EDUC 629

Austin Red House

Educational Technology Plan 2015-2020
Ashley Mcclain- Clark

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Table of Contents
TIP 1: Vision, Mission, Goals and
Strategies 1
TIP 2: Needs Assessment......
4
TIP 3: The Planning Process..
.. 5
State Goals and Objectives with Local Strategies and Measures . 5
Environment...... 9
Engagement.... 9
Application.. 9
Tools.... 9
Results..

TIP 4: Implementation: Timetable and Budget for Goals, Objectives and

strategies.. 10
TIP 5: Executive Summary.... 14
TIP 6: References.... 16

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TIP 1: Vision, Mission, Goals and Strategies of Imaginary County

Public Schools
MissionThe Austin Red House provides a safe and productive learning environment while allowing
students to use technology to hone their personal strengths. Through a series of service learning
projects students receive firsthand experience with of leadership, planning and community
service.
VisionOur vision is to develop young adults that will become community leaders by creating a caring
and stimulating environment that promotes learning, integrity, and honesty; while support the
staff in any way possible.
Goals and Strategies

Goal 1: Enhance student learning through technical advancement

o Student who do not have access to smart technology will be provided with a
laptop or tablet.
o Give students e- books and other educational resources.
o Train students in Microsoft Office, Camtasia, and other technology- based
resources.
o Make students create a portfolio of their class projects.
Goal 2: Prepare students for community service
o Students are required to complete 40 service learning hours before graduating.
o Upperclassmen will work on planning and executing their own community
service project that lowerclassmen can volunteer.
Goal 3: The school will encourage community involvement that can help with
advancement of student learning
o Promote parent involvement.
o Listen to community and sponsors ideas.
Goal 4: Professional Development
o Training for implementing technology in the classroom.
o Depending on the subject counselors will receive training on hardware and
software.
o Training for utilizing the internet and applications to enhance the learning
environment.

TIP 2: Needs Assessment

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Strengths What are the current strengths?

For several years, counselors have done an excellent job of integrating technology while relating to topics
student are familiar with. The Institute of Education Science (2010) reported that teachers testified to
having access to LCD (liquid crystal display) or DLP (digital light processing) projectors, interactive
whiteboards, and digital cameras. With these tools, counselors have transformed their trips and students
assignments. Being a mobile camp, we only use the LCD projector when we are at the headquarters.
Students use the digital camera since most of them do not have mobile devices. Students are proficient at
uploading photos to the camps network.
Weaknesses What are the current weaknesses?
The camp needs to get better at teaching technical literacy. The state of Texas defines a technology
literate student as one who has mastered the Technology Applications TEKS for grades K-8 (19 TAC,
Chapter 126). The Austin Red House must assemble a bigger team of technical specialist to assist with
training and technical support. The strain of support shows in the counselors lack of training to teach
21st-century skills. Another issue is that a large number of students who take the mandatory standardized
test do not have access at home. According to the Housing Authority of the City of Austin (HACA),
fewer than 30 percent own a computer device and only 15 percent of households have an Internet
connection (Phillips, 2015).
Opportunities What are the future opportunities?
To assist with giving students access in their homes The Unlocking the Connection pilot program and
the non- profit EveryoneOn can assist with giving students digital literacy, technology, and broadband.
Each student will have the opportunity to use their technology to empower themselves and gain
experience in the community. Counselors and or the team of technical specialist can find apps and
software for students with exceptionalities.
Threats What threatens those future opportunities?
The camps technology budget will be depleted from independent contract skills trainers. If the budget is
imbalanced, this could threaten the loaning of technology to students, training for students and
counselors. Without the technical support, it will be hard for counselors and students to maintain the
refurbish equipment. If students do not have laptop or computer at home, it threatens the students
likelihood of pass the STAAR exam to their maximum potential. If neither counselors nor student obtains
technical training, it will put the non-profit behind on its goals. On the other hand, if students do receive
technology that they can take home there is the possibility of them misusing the device.

TIP 3: The Planning Process

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State Goals and Objectives with Local Strategies and Measures

Goal 1: Enhance student learning through technical advancement

Objective
Provide students with mobile
technology and ensure they
have internet at home.
Ensure students have access to
online material including
eBooks, and digital textbooks.

The student will show

knowledge and appropriate
use of technology systems,
concepts, and operations.

