The document outlines the process for developing a technology use plan, including establishing a planning team, conducting a needs assessment, developing goals and objectives, and providing staff development. The plan recommends involving all stakeholders in the planning process and establishing a vision statement, goals around infrastructure, hardware, software, training, and integration of technology to enhance learning. It provides examples of goals and objectives from other technology plans and recommendations for effective staff development to ensure teachers understand and can apply new technologies.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment through a digital-age learning culture. It emphasizes using social networking tools, universal design for learning, and assessing student achievement with both formative and summative measures. The chapter also provides reflection questions to help administrators evaluate technology integration and support learner-centered environments through professional development and equitable access to devices and online learning.
This chapter discusses the importance of technology infrastructure in schools and outlines the roles and responsibilities of educational leaders in developing and supporting that infrastructure. It provides examples of how principals and superintendents in New Hampshire have integrated technology into communication, collaboration, operations, and data-driven decision making. The chapter also includes a self-assessment for leaders to evaluate their skills and professional development needs related to technology.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
This chapter discusses the need for educational leaders to develop strategic technology plans that align with national standards and transform how technology is used for learning. It provides an overview of relevant goals and standards, the changing role of administrators, and components of an effective technology plan. Leaders are encouraged to assess their skills, get input from stakeholders, and address infrastructure and funding needs to create a plan that improves student engagement and achievement through technology integration.
This chapter discusses the importance of technology infrastructure in schools and the role of educational leaders. It covers the National Education Technology Plan's goal of ensuring access to technology and enabling its use. School administrators should develop networked communities, implement collaborative tools, and use data to improve operations and decision-making. The chapter also includes a self-assessment survey to help leaders evaluate their skills and a discussion of strategies administrators can use to enhance infrastructure, such as cloud computing and communication tools.
@ Sat elementary school complete tech plan-1ajgordon2
The document outlines a technology plan for SAT Elementary School for 2010-2013. It aims to [1] provide students access to state-of-the-art technology to support learning, [2] train teachers to effectively integrate technology into the curriculum, and [3] engage the community in the school's technology initiatives. The plan details goals, infrastructure needs, funding strategies, and responsibilities to achieve this vision.
This action plan aims to improve teaching, learning, and the use of technology across Wharton Elementary School. It establishes four main goals: 1) improve student achievement and teaching effectiveness through technology integration; 2) improve campus staff technology skills through professional development; 3) provide instructional leadership to support curriculum integration of technology and increase efficiency; and 4) effectively evaluate technology use and infrastructure to meet long-term plans. Evaluation at all levels will be key to monitoring success, ensuring access to current technologies, and meeting 21st century learning needs through an evolving plan.
The document outlines the roles and responsibilities of various positions related to technology within a school district. It discusses the superintendent overseeing technology compliance and budgets. It also describes the director of IT developing the technology plan and supervising staff. Campus roles like principals, teachers, and technology specialists are outlined in supporting classroom integration of technology. The document emphasizes providing professional development for teachers on using technology to enhance learning. Evaluation of technology use and collecting data on integration is discussed to assess needs and guide future planning.
The document summarizes a 3-day capacity building workshop for teachers on integrating ICT in primary education. 18 teachers from 5 schools attended the workshop, which covered topics like the purpose of education, 21st century trends, project-based learning, and opportunities for professional development. The workshop aimed to build teachers' skills and knowledge to effectively implement an ICT program using XO laptops in their schools. Participants engaged in hands-on activities like designing projects and developing work plans to apply what they learned. Overall, the workshop aimed to revamp the ICT program by empowering teachers with 21st century skills.
This document summarizes a report on integrating technology in the classroom from an instructional perspective. It explores the potential benefits and issues of using new technologies for learning across curriculums. While technology provides opportunities, planning must prioritize effective teaching and learning. Teachers need support to effectively use technology as a learning medium, not just a subject. A systemic approach is needed to fully realize technology's benefits for both teachers and students.
