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- Planning for Technology Project
- Spring 2004
- Elyse Belanger
- Mark Karadimos
- Dawn Nielsen
- Barbara Poetzsch
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- The target audience for this presentation is the community. It includes teachers, parents, local
board of education, superintendent of the district, and local community
businesses. It may also be used as a tool to assist grant acquisition
(if necessary) for obtaining monies for a technology center.
- Local business & community members for financial backing
- Administrative officials who control the funding for new programs
- Administrative officials who are contemplating severe budget cuts
- Administrative officials who control the funding of teacher professional
development
- PTA board of officers who sponsor school fund drives
- School administrators who control capitol improvement funds
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- How can we best prepare our students to be informed, conscientious
leaders in a technologically advanced society?
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- What effect will educational standards have on student achievement?
- Will regulations determine what technology will be available to deliver
education
- How will the No Child Left Behind legislation affect how technology is
utilized in the classroom?
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- How does technology affect the “at risk” population of students?
- Are children in lower socio- economic strata at a potential disadvantage
regarding technological advances?
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- What qualifications will be required of teachers in a technologically
advanced classroom?
- How can we ensure adequate teacher preparation?
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- How will rising education costs affect lifelong learning?
- How will changes in delivery of education impact the preparation of
leaders of tomorrow?
- Will technological advances make distance learning the new paradigm?
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- Technology affords teachers and
learners the opportunity to enhance their knowledge and computer
skills.
- Every home will be equipped with a computer and internet access and we
will have students staying at home to get their education, even in
kindergarten.
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- A student without the access to the latest technology skills classes
will not be employable in future markets.
- Schools & communities must provide technology hardware in sufficient
quantities and of advanced quality so that highly qualified teachers may
educate their students.
- Schools must provide resources in order that teachers may pursue
continuing professional development in the area of technology skills and
instruction.
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- A minimum standard will be expected from professionals expecting to
teach at the elementary, middle and high-school levels
- Competencies in subject matter that will be taught will be essential to
avoid failure resulting from students receiving education from less than
qualified teachers.
- Technology and Scientific-research will facilitate future teaching,
learning, and monitoring of the
the student’s academic achievement.
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- Abandon 'Lone Wolf' Spending Tactics to Afford Technology
- Begin Educating Teachers on Technology Usage and Integration into
Curriculum
- Begin Educating Students on Technology Through Specific Courses and/or
Personal, Individualized Discovery
- Provide Students with Access to Technology Centers Beyond School Day
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- Technological advances impact every part of our lives.
- Schools must plan for and arrange adequate training of faculty.
- Schools must anticipate and accommodate for the needs of all students.
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- Teachers will be trained to effectively operate modern word processors
(word), spreadsheets (excel), presentation devices (PowerPoint), and
various software packages geared toward teaching aids.
- Higher order technology will be imparted on teachers as well. Website
development software, methods of searching/evaluating websites, graphing
calculator usage, and other specific technological devices will be
addressed. Teachers will be made proficient with these tools.
- The education process will shift toward students. Students will use
technology centers for either specific classes or the integration of
their usage in existing classes.
- A system will be developed to
allow student use of technology centers. Students will be allowed access
to these centers after school and on weekends, so long as staffing
during these times can be procured.
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