and although the teachers are the same, they are constantly replacing and training new paraprofessionals.

The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goal Nets Strategies1. All Students in the Success Program will have 1:1 ratio of IPADS and the program will be designed to actively use the IPADS to meet IEP goals.

III. TEACHING, LEARNING, AND THE CURRICULUMTeachers implement curriculum plans that includemethods and strategies for applying technology to maximize student learning. Teachers:B. use technology to support learner-centered strategies that address the diverse needs of students.D. manage student learning activities in a technology-enhanced environment.

Students will have the option of bringing their own IPAD to school, but will be required to have it set up with required apps and accessibility features. School will apply for grant money to fund an IPAD for each student in the classroom that does not have their own device. Each IPAD will be set up with accessibility features personalized for each student. Teachers will plan lessons incorporating the use of the IPAD to meet IEP goals.

2. Update standard classroom hardware configurations based on grade level, subject, and class size.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICETeachers use technology to enhance their productivity and professional practice. Teachers:D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Each classroom has a maximum of 15 students, so each classroom will contain a desk for each student, and will contain at least 4 cubical stations complete with access to outlet for charging IPAD. The IPADs will be configured with grade appropriate apps designed to help each student meet IEP goals.

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The wireless network will be updated to connect each classroom to have excellent wireless strength, and library and gym will also be internet accessible wirelessly, so all students and staff can travel anywhere in building with device and have wireless access. School will invest in a firewall and protection to block inappropriate Internet websites for access to students.

3. Based upon evaluation measures, district and building instructional software selections will be limited to those titles successful at improving reading, technology literacy and/or academic achievement of students.

IV. ASSESSMENT AND EVALUATIONTeachers apply technology to facilitate a variety ofeffective assessment and evaluation strategies.Teachers:A. apply technology in assessing student learning ofsubject matter using a variety of assessment techniques.B. use technology resources to collect and analyzedata, interpret results, and communicate findingsto improve instructional practice and maximize student learning.

Teachers will be placed on curriculum teams within the school and within outside sources to evaluate all curriculums used. Create a scope and sequence for each subject for the entire year for each grade level. Create an evaluation team to evaluate Apps for IPAD and only purchase apps once they are thoroughly evaluated and that they will meet standards and goals.

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4. Evaluate all students for assistive technology and properly train students and teachers with the proper use of assistive technology to meet IEP goals.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUESTeachers understand the social, ethical, legal, andhuman issues surrounding the use of technology inPK–12 schools and apply that understanding inpractice. Teachers:A. model and teach legal and ethical practicerelated to technology use.B. apply technology resources to enable andempower learners with diverse backgrounds,characteristics, and abilities.E. facilitate equitable access to technologyresources for all students.

Each student in the Success program will meet with the assistive technology coordinator and be evaluated for assistive technology services. The IPAD for each student will be configured by the assistive technology coordinator and set up with accessibility features that will assist student. For all students receiving assistive technology services, the IEP will be amended to include assistive technology services.

Train teachers and all staff in the Success Day treatment program in Universal Design for Learning (UDL) and incorporate it into all aspects of lesson planning and implantation.

I. TECHNOLOGY OPERATIONS AND CONCEPTSTeachers demonstrate a sound understanding oftechnology operations and concepts. Teachers:B. demonstrate continual growth in technologyknowledge and skills to stay abreast of currentand emerging technologies.

All teachers in the Success day treatment program will attend the CAST UDL Summer institute. All other classroom staff will be required to attend an introductory online course to gain information on UDL in practice. All material purchased by the school and used in the classroom will be evaluated by UDL self-check. Use the UDL toolkit for ideas in providing classroom instruction. Plan lessons that allow for flexibility of students choosing assessments.

