Since graduating university in 2003, I have worked to increase the use of technology within my school and the field of teaching. Below are explanations of resources I have created to aid teachers in their integration of technology.  Also included are presentations I have used during professional development sessions. Click on the red titles to access the online resource.
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Technology Requires Guidance

Technology Requires Guidance Video

I created this video for one of my masters degree projects. I use this video to help break down to misconceptions about the use of technology in the classroom. The first misconception is that technology engages students. This is not true. Good teaching through high quality lesson design engages students. The other misconception is that because students use technology as a social tool that they know everything they need to about technology as a tool. In a first year 1 to 1 classroom, teachers quickly find that kids do not know crucial skills for staying organized or managing content through web2.0 tools.

TI Plan

ASFM Technology Integration Plan

After completing the objectives I created for the first two years as the ASFM Director of Technology Integration, I developed this 3 year plan. This plan is grounded in the pedagogy behind why we use the tools that we do for instructional purposes rather than the tools that we use. It details the school wide goals and then breaks work toward those goals into benchmarks to be achieved each year. The stakeholders and their roles are explained as are the types of measurement they will use to determine our growth towards achieving those goals.

Tech Integration Framework

Technology Integration Framework

I developed the Technology Integration Framework shortly after begining my work as a technology integration specialist. I realized that teachers were confusing using technology in the classroom with integrating technology into the learning experience. Using technology does not improve the learning experience for children. Integrating technology does. This framework provides four questions that teachers can ask themselves when they find a tool they believe would be a positive impact in their classroom. It helps ensure that teachers are not using technology just to use technology.


To assist my teachers with ideas for implementing different online resources, I created the blog "Tech4urContent".   I update this resource regularly with a blog posts celebrating teachers' use of technology, how-tos for using tech tool, and examples of how tech can be integrated to support content. The post includes a link to the resource, how-to videos to get readers started with the tool, links to related resources, and suggestions for integration.  Showing actual examples of how different online tools can be applied to the classroom has increased staff willingness for integration.
1 to 1 Site Image

ASFM 1 to 1 Laptop Program Web Site

This web site was created as a resource for the parents of our 1 to 1 laptop program. It provides information about the project mission. Supports parents with information for purchasing and setting up the laptop with the appropriate software. I communicate important dates and policies as well through this web site as well. To encourage parents use of this resource, I create monthly activities that they were responsible for completing with their child in the four months leading up to the start of their child's seventh grade school year when they begin the 1 to 1.

21st Century Training Wiki

ASFM 21st Century Skills & Tech Integration Training

This site was created as a resource to present from as well as to develop a resource for teachers to refer to after the professional development. The session was held over two school days with the Digital Teacher teams and curriculum teams on both campuses. We explored the 21st Century Skills, what they look like when implemented into the classroom, determined ways to evaluate our current curriculum for use of the skills. Teachers also tested out a variety of technology tools and shared how they have or will use them in their classroom in the future.



For the 2009 NMSA conference, our school hosted a site visit and presented three different sessions. In addition to acting as a demonstration classroom for the site visit and presenting at the conference on the topic of technology integration, I created this wikispace to host all of the information shared by our school during the conference. The beauty of using a wiki is that the other presenters and our principal could contribute to the creation of this resource as well. The collaboration resulted in a very robust tool that we continued to use to highlight our school’s one-to-one program as well as host examples of how technology is being integrated into the classrooms of Zionsville Middle School.

Since the summer of 2012, I have been teaching graduate level courses for either Michigan State University's Master of Arts in Educational Technology Program or the State University of New York's Educational Master Program. Below are examples of the resources I developed for use while instructing the courses.

MSU MAET Year 2 Overseas Cohort

This cohort consists of three graduate level courses being taught through an intensive schedule of fourty hours a week for one month. I worked collaboratively with a co-teacher to create and deliver the content of these three courses. We focus on the topics of pedagogy and how students learn, technology and leadership, as well as approaches to research in education. With a project based setting, students are guided towards personal growth through group collaboration, peer feedback, and one on one conferencing with instructors.


