Delsea Regional School District

Transcription

2010-2013
Technology Plan
What sculpture is to a block of marble, education is to the human soul.
-Joseph Addison
Technology Plan
July 1, 2010 through June 30, 2013
Page
I. Stakeholders
Provide the title, name and signature of each member of the technology planning
1-2
committee. It is expected that there will be representation from at least nine of the
positions indicated on the stakeholder sample table. Please provide an explanation if
there is not a minimum of nine members on the technology planning committee.
II. EXECUTIVE SUMMARY
4
Describe the school district's or charter school's vision or mission statement.
III. TECHNOLOGY OVERVIEW
A. Technology
6 - 12
1. Provide an inventory of current technology networking and telecommunications
equipment.
12- 16
Describe the technology inventory needed to improve student academic
achievement through 2013 including, but not limited to:
2.








Technology equipment
Networking capacity
Software used for curricular support and filtering
Technology maintenance policy and plans
Telecommunications services
Technical support
Facilities infrastructure
Other services
17 - 20
3.
Describe how the district integrates assistive technology devices into the
network to accommodate student needs.
21
4.
How educators have access to educational technology in their instructional
areas such as using desktops, mobile laptop and wireless units, PDAs.
22
5.
How administrators have access to technology in their workplace (such as
using desktops, mobile laptop and wireless units, PDAs).
23
6.
Describe how the district’s web site is accessible to all stakeholders (for example
using Federal Accessibility Standards)
24
7.
Describe the plan for replacing obsolete computers/technology and include the
criteria for obsolescence. Help
B. Cyber Safety
1. List the filtering method(s) used.
25
Identify the Acceptable Use Policies (AUP) used for students and staff and
include a copy of the AUPs with the submission of this technology plan.
25
2.
25-26
3. Describe the district’s Internet safety policy that addresses the
a) technology protection measure that protects against access through
computers with Internet access to visual depictions by adults or minors that
are—
(I) obscene; or
(II) child pornography; or
(III) harmful to minors; and
b) process for educating minors about appropriate online behavior,
including interacting with other individuals on social networking
websites and in chat rooms, and cyberbullying awareness and
response, as required by the Protecting Children in the 21st Century
Act
26 - 27
4. Indicate the dates when the school district provided the community with public
notice and a hearing to address any proposed Internet safety policies adopted
by the school district pursuant to CIPA. (Note: This is a requirement by e-rate
only for those entities that have not already provided such notice and hearing
related to an Internet safety policy and technology protection measure.)
Resource:
Information from Universal Service Code:
http://www.law.cornell.edu/uscode/html/uscode47/usc_sec_47_00000254----000-.html
C. Needs Assessment
1. Complete a needs assessment for educational technology in your school
district or charter school. Begin by determining current status. Afterwards,
determine the educational needs, prioritize the identified needs and plan for
necessary changes through goals and objectives.
28
a.
Evaluate educators’ current practices in integrating technology across
the curriculum.
29
b.
Provide a summary of educators’ proficiency in the use of technology
within the district.
30 - 34
c.
Determine the current educational environment and barriers by
describing how:
i
Educators are assured access to technology to facilitate
technology integration across the curriculum,
ii.
Often students have access to technology to support the use
st
of 21 century skills in their learning environment,
iii.
The needs of educators are evaluated,
iv.
The needs of students are evaluated,
v.
Past professional development addressed the educators’ and
students' needs for technology integration,
vi.
Past professional development for all administrators was
provided to further the effective use of technology in the
classroom or library media center,
vii.
Ongoing, sustained professional development was provided in
2009-2010 for all educators to further the effective use of
technology in the classroom and library media center,
viii.
Ongoing, sustained professional development was provided in
2009-2010 for administrators to further support the effective
use of technology in the classroom or library media center,
ix.
Supports were provided for educators other than professional
development,
x.
Professional development needs and barriers relating to using
educational technology as part of instruction have been
identified.
34
2.
Based on the answers given above, indicate the needs of the district to
improve academic achievement for all students through the integration of
technology across all curricular areas.
35
3.
Prioritize the identified needs
IV. THREE-YEAR GOALS AND OBJECTIVES
A. History
37 – 38 Evaluate each goal from the previous plan, in one or two sentences, detailing each
goal's success, or reasons for continuation, or issues preventing its success.
B. Goals and Objectives for 2010-2013
39 – 40 Modify goals and write new goals to meet the needs identified from the assessments.
Goals for 2010-2013 should support district need and align with the state plan.
V. THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLES (July 2010 – June 2013)
42 – 47
A. Describe the implementation strategies/activities that relate to the goals and
objectives. Include in the description the timeline, person responsible and
documentation (or evidence) that will prove the activity occurred.
48
B. Develop strategies to ensure that the technology plan addresses the use of
st
technology, including assistive technology, to support 21 century learning
communities.
49
C. Provide details of the process for meeting the NCLB requirement that all
students be technologically literate by the end of grade eight
50
D. Identify specific telecommunications and information technologies and any
other specific resources that are useful to reach the stated goal.
VI. FUNDING PLAN (July 2010 – June 2011)
52 -60
A. Provide the anticipated costs for 2010-2011 and then indicate the projected
funding for 2012-2013 of the technologies to be acquired. Include expenses
such as hardware/software, digital curricula including NIMAS compliance,
upgrades and other services including print media that will be needed to
achieve the goals of this plan. Also incorporate specific provisions for
interoperability among components of such technologies to successfully
achieve the goals of this plan.
52 – 60
B. Indicate the federal, state, local and other sources of funds used to help ensure
that students have access to technology and ensure that educators are
prepared to integrate technology effectively into curricula and instruction.
Attach a copy of the board approval for this technology plan. Be sure it
includes the budget for the first year of this plan.
61
C.
61
D. A board approved budget for each successive year of this plan must be filed
with the technology plan for e-rate auditing purposes.
61
E. Provide your technology plan’s creation date which, as defined by e-rate, is the
point when these five elements are in your plan.
Those elements are:
Goals and strategies for using telecommunications and information technology;
A professional development strategy;
An assessment of telecommunications services, hardware, software, and other
services needed;
Budget resources; and
An ongoing evaluation process.
VII. PROFESSIONAL DEVELOPMENT
63
A. Provide the name and title of the person responsible for coordinating the
professional development activities as stated in the district’s professional
development plan and noted in this plan.
B. Describe the planned professional development activities for teachers,
administrators, and school library media personnel that include:
63
1.
