Tara Jakubik Technology Implementation Plan Complete with

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Tara L. Jakubik

Technology Implementation Plan Complete with Parent Letter and Essential Documents

Introduction to Teaching with Digital Tools

Rutgers, the State University of New Jersey

Spring 2012

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I have permission to use this plan in my district. I have recently written a proposal to my
supervisor. I am also currently re-writing the curriculum in alignment to the newly adopted
Common Core Standards to be implemented September 2012.

Technology Implementation Plan Proposal

Objectives

Students will be able to:

1. Share their experience reading graphic novels (i.e. comic books) in the high school

language arts classroom using 2.0 tools

2. Discuss which reading strategies they used to make meaning when reading graphic

novels.

3. Reflect on the type of instruction provided by the teacher in the classroom and via the

wiki.

4. Collaborate thoughts, ideas, and reflections post reading

5. Build knowledge through sharing among one another

Teachers and parents will be able to:

1. Teachers will be able to scaffold student learning outside of class, therefore,

supplementing instruction with 2.0 tools

2. Parents will be able to engage in the conversation, thus connecting school and home

Standards

Currently, the state of New Jersey is implementing the new Common Core Standards,

which have been adopted by more than 40 states across the county. For this project, I would like

to focus on how the wiki connects to these new standards as opposed to the New Jersey Core

Curriculum Content Standards. The information for the Common Core Standards can be found at

the following web address: http://www.corestandards.org/.

Based on the College and Career Readiness standards, students will be able to: (Revised

4/8/2012)
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1. Integrate and evaluate content presented in diverse formats and media including visually

and quantitatively as well as in words (R.I.12.7)

2. Use technology, including the internet, to produce and publish writing and to interact and

collaborate with others (W.12.6)

3. Conduct short as well as more sustained research projects based on focused questions

demonstrating understanding of the subject under investigation (W.12.7)

4. Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism

(W.12.8)

5. Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,

and audiences (W.12.10)

6. Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully

when reading or listening (L.12.3)

7. Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally (S.12.2)

8. Make strategic use of digital media and visual displays of data to express information and

enhance understanding of presentations (S.12.5)

Purpose of Technology (revised 4/8/2012)

The Common Core State Standards College and Career Readiness Anchor Standards,

comment on the usage of technology in 21st century classrooms. “New technologies have

broadened and expanded the role that speaking and listening play in acquiring and sharing

knowledge and have tightened their link to other forms of communication. The Internet has

accelerated the speed at which connections between speaking, reading, and writing can be made,

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requiring that students be ready to use these modalities nearly simultaneously. Technology

itself is changing quickly, creating a new urgency for students to be adaptable in response to

change” (p.48).

Therefore, according to the Common Core State Standards College and Career Readiness

Anchor Standards, students “need to be able to use technology strategically when creating,

refining, and collaborating on writing. They have to be adept at gathering information, evaluating

sources, and citing material accurately, reporting findings from their research and analysis of

sources in a clear and congruent manner. They must have the flexibility, concentration, and

fluency to produce high-quality, first hand text under a right deadline as well as the capacity to

revisit and make improvements to a piece of writing over multiple drafts when circumstances

encourage or require it” (p.41).

Because of the emphasis placed by the state on the utilization of technology in the

classroom in order to prepare students to become ready for college and the workplace, we

propose converting the traditional methods of assessing writing from print format to digital tools.

All 12th grade students will be required to upload all major writing assessments to Turnitin.com

where the assignments will be evaluated and graded by instructors using the Grademark program

included on the website. All rubrics used to assess writing will be uploaded by the instructors

prior to completion of writing assessments. Rubrics will also be available for students on

teachers’ Hackensack High School Websites. I will turnkey a tutorial for all 12th grade Language

Arts teachers in the Spring of 2012 in order to allow teachers to become comfortable using the

various functions of Turnitin.com.

For shorter writing assessments, students will utilize blogspot.com to host their blogs.

The blogs will be evaluated and graded by instructors using a scoring rubric. All rubrics used to

assess writing, reflections, and blog comments. Using the rubric, the blogs will be assessed for

the following:

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 Connections to readings

 Inclusion of textual support

 Adherence to MLA format and styling

 Word/paragraph length (dependent on the assignment)

 Comments to other students blogs (connections must be explicit and purposeful;

avoid, “I agree” and “good point.”)

