Digital+Learning+Conversion+for+Woodholme

Title  ||   Digital Learning Conversion for Woodholme   || Content & Description   || Woodholme Elementary has consistently demonstrated high academic standards with 96% of its students proficient and above in both math and reading. So the last 2 years, our focus has been on 21st Century learning components included critical thinking, creativity, problem solving, collaboration, innovation, and communication. In order to prepare students to be college and career ready, Woodholme must provide learning opportunities that stretch students and the teachers, as well as challenging them with the support for digital conversion and implementation of 21st century learning skills. //”The DNA of our student improvement has been the intertwining of digital resources, academic focus, a culture of caring, and a commitment to second-order change.” (Edwards, p.1)//
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This Digital Conversion plan was developed in my ISTC 675 course; Special Topics: Advanced Technology Leadership. My digital conversion plan encompasses blended learning goals, strategies and steps, and recommendations for future plans at my school; Woodholme Elementary School. Woodholme’s inventory of technology and includes: Two computer labs, a mobile laptop cart, student computers in each classroom, student response systems, digital cameras, and digital video cameras. Woodholme also staffs two technology integration teachers to teach a technology class once a week to each grade level. Teachers are familiar with few web 2.0 tools and the school had held professional developments on the 21st century learner. || Time & Collaboration   || The project was created during summer 2013 of my graduate program. This was an individual effort purposed as a planning cycle that included a vision, plan, implementation, and assessment for each graduate student’s current school.
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Collaboration between administration, staff, and technology liaisons to plan and share best practices is an integral part for success in a digital conversion. “Get teachers to use the technology that they have in their classroom appropriately in order to meet the learning needs of the students in a more individualized and motivating way.” (National Education Plan 2010, p. 18) With the progress made from our school’s collaboration, I was able to develop this plan on my own. || <span style="font-family: 'Century Gothic',sans-serif; font-size: 8pt;">Justification <span style="font-family: 'Century Gothic',sans-serif; font-size: 7pt;">& <span style="font-family: 'Century Gothic',sans-serif; font-size: 8pt;">Reflection  || <span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">This level of “second-order change” requires strong leadership, success in collaborations among those leaders, while preparing and engaging the school in the change process. Carefully planned leadership strategies are essential for success. <span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">This artifact displays my knowledge Baltimore County’s digital conversion plan, digital conversion framework, and 2st century skills and learners. In order to build culture within a school, leaders and other stakeholders must be versed themselves in utilizing digital tools and resources. I provided recommendations on increasing teacher’s content knowledge, steps on increasing achievement data, ways to increase or improve upon professional development opportunities, and develop incentive programs for teachers who are inconsistently utilizing web 2.0 tools and other technology implementations to increase rigorous instruction.
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<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">The framework for my project includes academic supports, budget and resources, curriculum and instruction, data and assessments, professional learning, technology and infrastructure, and use of time. It provided an opportunity for me to integrate my knowledge and application of MTTS Standards. The digital conversion plan encompasses several digital tools that I, myself, have implemented in the classroom. It also shows my knowledge of technology being an integral part of performance data. I included steps, but most important acknowledge barriers and solutions to those barriers. || <span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt; line-height: 0px; overflow: hidden;">media type="custom" key="25630860" || <span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">ISTE - T Standards 5 || || **<span style="font-family: 'Century Gothic',sans-serif;">Leadership Abilities & Knowledge ** ||
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 * <span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">Standard Alignment  || <span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">MTTS Standards: IV
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 * __ References __**

Edwards, M. (2013). Every child, every day: a digital conversion model for student achievement. Boston: Pearson.

<span style="font-family: 'Century Gothic',sans-serif; font-size: 9pt;">National Technology Education Plan (Nov. 2010) <span style="font-family: 'Century Gothic',sans-serif; font-size: 9pt;">[]