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SED 464 Signature Assignment

Classroom Technology Proposal Template

Based off of the

Arizona Technology in Education Association (AzTEA) and Century Link

Innovation in Classroom Technology Integration (ICTI) Grant

Creating Equal Opportunity in Education Through Technology Integration

Aubrey Rychen

Arizona State University


School Environment

The Litchfield Elementary School District lies in the heart of the Litchfield Park

community and surrounding areas. The district is composed of fifteen elementary schools,

middle schools, and K-8s. The district houses many programs for the diverse population, such as

Free and Reduced Lunch, Honors programs, the Traditional Academy, Gifted Education, and


Verrado Heritage Elementary School (VHES) is the only K-8 school in the Litchfield

Elementary School District, and serves approximately 950 students. Only three years old, the

school’s enrollment population is growing rapidly and space and resources have become a

problem. Rooms, such as the only science lab, are being altered to add more classrooms due to

increasing enrollment, resulting in hindrances to resources to aid academic work. A major

portion of the student population identify as Caucasian, Hispanic, or African American and live

in the surrounding Verrado area. Of the content areas, VHES is highly concerned with

mathematics, as the passing percentage on the mathematics portion of the AzMERIT assessment

was fifty-eight percent. This is especially concerning for seventh and eighth grade because there

has been a decrease in test scores over the past few years. Only sixty-three percent of students

passed the ELA portion of the AzMerit assessment. In the eighth grade, only fifty-three percent

of students passed the mathematics and ELA portions of the AzMERIT assessment. VHES has

developed a program, called WIN, so that students can have extra math support during the school

day, as well as an extra tutoring time during Specials.

I am an eighth-grade English Language Arts (ELA) teacher at Verrado Heritage

Elementary School within the Litchfield Elementary School District. VHES has dedicated

teachers and administration who strive to implant the qualities of Leadership and Heroism in

their students, and aim to make the school “Home of the Everyday Hero.”

At the eighth-grade level, there is a single team comprised of four teachers who cover

mathematics, science, history, and ELA. Classes are based on the block schedule, and there is

homeroom, four academic courses (one of them Honors), and a short thirty-minute class called

WIN (a period where students can have extra time to work on math concepts due to low

AzMERIT mathematics scores). Each class size is approximately thirty-five students, with

Honors having the largest class with thirty-seven students and counting. There are many

students who rely on Resource aid, IEPS, and 504s, and the amount is increasing as several

students are currently being evaluated for intervention. These eighth-grade students are

integrated in the General classes, and many have shown difficulty in staying engaged during

direct instruction.

My classroom is of standard classroom size, and contains approximately forty desks,

organized in pairs for students to easily work with their shoulder partners. The school provides

two large whiteboards on perpendicular walls, a projector, and a document camera. Teachers

must provide their own laptops. The school has a small library, with a computer lab in a separate

room with a window where extended day is often held. Teachers have access to laptop carts that

they must share with the rest of the school. However, with nearly 950 students enrolled at the

school, opportunity to use the laptops are minimal. Programs such as Study Island and Destiny

Quest are used on computers as learning tools for the students, but these activities must be done

out of school.

Particularly in ELA, learning must be collaborative and engaging to ensure student

understanding and teacher feedback. Due to the subject area, it can be difficult for ELA teachers

to give immediate feedback or monitor progress of writing and reading comprehension. Current

methods of checking for understanding include asking students to individually read work aloud,

such as when practicing conventions, writing thesis statements, or producing summaries. The

most efficient means to monitor student progress, check for understanding, and to ensure

engagement and collaborate learning would be to provide students a class set Chromebooks (40)

during class.

Reading and writing comprehension will be catalyzed if students can receive immediate

feedback using programs such as Padlet. In my classroom, Padlet would be used so students

could anonymously or publicly post sample sentences—such as thesis statements, topic

sentences, or figurative language examples—for the entire class to see. As the teacher, I would

proceed to read the answers and provide feedback, clarifying and modeling as we work our way

through their examples. Instead of isolating learning, this technique and program would allow

peers to learn from one another and become confident in their learning progress.

