Appendix A: Educational Technology Planning Resources

Transcription

1 Appendix A: Educational Technology Planning Resources Educational Technology Planning National Educational Tech Plan: Double click on this file to open NETPFullReport pdf or to view it on the Web, go to: State of Connecticut Educational Tech Plan: Double click on this file to open CT_Technology+Plan +2010FINAL.doc Educational Technology Planning CSDE Position Statement on Educational Technology National Educational Technology Plan CT Teacher Technology Competencies International Society for Technology in Education Essential Conditions National Educational Technology Standards for Administrators National Educational Technology Standards for Teachers National Educational Technology Standards for Students CT Education Network (CEN) CT Commission for Educational Technology (CET) SETDA Toolkits Partnership for 21st. Century Skills Documentation from 21st Century Learning Environments grantees Site aspx #

2 Appendix B: Educational Technology Plan Review Guide Technology Plan Review Guide Name of District: Salem School District Phone: (860) Cover Page: Superintendent or Executive Director Signature Cover Page: Board of Education Date Submitted Cover Page: Board of Education Date Approved Educational Technology Plan Preparation Check-Off: Agent Signature Local Education Agency (LEA) Federal Grant Program Compliance Form: Superintendent or Executive Director Signature LEA Profile Technology Committee Vision Statement Needs Assessment Goal 1: Engaging and Empowering Learning Experiences Goal 2: Assessment Goal 3: Connected Teaching and Learning Goal 4: Infrastructure for Teaching and Learning Goal 5: Productivity and Efficiency CIPA Form: Superintendent/ Executive Director Signature District Contact: Benjamin Dix RESC Complete? Yes/No Final Complete? Yes/No additional information required/comments Questions/Comments I have reviewed the plan for alignment and completeness and provided feedback to the district. (print) Name of RESC Reviewer Signature of RESC Reviewer Date Please attach this sheet to your revised and completed tech plan (one hard copy and one CD) and send this to: Cathy Bradanini Connecticut LEA Educational Technology Plans LEARN 44 Hatchetts Hill Road Old Lyme, CT

3 Appendix C: Results of Salem School District Initial Technology Survey Salem Technology Survey 2012 Results Q1 Q2 32

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16 Q. 26. Recent changes in policy will allow for students to bring in some forms of personal, digital devices. How do you feel students may incorporate these devices into their school experiences? Do you have concerns? It will improve reading, writing and research if done correctly. I trust we will have rules and consequences for misuse. I have no concerns, and I feel that this will be an excellent opportunity to teach creatively. This is a great idea. Not at this time. I would like to set students up to practice math facts at school and at home. If a student had a personal digital device, they would be able to see how to set it up. I am concerned that students may try to access the internet during unstructured time and it will be difficult to limit the access. No, not necessary. I do have concerns about how the students will use them and about security of the devices. I do think the devices can be incorporated, but I would need to think about how this can be done. It might also be helpful to have training on this. E-readers are great for independent reading. Use of electronics as a reward has been working with some students. Concern: listening to profane lyrics, playing games when student should be attending to class task. As long as the appropriateness of these devices in monitored, I don't have any concerns. Concerns about how to limit their use. Several devices ie: Kindle fire and ipods have access to internet without wifi. I think it is a good idea. We'll have to solve problems as they arise. Q. 27. Please feel free to make additional comments below regarding any aspects of technology and usage that has not been asked already. Computers, ipads in the room if we have all of the equipment and programs mentioned in this survey available to us, then the PD in place is not working. I need time with someone who knows about the tech to be in a room with me if you really want me to use it. Time needs to be made available. I believe that we should not be teaching skills in isolation and that we need to connect technology to the curriculum. It sounds like the plans for the future include a technology coach for the teachers. We need someone who is available to help us co-teach within the classroom setting and show us hands on what we can do in the classroom. At this point we have no one who can give us that time. Thanks for your hard work. 45

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18 Appendix D: Research Review: National Educational Technology Standards for Students, Teachers and Administrators 47

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24 Appendix E: Resource Review: A Resource Guide Identifying Technology Tools for Schools 53

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42 Appendix F: Research Review: Overview of the Super Three and Big Six Research Model Big 6 Skills Overview The Big 6 is the most widely known and widely used approach to teaching information and technology skills. It was developed by Mike Eisenberg and Bob Berkowitz. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big 6 information problem-solving model is applicable whenever people need and use information. The Big 6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. Why Big 6? There is always too much information available. There s just too much stuff out there, and it s not easy to keep up. At the same time, we are also surrounded by information, but we can never seem to find what we want, when we want it, and in a form we want it so that we can use it effectively. One solution to the information problem the one that seems to be most often adopted in schools (as well as in business and society in general) is to speed things up. We try to pack in more and more content, to work faster to get more done. But, this is a losing proposition. Speeding things up can only work for so long. Instead, we need to think about helping students to work smarter, not faster. There is an alternative to speeding things up. It s the smarter solution one that helps students develop the skills and understandings they need to find, process, and use information effectively. This smarter solution focuses on process as well as content. Some people call this smarter solution information literacy or information skills instruction. It is also known as the Big 6. The Big 6 Skills The Big 6 is a process model of how people of all ages solve an information problem. From practice and study, successful information problem-solving encompasses six stages with two sub-stages under each: 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 71

