EDUC 629

Fall Mountain Regional High School

Educational Technology Plan 2017-2020

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Table of Contents

TIP 1: Vision, Mission, Goals and Strategies 1

TIP 2: Needs Assessment... 3

TIP 3: The Planning Process.... 4

State Goals and Objectives with Local Strategies and Measures . 7

Environment .. 7

Engagement . 8

Application .. 10

Tools . 11

Results .. 12

TIP 4: Implementation: Timetable and Budget for Goals, Objectives and Strategies.. 13

TIP 5: Executive Summary.... 15

TIP 6: References..... 16

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TIP 1: Vision, Mission, Goals and Strategies of Imaginary County Public Schools

Mission: Fall Mountain Regional High School is driven by the holistic approaches of student

learning and continuously implements best practices to support the diversity and the depth of

todays learner. We welcome a diverse, culturally-responsive student body in which we facilitate

innovative learning experiences, by providing educational leadership and services which

promote equal educational opportunities to ensure our students can reach their fullest potential.

Vision: Students will be interactive technology users of the 1:1 ipad initiative and become

responsible digital citizens. They will succeed academically using problem-based learning

strategies designed to foster their creativity and talents within a diverse student body. Fall

Mountain Regional High School will accomplish this goal by enriching the skills of our

educators with technology professional development training and connecting our stakeholders

using the power of social media. Our district vision is aligned with the State of New Hampshires

Educational Technology Plan as of June, 2002.

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Goals and Strategies

Goal 1: Technology is being used in the classroom to enhance the curriculum and provide

new and exciting alternatives to supplement the learning process, including our Special

education, advanced placement and general education levels.

a. Strategy: Implement educational gaming programs, a virtual library, collaborative

work platforms (google docs), Web 2.0, Microsoft Office and Blackboard.

Goal 3: Give technology access to students to supplement differentiated learning

modalities and literacy levels, by providing each student with an individual ipad by

supporting the bring your own device initiatives

a. Strategy: Send notices home to families about access responsibility and digital

etiquette. Teach skills to foster 21st century workforce needs, such as keyboarding

and programing

Goal 4: Put interactive whiteboards into the classrooms and provide ongoing technology

Professional Development training to educators

a. Strategy: Provide technology training by attending education week, NEA National

Conferences and ABCD Professional Learning Organization training

Goal 5: Virtual Online classrooms: Providing distance learning opportunities for diverse

learners

a. Strategy: Online virtual classrooms provide space for individual identity and

increased participation on platforms such as Blackboard or Desire to Learn

Strategy: NH State Educational Technology Plan funds received through Title II Subpart

D: will create the foundation of support for this delivery system.

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TIP 2: Needs Assessment

Strengths What are the current strengths?

Federal and state grants provide our Organization with a budget to maintain our
equipment and provide professional development training for our faculty. We do not have any
outstanding financial debt, and our executive committee allows Fall Mountain to expend the
maximum annual budget because the school has enrolled the maximum number of students this
year. Furthermore, our staff, (43 full time teachers, Principal, Vice Principal, 7 administrators, 7
Coaches) have all been provided with a computer with access to multiple software programs
including Microsoft office, Outlook Email and Calendar.

We are partnered with Vermont Technical Trade Center, where our students can apply to
attend half day, with transportation. Here, they can study and earn credit in a Trade craft, such as
engineering, technology, science, and mathematics. This program is funded by the STEM Grant
("Science, Technology, Engineering and Math: Education for Global Leadership"). Curriculum is
designed and aligned with New Hampshires common core state standards initiative to improve
the literacy proficiency of disadvantaged socioeconomic and limited English students, and
disabled children ("English Language Arts Side-by-Side Alignment"). Student achievement on
standardized testing has earned our district a rank in the top 50 schools in New Hampshire. In
addition, we also support our diverse learners with after school tutoring and fund summer
courses for students not meeting academic standards similar to their ability group.

Weaknesses What are the current weaknesses?

Our staff serves 486 students with a student ratio of 12:1 . We serve 24.7% of our student
free lunch under the NSLP, National School Lunch Program, and we provide special services to
the 21% of students classified with a developmental learning disability. Our above average staff
turn-over in our special education department causes the student-to-teacher ratio to fluctuate
drastically and is worrisome to our stakeholders (Startclass, 2017). To adjust for these ratio

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changes, educators are required to support our special needs students with differentiated
instruction within the regular classroom setting.