Strategies
Parent will fill out a survey to
determine which students have
mobile technology and
internet access at home.
If the camp does not have an
account with the company
counselors will find free sites
that students can retrieve
educational information.
At the headquarters, using
direct instruction counselors
will hold lessons to
demonstrate the proper use
and knowledge of technology.

Measurements
Analysis the surveys.

Spreadsheet of paid and free

accounts.

126.5. Implementation of
Texas Essential Knowledge
and Skills for Technology
Applications, Elementary,
Beginning with School Year
2012-2013.6(A) demonstrate
an understanding of
technology concepts,
including terminology for the
use of operating systems,
network systems, virtual
systems, and learning systems
appropriate for Grades 3-5
learning;
126.13. Implementation of
Texas Essential Knowledge
and Skills for Technology
Applications, Middle School,
Beginning with School Year
2012-2013.
1(A) identify, create, and use
files in various formats such
as text, raster and vector
graphics, video, and audio
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files;
And students portfolio
Goal 2: Prepare students for community service
Objectives
Students must complete 40
hours of community
service.

Strategies
Lowerclassmen or younger
campers will help
upperclassmen or middle
school students volunteer.

Measurements
126.5. Implementation of
Texas Essential Knowledge
and Skills for Technology
Applications, Elementary,
Beginning with School Year
2012-2013.
(2) Communication and
collaboration. The student
collaborates and
communicates both locally
and globally using digital
tools and resources to
reinforce and promote
learning. The student is
expected to:
(A) use communication
tools that allow for anytime,
anywhere access to interact,
collaborate, or publish with
peers locally and globally;

Upperclassmen will work

on planning and executing
their own community
service project that
lowerclassmen can
volunteer.

Students will work in small

groups to create a
community service project
that uses technology that
younger campers will
participate.

126.13. Implementation of
Texas Essential Knowledge
and Skills for Technology
Applications, Middle
School, Beginning with
School Year 2012-2013.
1 Creativity and
innovation. The student
uses creative thinking
and innovative
processes to construct
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2
3

knowledge, generate
new ideas, and create
products.
Communication and
collaboration
Research and
information fluency.
The student acquires,
analyzes, and manages
content from digital
resources. The student is
expected to:

(A) create a research plan to

guide inquiry;

Goal 3: The school will encourage community involvement that can help with
advancement of student learning
Objectives
The camp will promote parent
involvement.

Strategies
Families are encouraged to be
involved in the camps day
trips and for the planning of
technology implementation.

Measurements
ISTE Essential Conditions:
Shared vision for educational
technology,
Implementation Planningstakeholders follow a
systematic plan aligned with a
shared vision for school
effectiveness and student
learning through the infusion
of information and
communication technology
(ICT) and digital learning
resources.

The camp will actively solicit

community connections.

The camp will run advertising

campaigns and host quarterly
open house events.

ISTE Essential Conditions:

Shared vision for educational
technology,
Empowered Leaders
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Stakeholders at every level are

empowered to be leaders in
effecting change,
Shared Vision- Proactive
leadership develops a shared
vision for educational
technology among all
education stakeholders,
including teachers and support
staff, school and district
administrators, teacher
educators, students, parents
and the community.
Empowered LeadersStakeholders at every level are
empowered to be leaders in
effecting change.
Implementation Planningstakeholders follow a
systematic plan aligned with a
shared vision for school
effectiveness and student
learning through the infusion
of information and
communication technology
(ICT) and digital learning
resources.

Goal 4: Professional Development

Objectives
Training for implementing
technology in the clubhouse
and trips.

Strategies
Higher a team of technologist
specialist.

Training on hardware and

software for as well as
utilizing the internet and

Counselors will receive

regular staff development.

Measurements
The technologist specialist is
responsible for keeping up
with trends and teaching it to
the counselors.
Counselors are required to
plan, organize, deliver, and
evaluate trips with technology
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application to enhance the

learning environment.

(Texas State Board for

Educator Certification). They
will attend expos and
workshops every year.

Environment
The Austin Red House is a mobile camp that uses technology to enhance students learning
experiences. Counselors use blended learning the primary environment of learning is out on
trips. When on campus, counselors will use the LCD projector to discuss their digital cameras
images and facts from previous trips. Eventually, students will have mobile technology to help each
student add to their knowledge of Texas standards. With the assistance of mobile technology, students will
use applications to further their education. Flex learn is the best way to facilitate learning through a
mobile device for mobile trips.