1. Teachers' ICT competencies have been defined and assessed in Estonia since the 1990s through national curriculum standards and sample-based testing of students.
2. More recently, models have been developed to define educational technology competencies for teachers, including a common standard based on the ISTE CNETS framework.
3. Projects are underway to develop self-assessment tools for teachers to evaluate their own educational technology competencies based on models like the common HTPM standard.
Issues and Prospects in ICT in Education in Continuing Teacher Professional D...rexcris
The document discusses the results of a survey evaluating the impact of Intel's Teach to the Future program on teachers in the Philippines. It finds that the training increased teachers' technology skills and confidence in integrating technology into lessons. It also led teachers to create more technology-based outputs and engage students more actively. However, challenges remain in implementing what was learned, including lack of equipment, technical support, and time. The document recommends developing standards and policies to expand ICT in education over the next 5 years with community and school ownership.
This document outlines educational technology standards and performance indicators for school administrators. It includes 6 sections: Leadership and Vision, Learning and Teaching, Productivity and Professional Practice, Support, Management and Operations, Assessment and Evaluation, and Social, Legal and Ethical Issues. Each section lists several standards that administrators should meet to ensure effective use of technology in schools. An overall reflection notes that the course helped the author understand the large responsibility of administrators in guiding appropriate technology use by both staff and students.
Evaluating Educational Technology and Integration Strategies provides guidance on evaluating technology for classroom use, integrating technology into lessons, and finding funding to support technology. Key points include evaluating technology appropriateness before, during and after use; using strategies like project-based learning in one-computer classrooms; integrating technologies across subjects; and seeking grants or partnerships to increase classroom technologies.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore
Date: 22nd April 2016
This chapter discusses legal and social issues related to technology use in schools. It covers the ISTE NETS.A Standard 5 on digital citizenship, which involves appropriate Internet use, copyright law, ethics, and addressing the digital divide. The chapter provides tips for school leaders, including enforcing policies on Internet safety, cyberbullying, and environmentally sound practices. It includes a self-assessment survey to help leaders evaluate their skills in these areas and identify goals for professional growth.
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources and tests. The document also covers basic concepts of integrating technology, including improving instruction, determining how technology fits into the teaching process, and addressing instructional issues. It discusses the role of information technology in making processes more efficient and improving communication. Finally, it discusses uses of technology in teaching like unlocking educational boundaries, simplifying access to resources, and motivating and preparing students.
This document outlines the rationale and process for developing a technology plan for a school. It will define the systems needed to support classroom technology and describe what the school will look like when implemented. A committee will create the plan, which includes assessing current technology, establishing goals and objectives, and timelines for rolling out improvements. The goals are to provide equitable access to technology, enhance teaching through technology, provide technical support, and develop students' technology skills.
This document provides guidelines for developing a technology use plan for a school district. It recommends forming a committee with representatives from various stakeholder groups to evaluate current technology use, assess needs, create a vision statement and goals, determine professional development needs, and develop an implementation timeline and evaluation strategy. The plan should address instructional technology, software, assistive technology, standards, and staff training. It suggests evaluating the plan annually and specific sections monthly and weekly to ensure goals and objectives are being met.
The document discusses using technology in schools from an educational leadership perspective. It provides examples of standards and frameworks for integrating technology into teaching and learning, such as NETS standards. It also discusses important components of a technology plan, including assessing technology use, acceptable use policies, professional development, and funding. The document promotes Martin Luther College's educational technology courses and online master's program for developing leadership skills in educational technology.
