Gibraltar School District Educational Technology Plan

Transcription

1 Gibraltar School District Educational Technology Plan July 1, 2014 June 30, 2017 Board Approved: June 10, 2014 Joe Hilliard, Technology Director W. Jefferson Ave. Gibraltar, MI URL for Wayne Location of RESA Technology Plan:

2 Section 2 Introductory Material District Mission Statement The mission of the Gibraltar School District, in partnership with students, parents and community, is to develop each student's skills, competencies and understanding necessary to think independently and make sound decisions, to realize self-worth, to adapt to the challenges of the future and to foster the process of lifelong learning. Each student will develop and possess the skills necessary to be a functioning and contributing member of our society. Vision Statement The vision of the Gibraltar School District is to develop citizens who can integrate the core values of honesty, courtesy, responsibility, citizenship, and respect using a relevant, rigorous curriculum that is characterized by collaboration, communication, creativity, and critical thinking skills. In our rapidly changing society, our schools become a beacon of civilization by setting high expectations for student achievement. Our schools recognize the importance of the relationship between the challenges that await our students and the promise of their future endeavors. BELIEF STATEMENTS We in the Gibraltar Schools believe that: All children can learn Students have different needs Varied learning opportunities meet these needs All people have a need to feel important and appreciated. We believe it is essential that each student leave the Gibraltar School District as a(n): Responsible and Caring Participant Who interacts effectively in family, work, community and who: Interacts sensitively and respectfully with others of all backgrounds. Works cooperatively to identify issues, resolve conflicts and can solve problems. Connects with others to pursue one s own needs for recreation and socialization. Educational Technology Plan Page 2

3 Literate and Self-Directed Learner Who creates meaning out of his/her experiences and who: Recognizes and demonstrates appropriate, responsible behavior. Demonstrates self-confidence, which enables exploration, perseverance and trust. Investigates and formulates healthy living habits. Uses successes and failures as feedback for continuous improvement. Self-Actualizing Individual Who values and pursues personal appreciation, harmony, wellness and who: Recognizes and demonstrates appropriate, responsible behavior. Demonstrates self-confidence, which enables exploration, perseverance and trust. Investigates and formulates healthy living habits. Uses successes and failures as feedback for continuous improvement. Quality Producer Who adheres to high standards in his/her work ethic, exhibits versatility and who: Performs as a self-directed, independent problem solver to accomplish a specific task. Works collaboratively with team members to achieve common goals. Integrates technology to improve performance. Pursues excellence in his/her work as evidenced by students Career Pathway. Informed and Contributing Citizen Who seeks amicable resolutions to complex issues, draws upon democratic values and: Understands and participates in the democratic process. Uses socio-economic, technological, and political knowledge to make responsible and informed decisions. Contributes time, expertise, and resources to improve the quality of the community, nation and world. Educational Technology Plan Page 3

4 Gibraltar School District s Goals Board Approved: 3/11/14 Goal #1 Curriculum and Instruction: Increase the academic achievement of all students through effective instruction, a challenging and engaging curriculum, and aligned assessments. Continuously adapt and improve program delivery in collaboration with all stakeholders. Increase High School ACT average scores by 1 point. Middle School and Elementary buildings will reach yearly proficiency targets. By June Increase high school graduation rate by 2% by June All students will show growth on NWEA (math and reading) annually. Goal #2 Support Professional Growth and Instructional Effectiveness: Focus on supporting student growth through an effective instructional program, work in collaboration with administration and teachers to enhance evaluation and training, in order to attract and sustain a quality professional staff for all students within budget limitations. Teachers show growth on annual teacher evaluations. Establish and monitor Professional Learning Communities (PLCs) in all buildings within the district beginning in September Goal #3 Provide a Safe Learning Environment: Provide students with a safe and healthy environment that promotes student learning and achievement, resilience, citizenship, self-discipline, and personal responsibility. Successful district-wide implementation of Positive Behavior Intervention Supports (PBIS) beginning in September Prepared for all emergency situations. Assure all schools are secure and following safety protocols by performing quarterly audits. March 2014 Goal #4 Community Relations and Communications: Increase partnerships with our families and community by cultivating a dynamic learning environment focused on student growth, inquiry and communicating district/building success to all stakeholders. Increase community involvement within the district annually. Increase student involvement in community service projects annually. Improve the quality and increase the frequency of media communications within the entire school district and coordinate between buildings. Beginning in September Educational Technology Plan Page 4

5 Goal #5 Develop, Implement and Maintain a Sustainable Budget through Fiscal Integrity and Accountability: Implement and maintain a five-year balanced-budget plan in collaboration with all stakeholders. Maintain a positive Fund Balance at all times. Educational Technology Plan Page 5

6 About Us Our District Located in southeastern Wayne County, the Gibraltar School District encompasses a residential, suburban area of approximately twenty-six and one-half square miles. Our district includes the cities of Gibraltar, Rockwood, and portions of Flat Rock, Woodhaven, and Brownstown Township. There are four K-5 elementary schools, one 6 th -8 th grade middle school, and one 9 th -12 th grade high school. Oscar A. Carlson High School is fully accredited by the North Central Association of Colleges and Schools/AdvancED accrediting organization. The Gibraltar School District is also the fiduciary agent for an alternative high school, serving ten school districts, which provides supportive educational opportunities to students who have dropped out or are at-risk of failing within the traditional high school setting. Student enrollment in all schools is 3730; total staff, which includes 198 teachers, numbers 406. Enrollment as of April 2014 Chapman Elementary K students Hunter Elementary K students Parsons Elementary K students Weiss Elementary K students Shumate Middle School students Downriver Alternative students Carlson High School students Number of Students Chapman Elementary Hunter Elementary Parsons Elementary Weiss Elementary Shumate Middle School Downriver Alternative Carlson High School Educational Technology Plan Page 6

7 Location of Buildings Chapman Elementary Hunter Elementary Parsons Elementary Weiss Elementary Shumate Middle School Downriver Alternative Carlson High School Board Office Olmstead Rd Roche St Middle Gibraltar Rd Reaume St W. Jefferson Ave McCann Rd W. Jefferson Ave Vreeland Rd. Board Members Mr. James Crapko Mr. W. C. Boller Mr. Robert Ptaszynski Ms. Lisa Darville Mr. Edward Camilleri Mr. Chris Theodorovich Mrs. Marsha Kozmor President Vice President Treasurer Secretary Trustee Trustee Trustee Educational Technology Plan Page 7

8 Vision and Goals Educational Technology Plan Page 8

9 Philosophy of Educational Technology Effective organizations build initiatives and programs upon common beliefs that are agreed upon throughout the organization. The Gibraltar Schools Technology Advisory Team adopted a series of belief statements that reflect the team s thinking about the role of technology in our schools. We believe that information and communication technologies are essential tools for the process of constantly improving our curriculum, instructional methods, and assessment methods in order to achieve academic excellence. Through the effective integration of technology, our schools will be more able to: provide learning experiences which are active, personalized and involve team work, involve higher level thinking skills, focus on solving real-life problems, increase interaction with people from other parts of the world, approach learning in a way which combines school subjects, and use information ethically and appropriately. In the Gibraltar School District we believe technology supports people a student using technology successfully is able to utilize a variety of resources to independently access, analyze, synthesize, and present information. When viewed as an expansion of their immediate world, students are empowered to select the appropriate technology as they begin to automatically include it in the thought and planning process. a teacher using technology successfully & enthusiastically models effective technology use, utilizes ongoing training and support, provides opportunities for technology use within the curriculum, and facilitates student experimentation and self-learning. support personnel have the technology tools they need in order to effectively provide valuable and reliable information in a timely manner. the community has access to a variety of technologies to enhance their ability to pursue life-long learning objectives. In order to achieve the highest level of customer satisfaction, we will make available our technology for full community access and use. technology should be a seamless tool new technologies should be sought out, evaluated for effective impact on student learning, and incorporated into the plan where appropriate. Educational Technology Plan Page 9

10 increase teacher productivity in a manner that is transparent to the daily administrative functions faced by classroom teachers today. Teachers must have the technological tools required to readily provide the highest level of information in an unobtrusive manner. effective student assessment is an integral part of strong teaching methods. We believe that providing accurate, timely information about student learning is critical to teaching. Technology has a central role in providing this information. technology provides information effective use of technology in the classroom must support integrated teaching and learning by utilizing the technological tools available to access, analyze, synthesize, and present information. electronic information increases the volume and variety of information available to students. It allows for global interactions, but to be truly beneficial the user must scrutinize the information for validity, accuracy, appropriateness, and relevance. increase communication anytime and anywhere between the school and home. Students, parents and teachers are not limited by time or communication medium in order to share information. technology requires continuous planning to be effective effective technology planning supports the district vision, mission, and goals and is developed with the input of all stakeholders. It provides direction for the acquisition of software and hardware, staff training, development of student competencies and integration of technology use into all areas of the curriculum. The plan must be continually evaluated and adjusted, as necessary, to ensure the goals of the policy are being met. an effective technology policy provides for the needs of all staff, students and the community in a flexible approach to teaching and learning, that balances an exciting learning environment with safety and equity. It is future driven, supports the Curriculum Frameworks, guides responsibility and accountability in the use of the technology, and benefits from the on-going support of the community. The principles of the policy should be timeless, but the specifics must be revisited annually. Our philosophy about instructional technology is supported by several guiding principles which direct our work. All technology initiatives are examined against these principles. Make technology a part of learning activities: Technology is most effective when integrated as one component into learning environments and used as a tool for active Educational Technology Plan Page 10

11 construction and demonstration of knowledge and skills. It should promote higher levels of critical and creative thinking and problem solving. Drill and practice of small amounts of information by individual students should be minimized. In addition, student workstations need to be in classrooms and other locations where students and teachers have easy access throughout the day. Accommodate individual learning styles for all students: Restructuring of information into interactive multimedia provides assistance to learn with individual styles and paces customized to our needs. It allows us to present and understand information using text, images and sound to overcome traditional learning difficulties. Provide ongoing staff development: Intensive staff and curriculum development are critical to realize the potential of new learning technologies. An ongoing update of technology plans and staff skills will be needed. Promote the location and use of information to solve problems: Effective use of and improved access to technology are factors in the rapid expansion of knowledge today. Therefore, the ability to find and use information to solve meaningful problems is an essential outcome of education for today and tomorrow. Technology will enable schools, teachers, parents, and citizens to change towards helping people learn how to learn on a life-long basis. Facilitate communication and teamwork: Computer networks can facilitate student, teacher, and family communication and promote teamwork through voice mail, electronic mail, electronic bulletin board systems, file sharing, and database sharing. Successful learning activities depend on more than just the technology. Certain conditions are necessary for schools to effectively use technology for learning, teaching, and educational management. Physical, human, financial, and policy decisions greatly affect the success of technology use in schools. A combination of essential conditions is required to create learning environments conducive to powerful uses of technology, including: 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 approaches 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 Educational Technology Plan Page 11

12 This document is designed to provide teachers, technology planners, administrators, and educational decision-makers with frameworks and standards to guide them in establishing enriched learning environments supported by technology. The resulting learning environments provide opportunities for students to use technology to find and apply current information and resources, and to apply their academic skills for solving realworld problems. These environments engage students in activities that have educational technology skills and relevant curricular content interwoven. A Vision for Technology Gibraltar School s Vision is to provide a World Class Education for all Learners. This world class education will provide students with the skills, knowledge, and attitudes outlined in the Gibraltar School District Student Profile: Responsible and Caring Participant who interacts effectively in family, work, community and who: Interacts sensitively and respectfully with others of all backgrounds. Works cooperatively to identify issues, resolve conflicts and can solve problems. Connects with others to pursue one s own needs for recreation and socialization. Literate and Self-Directed Learner who creates meaning out of his/her experiences and who: Recognizes and demonstrates appropriate, responsible behavior. Demonstrates self-confidence, which enables exploration, perseverance and trust. Investigates and formulates healthy living habits. Uses successes and failures as feedback for continuous improvement. Self-Actualizing Individual who values and pursues personal appreciation, harmony, wellness and who: Recognizes and demonstrates appropriate, responsible behavior. Demonstrates self-confidence, which enables exploration, perseverance and trust. Investigates and formulates healthy living habits. Uses successes and failures as feedback for continuous improvement. Quality Producer who adheres to high standards in his/her work ethic, exhibits versatility and who: Performs as a self-directed, independent problem solver to accomplish a specific task. Educational Technology Plan Page 12