The 21st century learner is influenced by technology and is expected to use technology
skills in the workforce. However, our technology is outdated, and unavailable for academic
implementation in the majority of our classrooms. Currently, we have 1 computer lab with 21
computers, where typing skills are taught to students as an elective course. Students are
encouraged to use technology to complete homework assignments but have unequal digital
literacy training and/or skills. Likewise, our educators teach using teacher-centered strategies,
and this approach is limiting student hands-on experience, project based learning, critical
thinking and creative innovation. The professional development training that is provided to
educators is selected from the top down and is not always relevant to the needs of the teachers.
Furthermore, most of the needed support that is necessary for implementing new strategies
learned during professional development is not provided by the administration and teachers
return to familiar teaching practices that need less administrative support.

Opportunities What are the future opportunities?

With the need to implement technology, our school is applying for technology grant funding,
by reaching out to: Bill and Melinda Gates Foundation. The Cisco Foundation, The Coca-Cola
Foundation, Corning Incorporated Foundation, E School News, The Ambrose Monell Society,
National Technology Recycling Project, Toyota Foundation, The Zimmer Family Foundation.

With technology funding, we will upgrade our library technology, implement virtual
classrooms on blackboard, provide students with personal learning devices and develop
curriculum that follows New Hampshires Technology education standards, to ensure they are
able to make informed choices among technology systems, resources, and services (1,2)
("NHEON Frameworks Technology"). Technology integration supports the digital literacy
outcomes of the students and provides valuable skills needed in todays economy. This
technology also provides differentiated instructional designs that enhances the learners ability to
relate content across fields, close the knowledge gap between students in similar ability groups;

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and can be used as a tool to cut hours spent tracking student progress using traditional methods.
Technology affords the educators the opportunity to use flipped instructional methods. Using the
block system, we have 1 hour and 20 minute lessons, and flipped instruction would allow for
project based learning to take place in the classroom. Technology would put the lecture content
in the hands of the student and create a student-centered-learning environment.
With technology integration, educators can stay current with trends in the community and
implement instructional strategies that are culturally relevant to the student body. Thus, the
student is engaged, encouraged, and motivated to learn using similar tools they are experiencing
outside the classroom.

Threats What threatens those future opportunities?

Without a technology grant, technology integration is not possible within the budget. The
budget simply is not large enough to absorb the start-up costs that technology requires, such as
Modems, servers, an IT department to handle issues and installations, and purchasing the
hardware. Our budget limits annual salary raises to staff which has caused staffing issues in
departments, such as special education; and the starting salary at Fall Mountain is below the state
average. Our stakeholders also want to see technology implementation in our classroom and with
surrounding schools picking up the pace, we risk losing students to technologically advanced
districts.

TIP 3: The Planning Process

MEASURABLE GOAL OBJECTIVES STRATEGIES

1. Students will be able to find
social studies-related
information.
A. Students will use economic
and geographic data, such as
charts, pictures, music and
1.Creativity and Innovation.
Students demonstrate their
understanding of research and
graphic visuals to describe a
time and place in past. Students
construct and share culturally
1. Using a laptop or tablet, the
student will gather data on the
economic growth,
industrialization and
socioeconomic status of the
region where their grandparent
was raised.

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architectural works and relevant
documents to create a slide
show representing the
economic growth patters when
their grandparents where in 10
years old.
2. Students will be able to
comprehend the wide range of
social studies-related materials
by using skills:
a) Detect cause and effect
relationships
b) Recognize author bias
and propaganda
c) Test the validity of
information by using
sources, objectivity,
technical correctness
d) Cite sources,
particularly from the
internet, accurately and
completely
3.Students will use appropriate
sources to gain meaning of
essential terms, vocabulary,
utilize multiple online
glossaries, dictionaries, as well
as text and word lists.
relevant knowledge of their
heritage.
2.Critical Thinking, Problem
Solving, and Decision Making
Students will conduct research
on World War II using culturally
relevant artifacts from their
linage.
3.Technology Integration,
Differentiated Instruction
Students will create a graphic
organizer of 100 relevant social
studies-vocabulary terms
needed to comprehend and
accurately account for historical
events starting from the 1950s
EDUC 629
Students will then create a slide
show of 12 slides, utilizing
pictures, videos, graphics, time-
lines and relevant research
descriptions.
Students will demonstrate their
understanding of Microsoft
PowerPoint by embedding a
short 2-minute video, or audio
with captions.
2. Students will conduct a 10
question interview with a family
member regarding their
livelihood during the war,
including where that person
lived, how they received news,
and the economy.
They will then use the data from
the interview and information
gathered online to display cause
and effect relationships and
create a graph, with a minimum
of 8 rows, on Microsoft Word as
a side-by side reflection.
Students will use current APA
formatting to cite their sources
from the internet and submit
the completed work on google
docs to the facilitator.
Students will use a variety of
online glossaries and
dictionaries to collect 100
vocabulary terms and create a
graphic organizer in order to
display the vocabulary word, its
meaning and plot its most
accurate time in history when
relevant.
After the graphic organizer is
created, students will share
their organizer in Google docs
with their peers and start a
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discussion board with at least