How ongoing, sustained professional development for all
administrators will be provided to further the effective use of
technology in all learning environments.
63 - 64
2.
How ongoing, sustained professional development for all educators will
st
be provided that furthers the effective use of technology, models 21
century skills and demonstrates global outreach and collaboration in
the classroom or library media center.
64
3.
The professional development opportunities and resources that exist
for technical staff.
64
4.
How professional development is provided to all staff on the
application of assistive technologies to support all students in their
learning.
65 – 66
C. Based on educators' proficiency and the identified needs for professional
development, describe only the ongoing, sustained high-quality professional
development opportunities planned for 2010-2011 as they relate to the infusion
of technology into the curricular process. Include a description of in-class
support, such as coaching, that is used to ensure effective use of technology to
improve learning. Also, include a description of the involvement of all partners
associated with professional development for the district.
66
D. Project professional development activities that will continue to support
identified needs through 2013, including all partners.
VIII. EVALUATION PLAN
68
Describe the evaluation process and accountability measures that monitor progress
and mid-course corrections that are used to regularly evaluate the extent to which
goals, objectives, activities, resources and services are effective in
st
1.
Integrating technology into curricula and instruction to promote 21 century
skills and global collaboration and outreach,
69
69 – 70
2.
Enabling students to meet challenging state academic standards, and
70
3.
Developing life-long learning skills.
APPENDIX
Policy
Survey Results
1
2
Through learning we re-create ourselves. Through learning we become able to
do something we were never able to do.
~Peter Senge
Vision Statement
The Delsea Regional School District is committed to helping every student reach his or
her individual goals and potential, and in doing so, provides a stimulating physical, social, and
technological environment which is designed to stimulate the appetite for learning and
motivate all students to remain in school. Therefore, the students achieve to his or her ability
through the instruction and efforts of qualified, trained professionals, supplied with all the
necessary equipment, tools, and resources.
It is the district’s vision and philosophy that education must be flexible and directed
toward the future. The Delsea educational process shall continually be improved, expanded,
and evaluated to meet the demands of the times. We must provide a physical, social, and
technological environment which develops and nurtures human talents, self-confidence,
problem solving, self-discovery, employability, and critical thinking which complements the
learning tools / environment of Net Generation students to thrive in today’s world and
tomorrow’s work place.
It is, therefore, the responsibility of the school to prepare each student to participate
effectively in the changing world in which we live as a self-sufficient and contributing member
of the 21st century. We must assume this responsibility for preserving and developing the
special talents and character of each student in a globally connected society.
The Delsea Regional School District realizes the importance of empowering students and
staff with the knowledge and skills necessary to be informed, proficient users of technology for
the 21st century. The district must continually analyze the changes in society to infuse
necessary skills into the educational process. The district will prepare the students by
developing a comprehensive plan for integrating technology into every content area of the
curriculum, acquiring appropriate equipment, tools and resources, remaining current on the
research, promoting professional development opportunities, planning for the future, and
evaluating the technology plan yearly.
The district will continue to utilize electronic resources to the fullest extent in
collaboration, instruction, routine management tasks and communication for all stakeholders
of the Delsea Learning Community.
4
Before we choose our tools and techniques we must choose our dreams and
values.
- Anon
Technology Plan
2010 - 2013
III. Technology Overview
A. Technology
Current technology networking and telecommunications equipment inventory
Rooms
Number
Technology
Location
Classrooms
72
73 - Teacher Desktops
High School
64 - Student Desktops
5 - Teacher Apple Desktop
59 - Student Apple Desktop
The majority of rooms have
a large screen television or
projector.
All classrooms have a VoIP
telephone
All computers are
networked to the copiers at
various locations
37
50 - Teacher Desktops
10 - Student Desktops
Middle School
The majority of rooms have
a large screen television or
projector.
All classrooms have a VoIP
telephone
All computers are
networked to the copiers at
various locations
6
Rooms
Title I Classrooms
Number
3
Technology
31 desktop computers
1 Printers
VoIP telephone
Location
High School
C105
16 laptops
1 desktop computer
1 Projector
1 Smart Board
1 printer
VoIP telephone
HSPA Room
1 desktop computer
1 Large Screen Television
VoIP telephone
S103
3
16 laptops
1 desktop computer
1 Projector
1 Smart Board
1 Printer
VoIP telephone
15 laptops
1 desktop computer
1 Projector
1 Smart Board
1 Printer
VoIP telephone
Middle School
A11
B2
M5A
16 laptops
1 desktop computer
1 Projector
1 Smart Board
1 Printer
VoIP telephone
7
Rooms
Computer Labs
Number
1
Technology
25 Desktops
1 Printer
VoIP telephone
Location
High School
E107
Mobile Computer Labs
3
60 wireless laptops on
mobile carts
4 Printers
High School
90 wireless laptops on
mobile carts
6 Printers
Middle School
1
33 - Desktop Computers
24 - Wireless Laptops
2 Printers
2 VoIP telephone
High School
1
6 - Laptop Computers
2 Printers
VoIP telephone
1 Printer
1 VoIP telephone
VMware testsrv
Business Office
2 - domain controllers
Web
Altiris
PowerSchool
E-mail
File/Print
Terminal Services
Web Filter
SPAM/Virus filter
2 - Wireless controllers
Phone System
Security DVR
Security DVR
Middle School
6
Media Center
Drivers Education Lab
1
Servers
16
Servers
1
High School
High School
Tech Office
Middle School
AV Room
8
Rooms
Business/Marketing/IA
Education
Number
7
Technology
21 Desktops
1 Projector
1 Smart Board
3 Printers
3 Scanners
VoIP telephone
20 Desktops
1 Projector
1 Smart Board
1 Scanner
2 Printers
VoIP telephone
19 Desktops
2 Printers
VoIP telephone
Location
High School
S203
S205
S207
21 Desktops
1 Projector
1 Smart Board
S210
2 Large Screen Televisions
3 Printers
1 Scanner
VoIP telephone
22 Desktops
1 Projector
1 Smart Board
3 Printers
2 Televisions
2 Scanners
8 Digital Cameras
10 Video Cameras
1 PCS Podcast Lab
17 PDA's
VoIP telephone
S211
9
Rooms
Business/Marketing/IA
Education (continued
Number
Technology
37 Desktops
1 Laptop
1 Projector
1 Smart Board
1 Printers
VoIP telephone
Location
E111
2
17 Imac computers
1 Tricaster
1 Projector
1 Smart Board
1 Printers
7 Video Cameras
VoIP telephone
Studio
1 Projector
1 SmartBoard
2 Printers
1 Scanner
4 Digital Cameras
VoIP telephone
1 Projector
1 SmartBoard
1 Printer
6 Video Cameras
1 Digital Camera
Media Center
1
Middle School
M7
C5*
High School
24 - Wireless Laptops
2 Printers
2 VoIP telephone
1
Middle School
6 - Laptop Computers
2 Printers
VoIP telephone
10
Rooms
Number
Technology
Location
Drivers Education Lab
1
High School
Servers
16
1 Printer
1 VoIP telephone
VMware testsrv
Business Office
2 - domain controllers
Web
Altiris
PowerSchool
E-mail
File/Print
Terminal Services
Web Filter
SPAM/Virus filter
2 - Wireless controllers
Phone System
Security DVR
Servers
1
Security DVR
Middle School
AV Room
High School
Point of Sale Computers
20 Desktop Computers
1 Projector
1 Plotter
1 Printer
VoIP telephone
5 Desktop Computers
Multimedia Projector Carts
4 Desktop Computers
5
CADD Labs
PD Lab
1
1
High School
Tech Office
High School
Middle School
District wide
availability
High School
2 Desktop Computers
12 laptops
1 Printer
1 Copier
1
2 Desktop Computers
1 Copier
Middle School
11
Rooms
Number
Technology
Location
Administrative Offices
3
7 Laser Printers
3 Network Copiers
Fax
VoIP telephone / each
High School
4
3 Printers
3 Network copiers
Scanner
Fax
VoIP telephone / each
Middle School
12
13
Technology Plan
2010-2013
III Technology Overview
A. 1 – 2. Technology
Inventory that is needed to improve student academic achievement through 2013.
