TECHNOLOGY PLAN TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership & M.Ed. in Curriculum and Instruction
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION

Name: Sami Tbeileh Date: 12/03/2018

This template is adapted from

https://www.cde.ca.gov/ls/et/st/documents/et16techplan.doc

INTRODUCTION/BACKGROUND
The plan should guide the LEA’s use of education technology for the next three
years.

List specific start and end dates (7/1/xx to 6/30/xx). Provide a brief overview of
the LEA, its location and demographics and/or share a link to the LEA’s
website.

- Start and end dates: 09/01/2019 to 05/31/2022

- LEA Title: English Second Language
- City, State, Zip: Stafford, Texas, 77099
- Phone: +1 (832) 230-5555
- Number of Students: 100
- Percentage of Economically Disadvantaged Student: %70
- Website of the LEA: www.na.edu

Describe how a variety of stakeholders from within the LEA and the
community-at-large participated in the planning process.

- The School President: Dr. Sharif Tekalan

- The School Director: Ms. Margaret Combs
- The School President Assistant: Dr. Kadir Almus

Summarize the relevant research and describe how it supports the plan's
curricular and professional development goals.

Summarize the plan’s major curricular and professional development outcomes

that are supported by research.
 - Some pupils have the hardness of reading that require them to be well
reading skilled that represent and improve students abilities in their
overall performance in the second language areas.

Describe and cite the relevant research that supports the plan’s outcomes.
- The plan is preparing the foreign students, who come to the GLS (Gulf
Language School at North American University), learn English as a
second language with having the reading skills including the STEM and
SCAN to be qualified for enrolling the college level after completing it.

Describe the connection between the research and the plan’s goals.
- To provide students and educators with more insight into the critical
aspects of college readiness: Retrieved November 16, 2016, from
http://www.act.org/content/dam/act/unsecured/documents/STEM2016_4
4_Texas.pdf

Describe information gathered from site visits, including best practices.

- The Gulf Language School maintains an administrative office and
classroom environment that is positive, caring, service oriented and
friendly where all faculty, staff, students, and sponsors as one family.

CURRICULUM COMPONENT CRITERIA.

The Plan must establish clear goals and realistic strategy for using
telecommunications and information technology to improve education services.
(Answer at least 2 questions for each subsection below)

Describe teachers' current access to instructional technology and current use

of digital tools.

What is the technology method that currently available to all teachers?

- Digital Whiteboard
- Wide Simulating Board
- Projectors
- Laptops
- Smartphones

How does the technology assist the pupils with their assessments?
- In the past years of more than ten years, the teaching approaches were
traditionally that most of schools in the world wide were using the
traditional white boards to write the notes in classes. Recently with the
innovative technology generation, GLS provide the Smart Whiteboards
in the classrooms to make it easy for the students that:
- Easy for their sights while the teacher writes the notes.
 - They can feel friendly to write.
- It provides the notes transferring from the device to their laptops,
emails, and smartphones.

Describe students' current access to instructional technology and current use

of digital tools. Include a description about the LEA policy, practices, and/or
replacement policy that ensures equitable technology access for all students.

Is technology currently available to all students?

- Digital Whiteboard
- Smartphones
- Projectors
- Laptops

Do all student groups have equal and appropriate access to the available
technology?
- Each computer device in the school is related to the main server of it,
that allows them to access their account via the devices and use the
available technology devices in the schools.

Describe goals and an implementation plan, with annual activities, for using
technology to improve teaching and learning. Describe how these goals align
to the LEA's curricular goals that are supported by other plans. Describe how
the LEA's budget (LCAP) supports these goals, and whether future funding
proposals or partnerships may be needed for successful implementation.

What options exist to fund technology over time?

- NAU has an IT department that the members have the ability to
invent and design projectors, digital whiteboards. After that, GLS
can get their demanded devices from the IT department which is a
part of the same school.

As you analyze data and develop technology goals, how will technology
support the academic needs of your significant subgroups?
- In the classroom, most students can be divided into several groups
with a leader in each, that allow the teacher to encourage the
leaders of the groups to reading and writing participate on the
board. As a result, this method helps students to improve their
STEM and SCAN abilities.

