Alexandria Central School District Educational Technology Plan

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1 Alexandria Central School District Educational Technology Plan Educational Technology Mission Statement... 1 District Computer Technology Committee District Demographics... 1 Vision for the Educational Technology Program... 1 Communication with Parents... 1 Purpose of the Educational Technology Plan... 2 Requirements for Effective Implementation of Technology... 2 Evaluation... 2 National Standards for All Students... 3 Educational Technology Competency Indicators... 5 GRADE LEVEL: KINDERGARTEN GRADE GRADE LEVEL: GRADES GRADES Staff Development Goals... 7 TYPES OF TRAINING... 7 INFRASTRUCTURE... 9 HARDWARE INVENTORY... 9 SOFTWARE... 9 WEB BASES TOOLS... 9 NETWORK EQUIPMENT... 9 TELECOMMUNICATION EQUIPMENT... 9 Goals Budgetary Considerations Annual Implementation Timeline: Implementation Timeline: ACS Technology Budget Safe and Acceptable Use of Electronic Technology (7-12)... 12

2 Educational Technology Mission Statement The Alexandria Central School District (ACS) will provide appropriate training to implement a technology curriculum and instruction that meets or exceeds New York State Standards. District Computer Technology Committee The Technology Committee focuses on district-wide development and technology improvement of the education of our students. Superintendent of Schools High School Counselor Educational Technology Coordinator Health Teacher K-12 Elementary Teacher 5 th Grade Library Media Specialist Network Administrator Mr. Robert Wagoner Jr. Mr. Kevin Durr Ms. Lily Gionet Mrs. Barb Bresnahan Mrs. Betty Compeau Mrs. Cindy Tidd MORIC District Demographics The Alexandria Central School District consists of one instructional building. District Enrollment is approximately 630 students grades Pre-K 12. Vision for the Educational Technology Program The Alexandria Central School District is dedicated to preparing students to be successful in our constantly changing society. It is therefore important that students understand and incorporate present and future technologies into their lives. It is our goal that each student has the opportunity to acquire transferable skills that will enable them to be lifelong learners. Communication with Parents ACS believes technology is a means to increase communication with parents. Software employed to communicate with parents includes student management systems where parents will have access to student s records including grades, attendance, and discipline. ACS will continue to use the ACS web site to share current information with parents, students, and other community members. 1

3 Purpose of the Educational Technology Plan This plan provides an orderly means to meet students needs and to help them develop computer and research skills throughout their educational experience at ACS. Defines the roles and expected competency levels for computer-related technologies at various grade levels; States the relationship between the curriculum and the implementation of appropriate applications and technologies; Provides educational technology training for professional development; Establishes a timeline for implementation of the plan; Detail the financial and budgetary requirements for the accomplishment of the plan; Provides a tool for assessing the implementation of the plan. Requirements for Effective Implementation of Technology Advances in technology continually change and impact the way we obtain, process, present, evaluate, and use information. Therefore, the district s goals are to continue to: Implement a comprehensive staff development program to ensure appropriate and effective use of technology; Integrate technology within and across all curriculum areas; Provide access to technological equipment and materials for all students and staff; Promote technology as an alternative to traditional methods of gathering, organizing, and synthesizing information for instruction, management and evaluation; Ensure access of high speed telecommunication lines to enhance the process of educational technology through video conferencing, distance learning, educational technological field trips, etc.; Provide sufficient funds, within the budgetary constraints of the district, for the implementation, maintenance, and development of technology. Evaluation The intent of technology in education is to improve instruction, increase student achievement, and make our students technologically literate. To achieve this goal the district will use the following evaluate the effectiveness of the integrated curriculum: Students will meet or exceed the New York State Reference Points on standardized tests; Integration of technology will be apparent in teachers lesson plans; Students work will show evidence that they have met the instructional technology competency standards for their grade level that are outlined in this plan; At the conclusion of each year, a needs assessment will be conducted to determine the districts technology needs. 2

4 National Standards for All Students The International Standard for Technology in Education (ISTE) has developed six National Educational Technology Standards for Students (NETS S), online at These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success learning, communication, and life skills. Technology Foundation Standards for Students 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 3

