Improving Technology Innovation at AMIKids

Improving Technology Innovation at AMIKids-Pinellas

Cameron C. Crowson

Keiser University

Dr. Brignano

IDT 721

8/17/2016

Improving Technology Innovation 2

Abstract

The paper will examine in detail a general understanding for the need to integrate technology in

the AMIKids-Pinellas program; the overall goal in mind to actually transform the school

technologically, the administration and teachers came together to think of a plan of action in

which the end result would be a complete technology integration in each and every classroom.

With the long term and main goals of educationally motivating each and every child to succeed

in and outside of the program, the Executive Director and teachers aspired to create a plan of

action on how the technology would be implemented by way of looking toward the long term

goals of the Florida Department of Education, the Department of Juvenile Justice, and the

AMIKids program.


Improving Technology Innovation at AMIKids-Pinellas

Pinellas County Schools (PCS) includes about 150 schools ranging from traditional

elementary to high schools and provides alternative education programs – virtual, exceptional

education centers, and career technical and adult education institutions - to those that do not fit

well into the normal public school education program. The total number of students enrolled

range over about 104,000; there are about 17,000 teachers, support staff, and administrators. The

AMIKids-Pinellas school, which is classified under the “educational alternative” programs in

Pinellas county, has a capacity to hold about 45 students; has 4 full-staffed teachers – social

science, science, English, and mathematics; has a business manager, program manager, and

director of education; has the capacity to have 2 case managers; and lastly, has a program

director in the day program.

An evaluation of AMIKids-Pinellas’s current technology use in the classroom and what

technology teacher’s would aspire to use could help to determine the best potential of

educationally motivating the students. The evaluation process will consist of about five questions

varying from the different opinions of open-ended questions and the experiences of the staff with

the uses of other technology that they feel comfortable using in the classroom setting; the study

will identity the current technology capabilities, identity how the needs assessment could

potentially show a gap and identity a solution to the problem, identity the demographics

associated with this school and how technology could impact this student population, and finally,

determine what obstacles will have to be planned for in order for this transformation to be

successful.


Current Technology Capabilities

Through the information gathered, AMIKids-Pinellas currently has a plan to upgrade

their technology, but is waiting to allocate funds when the facility is moved to a different

location in the near future. Across PCS, the intention is to integrate technology into the school

curriculums and use the technology to educate and prepare each student for college (FLDOE,

2014). Although public schools have specified funding driven to integrate technology in the

classroom, charter schools like AMIKids-Pinellas have to gain access to funds by way of

appealing to other grant agencies and the Department of Juvenile Justice.

Most of AMIKids-Pinellas classrooms currently do not have the ability or space to utilize

multiple classroom desktop computers, but all have atleast one desktop computer for teacher use.

About two out of the four classrooms currently have four or more computers used for students to

research and complete assignments, which has access to microsoft office 2010; about three out of

the four classrooms have classroom projectors for teachers to use; and lastly, all classrooms have

televisions that support cable network wth about 70+ channels – mainly for students to watch

when they finish their assignments for the day.

However, when interviewed about the various teaching credentials the teachers at

AMIKids-Pinellas are qualified to use and teach about technology in the classroom – applying

concepts about individual objectives and tieing it together with applied research on each topic

learned:

What degree do you currently possess? Number of RespondentsBachelors 2Masters 2

Table 1: Current degree teachers have


Table 2: Current educator certification status

Table 3: Current subject specializations

What subject do you currently have specialization?

Number of people certified in that specialization

Mathematics 2Language Arts 1

Reading 2Science 0

Social Studies 4

Because all teachers have specialization in either Language Arts, Reading, and/or Social Studies,

the use of computer-based technology is something that is not new to any of the teachers-since

the teachers have utilized them in the past to complete their own essays and projects. From the

data, all teachers are qualified to teach in Pinellas County because they have at least a temporary

certificate and bachelor’s degree.

Furthermore, a survey was conducted with five individuals regarding technology

capabilities in the school and each individual classroom. Each teacher or administrator was asked

four questions: (1) does AMIKids-Pinellas use technology to its fullest potential, (2) what

technology is readily available in your classroom and/or school for you to use every day, (3)

what technology would you like to have in your classroom, and (4) what is holding the school

back from utilizing up-to-date technology every day in the classroom:

Do you currently have a Temporary or Professional Certificate?