13 Works collaboratively with team members to achieve common goals. Integrates technology to improve performance. Pursues excellence in his/her work as evidenced by students Career Pathway. Informed and Contributing Citizen, who seeks amicable resolutions to complex issues, draws upon democratic values and: Understands and participates in the democratic process. Uses socio-economic, technological, and political knowledge to make responsible and informed decisions. Contributes time, expertise, and resources to improve the quality of the community, nation and world. Today technology plays a significant role in attaining these goals. Therefore, technology literacy, for both students and staff, is essential. Technology literacy provides our students the ability to access to an ever-changing world dependent on information. In order to participate in our technological age effectively, our students must be information navigators, critical thinkers and analyzers, creators of knowledge, and communicators using a variety of technologies. Integrating technological instruction throughout the curriculum provides the essential skills necessary to meet world-class standards. To that end, Gibraltar Schools recognizes the impact and importance that technology has on its effort to provide this World Class Education. Effective applications of technology in the classroom will enhance learning opportunities for all students and prepare them for a technically enriched society. Gibraltar Schools is committed to providing the resources that staff needs to effectively and efficiently implement technology in an appropriate manner. Curriculum will guide teachers to utilize technology resources as a seamless learning tool. A Vision for Technology in Gibraltar Schools is to support a World Class Education for all Learners by creating REAL Learning through technology integration for exceptional results in student performance. REAL Learning is a vision of effective utilization of technology that Reinforces curriculum content and concepts, Expands the learning environment beyond classroom discussion and school walls, creates an Authentic context that links learning to the world we live in and enables students to be Life-Long Learners. This vision of technology in Gibraltar Schools creates a means for measuring the value of technology initiatives and deployment by the impact it has on student learning. The district will support the vision by focusing its resources and efforts on technology that promotes REAL Learning. This Technology Plan will align all aspects of Technology in a purposeful and meaningful way in order to promote and support effective student learning technology will not be done for the sake of technology! Educational Technology Plan Page 13

14 REAL Learning Technology can be used to Reinforce core curriculum standards. The use of effective technology resources allows information and concepts to be presented in a variety of ways in order to gain a more thorough understanding versus simple memorization of fact and figures. When students are engaged in any learning activity, the retention of that knowledge is greatly enhanced. The use of technology engages students learning resulting in improved student achievement. The Learning Environment can be Extended beyond the classroom walls through effective technology integration. Learners are no longer isolated to the resources and instruction provided during the school day. Access to a wealth of electronic information and collaboration tools allow students to learn anytime, anywhere. Collaboration with peer as well as experts in the field is made possible and allows for more information, views, and resources to be utilized as a part of student-centered, active learning that Expands traditional learning beyond the classroom and any given scope. Through the use of technology, school-to-home connections can be made that allow for parents and the community to play a critical and active role in Enhancing the learning process. Technology can create an Empowered Community. Technology can also facilitate an Authentic context that links the learning to the world we live in. Real world applications and scenarios are brought into the classroom lessons. Students are more engaged when the learning is more meaningful. Students are able to be more self-directed in a technology integrated, project-based setting. As a result, students become Life-Long Learners. Technology also provides opportunities for students with differing learning styles and special needs. The REAL Learning philosophy supports and is founded on the fundamentals of improving student learning. Educational Technology Plan Page 14

15 A Model of Learning Powered by Technology The vision and direction of our efforts will be to create a new and dynamic learning environment for all learners. Educational Technology Plan Page 15

16 A New Direction and Focus for Anytime, Anywhere Learning Both the Gibraltar and National Educational Technology Plans are completely focused on education. It's about learning and not simply about devices. It's critical we make all stakeholders aware of that. The purpose focus and direction of this plan is about connecting formal and informal learning; it's about figuring out how we get students to connect what they're doing in school with what they're doing outside of school. Technology is how we bridge that gap. The real goal is figuring out how we leverage the best online environments that are incredibly participatory, that get people to work together to solve problems. It's about moving from a seat-based system to a productivity-based system that connects learners across subjects and programs. The challenge is creating a scalable, sustainable ecosystem where we can share practice, access, and solutions that improve the opportunities to learn. One of those ways is to tap into what students are already doing with media in their daily lives and to try to leverage some of that energy, enthusiasm and time towards enhancing and extending the learning occurring with the school but outside the school walls. A recent study published in the New York Times in 2010 showed that kids ages 8 to 18 spend more than seven and a half hours a day with suchdevices, compared with less than six and a half hours five years ago, when the study was last conducted. And that does not count the hour and a half that youths spend texting, or the half-hour they talk on their cellphones. And because so many of them are multitasking say, surfing the Internet while listening to music they pack on average nearly 11 hours of media content into that seven and a half hours. Educational Technology Plan Page 16

17 If just a fraction of that time that kids spend on media a day was directed towards the learning topics occurring in school, the result could be substantial. This is why it is imperative that we leverage this information and create opportunities to maximize the engagement, motivation and learning possibilities for increasing student achievement which is the end goal! Educational Technology Plan Page 17

18 Teaching: Prepare and Connect Teachers need to be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. Connected Teaching Builds New Competencies and Expertise In connected teaching, classroom educators are fully instrumented, with 24/7 access to data about student learning and analytic tools that help them act on the insights the data provide. They are connected to their students and to professional content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences for students both in and out of school. They also are connected to resources and expertise that improve their own instructional practices, continually add to their competencies and expertise, and guide them in becoming facilitators and collaborators in their students increasingly self-directed learning (Figure 3). Like students in the learning model described earlier, teachers engage in personal learning networks that support their own learning and their ability to serve their students well. Educational Technology Plan Page 18

19 Gibraltar Schools Technology Objectives (Based on National Educational Technology Plan Goals ) 1.0 Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 2.0 Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. 3.0 Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 4.0 Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 5.0 Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Educational Technology Plan Page 19

20 Gibraltar Schools Key Technology Strategies District Strategy #1 Individualize student learning through the power of technology. District Strategy #2 Utilize on-line learning for extending and enhancing 21 st Century Learning opportunities for students and staff. District Strategy #3 Expand project-based, cross-curricular technology demonstration projects. District Strategy #4 Expand assessment efficiency and effectiveness through the use of technology. District Strategy #5 Implement 1:1 Student Technology. District Strategy #6 Maximize unique, quality, learning opportunities through the development of effective collaborations and partnerships. Educational Technology Plan Page 20

21 Gibraltar Schools Technology Goals District Goal #1 Adopt technology and strategies that enhance personalized learning. District Goal #2 Revise, create and implement standards and learning objectives using technology for all content areas that reflect 21-st century expertise and the power of technology to improve learning. District Goal #3 Develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere. District Goal #4 Evaluate, develop and adopt new methodologies and solutions with the potential to inspire and enable all learners to excel in STEM (science, technology, engineering, and mathematics). District Goal #5 Develop and implement assessment systems that give students, staff, administrators and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practice. District Goal #6 Expand opportunities for educators to have access to technology-based content, resources, and tools when and where they need them. District Goal #7 Leverage social networking technologies and platforms to create communities of practice that provide enhancing learning experiences for instruction and career-long personal learning opportunities for staff. District Goal #8 Provide staff with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and instructional practices. District Goal #9 Develop a teaching staff skilled in online instruction. District Goal #10 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia creation, and collaboration for use in and out of school. District Goal #11 Develop useful metrics for the educational use of technology. District Goal #12 Pursue and create creative funding sources for ensuring the continued sustainability of the technology resources necessary to ensure student and staff success. Educational Technology Plan Page 21

22 District Goal #13 Create unique learning opportunities for staff and students by developing and leveraging partnerships and collaborations within and across schools, preservice preparation, and in-service education institutions, and professional organizations. District Goal #14 Build the district s technology capacity for evolving and sustaining an infrastructure for learning. Note: Detailed information on tasks and timelines associated with the District Goals are outlined in the Timeline Section of this plan. Educational Technology Plan Page 22

23 Commitments The success of this plan is dependent upon the support of the Gibraltar School District Board of Education and Administration. The School Board and Administration must be committed to securing resources for the implementation of this plan. Administrators of Gibraltar Schools should commit to supporting the implementation of the district technology plan by the following: Working with site faculty and staff, build an understanding of technology impact upon teaching and learning, and the implications of the district technology plan. Concentrating site resources to move forward the district technology plan at the site level. Utilize staff development resources and in-service days for implementation of the district technology plan. Building technology competencies into staff expectations and hiring criteria. Gibraltar School District staff and faculty should commit to actively engaging in activities which will enhance their ability to fully integrate technology into the teaching and learning process, and the management of that process. The following Technology Plan for Gibraltar Schools is meant to be both an overview and a specific tool for technology integration throughout the district. Sections are presented in order to address the unique work and needs of each component necessary for an effective technology implementation. It is important to remember, however, that the system is dependent not only on the strength of each component, but also in the balance between each of the components as they are a system as a whole. Educational Technology Plan Page 23

24 I. Curriculum Educational Technology Plan Page 24

25 Curriculum Integration Educational Technology Plan Page 25

26 Review Guided by the Vision of REAL learning, significant progress has been made in the way technology literacy and the integration of technology throughout the curriculum with three fundamental objectives in mind: Explore in the Elementary, where technology is a tool that develops equity of access for all students and engages each student in developing increasing levels of familiarity with its application to learning; Educate in the Middle Grades, where students expand their basic understanding of computer literacy. Then in an economic model students apply their skills to their classroom requirements; and, Expand in High School, where computer literacy is extended beyond competency to application in a variety of student interest driven areas is the philosophical goal Technology Planning Key Progress Made District-wide: Interactive classroom technology (interactive whiteboards, document cameras, DVD/VCR and classroom audio systems) was installed in all classrooms (including specials with exception of gyms) and teachers were provided with intensive, on-going training (6 days of PD total) that has made use of these technologies an integral part of the instructional day. In addition, each school was provided with multiple sets of classroom response units. Preparing for online, standardized testing and leveraging the power of data has begun with the implementation of NWEA in grades K-11 since spring The district also conducted pilot SBAC testing during the spring of Technology has become a regular agenda item on the agenda for the District School Improvement team. This team is responsible for the planning and oversight of district-wide curriculum and major initiatives. Elementary: A committee of staff representing Y5-5 from all elementary schools worked together (spring 2013) to develop grade-level, technology integrated projects to be implemented in all classrooms. The projects were successfully implemented during the school year. Middle School: All 6 th and 7 th graders take a trimester of Information Technology that is focused on the National and Michigan Educational Technology Standards. Key STEM progress has been made with the development and implementation of a Robotics Club that was first launched in November Educational Technology Plan Page 26

27 High School: GTEK was launched in October This program is the start of a comprehensive and extensive student-driven technology business. GTEK has already started providing technical support and solutions to the district as well as to the community (for nominal costs). In addition, GTEK will begin to provide technical training solutions through a Summer Academy Program to start summer Technology Planning Future Direction Enhance and build upon the grade-level technology projects (more, better aligned) Create more STEM Integration Opportunities Implement 21 st Century Learning into all areas of instruction Develop a comprehensive BYOD Program Provide Project Based Learning at all grade levels Utilize GTEK as a model for authentic learning that can be replicated district-wide Develop online courses that meet a variety of career based interests in technology Pursue the adoption of digital textbooks Leverage collaboration tools and the creation of Student Portfolios Migrate to a Blended Learning Environment at all levels Educational Technology Plan Page 27

28 The Future of Educational Technology Fundamental changes in society Our society is in the midst of an information revolution that rivals the Industrial Revolution in terms of impact and intensity. Advanced Information and Communication Technologies (ICT) are changing the knowledge, skills, and beliefs needed to be a worker, citizen, and self-actualized human being in the world of today and tomorrow. The global classroom In some schools, the global classroom is already a reality. In this environment, students of all ages are able to readily communicate with persons from all over the globe. Students and teachers have the power to access and share data, text, pictures and sound with others from many differing cultures. Learning is increasingly occurring anyplace, anytime, anywhere, by anyone. New models of learning, schools and technology To achieve significant progress toward tomorrow s schools, a systemic approach must be used to integrate and simultaneously address three concepts -- active learning, schools as learning communities, and integrated technology. Active Learning If technology is to have a substantial and lasting impact, it must be used in ways that reflect an important new understanding of learning. Educators and cognitive psychologists have developed this new view during the past two decades. It explains learning as the active construction of meaning and understanding by the learner rather than a passive assimilation of information. It emphasizes the importance of intrinsic curiosity, social interaction and the pursuit of complex projects and genuine problems in the learning environment. Universal Design for Learning (UDL) CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts that These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of all learners. Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For additional information on UDL, visit the CAST website: Schools as Learning Communities In addition to new concepts of learning, new models of school organization have evolved in recent years. These seek to establish schools as learning communities. This model stresses the importance of interaction among students, teachers, parents, and the community as they work dynamically together for the benefit of the entire community. New patterns of organizing people, more flexible space, and longer blocks of time will enable us to use technology to its fullest potential for student learning. Educational Technology Plan Page 28