5 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. 4

6 Educational Technology Competency Indicators GRADE LEVEL: KINDERGARTEN GRADE 2 Demonstrate the ability to turn on and off a computer device safely and securely. Demonstrate the ability to navigate to various files, folders, menus, and on the Internet when using technology. Demonstrate the knowledge to print. Identify the components of a computer device. Use the various input and output devices on a computer to communicate and create products. Use the best ergonomic practices when using technology. Communicate about technology using developmentally appropriate language. Demonstrate the safe and cooperative use of technology. Engage in learning activities with other learners using technology to communicate. Use graphics organizers to depict ideas and information. Demonstrate the ability to navigate safely and securely when using technology. GRADE LEVEL: 3-6 Demonstrate the ability to save and retrieve information on the computer device. Use various programs to practice and demonstrate knowledge in various topic areas. Use the best ergonomic practices when using technology. Produce original media rich publications on various research and writing projects. Use appropriate digital resources to research topics under the guidance of a teacher. Select and use appropriate software for producing various projects. Conduct experiments using digital instruments. Continue to engage in learning activities with other learners using technology to communicate. Demonstrate the ability to navigate safely and securely when using technology. GRADES 7-8 Use technology to aid in the understanding mathematical concepts. Use technology resources to practice and complete electronic assignments. Use simulation software to create electronic models. Gather data, examine patterns, and apply information for decision making using digital tools and resources. Evaluate digital resources to determine the credibility and appropriateness of the resource. Employ data-collection technology to gather, view, analyze, and report results for content-related problems. 5

7 Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Integrate a variety of file types to create and illustrate a document or presentation. Independently develop and apply strategies for identifying and solving routine hardware and software problems. Demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations. Model ethical behavior relating to security, privacy, passwords, and personal information. Model ethical behavior relating to plagiarism. Demonstrate the ability to navigate safely and securely when using technology. GRADES 9-12 Select appropriate digital tools or resources to use for a real-world tasks. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Use technology resources to create original artwork. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. Create media-rich presentations for other students using appropriate and ethical use of digital tools and resources. Effectively using online learning tools such as class management systems. Creating original multi-media projects. Independently develop and apply strategies for identifying and solving routine hardware and software problems. Model ethical behavior relating to security, privacy, passwords, and personal information. Adhere to copyright guidelines, citing copyrighted materials in papers, projects, and multimedia presentations. Demonstrate the ability to navigate safely and securely when using technology. 6

8 Staff Development Goals Staff Training to Help Students Meet Educational Technology Competency Indicators in Technology: ACS will provide staff training that will aid in teachers proficient use of technology. ACS wants to ensure that students acquire the ability to meet the educational technology competency indicators. Teachers primary focus will be on integrating technology into their curriculum rather than teaching students prerequisite skills necessary to integrate that technology. Training will focus on raising teacher proficiency levels. TYPES OF TRAINING One-on-one Training: Educational technology coordinator, library media specialist, or other identified technology leader meets with teacher to discuss specific computer application. Consultation Method: Educational technology coordinator, library media specialist, other identified technology leader meets with teacher to discuss technology options for upcoming projects. Either classroom support or one-on-one support for the teacher can be provided. Peer to Peer Method: Technology leaders throughout the building are identified and provide support to a peer or peer team related to a specific technology concept. Staff Development Workshops: The district educational technology coordinator, library media specialist, or technology leader identifies an area in which additional mass instruction is needed. Such training will be provided during school days. Professional Development Workshops: The district, educational technology coordinator, library media specialist, or technology leader identifies an area in which additional mass instruction is wanted. The district must approve the workshop before it can be offered. This training will be provided outside of the school day and is voluntary. Model Schools Workshops: Teachers and administrators will be given advance knowledge about all technology workshops offered as a part of Model Schools. Teachers will be encouraged to join Model Schools Curriculum Committees and attend other off-site workshops. ACS has identified the following elements as key to the staff development process to ensure the accomplishment of the district's Educational Technology goals: New teachers will receive training in order to orient them to the ACS network and , how to create a district web page, student management system, and use of district network resources. Teachers will sign an acceptable use policy that defines appropriate technology use and ACS guidelines. 7

9 The ACS Educational Technology Coordinator, Network Administrator, and MORIC (Mohawk Regional Information Center) personnel will work with teachers to set up projects that will integrate technology into the curriculum. A needs assessment will be completed each school year to determine individual needs. Throughout the year time will be allocated for teachers to access new technologies, receive training, and to work collaboratively in teams in order to further integrate technologies into their curriculum. Educational technology coordinator, library media specialist, or technology leader staff will be trained in order to effectively meet the needs of the teachers and staff in using computer technology in the classroom. 8

