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(one of the first images to appear when searched)

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(one of the first images to appear when searched)

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https://www.speakpipe.com/voice-recorder/msg/wddmflpcslmnwhrq

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Resources and Input: Approval from the Board of Education, funding for the program, permission from the English Language Arts supervisor in order to conduct the program, permission from the parents in order to pilot the program with their students.

Activities: Learners will engage in multiple assignments both given and turned in through the access of technology. The learners in one classroom will be given access to Chromebooks on a daily basis, one classroom will receive access to the Chromebooks on a more varied basis, and the third classroom, will not have access to the Chromebooks and will be focusing on taking notes, turning in assignments and receiving assignments on a more traditional basis daily. I will collaborate with other teachers, supervisors, administrators, and schools on the use of their programs in order to gain their perspectives of the program that I am implementing.

Outputs: The learners will develop skills that are parallel with what is expected in society. The learners will develop skills in problem solving through the resource of technology. The learners will understand at a faster pace. The learners will understand concepts on a more meaningful level, individually. The learners will be able to apply their technology knowledge directly to everyday life in society. Not only will the changing demands of technological knowledge be met, but also the needs of individual students regardless if they are in a general education program or a special education program, they will be given the tools, skills, and knowledge to be productive members in society in this era of always changing and growing society of technology.

Outcomes: Learners will have more options when problem solving and developing new programs. All learners will have a base of knowledge to develop from. As the learners advance to the next grade levels, and then graduate, the desired outcome is for students to be prepared to be productive and contributing members of society. With research and the use of technology with this program, on a constant and continuous basis inside the classrooms it will allow the learners to advance in knowledge in a paperless environment at a higher, more effective manner.

Impacts: This will not impact the overall understanding of all learners, but will also influence the impacts this program of integrating technology in society. The more a learner can understand and apply technology in their everyday life, the more impact it will have on the growth and development in society.

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1. What are strengths of a paperless classroom?

2. What are the weaknesses of a paperless classroom?

3. How does the program benefit learners?

4. How will a paperless classroom prepare students for the future?

5. How will they be better prepared for future academic success?

6. How will they be better prepared for life/careers?

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Primary:
The Building Principal

The Department (ELA) Supervisor

IT Support

Secondary:

Students

Parents

Teachers

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Student Interviews

Parent Interviews

Gathering data (as far as quality of their work from other classes that use paper in comparison to the quality of their work in a paperless classroom)

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Society and the professional work force is changing every day. The students way of learning is changing as well. Students that are being taught in a more traditional manner are being challenged by students that are infusing technology in the classroom more and more on a constant and continuous manner.
This program will provide the opportunity for more students to become high school, college, and career prepared when moving through their life. By being taught through technology, the students will have a practical hands on experience with the learning that they will implement and apply in all areas of their lives. Regardless of the future career/life choices, the understanding, knowledge, and use of technology is apparent in all areas. The younger the students begin to learn about technology and how to navigate the programs that are provided, the further the students have as an opportunity to grow in society. By becoming a digital based classroom, the students that have special needs would be developing skills that are easier for them to adapt to the world after they leave the classroom.
The opportunities that the students have with using technology and the advancements that technology has made is measurably greater than those of traditional methods of the past.
With the world constantly changing, by the students having access and knowledge of technology on a daily basis, they are constantly able to develop their knowledge of how to use and apply various programs and strategies in order to have the most successful outcome.

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The goal of the program is to create an opportunity for all students to be active and productive members of society. The world, internationally, is applying technology in all areas of life. It is the goal of the program to better prepare the students today for the life they are going to lead in the future, regardless of their choices of career/lifestyle. The goal is to move students away from a paper based learning style to a more digital based learning style. The hope is to increase the level of the learner pertaining to the digital and technological focus as they become successful contributors to society around the world.

Not only will the changing demands of technological knowledge be met, but also the needs of individual students regardless if they are in a general education program or a special education program, they will be given the tools, skills, and knowledge to be productive members in society in this era of always changing and growing society of technology.

The purpose of the evaluation of this program is to identify if and how a digital classroom measures up when compared to a traditional, paper based classroom. The evaluation will hopefully also lean towards identifying the strengths/weaknesses and the benefits/flaws of each program in order to capitalize on the program that is most beneficial in today’s world.

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Strengths and Challenges of a Paperless and Paper Based Classroom

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Strengths and Challenges of a Paperless and Paper Based Classroom

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Drexel 2017 Program Evaluations in Organizations

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The challenges that may be faced in this process: the limitation of digital programs for students in the classroom, the availability of the internet (if the internet is not working), the block on certain programs pertaining to access to research and district approval of the site, the capability of the school’s computers to be able to withstand the amount of space needed for certain programs, other classrooms not having the knowledge of the programs, not having access to technology (a source - desktop computers, laptops, chromebooks, ets.), staff not being as knowledgeable or willingness to learn the technology skills needed to teach and implement the lessons through technology properly, effectively, and accurately. The possible situation of dealing or developing a student that is disengaged and does not have interpersonal skills will pose a challenge in the development of those skills when only engaging in technology.