29 Integrated Technology Information technology is an essential element in putting these new models of schools and learning into practice. It must be transparent to the user and integrated as a tool into a wide range of learning activities. It must be in the classroom where students and teachers have immediate access when it is needed. New electronic devices will transform our learning and teaching practices far beyond those that have been commonplace for centuries. With them, schools will provide learning experiences which are active and stress team-work, involve complex thinking skills, focus on solving real world problems, increase interaction with people from other parts of the world, and approach learning in an interdisciplinary manner. Together these new views of learning, schools and technology will assist our schools to move beyond the development of basic skills and the training of memory to the discovery and creation of meaning by each student. Curriculum Integration Guided by the Vision of REAL learning, technology literacy and the integration of technology throughout the curriculum will be delivered with three fundamental objectives in mind: Explore in the Elementary, where technology is a tool that develops equity of access for all students and engages each student in developing increasing levels of familiarity with its application to learning; Educate in the Middle Grades, where students expand their basic understanding of computer literacy. Then in an economic model students apply their skills to their classroom requirements; and, Expand in High School, where computer literacy is extended beyond competency to application in a variety of student interest driven areas is the philosophical goal. The use of technology should be transparent. Students and staff should use technology when it is appropriate for the task in order to accomplish a task in the most effective and efficient manner possible. Technologies that enable all students to be successful must be included as an instructional tool. Emerging assistive technologies will be identified, evaluated, and implemented throughout the instructional program. A goal of No Child Left Behind is that schools will assist every student in crossing the digital divide by ensuring that every student is 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. Educational Technology Plan Page 29

30 Technology Literacy Technology literacy is 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 21st century. Technology Integration The intention of integrating technology throughout the curriculum is not to teach technology in isolation, rather, it is meant to provide direction as teachers integrate technology into the classroom. Students will use technology for knowledge acquisition, communication and information management, problem solving, creative expression, research, design, and product development. Learning is enhanced when technology is applied across curricular areas and used throughout the learning process. Current Challenges 1. The information technology curriculum, as it is currently implemented, is only required for students in two trimesters at the middle school. Technology integrated projects have begun at grades K-5, but there is no set technology literacy curriculum implemented the technology courses at the high school level are electives. Therefore, there is no sure way to ensure that ALL students are achieving the National or State standards for each level except at the middle school. 2. Access to technology resources has improved significantly but is still not universally addressed for all students in order to achieve high expectations. Opportunity We will focus our efforts as a part of this plan to provide the necessary readiness levels of students to allow teachers in all content areas to use technology in a seamless, appropriate and timely manner. Students will be introduced to computers as early as Young Fives. Skills students will need to master at each elementary grade level have been identified. Familiarization with computer fundamentals, word processing, multimedia, desktop publishing and telecommunications will be achieved in grades 3-5. The Middle School Curriculum will build on the skills learned at the elementary level. Students will further their knowledge by completing courses in word processing, multimedia, database and spreadsheets through their middle school experience. In addition, social, ethical, human and legal issues will be addressed. The use of technology as a problem-solving and decision-making tool as well as for communication, research and productivity will also be of focus. Educational Technology Plan Page 30

31 The long term goal at the High School Level is to incorporate technology into all curricular areas. Word processing, database manipulation, spreadsheet applications and basic programming will be integrated into required courses. The use of online resources will be integrated into curricular areas for the exchange of ideas. Student elective courses will provide additional technological skills, including CAD/CAM, advanced programming, computerized accounting, and multimedia information. Cross-curricular Activities The subject areas serve as the basis for all curriculum development and organization of subject matter. They integrate career and employability, cultural and aesthetic, and life management skills. The subject areas are consistent with national and state standards and reflect state mandates. As a result of studying Applied Technology, Fine Arts, Health, Language Arts, Mathematics, Science, and Social Studies, each student should develop the critical attributes described in the Gibraltar Schools Student Profile. In all areas, at all grade levels: Guided by our strategic plan, technology will be integrated throughout the curriculum. Our teachers will use technology as a tool that develops equity of access for all students and engages each student in developing increasing levels of familiarity with its application to learning. Our students will be provided with career focused technology education that apply computer literacy that is extended beyond competency to application in a variety of student interest driven areas Educational Technology Plan Page 31

32 Technology Today, Tomorrow, and Beyond The focus on the future has already sighted the implementation of exciting technologies at many of our schools today. The examples below demonstrate the convergence of several technologies to provide compelling examples for the integration of technology into the curriculum. When these technologies, coupled with teaching strategies which accommodate for a variety of learning styles, the results can be exciting and powerful. Examples of future technology use: On-line Research: The best libraries in the nation are increasingly available electronically. The use of these resources is becoming even more powerful as advanced search engines are developed and students and teachers develop search strategies. The entire Library of Congress, including audio and video, is being transferred to on-line access. Assessment: The Accelerated Reader Program, which provides students with an individualized way to assess their comprehension by reading a book and then answering aligned questions. Collaborative Projects: Schools, colleges, universities and even the workplace are being linked to support long term projects. Experts, otherwise accessible to a precious few, can share their insights with many. Teacher Training: With increased requirements for teachers to remain current in their respective fields, new ways to link teachers using technology are being utilized. Distance Learning: Experts in the field, who are located virtually anywhere and can be accessed by teachers and students, participate in instructional activities, and provide the classroom without walls. Video Field trips: Students will travel to faraway sites and experience guided tours of everything from the pyramids to Sea World using both stored video and live connections. Interactive TV: Tomorrow s educational TV will borrow from today s multimedia software to capture the students attention and involve him or her in the learning experience. Students and adults will have more choices on demand than ever before. School to Home Communication: Students will be able to connect to the classroom from home. The homework hotlines will reach beyond voice only systems of today and provide real-time homework help from teachers and tutors who are on call. Educational Technology Plan Page 32

33 National and State Standards for Technology Literacy Essential Conditions Necessary conditions to effectively leverage technology for learning Shared Vision Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technologies (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital-age learning and work Student-Centered Learning Planning, teaching, and assessment center around the needs and abilities of students Educational Technology Plan Page 33

34 Assessment and Evaluation Continuous assessment, both of learning and for learning, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards Commitments The success of this plan is dependent upon the support of the Gibraltar School District Board and Administration. The Board and Administration must be committed to securing resources for the implementation of this plan. Administrators of Gibraltar Schools should commit to supporting the implementation of the district technology plan by the following: Working with site faculty and staff, build an understanding of technology impact upon teaching and learning, and the implications of the district technology plan. Concentrating site resources to move forward the district technology plan at the site level. Utilize staff development resources and in-service days for implementation of the district technology plan. Building technology competencies into staff expectations and hiring criteria. Gibraltar School District staff and faculty should commit to actively engaging in activities which will enhance their ability to fully integrate technology into the teaching and learning process, and the management of that process. The following Technology Plan for Gibraltar Schools is meant to be both an overview and a specific tool for technology integration throughout the district. Sections are presented in order to address the unique work and needs of each component necessary for an effective technology implementation. It is important to remember, however, that the system is dependent not only on the strength of each component, but also in the balance between each of the components as they are a system as a whole. Educational Technology Plan Page 34

35 Technology Standards for Students The technology standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators found 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 in learning, communication, and life skills. 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 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 Educational Technology Plan Page 35

36 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 The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education) Educational Technology Plan Page 36

37 Profiles for Technology (ICT) Literate Students A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. These profiles are based on ISTE s core belief that all students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life. Coupled with the standards, the profiles provide a set of examples for preparing students to be lifelong learners and contributing members of a global society. The profiles highlight a few important types of learning activities in which students might engage as the new NETS S are implemented. These examples are provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples in this document, and consequently, students and teachers should not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally adequate one, for achieving mastery of the rich revised National Educational Technology Standards for Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute their best examples to expand this resource. The profiles are divided into the following four grade ranges. Because grade-level designations vary in different countries, age ranges are also provided. Grades PK 2 (ages 4 8) Grades 3 5 (ages 8 11) Grades 6 8 (ages 11 14) Grades 9 12 (ages 14 18) It s important to remember that the profiles are indicators of achievement at certain stages in primary, elementary, and secondary education, and that success in meeting the indicators is predicated on students having regular access to a variety of technology tools. Skills are introduced and reinforced over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need to be adapted to fit local needs. The standards and profiles are based on input and feedback provided by instructional technology experts and educators from around the world, including classroom teachers, administrators, teacher educators, and curriculum specialists. Students were also given opportunities to provide input and feedback. In addition, these refreshed documents reflect information collected from professional literature. Educational Technology Plan Page 37

38 Technology (ICT) Literate Students Grades PK 2 (Ages 4 8) National Educational Technology Standards for Students 2007 ISTE The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK Grade 2 (ages 4 8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) 2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) 3. Engage in learning activities with learners from multiple cultures through and other electronic means. (2, 6) 4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2, 6) 5. Find and evaluate information related to a current or historical person or event using digital resources. (3) 6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) 7. Demonstrate the safe and cooperative use of technology. (5) 8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) 9. Communicate about technology using developmentally appropriate and accurate terminology. (6) 10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6) The numbers in parentheses after each item identify the standards (1 6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education) Educational Technology Plan Page 38

39 2009 Michigan Educational Technology Standards Grades PK -2 Approved by the Michigan State Board of Education October 2009 PK-2.CI. Creativity and Innovation By the end of grade 2 each student will: PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts PK-2.CC. Communication and Collaboration By the end of grade 2 each student will: PK-2.CC.1. work together when using digital tools (e.g., word processor, drawing, presentation software) to convey ideas or illustrate simple concepts relating to a specified project PK-2.CC.2. use a variety of developmentally appropriate digital tools (e.g., word processors, paint programs) to communicate ideas to classmates, families, and others PK-2.RI. Research and Information Literacy By the end of grade 2 each student will: PK-2.RI.1. interact with Internet based resources PK-2.RI.2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library media specialists, parents, or student partners PK-2.CT. Critical Thinking, Problem Solving, and Decision Making By the end of grade 2 each student will: PK-2.CT.1. explain ways that technology can be used to solve problems (e.g., cell phones, traffic lights, GPS units) PK-2.CT.2. use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners PK-2.DC. Digital Citizenship By the end of grade 2 each student will: PK-2.DC.1. describe appropriate and inappropriate uses of technology (e.g., computers, Internet, e- mail, cell phones) and describe consequences of inappropriate uses PK-2.DC.2. know the Michigan Cyber Safety Initiative s three rules (Keep Safe, Keep Away, Keep Telling) PK-2.DC.3. identify personal information that should not be shared on the Internet (e.g. name, address, phone) PK-2.DC.4. know to inform a trusted adult if he/she receives or views an online communication which makes him/her feel uncomfortable, or if someone whom he/she doesn t know is trying to communicate with him/her or asking for personal information Educational Technology Plan Page 39

40 PK-2.TC. Technology Operations and Concepts By the end of grade 2 each student will: PK-2.TC.1. discuss advantages and disadvantages of using technology PK-2.TC.2. be able to use basic menu commands to perform common operations (e.g., open, close, save, print) PK-2.TC.3. recognize and name the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, printer) PK-2.TC.4. discuss the basic care for computer hardware and various media types (e.g., CDs, DVDs) PK-2.TC.5. use developmentally appropriate and accurate terminology when talking about technology PK-2.TC.6. understand that technology is a tool to help him/her complete a task, and is a source of information, learning, and entertainment PK-2.TC.7. demonstrate the ability to navigate in virtual environments (e.g., electronic books, games, simulation software, web sites) Educational Technology Plan Page 40

41 Technology (ICT) Literate Students Grades 3-5 (Ages 8-11) National Educational Technology Standards for Students 2007 ISTE The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3 5 (ages 8 11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6) The numbers in parentheses after each item identify the standards (1 6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education) Educational Technology Plan Page 41

42 2009 Michigan Educational Technology Standards Grades 3-5\ Approved by the Michigan State Board of Education October CI. Creativity and Innovation By the end of grade 5 each student will: 3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall tale, historical fiction) 3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art, music, movies, or presentations 3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity 3-5.CC. Communication and Collaboration By the end of grade 5 each student will: 3-5.CC.1. use digital communication tools (e.g., , wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects CC.2. identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents) CC.3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences 3-5.RI. Research and Information Literacy By the end of grade 5 each student will: 3-5.RI.1. identify search strategies for locating information with support from teachers or library media specialists 3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information 3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased information 3-5.RI.4. understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched 3-5.CT. Critical Thinking, Problem Solving, and Decision Making By the end of grade 5 each student will: 3-5.CT.1. use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) 3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving problems 3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, economy, environment) Educational Technology Plan Page 42