This document outlines a proposed technology use plan for Gerald Elementary School in Key West, Florida. It discusses the need for a technology plan to help utilize resources efficiently, improve professional development, and focus on critical issues. A planning team comprising various stakeholders is proposed. The planning process includes developing a vision statement, conducting a needs assessment, establishing goals and objectives, creating action plans and timelines, and ongoing monitoring and evaluation. Several goals and objectives are outlined, along with a needs assessment process and professional development strategies. An evaluation subcommittee and timeline are also proposed. The conclusion restates the goal of helping the school transition smoothly into using technology effectively.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
The Scotia School District technology use plan aims to improve technology capacity and implementation. It was formed through teacher and student surveys to assess needs. The goals are to establish a strong technology infrastructure with knowledgeable support staff, enrich the curriculum with technology, and provide training to teachers. The planning team includes various stakeholders. The process involves professional development tailored to staff needs, classroom technology demonstrations, and curriculum integration. Progress will be evaluated through classroom observations and surveys.
The document outlines a technology plan created by the Scotia School District to improve technology use among teachers and students. The plan was developed through surveys of technology needs and goals to enrich the curriculum with technology over the next few years. A planning team consisting of teachers, administrators, parents, students, and technology staff collaborated on the plan, which includes infrastructure improvements, professional development for teachers, and integrating technology into the existing curriculum. Progress will be evaluated through classroom observations and surveys to ensure the goals of the plan are being met.
Glasco, rhonda developing and nurturing a common vision for technology integr...William Kritsonis
This article discusses the importance of developing a common vision and plan for integrating technology into education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.
Glasco, rhonda developing and nurturing a common vision for technology integr...William Kritsonis
This article discusses the importance of developing a common vision and plan for technology integration in education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.
The document discusses utilizing teaching-learning resources and information and communication technology (ICT). It provides an overview of a Learning Resource Center that contains various print, audio-visual, and ICT resources to support teaching and learning. Students will visit the center to observe how a teacher utilizes technology in instruction and to explore virtual learning resources. The document also discusses frameworks for technology integration and ICT competencies, and encourages students to reflect on how technology supports the educational process.
This document summarizes a professional development plan for teachers on integrating technology into the classroom. It includes a schedule of activities over one day that introduces teachers to different technologies like smart boards, blogs, and data analysis software. Sessions are divided by subject area and include demonstrations and hands-on use. Evaluation includes an end-of-day web conference for teachers to share experiences, an ongoing wiki for discussion, and the principal monitoring technology implementation and student achievement over 6 weeks to assess the impact of the professional development.
Digital Tools for Digital Natives is designed to explore the latest technology tools and solutions available to help schools build 21st century learning environments that motivate and engage today’s students. The presentation will provide multiple examples of media-rich projects, investigate the new world of podcasting, vodcasting, blogs, wiki’s, web 2.0, digital storytelling, and demonstrate ways to integrate these new technology into the classroom.
Technology planning can be the catalyst used to enhance a school’s vision for the future, to strengthen its learning goals and to help realize its mission. The technology planning process itself must weigh the relationship between technology investments and student growth to be deemed successful. Technology planning requires that schools be willing to make substantial investments in time, resources, and support. The information provided on this website will focus on the essential elements of technology planning, which will include: (a) how to establish a vision statement (b) how to assess the schools technology needs to establish target area goals to improve learning, (c.) how to create effective professional development resources to increase the use of technology in the classroom, and (d.) how to support existing technological resources through funding and maintenance.
The document outlines a technology action plan for Cleburne ISD. It includes an organizational chart showing personnel roles and responsibilities related to technology. It then describes two proposed professional development activities to train teachers on integrating technology into instruction through tools like PowerPoint, blogs and document cameras. It recommends monitoring implementation through surveys, teacher reports and walkthroughs. The goal is to utilize available data to increase classroom technology use and better meet technology goals in the district and state long range plans.
The document outlines a technology integration organizational chart and action plan for a school district. The organizational chart shows the roles and responsibilities of administrators, technology staff, teachers, and others in integrating technology. The action plan sets goals to assess technology needs, provide teacher training, ensure curriculum alignment, and support classroom technology integration through staff development, technical support, and focusing on cyber-safety. Progress will be monitored through surveys, observations, and student achievement data.
