RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

Classroom Technology Plan

University of Maryland University College

EDTC-630Dr. Donovan

ByDon Bierschbach

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

INTRODUCTION

As a regular classroom teacher I have adopted a technology integration

philosophy for my classroom and the students. It includes introducing, training and

updating both my classroom technology but also training myself and my students in the

proper uses of these new technologies. This training is in keeping with ISTE standards

that are required of all students and education personnel. Teaching students using the

tools and technologies of the 21st century is a vital part of the education process. Students

must not only learn the academic subjects they must also learn and develop skills using

technology for things other than texting or playing games. I am convinced that many

students appear to have a better grasp and understanding of technology but that this is all

it is an appearance. Many of my students can do very simple tasks using technology. One

of my highest non- academic goals is to help them achieve both media and technology

literacy.

Needs assessment I currently teach at a very large public high school in Northern Virginia. The school

is currently being replaced in phases and was designed to accommodate 1,400 students

enrollment for this school year surpassed 1,700. My average class size is 28. My current

student population is made up of students with many different backgrounds and abilities.

52 percent of my students are identified as Special Education and they require a variety

of different accommodations most require a word processor for written assignments. I

also have 6 students with Asperger Syndrome most of which are high functioning. The

school and county are currently going through a system wide technology upgrade. The

school and all classrooms have wireless and hardwired internet access. My classroom has

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

a smart board, LCD, projector, TV, DVD player, 1 student desktop computer with

monitor (2 years old), 2 teacher desktop computers with monitors (2 years old). All

computers are connected to the internet and have windows 7 installed. All software

applications such as office, grading programs, video editing, PDF creator, smart

notebook, etc. are networked all classrooms have access to the county Blackboard site as

well as the school and teachers websites. I currently use the smart board and smart

notebook to deliver much of my instruction. This allows me to both teach but also get

students involved by requiring them to participate in many hand-on activities and lessons

that I have created and incorporated with the smart notebook and smart software

programs. I also use Prezi, PPT and Google docs on a daily basis. I have students

submit all outside assignments to our classroom Google docs, blackboard or class wiki. I

recently wrote a technology grant proposal soliciting funds from my local PTA. I asked

them for a grant to purchase 10 netbook computers. I was awarded the funding on the

condition that my county would support these netbooks. After much debate they refused

to support these netbooks. It was very disappointing given the fact that I have many

students who need access to word processors and I do not have them. This would have

really helped. I have gone back and requested the funds for technology that the county

will support. I was able to secure funding for two laptops instead of the 10 netbooks.

Vision Statement

I will use technology to support all learning across my entire state mandated

curriculum which will focus on inquiry-based, hands-on learning. I will help students

develop their technology skills to the point where they are comfortable using technology

and they take responsibility for working on and mastering their technology skills while

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

mastering the course material. I will continue to learn and hone my technology skills by

attending professional development courses designed to help integrate technology into a

challenging and diverse curriculum which addresses students' specific needs,

developmental levels and learning styles. I will make my classroom a place where

students and staff have access to a full range of current technology, software tools, and

applications. Technology is an important tool in my classroom for many reasons. I

implement and integrate technology into my teaching to help students become literate in

technology and media. This will help them to not only master our content but also

prepare them for college and their chosen career paths. I believe that by focusing my use

of technology and integration in specific ways I can not only help my students achieve

the short term goals of mastery of the current content but help them to develop and

advance their skills for future courses and even for life after school. Students must be

prepared to meet the challenges that society is putting in their paths. Students must be

exposed early and often to technology including both hardware and software. In short

they need to become good digital citizens that are prepared for life in the 21st Century.

As you can see from my introduction budgets are tight my class sizes and my school

population are large. Given these conditions technology can help to bridge the gap and

keep students focused and connected to their learning. It becomes more important than

ever that I as an educator and an instructional technology professional not only learn but

continue to attend and stay on top of current technology through rigorous and on- going

professional development.

I would like to acquire the following technology for classroom use. A classroom mini

computer lab with at least 10 county supported desktop computers. These computers

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

would be used to not only increase the value of my instruction and student interaction and

understanding; they would also help to make my classroom more inclusive by allowing

my large numbers of special education students to be more fully integrated. In short they

would be full participants in a classroom that without these technology tools they would

be at a great disadvantage. These computers would also help many of my other students

who are mostly freshman, their writing and reading skills are less than stellar. The

available software would allow them to check their work for errors and help them to

become better writers and thinkers. I would also like to have at least one workstation that

is ADA compliant. I have 2 students this year that are in wheelchairs and I have had to

make changes to help make my classroom more useable for them. I would like to acquire

the SMART Response PE interactive response system. This is a set of clickers that each

student would receive it allows them to demonstrate their understanding of the material

immediately. This helps the teacher to determine rather quickly what material students

understand and what material needs to be revisited. This system provides immediate

feedback through graphs, charts, and diagrams displayed on the smart-board. Student

responses are (anonymous) that is students don’t know how other specific students

responded, but the instructor does. It has been my experience that students who would not

normally offer an answer through the traditional question and answer type of class

discussion or review are far more likely to respond using the interactive response system.