Three-Year Technology Plan Inventory Table
Area of
Need
Technology
Equipment
Describe for
2010-11
Continue to purchase
projectors.
smart boards.
Continue leasing
computers.
Begin virtualize
desktops computers
by utilizing a
technology like
NComputing.
Begin planning
possible district wide
1-to-1 computer
initiative.
Plan the upgrade to
distance learning lab.
Plan the upgrade to
language lab.
Upgrade district server
infrastructure through
virtualization.
Describe for
2011-12
projectors.
smart boards.
Continue leasing
computers.
Continue virtualize
desktops computers
by utilizing a
technology like
NComputing.
Begin planning
/implementing
possible district wide
1-to-1 computer
initiative.
Begin replacing full
sized laptop labs with
netbook labs as they
come off lease.
Plan/Upgrade distance
learning lab.
Plan/Upgrade
language lab.
Upgrade district wired
network infrastructure
by continuing lease.
Describe for
2012-13
projectors.
smart boards.
Continue leasing
computers.
Continue virtualize
desktops computers by
utilizing a technology like
NComputing.
Begin planning and
implementing possible
district wide 1-to-1
computer initiative.
Continue replacing full
sized laptop labs with
netbook labs as they come
off lease.
Plan/Upgrade distance
learning lab.
Plan/Upgrade language
lab.
Upgrade district wireless
infrastructure to wireless
N technology by
continuing lease.
Area of
Need
Describe for
2010-11
Describe for
2011-12
Describe for
2012-13
Software
Continue Software
Continue Software
Continue Software
used for
subscriptions:
subscriptions:
subscriptions:
curricular
United Streaming
United Streaming
United Streaming
support and
Turnitin.com
Turnitin.com
Turnitin.com
filtering
Study Island
Study Island
Study Island
Destiny (media
Destiny (media
Destiny (media
centers)
centers)
centers)
Renaisannce Place
Renaisannce Place
Renaisannce Place
TechnologyChallen
TechnologyChallen
TechnologyChallenge.
ge.org
ge.org
org
Autodesk
Autodesk
Autodesk Academies
Academies
Academies
(Synergis)
(Synergis)
(Synergis)
Virtual Business
Virtual Business
Virtual Business
Read180
Read180
Read180
Continue various
Continue various
Continue various
subscriptions to databases
subscriptions to databases subscriptions to databases
(EBSCOHost, NoodleTools,
(EBSCOHost, NoodleTools, (EBSCO Host, Noodle
Fact on File,etc.)
Fact on File,etc.)
Tools, Fact on File, etc.)
Continue to encourage
teachers to create and
update their WebPages.
Evaluate other student
information systems (i.e. Evaluate other student
information systems (i.e.
Oncourse)
Oncourse)
Continue to utilize Google teachers to create and
update their WebPages.
Apps for Education for
district e-mail and
collaboration.
Continue to utilize Google
Apps for Education for
Continue subscription to district e-mail and
collaboration.
SchoolWebLockers for
web based file storage.
teachers to create and update
their WebPages.
Continue to utilize Google
Apps for Education for district
e-mail and collaboration.
Area of
Need
Describe for
2011-12
Describe for
2012-13
Evaluate student Google
accounts to utilize rather
than School Web Lockers.
This would also provide
student e-mail accounts.
Evaluate student Google
accounts to utilize rather than
School Web Lockers. This
would also provide student email accounts.
Technology Continue subscriptions to Continue subscriptions to
maintenance various support
various support
policy and /maintenance contracts /maintenance contracts
plans
(3com, bluesocket, etc.) (3com, bluesocket, etc.)
Continue subscriptions to
various support /maintenance
contracts (3com, bluesocket,
etc.)
Telecommun Continue Global Connect
ications
services.
Services
Continue to use Comcast
for internet
Continue to use Comcast for
internet
Software
used for
curricular
support and
filtering
(cont)
Describe for
2010-11
Evaluate private cloud
computing products like
Stoneware and Ericom.
Continue secure-school
filtering service provided
by K12usa
Evaluate/purchase private Evaluate/purchase private
cloud computing products cloud computing products like
like Stoneware and
Stoneware and Ericom.
Ericom.
Continue secureschool
Continue secureschool
filtering service provided by
filtering service provided K12usa
by K12usa
Continue Global Connect Continue Global Connect
services.
services.
Evaluate other mass
calling systems.
Continue to use Paetec for Continue to use Comcast Evaluate moving to FIOS if
telecommunications
for internet
available.
Evaluate moving to FIOS if Evaluate/implement load
available.
balancing solutions to
Evaluate/implement load
balancing solutions to
combine internet
connections and increase
internet bandwidth at a
low cost.
Continue to use Paetec for
telecommunications
combine internet connections
and increase internet
bandwidth at a low cost.