The organizational chart identifies personnel responsible for integrating technology from the district to campus level. It includes the Board of Trustees, Superintendent, Business Administrator, Associate Superintendent for Curriculum, Executive Director of Technology Services, PEIMS Coordinator, Principal, Educational Technology Facilitator, Network Support Specialist, Teachers, and Campus Technology Instructional Specialist.
The professional development plan aims to improve teachers' use of data and technology integration. Activities include training teachers to access and analyze achievement data, forming PLCs to collaborate, and providing progress reports.
The evaluation plan assesses teachers' ability to access and analyze data to individualize instruction. It evaluates the professional development activities and PLC collaboration through monitoring access to data,
The National Education Technology Plan 2010 lays out a model for learning driven by technology with goals in five areas: learning, assessment, teaching, infrastructure, and productivity. It calls for using technology to engage students and personalize instruction, for technology-based assessments to improve learning, for technology to better connect educators, and for all students and educators to have access to resources for 21st century learning anytime, anywhere. The plan also aims to make more efficient use of resources and conduct research on educational technology effectiveness before, during, and after deployment.
The technology integration plan for Cedar Creek Elementary has four goals:
1. Create and communicate a campus vision for technology use by gathering input from teachers and developing a vision aligned with district and campus educational goals.
2. Provide effective leadership for integrating technology into the curriculum by holding family technology events and encouraging digital communication with parents.
3. Improve staff technology skills by reviewing performance data, ensuring understanding of technology terminology, and setting implementation goals.
4. Improve student achievement and teaching effectiveness through targeted technology training and using data to drive instruction with tools like interactive boards, assessment platforms, and classroom response systems.
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Covers degrees offered, program details, tuition, financial aid and the application process.
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2. RATIONALE
“The idea of technology planning should be
an attempt to be proactive instead of reactive
to the situations created by technology
planning” (Anderson, 1999)
A technology plan is meant to be a catalyst
for change in the responsible use of
technology in the 21st century classroom.
Without a well thought out plan in place,
technology will not be an effective tool to
help students.
3. PLANNING TEAM
When picking a team to write a technology plan, it
is essential to involve all the stakeholders, not
just the obvious ones. A selection of possible
members is provided below.
Students Human resources
Teachers personnel
Administrators (dept. Librarians
heads, principles, Technology trainers
superintendent)
Parents
Technology Coordinator
Software developers
IS and IT Specialists
Web master
4. PROCESS-STEP 1
Convene a planning committee to review the
current school improvement plan and
research the district needs in relation to
instructional technology
Include a variety of interested parties not limited
to those in the school building
Garner the support of administrators and key
teachers
5. PROCESS-STEP 2
Educate team members on how students
learn, what skills students will need in the
workplace, and how technology can be used
to improve student learning
Read current research
Get input from educators and community
members
Investigate current facilities, cost of technology
and professional development opportunities for
staff and students
6. PROCESS-STEP 3
Develop a vision statement that describes
the role of instructional technology in the
school district for the future
A vision means an image of what the school can
and should become. It is deeply embedded in
values, hopes, and dreams.
A mission statement is more specific and often
defines what the school is trying to accomplish
and for whom. It can be developed from the
vision itself. (November & Staudt, 1996)
7. PROCESS-STEP 4
DataAnalysis: use data to determine the
current status of educational technology in
the district, the needs of your stakeholders,
etc.