Engagement
Students will go to museums, library exhibits, the zoo and more. Students will work as an
individual and in groups depending on the environment. Each counselor will provide feedback
and questions depending on student questions or results from apps they use.

Application
Tools
LCD projector
Website
Camera
Smartphone
ABC Mouse
Micopoll
Quizlet
TED-Ed
Mindomo
App made by technology specialist

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Results
The Austin Red House bases its students learning off their ability to answer questions from the
apps, polls, and face to face interaction. Students will become familiar with technology and will
properly utilize their mobile device and other technology, which they can use for future career
purposes. Most of all students will take digital ownership of their works used for creating
material.

TIP 4: Implementation
20152016
Salary
$248,275
Telecommunicatio $88,000
ns
Supplies/ Trips/
$120,990
Camp upkeep
Miscellaneous
$3,450
Total per year
$352,715

Technology Budget
201620172017
2018
$272,300 $296,325
$89,090
$90,100

20182019
$298,350
$91,110

20192020
$322,375
$92,120

$122,220

$124,250

$126,280

$128,310

$3,725
$487,335

$3,556
$514,231

$3,624
$619,364

$3,699
$546,504

*Subject to annual change*

Goal 1: Enhance student learning through technical advancement
Time Span
Achievement
Yearly
Have parent fill out survey at the beginning of
the school year.
Ongoing
Add new account log-ins to the database for
shared use.
Ongoing
Use different strategies to teach students how
to use technology to further their learning with
the use of Web 2.0 tools.
Goal 2: Prepare students for community service
Time Span
Achievement
Ongoing
Students will be required to complete 40 hours
of community service by the time they leave
the Austin Red House.
Yearly/ Ongoing
Students will implement technology to create a
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community service project.

Goal 3: The school will encourage community involvement that can help with advancement
of student learning
Time Span
Achievement
Ongoing
By sharing the same vision and values as the
community, the school will have a positive
transition to adding technology.
Ongoing
By sharing our vision with the community the
school hopes that leaders will back us and help
us network with an organization like The
Unlocking the Connection and EveryoneOn.

Goal 4: Professional Development

Time Span
Ongoing

Ongoing

Achievement
Until the school has two dedicated technical
specialists we will continuously be looking to
higher for the position. Counselors will be
trained on technology topic such as Curriculum
(4 hours), Research (2 hours), Diversity (6
Hours), Mobile Computing Devices (4), and
Trends (4 hours)
Staff will receive training on technology and
emerging trends throughout the year. Once a
year staff is required to attend a technical
conference or expo. The counselors will use
the tools they received from professional
development training to further student
learning when on trips or on campus.

Professional Development Plan

At this moment in time counselors will continue to use online training to help the stay on top of
technology trends that can help further student learning. As per usual the camp will keep a record
of training each counselor has completed. The Austin Red House will move towards technical
training for specific subjects. Every year, counselors are required to attend one conference or
workshop thats related to educational technology. The school will actively look for a dedicated
technology specialist who will help take the use of technology in our program to another level.
Lesson Plan 1
[1800s Texas History]
I.

Topic/Grade Level: [1800s Texas History] [4th Grade]

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II.

Standards: [Chapter 113. Texas Essential Knowledge and Skills for Social Studies
Subchapter A. Elementary; Chapter 126. Texas Essential Knowledge and Skills for
Technology Applications Subchapter A. Elementary].

113.15. Social Studies, Grade 4

(b) Knowledge and skills
(6) The student understands the importance of the Texas Revolution, the Republic of Texas, and the
annexation of Texas to the United States.
(10) The student understands the basic economic activities of early societies in Texas and North
America.
126.7. Technology Applications, Grades 3-5,
(b) Knowledge and skills
(1) The student uses creative thinking and innovative processes to construct knowledge and
develop digital products.
(3)The student acquires and evaluates digital content.
(6)The student demonstrates knowledge and appropriate use of technology systems, concepts, and
operations

III.

Goals and Student Learning Outcomes (Objectives):

Goal 1: Students will students will be able to demonstrate understanding of Texas culture and
economic system during the 19th century.
Student Learning Outcome 1: Students will be able to produce information that describes the
successes, problems, and organizations of Texas.
Student Learning Outcome 2: Student generalizes the economic activities of various early
American Indian groups in Texas and North America used to meet their needs and wants such as
farming, trading, and hunting.
Goal 2: Students will students will be able to demonstrate that they understand technology concepts
and operations and can evaluate sources.
Student Learning Outcome 1: Students will show understanding of technology concepts and
operations, evaluating sources, and designing an appropriate content presentation.
Student Learning Outcome 2: Students will be able to create and insert animations into their
presentations.
IV.