43 3-5.DC. Digital Citizenship By the end of grade 5 each student will: 3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social networking, text messaging, cyber bullying, plagiarism) 3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation) 3-5.DC.3. describe precautions surrounding personal safety that should be taken when online 3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name, address, phone number, picture, school name) 3-5.TC. Technology Operations and Concepts By the end of grade 5 each student will: 3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors) 3-5.TC.2. describe ways technology has changed life at school and at home 3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals 3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media 3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives) Educational Technology Plan Page 43

44 Technology (ICT) Literate Students Grades 6-8 (Ages 11-14) National Educational Technology Standards for Students 2007 ISTE The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6 8 (ages 11 14): 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6) The numbers in parentheses after each item identify the standards (1 6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education) Educational Technology Plan Page 44

45 2009 Michigan Educational Technology Standards Grades 6-8 Approved by the Michigan State Board of Education October CI. Creativity and Innovation By the end of grade 8 each student will: 6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity 6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience 6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software 6-8.CC. Communication and Collaboration By the end of grade 8 each student will: 6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences 6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures 6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel 6-8.RI. Research and Information Literacy By the end of grade 8 each student will: 6-8.RI.1. use a variety of digital resources to locate information 6-8.RI.2. evaluate information from online information resources for accuracy and bias 6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched 6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net) 6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem 6-8.CT. Critical Thinking, Problem Solving, and Decision Making By the end of grade 8 each student will: 6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem 6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program) 6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources Educational Technology Plan Page 45

46 6-8.CT.4. describe strategies for solving routine hardware and software problems 6-8.DC. Digital Citizenship By the end of grade 8 each student will: 6-8.DC.1. provide accurate citations when referencing information sources 6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, viruses, file-sharing) 6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies 6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in the past 6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources 6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting photos of risqué poses or underage drinking, making threats to others) 6-8.DC.7. describe the potential risks and dangers associated with online communications 6-8.TC. Technology Operations and Concepts By the end of grade 8 each student will: 6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3) 6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced materials 6-8.TC.3. perform queries on existing databases 6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts) 6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for a specific purpose 6-8.TC.6. use accurate technology terminology 6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science, technology, engineering, and mathematics 6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning 6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals 6-8.TC.10. discuss security issues related to e-commerce Educational Technology Plan Page 46

47 Technology (ICT) Literate Students Grades 9-12 (Ages 14-18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9 12 (ages 14 18): 1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a Web site that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6) The numbers in parentheses after each item identify the standards (1 6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education) Educational Technology Plan Page 47

48 2009 Michigan Educational Technology Standards Grades 9-12 Approved by the Michigan State Board of Education October CI. Creativity and Innovation By the end of grade 12 each student will: 9-12.CI.1. apply advanced software features (e.g. built-in thesaurus, templates, styles) to redesign the appearance of word processing documents, spreadsheets, and presentations 9-12.CI.2. create a web page (e.g., Dreamweaver, igoogle, Kompozer) 9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries) 9-12.CC. Communication and Collaboration By the end of grade 12 each student will: 9-12.CC.1. identify various collaboration technologies and describe their use (e.g., desktop conferencing, webinar, listserv, blog, wiki) 9-12.CC.2. use available technologies (e.g., desktop conferencing, , videoconferencing, instant messaging) to communicate with others on a class assignment or project 9-12.CC.3. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) 9-12.CC.4. plan and implement a collaborative project using telecommunications tools (e.g., epals, discussion boards, online groups, interactive web sites, videoconferencing) 9-12.CC.5. describe the potential risks and dangers associated with online communications 9-12.CC.6. use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence) 9-12.RI. Research and Information Literacy By the end of grade 12 each student will: 9-12.RI.1. develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys) 9-12.RI.2. identify, evaluate, and select appropriate online sources to answer content related questions 9-12.RI.3. demonstrate the ability to use library and online databases for accessing information (e.g., MEL, Proquest, Infosource, United Streaming) 9-12.RI.4. distinguish between fact, opinion, point of view, and inference 9-12.RI.5 evaluate information found in selected online sources on the basis of accuracy and validity 9-12.RI.6. evaluate resources for stereotyping, prejudice, and misrepresentation Educational Technology Plan Page 48

49 9-12.RI.7. understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources must always be researched 9-12.RI.8. research examples of inappropriate use of technologies and participate in related classroom activities (e.g., debates, reports, mock trials, presentations) 9-12.CT. Critical Thinking, Problem Solving, and Decision Making By the end of grade 12 each student will: 9-12.CT.1. use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning 9-12.CT.2. analyze the capabilities and limitations of digital resources and evaluate their potential to address personal, social, lifelong learning, and career needs 9-12.CT.3. devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results 9-12.DC. Digital Citizenship By the end of grade 12 each student will: 9-12.DC.1. identify legal and ethical issues related to the use of information and communication technologies (e.g., properly selecting and citing resources) 9-12.DC.2. discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society 9-12.DC.3. discuss and demonstrate proper netiquette in online communications 9-12.DC.4. identify ways that individuals can protect their technology systems from unethical or unscrupulous users 9-12.DC.5. create appropriate citations for resources when presenting research findings 9-12.DC.6. discuss and adhere to fair use policies and copyright guidelines 9-12.TC. Technology Operations and Concepts By the end of grade 12 each student will: 9-12.TC.1. complete at least one online credit, or non-credit, course or online learning experience 9-12.TC.2. use an online tutorial and discuss the benefits and disadvantages of this method of learning 9-12.TC.3. explore career opportunities, especially those related to science, technology, engineering, and mathematics and identify their related technology skill requirements 9-12.TC.4. describe uses of various existing or emerging technology resources (e.g., podcasting, webcasting, videoconferencing, online file sharing, global positioning software) 9-12.TC.5. identify an example of an assistive technology and describe its potential purpose and use 9-12.TC.6. participate in a virtual environment as a strategy to build 21st century learning skills 9-12.TC.7. assess and solve hardware and software problems by using online help or other user documentation 9-12.TC.8. explain the differences between freeware, shareware, open source, and commercial software Educational Technology Plan Page 49

50 9-12.TC.9. participate in experiences associated with technology-related careers 9-12.TC.10. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav, wmv, mp3, avi, pdf) 9-12.TC.11. understand and discuss how assistive technologies can benefit all individuals 9-12.TC.12. demonstrate how to import/export text, graphics, or audio files 9-12.TC.13. proofread and edit a document using an application s spelling and grammar checking functions Educational Technology Plan Page 50

51 The fundamental focus of the plans involved in any educational technology plan must be around the improvement of teaching and learning towards the ultimate goal of improving student achievement and ensuring success of all students beyond their K-12 experience. With that in mind, the District will set a direction for its Technology Plan to concentrate on the following National Educational Technology objectives: Gibraltar Schools Technology Objectives (Based on National Educational Technology Plan Goals ) 1.0 Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 2.0 Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. 3.0 Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 4.0 Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 5.0 Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Educational Technology Plan Page 51

52 Gibraltar Schools Key Technology Strategies District Strategy #1 Individualize student learning through the power of technology. District Strategy #2 Utilize on-line learning for extending and enhancing 21 st Century Learning opportunities for students and staff. District Strategy #3 Expand project-based, cross-curricular technology demonstration projects. District Strategy #4 Expand assessment efficiency and effectiveness through the use of technology. District Strategy #5 Implement 1:1 Student Technology. District Strategy #6 Maximize unique, quality, learning opportunities through the development of effective collaborations and partnerships. Gibraltar Schools Technology Goals District Goal #1 Adopt technology and strategies that enhance personalized learning. District Goal #2 Revise, create and implement standards and learning objectives using technology for all content areas that reflect 21-st century expertise and the power of technology to improve learning. District Goal #3 Develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere. District Goal #4 Evaluate, develop and adopt new methodologies and solutions with the potential to inspire and enable all learners to excel in STEM (science, technology, engineering, and mathematics). District Goal #5 Develop and implement assessment systems that give students, staff, administrators and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practice. District Goal #7 Leverage social networking technologies and platforms to create communities of practice that provide enhancing learning experiences for instruction and career-long personal learning opportunities for staff. District Goal #8 Provide staff with professional learning experiences powered by technology to increase their digital literacy and enable them to create Educational Technology Plan Page 52

53 compelling assignments for students that improve learning, assessment, and instructional practices. District Goal #9 Develop a teaching staff skilled in online instruction. District Goal #10 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia creation, and collaboration for use in and out of school. District Goal #13 Create unique learning opportunities for staff and students by developing and leveraging partnerships and collaborations within and across schools, preservice preparation, and in-service education institutions, and professional organizations. District Goal #14 Build the district s technology capacity for evolving and sustaining an infrastructure for learning. Note: Detailed information on tasks and timelines associated with the District Goals are outlined in the Timeline Section of this plan. Educational Technology Plan Page 53

54 Parent Communication, Community Relations & Collaboration Educational Technology Plan Page 54

55 Review Technology Planning Key Progress Made Parent communication was significantly enhanced through the implementation of the EduLink System and Parent Connect (MI Star). These systems allowed all parents to be connected to key information about their students like attendance and grades as well as being informed of emergencies or weekly updates. GTEK was launched in October This program is the start of a comprehensive and extensive student-driven technology business. GTEK has already started providing technical support and solutions to the district as well as to the community (for nominal costs). In addition, GTEK will begin to provide technical training solutions through a Summer Academy Program to start summer Technology Planning Future Direction Utilize GTEK as a model for community services provided Implement 21 st communications (like social media) to better communicate and support the District Motto: Enriching Minds and Inspiring Excellence Harness electronic learning that enhances parent connection to classroom activities: o Develop online courses that meet a variety of career based interests in technology o Pursue the adoption of digital textbooks o Leverage collaboration tools and the creation of Student Portfolios o Migrate to a Blended Learning Environment at all levels Educational Technology Plan Page 55

56 Parental Communications & Community Relations Gibraltar Schools currently has a variety of ways in which the community is engaged in planning, sharing and learning together to provide for a better future of our schools and community of learners. The following are some of the examples of how technology is utilized and resources are shared in collaboration with our community: Gibraltar Schools Community Web Portal Parent Connect gcloud Strategic and Technology Planning Adult Literacy The following web address will provide the community with information about the technology plan as well as access to information about the technology resources and programs available in the schools: Gibraltar Schools Community Web Portal In order to better facilitate meaningful communication with all of Gibraltar Schools stakeholders and to tie together the resources outlined in the technology plan initiatives, Gibraltar Schools has developed a comprehensive Community Web Portal. The long-range vision for this Community Web Portal is to allow parents to be able to (some functions and features are still being developed): Obtain basic school information related to events and opportunities available to their student(s) including course offerings, extra curricular activities, etc. Find a quick and easy to use school and district calendar of events Locate homework help tips and sample lessons for how parents can help their students be successful and plan an active role in the learning process Review student attendance and grades through access to the district s student management system Locate basic teacher background information and classroom rules and policies Obtain electronic copies of common district forms (example: athletic physicals, field trip permission forms, etc.) Access student homework assignments and planned lesson activities in order to better understand what is occurring in the classroom Through this Community Web Portal, information will be directed to the appropriate audience so that stakeholders can find information that is meaningful to them and avoid information overload. Educational Technology Plan Page 56

57 gcloud (Gibraltar Private Cloud electronic resources) The gcloud initiative involves the leveraging of web-based resources to facilitate the sharing of data, collaboration of people and communicating with all stakeholders. This initiative is a priority for the District and will be accomplished through the acquisition and deployment of electronic resources such as Moodle, Google Docs, Microsoft Live@edu, Zangle, and Class A. In addition, access to electronic databases and other electronic resources allow students to have access additional learning opportunities anytime, anywhere, while empowering parents to play a more active role in their students learning process. As the convergence of education and technology continues to evolve at break-neck speed, Gibraltar Schools is finding an unprecedented array of effective solutions to enrich educational offerings, and build deeper relationships with current and prospective students, alumni, administrators, and other key stakeholders in education. Gibraltar Schools will be utilizing online course development product called Moodle and Sakai, that allow the district to bring their academic, administrative, community and other educational services online. This allows for the collaboration with experts in the field, parent and community involvement as well enabling an unlimited number of collaborations with businesses, universities and government agencies. A comprehensive learning community that will be pulled together will be called the STAY (Students of Today And Yesterday) Connected. This key initiative will help deliver on the promise of technology in leveraging the expertise of the Gibraltar Community beyond the school walls. Educational Technology Plan Page 57