Number of Respondents

Temporary Certificate 1Professional Certificate 3


Table 4: Is technology being used to its fullest potential?

Table 5: What technology would you like to have in your classroom and/or school?

What technology

would you like to have in your

classroom and/or school? ResponseIndividual # 1 More computers, mini-tablets, and online assignment access for students

Individual # 2More computers, mini-tablets, online assignment access for students, and a Smart

BoardIndividual # 3 Computers, mini-tablets, and a Smart BoardIndividual # 4 Computers, mini-tablets, and a Smart Board

Individual # 5More computers, mini-tablets, online assignment access for students, and a Smart

Board

Table 6: What technology is readily available in your classroom and/or school for you to use every day?

What technology is readily available in

your classroom and/or school for you to use

every day? ResponsesIndividual # 1 classroom computers, projector, televisionIndividual # 2 classroom computers, computer software for English, projector, televisionIndividual # 3 classroom computer, projector and televisionIndividual # 4 classroom computer, projector and televisionIndividual # 5 classroom computers, computer software, projectors, televisions

The last question was answered the same way among all individuals included in the survey – the

reason why the school is held back from utilizing up-to-date technology in the classroom because

Does AMIKids currently use technology to its

fullest potential?Number of

Respondents. Yes 0No 5


we are a non-profit school that has to utilize funds from outside agencies, we have at-risk

students that would most likely break the new technology, and the AMIKids Center for Personal

Growth program does not currently support new and innovative technologies in the classroom.

Teachers expressed that technology is needed to support each subject’s daily objectives,

but currently do not have the funds to allocate the supplies needed for every classroom to meet

their objectives to the potential of exploring student interests in technology-based learning and

education. In the near future when AMIKids moves to an up-to-date building, it may be possible

that most of these concerns and requests to update technology in the classroom will be met.

Technology Transformation and Longevity

Most of the teachers at AMIKids-Pinellas had suggestions that revealed a technological

transformation in their classrooms; Table 5 shows that teachers wanted additional computer

technology, a smartboard, and a few tablets for students in their classroom. Ultimately, the

technology will allow for specific learning objectives to be met in the classroom, allow for

effective differentiated instruction within the walls of the school, allow for students to take

classes online, and allow for instruction to be more creative and fun. However, the main problem

is not in getting the technology - all of the teachers and administrators have some experience in

the type of writing needed to apply for grants and other funding from agencies dealing with at-

risk youth- but in safely incorporating the use of technology around this type of youth.

This problem, regarding the concern for student’s maltreatment of computers, was

discussed by the administration and an in-depth plan was examined by the teachers on how they

could incorporate safety and security of the technology/equipment in the classroom; some of the

teachers, however, still had some apprehension that the technology will not get destroyed by an

angry student or students.


However, with the main goal and problem of longevity being the main question, there are

safer ways to incorporate up-to-date technology in the classroom. The Executive Director of

AMIKids-Pinellas stated that when we do receive computers that we should only allow students

to see the monitor behind a type of window/screen; that way the student is not given the

opportunity to vandalize classroom computer monitors. After the student has completed the e-

Learning assessments and computer activities, the teacher will walk over and unplug the

keyboard and mouse and place it where it can be safely stored until the next class. This type of

plan can reduce the replacing of monitors, mice, and keyboards because student access is kept

limited from misuse. In terms of morale, this can be very devastating to the students, - that we as

teachers start out not trusting that the students will not follow directions and take actions that

prevent future problems- but the students already understand that preventative actions must be

taken until they prove otherwise.

In regards to a school budget in place for the implementation of such technology,

discussed in the previous section the prices are as follows:

Table 7: Technology Implementation Budget

Technology Quantity Price for 1 Overall PriceComputers - Apple 16 $1,799 $28,784

Smart Boards 4 $1,749 $6,996Mini-Tablets-Apple 50 $229 $11,450

Flat screen TVs 4 $349.99 $1399.96

Total $48,629.96

As you can see in Table 7, the price of such a transformation will be about $50,000.000. Since

the school is non-profit the administration relies on funds from different organizations and grant


agencies; with current grants and opportunities being shared every day, there are always

opportunities to meet the goal – even if the school has to buy one item at a time.

