Week 1 Assignments:

• Summarize Chapters 1 and 2 from our text.
• List the Technology Needs Assessments you find
• Article/resource review on Change

 

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Chapter 1: Introduction to Technology and Planning

            The first chapter stated the importance of implementing technology into the principal function of schools. Many businesses and organizations use computers as an integral part of their operation. Also there has been a growing use of new technologies used at home by teachers and students. In order for a sufficient use of technology in schools, teachers need to understand this changing technology, believe it can assist student learning, and have the ability to integrate it into their curriculum.

            Technology steady integration into schools has progressed more administratively than instructionally. Picciano discussed that educational software companies designed educational games later that appealed to children. The hardware that once was expensive for schools dropped and by 1999 schools had averaged one computer for every 5.7 students and were connected to the internet.  Now there are administrative and instructional programs readily available for schools, such as grading and database programs.

            At the end the author points out those school districts need to question uses of software and hardware, evaluate and gather feedback, and involve people who will use the applications. It is the job of the school administrators and teachers to assume the responsibility for planning for technology.

 

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Chapter 2: Basic Concepts of Planning

            In the second chapter the author highlights the elements of planning for technology. The author identifies four major elements: comprehensive, collaboration, commitment, and continuity. In order to have a successful technology plan, you must involve all four elements. It is important for the administrator to provide the leadership, involving the community, teachers, and others in the school to participate to include various levels for impute on planning technology implementation. A plan usually is written for three to seven years.

            Some plans will fail, but you must evaluate, gather feedback, and use your resources in creating a different plan for your district. When you evaluate your plan, successful or not, it will help your school to improve and grow. It will also give you a look at how well your goals you are striving for is doing. Our school district just developed a new technology plan and new attainable goals created by administration, teachers, and parents from the community. I hope the school revisits the newly developed plan and evaluate its overall effectiveness.

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Microcomputer Hardware Inventory     DATE:
Library System:						Facility
Computer Name	Location	IP Address	Computer Make/Model	Hard Drive Size	Memory	CD-Rom Y/N	Sound Card Y/N	MAC Address

Plan Budget or Cost Estimate
Category	Year One	Year Two	Year Three
Telecommunications
Voice (including long distance
Data
Cellular
Internet Service Provider
Equipment
Server(s)
PC Workstations
Printers
Hubs
Routers
Other
Software
Library Automation
Purchase
Maintenance Cost
Maintenance Expense
LAN
WAN
File Servers
PC & other workstations
Cabling & Electrical
Cable Drops
Electrical outlets
Breaker Box
Transformer
Training
TOTALS

2^nd Technology Needs Assessment: 

(2004, August 31). University of Missouri St. Louis. Retrieved September 16, 2007, from Faculty-Technology Needs Assessment Web site: http://www.umsl.edu/technology/frc/DEID/destination9assessment/Faculty-Technology%20Needs%20Assessment.pdf

This technology needs assessment focuses on improving teacher’s use of technology in the classroom. This survey was given after four years of supportive services, such as access to needed software and hardware, seminars and workshops, and individual conferences, they would like to continue to improve and refocus everything that has been offered. This survey would be used to revisit the school district teachers to view how goals were met and give the school district an idea how to assist teachers in improving technology skills. 

Faculty Technology Needs Survey

Information Technology Services has provided a variety of support services (e.g., access to needed software and computing hardware, seminars and workshops, and individual consultations) to assist our faculty with integrating technology into teaching and research activities for the past four years. We would like your help to improve and refocus the training and support offered. Please focus on your teaching role in answering the following questions. We’ll use the responses to help plan future faculty services at UM-St. Louis.