Continue to use Paetec for
telecommunications
15
Area of
Need
Technical
Support
Describe for
2010-11
Describe for
2011-12
Describe for
2012-13
Continue Shared Services Continue Shared Services Continue Shared Services with
with local school districts. with local school districts. local school districts.
Continue student
internship program.
Continue student
internship program.
Continue student internship
program.
Hire more tech staff, if the Hire more tech staff, if the Hire more tech staff, if the
need arises. (i.e. taking on need arises. (i.e. taking on need arises. (i.e. taking on
more shared services).
Facilities –
infrastructur
e including
central
telephone &
security
systems
Evaluate expanding the
tech office into the media
center area to provide
additional services (i.e.
training location and
expanded internship
opportunities)
Evaluate expanding the
tech office into the media
center area to provide
additional services (i.e.
training location and
expanded internship
opportunities)
Evaluate/purchase new
3Com VoIP phone system
Purchase additional
security cameras
Other
Services:
Evaluate expanding the tech
office into the media center
area to provide additional
services (i.e. training location
and expanded internship
opportunities)
Evaluate/purchase new 3Com
VoIP phone system
Purchase additional security
cameras
District wide proximity card
access system
Continue shared services Continue shared services Continue shared services with
with Franklin Twp
with Franklin Twp
Franklin Twp television
television station.
television station.
station.
16
17
Technology Plan
2010-2013
III. Integrating Assistive Technology
Assistive Technology:
Use of an item, piece of equipment or product system to increase, maintain or improve
functional capabilities of a child with a disability.
Action Plan
To integrate more assistive technology into the following disability categories.
Autism
Learning Disability
Individualized Education Plan Team (IEP Team):
The IEP team determines the particular device or service needed in order for the student to
receive a Free Appropriate Public Education (high– medium– low-assistive technology devices)
ELIGIBILITY CATEGORY
Specific Learning Disability:
A disorder in one or more of the basic psychological processes involved in understanding or
using language, spoken or written, that may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell, as to do mathematical calculations, including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental
aphasia.
Instructional
Area
Writing
Tasks / Modifications
Increased time for
completing assignments
Decreased length of
assignment/number of
responses
Oral dictation as an
alternative to writing
Peer note taker
Format of assignment
changed to multiple choice,
Assistive Technology
Pencil grip
Adapted paper (bold line-spacing)
Slant board
No-slip writing surface
Tape recorder
Portable word processor (Alpha
Smart)
Note-taking device (Braille or
adaptive tape recorder)
Computer with word processing
Instructional
Area
fill-in-the-blank
Webbing-concept mapping
strategy
Software & adaptive hardware (ex:
touch screen)
Spell check
Talking word processor
Intelligent Word Prediction
Predictive word processors
Spell-checking programs
Outlining / brainstorming software
Encyclopedias on computer
(available on CD ROM / or internet
online services
Spelling
Peer assistance with difficult
words to spell
Personal dictionary
Problem word list
Reduce number of spelling
errors
Increased time for
completing assignments
Tape recorder with difficult-to-spell
words recorded
Handheld spell-checker
Portable word processor (with builtin spell- checker)
Computer with word processing
program with adaptive features
(talking spell-checker, word
prediction software)
Reading
Peer reading
High-interest / low-level
materials
Increased time for
completing reading
materials
Decreased length of
assignment
Simplify text
Reading aids (talking spell-checker /
word recognition aid)
Electronic books (on CD ROM / disk)
Solutions for converting text into
alternative format (scanner / Braille
software / Braille printer)
Alternative supplements to printed
materials (talking books – computer
based talking word processing
program)
Computed assisted reading software
Reading machines (screen readers)
Screen magnification / enlargement
software
Write answers only
Peer-reading and recording
of answer
Reduce number of problems
Modified paper (enlarged, graph,
raised line)
Talking calculator with speech
output
Calculator with large print
Math
Instructional
Area
Computer-based on-screen
calculator
Electronic made worksheet software
with adaptive in/output
Adaptive measuring devices (large
print / tactile output)
Study Skills
Assignment sheet provided
by peer or teacher
Print schedule
Organizational aids (color coding,
appointment book)
Tape recorder
Computer-based electronic
organizer with adapter in/output
provided
Speech prompting device
Eligibility Category
Autism:
A pervasive developmental disability which significantly imparts verbal and nonverbal
communication and social interaction that adversely affects a student’s educational
performance.
Academics
Video Taping
A wide variety of concerns and editing programs are available to make creating videos
easy
Calculator
Can be an excellent tool to access more advanced math content when fluency and
calculation skills may slow progress
Word Processing Programs
Great for struggling writers
Overhead Projector
Can provide a different approach of teaching
19
Computers
Highly motivated and engaging to Autism Spectrum Disorder
Interactive Storybooks (Software, On-line or E-Books)
Intellikeys
Alternative keyboard
Touch Window/touch Screen Monitors
Anyone having difficulty with an abstract relationship between the action of the mouse
and screen
Video Cameras
Computer Software
Adaptive Computer Hardware
Complex Voice Output Devices
I Pod
NOTE: The above assistive technology devices can be used to:
Increase the student’s overall understanding of his/her environment
Increase attention and motivation
Improve social skills, self-help skills
Improve organizational skills
Increase independent life skills
SMART Board w/ Notebook Software
Can provide curriculum materials that engages the student
Digital Camera
For two dimensional visual presentation for students who more readily comprehend
pictures from their customary environments
Scanner
Educators & Parents can scan books/text for individuals with visual impairments dyslexia
Video Games
Software/Games that are highly visually stimulating and fast paced
Additional Listing or tools to be Considered
Cell Phones- (To Do List/Alarms)
Personal Digital Assistant (Memos/Email & To Do List)
Time Timer Watch Plus (Organization/Day to Day Class
20
21
Technology Plan
2010-2013
A. 4 Educator Access
The district strives to ensure that all educators have the necessary resources available in the
classroom to positively affect student engagement and achievement.
Each classroom is equipped with an internet -based desktop computer for
teachers to perform administrative tasks such as attendance, grades, email
communications, etc. The desktops in most cases are connected to an overhead
projector, Smart Board, or large screen television which enables the teacher to
use the computer in the instruction of students.
Each school is equipped with mobile labs for all teachers to use for instruction
through a sign up process.
Wireless and remote access is available throughout the district.
Smart Boards have been installed in all Special Education classrooms and many of
the regular education classrooms.
Every math classroom throughout the district is equipped with a set of graphing
calculators.
Most science classrooms have computer stations at each lab table with probes
and content related software for students to collect, record, and input data to
perform experiments and prepare reports.