Describe goals and an implementation plan, with annual activities, to address

Internet Safety and the appropriate and ethical use of technology in the
classroom.
How and when will teachers and/or librarians help students acquire Internet
safety skills?
- The students are allowed to access their EBSO account via their NAU
email. EBScO provides the database for the pupils including eBooks,
journals, articles, and research papers through
http://web.a.ebscohost.com/ehost

How is access to only appropriate educational online resources

accomplished?
- Each pupil in the school has an NAU email and account that he/she can
access they system safely to use the resources
PROFESSIONAL DEVELOPMENT COMPONENT
The Plan must have a professional development strategy to ensure that staff
understands how to use these new technologies to improve education services
(Answer at least 2 questions for each subsection below)

Summary of the teachers' and administrators' current technology proficiency

and integration skills and needs for professional development.

What do teachers and administrators consider as their needs for professional

development?
- Each instructor in the school is demanding an available technology tool
including the ability to access any purchase-required account.

After collecting and analyzing professional development needs, what are the
local, regional, and online professional development opportunities to
meet identified needs?
- Experienced staff members will ask to provide training for during regular
school meeting times. Regional professional developments will have at
least one technology related session.

Describe goals and an implementation plan, with annual activities, for providing
professional development opportunities based on your LEA needs assessment
data and the Curriculum Component of the plan.

How will teachers and administrators be trained and provided on-going support
in the effective integration of technology into the curriculum?
- The NAU has communications with several companies that they have
expert trainers to train teachers and IT managers. In addition, the upper
management of the school will support that by integrating technology
into curriculum.
What professional learning will be available so teachers and administrators can
effectively use technology to assist with student assessment?
- Teachers and administrators can use some professional reading
websites that help the pupils to improve their skills.

INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, SOFTWARE, AND

ASSET MANAGEMENT COMPONENT CRITERIA
The Plan must include an assessment of the telecommunication services,
hardware, software, asset management, and other services that will be needed
to improve education services.

(Answer at least 2 questions for each subsection below)

Describe the existing hardware, Internet access, electronic learning

resources, technical support, and asset management already in the LEA that
will be used to support the Curriculum and Professional Development
Components of the plan.

What technologies are available to facilitate home/school communication such

as email, web pages, and voice mail?
- Each member in the school is allowed to access the NAU-wifi using the
username and password by their laptops, cellphones, tablets, and the
NAU desktop computers with unlimited download and high-speed
internet. In this case, teachers can easily insert the notes and students
grades via Moodle system.

What hardware/infrastructure currently exists at each school site?

- The schools provide a computer room that each student can use the
computers. In addition, the library also has computer-devices to access
their accounts and use EBSO system to get any article, journal, or book
they want.

Describe the technology hardware, electronic learning resources, networking

and telecommunications infrastructure, physical plant modifications, technical
support, and asset management needed by the LEA's teachers, students, and
administrators to support the activities in the Curriculum and Professional
Development components of the plan.

What emerging technologies could be used to implement the plan’s goals?

- eBooks though Amazon Cadel can be rented to all pupils to be able to
use an online curriculum system.
What additional technologies need to be acquired for underserved
populations?
- Many people in different ages do not have the access to the internet at
home. School has the relation with a cable company to provide affordable
internet and computers to all ages.
MONITORING AND EVALUATION COMPONENT
The plan must include an evaluation process that enables the school to monitor
progress toward the specific goals and make mid-course corrections in
response to new developments and opportunities as they arise.

(Answer at least 2 questions for each subsection below)

Describe the process for evaluating the plan's overall progress and impact on
teaching and learning.

Who will participate in the monitoring and evaluation process?

- The NAU committee and a specific coordinator in each department in
the school send the evaluation form to each class that students can fill
up the form and send it back to Ms. Combs via the GLS director
assistant.

What indicators of success will be used to evaluate whether implementation of

the plan has made a positive impact on student achievement?
- The teacher abilities
- The classroom environment
- The technology devices availability
- The students understanding
- The participating equality

Describe the schedule for evaluating the effect of plan implementation,

including a description of the process and frequency of communicating
evaluation results to tech plan stakeholders.

How will teachers, parents, and other stakeholders provide suggestions and
opinions in the evaluation process?
- The GLS committee members will collect and input the data while the
teachers and teenager-students’ parents have meeting, and for the
adult-students can have a direct meeting with the teachers.

How often will data be collected and summarized? Who is responsible?

- Data will be collected at the end of each section by the GLS
coordinators