58 Strategic and Technology Planning The strategic planning process that will be responsible for the development of the long-range technology goals in the future. This will be was a community-wide engagement. The on-going technology planning also works to involve and seek input from all stakeholders in the community. The Technology Director and members of the Technology Advisory Committee also participate in collaborative planning groups facilitated through the intermediate school district. Collaboration Gibraltar Schools is committed to the development and partnerships and collaborations with colleges, universities, corporations, organizations and adult literacy service providers. Opportunities for these stakeholders to be a part of the larger learning community with Gibraltar Schools will be facilitated through the gcloud and STAY Connected initiatives previously described. Gibraltar Schools Technology Objectives (Based on National Educational Technology Plan Goals ) 1.0 Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 3.0 Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 4.0 Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 5.0 Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Educational Technology Plan Page 58

59 Gibraltar Schools Key Technology Strategies District Strategy #2 Utilize on-line learning for extending and enhancing 21 st Century Learning opportunities for students and staff. District Strategy #6 Maximize unique, quality, learning opportunities through the development of effective collaborations and partnerships. Gibraltar Schools Technology Goals District Goal #3 Develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere. District Goal #6 Expand opportunities for educators to have access to technology-based content, resources, and tools when and where they need them. District Goal #7 Leverage social networking technologies and platforms to create communities of practice that provide enhancing learning experiences for instruction and career-long personal learning opportunities for staff. District Goal #8 Provide staff with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and instructional practices. District Goal #9 Develop a teaching staff skilled in online instruction. District Goal #10 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia creation, and collaboration for use in and out of school. District Goal #12 Pursue and create creative funding sources for ensuring the continued sustainability of the technology resources necessary to ensure student and staff success. District Goal #13 Create unique learning opportunities for staff and students by developing and leveraging partnerships and collaborations within and across schools, preservice preparation, and in-service education institutions, and professional organizations. Note: Detailed information on tasks and timelines associated with the District Goals are outlined in the Timeline Section of this plan. Educational Technology Plan Page 59

60 II. Professional Development Educational Technology Plan Page 60

61 Review Technology Planning Key Progress Made Interactive classroom technology was installed in all classrooms and teachers were provided with intensive, on-going training (6 days of PD total) that has made use of these technologies an integral part of the instructional day. This training has been highly effective in help staff move from simply being users of technology, but rather using technology as an instructional tool on a daily basis. Preparing for online, standardized testing and leveraging the power of data has begun with the implementation of NWEA in grades K-11 since spring The district also conducted pilot SBAC testing during the spring of A committee of staff representing Y5-5 from all elementary schools worked together (spring 2013) to develop grade-level, technology integrated projects to be implemented in all classrooms. The projects were successfully implemented during the school year Technology Planning Future Direction We have done an excellent job of helping all staff not only become users of technology, but teachers are now utilizing technology more regularly as an instructional tool in the classroom. The next phase is to help teachers leverage technology into the learning process for effective uses by students. This will occur through 4 key initiatives: 1. Enhancing and building upon the grade-level technology projects (more, better aligned) initiative to helping teachers in the creation of their own projects 2. Migrate to a Blended Learning Environment at all levels where teachers not only incorporate online learning but foster a culture of collaboration and learning between students 3. Create a MACUL type PD event/opportunity annually for staff at the beginning of the year where teachers can pursue learning that is most relevant to their needs, interests and abilities (more individualized PD for all staff) 4. Customize student technology instructional strategies that help teachers better prepare students for the impact of online testing typing and technical skills needed to be successful 5. Utilize GTEK as a model for authentic learning that can be replicated district-wide Educational Technology Plan Page 61

62 Professional Development To live, learn, and work successfully in an increasingly complex and information-rich society, students and teachers must use technology effectively. Within a sound educational setting, technology can enable students to become: Capable information technology users Information seekers, analyzers, and evaluators Problem solvers and decision makers Creative and effective users of productivity tools Communicators, collaborators, publishers, and producers Informed, responsible, and contributing citizens Through the ongoing use of technology in the schooling process, students are empowered to achieve important technology capabilities. The key individual in helping students develop those capabilities is the classroom teacher. The teacher is responsible for establishing the classroom environment and preparing the learning opportunities that facilitate students use of technology to learn, communicate, and develop knowledge products. Consequently, it is critical that all classroom teachers are prepared to provide their students with these opportunities. Both professional development programs for teachers currently in the classroom and preparation programs for future teachers must provide technology-rich experiences throughout all aspects of the training programs. Standards within this document provide guidelines for all teachers but specifically for planning teacher education programs that will prepare teachers to play an essential role in producing technology-capable students. Today s classroom teachers must be prepared to provide technology-supported learning opportunities for their students. Being prepared to use technology and knowing how that technology can support student learning must become integral skills in every teacher s professional repertoire. Teachers must be prepared to empower students with the advantages technology can bring. Schools and classrooms, both real and virtual, must have teachers who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills. Real-world connections, primary source material, and sophisticated data-gathering and analysis tools are only a few of the resources that enable teachers to provide heretofore unimaginable opportunities for conceptual understanding. Traditional educational practices no longer provide prospective teachers with all the necessary skills for teaching students who must be able to survive economically in today s workplace. Educational Technology Plan Page 62

63 Teachers must teach students to apply strategies for solving problems and to use appropriate tools for learning, collaborating, and communicating. To provide a sense of what teachers must prepare students to be able to do, the following page lists the standards and performance indicators for students at specified grade ranges. Each profile of performance indicators builds on the prior list of competencies. Teachers must be able to create learning experiences that enable students to achieve these competencies in a meaningful way. The ISTE National Educational Technology Standards for Teachers (NETS T) define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The six standards areas with performance indicators on the facing page are designed to be general enough to be customized and yet specific enough to define the scope of the topic. The standards and the performance indicators provide guidelines for teachers in the classroom. Educational Technology Plan Page 63

64 The ISTE NETS and Performance Indicators for Teachers (NETS T) Effective teachers model and apply the National Educational Technology Standards for Students (NETS S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-toface and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations Educational Technology Plan Page 64

65 b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community The proposed standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS) Project, which is an ITSE (International Society for Technology in Education) initiative funded by the National Aeronautics and Space Administration in consultation with the U.S. Department of Education; the Milken Exchange on Education Technology; and Apple Computer, Inc. Educational Technology Plan Page 65

66 Technology Professional Development: Critical Throughout a Teacher s Career Due to the unprecedented presence and prevalence of technology in society, it is no longer sufficient, or perhaps even appropriate, to talk about technology training as a goal in education. Educators need much more than intermittent sessions on how to operate computer equipment and software. Teachers, like all professionals, need and deserve ongoing exposure to technology so it becomes a seamless component of instruction that leads to real results for students. They need professional development. Professional development for teachers is an ongoing, long-term commitment that begins with the decision to pursue a career in education and continues, through a combination of formal and informal learning opportunities, for the duration of a career. Meeting Individual Teacher Needs: The Teacher Technology Adoption Process To be effective, professional development programs need to accommodate the program goals of the institution, the targeted results for students, the level of sophistication of teachers who participate, and the technology available. Since teachers are the linchpins of success for students, their individual requirements for mastering new methods, knowledge, and techniques deserve particular attention. Experience suggests that teachers, even those most enthusiastic about teaching with technology, typically pass through several distinct stages before they become education technology integrators and innovators. Progression through stages of technology adoption and integration is not unique to the education community. For decades, corporate America has witnessed a similar progression as businesses have increased the presence and use of technology, first for internal operations and then for interactions with vendors and customers. Corporate researchers also have identified a cycle of technology integration that progresses through planning, investigation, and experimentation stages to the emergence of new work and organization models. Though not identical to the stages of teacher technology adoption described here, they are similar enough to suggest that technology integration, no matter where it occurs, is a process that evolves over time. Educational Technology Plan Page 66

67 Tailoring professional development opportunities can help schools ensure that technology is not merely considered inevitable, but is a valuable tool for creativity, collaboration, and innovation. The following list describes five stages of teacher technology adoption. The list underscores the idea that understanding and using technology well takes time. It also outlines very distinct stages that suggest the need for tailored activities for professional development. Stage 1: Entry Students Learning to Use Technology. At this stage, teachers are not themselves the technology users. If students are using technology, they are using it in ways determined by someone other than the teacher and without participation from the teacher. For example, they may have a designated computer lab time taught by a computer teacher. Alternatively, they may have classroom computers that are used for educational software games which students independently use during assigned computer time. Stage 2: Adoption Teachers Use Technology to Support Traditional Instruction. Teachers are beginning to use technology usually to enhance their own productivity, mandated either by the school (e.g., electronic report cards) or through their own initiative. Teachers at this stage use technology in a limited way, to do things they already would have done without the technology. They experience an advantage doing traditional tasks with a new tool and begin to see the power of the tool for other applications. For example, a teacher who uses word processing software to prepare a newsletter to parents discovers how much easier it is than using a typewriter. Therefore, the teacher begins to provide opportunities for students to use the computer as a better typewriter for completing stories, reports, or other exercises. Stage 3: Adaptation Technology Used to Enrich Curriculum. Teachers begin to use technology in ways that are connected to the curriculum, and in ways that are already familiar. Teachers are automating existing practices. For example, a teacher who has located web sites with reference material relevant to a particular lesson is using that material to present the subject matter to the class. Perhaps the teacher is having students use CD-ROM encyclopedias and the Internet as an extension of print resources. Teachers at the adaptation stage tend to direct student inquiry (e.g., pre-selecting web sites) rather than allowing student-directed learning experiences. Stage 4: Appropriation Technology is Integrated, Used for its Unique Capabilities. Teachers at the appropriation stage view technology as a relevant tool for teaching and learning and they design learning experiences and environments to take advantage of its capabilities to meet objectives and desired outcomes. In the classrooms of teachers at this stage, technology begins to reveal its potential to produce improvements in learning, as students master higher-order thinking skills and more Educational Technology Plan Page 67

68 complex concepts and skills than they would have encountered with-out technology. Students will view technology as a tool to meet their objectives. For example, a student assigned a project on a local environ-mental issue would be empowered to use the Internet and other technology resources, such as , to direct a personal approach to the project. The teacher might also allow students to determine individual presentation tools, and arrange for a presentation to the appropriate community organization. Stage 5: Invention Discover new uses for technology. At this stage, teachers are redefining classroom environments and creating learning experiences that truly leverage the power of technology to involve students in tasks that require higher-order thinking skills as well as mastering basic concepts and skills. For example, a teacher might create a theme or project around which to center most of the activities of the class for a trimester. During that time, the teacher and students would create a project or series of projects that weave learning and demonstration ability in each of the required subject areas. For example, a class project to create a web site for a local business might involve the opportunity for the students to learn about the business, learn about web site creation, hone organizational skills, master content, and apply basic skills. Such a project might look to an outside observer more like a business environment than a conventional classroom, though a wealth of learning would be taking place. Tailoring professional development opportunities to teacher and student skills and levels of receptivity can help schools ensure that technology is not merely considered inevitable, but is recognized as a valuable tool for creativity, collaboration, and innovation in teaching and learning. Improving Student Performance: Target Tech Professional Development The goal of boosting technology professional development throughout a teacher s career is to reach established educational objectives such as enabling teachers to teach better, students to learn better and communities across the nation to improve their public schools. With a base level of technology and connections now in American schools, it is time to focus new attention, energy, and resources on ensuring that teachers are prepared to put technology to work. Educational Technology Plan Page 68

69 Gibraltar School District Staff Development Plan A commitment to provide all children with a World Class Education must be based in the ongoing support of staff. The Gibraltar School District supports and encourages professional development, including training in the area of technology, through in-service and workshops, conferences, seminars and summits. Our staff development program is centered upon four key behaviors often associated with adult learners. Those behaviors include: TECHNICAL REPERTOIRE: mastery of a variety of skills and practices that increase instructional certainty REFLECTIVE PRACTICE: careful consideration that results in enhancement of clarity, meaning and coherence in practice RESEARCH: exploration and investigation to discover ways to improve practice COLLABORATION: focused interchange with fellow staff to give and receive ideas and assistance In practice, district staff, with mastery level experience in using technology will share their experiences in a variety of ways. Master presenters (technology coaches) will conduct workshops and turn-key staff will then develop user and learning groups at their respective schools. On-line learning resources will also provide staff members an opportunity to learn anytime and anywhere. The integration of technology will be systemic; beyond the classroom, where all professionals use the technological tools available to them in a meaningful and efficient way. The Gibraltar Schools Staff Development Plan will address the needs of all employees including teachers, administrators and support staff. All professional development should present the technological tools available to the end user in the context in which it can be used. This model will ensure the effective integration of technology throughout the organization. Our goal is to inspire Gibraltar staff to use various technological tools and for teachers to integrate them into the curriculum. Visiting pioneer classrooms and interacting with others demonstrating best practices, will offer the opportunity for teachers to see others using technology in support of the District s curricular standards. Educational Technology Plan Page 69

