Sondra Polan EDIT 614: KeyStone Project

KeyStone Part I: Technology Integration Plan

Your Name: Sondra Polan

Mentee: Amanda Priole
School: East Meadow High School
Grade Level: 9th grade regents and honors english

Introduction: The technology integration plan is designed with the idea that it will be
implemented at the beginning of the upcoming school year. Specifically the 9th grade
English teachers start the school year analyzing the short story “St. Lucy’s Home for Girls
Raised by Wolves” by Karen Russell. However, we did test out portions of this plan using
a group of EMHS students. The two tools which were selected can be used throughout the
entire year.

Target ELA Standards

Key Details and Ideas(Reading)
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.

Craft and Structure:(reading)

CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone

Range of Reading and Level of Text Complexity: (Reading)

CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9,read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.

Writing
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.D

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Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.

Research to Build and Present Knowledge:(Writing and Speaking)

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening and Communicating

Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.

Language-Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-
10 reading and content, choosing flexibly from a range of strategies.

Target ISTE-S Standards

Student Standards
1. Empowered Learner
c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

2. Digital Citizen
c. Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.

6. Creative Communicator
b. Students create original works or responsibly repurpose or remix digital resources into new
creations.

7. Global Collaborator
c. Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.

Target ISTE- T Standards

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Teacher Standards
2.Design and develop digital age learning experiences and assessments Teachers design, develop, and
evaluate authentic learning experiences and assessments incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills, and attitudes
identified in the Standards
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with
content and technology standards, and use resulting data to inform learning and teaching
list standard(s) number/letter and description here
3. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional
in a global and digital society
C. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats
4. Promote and model digital citizenship and responsibility
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable
access to appropriate digital tools and resources

Technology
One: Microsoft Forms
One of Amanda’s technology objectives was to replace her daily in class reading quizzes with
an online application allowing her to submit questions to students online. She wanted to
make sure students were (1) actually completing the assigned reading, (2) remembering
specific details, (3) learning specific vocabulary, and (4) comprehending key points. Amanda
also wanted to be able to grade the questions and provide feedback to each student prior to
the upcoming class. She also wanted to accomplish this using her IPAD as opposed to her
school or home computer. After some discussion, we decided that Microsoft Forms may be a
good tool to meet her objectives.

Microsoft forms is an online tool similar to Google forms which allows users to create forms,
surveys, and quizzes and share those forms with their students. Teachers have the flexibility of
creating short answer, multiple choice, or open ended questions. Once created, the forms can
be sent out by email or a link. After students have completed and submitted their work,
teachers can add comments and numerical grades. Student responses can be viewed as an
individualized student or class report and/or downloaded into an Excel spreadsheet.

Microsoft forms can be used in a number of ways for a literary unit. It can be used as a reading
guide or quiz, in or out of class, to focus students on specific points.(link to form) In addition to
text, pictures and video urls can be inserted into the question. Responses to the questions can

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then be viewed and discussed as a class. Teachers can use the application to gauge pre-
existing knowledge of content or vocabulary. Data can then be collected and analyzed and
then used as a jumping board into the lesson or a way of correcting a misconception.

A form can also be used to easily obtain student reflections to a specific prompt. Students can
also collaborate to make their own form. For instance, a teacher could divide a class into
groups and then each group would create a form with reviews or discussion questions.

Microsoft forms could be used for literacy instruction in any content area. The following link
shows a form for created for global studies.(link to form)

As stated earlier, responses to the form questions can be viewed as a document by student or
by class. Also the responses can be exported as a spreadsheet which is time stamped and
shows the time it took the student to complete. Teachers can post grades and provide
feedback to the student for each response.

Forms can be used as a tool to differentiate instruction. Questions can be modified and sent to
individual students. Images and videos can be inserted. Unfortunately, currently you cannot
change color or size of font.