High School music rooms have computers and various musical software programs
to supplement the curriculum and aid in the composition of music.
Computer labs continue to be available for teachers to use through a sign up
process.
CTE classrooms are equipped with the technology necessary to prepare students
with the most current marketable skills.
The district houses an IP phone system which provides immediate access with
parents, along with the capability to communicate pertinent messages to the
entire community.
All staff has access to an interactive website that allows them to create and
submit lesson plans, develop curriculum, compile and submit budgets, record
attendance, access administrative forms, calculate and submit grades, request
maintenance and tech support, and reserve projectors, laptops, and computer
labs.
All teachers use Google Apps to communicate with staff, administration, and
parents through email, collaboratively work on documents and professional
development projects, organize their calendars, and develop websites and blogs
that are used to communicate with students and infuse technology into
instruction.
A. 5 Administrator Access
Administrator access within the district is similar to that of teacher access. All administrators
have a desktop computer in their office with district-wide software that allows them to
complete the administrative tasks required of their position. Power School for Administrators
is the administrative software program used to manage:
Student records
Discipline
Attendance
Grades
Test scores
Demographics
Statistical data
In addition to Power School, all administrators have access to the District Website to oversee:
Lesson plans
Gradebooks
Curriculum
Content specific resources
Athletics
Media Center Activities
Student centered activities
District administrators also have access to laptop computers to use when observing and
evaluating staff, facilitating workshops, and working in collaborative settings that require
remote access. Another source of technology used by administrators to evaluate the
instructional strategies used throughout the district is the IPod. Hand held devices, as such,
make it easy for administrators to complete Walk Throughs, a strategy statistically proven to
improve student achievement.
22
Technology Plan
2010 – 2013
III.
Technology Overview
A. Technology
6. Accessibility
Delsea Regional High School District has worked hard to assure that the website is Bobby
Compliant. Recently this tool has been closed down and replaced by Watchfire WebXACT
which tests web pages for quality, accessibility and privacy issues. The district strives to make
the web site accessible to as wide an audience as possible including those who have the
inability to see, hear or move easily, those who have color blindness or other visual
impairments, and those who are not able to use a keyboard or mouse.
The district has attempted to make the web site as visually appealing as possible, but we also
realize that there are some people who cannot see images or use sound, movies and applets
when visiting the Delsea webpage. The district makes a conscious effort to ensure the pages
contain text information that substitutes for the auditory or visual content whenever possible.
The district realizes that most browsers and operating systems have systems in place to turn
text equivalents into forms that are accessible to people with various disabilities. These text
equivalents can be converted into sound using speech synthesizers and they can also be
displayed in various sizes or colors for people who have limited sight capabilities.
In order to achieve a priority one rating a web page should provide alternate text for all images,
applets, object and image buttons in forms. The Delsea web site was run through the WebXACT
engine at http://webxact.watchfire.com/ and the main page and the links were certified error free
under the priority one guidelines.
Delsea will continue to keep in mind the needs of those with special needs when working on
the web site.
23
Technology Plan
2010-2013
A. 7 Plan for Obsolescence
Statement on Obsolescence
Depreciation is a measure of loss in service value that is incurred in connection with the
consumption or the retirement of the property, in this case educational technology to include
technological hardware (computers, servers, etc.)
Computers in the district are leased. The lease period is 3 to 5 years depending upon the
volume of use for a particular computer. At times the district will purchase a computer coming
off the lease and use them within another area of the school. The district also sells leased
computers to other entities to generate revenue.
Servers are purchased. Obsolescence is determined when the server can no longer sustain the
updated software or storage space for which it was intended. Servers that must be disposed of
are picked up at no cost to the district, by a DEP certified company with which the district has
an agreement. An indemnity certificate is issued to the district. At times servers and other
equipment may be sold to the local elementary schools.
The district technology personnel will coordinate with the superintendent and Business
Administrator to assure that all purchases have been approved, are financially feasible, and
contain the proper specifications.
24
25
Technology Plan
2010-2013
B. Cyber Safety
1. Filtering method
SecureSchool made by K12USA.com, a CIPA Compliant Internet Filtering Appliance provides
easy-to-use, web-based controls which allow school to block/unblock URL's and/or phrases
immediately via the Internet. SecureSchool provides the solution to protecting minors by
allowing schools and libraries to easily and reliably control Internet access. It is an easy to install
device with simple web-based controls that works around the clock to secure school’s entire
network.
2. AUP Is located in the Appendix of this document
Policy #2361 Acceptable Use of Computer Network/ Computers and Resources
Regulation #2361 Acceptable Use of Computer Network/Computers and Resources
3. District’s Internet safety policy that addresses the
a) technology protection measure that protects against access through computers with
Internet access to visual depictions by adults or minors that are
(I) obscene; or
(II) child pornography; or
(III) harmful to minors; and
The Delsea Regional School District provides online safety of students by blocking access to
visual depictions by adults or minors that are obscene, pornographic, or harmful to minors
through the school's filtering system, SecureSchool. SecureSchool is a CIPA Compliant Internet
Filtering Appliance, made by K12USA.com, which monitors district computers on a 24-hour
basis. Additionally, staff, students and parents must sign an Acceptable Use Policy (AUP) which
outlines the school's definition of computer and internet usage as well as the consequences for
non-compliance with the policy. The AUP along with the consequences for non-compliance are
found in the student handbook on the Delsea webpage,
http://www.delsearegional.us//students/handbook/hshandbook.pdf.
Furthermore, students are made aware of online safety issues through a review of the school’s
AUP during their middle school computer classes and the ninth grade library computer
orientation. Students are reminded of what is acceptable usage of the Internet during school
hours. In addition, students discuss definition of educational so that they understand
education usage. Students are also advised of the fact that electronic mail is not private.
Consequences for not following policy rules are also discussed. The wallpaper on the Delsea
Regional School district computers lists the highlights of the Acceptable Usage Policy to remind
students of policy rules. Additionally, the AUP is displayed in all computer labs and in media
center to remind students of the rules of network and internet usage. The high school business
department classes also, review "Netiquette" including online safety along with information
students should or should not provide, and the fact that the Internet is not really private.
b) Process for educating minors about appropriate online behavior, including interacting
with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response, as required by the Protecting Children in the 21st
Century Act.
The Delsea Regional School District has provided for cyberbullying awareness and response, as
required by the Protecting Children in the 21st Century Act with a district policy, #5512.2
(http://www.delsearegional.us/cgi-bin/board/policies/500/5512.2.pdf). This policy defines
cyberbullying and lists reporting procedures and discipline consequences for students and for
staff. Additionally, the Delsea Regional School District Student Handbook, includes a copy of
the Cyberbullying Policy, http://www.delsearegional.us//students/handbook/hshandbook.pdf.
