1 1331 Franklin St. SE Grand Rapids, MI School District Code Kent Intermediate School District Instructional Technology Plan July 2012 June Creation Date: 08/23/2011 MDE Approval date: June 30, 2012
2 Table of Contents SECTION 1: COVER PAGE... 1 Table of Contents... 2 SECTION 2 - INTRODUCTORY MATERIAL... 3 District Mission Statement... 3 Educational Technology Mission Statement... 3 District Demographics... 4 SECTION 3 INTRODUCTORY MATERIAL... 8 Vision Statement... 8 Implementation Goals SECTION 4 - CURRICULUM INTEGRATION Examples of Technology Integration in the system SECTION 5 - STUDENT ACHIEVEMENT SECTION 6 - TECHNOLOGY DELIVERY SECTION 7 PARENTAL COMMUNICATIONS & COMMUNITY RELATIONS SECTION 8 - COLLABORATION WITH ADULT LITERACY SERVICE PROVIDERS SECTION 9 - PROFESSIONAL DEVELOPMENT Guiding Principles Types of Professional Development Professional Development Timeline SECTION 10 - PROFESSIONAL DEVELOPMENT RESOURCES SECTION 11 - INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE Technology Infrastructure & Hardware Network Cabling Network Electronics Wireless Networks Telecommunications Wide Area Network Network Directory and Servers Enterprise Backup Personal Computers & Peripherals Classroom Teacher Technology Systems Technical Support Software SECTION 12 - INCREASE ACCESS SECTION 13 BUDGET SECTION 14 COORDINATION OF RESOURCES SECTION 15 - MONITORING AND EVALUATION SECTION 16 - ACCEPTABLE USE POLICY APPENDIX: Appendix A: Sample Syllabi Appendix B:METS Checklists Appendix C: Screen Shot of Moodle Course... 94
3 Section 2 - Introductory Material We have seen a large amount of change over the past few years, and continue to expand technology integrated learning opportunities for staff and students. We are now building and enhancing our infrastructure for use of digital resources and web delivery for teaching and learning and greater access for all. The Plan saw us through the continued implementation of a bond proposal, infrastructure upgrades, and wireless for buildings across the district. We are continuing to promote the use of wireless laptops and moving to integrated classrooms with projection units, document cameras, and other technology based resources through Teacher Technology Systems and Elmo-To-Go Systems. Staff training and education are critical to the overall successful implementation of technology. Our training and development are infused with national, state, and district standards of technology and information literacy to impact student achievement. Building upon this success, the Instructional Technology Plan defines new technology tools and innovative methods for enhanced learning and improved administrative efficiency. We must advance forward with technology usage and skills for both staff and students if we are to do more than remediation with technology. We must use technology to promote creativity, collaboration and problem solving and truly transform our educational institution. District Mission Statement Our mission is to ensure that all students are educated, self-directed and productive members of society. Upon graduation students will be: Educated and therefore able to: Apply skills and knowledge learned from a rigorous and relevant core curriculum. Demonstrate proficiency in current technologies. Transfer career and employability skills across multiple settings. Pursue lifelong learning to succeed in a changing global community. Self-Directed and therefore able to: Use a high degree of self-awareness to facilitate making life-directing decisions. Identify and initiate career-appropriate post-secondary options. Productive and therefore able to: Appreciate and respect cultural and individual diversity. Actively participate as productive members of a democratic society. Graduates will meet the specific credit requirements as defined by the rules of this policy. These requirements will meet or exceed the minimum graduation requirements as defined by the state of Michigan. Educational Technology Mission Statement Our mission is to ensure the achievement of high standards by all students by enhancing the use of instructional technology. We support their growth into knowledgeable, skilled, and confident citizens capable of succeeding in their work, personal, and family lives into the 21st century.