43 4. Use of Information 4.1 Engage (ie: read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Super 3 Although The Big 6 only includes six steps, some elementary school teachers find it overwhelming for their young learners. As a result, teachers have developed modified versions to meet their needs. Eisenberg and Berkowitz have developed a version called the Super 3 for young children. It includes three steps: Plan Do Review Beginning Plan When students get an assignment or a task, BEFORE they start doing anything, they should think: What am I supposed to do? What will it look like if I do a really good job? What do I need to find out to do the job? Middle Do In the Middle the students DO the activity. This is where they read, view, tell, make a picture, something about the activity. End - Review Before finishing the product and turning it in, students should stop and think: Is this done? Did I do what I was supposed to do? Do I feel ok about this? Should I do something else before I turn it in? 72

44 In order to organize an introduction to research, we must correlate the Big 6 Skills with the National Educational Technology Standards for Students (NETS-S). BIG SIX SKILL NETS-S (ISTE 2007) 3a. Plan strategies to guide inquiry. 4a. Identify and define authentic problems and significant questions for investigation. 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4b. Plan and manage activities to develop a solution or complete a project. 3c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 73

45 4c. Collect and analyze data to identify solutions and/or make informed decisions. 4. Use of Information 5. Synthesis 6. Evaluation 5a. Advocate and practice safe, legal, and responsible use of information and technology. 2a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 1a. Apply existing knowledge to generate new ideas, products, or processes. 5b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 74

46 Appendix G: Research Review: Curriculum Management Cycle Overview Curriculum Work Flow Chart Curriculum Improvement: Full Cycle Phase I Development/Revision Phase II Implementation/ Monitoring Program Evaluation Research & Development Initial Implementation Full Implementation/ Monitoring The Salem Board of Education supports a process for monitoring curriculum and instructional practices within a quality assurance system. A quality assurance system is based on the principle that instructional programs that cannot be managed (developed, implemented, and monitored) effectively cannot be adequately evaluated, and, as a result, improved. District application of a quality assurance system provides (1) a sense of focus in organizational energy, (2) allocation of resources towards specific programmatic goals, and (3) determination of the extent to which the following specific indicators of effective programming are in place: Vertical curriculum articulation and coordination (Vertical articulation and coordination of curriculum is planning curriculum across the grade levels, from PK through grade eight, building upon instruction based upon standards. Correct vertical curriculum alignment improves student performance by decreasing the amount of instructional time consumed with re-teaching concepts. Vertical alignment is dependent upon vertically aligned state-based standards and evaluated through state assessments). Horizontal curriculum articulation and coordination (Horizontal articulation and coordination of curriculum is the curriculum that is being taught by teachers in a common grade level. This alignment can be referred to as a "pacing guide." Horizontal alignment provides teachers with a guide for their instruction. It also helps students by ensuring that each student is adequately prepared for the next grade and state assessment). Instruction based on approved curriculum and methodologies District curriculum priorities as delineated in the Board of Education Strategic Plan Extensive involvement of personnel in program development, PK-8 Long-range planning for program development as delineated in the Board of Education Strategic Plan Decision-making clarity and organization Positive human relationships in program development/implementation Theory-into-practice approach to program development 75

47 Management of the change process throughout program development The Salem School District staff value the need of a quality assurance system in order to assure that it functions as a PK-8 organization. A quality assurance system is essential to provide the overall structure for those who are responsible for supervision of instruction and for those who are responsible for implementing the programs. A quality assurance system can guarantee the following: District management of instructional programs through a clearly articulated procedure outlined in board policy and administrative procedures Consistent use of clear and valid learning objectives based on specific learning outcomes for all content areas, grades PK-8 Effective and efficient programming maintained through specific procedures for developing and implementing District curriculum and instructional practices On-going assessment procedures that enable effective instructional practices and adjust, improve, or modify, where appropriate, any ineffective practices Carefully outlined strategies for improved productivity: planned, structured relationship between curriculum & instruction and budget In order to maximize the use of district personnel and financial resources, to realize the full potential of instructional programming, to be responsive to the Salem community, and to achieve and maintain continuity & consistency in programming, the school district has established the following multi-phased quality assurance system that provides for the evaluation, development, implementation, and monitoring of instructional programs PK-8: PHASE I: PROGRAM EVALUATION and PROGRAM DEVELOPMENT Evaluation Curriculum, instructional practices, and assessment for all content areas shall be consistent with state and federal guidelines. Research and Development Curriculum for all content areas (PK-8) shall be agreed upon curriculum that promotes equivalence to the recommended, the written, the taught, and the tested curriculums and should be designed, developed, written, and published according to administrative procedures. PHASE II: IMPLEMENTATION and MONITORING Implementation Curriculum and instructional practices for all content areas (PK-8) shall be implemented according to administrative procedures. Monitoring Curriculum and instructional practices for all content areas (PK-8) shall be monitored according to administrative procedures. The District Administration have created administrative procedures for this multiphased quality assurance system in order to put into effect curriculum policies and to ensure consistent implementation throughout the Salem School District. The District Administration shall initiate and bring together this quality assurance system and develop reports, documents, and presentations to the Salem Board of Education in an effort to (a) demonstrate how the cycle has been implemented and (b) present recommendations as necessary for program modifications in order to increase student achievement. 76

48 Appendix H: Overview of Infrastructure in the Salem School District 77

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55 Appendix I: Projected Device Replacement Schedule 84

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