1. How long have you been teaching at UM-St. Louis?

a. 1-3 years

b. 4-6 years

c. 7-10 years

d. More than 10 years

2. With which academic unit are you associated?

a. School of Business Administration

b. School of Education

c. College of Fine Arts and Communication

d. Honors College

e. School of Nursing

f. School of Optometry

g. College of Arts & Sciences (please specify unit) ______________________________

3. Which of the following best describes your position?

a. Lecturer

b. Assistant Professor

c. Associate Professor

d. Professor

e. Adjunct

f. Other (specify title)__________________

4. What type of computer/operating system do you use at work?

a. Macintosh

b. IBM Compatible/Windows

c. UNIX/Linux

d. Other

5. What type of computer/operating system do you use at home?

a. Macintosh

b. IBM Compatible/Windows

c. UNIX/Linux

d. Other

6. How often do you use a computer?

a. Daily

b. 1-2 times Weekly

c. Monthly

d. Less than once a month

7. How often do you use email?

a. Daily

b. 1-2 times Weekly

c. Monthly

d. Less than once a month

8. How often do you use the WWW?

a. Daily

b. 1-2 times Weekly

c. Monthly

d. Less than once a month

Please select your preference for the following types of workshops/technical assistance options:

9. Small group training session.

a. Preferred format

b. Would consider attending

c. Unlikely to attend

d. Would not attend

10. One-to-one help session.

a. Preferred format

b. Would consider attending

c. Unlikely to attend

d. Would not attend

11. Help and/or materials via email.

a. Preferred format

b. Would consider using

c. Unlikely to use

d. Would not use

12. Web-based guides and tutorials.

a. Preferred format

b. Would consider using

c. Unlikely to use

d. Would not use

13. Telephone support.

a. Preferred format

b. Would consider using

c. Unlikely to use

d. Would not use

14. Other preferred type of assistance ___________________

15. If you were to participate in individual training sessions, what would be the most convenient day?

a. Monday

b. Tuesday

c. Wednesday

d. Thursday

e. Friday

f. Saturday

16. If you were to participate in individual training sessions, what would be the second most convenient day?

a. Monday

b. Tuesday

c. Wednesday

d. Thursday

e. Friday

f. Saturday

17. If you were to participate in individual training sessions, what would be the most convenient  time?

a. 8:00-10:00 AM

b. 10:00 AM-12:00 PM

c. 12:00-2:00 PM

d. 2:00-4:00 PM

e. 4:00-6:00 PM

f. 6:00-8:00 PM

18. If you were to participate in individual training sessions, what would be the second most convenient time?

a. 8:00-10:00 AM

b. 10:00 AM-12:00 PM

c. 12:00-2:00 PM

d. 2:00-4:00 PM

e. 4:00-6:00 PM

f. 6:00-8:00 PM

19. Which of the following session lengths would best fit your schedule?

a. Up to one hour

b. One and a-half hours

c. Two hours

d. Three hours

e. Four hours

f. All day

20. During which of the following times would you be most likely to attend a series of workshops:

a. Spring Break (end of March)

b. Late May

c. Early June

d. Late July

e. Mid-August

f. During the regular semester

g. Other _________________________

21. Have you ever attended an ITS/Campus Computing “Summer Institute?”

a. Yes

b. No

If you answered “Yes” to question 21, please indicate which Summer Institute(s) you attended by checking items a. or b. If you answered “No,” please indicate which of the following topical formats is of most interest to you by checking c. or d.

22. Summer Institute 2000 Getting In Line with the Online World: Teaching and Learning for the Information Generation. A six-week faculty development institute designed to provide participants with the basic skills and knowledge necessary for integrating Internet technologies into their classrooms, and for managing online courses

a. Yes, and would attend a similar series of workshops again.

b. Yes, and would not attend a similar series of workshops again.

c. No, but would be interested in attending a similar series of workshops in the future.

d. No, and not interested in attending a similar series of workshops.

23. Summer Institute 2001: Strategies for Online Teaching and Learning. Four, “tracked” seminars offered over a three-week cycle, repeated twice during the summer with a focus on MyGateway, HTML, multimedia, and online teaching strategies.

a. Yes, and would attend a similar series of workshops again.

b. Yes, and would not attend a similar series of workshops again.

c. No, but would be interested in attending a similar series of workshops in the future.

d. No, and not interested in attending a similar series of workshops.

24. Summer Institute 2002: Teaching with Technology. Two, 2-week sessions, the first, in June aimed at “Teaching with Technology,” and the second in July, a “Web Developers’ Workshop.”

a. Yes, and would attend a similar series of workshops again.

b. Yes, and would not attend a similar series of workshops again.

c. No, but would be interested in attending a similar series of workshops in the future.

d. No, and not interested in attending a similar series of workshops.