two replies with a minimum of
150 words.

4.Students will be about to carry 4.Communication and 4. Students will gather

out a variety of information-
gathering techniques.
a) Conducting surveys
b) Conducting pulls and
group observation
c) Conducting basic
statistical analysis
Collaboration
Working in collaborative groups
on Google docs, students will
use software to create a
relevant survey regarding US
affairs in the Middle East.
information about the US affairs
in the middle east and conduct
a statistical analysis of that data
and graph it using Microsoft
Excel. Students will then create
an opinion based Survey using a
likert scale from 1-10.

Students will distribute 50

surveys to persons within the
school on Monday. On Friday,
students will collect the surveys
and calculate the results using
Surveymonkey.com and then
write a 2 page report
benchmarking the results,
trends and comparative data.

Environment

The ideal environment for student learning will be in a flipped instruction classroom. Students will use a
variety of learning technologies that scaffold a self-directed learning and problem-based learning
approach. This model prescribes that short videos and other multimedia resources are made available
prior to class time in lieu of in-class lectures and drill-and-practice homework assignments (Tawfix, Lilly,
2015, p. 1). This approach affords educators valuable time for students to practice and apply new
knowledge while in class, and use a variety of strategies to deliver differentiated instruction tailored to
the learning modalities of the students. Using technology enables students to develop the necessary
skills needed in todays 21st century work force. Furthermore, for students that do not have technology
access, time will be made available to use alternative resources to access the lecture/information
portion of the content.

Engagement

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At the beginning of the school year, the teachers will gage the students prior knowledge of technology
use and which students have access to technology within their homes. Students will then engage with
the content lectures using a variety of technology including, videos, podcasts, wikis, and case-based
instructional games. In the classroom, students will have prior knowledge of the content and use
contextualized instructional strategies to apply their knowledge using problem-based learning, project
based learning, and case-based learning strategies. Likewise, students will use technology in the
classroom using collaboration tools such as Blogger, Google Docs, virtual libraries and Microsoft
software.

Application
Tools

Laptops or tablets equipped with internet capabilities will be the primary hand-held technology tools
that will be used both in and outside the classroom. Students using desktops can use memory drives
such as flash drives to store and submit homework. Students will engage in cloud based, collaborative
sharing software. Microsoft Office and web 2.0 tools include Powerpoint, Excel, Word, One Drive and
Email which students and facilitators will use to composing literature works. The classroom facilitors will
use Smart Boards to scaffold instruction and provide Just-In-Time teaching strategies. The bring-your-
own- device program will be used in teachable moments to support 21st century mobile technologies in
this flipped instruction academic approach.

Results

In the flipped instructional Social Studies classroom, students will use the tablets, computers, mobile
devices, and bring-your-own-device to compose works and research according to New Hampshire
Common Core Standards and the 2006 Curriculum Framework Agenda (Tawfix, Lilly, 2015). Students will
apply content knowledge and work confidently in collaboration on project-based learning activities. As a
result, students will use technology to supplement their own learning style, take social responsibility and
have academic accountability in finding resources and developing critical thinking skills in history
instruction. Students will build self-efficacy and reciprocal learning to minimize the learning gaps across
content.

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TIP 4: Implementation

Budget

Continuation of current Technology

Up-to date
o Desktops
o Printers
o Multimedia projectors
o Laptops
o Interactive Smart Boards
Technology that needs to be Purchases

Ipads ($399.99 per student)

Microsoft office package ($8,000 school wide)
Free Technology to be used on a regular basis

Virtual Classroom
Ipad apps
Google Collaboration software
Websites
Professional Development Costs

Technology Presenters-$100 educators (6 units, first session, Fall, second session,

Spring)
Total Estimated Cost Projection

Item Cost Quantity Total

PD $100 43 $4,300.00
Ipads $399.99 486 194,395.14
Microsoft office $8,000 1 $8000

Total $206,695.14

Budget and Timetable for Goals, Objectives, Strategies, and Measures:

The budget allows each teacher to attend 4 professional development training courses.
Each PD unit is broken into 2 parts. The first training for each Unit is held between August 20th

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and October 30th, and the second portion of the training is held between January 1st and February
28th. The PD training objective is broken into 2 parts to provide teachers with new technology
tools and the second training is for the advanced use of those tools.

The academic goals are to enable students to use technology to develop a wide range of
skills which includes research of factual and current information, development and published
literary works, understanding of history and its impact on todays 21st century economy,
traditions and multiculturalism.

The Objective is to use the technology to the fullest extent and capacity as a hands-on
teaching tool in a student-centered learning environment. The strategy is to equip the Ipad, with
valuable apps (applications) that enable the student to use the device to increase core concept
knowledge and develop critical thinking and brainstorming skills.

To measure the effectiveness of this hand-held technology, educators will attend a variety
of professional development units, and a minimum of 6 are required. Students will actively use
the apps approved by the teachers in each class to build concept mastery. Students will
demonstrate improved multitasking, collaboration, literary works, and critical thinking skills
with a 15% increase in assessment marks in the first year and a 20-25 percent increase in the
second year. Teachers are responsible for following the ISTE technology standards and digital
responsibilities.

Professional Development Units for educators (6):

Title: Mindmapping

Where does it Mindmapping is a free Ipad applications great for teaching Social Studies
fit: and STEM.

Effectiveness: This app is designed for to teach students to use technology and build their
own apps. This engages students in the already available technology they are
accustomed too. Allows for creative innovation and critical thinking. Can be
used in collaboration project based learning, or individual learning.
PD Teachers learn about the functions within the app, create their own app and
description: then share their app for beta testing.
Purpose: To expose teachers to the wide variety of technology students are capable of
developing. Teachers inspire learning and creativity and provide the
technology hands-on experience to the students. Teachers can assess student
concept knowledge of the core subject by aligning the Mindmapping with a
project rubric.
Time: This is a 3 hour workshop

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Title: Spelling City

Where does it This free app applies to Social Studies, English and Computing Courses
fit:
Effectiveness: Students can view teacher created spelling, historical dates, time-lines, and
vocabulary lists, interact with the words given using a variety of game types:
matching, audio feed-back, word puzzles, word catcher, beat the clock,
access time lines and historical content, pictures of historical figures and
more.
PD Teachers will learn to use the features and functions built into the app to
description: differentiate instruction to meet the learning modalities of the students
Purpose: Teachers can access the accounts of the student and check for prior
understanding, progress and regression throughout the lesson, check for
concept knowledge, see how often a student uses the app to study the content
provided, and view the results of in-app assessments and games.
Time: This is a 1 hour workshop.

Title: Google Docs

Where does it All collaboration project-based learning units, especially valuable in Social
fit: Studies, English, Technology, and Science.
Effectiveness: Google docs is a collaboration software tool powered by Google and
accessible on Desktop computers, laptops, and now on Ipad
PD Teachers will learn how to edit, provide feedback, create filters, and track
description: individual progress of the students using Google Docs.

Purpose: Teachers can easily access which students are actively contributing and
participating in a group assignment, give feedback, check understanding prior
to assessment, and create a multilevel multitasking learning environment.
Time: This is a 3 hour workshop.

Title: Virtual Classroom and Discussion boards

Where does it All classrooms especially in Social Studies and English Literature.
fit:
Effectiveness: Students have access to course content regardless of their presence in the
classroom. This helps teachers track what students have submitted, and grade

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papers within the virtual classroom. Teachers can also use this space to
provide additional teaching materials: videos, powerpoints, lecture notes, and
animations.
PD Teachers will learn the functions of the virtual classroom, including; how to
description: upload assignments, videos, slide shows, announcements, grades, rubrics, and
discussion boards.
Purpose: Teachers and students have access to class materials both in and outside the
classroom. Writing on an open discussion board forum improves student
writing and digital responsibility.
Time: This is a 3.5 hour workshop

Title: Son of Citation Machine App

Where does it Social Studies and English Literature.

fit:
Effectiveness: Students can utilize Son of Citation Machine to site sources in a number of
formats, or check their work using this free app.
PD Teachers will learn about digital plagiarism and learn how to input student
description: literature into the machine to check for plagiarism using both MLA and APA
formatting.
Purpose: Teachers need to enable students to be responsible digital citizens by
educating them on correct citations and formatting of in-text citations. This
machine operates using the 6th edition of APA formatting, and newest
versions of MLA. Students can use this app to both check and create
citations. Students can also use the in-text parenthetical creator.
Time: This is a 1 hour workshop.

Title: Efolio
Where does it Social Studies and English Literature
fit:
Effectiveness: Students will create an Electronic portfolio where they will upload their final
projects by category throughout the school year and then submit this portfolio
as a professional development tool.
PD During training, teachers will create a personal Electronic portfolio and learn
description: about the different functions and accessories. They will then use this Efolio to
present all their PD training and literary works throughout their career.
Purpose: Students will develop a personal electronic portfolio as a display of their
authentic work which assists as an assessment tool for teachers.
Time: This is a 3 hour workshop.

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Technology Integrated Lesson Plans (1, 2, 3)

Project Based Learning (1)

Social Studies
Subject/Course: Social Studies
Topic: Economic Systems
Lesson Title: Production, Distribution and Consumption
Level: 12th Grade Duration: 2 week unit
Lesson Objectives:
With 90% accuracy students will be able to demonstrate higher order thinking of the following
1. Research the role of the US government in the global economy
2. Create a personal finance and assess personal civic consumerism
3. Research a resource and determine its supply and demand over a 5-year time period
4. Develop a chronological document on trade, interdependence and globalization

Summary of Tasks/Actions:
Introduction: Video Presentation Animation about Economic Global Systems
Students will read literature about the Global economy and consumerism
Students will produce a sequence map to show the flow of goods in the US, or a country of
interest
Students will use technology to produce a trades map animation

Assessments: Week one:

Students will discover economic influences, supply and demand and trade and create a
discussion board thread about consumerism and inflation that is 350 words and reply to 4
classmates with 150 words. Two Journal references are required in the original thread and 1 is
required with each response.

Total points in this Unit: 200

50 points for original thread

25 points for each reply

Assessments: Week two:

Students will use technology to create an animation showing the trade patterns our routes
between two countries, trading a major resource, such as Oil, Food or Minerals

75 points for technology created animation

50 points for the personal consumer financial report (excel spread sheet)
Materials/Equipment:

Laptop and Ipads for research and video lectures

Flipboard on Ipad for relevant, current data trends
Ipad: www.animaps.com to Create a trade route animation map.
Efolio: www.efolio.com

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Son of Citation www.sonofcitation.com

References :

Social Studies. (n.d.). Retrieved April, 2017, from

http://www.education.nh.gov/instruction/curriculum/social_studies/

New Hampshire Core Standards Social Studies Alignment

Skills 2.2-Organizing and Communicating
Information
F.1: Group data in categories according to
appropriate criteria
F.2: Place data in charts, graphs, illustrations J.2: Communicate and defend ones own
F.3: Create sequences, in order of
occurrence, timelines, order of importance
Skills 2.3 Real World Applications
J.1: Appropriately adjust ones own behavior
in response to the dynamic of various groups
and situations
belief, feelings and convictions
J.3: Participate in persuading, compromising,
debating, and negotiating the resolution of
conflicts and differences

Student-Centered Learning (2)

Social Studies
Subject/Course: Social Studies
Topic: Development and Transformation of Social
Structures
Lesson Title: Role of Gender, race, ethnicity, education,
class, age, and religion in defining social
structures within a culture
Level: 12th Grade Duration: 2 week unit
Lesson Objectives:
With 90% accuracy students will:
5. Research the role of the socioeconomic status effects on education
6. Create a pyramid of hierarchy of government power structure using Microsoft Office
7. Research role of gender and race in the current workforce
8. Develop a human rights analysis in Google Docs.
Summary of Tasks/Actions:
1. Students will be introduced to the lesson from an Ethics Professional
2. Students will read literature about social structures from Wikisource on the Ipad
3. Students will use Microsoft Office software to develop a graphic organizer to organize
the information on human rights
4. Students will use OneNote to turn in research on the education structure, the role of
gender, race and ethnicity.
5. Students will create a comprehensive illustration of cultural trends on a religion of
choice.

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Assessments: Week one.

Students will submit One Note research. A minimum of 10 fully developed Notes are required
for optimal points.
Students are to create a hierarchy pyramid

Total points in this Unit: 200

Week One:

50 points for One Notes on submitted to the classroom cloud

50 points for the pyramid created in Microsoft

Assessments: Week two.

25 points for the graphic organizer

25 points for 5 peer reviewed resource references and citations
25 points for the cultural trend illustration
25 points for the religious graphic organizer and effects on education

Materials/Equipment:

Laptop and Ipads for research and video lectures

Flipboard on Ipad for relevant, current data trends
Microsoft Office: Graphic organizer
Mindmapping: www.mindmapping.com

References :

Social Studies. (n.d.). Retrieved April, 2017, from

http://www.education.nh.gov/instruction/curriculum/social_studies/

New Hampshire Core Standards Social Studies Alignment

Skills 2.2-Organizing and Communicating
Information
F.1: Group data in categories according to
appropriate criteria
F.2: Place data in charts, graphs, illustrations J.2: Communicate and defend ones own
F.3: Create sequences, in order of
occurrence, timelines, order of importance
Skills 2.3 Real World Applications
J.1: Appropriately adjust ones own behavior
in response to the dynamic of various groups
and situations
belief, feelings and convictions
J.3: Participate in persuading, compromising,
debating, and negotiating the resolution of
conflicts and differences

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Project Based Learning (3)

Social Studies
Subject/Course: Social Studies
Topic: Multiculturalism
Lesson Title: Bridging the gap between cultures
Level: 12th Grade Duration: 2 week unit
Lesson Objectives:
1. Students will demonstrate their understanding of culturally relevant teaching practices by
finding peer review literature through research with 85% accuracy. Students will
demonstrate their ability to work in collaboration using Google Docs with 90%
participation or greater to answer open ended questions related to the objective.

2. Students will create an app or video-cast as a diverse teaching tool and begin sharing their
work to check for authenticity by mid-week. Students will have 90% accuracy in the
teaching modality tools chosen, and 50% beta test success within the app.

Assessment:
1. Students will present their work as a group.
2. Students will write an individual 500-word essay, including how they defined
multiculturalism in education, relevant research that pointed them to strategies to teach
a well-rounded curriculum, and then the strategies used to develop an app or video-cast
that could be used to help a diverse population understand western culture.

Total Points: 200

Week one: =75 points

Week two: Essay= 65. Group Project = 60

Summary of Tasks/Actions:

1. Students will watch a video about multiculturalism in the classroom.

2. Students will take notes and then form small groups to talk about that types of
differentiated instruction might be most effective to reaching students from a diverse
population.
3. Students will then do research to determine if their diversity methods of teaching are
relevant and affective.
4. Students will design an app or design a video cast of: diverse teaching tools for a
multicultural classroom which should include a variety of strategies that would
differentiate the learning to be culturally relevant.
5. Student will create a Google Doc for group collaboration and research submissions.

Materials/Equipment:

Ipad to access: Wikisource, YouTube EDU, Ed.ted.com, Flipboard etc.

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App Building software: ibuildapp from https://ibuildapp.com

Videocast software: Camtasia, Screencast o matic.
Spellingcity: www.spellingcity.com

References :

Social Studies. (n.d.). Retrieved April, 2017, from

http://www.education.nh.gov/instruction/curriculum/social_studies/

New Hampshire Core Standards Social Studies Alignment

2.1 A Acquiring information
Skill: A: Critical Thinking
1. Discriminate to select the most
worthwhile and trustworthy sources
2. Draw on the diversity of social
studies-related sources, such as
auditory and visual sources, such as
documents, charts, pictures,
architectural works and music
2.2 K Organizing and communicating
information
K: Civic Participation
1. Keep informed on issues affecting
society
2. Collaborate as a group to decide civic
course of action
3. Debate by defending own convictions
with factual resources and clarified
information

TIP 5: Executive Summary

Fall Mountain Regional High School (FMRHS) ipad technology plan for 2017-2020 school years is
aligned to New Hampshire state educational standards and the national educational technology
standards. The desired outcome is a reflection of the mission, vision, belief and goals and meeting
culturally diverse, special needs and various economic backgrounds of the student body. Our school
needs this technology which supports student and professional life-long learning and critical thinking.