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Quotes from Students pertaining to a paperless classroom

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Quotes from Students pertaining to a paperless classroom

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"Its fun!" This reveals to me that the students are excited about how the assignments are given and how they could be done. Telling me that they are more apt to staying engaged in the content of the lesson.
"Technology makes it easier not to lose things." This shows me that technology is helping students stay organized and not forget assignments. This is especially good for students that are not organized, but also for students that require differentiated instruction and have various learning styles.

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All students as well as staff will have a heightened knowledge of technology and have a more practical use of implementing technology in all aspects of life. The students being more prepared when moving through the next grades, schools, careers, and in society/life. The students having a more understanding of technology and how it should be used effectively. The students being able move passed any limitations that paper based classrooms provided and move towards opportunities that they will have now to apply their technology based learning to careers. All students will benefit from this program regardless if they are receiving a general education or a special education. The confidence in using technology for students and staff will overcome the fear of change.

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Strengths of a Paper based Classroom through research

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Strengths of a Paper based Classroom through research

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While a paperless classroom has many strengths and a few flaws in an ELA classroom, in a Math classroom there seems to be more flaws than strengths. In a math classroom there is more opportunity for understanding with a 'hands on' approach when problem solving. Whereas if you have difficulties visualizing the answer, using technology is not always a positive resource.
Mueller and Oppenheimer in a 2004 article in, The Pen is Mightier than the Keyboard state, "In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning."

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https://youtu.be/gya4V_grs_o

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(Qualitative Data)     This chart shows the benefits of a paperless classroom as well as a paper based classroom when pertaining to all students in three 6th grade classrooms. This chart also shows the percentages of the obstacles pertaining to all students in the three 6th grade classrooms.

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E.M. Rogers Diffusion of Innovation Theory (1995)

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E.M. Rogers Diffusion of Innovation Theory (1995)

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This theory states that ideas aren't always adopted right away, but rather need time to grow, be communicated with others, and come to a mutual understanding in the development and goal.
"Four stages: invention, diffusion (or communication) through the social system, time and consequences."
"Five adopter categories are: (1) innovators, (2) early adopters, (3) early majority, (4) late majority, and (5) laggards. These categories follow a standard deviation-curve, very little innovators adopt the innovation in the beginning (2,5%), early adopters making up for 13,5% a short time later, the early majority 34%, the late majority 34% and after some time finally the laggards make up for 16%."

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https://youtu.be/o0TbaHimigw

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https://elearningindustry.com/top-10-things-teachers-want-from-their-digital-classrooms

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Gathering Data through journals (More Research)

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Gathering Data through journals (More Research)

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"According to a quasi-experimental design 27 laptop students were compared with 22 non-laptop students from the same high school, aged 17–18 years. Results of tests and questionnaires showed that laptop students had better spatial abilities and computer skills, furthermore higher participation, learning interest, motivation and pressure to perform were found in laptop classrooms. However, laptop students experienced greater physical discomfort, particularly in their arms, but concerning creativity, social intelligence and mental stress no group differences occurred. Results indicate that laptops integrated in teaching can enhance learning and motivation in schools, at least after 1.7 years of introduction, but health risks must be considered." (Trimmel, Bachman, 2004)

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"Writing assessment results from National Assessment of Educational Progress (NAEP) 2011 show a positive relationship between use of technology for writing and student performance. Eighth-grade students’ scores on NAEP were positively correlated with their teachers’ self-reports of the frequency with which they asked their students to use a computer for drafting and revising writing assignments. Twelfth-grade students’ self-reports of the frequency with which they used a computer to make changes to writing assignments were also positively correlated with scores on NAEP. 53 "(Learning Technology Effectiveness, 2014)

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Gender differentiation within the technology world (Qualitative Data)

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Gender differentiation within the technology world (Qualitative Data)

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This shows that there is a huge divide within genders pertaining to the use of technology in the world. If learners of all genders are introduced and the implementation of technology begins to occur in the classrooms at an earlier time, learners are then able to develop and master technology skills that will help assist them in the future in society.
(DeAmicis and Carson, 2014)

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Demographic Diversity with technology (Quantitative Data)

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Demographic Diversity with technology (Quantitative Data)

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Showing that it is imperative that technology is introduced and infused in learning because in society today, technology based companies are driving the progress and development of the world and it is among every ethnicity.
(DeAmicis and Carson, 2014)

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Fink, J. (2017) Chromebooks in the classroom. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/chromebooks-classroom/

Gallagher, K. (2014). Students speak: Is ‘going paperless’ good for the classroom?Retrieved from https://www.edsurge.com/news/2014-06-26-students-speak-is-going-paperless-good-for-the-classroom

Edudemic Staff (2014). Ultimate guide to the paperless classroom. Retrieved from http://www.edudemic.com/ultimate-guide-paperless-classroom/

Rosenberg, S. (2016). In more classrooms, books and lectures are being ditched. Retrieved from https://www.bostonglobe.com/metro/2016/06/04/paperless-education/LlHobGE7iRIZV3pwN0cR9J/story.html

DeAmici, C. & Carson, B. (2014). Eight charts that put tech companies’ diversity stats into perspective. Retrieved from https://gigaom.com/2014/08/21/eight-charts-that-put-tech-companies-diversity-stats-into-perspective/