Other programs such as Socrative and Kahoot would be used to test for immediate

understanding to determine if it is time to move to the next concept. These tests for

understanding are anonymous and tell the teacher whether or not the content was communicated

clearly, and if more time needs to be spent on the subject. Without this program, it may take

teachers days and failed homework assignments to realize that students did not understand the


Students will also be exposed to and taught how to use different communication and

research programs. Research is consistently used in ELA, and I will teach students how to find

credible sources and navigate research databases to find scholarly information. This skill is rarely

taught by English teachers, and many students in high school do not know research techniques to

find relevant and credible sources. I will teach my students these skills so they can maneuver

information and evaluate sources.

Providing a class set of Chromebooks (40) would create a collaborative and engaging

learning environment for students, which is essential in reading and writing. Reading and writing

comprehension are relevant in all subjects—math, science, history—and providing students with

individualized technology to actively participate will aid these skills.


Communication and collaborative brainstorming are universal essentials in creating an

impactful and cogent product in all fields. As readers and writers, we must be critical and

creative thinkers to build on prior knowledge and produce novel material. In this project,

students will be evaluated on their understanding of literary elements present in a book by

forming groups, picking a scene from the novel, and rewriting the scene from another character’s

point of view. This will be possible through analyzing characterization, setting, conflict, tone,

mood, and theme. Students will have the opportunity to create new products by using prior

knowledge of literary techniques, such as manipulating diction and setting. The role of

Chromebooks is critical in this project-based learning activity because students must share ideas

and scripts with their peers, record and edit videos, investigate different genres and tones, and

create a final product for assessment. This project will impact around 140 students this year, and

approximately 450 students in the next three years.


I am currently pursuing a Bachelor’s in Secondary Education (English) at Arizona State

University, and have taken several courses on using technology for student engagement and

academic success. As I continue to grow as a teacher inside the classroom, I have noticed many

opportunities where students could benefit from technology integration. Technology integration

would provide students a new method of learning that is adaptable and relevant to them.

Understanding the strengths of your students is imperative when organizing lesson plans and

instruction, and teachers must recognize how students learn best (i.e. in groups or individualized

instruction). They must provide instruction that fits their needs and helps them think critically,

which is made possible by introducing new and diverse teaching methods. Critical thinking and

discernment should be tools that are sharpened by educators so that students can defend

themselves and forge their own path in life.

Project Narrative

Need for the Project

Technology is becoming an integral part of society and academia, and it is necessary that

students learn how to operate and maneuver multiple technological platforms. Technology

integration in the classroom has grown exponentially in the past years, and this trend is going to

continue to rise. However, many students do not have access to technology at home, and can be

disadvantaged in academia because of this. There are many students in this circumstance at

Verrado Heritage Elementary School. Having a class set of Chromebooks at hand in the

classroom will allow students to learn about technology in an environment where they are taught

and provided the correct resources. Students will be able to learn cooperatively and

collaboratively as they engage in programs and software designed to enhance student

engagement and learning.

Project Impact

This project will have a significant impact on students, teachers, and the community. In just one

year, approximately 143 students will benefit from project-based learning. In three to four years,

approximately 450 students will participate in this type of learning. Teachers will learn how to

engage in students’ creativity and diverse opinions. Students will engage with the school and

surrounding communities by creating a multimedia presentation that will be shown to classmates

and peers. There will be an optional opportunity to share their project at a Community Movie


Learning Goals and Outcomes

Students must develop the ability to analyze and evaluate literature, and take their findings to

create a new product. In this project students will have the opportunity to create new products by

using prior knowledge of literary techniques, such as manipulating diction and setting. Students

will critically think about the elements present in the novel, and collaboratively create a creative

production with the help of team members.

Speaking and Listening Standards:

 Adapt and present information using technology, multimedia, and visual formats

effectively for a variety of audiences and purposes.

 Collaboratively discuss and analyze a variety of subjects using diverse media and formats

while considering the motives behind the presentation of information.

AZ 8th Grade ELA College and Career Readiness Content Standards

 8.RL.2 Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an

objective summary of the text.


 8.RL. 3 Analyze how particular lines of dialogue or incidents in a story or drama propel

the action, reveal aspects of a character, or provoke a decision.