10 INFRASTRUCTURE Fiber optic lines create a Wide Area Network connecting the district through the DANC project as well as tying the district into the Jeff-Lewis BOCES Fiber Network. Voice/data/mail/video communications systems are established in the district. HARDWARE INVENTORY Computers Computer Labs Classrooms Library Media Center Admin. Offices Dell Other Smart Boards Document Tandberg Cameras SOFTWARE Microsoft Office 2007 Professional, Adobe CS3, Adobe Premier Elements, Kidspiration, Inspiration, Musition, Music Ace, Finale, SMART Notebook, Type to Learn WEB BASES TOOLS BrainPop, Castle Online Learning, Discovery Education Streaming, IXL, Star Reading, TBA World Book Online, All NOVEL databases, TeachingBooks.net, NNY Newspapers, Gale Virtual Reference Library E-Books, Gale General OneFile, Gale Academic OneFile Additional software to meet the specific needs of curricular areas NETWORK EQUIPMENT Dell PowerEdge R410 2 Dell PowerEdge R510 1 Dell PowerEdge R710 1 Dell PowerEdge T110 1 Dell PowerEdge Cisco Catalyst Cisco Catalyst TELECOMMUNICATION EQUIPMENT ITS 9

11 Goals Interactive White Boards for all K-6 classrooms Addition and replacement of cameras, video cameras, document cameras, and other peripherals Continued replacement of desktops and laptops Additional mobile computer devices Additional interactive White Boards Upgraded Auditorium Equipment Budgetary Considerations Funding for the technology needs of the district may come from various sources which may include: local hardware and software funds, state or federal grants, Model Schools/CLO COSER, parent groups (PTO), or loans. This funding will be used not only to purchase the equipment and software needed, but will also provide in-service training to staff members. Annual Implementation Timeline: Annual inventory of all fixed assets Hardware upgrades Needs assessment for technology Needs assessment for training Training and staff development Implementation Timeline: Anticipated Technology Implementation Goals Year of Completion Interactive White Boards in all K-6 classrooms 2014 Develop an Acceptable use Policy for Students in grades K Replacement of laptops from laptop cart 2014 Develop an Acceptable use Policy for teachers/staff 2015 Mini computing device cart 2015 Upgrade auditorium presentation technology

12 ACS Technology Budget In excess of E-Rate funds, Alexandria Central School District tentatively invests the following on technology annually: Local Dollars: Equipment and hardware $28, Computer supplies $25, Computer software $5, Federal Dollars: Hardware, software, and miscellaneous supplies $25, Title I: hardware, software, and miscellaneous supplies $1, Title II Part A: Professional development $1,

13 Alexandria Central School District Safe and Acceptable Use of Electronic Technology (7-12) The Alexandria Central School District (ACS) is committed to providing students access to technology in order to enhance opportunities in education. To aid in this process ACS provides students access to the district s computer network, which includes Internet access. It is expected that student use of the ACS computer network is for educational purposes. Please be advised that ACS has filtering/blocking technology on those computers with Internet access. However, this technology does not guarantee that students will be blocked from accessing all inappropriate sites. It is imperative that students conduct themselves in a responsible and legal manner while using ACS s computer network. This policy provides general guidelines for students. Final determination of acceptable behavior rests with ACS school administration. PRIVILEGE The use of the district s computer network is a privilege, not a right, and inappropriate activity may result in cancellation of those privileges. The ACS school administration may close an account at any time. MONITORING ACS s computer equipment and network is monitored for maintenance, safety, and to ensure the students are following this policy. The district reserves the right to inspect the contents of files stored on the computer network at any time. PROHIBITED ACTIVITY AND USES 1. Only ACS s computer equipment may access ACS s computer network. 2. Using ACS s computer equipment or network for commercial activity. 3. Using ACS s computer equipment or network in a manner that violates any copyrights or other intellectual property rights. 4. Using ACS s computer equipment or network to receive, transmit, or make available to others obscene or offensive material. 5. Using ACS s computer equipment or network to receive, transmit or make available to others material that is racist, sexist, abusive, obscene or harassing to others. 6. Using another student s account or password to log on onto to the ACS computer network or log onto any website, database, or educational site that ACS has provided students with individual accounts. 7. Using ACS s computer equipment or network in a manner that disrupts others use or invades the privacy of others. 8. Using ACS s computer equipment or network in a fashion inconsistent with directions from teachers and other staff. 12

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