School Report Cards
Teacher Needs Assessment Survey
Student Needs Assessment Survey
Open meetings
Past technology inventories
8. PROCESS-STEP 5
Establishclear goals and strategies to
accomplish those goals
Include:
Description of the goal
Strategies to accomplish the goal
Activities to accomplish the goal
Budget (cost and funding source)
Time Frame (start and finish dates)
Person Responsible
9. PROCESS-STEP 6
Staff development
Help teachers become comfortable with the technology
through professional development
Courses, workshops, graduate programs
Give teachers the time and resources to devise ways to
use the technology in their classrooms
On-site support
On-line support
Focus on curriculum, instruction and collaboration not a
“show and tell” of technology
Technology should be used to further student learning not
as glitz and glam
10. PROCESS-STEP 7
Evaluation
Continuous process necessary to determine
effectiveness of the technology plan
Each step should have an evaluation component
Decisions can be made based on data from the
evaluation
11. VISION STATEMENT
Develop a vision statement that supports “meaningful,
engaged learning for all students, outline the district's
learning goals for placing technology in the hands of
educators and students, and support the curricular goals
of the school” (November & Staudt, 1996)
Consider the following questions (Anderson, 1999):
What will our work area(s) of the future look like and include?
How will technology be infused with daily instruction and
activities?
How should the community be involved?
What kinds of skills, competencies, and attitudes must be
nurtured for technology infusion to be successful?
What hopes do we have for ensuring that all members receive
the ongoing support they need to achieve maximum
12. SAMPLE VISION STATEMENT
Takenfrom the Poway High School Technology
Use Plan, 2005-2008
Poway High School recognizes that the use of
technology plays an important role in
improving the quality of instruction and is a
tool for the entire learning community.
Students graduating from Poway High School
must possess the knowledge, skills, and
attitudes necessary to succeed in an
increasingly complex, global, information-
based society.
13. PLAN GOALS/OBJECTIVES
Create plan goals or objectives that relate to:
Infrastructure
Hardware
Technology Support
Software
Proposed Technology Needs
Technology Integration
Staff Training & Professional Development
Community Involvement
Curriculum and Instruction (use NETS·T and
NETS·S)
14. SAMPLE PLAN GOALS/OBJECTIVES
The following goals were taken from the Poway High School
Technology Use Plan 2005-2008:
Goal 1-Student learning: Students will enrich their educational experience by
using technology as a tool for effective communication, personal productivity, and lifelong
learning. Students will acquire technology skills that meet Levels I-II as defined in the
CTAP proficiency standards.
Goal 2-Powerful teaching: Utilize technology for teaching and learning through
out the entire learning community, to build awareness and understanding of varied
teaching methodologies, and to publish best practices and student and staff
accomplishments. Teachers will acquire technology skills that meet Levels I-III of the
CTAP proficiency standards.
Goal 3-School-to-Community connections: The learning community will
utilize technology to increase the connection between school and community through the
sending and receiving of information.
Goal 4-Technology Training for the Learning Community: Develop and
implement opportunities for technology-training for the entire learning community to
increase productivity, efficiency and communication.
15. SAMPLE PLAN GOALS/OBJECTIVES
The following goal was taken from the Northfield Township High
School District 225 2006-2009 Technology Plan:
Description: Upgrade the district website to better communicate
district, teacher, and community information to the citizens of
Northfield Township High School District 225.
Gap: Both parents and teachers have expressed in meetings that
access to up-to-date and accurate school information, and an
increased presence of teachers on the district website were
needed.
Strategy: Redesign the look and navigation features to make the
website more user friendly and accessible to the community.
Activity 1: Policies and Guidelines
Activity 2: Website Design
Activity 3: Teacher Website Development
Activity 4: Infrastructure Analysis
16. SAMPLE PLAN GOALS/OBJECTIVES
The following goal was taken from the Northfield Township High
School District 225 2006-2009 Technology Plan:
Description: Provide timely and accurate help and support to all district staff in
the application of technology in support of their job function.
Gap: A study performed by outside consultants found that users were widely
dissatisfied with the quality of technical support and the communication of
progress/resolution of issues. Each campus operated independently resulting in
solutions to similar problems being re-created in each campus. Tracking of
issues in each campus was accomplished through different systems that were
inconsistently used.
Strategy: Provide readily available support to all staff for technical issues.