Our school has been using the Office 365 platform for the last 18 months. All teachers and
students have access to Office 365 applications at home and at school. The applications
include Word, Excel, Powerpoint, OneDrive, Forms, OneNote, Outlook, and Classroom. All the
applications are interconnected. Unfortunately, many of the teachers and students do not
know how to use many of the applications with the exception of their email. Additional
training specific to the subject area is needed.

Two:EdPuzzle
As an alternative to Microsoft forms, EdPuzzle can be used for homeworks. EdPuzzle is a free site that
allows that allows teachers to create or edit a video, add interactive features, and then assign those
videos to their students. Teachers can then track, monitor, and grade students’ progress. EdPuzzle can
be used to flip a classroom, provide additional reinforcement of lessons, and assess students. Videos
can be uploaded from sites such as YouTube, Khan Academy, TED, and modified by trimming, adding
questions (open ended, multiple choice, etc.), audio tracks, and comments.

Once students have viewed assigned video, EdPuzzle creates an excel spreadsheet showing the
percentage of students who viewed video, when and for how long students viewed video, as well as
each student’s responses. Teachers can then use this information as a formative assessment or for

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differentiated instruction within the classroom. In addition, the actual EdPuzzle can be differentiated
for individual students by modifying questions, adding voice notes, and adding voice tracks. Teachers
can post a quantitative grade for each quiz question as well as post a comment with feedback to
student’s response. In addition, the closed caption and subtitle features can be turned on while
viewing video.

For literacy instruction, many of the books that are currently in the Common core English curriculum
can be found on video or audio in the Youtube, Vimeo, Khan Academy, EdPuzzle and other sites. They
can then be imported and modified in the EdPuzzle application. For Amanda’s classes, we found a great
video on “St. Lucy’s Home for Girls Raised by Wolves by Karen Russell and read by Deirdre Lovejoy (link
to uncut video). This video was edited to meet Amanda’s needs for her assignments. Questions can be
interspersed throughout the video to act as a tool for guided reading. Student’s responses can be
viewed prior to class in online or downloaded as an excel file. The responses can be used to begin a
class discussion.

EdPuzzle can also be used to help students define vocabulary words within the context of the story.
EdPuzzle can also be used to re-teach grammar by selecting the suitable video.

EdPuzzle can be used in literary instruction in other content areas. Since the application connects to
Youtube, Khan Academy, Vimeo, National Geographic, Numberphile, and other sites, lessons can be
adapted to any subject. The following are several examples by subject area.

Biology: link1
Math: link2
Social Studies: link3

Although Amanda’s plan is to have students use EdPuzzle at their homes, it can be used at school as
well. Students would need access to the internet and a free student account. The application can be
accessed from any computer but there is also an IOS and android app as well.

In addition to the two tools, what other technology resources are needed? (equipment and
software)
Amanda’s main objective is replace her daily in class homework quizzes to an online
homework system. This will enable her to spend more time in class with discussions and other
activities. Amanda commented that she losses 8 minutes per class when she returns quizzes
and papers. If she returns paper twice a week during the school year this adds up to 2880
minutes or 48 hours. Both the Microsoft Forms and the Edpuzzle would require students have
access to either a computer, ipad, smartphone , or other device that can connect to the
internet. Fortunately most students in our district have access to these resources. Microsoft
forms requires the Office 365 applications. Each student and teacher has access to 5 free

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licenses of Office 365. Unfortunately, most students in my school were unaware that they had
access to these resources. Continued use and additional student and teacher training should
address this situation.

For Edpuzzle, students only need access to a computer, ipad, smartphone, or some device that
can access the internet.

Procedure:
Outline your procedures. Provide enough detail so that another coach could read and
understand the plan you are creating. Describe how all tools will be used. Also include time
frame (weeks/days/hours)

To use Microsoft Forms for a literary unit specifically the short story “St. Lucy’s Home for
Girls Raised by Wolves” by Karen Russell:

1. Using Amanda’s old homework quizzes as a guide, we broke down the short story
into smaller pieces( one for each stage of development)

2. Amanda chose to set up form as a quiz since she wanted to allot points for each
question.

3. Within each question, you have the ability to insert an image or an url to a video.

4. We decided to take a picture of several paragraphs of the story using the snipping
tool application. Here is a link to the pdf of the story available for educators to use.

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5. We also tested out how a video can be inserted into a question. Here is link to rap

6. Various question types (multiple choice, short answer, and long answer were
created.

7. Once form was completed, we decided that the easiest way to share the link was an
assignment in Microsoft classroom. The form can also be shared as an email, or
students can just go to their forms application directly. Here is a link to the form
which was sent to the students.

8. Settings can be changed so that there is a specific start date, end date, and a
choice to shuffle questions. Questions can also be branched.

9. a) Responses to forms can be viewed in a variety of ways. Responses can be

viewed by question

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b) Responses can also be viewed by student.

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c) Grades and comments for each question or by each student can be posted. The results
are then organized into an excel sheet. Link to pdf of excel sheet
10. Based on my conversation with Amanda, she would grade and review these quizzes
prior to class and use response to lead into discussion and/or activity.

11. Amanda plans are changing all her reading assignment quizzes to some sort of online
quiz for all her unit this upcoming year. She expects to do the reading quizzes 3 to 4 times
a week. As the year progresses, she would like students to create their own study guides
using forms.

Procedure for incorporating EdPuzzle.

As an alternative to Microsoft Forms, Amanda would like to try EdPuzzle. The following is
the procedure we developed together again using the short story “St. Lucy’s Home for
Girls Raised by Wolves” by Karen Russell

1. To create the EdPuzzle, we searched for the appropriate video. Amanda wanted the
video to display the text as well as the audio. This can be challenging to find
although most of the videos can display captions. For Karen Russell’s video we
were fortunate to find a youtube that did both. (link to unedited video )

2. Once video was selected, we cropped the video into 4 short videos representing
each stage of the story. Based on past experience, we wanted the length of the
video to be less than 10 minutes.

3. Amanda then adding questions throughout the video as a guide to the reading.(link
to video for stage 1)

4. Once videos were created, it can be shared with a class. A class can be created
before or after the video is made. EdPuzzle provides a link that can be shared with
your students. If you are using Google Classroom, the student lists can be
imported into EdPuzzle classes.

5. You can add a due date and the no skipping feature when assigning to a class.

6. Once students have watched video and responded to the questions, teachers can
view their responses by student or by question

7. Grades can be posted and comments added to provide feedback to the student.
There is a quick check feature if the response is totally correct.

8. A file can be exported as a csv file which can open in an excel spreadsheet or a
google sheet.

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9. Amanda’s intention is to read and grade responses prior to class. The results can be
used as a jumping board to discussions or activities. It can also be used to differentiate
instruction.

Assessment Method
Describe the assessment method. Describe how differentiation is addressed through your
assessment for those with differing technology abilities.

With both the Microsoft Forms and EdPuzzle tools, quiz questions can be inserted into document or
video. Not only can teachers post a quantitative value for each questions, but they can also create
comments to provide feedback to the students. Both applications also allow teachers to see how much
time students spent on the assignment. Not only do teachers have a record of grades, but students do
as well. This provides students to the opportunity to reflect on their own progress. If necessary,
teachers can contact parents and easily share this information electronically. Analysis of results can be
used to deal with common misconceptions or to differentiate instructions.

Both tools can be used to differentiate instruction. Questions can be modified to address different
learning needs and sent only to those students. Although font size cannot be changed currently in
Forms, students can zoom in or zoom out. For the Edpuzzle, Voice notes can be added to clarify
questions for struggling readers. Captions can be added for those with auditory issues. Students can
rewind to portions of video and rewatch to clarify concepts.

TPACK
How does the integration plan address the elements of TPACK including assessments of content
knowledge, pedagogy (learning activities), and appropriate technology applications?

When Amanda and I began our discussion, we decided to use the content with which she will begin
the school year, specifically “St. Lucy’s Home for Girls Raised by Wolves”. She explained that although
most students like the story, many get bored with the in depth analysis. She felt that , after completing
the short story, students felt comfortable annotating their short stories. In addition, she liked the
questions that she developed for the analysis of the story. Incorporating these questions into the
technology plan was important to Amanda; this represents the content knowledge of TPACK. Amanda
also wanted more group discussion in class. Last year, she would have students complete a daily quiz
on the story, followed by a powerpoint presentation. Little class time was left for group discussions. In
order to facilitate group discussion, it is critical that all students due the reading. Hence the necessity
of reading quizzes(a catch 22 situation). The intent to use group discussion for the unit lessons
represent the pedagogical knowledge of TPACK. In order to provide more time for discussion, we
decided to try Microsoft Forms and/or EdPuzzle to replace the daily reading quizzes. Amanda would
review the quizzes prior to class, share results, and use these results to start group/class discussions.

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The use of Microsoft Forms and EdPuzzle to manage and monitor students as well as enhance learning
represents the technological knowledge.

KeyStone Part II: Implementation Case Study

Candidates will coach their mentee in the implementation of the technology plan in order to
acquire authentic assessment data. Candidates will write a case study about the implementation
process and the assessment of student learning and technology literacy.
Introduction
This section is intended to introduce the case study and explain its significance. What is this
case is about? Why is it relevant to readers?

This case study shows how small changes incorporating technology into traditional lessons
for secondary English classes can be accomplished for educators who are nervous or reluctant
to use technology. In order to understand the relevance to readers, it is helpful to understand
the district policy towards technology.

Background of East Meadow

East Meadow School District, a suburban school in a middle class area, has approximately
7150 students and 565 teachers. The district does encourage teachers to use technology in the
classroom but does not mandate its use or any specific type of technology. The exception to
this policy is the requirement for teachers to access their email or to enter grades on an online
program .

We have access to ipad and laptop carts which are shared in each school. We are fortunate to
have either mimios or smartboards in many of the classrooms. On our networks we have
access to google docs, google classroom, Microsoft Office 365 applications as well as other
programs.

There are advantages and disadvantages to this philosophy of not mandating specific
technology. The advantage is that teachers have the flexibility to design lessons that best
meet their needs. The disadvantage is that it is difficult to train teachers in how to integrate
the technology into their lessons. Some of the teachers have tried to use the technology, but
become discouraged when laptops are not charged or unavailable. The other issue is that the
internet can be slow or inaccessible. The second floor in the high school, where most of the
English classes are taught, has the most trouble connecting to the internet. Although the
district is trying to address this issue in the building, the changes will not be complete until the
end of this summer. As a result, many teachers find the technology inefficient and revert to
their traditional lessons.

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The other disadvantage of the flexible policy is that it is difficult to conduct professional
training. Administration is trying to encourage teachers to use the Microsoft Office 365
platform so their is more consistency for everyone including the students. Unfortunately,
many teachers find it difficult to use and are only using the basics of Word and the email
applications.

This case study is relevant to administrators and technology educators working with subject
teachers who are skeptical about integrating technology into their classes.

Situating the Case

In narrative form explain how you conducted the implementation plan, beginning with your
rationale for selecting your mentee, and ending with details about the assessment of student
learning.
During the year, I often was in the English office during lunch so I could use an available
computer. Amanda’s was working next to me on her ipad and we would get into frequent
conversations about shared interests. At the beginning of this summer session, I brought up
to Amanda the possibility of working with her to incorporate some technology into her class.
Initially, she was reluctant because of the time of year. The ninth grade English department
gives their final on June 6 and she already had specific plans prior to her final. However
Amanda was interested developing a plan for the following school year. We decided to
develop a plan and test it out on a group of my tenth grade students.

Amanda’s Background

Amanda is a 9th grade English teacher for regents and honors students. She has been teaching
for eight years. In addition, she has been the director for high school musicals for the last five
years. Although Amanda is comfortable using powerpoints in class, she is nervous about using
other types of classroom technology. She does use the Microsoft outlook, onedrive, and basic
features of word. In her classroom, she has access to a projector but not a smartboard.
Amanda has attempted to use laptops in class but became frustrated when “it took forever to
log on and some were not charged”. Amanda describes herself as ADHD and gets
overwhelmed when “there are a lot of clicks with no pattern.” She prefers to do most of her
schoolwork on her ipad. Outside of school, Amanda loves to knit and digital art projects.

Amanda’s Goal
Initially Amanda wanted to learn to use Microsoft Classroom to manage her classes more
efficiently. However, when I began the initial setup of the classroom, she became
overwhelmed. Since Microsoft is changing the classroom application on July 31, 2017 and
integrating a portion of it into TEAMS, we decided to take a step back and start we a simpler

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plan. Amanda really wanted to replace the daily in class quizzes, which were designed to
ensure students complete their reading assignments, with an online homework system. She
wanted to be able to post grades online as well as provide feedback to the student prior to the
following class. This would enable her to use students responses to spark in class discussions.

Implementation
I worked with Amanda to design a homework quiz based on the first stage of the short short
“St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell using Microsoft Forms. We
explored the different options available for the application. Here is the link to the first quiz.
There are a variety of different ways to submit form: email, classroom assignment,
announcement post, and students going directly to the form application. We decided to use
classroom because the assignment shows up in the student’s microsoft calendar. During the
fall, we anticipate TEAM doing the same task.

We then began working on a quiz using the EdPuzzle application for the same short story. It
took time trying to find a video that displayed the actual text as well as the audio. The length
of the youtube was 45 minutes and 38 seconds. We cropped the video into 4 smaller length
videos based on each of the stages of the short story. We added different types of questions
to the video compare to the Microsoft Form. Here is the link to the EdPuzzle video

Due to timing and variety of other reasons, we decided to test both quizzes on volunteers
from my tenth grade statistics class. The students were given bonus points to complete both
the Microsoft form quiz and the EdPuzzle quiz. Both quizzes were completed on June 18th ,
several days prior to the last regents examinations. Some of these students had Amanda the
prior year. Although we have students responses for both the microsoft form quiz and the
EdPuzzle quiz, our evaluation for this case study will be based on whether the technology
fulfilled Amanda’s expectations rather than evaluating students’ performance. In the fall,
Amanda plans to use both the Microsoft forms and EdPuzzle quizzes with her regents and
honors 9th grade classes. She can then evaluate the effectiveness of the technology on
students’ performance by comparing grades on final paper in fall 2017 as compare to fall 2016.

Data Analysis
To analyze this study, I recorded Amanda’s comments about the creation of the online
quizzes using both tools, the process of submitting these questions online, and the
process of evaluating her students’ responses.
Describe details of the variety of formative and summative assessments (aligned with content
and student technology standards) applied.
For formative assessments, Amanda would review responses to the quiz and provide a
numerical grade as well as provide feedback to students. Amanda found that the grading

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system in Microsoft forms and EdPuzzle were fairly easy to use. She liked the ability to
view responses by student, by class, and by question using both tools. For the Microsoft
forms, she also like the ability to assign her own point value to each question.
Unfortunately, the EdPuzzle, at least the free version, did not allow her to change the point
value for the question. With both tools, she found that it was easy to provide feedback to
students using the comments. Normally on the in class paper quizzes she did not write
comments due to lack of time. She was concerned that student may not look at comments
that she wrote.

With both tools, she also liked the ability to export responses, grades, and her comments
as an excel sheet. She also like the excel sheet recorded the time, the date as well as the
time it took a student to complete the quiz.

Here is a link to the excel spreadsheet generated by Microsoft forms.

Here is a link to excel spreadsheet generated by EdPuzzle

Below is a snapshot from EdPuzzle of responses to one of the questions that Amanda
could use as a jumping board to a discussion.

For a summative assessment during the fall, Amanda plans on assigning an essay using the same
prompt as the 2016-2017 year. She will then compare average grades between the two years.

▪ Describe in detail how student achievement data was systematically collected and analyzed.
If data was analyzed quantitatively, explain. If the data was analyzed qualitatively, explain the
types of qualitative analysis.
When Amanda reviewed responses from students, she graded to see if got the main points. She did
comment when responses were not in complete sentences but did not take off points. She explained
that for the reading quizzes her goal is just to make sure students can be involved in the class
discussion. She did say that she may be more demanding as the year progresses due to the ease of
managing an online homework system.

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Students performed well on the test of this systems. However, they had read and were evaluated on it
in the prior year. One student who had Amanda in ninth grade, like using the EdPuzzle and Microsoft
forms better than the paper in class quizzes. .

Describe the interpreted results

In general, Amanda liked using the online quizzes to replace hard copy paper quizzes. She felt that she
would save time in class and use the time for more group discussions and other activities. Initially she
was concerned that the grading would take longer than her previous method but soon realized that it
was slightly faster and she could provide more feedback. She plans on implementing both types of
online reading quizzes in the fall.

Amanda is concerned about of couple of issues with Microsoft forms. First, for each class she would
need to duplicate form. As a result, she would have four for each homework quiz she creates. There
appears to be know easy way to organize forms in a folder without scrolling through a massive number
of forms. This would also be an issue when she wants to reuse forms for future year. Hopefully this will
be resolved with the newly designed Teams application that will be released end of July.

Although, she thinks EdPuzzle is useful and will use sometimes, she wants students to annotate on a
hard copy.

Based on the her comments, I believe that Amanda will use both tools next year with Microsoft forms
being used more frequently. She will also require additional support to learn Teams in order to
implement her online homework plan.

In this section also explain how validity and generalizability (quantitative studies) or
trustworthiness and credibility (qualitative and critical studies) of the data was ensured.

The test data was useful in order to determine the practicality of implementing an online homework
plan. However, in order to compare effectiveness of online homework system on student performance,
average grades from the classes in fall 2017 should be compared to those in fall 2016.

Amanda’s comments were recorded verbatim with each of our sessions. This was to ensure that the
data based on her comments was credible.

Conclusions, Limitations and Suggestions for Future Research

▪ Describe the implications of the findings within the larger context of teaching and learning.
One way to encourage more teachers to integrate technology into their classes is to replace an existing
daily task with one involving technology. Working one on one, identifying the task, and providing
guidance with each step of the process, provides the needed support for those uncomfortable with the

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transition. In order for this to be accomplished, additional resources in terms of professional
development and allocated training time are needed.
▪ Describe how the results and finding will improve instructional practice and maximize student
learning
Using technology such as the online homework quizzes allow teachers to manage classroom time more
effectively.The tools enable teachers to provide guidance to students outside of class, hold students
accountable, and provide valuable feedback. The data generated from the tools can be used to
ascertain student understanding, motivate students, and generate new ideas. In addition, teachers
can differentiate instruction for students needing assistance.

▪ Include implications for practicing educational professionals.Limitations should openly

acknowledge all limitations of the implementation plan.
Although the technology integration plan was effective in encouraging the teacher to use the tools in
her classroom within the limited timeframe, an additional study should be conducted next year to see
its overall effectiveness on students’ performance and engagement over a longer period of
implementation. As mentioned earlier, average grades from Fall 2017 should be compared to Fall 2016.
In addition, an interview should be conducted with the teacher to determine other changes that
occurred in the class as a result of having additional usable class time and data from the quizzes to
generate class discussions.

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