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Environment

The best classroom environment for the success day treatment program is an environment where students have a blended learning environment with face-to-face teaching and computer assisted learning through the IPAD. The teacher will lead a large group instructional time in the morning and at the end of the day, but the rest of the day will consist of small group and individual instruction. The classroom will be designed around the principles of UDL which are multiple means of representation, multiple means for engagement, multiple means for expression, and multiple means of assessment where students can work in areas and make choices (Brand, Favazza, & Dalton, 2012). Since the classroom environment can affect learning in both positive and negative ways, the classroom design needs to be a flexible design that can meet the needs of the learning activity (Neill & Etheridge, 2008). Having desks, tables, and cubicles that can be moved with access to power outlets, tablet stands, and lighting options will provide a flexible learning environment for the needed activity.

Engagement

At the beginning of the year the students will have direct instruction on the features of the IPAD. The students will practice these skills and learn how to use the IPAD, before being required to use the IPAD for assignments. As the student become more comfortable with the use of the IPAD it will be gradually be increased throughout the year. Student should not be tied to the device, but use it as a tool for helping in this digital world (Cohen, 2012). The teacher led instruction will be limited to the mornings and afternoon and the rest of the day will consist of small group and individual activities led by the teacher, paraprofessionals, and behavioral staff.

ApplicationTools

The main tool used in the 1:1 device initiative will be the IPAD. A IPAD will need to be provided for each student with a protective case. There are many free apps available, and the school needs to carefully evaluate any app that it chooses to purchase. Careful research needs to be considered whether a single or multiuser license should be purchased for software used in the classroom. The school should still maintain the desktop computers that contain Microsoft Office in the classroom and lab. Money will have to be allocated to purchase a smart board, projector, and document camera for each classroom.

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Results

By implementing a 1:1 program using the IPAD in the classroom the students will have a flexible tool that can be used in many ways throughout the curriculum. It has the most accessibility features that can be used to create a device that is individualized for the user. Cohen (2012) a teacher who works at a school that implanted 1:1 IPAD use says, “having this tool puts the vision of the future in students' hands” (p. 16). The student and teacher have access to a tool that provides learning opportunities for all students and can be used to help meet the goals in the IEP.

Implementation

Budget and Timetable for Goals, Objectives, Strategies, and Measures

Continuation of Technology (already provided and maintained by the school)Teacher LaptopsDesktopsWireless InternetSchool NetworkIPADs (1 IPAD 2 in each classroom)PrintersLCD TV w/ DVD player

Technology that Needs to be PurchasedIPAD Air 16GB ($499 per student)IPAD Smart Cover ($39 per IPAD)SMART Boards (2 1 for elementary classroom and middle school classroom to share, and 1 for both high school classrooms to share)ELMO Document Camera and Projector on Portable CartIPAD Apps ($.99-$4.99 each)

(Example: Quickoffice, Poplet, Geometry Pad, Sound notes, my homework, Itimer)

Free Technology to be UtilizedIPAD Apps

(Example: Evernote, Edmodo, Kindle, Virtual manipulatives, IBooks, MyScript Calculator, evernote, Storia, Show me, flashcards, Pages, Mobile Air Mouse, Kerpoof)Apple Education Website

Professional Development CostsPresenter (1 day Apple Education) $400ISTE Conference ($339 a person 4 teachers & 1 administrator)All Technology Listed Above

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Total Estimated Costs

IPAD Air $499 X 50 Students = $24,950Smart Cover for IPADs $39 X 50 =$1950Smart Boards $5200 X 2= $10,400ELMO & Projector $800IPAD Apps $30 per IPAD = $1500Professional Development $400 + $1695= $2095Total $41,695

Professional Development PlanTo fully implement the technology plan for the 2014-2015 school year teachers will get

the opportunity to attend the ISTE Conference in Atlanta, GA June 28-July 1. All four teachers with an administrator will travel to the conference and attend the sessions of their choice that best fit their needs. The day before school start all teachers in the Success program will attend a two day professional development seminar day one will be on Universal Design for Learning and day two will be the morning session will be integrating the IPAD into teaching and the afternoon session will be using accessibility features on the IPAD. It will be required for the teachers in the Success program, but will be opened up to all special education teachers in the county. Electronic Flyers will be mailed out to all special education teachers, and this conference will be two day conference where the teachers will hear presentations, but then be able to bring their own IPAD to try out the apps on the IPAD.

