iPads preloaded with Google applications are appropriate technologies for second graders engaging in this lesson. iPads are easy to hold and portable for use anywhere in the classroom, such as when students meet with their partners. iPads also have touch screen technology and built-in microphones and cameras, so students in this age group won't have to keep track of external mice and recording devices when creating media. Google Slides would also be a useful application with which students can integrate text and audio/visual media into a shareable presentation. For example, students can import images found in the public domain or licensed for educational use via Creative Commons; the instructional technologist should share links to these media-hosting sites with the teacher. Students can record audio clips with the iPad's microphone and create images by staging their own photos or by taking high-quality photos of their own artwork. These methods all generate media files that can be easily embedded in a Slides presentation via upload or URL. Alternatively, students can create digital artwork directly on their slides by using the Insert feature to add editable shapes and lines.

The iPad is also versatile for students with different needs. For those with mobility challenges or who may be unable to hold a tablet steadily, iPads can be mounted on desks and wheelchairs. Voice to text functionality is also available for those who cannot reach the touchscreen keyboard or otherwise have difficulty keying in commands. Students who struggle specifically with fine-motor skills, such as those with dysgraphia, will also be able to use photos, audio, public domain images, and/or the insertable lines and shapes rather than relying on hand-drawn artwork.

iPads may pose a challenge if they are not sufficiently charged before or after use. The instructional technologist should ensure the classroom instructor has extra cables on hand, as a student can still use an iPad plugged into an outlet. If the iPads are stored on a cart, it should be checked at the end of the lesson to confirm all tablets are charging. In fact, it is worthwhile to ask instructors to train students to plug their iPad back into the cart as a matter of routine at the end of any lesson. In the event that an iPad battery dies while a student is building their presentation, auto-save functionality in the Slides app will ensure students don't lose their work.

Creating Google Slides presentations presents an opportunity to teach second graders about proper use of web-based applications and protecting identities online. For example, students can learn why the default private setting for Google-hosted files is appropriate for classwork, especially if students' narratives include personally identifiable information. If students take their own photos, they should also be instructed to respect peers' privacy and refrain from photographing anyone who does not wish to have their picture taken or whose parents opted out of having their child's image recorded.

Incorporating iPads and Google Slides into this lesson supports the learning goal of "creating accompanying media for a classmate's story and explaining its connections to the writing," as Slides allows for easy integration of text, audio, and visual media in order to draw connections between written and audiovisual storytelling. Given that the targeted Georgia standard highlights students' ability to clarify components of a narrative such as "ideas, thoughts, and feelings," students will also be able to experiment with translating these more abstract concepts into an audio/visual medium. Slides presentations also allow for trial-and-error exploration to build these skills, as slides can be easily reordered, and embedded media can be easily moved, deleted, recovered, and/or replaced.

Two stakeholders whose input would help determine technology needs at a suburban high school are the classroom teachers who will utilize tech resources to integrate workplace skills into their instruction and the students whose proficiency with computers, mobile devices, and digital communications would determine which workplace skills the adopted resource should target for development.

To meet these needs, I recommend the purchase of Google Chromebooks necessary for the school-wide adoption of Google Classroom, the latter of which is free for school districts.

One criterion for evaluating adoptions is if/how the technology can be leveraged to promote the 4Cs central to 21st-century workplace skills: communication, collaboration, critical thinking, and creativity. By using Google Classroom and its app suite to manage course content, communications, and activities, teachers can promote students' development of technology-specific workplace skills such as appropriate email communication (Gmail), video call etiquette (Google Meet), and collaboration via secure file-sharing and data-management tools (Google Drive, Google Sheets). Another criterion is whether the resource is accessible for students with varying abilities by including such features such as voice-to-text functionality for those with visual or motor-skills challenges, compatibility with screen readers, and haptic interfaces; all of these settings are available and can be adjusted to meet student needs on Chromebooks and/or Google Classroom. Chromebooks for use at school and home also provide students with a way to access and share course materials online with fewer distractions, as they will not need to use personal digital devices for those purposes.

To promote Google Classroom and train educators in its use, the technologist can work with the high school's Library Media Specialist to organize training sessions, perhaps on pre-term professional development days or in smaller groups at departmental meetings early in the year. Surveys following the training sessions will also identify educators who are already proficient with the Google app suite or still struggling, and the technologist can pair more experienced teachers with less experienced colleagues from the same department for mentorship. Department-level training sessions can also target subject-specific needs by demonstrating Google Classroom's compatibility with relevant educational sites such as Khan Academy, Quizlet, and BrainPop, among others.