25. Summer Institute 2003: Teaching and Learning Online: Access, Interaction, and Engagement. Two, 2-week sessions, the first, in June, called “Teaching and Learning Online,” and the second in July, a “Web Developers’ Workshop.”

a. Yes, and would attend a similar series of workshops again.

b. Yes, and would not attend a similar series of workshops again.

c. No, but would be interested in attending a similar series of workshops in the future.

d. No, and not interested in attending a similar series of workshops.

Please indicate your interest in the following workshop topics.

26. Integrating Internet resources into teaching activities.

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

27. Using MyGateway.

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

28. Using Centra (real time, synchronous communication over the Internet).

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

29. Using Word Processors and PowerPoint.

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

30. Learning how to use multimedia software (images, sounds, and movies).

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

31. Creating web sites and using web page editors.

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

32. Integrating technology into my teaching activities (interactive exercises, online assessments, etc.).

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

33. Using the Internet for research and library access.

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

33. Using online resources to facilitate student advising.

a. Already use, but interested in learning more.

b. Interested and ready to obtain assistance.

c. Interested, but not at the present time.

d. Not interested.

34. Other workshop topics:

_______________________________________________________________________________

_______________________________________________________________________________

_________________________________________________________________________

35. I will be more likely to attend future technology training workshops, if …

_______________________________________________________________________________

36. Regarding technology in teaching, what would you like to do less of?

_______________________________________________________________________________

37. Regarding technology in teaching, what are the most important things you want to do?

_______________________________________________________________________________

_______________________________________________________________________________

 

 

 

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Podcast151

 

In the Podcast Dr. Scott McLeod shared his ideas regarding educating leaders in blogging called “leader talk”. He found that administrators were not familiar with blogging. Leader talk is a blogging site that allows principals and administrators to collaborate and share experience with one another. Administrators are very busy, so you have to demonstrate how it can be effective and assist in their role. They have the ability to share and comment on each others blogs. They are social networks where you can teach, learn, and collaborate. Educators have not be forced to integrate technology, not fluent with the tools, and do not understand what types of technology there are in the world. By raising their awareness with concrete examples will provide ideas on where they need to go with students. Blogs are free and easy to maintain and start and are potentially better than a newsletter or lecture. You get people that debate, discuss, share ideas, and expand thoughts, allowing you to reach and conversing people that challenge you. With the assistance of RSS feeds, it allows people to read the latest blog posting without searching, being really convenient and feasible.

 

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Techtalk: Screen Capturing

Caverly, David & MacDonald, Lucy, (Spring 2007). Techtalk: Screen Capturing. Journal of Developmental Education, 30, Retrieved September 16, 2007, from http://0-proquest.umi.com.topcat.switchinc.org/pqdweb?index=19&did=1308881841&SrchMode=1&sid=3&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1189987164&clientId=23251

This article touches on four stages of integrating technology into development education: adopting technology as support in instruction and practice, adaptation, appropriation, and innovation. The process gradually allows someone to gradually integrate technology until they create new material with technology. The authors look at integrating audio and video through screen capturing software.

Individual and network-service based software are two classes of screen capturing software, tools that captures the actions and/or voice of the instructor. Through this software students can hear the directions along with demonstrations on the screen. This can support traditional practices of the classroom, without needing to be there. If utilized, it can only enhance ones lessons. These also can be used as tutorials; the students can refer to them numerous times and collaborate together about a posting making it an advantage for all.

 

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Chapter 3

Chapter 3 initially summarizes technology, learning, and equity issues in the classroom. The author stated that educators have stated that technology should be integrated cautiously and with deliberate approaches. He states that instruction could be enhanced through the use of technology. The educator is needed though to adjust the technology to fit their style and to help translate the information to fit student learning. Technology should not replace the curriculum, but the value of computers and other forms of technology will depend on who uses it and how they are used.

The issue of technology readiness for students is brought to our attention. One view states that students should be immersed with technology early while an opposing view looks at the readiness of students. With concerns of readiness, hardware developments and advancements with software packages allow students to manipulate and use them much easier than years before. Hardware like the mouse and joystick and software designed around reading levels and content areas allow technology to be integrated early in student education.