SUNY EDC Courses

Thus far I have designed and instructed two courses for the ASFM SUNY masters program. One was focused on the impact of instructional technologies on the ethical, moral, social and emotional considerations the 21st Century student is faced with. This was a refreshing look at a different side of technology. The other course, I taught as a differentiated course to two groups based on grade level they worked with. This allowed me to personalize the content even further for our ASFM teachers to ensure that it aligned with our schoolwide goal as we explored instructional design and problem solving with technology.

From my days as a 6th grade science and language arts teacher, the section below exhibits lessons from my classroom. Many of which integrate technology into the curriculum to help enrich the learning process and their access to resouces. Roll your mouse over the pictures to see additional snapshots from the classroom.

To begin the year, our team uses a biography project to help our students get to know his/her teammates from other classes. Each student formulates interview questions to ask his/her partner from another homeroom. Each student then creates a short biography story about his/her partner's life. For our students who require assistance with scribing, we provide him/her with iPods and attached microphones, which allow each student to work independently without relying upon a teacher or instructional assistant.

While interviewing and writing biographies in English class, students are also reading biographies and completing a project highlighting similar elements in literature class.


Students apply the scientific method to investigate which brand of consumer product performs the best. They quantitatively test products and qulitatively assess them through observation. The also gather feedback from the community on the products using Google Docs surveys they create. After coming to a conclusion about their data collected, students create a page for each product tested and add it to our SPD Team Consumer Report magazine. Students then implemented their persuasive writing skills from English to create a commercial using either Adobe Premiere or iMovie to promote the best product tested. A few years ago the commercials were submitted to a Mejier Brand Product commercial competition.

After researching the various elements of ecology, groups build a realistic ecosystem for a selected biotic omnivore. They include all necessary biotic and abiotic factors required to maintain a balanced environment. Groups observe the organisms in their natural habitat for two weeks. After the two week period, students then apply what they have learned to a local ecosystem within the community. They test water samples and observe wildlife both quantitatively and qualitatively. Data collected using Pasco Probeware at three different sites is then compared via a Google Docs Spreadsheet upon our return to school, where students determine if our water treatment plant has a negative effect on the ecosystem, or not.
To observe Arbor Day and Earth Day, my students research current environmental issues. They use the research to develop and present a lesson to students at Zionsville Elementary schools. The designed lessons are age appropriate, hands-on activities that help the elementary students to understand small changes they can make to benefit our Earth.

While learning about Greece in social studies, students read Greek mythology in literature and wrote their own myths in English. After reading the Greek myths, students selected their favorite myth and turned it into a play. In small groups, they wrote a script using TitanPad, constructed props and performed their plays for the entire team of seventy-five students. Peers provided feedback through surveys within out LMS system.

From the pictures I am sure you can understand why I selected this title for this project. The classroom walls come to life as students apply their knowledge of acceleration to marble tracks that demonstrate the three different types of acceleration. Teams problem solve as they develop a track that will support two marbles with different sizes and masses. In their exit interview all group members must describe the physics behind the entertainment of their project. Groups create iMovie presentations to share with their classmates upon completion of a successful project. This lab not only calls upon their prior knowledge from earlier projects, but also acts as an introduction into Newton's 3 laws of physics as well as momentum. Students truly build on their knowledge!


The foundation is laid for the year as students learn as a class how to implement all of the steps involved in completing a scientific investigation. Each group develops an investigative question about a topic of interest and practices completing the scientific method.

In the picture to the left, this group of students was trying to determine if plant species had any impact on the time it took for a leaf to catch on fire using the sun's rays concentrated through a magnifying glass. They collected data and analyzed it using an Excel graph and presented their conclusion to the class.

After analyzing several short story plots, the students develop an original plot for their own short story. They write, illustrate, and publish their stories. Once it has been published into a hardbound book using iPhoto, we then travel to the kindergarten to share the stories and allow the younger children to practice their reading skills out loud for an audience.

Using a video podcast, students demonstrate their knowledge of simple machines by describing the pictures they took while on a digital scavenger hunt around the school. In their podcast, students label one of the pictures incorrectly to help test the knowledge of their classmates. After being posted online the scavenger hunt continues as students complete a homework assignment of viewing each others podcasts and determining each of the pictures that has been labeled incorrectly.


Late Updated: October 2, 2013
Created By: Sean Marie Sweeney