A likely barrier to adoption is educators' varying levels of proficiency with classroom technology, particularly if some teachers require additional training before they can make full use of the Google suite. For example, if the school plans to require that all courses use Google Classroom, a staggered rollout (perhaps by grade level or department) would assist the technologist with refining training materials and ensuring that all staff are prepared by the time full implementation is expected.

Google Classroom also has built-in analytics that log what materials users access and when, allowing classroom teachers and the instructional technologist alike to assess which features teachers utilize most often, when and how often students access specific course materials, and what features to target in future professional development training if they have not yet been leveraged to their full potential.

A learning objective for professional development is to use built-in cameras and screencast software on teachers' district-issued laptops to make lesson content more accessible outside of class, and as a session goal, faculty will plan one "flipped" lesson for a class they currently teach. A screencast is a digital recording of one's computer screen that can include audio narration, recorded lectures, virtual demonstrations, etc; in a flipped lesson, students engage with this course content on their own time, then apply that content with in-class activities and teacher guidance. Flipped lessons grow parent engagement by bringing course content into the home; videos distributed on, for example, Google Classroom allow parents to better understand where their child is excelling or struggling, and partner with teachers to make informed decisions about additional support or enrichment.

During the session, teachers will view screencast examples created for flipped classrooms, brainstorm upcoming course content for a flipped lesson with teachers of similar subjects, and begin creating that content by experimenting with screencasts. The session will help adult learners gain proficiency by providing time for "sandboxing," where staff can view sample screencast lessons specific to their academic field, try out screencast tools in a low-stakes environment, and give to and receive feedback from peer teachers. These activities both train teachers in the software's use and allow for self-directed adaptation to best fit the needs of, for example, a middle school math lesson.

To evaluate the session's impact, the specialist can have participants share their screencasts, which can be assessed to determine proficiency and any additional training/resources needed. When teachers post screencasts for students on Google Classroom, the specialist can also use the EMS's built-in analytics to determine how often the videos have been accessed and by whom, which can be shared with administrators to demonstrate engagement.

A technology-related goal the yearbook club can pursue is creating an online directory of student teams, organizations, and events that includes photographs from meetings, sports games, tournaments, dances, performances, field trips, and more.

To foster ownership and creative expression, I would suggest yearbook members first create shared folders on their school's management system, such as Google Drive, where members can collaborate with student groups who submit their own photos. Club members should also work together to decide on a method of naming and organizing subfolders. For example, "sports" might be too general, and a folder for each student group might work better; members can learn from their mistakes if their initial plan proves unwieldy. The club can then share subfolders with representatives from each student group, and students within those groups can collectively decide on photos to share and develop a plan for recording future events, such as choosing volunteer photographers.

To responsibly manage personal data, yearbook members should also be tasked with creating a spreadsheet of all students who have opted out of having their image shared online, and folders should be restricted to "Contributor" access to keep uploaded photos private before they have been cross-referenced with the spreadsheet. Members should also be tasked with creating a guide for student groups with requirements for uploaded photos such as appropriateness, pixel size, filenames specifying event and date, and a message that no copyrighted material should be submitted. This guide should also ask student groups to use the comment feature in Google Drive to identify the individuals in photos for cross-referencing, as well as clarify that photos without identifications cannot be posted publicly until the information is provided. Club members will therefore learn to protect their peers' personally identifiable information and further encourage those practices among the student body.

A messaging platform such as TalkingPoints would benefit a multilingual urban school. Parents are legally entitled to receive information in their home language, and it is important that educators engage parents and/or guardians for student success. TalkingPoints allows teachers and families to securely connect with guardians over the web and in their home language. With the platform's two-way translation feature, guardians can translate messages and documents by tapping an icon; when they send replies in their home language, teachers can translate replies into English using the same feature. The TalkingPoints application can also be installed for free on mobile devices, which increases accessibility for families who do not have a home computer and/or rely on cellular networks for Internet access. Beyond removing language barriers, the platform allows for asynchronous messaging that would accommodate work and caretaking schedules that otherwise limit parents' availability for meetings.

TalkingPoints also produces data analytics that administrators and teachers can use to inform how they communicate with families and improve family-school interactions over time. For example, the data show schools which families have engaged with the platform and how often, the form and content of communications that guardians access most frequently, and which families should be targeted to increase engagement using texts, messaging, and/or postings in their home language.

TalkingPoints enables schools to build trusting partnerships with families across language barriers and empowers multilingual families to stay involved with their children's education. This provides the short-term benefit of allowing schools and families to swiftly address any academic, behavioral, or social-emotional concerns that may arise. When such concerns are addressed early and with family support, students will also be better positioned to build the habits and skills necessary for academic success as they grow, which also provides the longer-term benefit of increased student success in their future schooling.