Furthermore, the district has created an atmosphere of safety for students whereby students
can easily talk with staff members including teachers, guidance counselors, the student
assistance counselor and administrators with their concerns about cyberbullying. The Peer
Transition Project organized by the student assistance counselor also provides an outlet for
ninth graders to share concerns and problems related to any issues with school including
cybersafety and cyberbullying. The Transition Project is a program designed to assist ninth
grade students in making a successful transition from middle school into high school. By
addressing concerns and problem areas such as relieving stress, bullying, and even everyday
problems that the students themselves introduce and building a “road map” to guide them, the
students are ensured of a smooth assimilation.
4. Dates the school district provided the community with public notice and a hearing to address
proposed Internet safety policies adopted by the school district pursuant to CIPA
Delsea School Board Review – Acceptable Use Policy (most recent)
Notice of March 4, 2010 school board meeting was printed in Sentinel and
Gloucester County Times as newspapers of record
26
March 4, 2010 – Approved for the first reading the revised mandated policy and
regulation as listed:
Policy #2361 Acceptable Use of Computer Network/ Computers and Resources
Regulation #2361 Acceptable Use of Computer Network/Computers and Resources
Parent Assemblies / Parent Communication
Gloucester County Parent In-service with Sergeant Steve La Porta from the
Gloucester County Prosecutor’s Office on topic: Internet Safety May 2008
Parent Assembly for parents at Delsea Regional Middle School: Cyberbullying based
upon the story of Ryan Halligan, a middle school boy who committed suicide after
being bullied online. Fall 2008
Parent Assembly for both parents of MS and HS students: «Hooked on Facebook,»
March 16, 2010
PTO Meetings include coverage of topic of online safety
Articles are written in parent newsletter, The Banner, VIP Newsletter
Link for websites on online safety included on main school webpage under the
Heading, Parents (http://www.delsearegional.us/cgibin/main/allpages.pl?PageName=Parents).
Student Assemblies – Middle School and High School
«Hooked on Facebook» – presentation by Josh Gunderson, March 16, 2010,
Assembly takes students on a reality tour of the world of social networking,
exploring the positive and negative side of the Internet, mobile media and more.
Assembly given by Franklin Township Police Department, Officer Frank Gaetano,
«Online Dangers: Texting and Sexting: Our New World of Technology – Nov. 25,
2009
Staff Workshops
Staff workshops are given on topics related to cyber-bullying and online safety during
staff in-service days 2008-09 and 2009-2010.
27
Technology Plan
2010-2013
III. Technology Overview
C. Needs Assessment
To determine the current needs status, data was garnered from multiple sources;
A sub-committee of the District Technology Committee was formed to develop a
Needs Assessment Survey for the teachers, staff, and the administration. The group
utilized SurveyMonkey.com. 77 percent of the teachers and staff and 100 percent of
the administrators responded to and completed a survey. (Surveys are in the
Appendix.)
The committee also utilized the individual teacher Professional Development Plans
to evaluate the needs of the teaching and administrative staff. The Professional
Development Plan has a technology self assessment rubric. Each year as a part of the
annual review and PDP process, teachers and administrators complete a Technology
PIP to determine their proficiency levels (PDP document is in the Appendix.)
Data garnered from observations and walkthroughs illustrates that while more and
more teachers are integrating technology into lessons, they are still not utilizing the
technology to engage the students.
a. Evaluate educators' current practice in integrating technology across the curriculum.
All educators at Delsea utilize technology to perform administrative, communicative, and
management tasks on a routine basis. Administratively, educators use technology to
record student attendance and grades, write lesson plans, develop curriculum, budget,
record absences, and communicate with parents, colleagues, and administration.
Instructional technology is infused into the classroom through the employment of
Internet websites, social networking sites, electronic resources, laptops, interactive Smart
boards, projectors, interactive response systems, graphing calculators, probes, mobile
labs, and content related software that provides assessment data. In working with the
“Screenagers” of the Net Generation, educators must realize that technology plays a role
in every aspect of their life and therefore must transcend into the classroom instruction.
28
b. Provide a summary of teacher and library media personnel proficiency in the use of
technology within the district.
The proficiency of teachers and media personnel increases each year as the need to learn
new programs, utilize new resources and tools, and infuse technology into instruction
permeates all aspects of education. Media Specialists serve as leaders in providing
training and workshop opportunities for teachers and students on the academic software
and educational resources available within the Districts’ media centers. Both media
specialists are leaders in the goal to make their domains true “media centers”. Through
grant funding and an agreement with EIRC, a technology coach is also available to assist
teachers with the use of the technology within their classrooms. In addition, the Tech
Support Team has compiled instructional videos which are posted on the Delsea website.
According to the results of a technology survey sent to all staff, 75.9% of the staff rate
themselves as proficient and/or advanced proficient, 23.1% consider their skills to be
basic, and 1.0% view their
ability to be below basic.
(See chart). In the staff
technology rubrics the
results are slightly different
with 95% claiming to be at or
above proficiency and 5% at
a basic level. The differences
in the stats can be attributed
to the fact that on the PDP
technology rubric, there is
more emphasis on
administrative uses and on
the Tech survey, greater emphasis was on infusion into instructional practices. This
clearly demonstrates that more work needs to be accomplished with tech infusion.
29
c. Determine the current educational environment and barriers by describing how:
Descriptors
i. Educators are assured access to
technology to facilitate technology
integration across the curriculum
Current Educational
Each classroom is equipped
with a computer, internet
connection, projector,
large screen television or
Smart Board. Math
classrooms also have
graphing calculators.
Science classrooms host lab
stations with technology
including computers,
probes, and peripherals.
Each school has computer
labs, a media center with
computer stations and
laptops, and many mobile
laptop carts.
The district has wireless
access for all teachers,
students, and staff who
have been approved
according to Board Policy.
All Basic Skills teachers are
scheduled to utilize
remediation software two
times a week.
All middle school language
arts teachers utilize
Accelerated Reader to
promote reading growth.
All non readers use the
READ 180 program to
advance their skills and
proficiency.
Barriers
Budgetary constraints
make it impossible to
supply every teacher
with all of the
technological tools
that he /she needs.
There are still
educators who do not
know how to use
some of the tools and
resources available to
them.