4 Educated, and therefore: Technologically literate by the time the student finishes the eighth grade, regardless of the student s race, ethnicity, gender, family income, geographic location, or disability. (NCLB) Self-Directed, and therefore able to: Responsibly use appropriate technology to communicate, solve problems, access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills Productive, and therefore able to: Effectively use technology resources to empower them in their daily lives. District Demographics Grand Rapids Public Schools is the largest school district in Kent County and the third largest school district in Michigan. It is made up of 30 elementary schools; seven middle schools, including one theme school; six high schools; 15 alternative schools, six of which are residential programs; five Early Childhood Centers serving both general education and special education students; eight special education centers serving both district and county students; a Shared Time program, the largest in the state and an Adult Education program. Grand Rapids serves a diverse group of students. Many students qualify for free/reduced meals. There is also a large group of students who speak a language other than English at home. Grand Rapids students may choose to attend their neighborhood elementary school or one of several theme schools, which are open to all district students via an application process. Elementary schools may have a grade configuration of PK-5, PK-6, 6th grade only or PK-8. At the secondary level, students may opt to attend their neighborhood middle school or apply to attend one of two theme schools (City Middle/High School or Grand Rapids University Prep Academy). For high school, students may again opt to attend their neighborhood school or apply to attend a theme program located in another high school. For some high school students, an alternative education program is the best fit.
5 Elementary Schools ABERDEEN ELEMENTARY BLANDFORD SCHOOL BROOKSIDE ELEMENTARY BUCHANAN ELEMENTARY BURTON ELEMENTARY C A FROST ENVIR. SCI. ACADEMY CAMPAU PARK ELEMENTARY CAMPUS ELEMENTARY SCHOOL CESAR E CHAVEZ ELEMENTARY COIT ARTS ACADEMY CONGRESS ELEMENTARY COVELL ELEMENTARY DICKINSON ELEMENTARY EAST LEONARD ELEMENTARY G R MONTESSORI PUBLIC SCHOOL HARRISON PARK ELEMENTARY KEN-O-SHA PARK ELEMENTARY KENT HILLS ELEMENTARY MARTIN LUTHER KING JR LEADERSHIP MULICK PARK ELEMENTARY NORTH PARK ELEMENTARY NORTH PARK MONTESSORI ACADEMY PALMER ELEMENTARY SHAWMUT HILLS ELEMENTARY SHAWNEE SCIENCE, MATH & TECH ACADEMY SHERWOOD PARK ELEMENTARY SIBLEY ELEMENTARY SOUTHEAST ACADEMIC CENTER SOUTHWEST COMM. CAMPUS ZOO SCHOOL Middle Schools ALGER MIDDLE SCHOOL BURTON MIDDLE SCHOOL CENTER FOR ECONOMICOLOGY GR FORD MIDDLE SCHOOL HARRISON MIDDLE SCHOOL RIVERSIDE MIDDLE SCHOOL UNIVERSITY PREP ACADEMY WESTWOOD MIDDLE SCHOOL
6 High Schools CENTRAL HIGH SCHOOL (9th grade academy) CENTRAL HIGH SCHOOL (Health Services) CENTRAL HIGH SCHOOL (Traditional) G R MONTESSORI PUBLIC HIGH SCHOOL CITY HIGH/MIDDLE SCHOOL CRESTON HIGH SCHOOL (9th grade academy) CRESTON HIGH SCHOOL (Business Man & Tech) CRESTON HIGH SCHOOL (GRAPCEP) CRESTON HIGH SCHOOL (Traditional) OTTAWA HILLS HIGH SCHOOL (9th grade academy) OTTAWA HILLS HIGH SCHOOL (Business Man & Leadership OTTAWA HILLS HIGH SCHOOL (Traditional) UNION HIGH SCHOOL (9th grade academy) UNION HIGH SCHOOL (Arts, Music & Entertainment) UNION HIGH SCHOOL (Traditional) SCHOOL OF CONSTRUCTION Alternative Schools CENTRAL PINNACLE SCHOOL CRESTON PINNACLE SCHOOL HOME EDUCATION SCHOOL NORTHWEST CAREER PATHWAYS OTTAWA PINNACLE SCHOOL PARK SCHOOL SOUTHEAST CAREER PATHWAYS UNION PINNACLE SCHOOL Special Education Centers COMMUNITY BASED OCCUPATIONAL TRAINING KENT ED CENTER BELTLINE HIGH SCHOOL KENT ED. CENTER - MAYFIELD KENT ED. CENTER OAKLEIGH ELEMENTARY KENT VOCATIONAL OPTIONS LINCOLN DEVELOPMENTAL CENTER LINCOLN SCHOOL SHAWNEE ORAL/DEAF PROGRAM
7 Pre-K Learning Centers CAMPUS EARLY CHILDHOOD CENTER KEN-O-SHA PRESCHOOL RIDGEMOOR EARLY CHILDHOOD CENTER WELLERWOOD EARLY CHILDHOOD CENTER WEST LEONARD EARLY CHILDHOOD CENTER Adult Education/Shared Time Programs SHARED TIME ADULT EDUCATION
8 Section 3 Introductory Material Technology Vision Statement Grand Rapids Public Schools utilizes technology to elevate student achievement, strengthen the student-centered learning environment, and maximize efficiency in communication with parents, partners, and community members. Our overarching focus will be directly aligned to The ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers: Facilitating and Inspiring Student Learning and Creativity Designing and Developing Digital-Age Learning Experiences and Assessments Model Digital-Age Work and Learning Promote and Model Digital Citizenship and Responsibility Engage in Professional Growth and Leadership Technology literacy has been defined by the State of Michigan as the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21 ST century These standards are broad by design to avoid them being taught in isolation, rather, it must be an integral component of the learning environment. In order to accomplish this model of instruction with effective and efficient technology, learning environments conducive to powerful uses of technology must be created. These environments include: Vision with support and proactive leadership from the education system Educators skilled in the use of technology for learning Content standards and curriculum resources Student-centered approach to learning Assessment of the effectiveness of technology for learning Access to contemporary technologies, software, and telecommunications networks Technical assistance for maintaining and using technology resources Community Partners who provide expertise, support and real-life interactions Ongoing financial support for sustained technology use Policies and standards supporting new learning environments Over the past decade, Grand Rapids Public Schools has provided opportunities for educators to become more skilled in their own use of technology, as well as support for the integration of technology and core content instruction. Grand Rapids Public Schools
9 has adopted two research based strategies for instruction that place the student at the center of the model, 5E learning and 4-Block instruction. Grand Rapids Public Schools continues to focus on content standards and curriculum resources to improve the instruction. Training staff to use these methodologies and integrate technology will continue to be the focus. Grand Rapids Public Schools is well equipped to keep the technology up and running with appropriate maintenance. Grand Rapids Public Schools has a team of seven field PC support technicians, a network team of six technicians, five helpdesk technicians and one Instructional Technologist to support and train the staff in the use of technology for district and professional use. Grand Rapids Public Schools works with community partners such as the VanAndel Education Institute, Kent County ISD, Local Colleges and Universities, Health Groups, and Community Media Resources to provide additional expertise. The $12.5 million technology bond that was passed in June 2004 has come to a close and has provided the much needed funding to bring our technology up-to-date. Building Administrators will now be challenged to use building funds to replace and/or improve the technology in their building. The target ratio of computers to students is 1:6 in the elementary grades, and 1:5 in the secondary grades. Additionally, printers, digital cameras, data projectors, scanners and most recently handheld tablet devices have been purchased. All teachers have been provided with networked computers in their classrooms. All teachers are expected to report attendance online in our student information system. Teachers are also reporting grades online rather than using any form of paper grade reporting with the same student information system. Grand Rapids Public Schools will rely on District and Title funding where applicable to provide funding for professional development. Curriculum specialists will be instrumental in aligning and developing specific curriculum objectives that will use technology to help students master the content. This will continue to be an integral part of the plan. Parental involvement and support is essential in all programs in schools, and technology is no exception. It is likely parents may be unaware of the technologies being used in schools. Each school or program is encouraged to include information about the use of technology by students in their official publications for parents. Schools/programs are encouraged to utilize the availability of space on the District s public website to keep parents and community informed about their building/program. In the fall of 2008, Grand Rapids Public Schools launched a new website giving schools the ability to maintain their own web pages that are seamlessly connected to the district s site. Schools/programs are encouraged to demonstrate technology at times when parents are present in the building, including but not limited to, school open houses and parent conferences.