 Adherence to blog safety protocols

Rubrics will be available on teachers’ Hackensack High School websites. I will turnkey a tutorial

for all 12th grade Language Arts teachers in Spring of 2012 in order to allow teachers to become

comfortable using various functions of blogspot.com.

Learning Activity

The learning activities will be implemented in five stages.

Stage One

 Anticipatory set

o What do students know about technology? What digital media tools do they

traditionally work with and in what capacity?

o Discuss how we can use technology in education.

 Familiarity with online tools

o Email addresses and basic communication lesson

 What constitutes an appropriate email or user name?

 What are some basic communication tools?

 Review the state standards with the class to show this unit’s alignment to common core

standards

Stage Two

 Needs Assessment
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o Ask students to explore a variety of teacher created wikis for usability

 Reflect on the process of searching

 Click on links and explain steps to get to each point

 Areas of improvement?

 Areas of concern?

 Introduce students to teacher created website

o Tutorial/exploration of website as a class

 Computer room, SmartBoard

o Set up user names and passwords to access site

 Homework

o Simple sign in from home. Explore the site further. Post a comment under “Test

page.”

o Write a reflection about the process of accessing the website from home. Easy?

Difficult? Any concerns? Why?

Stage Three

 Introduction to Wikis

o What is a wiki?

o Brainstorm the potential uses

o Why are we using it in this class?

 Online safety/communication

o Mini lessons on online safety (passwords, usernames, assess, privacy)

o Communication etiquette

o Mini lesson on effective communication

o Mini lesson on effective responses to wikis and other posts

Stage 4

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 First wiki

o Teacher created wiki

 Students will post comments

 Second wiki

o Students will create wiki topics

 Students will post comments

Stage 5

 Evaluation

o Create a rubric as a class to determine the effectiveness of the wiki.

 The effectiveness of the wiki

 The usage of the wiki

 The increased engagement

 Usability

 Do we need to make changes? How can the site be more user-friendly?

Implementation Strategy

My supervisor and principal are already excited about my eagerness to bring technology

into the classroom. Furthermore, I am on the technology implementation committee for my

school district and will have the opportunity to encourage other teachers to utilize wikis as well. I

can start implementation immediately.

The students will first learn the basics with regard to 2.0 tools and the educational

purposes of utilizing technology in the classroom. I will make my best effort to connect all the

activities to what they do in their daily lives as 21st century learners. Students will understand

that they have the ability to make changes to the wiki at any time and that we are working

together as a team. I don’t want the students to feel as though this is a teacher initiative; rather,

something that we work on together. I like to promote “teamwork” as much as possible

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throughout this process so that students genuinely feel connected to the work. Students will first

learn about wikis and their uses prior to actually commenting and/or creating their own wiki. We

will do several activities together as a class before students work on the wiki alone at home.

Students will have the opportunity to meet with me during class and after school for additional

support. They also have my email address to email me at any time.

Evaluation (added 4/8/2012)

As stated throughout this articulated plan, the evaluation of this unit plan will be based on

student feedback and performance, as well as teacher reflection. Specifically, I will be looking at

whether or not the use of technology has improved the overall quality of the unit plan. This will

be assessed by answering the following questions:

1. Did students earn higher grades on their college essays and projects than previous years

without the use of technology?

2. Did student engagement in the classroom increase because students blogged outside of

class?

3. Were class discussions based on blog comments?

4. Did students implement suggestions to your college essays based on peer online

feedback?

5. Were papers graded more easily than previous years and returned to students faster?

6. Were students confused with the use of technology?

7. Did the percentage of submitted student work increase due to technology use?

8. Did students cite outside sources more frequently when using the Internet to share ideas?

9. Were students better communicators both online and in person?

10. Did students feel more supported in their learning than when using traditional

learning/teaching methods?

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Parent Letter (revised 4/8/2012)

Ms. Tara L. Jakubik
Hackensack High School
1st and Beech Streets
Hackensack, NJ 07601

March 4, 2012

Dear Parent/guardian(s)

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Your child has chosen to enroll in the Creative Writing: Genre Studies course, an elective 12th grade
English course where students have the opportunity to explore their own strengths and preferences in their
own writing. The primary goal of this course is to introduce students to a variety of genres in reading and
writing to prepare them for graduation. In alignment with addressing 21st Century skills, the students will
have the opportunity to engage in online discussions via a teacher created wiki page.

Richardson, author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, defines a
wiki as “a collaborative web space where anyone can add content and anyone can edit content that has
already been published. In schools, teachers and students have begun using pass-protected wikis to create
their own textbooks and resource sites.” Our class will create a wiki to supplement the in-class instruction
to not only connect to 21st century skills, but to enhance our classroom discussion with regard to reading
graphic novels.

The primarily purpose of the wiki and blog space is to provide students an opportunity to share their
experience reading graphic novels (i.e. comic books) in the high school language arts classroom. In this
wiki space, students will have the opportunity to discuss which reading strategies they used to make
meaning when reading graphic novels. Furthermore, they will have the opportunity to reflect on the type
of instruction provided by the teacher in the classroom and via the wiki. Because students may feel
overwhelmed with the mass of decision-making embedded within senior year, students will have a place
to share this significant growing experience. The ultimate goal is for students to share information among
one another, for teachers to scaffold learning among students, and for parents to engage in the
conversation.

I would like to assure you that the wiki and blog space will be password protected and that your child’s
safety is of utmost importance. I would like you to invite you to join the website as well. If you are
interested, please email your email address for an invitation.

Your child’s participation in this wiki is strictly voluntary and if at any time he/she would like to
withdrawal, they may do so without question. This will not interfere with your child’s grade for the
course.

If you have any questions about your child’s participation in this wiki, please do not hesitate to contact
me at t.jakubik@hackensackschools.org or 201-646-7900.

Student Name (please print) _________________ Student Signature _________________
Guardian Name (please print) _________________ Guardian Signature _________________

Respectfully,

Ms. Tara L. Jakubik

Jakubik

Technology Implementation Project Unit Plan Template

Content Area: English/Language Arts
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Unit Title: College and Career Readiness: Finding Yourself as an Individual
Target Course/Grade Level: College Preparatory English 4/Grade 12
Unit Summary: This unit is designed to prepare students for post-graduation through a means of
a variety of projects. This unit plan will essentially span the entire school year. First, students will
be responsible for writing and revising college admissions essays. After essays have been
approval for submitting, they will work on college applications. Throughout the school year,
students will be blogging about their experiences applying to colleges and/or deciding on career
paths. By the middle of the year, students will begin applying to scholarships and posting all
applicable scholarship opportunities to their blogs to share with classmates. Lastly, students will
complete a culminating project which is designed to prepare students for college and/or career
where they will be responsible for defining key college terms, choosing course registration,
locating campus maps, and thus, fully preparing for life after high school. Students who plan to
join the military or go straight to work will complete the Career project that will require students
to conduct research in their field of interest. All major assignments will be submitted using
Turnitin.com.

Primary interdisciplinary connections: Media Studies, History
21st century themes: media and visual learning, Internet usage, information from print and
digital sources, diverse media and format
Unit Rationale:
Because of the emphasis placed by the state on the utilization of technology in the classroom in
order to prepare students to become ready for college and the workplace, we propose converting
the traditional methods of assessing writing from print format to digital tools. All 12th grade
students will be required to upload all major writing assessments to Turnitin.com where the
assignments will be evaluated and graded by instructors using the Grademark program included
on the website. For shorter writing assessments, students will utilize blogspot.com to host their
blogs. The blogs will be evaluated and graded by instructors using a scoring rubric. All rubrics
used to assess writing, reflections, and blog comments.

Preview

OVERVIEW

The Common Core State Standards College and Career Readiness Anchor Standards,

comment on the usage of technology in 21st century classrooms. “New technologies have

broadened and expanded the role that speaking and listening play in acquiring and sharing

knowledge and have tightened their link to other forms of communication. The Internet has

accelerated the speed at which connections between speaking, reading, and writing can be made,

requiring that students be ready to use these modalities nearly simultaneously. Technology itself

11
12
is changing quickly, creating a new urgency for students to be adaptable in response to