Assistive technology is also used for students with hearing, vision, mobility, or learning disabilities. This links learning to those that did not have it available years ago. Even those with severe disabilities, computers become the primary means of communicating to those around them. These technologies are expensive, but government agencies and private agencies allow schools to get reimbursements for these technology.

The author also touches on three equity issues: gender, minority, and social economic issues. Gender is comprised of attitudes and performance when it comes to comparing boys and girls use of technology. Boys tend to use computers more than girls, over time leading to performing at higher levels than girls. Studies show that boys prefer to use computer activities than girls. Girls on the other hand use technology more productively than boys.

There tends to be a large difference in technology use when it comes to minorities and socioeconomic issues. Three factors lead to this: availability at home or school, student performance, and software utilization. Intercity schools have fewer computers per student than outlying schools. Students also do not have technology available at home due to financial shortcomings. When technology is integrated in minority schools it is generally used for drill-and practice, basically for fundamental skills. This could be due to students with low family incomes lack technology at home. School districts should be aware be of technology accessibility to students. The author suggests administrators should allow access to technology and equipment beyond school hours, assisting those in research and homework assignments.

 

 

Nice chapter summary - Louis

 

Week 3

 

The World at Your Fingertips

          Schools are beginning to explore the potential of technology but still do not utilize technology as businesses. There is plenty of technology, such as assistive technologies, that contribute to increase performance of students in the classroom. When used properly, technology can be a powerful tool for learning.

          The author states that technology needs to help student achieve and prepare them for the real world. That is the goal of teachers, preparing them. As the examples stated in the article students have the ability to work and explore information with scientists and astronauts. They are learning what professionals in society do in the sanctity of the classroom. This prepares them for the jobs of today. But with all he technology available, it must be applied appropriately by the educator and to the curriculum and institution. The author explores three areas of interactive technology: can it offer richer materials for learning, affect the way time is used in schools, and support ongoing professional development for teachers.

          Schools have primarily focused learning around textbooks and the knowledge of teachers, but at times the information they provide tends to be outdated at times. Technology, such as multimedia and the Internet, offers students readily available information. Libraries, museums, and more offer records, pictures, and resources that schools do not have readily available. This allows students to lean this more in depth.

          Technology allows students more of an individual attention than a teach can normally in class. Technology allows students to work individually, giving the teachers the ability to focus on individuals or small groups of students. It gives teachers more time to teach with the ability to communicate with parents, administration, and staff electronically. Also students save time researching topics, giving teachers more time evaluating, analyzing, and using it at school or at home. This allows students to learn complex, real-life problems. They learn useful skills chatting with professionals and students around the world sharing knowledge and experiences.

          In order to attain the technology goals placed upon educational institution, teachers need to become “experts” with the skills and knowledge to use it. Professional development and these tools need to merge and it can assist in these four essential instruments: exposure to new ideas and materials, available support, reflecting with colleagues, and observing change in other classrooms. This will allow teachers to use technology similar to students. They will be able to foresee potential problems. But you have to continue to provide professional development, even at the expense. It provides opportunities to grow, offers the ability to talk with colleagues and professionals, and the ability to address their needs. Overall, technology gives teachers, students, and others time, an abundance of material, and professional development opportunities.  

Hawkins, Jan (1997, March 15). The World at Your Fingertips. Edutopia, Retrieved September 30, 2007, from http://www.edutopia.org/world-your-fingertips

By: Carl Dehne

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Critical Issue: Developing a School or District Technology Plan

          In this article they focus on the issue that schools must develop a plan for integrating technology. A technology plan combines the vision of the teachers, parents, community leaders, and business leaders who usually have technology experience. The plan will outline how they will integrate technology, how it will be supported, and how it will be paid for.

          Technology integration has become more important due to the extensive use of it in society. By creating a technology plan schools will acquire computers, hardware, and software that will provide learning, the needed support and professional development, and the ability to change. A technology plan should support the curricular goal of the school, improve teaching and learning, and move children toward higher academic standards. A plan should have a planning table that identifies tasks and responsibilities of the school. A planning committee can be comprised of administration, principals, teachers, parents, and community members and businesses. These members should be knowledgeable, experienced, and supportive of the infusion of technology. This group will develop all parts to the plan needed for successful integration.