70 Staff Development Model The goal of professional development is to provide learning opportunities for all staff to learn how to use technology to improve their productivity and effectiveness of their job responsibilities, and how that applies to the overall goal of the district to educate students. We recognize that each staff member has a unique function, and a unique learning style. Therefore, Gibraltar Schools will follow a multi-dimensional model in order to implement our technology plan. This model includes various methods of delivery as well as multiple resources to facilitate ongoing training and support. Delivery Systems - Online Learning: Web resources for students and teachers, connecting curriculum topics with the best of the Internet. Content will be delivered through online resources including the gcloud where teachers, administrators and support staff will collaborate with one another using Learning Management Systems like Moodle and Sakai. This will enable for the use of features such as chat and discussion threads. This environment also provides opportunities for teachers to learn in a distance-learning environment, experiencing how technology can impact learning beyond the school walls. Demonstration Projects: Cross curricular technology demonstration projects will be created to help ensure students are involved in technology integrated lessons that help them achieve national and state standards for technology literacy. Just as important, it is a strategic way to help demonstrate use of technology in the curriculum and models effective use for teachers. This allows teachers an opportunity to become more familiar with how to create creative and inspiring lessons that leverage technology for improved learning. Peer Coaching: Teachers and students provide just in time support at any time on any day when it is needed. Recognizing the need for ongoing support in order to successfully implement technology enriched instruction, each building will have technology coaches on a ratio of 1:10. These coaches will help teachers utilize technology as a resource and be available on site to coordinate lessons and provide workshops where all staff will have the opportunity to increase their skills. Master Presenters That Model: Technology Specialists provide learning opportunities for coaches and mentors. New technologies and innovations provide for ongoing opportunities for new methods and resources of instruction. Hence, educational technology leaders from across the region and country will be brought into the district to share new ideas and new trends. Technology coaches and key educators, administrators and support staff will have the opportunities to attend local and national conferences. Educational Technology Plan Page 70

71 Interest Groups: People with common goals, interests, and support needs collaborate together to enhance technology integration. Through all delivery methods, close consideration will be made to the grouping of staff where teachers, administrators and support staff of similar areas will work together. Resources Virtual Environment: Anytime, anywhere opportunities to access information. An online staff development registration system will facilitate the scheduling of professional development across the district. This provides information to teachers, administrators and support staff in a course catalog format at anytime. Users will choose their subject, location, instructor, etc. from home or work. T.I.P Initiative: Technology Integration Portal provides a lesson plan repository where teachers share quality integrated learning opportunities. These lessons are secured and available to educators and support staff of similar curricular areas all across the district. Pioneer Classrooms: Showcase of Technology Integrators and Synthesizers. Each month, nominations for publishing best practices of examples demonstrating effective technology integration will be submitted to the technology leadership team. The selected teacher will be recognized and honored for their pioneering role as a technology integrator. Educational Technology Plan Page 71

72 Online Learning Virtual Environment Peer Coaching T.I.P. Initiative Gibraltar Schools Multi-Dimensional Staff Development Model Pioneer Classrooms Master Presenters that Model Demonstration Projects Interest Groups Educational Technology Plan Page 72

73 Staff Technology Skill Assessment The following is an assessment of staff skills that are aligned with the 23 Things for Teachers Initiative for teaching 21 st Century skills. These skill areas will a central point of focus for the technology professional development plans over the next 3 years. HIGHLY SKILLED 5 NO SKILL 1 SKILL 0 SKILLED 4 BASIC 3 BEGINNING % 64.90% 10.10% 1.40% 0.70% Digital Cameras 10.10% 36.50% 35.10% 14.20% 4.10% Projection Devices 0.05% 20.30% 40.50% 24.30% 9.50% Classroom response systems 0.70% 4.70% 12.20% 24.30% 58.10% Querying Database 3.40% 10.10% 23.00% 24.30% 39.20% Spreadsheets 4.10% 20.30% 34.50% 35.10% 6.10% Documents 13.50% 40.50% 27.00% 12.20% 6.80% Assessment/Evaluation tools/survey 0.70% 13.50% 26.40% 31.10% 28.40% Assessment/Evaluation tools/rubric 2.70% 10.30% 18.50% 38.40% 30.10% Student Information System 14.50% 53.10% 20.00% 5.50% 6.90% Data warehousing system 2.70% 8.20% 36.10% 30.60% 22.40% Keyboard short cuts 4.70% 25.00% 39.20% 21.60% 9.50% Blogging tools 4.10% 4.10% 13.50% 27.70% 50.70% Collaboration tools 0.70% 4.10% 11.50% 24.30% 59.50% Online Content Area Tools 1.40% 4.80% 16.40% 26.70% 50.70% Digital Differentiation Tools 0.00% 0.70% 8.80% 16.30% 74.10% Online Digital Citizenship 0.00% 4.10% 15.60% 23.10% 57.10% Editing Digital Pictures 2.70% 10.20% 24.50% 36.10% 26.50% Online digital story telling tools 0.70% 7.50% 15.10% 24.70% 52.10% Online Tools/Blogs 2.70% 4.70% 14.90% 31.10% 46.60% Course Management System 2.00% 5.40% 12.90% 40.80% 38.80% Interactive learning/virtual tools 1.40% 6.10% 27.00% 32.40% 33.10% Online video resources 2.70% 27.80% 32.20% 32.20% 15.10% Commercial online video resources 2.70% 16.90% 25.70% 27.00% 27.70% Audio resources 2.70% 12.20% 19.70% 40.80% 24.50% Creating audio content 1.40% 4.10% 6.20% 17.90% 70.30% File conversion tools 0.70% 4.20% 5.60% 9.10% 80.40% Creating digital presentations 7.70% 25.20% 31.50% 19.60% 16.10% Create screencasts 0.00% 2.10% 2.10% 10.30% 85.60% Video conferencing resources 0.00% 1.40% 6.20% 15.90% 76.60% Distance Learning Resources 0.00% 1.40% 3.40% 2.38% 71.40% Online communication tools 1.40% 5.40% 17.00% 40.10% 36.10% Educational Technology Plan Page 73

74 Online social networking tools 6.80% 20.50% 26.00% 33.60% 13.00% Online educational databases 2.00% 12.20% 16.30% 39.50% 29.90% Online citation tools 1.40% 8.10% 6.80% 19.60% 64.20% Online tools to attach copyright 0.00% 0.00% 4.80% 15.80% 79.50% RSS reader 1.40% 1.40% 3.40% 13.70% 80.10% Online organizational tools for Bookmarking web sites 0.70% 1.40% 8.20% 17.10% 72.60% Digital calendars 2.10% 11.60% 30.10% 30.10% 26.00% Digital graphic organizers 0.00% 6.10% 21.80% 26.50% 45.60% Word cloud tools 0.00% 0.70% 3.50% 12.50% 83.30% Evaluate web sites 3.40% 8.10% 20.30% 29.10% 39.20% Integrating technology 1.40% 18.90% 54.10% 21.60% 4.10% Areas that were noted in bold are particular areas of focus in the strategies that will be implemented in moving staff forward with technology use and integration. The following skill areas are directly linked to the National Educational Technology Standards (NETS) and will be incorporated into the training strategies. Assessment, Monitoring and Evaluation of the Professional Development plans for the district will focus on how much impact the training is influencing these skills identified and moving teachers toward proficiency and technology leadership roles. Technology Communication Tools I Could Teach Others I'm Proficient at this Skill I Need More Training I've Never Used Telecommunication tools 8.00% 34.90% 46.90% 10.30% Create and edit products 9.70% 30.90% 49.10% 10.30% Share similar information 9.70% 35.40% 48.60% 6.30% Create a project 9.70% 32.00% 49.10% 9.10% Identify online technologies 2.30% 14.30% 57.70% 25.70% Present products 8.00% 26.90% 53.70% 11.40% Integrate a variety of media 5.10% 23.40% 56.60% 14.90% Collaborative project using Telecommunications tools 2.90% 13.70% 51.40% 32.00% Create online learning experiences 6.90% 10.90% 57.10% 25.10% Utilize technology to extend the reach of access 2.30% 8.00% 58.30% 31.40% Average 6.50% 23.00% 52.90% 17.70% Educational Technology Plan Page 74

75 Technology Research Tools I Could Teach Others I'm Proficient at this Skill I Need More Training I've Never Used Various resources to locate information 20.00% 54.30% 21.10% 4.60% Select appropriate internet search 18.30% 49.70% 26.30% 5.70% Can create WebQuests 5.70% 19.40% 49.10% 25.70% Evaluation criteria 6.90% 25.10% 46.90% 21.10% Determine if online sources are valid 7.40% 38.90% 39.40% 14.30% Use existing databases 8.60% 51.40% 29.70% 10.30% Can create and populate a database 2.90% 18.30% 43.40% 35.40% Perform queries on existing databases 4.60% 20.60% 42.90% 32.00% Functions and capabilities word Processors, spreadsheets, etc. 8.00% 30.90% 48.00% 13.10% Evaluate new technology tools 4.60% 27.40% 52.00% 16.00% Average 8.70% 33.60% 39.90% 17.80% Technology Problem-Solving and Decision- Making Tools I Could Teach Others I'm Proficient at this Skill I Need More Training I've Never Used Use information and communication Technology tools 5.70% 37.70% 44.00% 12.60% Use database or spreadsheet information 6.30% 26.30% 51.40% 16.00% Information and communication technology tools 4.00% 24.60% 54.30% 17.10% Use a variety of technology resources 5.70% 27.40% 50.90% 16.00% Collect relevant information 4.00% 33.70% 41.70% 20.60% Analyze student data 8.00% 49.10% 35.40% 7.40% Average 5.60% 33.10% 46.30% 15.00% Educational Technology Plan Page 75

76 Teacher Attitudes About Technology Uses of Technology Strongly Agree Agree Neutral Disagree Strongly Disagree Access to technology 3.40% 31.40% 19.40% 31.40% 14.30% Utilize technology 12.00% 45.70% 29.70% 12.00% 0.60% Online learning increases educational opportunities 36.00% 54.30% 8.60% 1.10% I understand legal and ethical issues 36.60% 52.00% 9.10% 1.70% 0.60% Take precautions regarding possible long range effects of unethical uses of technology 34.90% 48.60% 12.60% 3.40% 0.60% Help students understand the risks of communicating on the Internet 20.00% 44.60% 28.00% 6.90% 0.60% Understand and adhere to fair use/copyright guidelines 35.40% 54.30% 8.00% 1.70% 0.60% Help students create appropriate citations 16.60% 30.90% 41.10% 9.70% 1.70% I use a variety of technology resources 22.90% 49.10% 20.00% 7.40% 0.60% I use a variety of technology tools and applications to promote creativity 17.10% 42.30% 29.10% 10.30% 1.10% Average 23.50% 45.30% 20.60% 8.60% 2.10% Attitudes about Technology Strongly Agree Agree Neutral Disagree Strongly Disagree Technology is important in providing 21st century skills 65.10% 32.00% 2.30% N/A 0.60% Technology increases productivity 44.60% 44.00% 9.10% 1.70% 0.60% Technology increases quality of work 40.00% 45.10% 12.00% 2.30% 0.60% Technology is motivating and engages students 45.10% 48.60% 4.60% 1.10% 0.60% Technology helps explain/clarify topics that are not otherwise easy to conceptulize 33.70% 48.60% 16.60% 0.60% 0.60% Technology improves communication 37.10% 44.60% 16.00% 1.70% 0.60% Technology aids in prompt communication 36.60% 44.00% 16.00% 2.90% 0.60% Technology provides staff/students with information and people not otherwise available 41.10% 50.30% 6.30% 1.70% 0.60% Technology can promote creativity 44.00% 49.10% 6.30% N/A 0.60% Technology helps equal the playing field for students with disabilities % 42.90% 14.90% 4.00% 0.60% Average 42.50% 44.90% 10.40% 1.60% 0.60% Educational Technology Plan Page 76

