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Essay / Research Paper Abstract
This 3 page paper provides an overview of the Fremont Technology Plan for Fremont, CA, and identifies the elements of the EETT Grant process that correspond with the Fremont plan. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHFremon4.rtf
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Unformatted sample text from the term paper:
Plans Section 4 outlines the Professional Development Component, based on the belief that professional development regarding the use of technological expenditures is central to achieving the full benefits of this
change initiative. As a result, the Fremont Unified School District has sought funding for Section 4 of the plan through the Enhancing Education Through Technology (EETT) Grant Program.
In order to meet the requirements of the EETT Grant Program relative to the area of Professional Development, the Fremont plan must correspond with the four specific aspects of
Criterion 4 outlined in the EETT specifications. These four specific aspects of Criterion 4 include: 1. provide a summary of the educators and administrators existing technological skill
sets and the areas in which professional development is needed; 2. list identifiable and measurable goals that can be achieved through the implementation of the plan that relate to
professional development opportunities linked to needs assessments and the Curriculum Component goals, benchmarks and timeline; 3. identify the Curriculum Component benchmarks and timeline for the implementation of the professional
development strategies and activities; and 4. describe the process that will be used to determine whether the professional development goals have been met and if the professional development activities
have been implemented in accordance with the Curriculum Component goals, benchmarks and timeline. The Fremont plan identifies the fact that training that is not immediately used is often
lost and that professional development is a goal of the district. In addition, the plan notes that administrators, educators and support staff are regularly assessed on a yearly basis
using the CTAP2 Technology Assessment Profile and the data collected from the California School Technology Survey (CSTS), the results of which are used to create district curricular goals and technology
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