30
Descriptors
ii. Often students have access to
technology to support the use of
21st century skills in their learning
environment
iii. The needs of educators are
evaluated
iv. The needs of the students are
evaluated
Current Educational
All students have access to the
internet and computer
technology on a daily basis
through the media center and
in classes.
All math classes have class sets
of graphing calculators.
Science classes have digital lab
stations.
The Perkins Comprehensive
Technical Education courses
like Music, Art, Industrial
Technology, CAD, Cisco, and
Business courses are all
equipped with computer labs in
which content related software
is available to students
throughout the year. These
courses boast the emerging
technology necessary to have
students with current
marketable skills.
A Needs Assessment using
SurveyMonkey.com is
administered every year to
comply with the requirements
of the District Professional
Development Plan.
The budget process allows
teachers to submit written
proposals for hardware and
software, requiring educators
to explain how the technology
would increase student
achievement.
7th and 8th grade students are
administered TAP- IN to assess
technology proficiency.
Student proficiency is also
assessed using portfolios.
Barriers
Barriers which limit
student access include:
student schedules,
teacher accessibility, and
the proficiency of the
teachers.
Budgetary constraints
continue to limit the
number of approved
requests.
Students who take
band or chorus do not
have technology.
Some students who
score into basic skills
do not have
technology.
31
Descriptors
v. Past professional development
addressed the educators' and
students' needs for technology
integration
vi. Past professional development
for all administrators was
provided to further the effective
use of technology in the classroom
or library media center
Current Educational
Workshops are held each
school year along with summer
institutes. The following
workshops have been
conducted: Google Classroom,
Google Apps, blogs, wikis, and
podcasts, web page design and
use, interactive distance
learning, web quests, power
point, podcasting, creating on
line courses, data bases,
Moodle, Power School, Beyond
the Book, Read 180, and Study
Island.
The district employs the Action
Research model of professional
development. Teachers receive
training and then implement
the knowledge with their
classes (a control group) to
determine the impact on
student achievement.
All administrators attend the
same workshops as their
assigned departments. They
also attended Power
Walkthrough training in
summer 2009.
Barriers
Many workshops are held
in the summer and even
though a stipend is given
for attendance, many
teachers are unable to
attend or the course reaches
capacity
Workshops held during the
school year are part of a
cycle and are usually
limited in time slots of 2
hours.
Constituent district
meetings have been held to
create a more seamless
transition through
curriculum alignment.
Ongoing professional
development is needed to
effectively evaluate the
use of technology in the
classroom.
32
Descriptors
vii. Ongoing, sustained
professional development was
provided in 2009-2010 for all
educators to further the effective
use of technology in the classroom
and library media center.
viii. Ongoing, sustained
professional development was
provided in 2009-2010 for all
administrators to further support
the effective use of technology in
the classroom and library media
center.
Current Educational
During the 2009-2010 school
year, educators participated in
a Connected Learning initiative,
which entailed a three-day
workshop in November,
monthly learning community
meetings, follow-up
opportunities throughout the
year to complete units, and
benchmark assessments. A
final day of in-service to
present projects and findings to
colleagues will be held at the
end of the school year.
To provide additional support a
Technology Coach was hired
through grant funding.
Smart Board workshops were
held on a voluntary basis
All administrators attend
the same workshops as
their respective
departments. Throughout
the school year, the
administration meets as a
learning community to
collaborate, share
information, review
instructional methods and
resources that support the
technology used within the
classroom, and discuss
“One Book Delsea.”
Barriers
Time is an obstacle
More work needs to be
done with coaching
Two supervisors and the
Network administrator
attended the Techspo
conference
33
Descriptors
Current Educational
ix. Supports were provided for
educators other than professional
development.
In addition to professional
development, support is
provided through the efforts
of staff members, Media
Center Specialists, a
Technology Coach,
Instructional Supervisors, and
the Tech Team.
Support comes in various
venues such as face to face
workshops, online, and as
needed or requested.
Collaboration within the PLCs
also provides additional
networking support for
educators.
x. Professional development
needs and barriers relating to
using educational technology as
part of instruction have been
identified.
Budget, time, teacher
knowledge, and accessibility
have been identified as
barriers in place to limit the
use of technology as part of
instruction within the district.
Barriers
Teacher schedules and
assignments serve as
barriers to provide
additional support
within the confines of
the school day.
2. Based on the answers given above, indicate the needs of the district to improve academic
achievement for all students through the integration of technology across all curricular areas.
The fact that students are products of a generation growing up totally immersed in technology
cannot be ignored. Technological stimulation and engagement are a routine part of their day.
Educators can no longer view technology in isolation as a separate entity. Technology must be
part of a carefully planned program which focuses on engaging students and increasing student
achievement. The new unit plan and lesson plan templates form the NJ DOE require the
inclusion of technology into each lesson.
Education (ISTE) points out, technology helps students become deft “information
seekers, analyzers, and evaluators; problem solvers and decision makers; creative and
effective users of productivity tools; communicators, collaborators, publishers, and
producers; and informed, responsible, and contributing citizens.” Technology, then, can
be an effective instructional tool for increasing student achievement.
34
3. Prioritize the identified needs
Skillful analysis of the data allows the stakeholders to plan purposefully. In these difficult
budgetary times needs must be prioritized in order to equip the classrooms with resources and
tools necessary for the digital age to implement and carry out this technology plan. At the
same time, teacher professional development cannot be ignored.
The equipment needs would consist of projectors to replace the large screen televisions,
SMART Boards for all classrooms, additional wireless technology for mobility, and additional
bandwidth.
Most teachers are currently infusing email, websites, and Microsoft Word, Excel, and Power
Point. There is a need for additional training in the following areas; using on line libraries,
Moodle, web quests, social networking, Google Apps, Podcasts, and data bases for data
collection.
The professional development needs would also include: workshops on Effective Infusion of
Technology for Student Achievement, Using Data to Measure Student Achievement, and
Coaching sessions for more individual needs.
35
If you want to make a mark you have to take a risk.
-Terrance E. Deal
Technology Plan
2010-2013
IV. A. History
Mathematics
The goals and objectives for infusing technology into the mathematics curricula were achieved
through the daily use of graphing calculators, Smart Boards, Microsoft Office, Google Docs,
Geometer's Sketchpad, implemented to solve problems, gather, analyze, and communicate
mathematical information, and investigate and apply mathematics in a contextual manner to
promote student understanding and achievement.
Science
The goals and objectives for infusing technology into the science curricula were achieved
through the continued use of computer based labs, activities, and assignments that include:
podcasts, web pages, wikis, blogs, video resources, probes, spreadsheets, Google calculators,
Google Docs, and other technological resources implemented with the intent to increase
student achievement.