The teachers in the Success program will then attend monthly technology meetings the first Monday of every month from 2:45-3:45 with each other to learning about a app to use in the classroom and collaborate implementing the technology in their classroom. Each month will have a different focus that will be addressed.

September: Assistive Technology AppsOctober: Literacy AppsNovember: Ibooks and e-readersDecember: Photography with IPADsJanuary: Math appsFebruary: Social Learning AppsMarch: Assessment AppsApril: Alternative CommunicationMay: Science and Social Studies apps

Each meeting will be led by a teacher or presenter from the community who had experience with that topic. The meetings will begin by a short lesson on the topic about 10 minutes, and then 30 minute discussion on how implantation of technology has been going in the classroom and an opportunity to share ideas. Each meeting will conclude with time to try out the apps with time to answer questions.

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The technology will not be able to be implemented all at once. Teachers will take time after attending the ISTE conference to be able begin to adapt planning to implement IPAD integration at the start of the 2014 school year. The two day conference will be the two days before the start of school and will be presented to any special education teacher in the county interested in attending. The monthly meetings will be for the teachers in the Success program to learn new technologies, and get support from each other to implement them in the classroom.

Lesson Plan 1Topic: Math Review using QR CodesGrades: 3-12

Objectives:Students will use QR codes to review math concepts previously taught.

StandardsThe student communicates his or her mathematical thinking by representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or organizing and communicating mathematical problem-solving strategies and solutions using mathematical language.

The student communicates his or her mathematical thinking by representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or using appropriate vocabulary, symbols, and technology to explain mathematical solutions.

ISTE Student Standards6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

d. Students transfer current knowledge to learning of new technologies

Technology NeedsIPAD with Camera EnabledQR Code Reader App

Directions for Creating Your Own Review Problems with QR Codes: 1. Gather or create 10 – 12 math review problems. The problems should start and end with the same number. For example, in Set 1 of the accompanying problems, the first math problem starts off with I am 1 and ends with the answer to the 12th problem which is 1. 2. Open Google Docs and create a new document. Type in your problem in this format: I am 1. What is 4 less than 21?3. Go to File – Publish to the Web 4. Copy the url link. 5. Go to http://bitly.com/ Create an account if necessary. 6. Follow the directions to shorten Google’s long url. Customize the shortened link to a unique name that suits your topic.

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7. Copy the shortened link and paste it into a new tab in your browser. At the end of the shortened url add .qrcode 8. Hit Return. A QR code is automatically generated. 9. Take a screen shot of this QR code. 10. Open up a new word document and type the number associated with your QR code and paste the QR code onto the document. 11. Repeat this step for each math problem.

Lesson:1. You should have one math problem for each student. 2. Print off the word documents with the QR codes. 3. Place these documents around the room. 4. Hand out the answer sheet and an iDevice to each student. 5. Tell students to go stand in front of a number. They should write this number in the spot that says: I started on # ________. 6. Demonstrate how the QR code reader app is used. Have a sample QR for each student to try. 7. Tell students that they should write the answer to their first problem on first line of their answer sheet. They then locate that number somewhere else is the room and use the QR code reader. They will then write the answer to that problem on the next line. 8. Students should continue answering all the problems and will discover they are done when they get back to the number they started with. 9. This is a self-correcting activity because if students don’t correctly answer the problem, they won’t be able to find the next problem.

Lesson Plan 2

Topic: Sight Words on IPADSGrades : 1-6

ISTE StandardsStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Lesson:1. Students will complete this lesson in small groups. The students will listen to the sight word spoken on the iPad by pushing the star in the application. 2. The student will then record him/herself saying the word and listen to it back. 3. After the word is repeated, the students will spell the word by saying each letter in the word. 4. The student is to practice writing the word by writing it out on the iPad. 5. At the end of the practice group, the students will play a game using the sight words, such as matching puzzle pieces to the sight words.