77 Teacher Training Interests Another key strategy with building staff skill level is by addressing areas of interests. The following is a list of areas where identified by staff in a survey: Training Opportunities Already Mastered Very Interested Interested Maybe No Thanks Technology % 12.60% 21.70% 13.70% 25.10% Getting More Out of Outlook 7.40% 25.70% 32.00% 21.70% 13.10% Learning Word beyond the Letter 16.60% 24.60% 25.70% 16.00% 17.10% Utilizing Excel 10.30% 28.00% 36.00% 16.60% 9.10% Making PowerPoint work for You 15.40% 30.90% 29.10% 12.60% 12.00% Using Presentation Devices - TV, Projectors, Elmos and More 12.60% 40.00% 25.70% 10.30% 11.40% File Management and Printing 21.10% 16.60% 21.10% 18.90% 22.30% Interactive Learning with WebQuests 7.40% 36.60% 32.60% 18.90% 4.60% Bring Instruction Videos into Your Classroom 17.70% 33.10% 24.60% 12.00% 12.60% Using SmartBoards 5.10% 55.40% 22.30% 11.40% 5.70% Google Earth in the Classroom 5.10% 36.00% 29.10% 16.60% 13.10% Using Databases 6.90% 28.00% 30.30% 19.40% 15.40% Creating Online Courses and Parent Connections with Blackboard 5.10% 36.60% 19.40% 21.10% 17.70% Web Page Design - Teacher Pages & Student Projects 5.70% 44.60% 21.70% 14.30% 13.70% Successful Researching for Students and Teachers 5.70% 31.40% 30.30% 16.00% 16.60% Using Web 2.0 Tools 4.00% 27.40% 33.10% 23.40% 12.00% Scanning and Digital Imaging Basics 10.30% 28.60% 32.60% 16.00% 12.60% Digital Imaging - Cameras & Photo Editing 12.00% 34.90% 29.70% 14.90% 8.60% Video Production 3.40% 31.40% 26.90% 16.00% 22.30% Project - Based Learning 3.40% 38.90% 30.90% 16.00% 10.90% Video Conferencing & Electronic Field Trips 3.40% 40.60% 24.60% 19.40% 12.00% Average 9.80% 32.50% 27.60% 16.40% 13.70% Educational Technology Plan Page 77

78 Professional Development Model Instructional Staff High Not Recommended TILT Desired State Need P.D. in Instructional Skills Synthesizer Level Technical Skill Integrator Level Advanced Tech Low Navigator Level Unsatisfactory Basic Proficient Distinguished Pedagogical Techniques Educational Technology Plan Page 78

79 Gibraltar Schools Action Plan Time Line Desired State All employees offered ongoing, consistent and meaningful professional development that develops technical skill and application. 21 st Century Technology Synthesizer 21 st Century Technology Integrator Information Literacy Graphics & Digital Imaging Processing & Analyzing Data Publishing & Presentation Planning & Visioning Understanding & Managing Productivity Technology in Education Evaluating Uses of Technology 21 st Century Information Navigator Current Reality Many Instructional Staff showing stages of adopting technology throughout delivery of instruction. Delivery of Professional Development throughout all employee groups is not consistent Interactive Classroom Use Productivity Communication Collaboration Educational Technology Plan Page 79

80 Gibraltar Schools Technology Objectives (Based on National Educational Technology Plan Goals ) 1.0 Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 2.0 Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. 3.0 Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 4.0 Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 5.0 Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Gibraltar Schools Key Technology Strategies District Strategy #1 Individualize student learning through the power of technology. District Strategy #2 Utilize on-line learning for extending and enhancing 21 st Century Learning opportunities for students and staff. District Strategy #3 Expand project-based, cross-curricular technology demonstration projects. District Strategy #4 Expand assessment efficiency and effectiveness through the use of technology. District Strategy #5 Implement 1:1 Student Technology. Educational Technology Plan Page 80

81 District Strategy #6 Maximize unique, quality, learning opportunities through the development of effective collaborations and partnerships. Gibraltar Schools Technology Goals District Goal #1 Adopt technology and strategies that enhance personalized learning. District Goal #2 Revise, create and implement standards and learning objectives using technology for all content areas that reflect 21-st century expertise and the power of technology to improve learning. District Goal #3 Develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere. District Goal #4 Evaluate, develop and adopt new methodologies and solutions with the potential to inspire and enable all learners to excel in STEM (science, technology, engineering, and mathematics). District Goal #5 Develop and implement assessment systems that give students, staff, administrators and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practice. District Goal #6 Expand opportunities for educators to have access to technology-based content, resources, and tools when and where they need them. District Goal #7 Leverage social networking technologies and platforms to create communities of practice that provide enhancing learning experiences for instruction and career-long personal learning opportunities for staff. District Goal #8 Provide staff with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and instructional practices. District Goal #9 Develop a teaching staff skilled in online instruction. District Goal #10 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia creation, and collaboration for use in and out of school. District Goal #11 Develop useful metrics for the educational use of technology. Educational Technology Plan Page 81

82 District Goal #13 Create unique learning opportunities for staff and students by developing and leveraging partnerships and collaborations within and across schools, preservice preparation, and in-service education institutions, and professional organizations. Note: Detailed information on tasks and timelines associated with the District Goals are outlined in the Timeline Section of this plan. Educational Technology Plan Page 82

83 Supporting Resources Educational Technology Plan Page 83

84 Supporting Resources The Supporting Resources for the sake of this plan refers to the software, applications and other electronic resources. The reason that this section is referred to as Supporting Resources is all three of these items are many times synonymous with each being used perhaps equally as much. All three refer to the programs and content that drive the computer technology to complete the tasks needed. For the technology plan, the three are distinguished in the following way: Applications network and business applications are the computer programs or systems that are purchased on a district level. Examples include the network operating system (Microsoft Server), electronic mail system (Microsoft Exchange), transportation routing system (PolyPlot) and the student management system (Zangle). Software computer software refers to the programs that are loaded on computers, usually thought of as coming in a box and being purchased from a computer software store. Examples include Microsoft Office, Adobe Photoshop and AutoCAD. Electronic Resources electronic resources refer to the web-based solutions (gcloud) that provide electronic reference content and facilitate data sharing. Examples include the district web site and electronic content subscriptions like Renaissance Learning, United Streaming and e2020. In all cases, these Support Resources enable staff and students to perform the tasks needed to improve teaching and learning and empower support personal to perform their jobs more effectively and efficiently. Current Capabilities Applications have become pervasive in almost every aspect of what staff, students and support personnel do in the district. They support communication, collaboration, storage and analysis of data to support decision-making. KEY APPLICATIONS (currently utilized): File & Print - Standard Server OS: Microsoft Server 2003 R2 Microsoft Exchange 2003 (no software assurance) Antivirus: Symantec Endpoint Protection 11.0 Web Content Filtering: 8e6 (vendor appliance; authentication through Microsoft AD) SPAM: Tangent (online service through Wayne County Consortium) Student Management System: Zangle (housed at Wayne RESA with workstation app run from local servers) Educational Technology Plan Page 84

85 Finance System: Smart XL (housed ay Wayne RESA with application installed on local workstations) Payroll: Cyborg (housed ay Wayne RESA with application installed on local workstations) Data Backup: HP Data Protector (Product Version A.05.50) 2 TB Backup to Disk 8 - Open File 1 Cell Mgr for Windows 1 Single Drive for Windows / NetWare / Linux 2 Online Extension for ONE Windows / Linux System 2 Advance Backup to Disk District Website: Plone 3.x, Python 2.4, Apache 2.2, SQL Server 2008, MySQL 5.0 Course Management System (CMS) / Learning Management System (LMS): Moodle 1.9.7, Sakai Web Applications: PHP5, MySQL Server 5.1, Apache Tomcat 5.5, SQL Server 2008 Desktop Imaging: Symantec Ghost, Dell KACE Systems Management Appliance (2000 series) Transportation Routing System: PolyPlot (housed ay Wayne RESA with application installed on local workstations) Substitute Online: AESOP Library Catalog System: Destiny (housed ay Wayne RESA with application installed on local workstations) Student Data & Assessment: Class A (housed ay Wayne RESA with application installed on local workstations) Math & Reading Online Assessment: Renaissance Place (hosted online by Renaissance Learning) Software is a productivity and educational tool that supports all staff, students and support staff. Support staff will utilize databases and spreadsheets to store student and financial data; use word processing and desktop publishing to prepare documents for communication with others; and utilize presentation software for formal meetings. Staff and students will utilize software in similar ways. Teachers will use presentation software as an instructional tool when presenting concepts and new topics. Students will utilize word processing, desktop publishing, and web authoring tools to present their work. Students will also use spreadsheets and databases to analyze and synthesize data. Software can also be curriculum specific to help teach a task or concept, provide simulations and 3-D modeling for gaining clarity of difficult concepts through visual representation, or even allow students to express their work in a new and exciting ways through multimedia production. Used correctly, software provides the tools necessary to support the REAL Learning Vision. Educational Technology Plan Page 85

86 Staff Software Standards Version Purpose / Function Microsoft Office Word Processing, Spreadsheet, Presentation, Database Internet Explorer Web Browser Skyward Gradebook Electronic Gradebook (Secondary Teachers) Microsoft Outlook Adobe Acrobat PDF Reader/Writer Gibraltar Schools gcloud There are numerous supporting resources that the district currently utilizes to support the REAL Learning Vision for improved teaching and learning and promote effective communication with all stakeholders. The district web site ( serves as a portal for making many of the supporting resources available to stakeholders, anytime and anywhere. These electronic resources are collective part of the District s gcloud. These resources include: Internet Use is available on student and staff computers in every building. Gibraltar Schools is compliant with the Children s Internet Protection Act (CIPA) and Children On-Line Privacy Protection Act (COPPA). The district has been utilizing Internet content filtering software since Currently, there are building policies that establish how students are monitored. Gibraltar Schools will regularly its policies on privacy issues related to the Internet. Student is being investigated to allow staff and students to leverage this as a critical communication tool that aligns with and supports then national, state, and district curriculum standards. District Communication is facilitated through the Gibraltar Schools Web Page. This provides for a way for the district to continuously update staff, students, parents and the community about what s going on in the district. These items include board minutes, new project details, current events and dates of interest. Electronic Research and Reference is supported through access to the State databases (Mel) which provide full-text articles from magazines, journals and newspapers as well as digital books. Access to consortium resources like Access Michigan is also made available. A Staff Development Registration System is being considered for development. This system would allow staff to inquire about all training be held throughout the district and to automatically register for a session. The system provides staff with a profession portfolio (history) on themselves as well as trainers. On-line Learning will be facilitated through products called Moodle and Sakai. The current learning portal being utilized by some staff through Wayne RESA is Blackboard, but the county Educational Technology Plan Page 86

87 will be migrating towards Moodle within the next year. These portals allow staff to utilize extensive tools and share resources with their students, peers and the community. The focus of this on-line learning initiative is not to provide students with self-contained learning that is solely provided via the Internet, but to instead leverage the benefits of the Internet and on-line learning to enhance and expand the learning opportunities available to their students. This supports the REAL Learning Vision and promotes Gibraltar Schools as a leader. Moodle and Sakai are powerful and easy to use and allows instructors to build and manage their own online teaching and learning environments. Faculty members, instructional designers or system administrators can easily build online classrooms and develop community-oriented portal environments for all users for any subject without knowing HTML or other programming languages. Best of all, instructors and students can access Sakai anytime, anywhere and from almost any Web browser. Educational advantages that arise when supplementing a course with web-based tools include: Enhancing student-to-student and faculty-to-student communication. Enabling student-centered teaching approaches. Providing 24/7 accessibility to course materials. Providing just-in-time methods to assess and evaluate student progress. Reducing "administrivia" around course management. Moodle and Sakai Features at a Glance: Course Management Manage and post course resources on-line Post syllabus, course, staff information and more Upload course resources including Word, Excel, PowerPoint, PDFs using a web based interface Login and enroll users through LDAP authenticating against the district s edirectory tree. Communication Facilitates communication between teachers, parents, and students anytime, anywhere. Create a threaded forum to use for class discussions. Host an on-line classroom chat room for live discussions. Send notifications to students of new content posted to the course site via Create a Wiki to create collaborative documents Assessment Create quizzes and surveys to increase student preparedness and to measure student progress Point and click to generate quizzes and surveys Provide students with instant feedback and study advice Mix and match multiple question types: multiple choice, true/false, matching, ordering, essay and more Provide randomized questions, password-protected quizzes and timed quizzes Post quiz scores to the Sakai gradebook. Administrative Features Maintain complete control of the online teaching and learning environment Select the types of tools that are need for the specific course Control security permissions for various user roles Educational Technology Plan Page 87