Assign support assistance as appropriate for problem resolution. Track support
incidents for assessing efficiency. Analyze support incident responses for
planning purposes.
Activity 1: Help desk tracking system
Activity 2: Help desk process and staffing
Activity 3: Communications
17. NEEDS ASSESSMENT
Areas that may be addressed:
Hardware
Software
Training Needs
Current level of expertise
How technology is currently being used to
enhance student learning
Sample Needs Assessment
18. STAFF DEVELOPMENT (BLAKESLEY, 2010)
Adequate staff development is provided for teacher understanding of the new
technology. The individuals providing the training are available for follow-up and
questions. Availability may be by phone or in person. Make sure adequate
training time is provided for the trainers to teach the entire new technology
programs.
All teachers attending the training sessions have access to the technology they
learned.
Use teachers who understand technology to help others.
Ensure the training is connected to the current classroom curriculum with the
ability to reform current practices for technological advancement. Encourage
staff involvement in using the new technology within their classrooms.
All staff members are required to attend the training, it's not voluntary. This
includes all administrators.
Administrators need to build time into the teachers work schedules for
technology practicing.
A solid technology plan should have an on-site technology support staff, access
to adequate hardware and software utilized by the educational system.
19. STAFF DEVELOPMENT RESULTS (MCKENZIE 2001)
Asa result of staff development, students should
be able to...
read, reason and write more powerfully
communicate productively with members of a global
community
conduct thoughtful research into the important
questions, choices and issues of their times
make sense of a confusing world and a swelling tide
of information
perform well on the new, more demanding state
tests requiring inferential reasoning
20. STAFF DEVELOPMENT IDEAS
Individual Development Plans
Study Groups
Coursework at the schools
Curriculum Development Teams
Technology Coaches and Mentors
Informal Support Groups and Support Staffing
Help Lines
School visits
Work Place Visits
Conferences
Online Learning
21. EVALUATION/RESEARCH
Research before beginning the technology plan:
Demographics
Computer use in and out of the school
Evaluation to determine success and completion
of goals of the technology plan:
Teacher Surveys
Student Surveys
Review Help Desk logs
Review infrastructure traffic and patterns
Open meetings
22. TIMELINE
The plan should be completed over a one year
period.
The committee should be formed and surveys
created in the fourth quarter of the school year to
be distributed in the first quarter of the following
school year.
Over the summer, community members should
be contacted and current technology evaluated.
Evaluation of the plan should happen at all steps
along the way during the 4 year implementation
of the plan.
23. REFERENCES
----. (2005, June 13). Poway High School Technology Use Plan 2005-2008. Poway Unified
School District. Retrieved July 08, 2010, from
http://www.powayusd.com/pusdphs/CAMPUS/Tech_Use_Plan_2005-2008.pdf
----. (2006, June 25). District 225 Technology Plan for FY 2006-2009. Glenbrook High
Schools. Retrieved July 08, 2010, from
http://www.glenbrook225.org/informationservices/Documents/TechPlan/DistTechPlan.pdf
Anderson, L. (1999). Guidebook for Developing an Effective instructional Technology Plan.
National Center for Technology Planning. Retrieved July 07, 2010, from
http://edtech.mrooms.org/file.php/145/Guidebook35.pdf
Blakesley, K. (2010, March 24). Developing a Solid Educational Technology Plan. Associated
Content from Yahoo. Retrieved July 08, 2010, from
http://www.associatedcontent.com/article/2818548/developing_a_solid_educational_tech
nology_pg2.html?cat=4
McKenzie, J. (2001, March). How Teachers Learn Technology Best. From Now On The
Educational Technology Journal. Retrieved July 09, 2010, from
http://fno.org/mar01/howlearn.html
November, A., & Staudt, C. (1996). Critical Issue: Developing a School or District Technology
Plan. North Central Regional Educational Laboratory. Retrieved July 07, 2010, from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm