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In our LTMS 615 course, we created a powerpoint about an access device. I chose to discuss netbooks because that was a new technology in our district this year. The factor that sticks out the most for me was the way the district implemented the use of the netbooks. Unless my memory is betraying me, I don't recall any sort of formal (or informal) training concerning the use of the netbooks. If I remember correctly, we were instructed to have a conversation with our grade level on how we were going to use the netbooks, and that is where the "training" ended. This sort of "training" is assuming that at least one person in the grade level has a higher level of comfort with technology, which I think is an unsafe assumption. I feel this is a terrible oversight. The netbooks were very expensive, and we received two carts of 30 per grade level. If the district truly wanted to make sure that this investment was used to it fullest extent, I believe there should be been more professional development focused on using the netbooks in the classroom. I think there could have been a three phase implementation with a year one, two and three. Perhaps year one could have included an introduction of the netbooks and the hardware/software, managing their use with students in the classroom, and some basic web tools that students could use easily (Everyday math online, Abcya, Star fall, etc.). Year two could include ways for teacher to use the netbooks with web 2.0 tools full group, Year 3 could included ways for students to use the netbooks independently. If there are teachers who are more advanced in their knowledge of technology, they will and can obviously explore the web 2.0 tools prior to phases two and three. The phases are most designed for those who need a little more hand-holding through the process and a slower pace.

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We are also developing a school technology plan in LTMS 520. I have selected the implementation of the our new district website, eChalk. My overview of the project included the following:

"An effective implementation of the e-Chalk training for teachers would include a four-pronged approach: introduction and registration, basic training for using the site, and monthly refresher sessions, and the directive and expectation that the teacher webpage will be updated regularly. The introduction and registration phase will consist of those teachers who were initially trained in January 2012. There will be responsible for taking their information back to their respective buildings and leading groups of teachers through the process of registering for the website. They will also give a very brief introduction to the navigation of the website so that the newly trained teachers will have some sort of background knowledge on which to hook the future information about the teacher webpages. This should be accomplished by the close of the school year, June 2012. At the beginning of the next school year August 2013, one of the first teacher days will be devoted to training teachers in how to add content to their teacher pages and explaining the benefits of this new technology. Malcolm Knowles, pioneer in the area of adult education, would argue that an explanation of the benefits of the professional development is an important aspect of gaining the learner’s attention and establishing the credibility of the learning (Knowles, 1973) The teachers will be divided into groups according to technology abilities with lower numbers of teachers in the lower ability groups, for more one on one assistance. Teachers will be directed to have certain basic information included on their website and also to include this website as a part of their back-to school information to parents. Monthly refresher sessions will be held during faculty meetings. These will be brief, five-minute sessions that address questions presented to the trainer prior to the meeting. The “master trainer” teachers will also make themselves available to other teachers whenever necessary to assist with the teacher websites. Lastly, the administration will develop a district- wide directive for the minimum content that will be present on the website and the frequency at which this content will be updated. Teachers will be aware that at any time during the year the administrator can view his or her page, and it should be up to date. This serves as a means of accountability for teachers to utilize the trainings that they have been given. "