88 Enable and disable resources at anytime Individual Work Area through My Workspace View system announcements, enroll in courses, and more. View courses and enroll in open courses Add personal calendar items, and use the resources tab to upload documents such as assignments/papers Set account preferences including notifications In the Future Supporting Resources need to be a constant focus. Even more than the hardware, the resources provide the support for achieving the districts Vision of REAL Learning. Special attention needs to be given to finding appropriate and adequate resources that support the reinforcement of concepts, enhance understanding, create an authentic content and enable life-long learning to occur. For this reason, a Software Selection Committee will be of assist in this effort. The committee will be charged with supporting the goals on the following page in order to promote the REAL Learning Vision by identifying curricular specific software that can be integrated into all subject areas for improved teaching and learning. In this effort, the committee will address the needs for standards and resources necessary to promote and improve the seamless exchange of data between all stakeholders. In addition, the Technology Advisory Committee will provide feedback, suggestions and direction for finding and exploring additional ways that on-line, web-based resources can be leveraged to improve teaching and learning as well as district communications and collaboration. The work of this group will align with efforts to enhance the supporting resources being developed as a part of the technology staff development and curriculum integration process including the creation of an electronic Lesson Plan Repository and Technology Integration Portal. Data Sharing will be a constant focus. The software review committee will be addressing issues related to exchange of data through software standards, but there will also be a continuous effort to provide access to data anytime and anywhere. The district will investigate and leverage new technologies available in order to take advantage of the Schools Interoperability Framework (SIF) and systems for providing a Data-Driven Decision-Making Model. Educational Technology Plan Page 88

89 Gibraltar Schools Technology Objectives (Based on National Educational Technology Plan Goals ) 1.0 Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 2.0 Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. 3.0 Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 4.0 Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 5.0 Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Gibraltar Schools Key Technology Strategies District Strategy #2 Utilize on-line learning for extending and enhancing 21 st Century Learning opportunities for students and staff. District Strategy #4 Expand assessment efficiency and effectiveness through the use of technology. District Strategy #5 Implement 1:1 Student Technology. District Strategy #6 Maximize unique, quality, learning opportunities through the development of effective collaborations and partnerships. Educational Technology Plan Page 89

90 Gibraltar Schools Technology Goals District Goal #3 Develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere. District Goal #4 Evaluate, develop and adopt new methodologies and solutions with the potential to inspire and enable all learners to excel in STEM (science, technology, engineering, and mathematics). District Goal #5 Develop and implement assessment systems that give students, staff, administrators and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practice. District Goal #6 Expand opportunities for educators to have access to technology-based content, resources, and tools when and where they need them. District Goal #7 Leverage social networking technologies and platforms to create communities of practice that provide enhancing learning experiences for instruction and career-long personal learning opportunities for staff. District Goal #8 Provide staff with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and instructional practices. District Goal #9 Develop a teaching staff skilled in online instruction. District Goal #10 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia creation, and collaboration for use in and out of school. District Goal #13 Create unique learning opportunities for staff and students by developing and leveraging partnerships and collaborations within and across schools, preservice preparation, and in-service education institutions, and professional organizations. Note: Detailed information on tasks and timelines associated with the District Goals are outlined in the Timeline Section of this plan. Educational Technology Plan Page 90

91 III. Infrastructure, Hardware, Technical Support, and Software Educational Technology Plan Page 91

92 INFRASTRUCTURE & HARDWARE Educational Technology Plan Page 92

93 Review Technology Planning Key Progress Made In order to provide a robust, reliable and transparent infrastructure, the district successfully completed key Infrastructure projects: Centralized Data Center servers and storage Upgraded network infrastructure to full gigabit switching (between buildings and to the desktop) Comprehensive video surveillance system district-wide Upgraded and expanded wireless infrastructure district-wide Computer labs at the elementary schools New information technology lab at the middle school Technology Planning Future Direction Building upon our recent efforts and aligning with the goals of the district (March 2014), we will look to: Create a replacement lifecycle to best meet the needs of the district and to provide consistency in budgeting Pursue outside funding for significant capital costs through possible bonds or sinking funds Develop a comprehensive BYOD (Bring Your Own Device) Program Educational Technology Plan Page 93

94 Infrastructure and Hardware Although the primary focus of our planning and efforts is on the effective use of technology to improve teaching and learning as well as improve administrative and operational needs, the district needs to ensure that the appropriate tools for the task are readily available when and where needed. This section, Infrastructure, will outline the technologies currently available and the plan to expand our current technology facilities to provide universal access to information for all students, staff and the community. To be clear, technology facilities would include, but not be limited to, some of the following basic components: Infrastructure (Wide Area Network and Local Area Networks) Cabling Network Electronics (Switches, Routers, etc.) Wireless Access File Servers Electronic and Optical Data Storage Phone System Distributed Video Servers and Electronics Hardware Computers (desktops and laptops) Printers Electronic White Boards and other Presentation Devices Document Cameras (elmos, etc.) Peripherals (digital cameras, scanners, etc.) Assistive Technologies (special needs) Handheld and Portable Devices (CPS, palm, alpha smart keyboards, etc.) TV Monitors and Data Projectors Phones (handset) The next section, Applications and Supporting Resources, will focus on the applications and other electronic resources necessary to drive the technology hardware and perform the necessary tasks for effective Information Processing. In the simplest sense, the Infrastructure provides the connectivity necessary to facilitate electronic communication between devices. This could be communication between two people using computers, two people using phones or even a mixed environment like one person using video conferencing equipment and a person using a computer. The Infrastructure is the stuff behind the walls and the hardware is the electronic devices or interfaces that a student or staff member would use to facilitate electronic communication and information processing. The Infrastructure includes the medium for transmitting information like copper wire, fiber optic cable or wireless; the electronics to route the information like switches and routers; and the equipment to store electronic information like file servers, voice mail, and video servers. Current Data Network Currently, Gibraltar Schools has a decentralized server environment. The server is utilized discrete HP servers that are distributed at each of the schools. In all, there are 20 servers running on a Microsoft Server 2003 platform. Centralized services (like District ) are hosted on servers located at Carlson High in the District Head-end. The District has a network that is switched multi-gigabit Ethernet on the backbone (10GB primary connect and a 1GB backup link between the district head-end and remote schools). The Educational Technology Plan Page 94

95 connects to Downriver, Administration, Transportation and Early Childhood are over a 1GB primary connection with a 1GB backup link Current Network Design (District Head-end) As shown in the District Wide Area Network Diagram above, private fiber has been run between all school buildings to provide for long-term data, voice, and video connectivity. The district then gets access to the Internet over a leased optiman circuit to Wayne County RESA. Wayne County RESA provides access to the Internet via leased connections to Merit to provide high capacity service to all school districts in the county. The district uses a private Class B (10.43.x.x) IP configuration. Each building is currently a separate network (created by a router/vlan) and has its own IP subnet. This connection to Wayne RESA also provides access to key District systems Zangle (Student Information System), Smart (Financial System) and PolyPlot (Transportation routing system). Educational Technology Plan Page 95

96 Local Area Network The local area network is made up of category 5 or 5e UTP (unshielded twisted pair), 4-pair cable wired and tested to support data transfer rates up to 100MB, which is run from wiring closets to classrooms, learning areas and offices. The District standard is that each classroom has 4 drops (2 drops at opposite sides of the room) and each office has two drops. This will support needs for data as well as voice connectivity back to the building demarcation point. Fiber connects wiring closets within a building. Current Voice Network Gibraltar Schools utilizes the data network (over a separate VLAN) to operate and support a private Cisco VoIP (Voice over IP) system. This system supports nearly 400 phones and over 300 voic accounts. A phone is located in every classroom, office and common area (conference room, High School gymnasium, etc.) in the district. All dial tone for the entire district (with the exception of individual POTS lines) and DID numbers are provided through 2 PRI circuits connected to the Cisco Call Manager System in the District Head-end at Carlson High School from Ameritech (local telecommunications carrier). The district only utilizes POTS lines for critical circuits like 911 emergency (2 lines in each building connected to a red phone) and alarm lines. Any other line would be by special exception only based on a specific need. Current Video System The district has a decentralized, distributed video system at each school. These systems have a video modulation centralized resources within the MDF at each school. The local cable (analog channels only) is distributed into each classroom via a coax network. Each building has shared channels for use of 2 DVDs, 2 VCRs, a computer and a local broadcast cart (typically used for morning announcements). Ideally, this system should be digitized and put onto the District s Data Network (over IP) in order to better make resources accessible over the Internet for special purposes (home bound students, home study, community sharing, etc.) to better meet the instructional and communication needs of the District. This will have to be a future direction for the district as funding becomes available. Video Surveillance Gibraltar Schools implemented a District-wide video surveillance system that has both indoor and outdoor surveillance cameras at all of its facilities. The system is made up of 421 highdefinition surveillance cameras that record and retain video for 30 days as required by state of Michigan guidelines. Computer Hardware District standards are currently in place that provide for access to information processing capabilities. In 2008, the Technology Leadership Team outlined the following guidelines to ensure that staff and students had access to information systems necessary for supporting teaching and learning as well as operational functions. Educational Technology Plan Page 96

97 Necessary accessibility to workstations for District personnel: Every teacher must have a laptop for best meeting the instructional, administrative and professional needs of the staff. This laptop enables teachers to take attendance, record grades and other assessments, develop lesson plans and presentations, and communicate within and outside of the school district. Teachers must be a user of technology and model best practices in order to achieve our goals of technology integration district-wide throughout the entire curriculum. Every non-teaching professional staff member must have a computer workstation in his or her work areas. This workstation will enable the non-teaching professional staff members to monitor student data, develop presentations, and communicate within and outside of the school district. Every building secretary must have a computer workstation at his or her work area that can support the needs of the administration and other building personnel. This work station would allow the secretaries to perform all necessary clerical tasks, to monitor student attendance, to access student data, and to communicate within and outside of the school district. Every paraprofessional must have access to a computer workstation as appropriate to their job responsibilities. Paraprofessionals work in a wide variety of capacities within the district and therefore how they access and use technology will be dependent upon what roles they perform at their work locations. At each building the Custodial department must have access to a computer work station. Custodians will use this workstation to access and input work orders, to monitor building security and climate, and to communicate within and outside of the school district. In the Transportation department, there is a need for workstations that help develop bus schedules & routes, provide access to student data, and help personnel communicate within and outside of the school district. The Food Service department utilizes workstations in each school that act as point of sale systems. These workstations also allow food service personnel to inventory food products, place orders and communicate within and outside of the school district. In the Central Administration environment, each person must have a computer workstation in his or her work area. Within the Central Administration environment there are many different roles. Each workstation will need to be compatible with these roles, allowing personnel to communicate and collaborate on projects. Communication within and outside of the district at this level is imperative as well. Instructional support computer labs: Educational Technology Plan Page 97

98 In each Elementary School Classroom, two instructional computers are provided for use of the Renaissance Learning resources and programs as well as differentiate instruction and allow In each Elementary School, a mobile computer lab of 32 laptops (COW Computers On Wheels) is provided in order to support the delivery of the instructional technology curriculum as well as provide as a resource for classroom teachers to use with their students in support of core curricular learning. Activities will support the REAL Learning Vision of the district and support students in achieving at high levels. National standards for technology literacy and information literacy are a focus. In the Middle School, a computer lab of 33 workstations needs to be provided in order to support the delivery of the instructional technology curriculum. A second computer lab of 33 workstations will serve as a building resource for classroom teachers to use with their students in support of core curricular learning. Activities will support the REAL Learning Vision of the district and support students in achieving at high levels. National standards for technology literacy and information literacy are a focus. In the High School, four computer labs of workstations needs to be provided in order to support the delivery of the instructional technology curriculum as well as the media center being used like a computer lab for research and reference in association with information literacy standards. Smaller, specialized computer labs (within classrooms) are also central to a number of vocational and technology-specialized classes: Journalism/Yearbook, CAD, Video Production, Autoshop, HVAC and Building Trades. Open or drop-in labs would be useful for core curricular departments to more readily have access. Currently the only access is through the media center or Academic Achievement. Activities will support the REAL Learning Vision of the district and support students in achieving at high levels. In the Alternative High School, Downriver, a computer lab of 16 computers and a mobile cart of 10 netbooks are utilized to support the instructional needs of students. In School Media Center: Each school has a varying number of computers available in the Media Center to provide resources for research and customized instructional support. Educational Technology Plan Page 98

99 Building-by-Building Demographics School Total Classrooms Total Students Total Staff Staff Computers Total Computers in Classrooms, Labs, and Libraries Student to Computer Ratio (comparing colums 3 and 5) Hunter Elementary Weiss Elementary Parsons Elementary Chapman Elementary Shumate Middle School * Carlson High school Downriver Board Office Year Purchased # of Computers % 6% 24% 22% Age of Computers 48% Replacement of Equipment A harsh reality with any form of technology is obsolescence. Even when computers still work, there comes a point when yesterday s technology will no longer do the tasks of today. In order to maintain the integrity of the technology solutions provided to support the District s vision and goals, computers must be reliable and capable of handling the many forms of communications and processing required today. Technology that is too slow has a significant impact on the learning process and can often negate many of the benefits of technology use. Computers and information processing services that are perceived by the user as too slow can create resistance Educational Technology Plan Page 99