The anonymity that this system provides removes a great deal of the anxiety that many of

my Special needs students experience.

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education /Complementary+hardware+products/SMART+Response/SMART+Response+PE

I would like to have a SMART Document Camera

http://smarttech.com/Home%20Page/Solutions/Education%20Solutions/Products%20for%20education/Complementary%20hardware%20products/SMART%20Document%20Camera

This camera allows teachers and students to display and explore images of objects

anytime while maintaining the pace and theme of the lesson. It integrates easily with

SMART Notebook and allows images to be added to the SMART Notebook page.

Finally, I would like a fixed tech corner that consisted of a desk top computer, scanner,

colored printer. These would be used for student digital projects.

Goals for the integration if technology in my classroom:

1. To integrate technology throughout the state mandated curriculum to help

students attain high academic achievement.

2. To create, develop, and include classroom activities and assignments that

integrate technology and define specific measures for documenting success in

determining student success.

3. Expanding the traditional classroom to connect with students and parents outside

of the normal schedule through the use of email, Blackboard, Skype, Wikis, and

Blogs.

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

4. Incorporate existing classroom resources with student resources such as I- pads, I-

touches, smart phones etc. In short working with and letting students use and

work with technology they already possess and are comfortable with to help them

to become active learners.

5. To create a classroom that is fully ADA compatible and meets the needs of all of

my students. This will allow for differentiated instruction to address the specific

requirements of each IEP, 504- plan, or other physical or emotional needs.

Student Learning Objectives (based on national and state requirements)

Content Learning Objectives: Standards Integrated into each Unit Lesson Plan:

Student Content Standards: Guided by specific SOL standards.

SOL WHII.1 The student will improve skills in historical research and

geographical analysis by using technology to:

a) identifying, analyzing, and interpreting primary and secondary sources to make

generalizations about events and life in world history since 1500 A.D.; Virginia

(2001)

SOL WHII.2 The student will demonstrate an understanding of the political,

cultural, and economic conditions in the world after 1500 A.D. by

e) Citing major technological and scientific exchanges in the Eastern Hemisphere.

Commonwealth of Virginia (2001)

SOL WHII.6 The student will demonstrate knowledge of scientific, political,

economic, and religious changes during the sixteenth, seventeenth, and eighteenth

centuries by identifying, specific examples of events and there results.

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

Specific Technology Objectives:

Information Literacy Objectives National Education Technology Standards

ISTE Standards

NETS For Students1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues.d. identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the

appropriateness to specific tasks.d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed

decisions.d. use multiple processes and diverse perspectives to explore alternative

solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new technologies.ISTE (2007)

NETS for Teachers

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b.develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

d.provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

a.advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d.develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

b.exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c.evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

ISTE, (2007-2008)

In Summary:

Students will improve their ability to write and communicate effectively.

They will acquire skills that enable them to evaluate a problem and apply the

appropriate technology to assist them in solving the problem.

They will participate in learning experiences that extend beyond their own school

and help them to acquire skills to search, select, organize, and present

information from a variety of information and technology sources.

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

Students will be able to complete assignments and investigations that would not

be possible without the use of technology.

Students will demonstrate competence in subject specific materials through the

use of technology, for research, analysis, and debate.

Budget:

New hardware and software requirements:

Equipment Model Quantity Price each Total Cost

Desk top system Dell Inspiron One 2305 10 650.00 6,500.00

Smart Response System PE system 1 1,599.00 8,099.00

Smart Document Camera Ce 330 1 1,119.00 9,209.00

Dell Laser Printer De 1133 2 119.00 9,447.00

Toner Cartridge for Dell 1133

Laser Printers

# : 8HY1130 1 bundle (8) 668.00 10,115.00

Flatbed scannerHP Scanjet Photo Scanner

HP Scanjet G40501 189.00 10,304.00

Digital Camera EX-ZR100 1 299.00 10,603.00

Headphones Mod# CVH42 15 5.65 10,687.75

Surge Protectors SPP1135WA/17 6 17.99 10,795.69

Universal Security cable CSP-810-S-1X-1G 15 22.95 11,139.94

Wheelchair Accessible School Desk

ADA-KA4024CRT 2 379.00 11,897.94

TOTAL 11,897.94

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

Professional Development Cost Total Cost

Google certification Free

SMART Notebook and SMART Response Certification

2,298.00 2,298.00

SMART Sync and SMART Classroom Suite certification

999.00 3,297.00

TOTAL STAFF DEV. 3,297.00

TOTAL HARDWARE 11.897.94

TOTAL COST $15,194.94

Software:

All necessary software programs including the following are networked through the

county servers: Microsoft office, Adobe, Photoshop, Norton, filtering, etc.