10 Students are the future employees of the businesses in our community. Those businesses have a stake in our students and are encouraged to participate in the Instructional Technology Committee. They can assist in identifying the base level skills all employees need and in the validation of the skill sets we provide our students through the use of technology. The Instructional Technology Plan will be available from the District s public web site at: Implementation Goals: Technology for School Administrative Support 1. By September 2012, all teaching and educational administrative staff will be expected to use PowerSchool for all student related information including but not limited to; demographic data, enrollments, attendance, grade book and scheduling. 2. By August 2013, all ancillary systems (transportation, food service, student electronic messaging, web 2.0 applications, data warehouse, telephone & voic , on-line course management systems, assessment systems, parent notification systems, etc.) will be integrated with the following directory systems: student information, network directory, & human resources. The integration will allow for periodic synchronization of account information at the low end and LDAP or similar secure lookup of user names, passwords, & all relevant credentials at the high end. 3. Ongoing, provide an average of 24 hour response time to customer problems reported to the helpdesk for the period October 1st through July 31st. Response time is measured as the time elapsed from when the customer contacts the helpdesk to the time that a technician begins working on the problem or issue. 4. Ongoing, achieve an average uptime of 99.9% for all enterprise systems during the relevant peak use window - 7:30 a.m. to 4:30 p.m. for 261 work days per year. This equates to hours or 2 hours, 21 minutes of downtime annually during the peak use window. 5. By August 2013, provide a unified in-box for voic , and faxes for all Grand Rapids Public Schools instructional and administrative staff. 6. By August 2013, develop a comprehensive technology obsolescence plan. The plan will include a schedule, with costs, for the replacement of end user workstations, software, servers, and network equipment. 7. By August 2014, move ten or more key processes from paper to an electronic format. Likely examples include paycheck stubs for direct deposit employees, purchase requisitions, staff address and emergency contact information, federal
11 and state income tax withholding, supply requests, request for personnel forms, vacation requests, etc. Technology Professional Development 1. By the end of the school year, a multifaceted, systemic professional development program embedding instructional technology integration into the content will be implemented at 100%. 2. Ongoing, all staff will have access to just-in-time differentiated professional development through the Video on Demand (VOD) System and other technology-based medium. 3. Ongoing, a centralized, web-based database, (Curriculum Crafter) provided by the ISD, of information, academic best practices, and tools and resources will be available to improve efficiency and effectiveness in teaching and learning. Teaching staff will be able to access the resources via the internet at any time in this database. Curriculum head staff will be able to maintain and update the information at any time. 4. By the end of the school year, a comprehensive Professional Development Management System will be implemented to help staff track and report professional development activities, including contact information, courses, presenters, facilities, buildings and professional development plans. 5. By the end of the school year, Technology integration will be a component of all subject area and grade level professional development in the district. 6. Ongoing, Technology professional development will be required of all building and district level leadership to support their work as instructional technology leaders. 7. By the end of the school year, a technology needs and competency assessment will be implemented to gather information on an annual basis. Technology professional development will be based on the results of this instrument. Technology Integration into Curriculum and Instruction 1. Ongoing, all secondary students will utilize technology as a learning tool for 15 school hours per week and all elementary students will utilize technology as a learning tool for 5 school hours per week in support of teaching and learning. 2. By the school year , establish communities of virtual learners amongst staff to foster continuous learning. By the school year , establish communities of virtual learners amongst staff and students to foster continuous
12 learning. By the school year , establish communities of virtual learners amongst parents, staff, and students to foster continuous learning. 3. Ongoing, encourage new ways of teaching and learning using technology by modeling it, integrating into syllabus, and when evaluating new materials use this as part of the criteria. 4. Ongoing, at least 30% of resources from each of the four content areas develop lesson and unit resources that are stored and retrievable digitally and that incorporate technology and digital learning resources. 5. Ongoing, create digital content for timely and authentic formative and summative assessment. Technology Delivery 1. Ongoing, increase collaboration with KISD and neighboring districts to identify and implement best practices for online courses. This includes review of various products, implementation models and strategies for student, teacher and parent buy-in. Implementation planning will incorporate dialogue with representatives from the State's leading districts in online learning (i.e., Traverse City, Ann Arbor, Wyoming, Warren) and consultants in the design and implementation of online learning strategies. Locally, planning will include various members of district administration, school administration, technology and assessment and evaluation. 2. Multiple e-learning vendors will be utilized to provide up to 180 seats to secondary students for online course implementation models (i.e., 100% virtual (alternative high school sites), blended/hybrid (traditional high school sites). 3. Continue to utilize online courses for students as a full time option for alternative education sites. 4. Ongoing, annual cohorts of 45 teachers will complete training and certification in online learning to support local technology-driven initiatives (i.e., online courses, resources and course management tools). Training and PD sessions may be facilitated by a combination of district staff, and other online training vendors. 5. Ongoing, promote and market online learning to all GRPS students, parents and staff. 6. Evaluation of the success of online courses will include analysis of data from course completion, annual state assessments, criterion-referenced interim assessments, online course enrollment figures, online course achievement data, student surveys and teacher surveys. Process and achievement evaluations will occur once or twice per trimester, conducted in collaboration by building principals, Assessment and Evaluation, MIS and SIS.
13 Section 4 - Curriculum Integration For curriculum integration, Grand Rapids Public Schools will strive to use different models of technology implementation to improve teaching and learning. These models will include integrating technology into the existing curriculum by further developing technology rich syllabi (sample in Appendix A) as well as putting together a method in which students will have the opportunity to take core classes in an online environment that will be either entirely virtual or in a blended instructional environment. All of these technology implementations will embed the NETS Standards for Students. Grand Rapids Public Schools Students: By the end of grade 2 students will: Use input devices to successfully operate computers, wireless devices, and other technologies. Use a variety of media and technology resources for directed and independent learning activities. Communicate about technology using developmentally appropriate and accurate terminology. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. Demonstrate positive social and ethical behaviors when using technology. Practice responsible use of technology systems and software. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, and drawing tools) for problem solving, communication, and illustration of thoughts, ideas and stories. Gather information and communicate with others using telecommunications, with support from teachers, family members or student partners. By the end of grade 5 students will: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
14 Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. Use telecommunications and online resources to participate in collaborative problemsolving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. Use technology resources for problem solving, self-directed learning, and extended learning activities. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. By the end of grade 8 students will: Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. Use content-specific tools, software, and simulations (e.g., environmental probes, graphic calculators, exploratory environments, Web tools) to support learning and research. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
15 Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. Demonstrate an understanding of concepts including hardware, software, connectivity, as well as practical applications to learning and problem solving. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. By the end of grade 12 students will: Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. Make informed choices among technology systems, resources and services. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence.) Evaluate technology-based options, including distance and distributed education, for lifelong learning. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
16 Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. METS for Students In June 2005, the State Board of Education adopted the Michigan Education Technology Standards for Students (METS-S) K-2, 3-5, and 6-8. The METS for grades 9-12 were adopted in January 2006 and all the METS were updated again in The standards are designed to clearly communicate the definitions for technology literacy assessment in the future. The METS are based on NETS-S and provide the specificity lacking in NETS-S. These standards are divided into the six categories to determine the level of literacy needed at each grade level. Grand Rapids Public Schools will use METS standards to supplement our technology literacy objectives and the METS checklist (see Appendix B) to technical literacy; it provides better diction to school districts to provide experience and monitor acquisition of those skills. METS K-2 METS 3-5 METS 6-8 METS
17 Examples of Technology Integration in Content Areas: Elementary Grades - Examples of Possible Integration in All Content Areas English Language Arts Mathematics Social Studies Science World Languages Use word processing for Use database and Use multimedia Use databases and online Use the language final copies of major spreadsheets in research encyclopedias and other resources for research. (This capabilities of word writing pieces Intervention, remediation online resources to will allow students to gather processing and online Use database and and reinforcement of skills support mapping activities more evidence for resources to support explanations) telecommunications for Simulation software for Use word processing, language instruction. Use spreadsheets to graph research and problem solving. desktop publishing and data. (This will allow students Use digitized voice for communication Logic problems for multimedia production to examine data in different introduction to languages Organize, track, problem solving. software as formats to find trends and and language investigate and Create graphs to display developmentally patterns) development. communicate progress in data appropriate for reports Use of appropriate hardware reading using databases Use instructional Use databases and to capture images and sound. and spreadsheets (allows resources on videotape, spreadsheets to collect (This will allow students to review observations so they students to track their own instructional television and data and create graphs. have more time to process progress and set goals) on the world wide web Virtual field trips them) Intervention, remediation Use multimedia Use multimedia presentation and reinforcement of skills presentation software to software to produce reports. Create multimedia reports produce reports. (This will (This will allow students to and presentations Use desktop publishing for allow students to share ideas in current share ideas in current applications) reports and other applications) Use computer-based published materials Create timelines for laboratories for data collection and analysis. (This (informational genre events past, present and will allow students to gather pieces per grade level) future more evidence for Use digital photography Create multimedia reports explanations) to support writing projects and productions Use instructional resources and presentations Use instructional Virtual field trips(this will allow students to on videotape, videodisc, DVD, and instructional resources on videotape, experience alternative television. (This will allow videodisk, DVD and locations to normal students to gather more evidence for explanations) instructional television experiences) (allows students to build Virtual field trips(this will allow students to experience background knowledge in alternative locations to content) normal experiences) Page 17
