EDUC 5753: Blog 5

 

    Having broadband internet access for everyone would make a huge difference in my community. We’re in a rural area, and a lot of families either have slow internet or none at all. That can make it really hard for students to do their work, join virtual lessons, or use online learning tools. It’s definitely an issue of equity—kids without reliable internet are at a disadvantage from the start.

    I did not include internet access in my Technology Integration Plan because Epic Charter Schools provides access to Mifis to all students who are enrolled if they don’t have access at home. That way, everyone has a chance to stay connected and keep up with their learning.

    Having a nationwide broadband network would help make sure all students get the same learning opportunities, no matter where they live. The Office of Educational Technology points out that funding for digital learning is still a big challenge, especially in underserved areas (Office of Educational Technology, n.d.). Expanding internet access wouldn’t just help schools—it would also make it easier for people to find jobs and get the healthcare they need.

    Residents in my rural area desperately need broadband internet because many homes experience slow connectivity or have no internet service. Students face significant difficulties when attempting to finish assignments and participate in virtual lessons because unreliable internet access creates educational equity concerns for those starting without suitable connectivity. While I didn’t include internet access in my Technology Integration Plan, Epic Charter Schools does provide MiFi devices to students who don’t have access at home, helping ensure that everyone stays connected. Still, a nationwide broadband network would go even further in leveling the playing field, giving all students, regardless of location, the same learning opportunities. As the Office of Educational Technology notes, funding for digital learning remains a major hurdle in underserved areas (Office of Educational Technology, n.d.). Expanding access wouldn’t just benefit education; it would also open up more opportunities for employment and healthcare across communities.

    The E-Rate Program offers powerful financial support that matches the objectives and vision detailed in my Technology Integration Plan. The E-Rate Program decreases internet access expenses and infrastructure improvement costs, which supports our mission to equip rural or underserved students with dependable digital tools and connectivity (Federal Communications Commission [FCC], n.d.). We use this framework to ensure continuous, strong relationships between students and teachers during virtual learning and face-to-face teaching sessions. Schools have access to funding through Title IV, Part A of the Every Student Succeeds Act (ESSA) for purchasing technology that supports both academic success and digital literacy development (U.S. Department of Education, 2020). The funding would enable continuous professional development for teachers and digital literacy initiatives for family members.  To support our case, I’ll also gather data and documentation from our plan, like our focus on ISTE Standards and family/community involvement. Reaching out to nearby districts that have successfully applied for these programs could also provide valuable insight and best practices.

    When I looked through some current and past budget info for my school, I noticed that most of the technology spending comes out of the instruction part of the budget, which makes up about 61.84% of Epic’s total budget. There’s not a separate line just for tech, but things like devices, digital curriculum, and learning platforms are all covered under instruction. Students who enroll before mid-October get a $1,000 learning fund to use for approved items like technology, though they have to return them if they leave. Even students who enroll later still get what they need, just without the funds. Professional development for tech use probably comes from that same instruction budget. I didn’t see a detailed breakdown just for tech, but I plan to keep an eye on upcoming budget discussions in April to get a better idea and see if there are ways to suggest more dedicated tech funding.

References

Federal Communications Commission. (n.d.). E-Rate: Universal service program for schools and libraries. https://www.fcc.gov/general/e-rate-schools-libraries-usf-program

International Society for Technology in Education. (2022). ISTE standards for educators.                        https://www.iste.org/standards/iste-standards-for-educators

ISTE. (2020). Using ESSA to fund EdTech: Getting the most out of Title IV-A.

U.S. Department of Education. (2020). Title IV, Part A: Student support and academic enrichment grants. https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-schools/student-support-and-academic-enrichment-program/

Office of Educational Technology. (n.d.). Funding digital learning. U.S. Department of Education. https://tech.ed.gov/funding/

EDUC 5373: Blog 4

 

In this week’s blog assignment, we learned that our Technology Integration Plan would be evaluated using the STARSS-LS Framework. After researching the framework, I understand why it’s considered so valuable. As I develop my TIP, it’s crucial to thoughtfully design the professional development component to support teachers in building the skills and knowledge needed to enhance student learning. The STARSS-LS Framework emphasizes that quality technology integration doesn’t happen without solid, layered PD. 

Professional Development

Step 1: Initial Training
Teachers begin with hands-on sessions focused on both technical skills and instructional strategies. The goal is to move beyond just knowing the tools—it's about how to use them to promote engagement, creativity, and student ownership of learning. At Epic Charter Schools,  we have what we call PLCs or Epic Learning Communities. These are mandatory meetings that each principal team designs based on what they need to go over with their teams. The beginning of the school year PLC would be the perfect opportunity to introduce the TIP and the ISTE Standards, allowing teachers to start planning for the upcoming year. 

Step 2: Ongoing Support
PD shouldn’t be a one-time event. Ongoing support will come through monthly collaboration sessions, peer mentoring, and shared digital platforms for resources and reflection. Darling-Hammond et al. (2017) emphasize that continuous, job-embedded support is essential for effective integration. I believe I have mentioned in a past post that Epic has an online professional development platform called the ELC or Epic Learning Community. This platform is used for exactly that…professional development. When a new curriculum is being used by the school, a class is assigned to the employees to complete by a certain date. This platform would be perfect for continued education with the ISTE Standards. 

Step 3: Reflection & Feedback
Teachers will have time to reflect, get feedback from peers, and adapt their practice based on student outcomes. These ongoing reflections help improve instruction and build a culture of growth (Kirkpatrick & Kirkpatrick, 2006).

This structure is closely tied to ISTE Standards for Educators, which highlight the importance of being a:

• Learner – Continuously improve practice through PD.
  
  

• Designer – Create authentic, tech-rich learning experiences.
  
  

• Facilitator – Guide students in using tech for deeper learning and collaboration.
  
  

Teacher development leads directly to improved student outcomes. With effective PD, teachers can shift from being the center of the classroom to guiding students in active, inquiry-based learning. Students benefit from lessons that promote critical thinking, collaboration, and creativity—all supported by technology (Koehler & Mishra, 2009).

Epic Schools already have strong structures in place, like Professional Learning Communities (PLCs) and instructional coaches. These can be leveraged to support tech integration. Coaches can offer personalized support and help teachers troubleshoot challenges as they implement new tools.

This Technology Vision Plan extends beyond the classroom. Students will access tools that let them work independently, collaborate globally, and build essential digital skills.

Parents will be more connected through communication platforms, and students will gain experience in real-world applications, such as coding, media literacy, and digital research. This strengthens both student learning and community engagement.

As assessments evolve, especially those like PISA, students will need digital literacy and problem-solving skills. Our TIP supports this through project-based learning, e-portfolios, and simulations—providing more meaningful ways to measure what students know and can do (OECD, 2020).

By aligning with the STARSS-LS Framework and ISTE Standards, and prioritizing teacher growth, equity, and authentic student learning, our Technology Integration Plan supports our vision for a future-ready school community.

References

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge/

Organisation for Economic Co-operation and Development (OECD). (2020). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/5f75c12b-en