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Our plan includes professional development training to our teachers and leaders in this
advanced learning system. Ipads do not require teachers to learn an entire new skill set,
however, we now have access to a variety of applications on the ipad which our teachers will
benefit learning advanced skills in. Technology integration helps us to close the achievement gap
so that all students are ready to move into careers or higher education after graduation.
The classroom is no longer a statistic teacher centered environment, with controlled
content flow. Students can now multitask, create, publish and interact with peers and
professionals globally, using mobile technology. The ipad integration along-side our other
technology infrastructure allows students to take academic responsibility in Social Studies, and
across all content areas.
This plan gets useful and relevant technology into the hands of the learner and to teach
students how to use mobile devices to further their academic experiences. Our future
opportunities will enable our technology visions to expand while we also look to minimize any
of the threats that seek to undermine our efforts to maximize student potential.

Crosswalk of Goals

A goal comparison of the National Educational Technology Plan, the Educational Technology
Plan for New Hampshire and the Fall Mountain Regional High Schools Strategic Plan.

Educational Technology
Fall Mountain Regional
National Educational Technology Plan for New Hampshire
High School Strategic
Plan / ISTE NETS (Department of
Plan
education, 2002)
Engaging and All students have Technology integration
Empowering technology and changes the pace of
Learning:
Learning through informational literacy learning, thus inspiring,
technology that skills to enable us to motivating and bridging

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prepares them to be better meet the needs of the achievement gaps

active, our diverse student across ability groups,
knowledgeable, and population (DOE, 2002). while creating relevant
ethical participants and culturally diverse
in our globally learning experiences
connected society
(Staff, 2017).
Used to diagnose
and modify the Statewide assessments Used for diagnosing,
learning conditions will use technology to measuring and grading
Assessment: and practices (Staff, evaluate student academic performance and
2017). progress (DOE, 2002). participation.

Educators are Professional development

supported by training keeps educators
technology which NH educators will have
informed and using best
connect them to the State Teaching
people, data, certification and teaching practices while enabling
content, resources, preparation and educators to provide
Teaching: culturally relevant, digital
expertise, and technology integration
learning experiences will be included in the citizenship, and internet
to ensure greater teacher evaluation process safety resources and
quality teaching (DOE, 2002). training
practices (Staff,
2017).
NH public schools will Provide access to high
Classrooms will
have high bandwidth speed wireless broadband
have ubiquitous
access to the Internet and use ipads as our
connectivity, access
using broadband services mobile device technology
to mobile devices,
wired and wireless. tool. RUPs and digital
Infrastructure: high quality digital
Virtual learning and safety standards will
learning content and
technology curriculum empower our students to
Responsible Use
will be imbedded into personalize learning and
Policies (RUPs)
regular instruction (DOE, access content beyond the
(Staff, 2017).
2002). classroom boarders
Technology to
Digital content and
support future ready Rethinking the basic
networking applications
leaders, instruction and exploiting
transform teaching and
collaborators, the power of technology
learning practices through
Productivity personalized while supporting
a robust academic support
/leadership: learning and educators, stakeholders
system to ensure
responsibility while and community as the
technology is a priority in
ensuring long term changes and investments
the training of future
sustainability (Staff, are made
leaders (DOE, 2002).
2017).

Page 21 of 23
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TIP 6: References:

English Language Arts Side-by-Side Alignment. (n.d.). Retrieved April 08, 2017, from

http://www.education.nh.gov/spotlight/ccss/side-by-side-english.htm

Department of Education . (2002). State of New Hampshire Educational Technology Plan.

Retrieved April 31, 2017, from http://nheon.org/oet/stateplan/nhtp2002.htm

NHEON : Frameworks : Technology. (n.d.). Retrieved April 08, 2017, from

http://www.nheon.org/frameworks/edtech/level4.php

NH State Tech Plan 2001. (n.d.). Retrieved March 30, 2017, from

http://nheon.org/oet/stateplan/nhtp2002.htm

Page 22 of 23
 EDUC 629

Science, Technology, Engineering and Math: Education for Global Leadership. (n.d.). Retrieved

April 07, 2017, from https://www.ed.gov/Stem

Social Studies. (n.d.). Retrieved April, 2017, from

http://www.education.nh.gov/instruction/curriculum/social_studies/

Staff . (2017). National educational technology plan . Retrieved April 31, 2017, from
https://tech.ed.gov/netp/learning/

StartClass, (2017). Retrieved April 07, 2017, from

http://public- schools.startclass.com/l/56704/Fall- Mountain-Regional-High-School

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