Current Theory and Training on the Use of Technology

From the current applications, theory, and training on the use of technology in the

classroom, student expectations, access to technology, training requirements, and other relevant

and current theories and issues were discussed that could be incorporated in various

atmospheres; some of the various sources include Technology Integration for Meaningful

Classroom Use by Katherine S. Cennamo, John D. Ross, and Peggy A. Ertmer; Future Ready

Learning – Reimagining the Role of Technology in Education by the US Department of

Education (USDOE); and discussing technology training programs through the Florida

Department of Education (FLDOE). From the research, application, theory, and training readily

available for educators through professional development requirements, teachers should be able

to readily and willingly integrate technology in the classroom with objectives/predetermined

outcomes or assessment, instructional strategies, and classroom preparation for the use of

classroom technology.

In using basic Interstate New Teacher Assessment and Support Consortium (INTASC)

principles, new teachers can integrate the basic standards that integrate knowledge and student

learning into the curriculum. With the integration of these principles into each and every

curriculum, the teacher can ensure student learning by way of using new and innovative

technologies in the classroom and supporting the bigger goals of the USDOE.

From the article published by the USDOE, called Future Ready Learning – Reimagining

the Role of Technology in Education, the United Stated Department of Education states that


“[Technology] can help affirm and advance relationships between educators and students,

reinvent our approaches to learning and collaboration… and adapt learning experiences to meet

the needs of all learners” (USDOE, 2016, p. 1). In other words, technology has capabilities

further than just marker and board; where students can engage in a diversity of learning

environments capable of differentiating instruction for every student in the classroom. The US

Department of Education strives to have every teacher use technology in a way capable of

reaching out to every disadvantaged and advantaged child; this technology should incoporate the

same types of curriculum with expectation of being able to access higher-quality learning

materials, expertise, personalized learning, and tools for planning for future education (USDOE,

2016, p. 7).

In addition, the FLDOE is making an effort to have every classroom meet basic

technology standards. Through the Florida Department of Education’s Digital Classrooms Plan

– Strategy, Florida has implemented a 3-step plan to identify the district needs, provide goals that

supports each and every Florida district’s mission and vission, and receive each and every

district’s technology theory and stategy regarding how technology can be implmented in the

classroom (FLDOE, 2014). With that being said, the FLDOE strives for optimal student

perfomance and will track and measure student performance outcomes, digital learning and

technology infrastructure, professional development, digital tools, and online assessments

(FLDOE, 2014, p. 18). Through the professional development standards and competencies of

each professional educator, these district-wide goals of technology implementation in the

classroom can become a reality within the next few years.

Through the curriculum requirements of most educators in the 21st century, teachers need

to satisfactorly prepare to meet the standards of the USDOE and FLDOE. The book called


Technology Integration for Meaningful Classroom Use, written and published by Katherine S.

Cennamo, John D. Ross, and Peggy A. Ertmer, go over each of the basic requirements that

educators should prepare for in the 21st century in regards to technology integration and in

addition explains ISTE –International Society for Technology in Education- standards in the

classroom.

As far as making the plan accessible to all the teachers and staff of AMIKids-Pinellas, the

teachers need to attend specified training and seminars on the proper use of technology in the

classroom. As far as it stands now, there is current training accessible in Pinellas county and all

teachers should attempt to make it to at least one of the trainings. With the successful completion

of a seminar the teacher should then make a plan of action on how they will integrate technology

into their individual lesson plans and curriculum. Then it is up to the school to buy the

technology needed in each classroom in the building and use it to its full potential.