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This lesson is excellent for students learning English as a second language (ESL) and students with language and/or speech impairment. The students can listen to the words pronounced correctly and repeat the words.

Lesson Plan 3Topic: KerpoofGrades: 1-6Overview: Kerpoof is a free software that allows children to explore their creativity by drawing, making animated movies, writing and illustrating stories, producing pictures and cards, and more. This lesson is an introduction to Kerpoof for the teacher and students and can be adapted to a variety of lessons. Objectives:

Teacher will create a Kerpoof teacher account. Teacher will create a class account. Students will create a drawing with a caption using the Kerpoof “Make a Drawing” tools. Students will illustrate and communicate original ideas and stories using digital tools and

media-rich resources

ISTE Student Standards: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Create original works as a means of personal or group expression ISTE Teacher Standards: Facilitate and Inspire Student Learning and Creativity – promote, support, and model creative and innovative thinking and inventiveness A. Promote, support, and model creative and innovative thinking and inventiveness

1. Go to Kerpoof.com and create a teacher account at least 2 days in advance2. Create at class account using the teacher’s tools menu3. Teach Kerpoof Lesson Session 1 (60 minutes) a. Log on 10-15 minutes – (Tip: have parent helper assist if possible.)

1. Students log in for first time a. Use the login card to fill in the fields on your screen b. Click “Login”. c. Click the box to “Accept the Kerpoof Terms of Use.” d. Click “Continue”. e. You’ll only need to do this one time.

2. Explain the Home Screen a. You’ll see this screen next. (The background changes, depending on the season.) b. The first thing kids want to do is click on these icons. Tell them NO. If students do

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click on these pictures, the fastest way to get back to the home screen is to have them log out of Kerpoof and then log back in. Let them explore these pictures in later sessions. c. Direct their attention to the Create an Avatar icon

b. Creating the Avatar -10 minutes a. Click on the b. Click the icons in the right column to select styles and color for:

i. Skin ii. Hair iii. Eye brows iv. Eyes v. Mouth vi. Shirt

c. Click SAVE.

c. Explanation of tools – 10 minutes

d. Creating drawing -15 minutes a. Tell students to click the Make a Drawing icon.

b. Modeling the tools in the following order seems to work well. (See Super Doodle Reference Sheet on page 8.)

Create an animal as you model these tools. i. Pens and brushes

1. Pen width slider 2. Transparency slider 3. Pen accuracy slider – for creating freeform or geometric shapes.

ii. Fill tool 1. Click paint bucket to full a shape with color. 2. Click drop of paint next to the paint palette to change from solid to

blended colors. iii. “Mr. Hand” is used to move objects.

e. Adding text -10 minutes Text tool

1. Click and drag text icon to the canvas to type a caption. 2. Different fonts and backgrounds are available.

f. Saving 5 minutesSave creation

i. Click Save ii. Type a Title. iii. At this time, do not click “Share with Everyone.” iv. Finally, click “Save Scene.”

Print

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i. You may choose to print if you decide not to allow students to share online. ii. Click the Print icon. iii. Students may choose to print as a black line master so that they can color.

Executive Summary

The technology implementation plan of the Special Education Learning Facility Success day treatment program is aligned to current Indiana state standards and National Education Technology Standards that are published by the International Society for Technology Education. Each section of this plan aligns with the values, goals, missions, and beliefs of the Special Education Learning Facility. This plan does allow room for flexibility as the needs arise as this plan is implemented.

This plan is designed for students with diverse learning needs and various backgrounds to have access to technology. The students in the program will have access to 21st century technology that helps meet their IEP goals and learning needs. The technology provided in this plan will help students and teachers to use technology more effectively as a mode for learning.