          The members began by building a knowledge base, understanding how students learn, what skills they need, and how technology can improve learning. They must research and find ways to improve student achievement, facility conditions, available moneys, and development opportunities. After the committee will be able to create a vision for the school district, later developing a concrete plan with the information gathered which will create realistic tasks and learning/curriculum goals. These plans should take the school district’s budget in consideration. They should make short-term equipment planning due to the changing development of technology. This plan must be revisited every year during the budget process so the district purchases new and lower cost technology.

          Another component brought up is professional development and staff support. You definitely need to implement something that assists teacher to grow professionally when technology is concerned. Technology changes and it is up to the school district to provide these things. The teachers need the knowledge and the strategies to meet the goals of the plan. Support should be available to assist in troubleshooting and assistance.

          Each plan must have an assessment for how well the district is applying technology and student achievement. People are more likely to support technology if they are able to see proof of its value in helping students learn.

November, Alan (1998). Critical Issue: Developing a School or District Technology Plan. North Central Regional Educational Labortory, Retrieved September 30, 2007, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm

By: Carl Dehne

 

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Week 4

 

Software Implementation Checklist for Educators

SIIA (2007). Software & Information Industry Association. Retrieved October 6, 2007, from Software Implementation Checklist for Educators Web site: http://www.siia.net/education/pubs/pp_Checklist.pdf

This checklist for evaluating administrative software offers educators the ability to plan for and carry out the purchase of software applications. The actions a school district takes evaluating a piece of software and during its preliminary use can help ensure their success.  This software evaluation was created by the Software & Information Industry Association where they constructed a checklist for educators to maximize software effectiveness and improve student achievement. You are able to evaluate both instructional and administrative software.

The evaluation form gives school districts information about what should be done before they can have an effective implementation of a piece of software. It gives “ten essential questions”, explaining steps that schools should take before anything happens. I like this, school districts should have a plan, a series of steps before they implement and purchase software, such as having an objective, a plan, involving a committee, etc. They also give districts more information that assists in the planning and application process of the software. They then provide a checklist that will evaluate software. The checklist allows the districts to follow a series of planning and implementation guidelines of the piece of software to see if it would meet the overall needs of the school district. The checklist allows you to look at your objectives, integration planning, logistics planning, professional development opportunities, instillation, implementation and use, monitoring and support, and evaluating the success of the software.

The negative is that it is not simple where you have to look at a lot of information. It will take you a while to complete because it involves the planning process of an entire planning process of evaluating software. A district should use it as a guide and adjust it as they see fit. 

 

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Chapter 4: Technology in Education Administration

 

            Advances have come in the form of information, using computers for collecting, sorting, manipulating, and reporting. The government, corporations, and schools are investing in developing, expanding, and improving their computer systems. These systems consist of databases, electronic spreadsheets, and office automation which will develop and improve information systems.

            The most important application is database application. This manages information in schools in the form of data elements, records and files. Companies over the years realized that information needed to be collected, verified, updated, and reported which will allow schools more time, affordability, and with accuracy. Data should be organized and documented in a data element dictionary; this identifies content and coding schemes. The data base gives administrators and educators the ability to generate reports in a variety of ways. When looking at what system works for your school district, one must consult with experienced and trained staff. This is due to the costliness of acquiring and implementing the design, plan, and computer programs required.  Administrators will reference the data structure, the way each data element relates to other data, when reviewing and evaluation information about data management software.  Each application contributes to the overall data management resources of a school. This system significantly improves the shared information available and gives it more accurate information between offices.

            Electronic spreadsheets require continuous analysis and manipulation for planning and modeling. These spreadsheets organize numbers and automatically perform arithmetic operations that once were manually computed. They allow users to create graphics that can present information in colorful and different ways.  Electronic spreadsheets can be manipulating any aggregate data, such as enrollment projections, budget projections, and other financial applications.

            Office automaton over time has moved from the typewriter to microcomputers. This first revolved around word processing packages, but with including the Internet administrators view this as a communication tool, such as email and voice mail, and include it with the package.  It allows them to create and edit text while being able to print, report, and communicate text to others. All of this gives administrators and educators the ability to develop an adequate data communication network. Other systems such as desktop publishing software, document storage and retrieval software, office support systems help with creating printed materials and organize work activities. These application software can be time savers, improve communication, and perform routine applications efficiently.