Learning Environment(s):
Face-to-face

V.

Resources:
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Computer, internet, LCD projector, PowerPoint, Prezi, Textbook

VI.
Diversity / Differentiation:
Students who with needs will receive additional time to complete the assignment. Additional assistant
will be provided for the special needs assistant. There are 14 females and 10 males in the class, three
of them are exceptional learners and each child receives free or reduce lunch.

VII.

Technology Inclusion:
Computer
Internet
LCD projector
PowerPoint

VIII. Procedures:
1. Lesson Introduction / Anticipatory Set:
The teacher will help students determine what topic they want cover for the final presentation
on 1800 Texas History.
2. Direct Instruction:
Using the Texas Essential Knowledge and Skills students will be tested on their ability to
follow instructions and complete the creation of the final product. The teacher will explain what is
required of them for this project. Together as a class we create a list of historical figures or events
(Sam Houston, Santa Anna, Stephen F. Austin, The Alamo, Battle of San Jacinto, Texas Revolution,
etc.)
3. Student Interaction with lesson content / Guided Practice:
Students will meet with the teacher to pick a topic. The student will demonstrate that they can
locate the application of their choice (PowerPoint, Prezi, Keynote). Using the internet students will
find sources that support their topic. Each slide must be appropriate to the audience and topic. Next,
students will edit their work and ensure that it has everything that needs to be discussed including
cultural and economic references. Students will print the final draft. Finally, when everyone in the
class has completed the assignment, then students will present their work to the entire class.
4. Independent Practice:
Individually, during computer lab students will work on completing their presentations.
Students use different methods to create their presentation.
5. Review / Closure:
Once the presentations are complete, the teacher will allow students to ask questions and make
additional comments.
6. Presentations:
Student will display their presentations to the class using the LCD projector.
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IX.

Evaluation/Assessment:
1. Students will be graded based on their presentations.
Able to follow the paper instructions- 10%
- Content based information about 19th century Texas topic;
-cultural and economic information- 35%
-Graphics and animation- 25
- Edits and prints presentation- 10%

Presentation/ Speech- 20%

X.

Risk Analysis: Potential areas of risk include no Wi-Fi connection. Students who
cannot physically be in attendance can work remotely from home and use the internet to
create a presentation.

XI.

References:

Texas Education Agency. (2012). Chapter 113. Texas eessential knowledge and skills for social studies.

Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html.

Texas Education Agency. (2012). 19 TAC Chapter 126. Texas essential knowledge and skills for technology
applications. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html.

TIP 5: Executive Summary

Crosswalk of Goals
A goal comparison of the National Educational Technology Plan, the Educational Technology
Plan for your state, and the Imaginary County Public Schools Strategic Plan.
National Educational Technology
Plan / ISTE - NETS

Educational Technology Plan for

(your state)

Imaginary County Public Schools

Strategic Plan

Learning: Content standards

and related digital curriculum
resources align with and
support digital age learning
and work.
Students have access to

The students in the public

education system will
demonstrate technology
proficiencies identified by the
Texas Essential Knowledge
and Skills and will have

Compared to both the ISTE

and TEA standards the
imaginary school plan is
similar. The Austin Red House
supports digital learning, and
the camp is working providing
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reliable assistance for

maintaining, renewing and
using ICT and digital learning
resources (ISTE, Essential).
Assessment: Teaching,
learning, leadership and the
use of ICT and digital
resources are continually
assessed and evaluated (ISTE,
Essential).
Teaching: Educators have
ongoing access to technologyrelated professional learning
plans and opportunities as
well as dedicated time to
practice and share ideas.
Planning, teaching and
assessment all center on the
needs and abilities of the
students. Educators have
access to reliable assistance
for maintaining, renewing and
using ICT and digital learning
resources (ISTE, Essential).

Infrastructure: Ongoing
funding supports technology
infrastructure, personnel,
digital resources and staff
development (ISTE,
Essential).

