Robin Green EDUC 5373

       Nearly half of Strong Tomorrows students attend a fully virtual school requiring consistent internet access. Teen parents face compounding systemic barriers — lower household incomes, unstable housing, and hidden costs of broadband — that make maintaining connectivity disproportionately difficult (Mickler & Tollestrup, 2024; McClain & Bishop, 2026). Addressing this digital access inequity is important for Strong Tomorrows. Currently, many students receive assistance through their schools, but as is common with marginalized communities, many students slip through the cracks and need additional help in gaining consistent, reliable internet access. Strong Tomorrows site coordinators currently connect students with T-Mobile Cares, which will remain the primary method of closing the digital access gap under my TIP (T-Mobile, 2026) . However, the needs assessment reiterated that this solution is not always sufficient.  Strong Tomorrows site coordinators...

  PD Structure I had previously given little consideration to using a TPACK model in any form for this technology integration plan. The structure that TPACK offers, with an emphasis on Technological, Pedagogical, and Content Knowledge, will provide Strong Tomorrows site coordinators with a framework for technology integration. For education professionals, TPACK may not have enough specificity in the way of implementation, but since most coordinators have backgrounds in social work, this seems like an excellent bridge for their experiences. Its “ staged approach to professional development” provides a scaffolded structure in which site coordinators can learn and gain skills for implementing digital best practices (Shi, et. al, 2025).  Following the model, sessions would be chunked into sections with one focused on technology training, one on inclusive practices, one on modifying content for digital content, and then 3 sessions that combine these focuses and culminate with immed...

  Crompton article ISTE Educator standard 2.2 Leader focuses on advancing a shared vision, advocating for access, and modeling digital tool use (2025). Crompton emphasizes that bottom-up initiatives are far more effective because educators can implement relevant solutions (2023). The site coordinator model at Strong Tomorrows maps well to this idea as coordinators work at different school sites with pregnant and parenting youth (PPY) participating in the program. The one-to-one work that coordinators do, guided by their overarching vision “Strong Families. Empowered Youth,” relies on personalized, authentic approaches that empower students (Strong Tomorrows, 2023). Top-down initiatives are ineffective due to the individualized nature of their work. PPY are faced with intense stigma, so empowering students to use technology can lead to major educational gains designed to counteract the myriad systemic barriers that often prevent PPY from even finishing high school (Johnson, 2023). I...