            Schools are becoming more apart of a global community, especially with the inclusion of the Internet as a communication tool. Schools and educators create home pages conveying information to the world. Most administrative applications can be integrated with the Internet and communicated to its community and other organizations. Also, it allows administrators and educators access to databases that keep them up-to-date and well informed. It gives school districts the ability to have access to statistical software packages, test score equipment, automotive phone systems, and energy saving management means through computer technology.

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Evaluation of the Washington-Caldwell School District Technology Plan

 

By: Carl Dehne

 

Our district plan begins with some general information that is a part of a technology plan, such as the district’s vision statement, brief statements, student demographics, and the background and history of the district. The committee who developed the district technology plan was an administrator, teachers, media specialist, and parents, all were familiar with technology and with the standards being addressed. While reading, I found it was straight forward and easy to read. Also it provides examples of technology integration in different grade-level classrooms.

 

          The district’s technology plan fell short in staff competences. The plan does not give how the teachers will be measured and how fast will technology be integrated in the classroom. We have incorporated a student attendance system and electronic grade book two years ago to actively involve teachers with technology. Teachers and the district have limited resources. Obtaining access and using them in the classroom is slim to none.

  

 

 

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Week 5

 

Tech & Teaching: Principals Share Best Uses of Classroom Technology

Hopkins, Gary (2007, May 25). Tech & Teaching: Principals Share Best Uses of Classroom Technology . Education World, Retrieved October 14, 2007, from http://www.education-world.com/a_admin/admin/admin387.shtml

            The article focuses on the most creative and fun uses of technology viewed by principals. Principals ask questions like “how will technology be integrated in my school” and “are teachers making strives integrating and working with technology into their curriculum”. Education World shares the views of some principals that found impressive uses of technology by educators and how students were engaged and excited about lesson presented to them.

            Principals noticed that projects and applications at times were overwhelming, but the efforts and motivation of teachers improve instruction, not just showing how to use the tools it offers. Principals from various districts mentioned technology plans incorporate an evaluation of teacher technology integration according to different levels. Principals set up inservices, sometimes after school and some during the school day, that will allow training and familiarize them with software available to them. Teachers will be able to learn and create activities for their classroom. Also it trains teachers on programs that help assess student leaning and assist students who have difficulty reading and comprehending.

            Presentation software and word processing tools are used for a variety of educational purposes. Principals noticed that students tend to write more and revise better using a word processing tool. This piece of software teaches typing skills, practices spelling, and challenges them to compose various forms of writing. Classrooms also use different presentation tools to illustrate and share information, to organize information, and to display and discuss information. Other principals have found fun and educational ways of using presentation tools, an example is using a Jeopardy game template to review for tests and quizzes.

            Other principal noticed that teachers use digital photography in the classroom to display and demonstrate information to the class. Taking photos during field trips allows teachers and students to create presentations, books, bulletin boards, and other things which others can learn from.

            The internet was mentioned for being an important resource to expose new information about all topics. Students have the ability to take virtual field trips and interact with various sites. Principals notice teachers making wise uses of the Internet. They notice teachers using laptops, projectors, and a big screen to show examples that are colorful, interesting, and with added details. Some other teachers take advantage of video downloads to introduce and reinforce the information being taught. Principals are become more aware of the importance of the Internet and the value it has to teachers and their classrooms.

            Principals have noticed that integrating technology in classrooms have increased test scores. One principal offers sample test questions to help students prepare for tests in reading and math. They turn them into games where students compete against one another. This information will allow teachers and administrators to view student skills and what skills need further practice.

            Principals, like the ones in the article, need to assist in the processes of integrating technology in classrooms. Administrators need to observe the practices of integrating technology in the classroom and need to assist in using it to help keep students engaged. They have to allow teachers to integrate technology slowly before they are too overwhelmed. Principals need to be supportive and provide teachers with the opportunity to learn about various types of technology software through staff developments during the school day or after. With the proper integration of technology in classrooms, it will improve student achievement.

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