18 Arts Music Physical Education Special Education Media Centers Use online resources and CDs for audio resources Creative music expression using multimedia tools and resources. Use computer drawing programs for creative expression. Use multimedia production for digital portfolios. Use digital photography and video and editing products for projects. Use animation software Use online resources and multimedia encyclopedia for art history and appreciation Use computer-based resources and online resources for research in health and physical education. Use spreadsheets to collect health related data, sports, data, etc., and then graph it. Use instructional resources on videotape, videodisk, and instructional television. Use Computer Assisted Instructional software for instruction, intervention and remediation. Use assistive peripherals and software for special needs. Access supplemental instructional materials via the internet. Use developmentally appropriate hardware and software to support instruction Integrate software for general use that includes features that can meet the needs of students with disabilities (ie: text to speech, screen enlargement, etc) Embed technology into lesson planning Use technology resources to support Standards based instruction Use web-based programs to plan and deliver instruction Use E-IEP forms Ensure students have the opportunity to use technology included in their IEPs Use technology tools or computer software to allow students to access content in multiple ways Ensure that access to curriculum text in audioformat is available use adaptive devices: PDA, AlphaSmart, synthesizers use concept mapping techniques/software (Inspiration-Piko Map) Use computerized card catalogs. Use databases on CD Multiple computer stations for student and teacher use. Telecommunications, including satellite television and local and world-wide resources for research. Page 18
19 Grades 6-8 Examples of Possible Integration in all Content Areas English Language Arts Mathematics Social Studies Science Arts Use word processing and desktop publishing for documents, reports and other published materials Use of tools; spell check, thesaurus, grammar check, tool bar functions Utilize database and create spreadsheets to solve problems use graphing calculators to discover concepts visually create multimedia projects with graphics, text, sound and video to demonstrate use telecommunications to access online resources create multimedia projects with graphics, text sound and video utilize databases on compact disk create simulations use databases and Internet for research (This will allow students to gather more evidence for explanations) access spreadsheets and graphical analysis software to analyze and use computer drawing programs for creative expression. design compositions and produce multimedia using still and live video critique art work investigate art history and telecommunications for math concepts and use spreadsheets to graph graph data (This will allow appreciation involving research papers. complex problem solving statistics students to examine data sources on video and CD- use outline/brainstorm techniques use concept mapping in different formats to find ROM. software and CD-ROMs use Computer Aided techniques/software trends and patterns) create animations for writing, creating Instruction (CAI) software GPS and other electronic use multimedia utilize database and multimedia projects with to reinforce basic skills mapping tools to study the presentation software to telecommunications for graphics, text, sound and utilize simulation software geography. produce reports (This will research student created videos for used in problem solving Teachers utilize various allow students to share Take virtual field trips to presentation of research create computer technology based ideas in current famous museums Use desktop publishing for generated graphs instructional approaches applications) newspaper or class access instructional to teach historical use of appropriate newsletter resources on videotape, concepts, processes, and hardware to capture Use concept mapping videodisc and instructional habits of thinking through images and sound (This techniques/software to television structured long-term will allow students to plan for major writing use concept mapping inquiries, direct instruction, review observations so pieces techniques/software modeling, differentiated they have more time to Use instructional coaching, scaffolded process them) resources on videotape, activities, and independent desktop publishing of videodisk, DVD and practice. documents, (This will instructional television Utilize electronic and allow students to share (allows students to build online map resources to ideas in current background knowledge in study the four domains of applications) content) social studies (Civics, use simulation software Use digital video and Economics, Geography, for problem solving (This photography for projects History) will allow students to and presentations Students create gather more evidence for multimedia reports and explanations) productions use instructional resources on videotape, Page 19
20 Teachers and students use appropriate media to participate in and maintain an online learning environment where historical problems or issues are explained, debated, discussed and analyzed Students use appropriate media to reflect on what they are doing in history and communicate their work to others Students use appropriate media conduct historical analysis, persuasion and use of evidence in reasoning, writing, and talking about history Teachers use multiple forms of formal and informal, summative and formative assessments to guide instruction videodisc, DVD, and instructional television (This will allow students to gather more evidence for explanations) use concept mapping techniques/software (This will allow students to share ideas in current applications) Page 20