Productivity: Educational
leaders apply technology to
enhance their professional
practice and to increase their

access to the technology tools,

products, and information that
support their acquisition of a
quality education (TEA, 2006,
p. 52).
Continue to leverage
discretionary funds to foster
innovation in teaching,
learning, and
assessment in traditional and
electronic learning
environments (TEA, 2006, p.
31).

The teachers, librarians,

counselors, and other
educators in the public
education system will
demonstrate technology
proficiencies identified by the
State and will have access to
the technology tools, products
and information that facilitate
their work and support student
learning (TEA, 2006, p. 52).

A realistic and dependable

funding model is needed to
expand and sustain student
and teacher workstations,
ongoing professional
development, instructional and
technical support, and a robust
technology infrastructure
(TEA, 2006, p. 52).
Provide equitable access to
technology tools for students
and teachers, such as student
and teacher workstations,

technology resources.

To gauge student achievement

counselors will continue to
use the ISTE and TEA
standards to help students to
better themselves.

The Austin Red House is

dedicated to providing
teachers with access to
materials that help them
advance professionally and
train students with the help of
digital resources.

This model shows the

understanding for community
support. Finical support is a
major aspect to maintaining
technology infrastructures.

The camp is sculpted to help

both professionals and
students become productive
citizens and with the help of
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own productivity and that of

others (ISTE and NETS).

productivity tools, online

resources, interactive
whiteboards, projection
systems, and printers (TEA,
2006, p 52).

technology its possible to

help more people than ever
before.

This document contains the Austin Red Houses technology-embedded curriculum for the
next five years. Section one of the plan discusses our vision, mission, goals, and strategies. Our
goals and strategies are to help staff create caring and stimulating environments that use
technology to help promote student learning. We are strong supports of the community, and that
is why we make students participate in service learning projects. Our organization also values the
communitys opinion and assistance. Section two discusses our strengths and weakness with
potential opportunities and threats.
Section three shows a chart of goals and strategies to achieve them. With the guidance
from the Texas Educational Agency (TEA) and International Society for Technology in
Education (ISTE) standards, authors were able to strategies and attainable measurements to
implementing technology into our camp. Areas of development were: enhance student learning
through technical advancement, prepare students for community service, will encourage
community involvement, and staff development. This section also outlines the environment, and
the tools used to help with engagement and the results we expect to receive. Section four is
where you can find the budget for the next five years and the timetable for goals, objectives,
strategies, and measures. Finally, there is a lesson plan attached. In the last section, we do an
Educational Technology Plan comparison between the Austin Red House, the National
Educational Technology Plan, and the state of Texas Educational Technology Plan. This chart
shows that our goals are on align with both agencies.

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TIP 6: References:
Emma, Caitlin. (2015). Many students wired at school feel digital divide at home. EveryoneOn.
Retrieved from http://everyoneon.org/press/politico-many-students-wired-at-school-feeldigital-divide-at-home/.
Gray, Lucinda, Thomas, Nina, and Lewis, Laurie. (2010.) Teachers use of educational
technology in U.S. public schools: 2009. National Center for Education Statistics.
Retrieved from http://nces.ed.gov/pubs2010/2010040.pdf.
International Society for Technology in Education. Assessment and evaluations. 2015. Retrieved
from http://www.iste.org/standards/essential-conditions/assessment-and-evaluation.
International Society for Technology in Education. Essential conditions. 2015. Retrieved from
http://www.iste.org/standards/essential-conditions.

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International Society for Technology in Education and National Educational Technology

Standards. (2002). Received from http://www.iste.org/docs/pdfs/nets-for-administrators2002_en.pdf?sfvrsn=2.
Phillips, Beth. (2015). It takes a village to bridge the digital divide. Austin Path Ways. Retrieved
from http://austinpathways.org/it-takes-a-village-to-bridge-the-digital-divide/.
Technology applications standards. 2003. Texas State Board of Educator Certification. Retrieved
from
http://tea.texas.gov/Curriculum_and_Instructional_Programs/Learning_Support_and_Pro
grams/Technology_Resources/Technology_Standards_for_Students,_Teachers,_and_Libr
arians/.
Texas Education Agency. (2012). Chapter 113. Texas eessential knowledge and skills for social
studies. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html.
Texas Education Agency. (2012). 19 TAC Chapter 126. Texas Essential Knowledge and Skills for
Technology Applications. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html.
Texas Education Agency (TEA). (2006). Long rang plan for technology 2006-2020. Retrieved from
http://tea.texas.gov/technology/.
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