Action Plan for Technology Innovation Evaluation and Analysis GRADING RUBRIC MUST BE FOLLOWED TO THE LETTER Both part 1 and 2 need completed Instructions

Action Plan for Technology Innovation Evaluation and Analysis GRADING RUBRIC MUST BE FOLLOWED TO THE LETTER

Both part 1 and 2 need completed

Instructions

Part 1: Evaluation and Analysis

Submit a 4–5-page paper in which you:

Describe briefly the technology you are proposing to implement through your action plan.
Provide a rationale for why this technology is expedient, appropriate, and relevant to your school.
Base this determination on collaborations with stakeholders at the school or on publicly accessible data through the school or district Web site or community publications.
Evaluate how this technology is most appropriate for meeting the diverse needs of students, including cultural background, developmental and readiness levels, language, speed of learning, access to technology, and so on. For example, how might the appropriateness of the technology be affected if students only have access to technology via smart phones rather than having access to laptops or iPads?
Use peer-reviewed literature to support your evaluation.
Analyze the implications of initiating this change through your action plan. Address the potential impact on students, teachers, and school-wide programs.
Your analysis should align with theories of institutional change, systems theory, and/or an educational change model.
Your analysis should be supported by the professional literature and may reflect professional feedback.

Part 2: Action Plan Proposal

Design an action plan that includes the following components:

A brief analysis of the change you are planning to implement.
A description of the actions that need to be taken to implement the plan, including a rationale for why these actions need to happen.
Be sure to indicate if any steps need to happen concurrently or in a certain sequence.
A list of the individuals who are responsible for each specific action.
Consider who has the time and is appropriately situated to take on these responsibilities, but also consider who is most capable of keeping the objective of meeting the needs of diverse learners at the forefront of the planning and implementation.
If it is not clear why an individual is assigned to a certain task, be sure to include an explanation.
A list of who should be consulted or informed about the project and its findings.
In referring to individuals, do not use names, but refer to the position they hold in relation to the plan, such as PTA Chair, ESL Lead Teacher, et cetera.
A rationale justifying why giving awareness to these individuals is relevant and important to the goals of your project.
Note: Be sure to include parents and community members.
A description of who will monitor the progress, document the effects of implementation, and gather any data that is acquired.
A timeline of the actions to be taken and the monitoring steps.
A list of resources needed to carry out the action plan and a rationale for their inclusion.
Consider the resources that may be needed within your school and district as well as resources that may be needed from the community. You will also want to think about resources for training and supporting teachers in the classroom.
Resources: Innovative Technology With Diverse Learners
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Educational technologies, adaptive technologies in particular, can provide equitable accessibility to diverse learners. Intelligent tutoring systems are sophisticated branching tutorial software that adapt the sequence of instruction to the needs of the learner through built-in programs that enable the student to learn at his or her own pace and level of achievable challenge.
Greer, D., Rowland, A. L., & Smith, S. J. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46(5), 79–91.
Huang, X., Craig, S., Graesser, A., & Hu, X. (2016). Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program. Learning and Individual Differences, 47, 258–265.
Jackson, G. T., & McNamara, D. S. (2013). Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology, 105(4), 1036–1049.
Keengwe, J., & Hussein, F. (2014). Using computer-assisted instruction to enhance achievement of English language learners. Education and Information Technologies, 19(2), 295–306.
Latham, A., Crockett, K., McLean, D., & Edmonds, B. (2012). A conversational intelligent tutoring system to automatically predict learning styles. Computers & Education, 59(1), 95–109.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87(1), 34–38.
Polleck, J., & Shabdin, S. (2013). Building culturally responsive communities. The Clearing House, 86(4), 142–149.
Rus, V., D’Mello, S., Hu, X., & Graesser, A. C. (2013). Recent advances in conversational intelligent tutoring systems. AI Magazine, 34(3), 42–54.

Critics express concern that students who learn through adaptive technologies are not engaged in authentic, independent thinking. Nonetheless, adaptive technologies are widespread in 21st-century education and worthy of consideration when planning for technology innovation that meets the needs of all learners.

With these resources, consider how technology implementation is impacted by student diversity and how it impacts diverse student learning needs.

Resources: Reflective Professional Practice
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Gourley (2003) states that action planning is based on the determination of short-term objectives that enable the attainment of long-term goals. She proposes that the planner first establish the long-term goal and then create and organize a series of actions that will lead to its accomplishment. MindTools (n.d.) advises that the planner consider these questions:
How do I make sure I have covered everything?
Are there any actions that need to be taken on early in the project for it to succeed?
Am I clear about when I (or others) need to do key tasks, and in what sequence, to meet deadlines?
Anthony, A. B., & Patravanich, S. (2014). The technology principal: To be or not to be? Journal of Cases in Educational Leadership, 17(2), 3–19.
Campbell, H. (2012). Planning to change the world: Between knowledge and action lies synthesis. Journal of Planning Education and Research, 32(2), 135–146.
iNACOL. (2015). Planning and designing for K–12 next generation learning. Retrieved from files.eric.ed.gov/fulltext/ED561325.pdf
Tools for Action Planning.

Additionally, you should consider this question: How should I manage professional literature and stakeholder feedback that does not support this action plan?

The following resources will help you consider the components and steps of action planning.

REFERENCES

Gourley, C. (2003). A change for the better: How to write an action plan. Writing, 25(6), 8–10.

MindTools. (n.d.). Action plans: Small scale planning. Retrieved from http://www.mindtools.com/pages/article/newHTE_04.h… 1. Justifies that the proposed technology is expedient, appropriate, and relevant to the
specific educational setting by citing current scholarly literature and feedback from
stakeholders in the specific educational setting.
2. Justifies how the proposed technology is most appropriate for meeting the diverse needs
of students by citing current scholarly literature and the unique features of the specific
educational setting.
3. Analyzes the implications of initiating the proposed technology innovation through an
action plan and identifies knowledge gaps/unknowns that could challenge the
implementation of the plan.
4. Justifies action plan decisions, including the choice of who to involve and how to involve
them, the timeline for implementation steps, and required resources and impartially
explains the pros and cons of other choices.

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