 8.RL.6 Analyze how differences in the points of view of the characters and the audience

or reader (e.g., created through the use of dramatic irony) create such effects as suspense

or humor.

 8.W.3.b Use narrative techniques, such as dialogue, pacing, description, and reflection, to

develop experiences, events, and/or characters.

ISTE Technology Standards

 ISTE-S2d. Students manage their personal data to maintain digital privacy and security

and are aware of data-collection technology used to track their navigation online.

 ISTE-S3c. Students curate information from digital resources using a variety of tools and

methods to create collections of artifacts that demonstrate meaningful connections or


 ISTE-S6a. Students choose the appropriate platforms and tools for meeting the desired

objectives of their creation or communication.

 ISTE-S6b. Students create original works or responsibly repurpose or remix digital

resources into new creations.

 ISTE-T1c: Promote student reflection using collaborative tools to reveal and clarify

students’ conceptual understanding and thinking, planning, and creative processes


The activities that the students will participate in to complete the project are:

 Take notes on the historical context of the novel or play.


 Form Literature Circles to read the book, each member completing notes according to

their role (i.e. Connector, Questioner, Illustrator, etc.).

 Participate in a Socratic Seminar at the completion of the novel that focuses on dialogue,

characters, tone, mood, conflict, and theme.

 Form groups to select a scene from the book or play that they would like to rewrite.

 Individually annotate their chosen scene to look for opportunities of alteration.

 Brainstorm an idea and a focus for their adaptation, and create a script rewrite.

 Use technology to act the script out, using props and creativity.

 Present their product to the class and community.


Throughout the unit students will be assessed on their abilities to collaborate in groups and

produce a meaningful project that is relevant to what they have studied about literary elements.

Throughout the unit, students will be required to take notes and fill out worksheets about the

content they are reading. Individual notes on the novel will be taken at home. During Literature

Circles students will fill out a worksheet as other members talk in order to gather all the

information from the other roles. Students will also be evaluated in the Socratic Seminar through

participation. The final project will have a rubric that requires specific elements. A brainstorming

sheet and annotations will be completed and turned in by every student, and a group rough draft

will be turned into the teacher to be checked and approved for project continuation. At this point

students will rate their group members on participation so that the teacher can interfere if a group

member is not completing their share. The final product, a video, will be graded according to the

altered literary elements and creativity. Another group evaluation will be completed at the end of

the project. Extra credit will be provided to groups that share their movie during the Community

Movie Night.

Technology Support

The Media Tech specialist will be responsible to assist with technology support when problems

arise, and will provide aid by personally solving the issue, or providing resources to fix the

problem. Inside the classroom, I will provide technology support by answering questions and

assisting students in need. Students will purposely be organized in groups where at least one

student is familiar with the technology.

Sustaining the Project after the Proposal Period

The project will continue to be relevant to students, teachers, and the community years after the

initial project launch. The concepts and skills integrated in this project, as well as the material

studied, will remain relevant with changing curriculum and time. The novel or play that will be

used for the project can be adapted if necessary, whether it be the teacher’s preference and

relevance to their students, or a district’s universal ELA curriculum. The Community Movie

Night can be continued every year, and can become a school tradition, which will encourage

student and community participation.


Students will have the opportunity to create a unique and personalized project that demonstrates

their understanding and application of literary elements in fiction. They will create a narrative

script and work with dialogue, tone, mood, and characterization. By working in groups, students

will share and learn new ideas and perspectives and create a product that is representative of their

opinions and interpretations.