Assessment Strategies

Some of the possible assessment strategies that could measure the effectiveness of the

innovative technology in the classroom include the use of free online course software like

Moodle, blackboard, Angel, etc… With the online course software, the teacher could create an

online learning world that could provide students, with auditory and visual needs, a way to

interact and perform better on state examinations. Through the use of digital tools, as explained

by Katherine Cennamo, John D. Ross, and Peggy A. Ertmer, in their book Technology

Integration for Meaningful Classroom Use, the student outcomes will promote student learning,

help students to manipulate and reflect on what they learned in separate tutorials, collaboration

among students in the classroom, and help students to find appropriate learning tools on the

internet (Cennamo, Ross, & Ertmer, 2010). In other words, teachers will have a multitude of


tools that can assess the student’s understanding of the materials online. With those tools the

teacher can then assess each and every student more effectively.

The learning experience will be systematic and collaborative as we use the new

technology so that the students and other teachers can secure their understanding of the new

machinery in the classroom. The participants in the end will have an effective understanding of

the core curriculum provided by the state and an even more tools they can use to understand the

application and theory of each individual concept. Providing that students and teachers use the

new technology to its fullest potential, the technology could benefit and prepare students for

future state examinations that they otherwise would have failed if they did not have sufficient

learning materials.

Risks and Outcomes

From all the problems with the use of technology there are risks like phishing, scamming,

identity theft, hacking, and much more. In most cases, the reasons for malware problems is due

to the visiting of unprofessional websites on a computer. With that kept in mind, middle grade

and high school students will need to have close monitoring while using computers because of

all the unacceptable behaviors they could exhibit while using the internet. Along with such

behaviors students should learn about acceptable use of digital resources policies, copyright and

intellectual property, academic integrity, and in turn the school should promote responsible use

of technology through the use of digital/online resources (Cennamo, Ross, & Ertmer, 2010). In

response to understanding the policies regarding responsible use of technology, risk factors

would not be such a problem in programs with this type of youth.

Although each student has the ability to do well in a course, it is up to the teacher to

create clear and concise technology-based standard assessments to monitor the student’s progress


in their individual understanding of the course objectives. The student’s cultural background

should never inhibit their understanding of material, because it is up to the teacher to use basic

ELL standards and assessments to aid in their proficiency of the assigned material and make

adjustments to better help each and every student.

Conclusion

AMIKids-Pinellas has come a long way when it came to the idealization that they need a

technology integration plan. With the realization that technology integration in the classroom can

help the students to get passed their educational barriers of boredom, the Directors of the

program at AMIKids-Pinellas have started to think of new ways to explore different ways of

accommodating the various learning styles, 501s, ESEs, and ESOL plans in each and every

classroom by way of using new and approved county-wide resources and technology.

Although the risk factors associated with using technology in a behavioral modification

program are great, the trainings provided to each new employee assure that the learning outcome

should triumph over possible destruction of property. With that being said, new technology in the

classroom should help persuade students to want a better learning environment, to excite students

to want to learn more, and help aid in the effective use of differentiated instruction.

In way of providing support for those with 501s, ESEs, and ESOL plans, both

technologically instructional-based method assessments could apply in any curriculum; we must

first look at the individual formal and informal comprehensive needs - the student and teacher’s

ability to recognize and understand common data, assessment, proficiency, performance levels,

needs, learn-ability, English proficiency, and clear organization – of each individual student in

the classroom. Because of the No Child Left Behind policy, the teacher should always plan for

the smartest student in the classroom down to the lowest educational achiever in the classroom


and therefore using technology to form a basis in each and every classroom and allowing

students to work at their own level to the point of achieving the main objectives.


References

AMIKids. (2016). AMIKIds - separating a troubled past from a bright future. Retrieved from

AMIKIds: http://www.amikids.org/

Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2010). Technology Integration For Meaningful

Classroom Use. Belmont, CA: Wadsworth.

FLDOE. (2014, September 10). Pinellas county school district digital classroom plan. Retrieved

from Florida Department of Education:

http://www.pcsb.org/cms/lib8/FL01903687/centricity/domain/220/TSASchCurTech.pdf.

Schools, Pinellas County. (2016). School website list. Retrieved from PCSB.org:

http://www.pcsb.org/domain/1689

Sharon E. Smaldino, D. L. (2015). Instructional Technology and Media for Learning. United

States of America: Pearson.

USDOE. (2016). Future ready learning - reimagining the role of technology in education.

Washington D.C.: Office of Educational Technology.

Documents

Improving Technology Innovation at AMIKids