The goals in this plan will provide each student with an IPAD that is to be used a versatile tool to aide in the education of students with emotional disabilities. Students will gain more access to assistive technology that can help them meet IEP goals. The students through this plan will gain the most up to date 21st century mobile technology, and teachers will be trained to implement the new technology into the classroom. Universal Design for Learning (UDL) will be the design for all classroom instruction to provide the means to reach all students.

The IPAD provides many options and is a versatile tool especially when each student has access in the classroom (Cohen, 2012). Students are no longer restricted to the limits of one computer in the classroom, but have more opportunities for mobile learning. Students learning will increase because of the technology tools that this plan provides. Each student will have equal access to technology, and will provide opportunities for each child in the program.

Crosswalk of Goals

National Educational Technology Plan

Educational Technology Plan for (Indiana)

Special Education Learning Facility Strategic Plan

Learning:Teachers use technology to support learner-centered strategies that address the diverse needs of students (NETS, 2000).

Students will understand the integrated relationship of technology with other academic fields (ITEC, 2006).

To provide students IPADs to foster students’ academic competency and deepen students educational experiences.

Assessment:Teachers apply technology to

Teachers have a broad and comprehensive understanding

The teachers in the Success program will use IPADs as a

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facilitate a variety of effective assessment and evaluation strategies (NETS, 2000).

of assessment principles and practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide instructional decision making (ITEC, 2006).

tool in both formal and informal assessment.

Teaching:Teachers use technology to enhance their productivity and professional practice (NETS, 2000)

Teachers will use strategies for engaging students in generating and evaluating new ideas and novel approaches, seekinginventive solutions to problems, and developing original work (ISTE, 2006)

Universal Design for Learning (UDL) will be implemented in the design of lessons. All teachers will be trained and be required to implement UDL within the classroom.

Infrastructure:Teachers and the school will continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. (NETS, 2000).

Improve operational efficiency through up to date phone systems, computer networks, and computer systems (ITEC, 2006).

The Special Education Learning Facility will update their infrastructure to provide up to network, and an IPAD for each student. Also classrooms will be updated with projectors and a SMART board to create a 21st century learning environment.

Productivity: Students and teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies (NETS, 2000).

Students will develop abilities to use and maintain technological products and systems (ITEC, 2006).

As all students will be evaluated for assistive technology, each IPAD will be adapted to the needs of each student. Teachers will be provided training on the use of IPADs in the classroom, and students will use the most current available technology in the classroom.

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ReferencesAbel, R. (2010). A new generation of learning technology standards. Technology, Instruction,

Cognition & Learning, 7(3/4), 205-224.

Bouck, E. C., Flanagan, S., Miller, B., & Bassette, L. (2012). Rethinking everyday technology as assistive technology to meet students' IEP goals. Journal of Special Education Technology, 27(4), 47-57.

Brand, S., Favazza, A. E., & Dalton, E. M. (2012). Universal Design for Learning: A Blueprint for Success for All Learners. Kappa Delta Pi Record, 48(3), 134-139. doi:10.1080/00228958.2012.707506

Cohen, S. (2012). A 1:1 IPAD initiative: Vision to Reality. Library Media Connection, 30(6), 14-16.

Indiana Technology Education Committee. (2006). Technology education: Content standards booklet [PDF File]. Retrieved from http://www.doe.in.gov/sites/default/files/cte/indiana-standards-career-and-technical-programs.pdf

International Society for Technology in Education (ISTE). (2000). ISTE NETS and performance indicators for teachers [PDF file]. Retrieved from http://www.iste.org/docs/pdfs/nets_for_teachers_2000.pdf?sfvrsn=2

Meyer, A. (2013). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.

Neill, S., & Etheridge, R. (2008). Flexible learning spaces: The integration of pedagogy, physical design, and instructional technology. Marketing Education Review, 18(1), 47-53.

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Documents

Transcript of Technology Implimentation Plan