Budget Table and Narrative

Item Unit Cost Unit Needed Total

11.6" Chromebook $149.00 x40 $5,960.00
Laptop, Quad-Core
Processor, 4GB Ram,
32GB Hard Drive
Chromebook 3-year $66.98 x40 $2,679.20
Charging Cart (24 $563.99 x2 $1,127.98
Tax .08% $781.37
Total $10,548.55

The only technology needed for the project based learning unit are the class set of Chromebooks

and the add-ons that will ensure safety and security. Students will only be required to have a

basic Chromebook, which is the practical price of $149.00. In total, the Chromebooks will cost

$5,960.00 and will be used for approximately 140 students during a single school year. This

breaks down to $43 per student in a single year. The 3-year warranty for $66.98 will ensure that

the Chromebooks are useable and in working condition for future students, and will prevent the

purchase of extra replacement Chromebooks over the years. The charging cart will act a storage

unit where Chromebooks can safely charge under lock and key. In total, the project will cost

$10,548.55, which breaks down into approximately $76 per student in just the first year. This

investment will provide students who have limited opportunities with engagement with new

technological tools that they can apply in future careers. They will learn how to revise an old

document to create something novel and distinctive, while refining their cooperative skills with

their peers. This unique opportunity will provide students a means to explore, synthesize, and

create, and will teach them how to cooperate and operate technology for practical purposes.

Appendix A
Inquiry Based Lesson Plan

Teachers: Subject: Grade:

Aubrey Rychen ELA 8
•8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories or religious works, including describing how the material is rendered new.
Objective (Explicit):
 The students will be able to analyze themes, patterns of events, and character types from historical
articles and literature by distinguishing key elements in Shakespeare’s work and the historical period,
and relating it to the modern world.
Evidence of Mastery (Measurable):
Acceptable hypotheses on the whiteboard and an exit ticket that exhibits understanding of Shakespeare’s
relevancy to personal morality and language.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 SWAT record their opinions on a questionnaire
 SWAT express their opinions to the class using personal and real-world examples
 SWBAT identify themes and vocabulary they find in the text by annotating an article and making
connections between handouts
 SWBAT relate the activities and hypothesize the common element between handouts and come to a
conclusion of that they will be learning about.

Key vocabulary: Materials/Technology Resources to be used:
Theme, setting, conflict, characterization, tone, mood, Paper, article, vocabulary handout,
“Coining” a term, monarchy, archetypes, tropes, Shakespearean language handout,
vernacular Questionnaire, whiteboard, whiteboard markers,
Engage (Make content and learning relevant to real life and connect to student interest)
When students come into the room, ask them to consider how literature has affected the way we speak or
act. As of right now, what things do people say that originated from a fictional story? It can be from an older

book/movie (a “classic”) or a modern book/movie that has influenced pop culture. How has this language or
idea affected how we see things as a culture or society? (The teacher’s example could be Quidditch from the
Harry Potter series—many colleges even have teams!)
Ask students to share their ideas with the class.
Teacher Will: Student Will:
Hand students a questionnaire with questions Fill out the questionnaire, reflecting on their
that relate to the historical and literary time own moral beliefs and values. Once they have
frame of the play As You Like It. Questions completed the survey, they will play Four
should ask moral, ethical, and historical Corners, and move to the designated corner for
questions, and answers should be “Strongly their response to the question.
agree,” “Agree,” Disagree,” and “Strongly
Discuss and defend their answer/opinion, and
share ideas.

Read questions and wait for student response

Allow for discussion
Facilitate and monitor classroom discussion

Co-Teaching Strategy/Differentiation
Have students independently read and fill out the questionnaire, asking the teacher for
Teacher Will: Student Will:
Give students an article about the historical Annotate the article as they read, looking for
context of the late 1500s / early 1600s common themes and vocabulary they find in the
(Monarchy, culture, society). text. Highlight, underline, and circle key ideas,
repeated vocabulary, and questions they have.
Give students a list of key vocabulary relevant
to Elizabethan plays and the Shakespearean Era. Read over the vocabulary sheet and the list of
Give students a handout of Shakespearean

phrases that we use today in the modern world Ask themselves “Can I identify or notice words
(i.e. phrases he “coined”). that I already know? Does anything sound
As students work, ask guiding questions about
their discoveries, such as how does what they’re Discuss the connections they found with their
reading and their handouts connect to the table/shoulder partner.
questionnaire or their own experiences.
Write down a hypothesis about what they think
they will be learning about this unit, and why
the materials were given to them.