Desktop Computers:

I chose the Dell 23nch Inspiron all in One Computer with Touch Screen (AMD - 2305)

for the following reasons. This computer system is supported by my county. It is an all in

one system and it comes with a lot of useful standard features. The touchscreen is

important because many of my students have issues with fine motor skills. The all in one

design is a cost effective alternative to separate computer and monitor solutions.

SMART Response PE interactive response system. This is a set of clickers that each

student would receive it allows them to demonstrate their understanding of the material

immediately. This helps the teacher to determine rather quickly what material students

understand and what material needs to be revisited. This system provides immediate

feedback through graphs, charts, and diagrams displayed on the smart-board. Student

responses are (anonymous) that is students don’t know how other specific students

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

responded, but the instructor does. It has been my experience that students who would not

normally offer an answer through the traditional question and answer type of class

discussion or review are far more likely to respond using the interactive response system.

The anonymity that this system provides removes a great deal of the anxiety that many of

my Special needs students experience.

SMART Document Camera:

This camera allows teachers and students to display and explore images of objects

anytime while maintaining the pace and theme of the lesson. It integrates easily with

SMART Notebook and allows images to be added to the SMART Notebook page.

Staff Development:

I will attend the SMART Notebook and SMART Response certification course in the

spring of 2012. I will then be able to come back and train the special education resource

teachers that team teach with me. I will also attend Smart Suite and Google

certification. It is my intention to return from these sessions and arrange to present staff

training sessions during our monthly Professional development classes. These usually

are either all staff or department centered training sessions. As for my co-teachers we

will set up regular training sessions during our planning periods. Funding for these

courses will be secured through numerous funding sources including the PTA, Principal,

Personal funds, and education grants for educators.

Timeline

This is a 2-3 year plan and most of these items will be phased in over the life of the plan

ideally budgeting and funding will be adequate and all hardware can be upgraded or

replaced on a 3 year cycle. The initial budget for this plan is approximately $15,500.00

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

with additional funds of approximately 2,000-2,500 over the next 3 years. This does not

include normal maintenance.

The equipment I have selected is all serviced or contracted by my county. I have written

this overall plan and timeline with the understanding that things change from year to year

and I have addressed the broadest range of technology that I anticipate needing in the

next 2-4 years.

Evaluation:

The success of this technology plan will rely on continuous observation and

adjustments based on student performance. This plan must be evaluated not only on the

obvious achievement on standardized testing, but also on pre course tests and post course

tests. Many student deliverables include computer based projects such as the first major

technology project each school year, a student created virtual museum which involves all

students in a wide range of sub assignments requiring students to conduct research,

evaluate, organize and create an interactive multimedia presentation. This assignment can

be in the form of a video, Prezi, Power point, etc. These types of assignments provide

the ideal circumstances to evaluate multiple technology and media literacy goals and

objectives.

Student assignments will be evaluated using assignment specific rubrics which will

focus on the elements required or stated in each goal or objective. Obviously these

rubrics will help to ensure goals are met and if not they will be revisited.

A sample rubric for a group technology assignment follows:

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

Multimedia Project Rubric

Assignment: Communicate complete information on: Virtual museum assigned sub-topic with __ Cards, __ imported graphics, ____original graphics, ____

animations, ____ video clips

Beginner: 1 point

Novice: 2 Points

Intermediate: 3points

Expert:4 points

Self-Evaluation Teacher Evaluation

Topic/Content Includes little essential information and one or two facts

Includes some essential information with few citations and few facts

Includes essential information with most sources properly cited. Includes enough elaboration to give readers an understanding of the topic.

Covers topic completely and in depth. Includes properly cited sources and complete information. Encourages readers to know more.

Technical Requirements (To be filled in by teacher)

Includes ___ cards or less, few graphics from outside sources, few animations and advanced features.

Includes ___ cards or less, fewer than 3 graphics from outside sources, fewer than 3 animations and few advanced features, such as video, 3-D, or sound.

Includes at least ___ cards, at least 3 graphics from outside sources, at least 3 animations and some advanced features, such as video.