Co-Teaching Strategy/Differentiation
Assign each student a role for group annotation: Reader, Word Finder, Director, and Character
Teacher Will: Student Will:
Allow time for student responses on Send one person from each pair to write on the
whiteboard. whiteboard their hypothesis. Have groups share
with the class.
Give students time to share connections they
made with the class. Pay attention to expectations and outline of unit,
marking down important dates in agenda, and
Show a brief PowerPoint/visual to outline what
highlighting key vocabulary.

the unit is going to look like, and what play the

students will be reading (As You Like It). Look at the materials, and conclude why
Shakespeare is relevant today (Hint: Language
Review vocabulary and “coined” phrases.
and storytelling).
Ask students why they think learning about
Shakespeare is important today (Hint: look at
the vocab/language worksheet).
Co-Teaching Strategy/Differentiation
Allow students to use vocabulary sheet as a reference/note taking method.
Exit ticket and Closure:
Ask students to think about their own lives and the stories they know, and list what storytelling techniques
they see in media that was made popular by Shakespeare. Is Shakespeare still relevant? Why or why not?
Ask students to write 2 things that they think wouldn’t exist if Shakespeare never wrote his plays (tropes,
archetypes, vocabulary etc).

Appendix B
Video Presentation Rubric: Story Adaption

Teacher Name: Ms. Rychen

Student Name:

CATEGORY 15 pts 10 pts 5 pts 0 pts Score

Teamwork Students meet and Students meet and A couple of team Meetings are not
discuss regularly. discuss meetings are held. held AND/OR
All team members occasionally. All Most team members some team
contribute a fair team members contribute a fair members do not
share of the work. contribute a fair share of the work. contribute a fair
Will be graded by share of the work. Will be graded by share of the work.
peer evalutions Will be graded by peer evalutions Will be graded by
completed peer evalutions completed peer evalutions
throughout the completed throughout the completed
project. throughout the project. throughout the
project. project.

Concept Team has a clear Team has a fairly Team has Team has spent
picture of what clear picture of brainstormed their little effort on
they are trying to what they are concept, but no clear brainstorming and
achieve. Each trying to achieve. focus has emerged refining a concept.
member can Each member can for the team. Team Team members are
describe what they describe what they members may unclear on the
are trying to do and are trying to do describe the goals and how
generally how overall but has goals/final product their contriubtions
his/her work will trouble describing differently. will help them
contribute to the how his/her work reach the goal.
final product. will contribute to
the final product.

Script Script is complete Script is mostly Script has a few There is no script.
and it is clear what complete. It is major flaws. It is not Actors are
each actor will say clear what each always clear what the expected to invent
and do. Entries and actor will say and actors are to say and what they say and
exits are scripted as do. Script is shows do. Script shows an do as they go
are important planning. attempt at planning, along.
movements. Script but seems
is quite incomplete.

Research Scene annotations Scene annotations Some scene No scene

are provided, and are provided, and annotations are annotations are
explanations of explanations of provided, and brief provided or no
why and how the why and how the explanation of how project summary is
scene was alterted scene was alterted the scene was provided.
are written down in are written down alterted is written
a project summary. in a project down in a project
Students have used summary. Students summary. Students
evidence from the do not provide do not provide
text to support their evidence from the evidence from the
argument. text to support text to support their
their argument. argument.

Equipment All necesary All necesary On the day of the Needed

Preparation equipment/supplies equipment/supplies shoot, all necesary supplies/equipment
are located and are located and equipment/supplies are missing OR
scheduled well in scheduled a few are located and were not checked
advance. All days in advance. checked to ensure before the shoot.
equipment (sound, All equipment they are operational.
light, video) is (sound, light, There may or may
checked the day video) are checked not be a backup plan.
before the shoot to the day before the
ensure it is shoot to ensure
operational. A they are
backup plan is operational. A
developed to cover backup plan is
possible problems developed.
with power, light,

Appendix C


Litchfield Elementary School District (2017). Retrieved from

Rubistar. Retrieved from

Arizona Department of Education. Retrieved from

Lightworks Editing Software. Retrieved from

24-Laptop & Tablet Charging Station. Retrieved from


11.6" Chromebook Laptop, Quad-Core Processor, 4GB Ram, 32GB Hard Drive. Retrieved from