Includes at least ___ cards, 5 or more graphics from outside sources, 5 or more animations and several advanced features, such as video

Mechanics Includes more than 5 grammatical errors, misspellings, punctuation errors, etc.

Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

Grammar, spelling, punctuation, capitalization are correct. No errors in the text.

Cooperative Group Work

Cannot work with others in most situations. Cannot share decisions or responsibilities

Works with others, but has difficulty sharing decisions and responsibilities

Works well with others. Takes part in most decisions and contributes fair share to group

Works well with others. Assumes a clear role and related responsibilities. Motivates others to do their best.

Oral Presentation Skills

Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.

Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work

Communicates ideas with proper voice projection. Adequate preparation and delivery.

Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery

Scale:

18 - 20=Expert

15-17=Intermediate

10 - 14=Novice

6 - 9=Beginner

TOTAL

Finally, reflecting on the success or failure of each lesson is essential the success of

future lessons. By analyzing and reflecting on what went well and what didn't it is

possible to make changes in how and where technology can be integrated in future

assignments, ensuring that they are successful. In order to best evaluate each lesson,

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

activity, or project it is important that constant evaluation and reflection is included in the

course design and implementation. The final activity of each lesson or project will

include a student reflection. These reflections provide teachers with valuable information

as to what is being learned, the students’ attitudes and feelings towards the assignments,

and ways to make the lessons better in the future. These reflections also serve to let

teachers evaluate if students are actually meeting the desired outcomes or goals of each

assignment.

I will also complete self- evaluation and reflection on my own learning objectives and

professional development. For example, I signed up and completed Smart-Notebook

training and I have utilized the smart lessons in 80% of my lessons. I attended

professional development class on a Google Docs and have now gained Google Docs

certification. I have registered for The National Council for Social Studies annual

convention where I am attending 2 seminars; the first addresses best practices for

teaching with technology, and the second addresses making history relevant in the 21st

Century. These courses and training are necessary to meet my professional and personal

development goals of providing my students with most, interesting, challenging, and

rewarding education possible while, still exceeding both state and federally mandated

requirements such as no “No Child Left Behind”, Virginia’s Standards of Learning, and

the ISTE NETS requirements. Through continuous reflection and evaluation I can ensure

that my students will enjoy a rich, rewarding and successful education experience while

learning and mastering skills necessary for the 21st Century.

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

References:

ADA, standards for accessible design, Retrieved October 10, from: http://www.ada.gov/stdspdf.htm

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook Cognitive domain. New York: McKay.

Commonwealth of Virginia (2001) Standards of Learning: History and Social Sciences, Ricchmond, VA

CSP. (2011), Retrieved October 5, 2011, from http://www.computersecurity.com/computer-lock/computer-security-cable-locks.htm?id=2

Dell. (2011) Retrieved October 3, 2011, from http://www.dell.com/us/en/k-

12/df.aspx?refid=df&cs=RC1084719&s=k12

Dettmer, P., New Blooms in Established Fields: "Four Domains of Learning and Doing" Roeper Review, v28 n2 p70-78 Win 2006. 9 pp. Retrieved from: http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct =true&db=eric&AN=EJ752164&loginpage=login.asp&site=ehost-live&scope=site

Gardner, H., (1999) The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, New York, N.Y. : Simon and Schuster

Hewlett-Packard. (2011), Retrieved October 3, 2011, from http://government.hp.com/hub.asp

In Classroom of Future, Stagnant Scores. Retrieved from the New York Times:

http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=2&_r=1&emc=eta1

ISTE, (2007): ISTE NETS Project, National Educational Technology Standards for Students, Second Edition. Retrieved October 3, 2011 from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

RUNNING HEAD: BIERSCHBACH: CLASSROOM TECHNOLOGY PLAN

Microsoft. (2011). Retrieved October 3, 2011, from http://www.microsoft.com/education/license/howtobuy/resellers.aspx

National Board for Professional Teaching Standards. (2003). Early adolescence and young adulthood English language arts portfolio. Arlington, VA

Norton. (2011), Retrieved October 4, 2011, from http://buy.norton.com/estore/mf/landingProductFeatures?sfid=3Rr3MVfRhbL131L72V321ylz2zTGF61DpZLJZQb2c8phKtpf8nYD!-1272626139!1289052145099

Piccinao, Anthony G. (2011). Educational Leadership and Planning for Technology (5th ed.). Ohio: Pearson Education.

Reeves, Thomas C. 2006. “Do Generational Differences Matter in Instructional Design?” Department of Educational Psychology and Instructional Technology.

Terrill, T.B. (2006). Technology on a shoestring: A survival guide for educators and other professionals. New York: Teachers College Press.

VersaTables. (2011), Retrieved October 5, 2010, from http://www.versatables.com/