Language Arts
The English department met the goals and objectives for the 2007-2010 technology plan. All
students were able to understand and apply the knowledge of written English to become
independent readers, writers, speakers, and thinkers through the use of the Internet, research,
electronic texts, SmartBoard technology, Web 2.0 tools, and social networking sites.
Health and Physical Education
Through technology implementation and utilization, all students were able to apply and learn
about health promotion concepts and skills to support a healthy lifestyle. Goals were met
through the use of the Internet, research, Smartboard and Web 2.0 tools, laptop labs,
simulators, United Streaming, and Senteo Interactive Response Systems to enhance student
learning.
Industrial Arts
The Industrial Technology department met all their goals and objectives by offering a variety of
courses and curricula that require students to conduct research and discover solutions.
37
Social Studies
The Social Studies department met goals and objectives in the following ways: students
followed the 2008 presidential election which illustrated effective use of the Internet to
educate the electorate, students examined the role of 21st century technology to communicate
ideas across vast regions rapidly as illustrated by the economic collapse, the Iraq and
Afghanistan mobile and remote command centers and by tracking human and environmental
changes through technology including Google Earth, GIS and GPS.
38
39
Technology Plan
2010-2013
IV. B Goals and Objectives July 2010 – June 2013
1. To Create 21st Century Learners.
A. All students will use skills to determine the nature and impact of technology, engineering,
technological design, and the design world to build information literacy, digital citizenship,
ethical use of digital tools, and incorporate applications that will prepare students for
technology in the 21st Century workplace as measured by the proficiency of middle schools
students and increased enrollment in STEM courses at the high school level.
B. All students will utilize technology to master basic skills and develop proficiency in language
arts literacy and math as measured by data analysis of software and assessments.
C. All students will use digital tools to access, manage, evaluate, and synthesize information
relative to their personal, academic, and career goals in order to prepare for college and career
readiness in the 21st Century as measured by student Personalized Learning Plans (PLPs).
D. All students will attain 21st Century Skills for career readiness through the district’s
community partnerships with the Perkins Advisory Committee, college articulation agreements,
parent involvement as measured by Comprehensive Technological Education (CTE) enrollment
and exit exams.
2. To Create 21st Century Professionals.
A. All staff will continue with sustained professional development to enhance the use of
collaborative technology and Web 2.0 tools through professional learning communities,
classroom integration as measured by curriculum revisions and both formal and informal
administrative evaluations.
B. All staff will continue to foster the development, growth and knowledge of educational
technology by participating in professional development opportunities and demonstrating an
overall growth as measured by the technology component in the Professional Development
Plan.
C. All staff will infuse technology to actively engage students in critical thinking and real world
problem solving as measured by lesson plan critiques, benchmark assessments, Walk Throughs,
and instructional evaluations.
D. All staff will research and implement global initiatives, online learning, and emerging
technologies as measured by teacher created resources such as wikis, blogs, web pages and
other Web 2.0 tools, learning community agendas, student projects, and action research
projects.
3. To Create 21st Century Environments and Systems.
A. The district will maintain and upgrade the existing technology infrastructure to promote
growth and expansion while enhancing and updating security as measured by technology
industry best practices.
B. The district will continue to solicit technology proposals from teachers through the
budgetary process as measured by the number of proposals submitted and awarded.
C. The board will continue to review and revise policies pertaining to technology in compliance
with law as measured by board minutes.
D. The district will systematized the maintenance, growth, and development of the school’s
technology resources as measured by district budgets, policies, procedures, and student
academic performance.
4. To Create 21st Century Collaboration with Constituents.
A. Teachers in the constituent districts will make use of common technologies to create a
seamless transition for students, to share professional development programs and resources,
and to collaborate between and among grade levels, districts and content areas, as measured
by agendas, surveys, and production.
B. The constituent districts will maintain and expand shared technology services to create a
universal technology environment, hosted services, and support as measured by board
agreements, board minutes, and PO’s.
40
The whole purpose of education is to turn mirrors into windows.
~Sydney J. Harris
Technology Plan
2010-2013
V. A Three-Year Implementation Activity Table
1. To Create 21st Century Learners.
A. All students will use skills to determine the nature and impact of technology, engineering,
technological design, and the design world to build information literacy, digital citizenship,
ethical use of digital tools, and incorporate applications that will prepare students for
technology in the 21st Century workplace as measured by the proficiency of middle schools
students and increased enrollment in STEM courses at the high school level.
B. All students will utilize technology to master basic skills and develop proficiency in language
arts literacy and math as measured by data analysis of software and assessments.
C. All students will use digital tools to access, manage, evaluate, create, and synthesize
information relative to their personal, academic, and career goals in order to prepare for
college and career readiness in the 21st Century as measured by student Personalized Learning
Plans (PLPs).
D. All students will attain 21st Century Skills for career readiness through the district’s
community partnerships with the Perkins Advisory Committee, college articulation agreements,
parent involvement as measured by Comprehensive Technological Education (CTE) enrollment
and exit exams.
42
Three-Year Technology Implementation Activity Table
District
Goal and
Objective
1.A
1.B
1.C
1.D
Timeline
Person
Documentation
Responsible
Enroll students in middle school
exploratory and high school
STEM (Science Technology
Engineering Math) courses.
2010 2013
Teachers
Student
Personnel
Services/CST
Course enrollment
numbers
Utilize software programs
(Study Island, Accelerated
Reader, and READ 180) to
improve language arts literacy
and math skills.
2010 2013
English & math
teachers
Supervisors
Data analysis
Assessments
Utilize the Internet, Web 2.0
and other digital tools to
prepare students for the 21st
century.
2010 2013
Teachers
Student
Personnel
Services/CST
Personalized
Learning Plans
Provide 21st Century skills in the
classroom and curriculum,
through collaboration with
Perkins Advisory Business and
Industry Partners.
2010 2013
Strategy/Activity
(PLPs)
CTE Teachers
and Supervisor
Assistant
Comprehensive
Technological
Education (CTE)
enrollment,
Superintendent
curriculum and
exit exams
43
Technology Plan
2010-2013
2. To Create 21st Century Professionals.
A. All staff will continue with sustained professional development to enhance the use of
collaborative technology and Web 2.0 tools through professional learning communities and
classroom integration as measured by curriculum revisions and both formal and informal
administrative evaluations.
B. All staff will continue to foster the development, growth and knowledge of educational
technology by participating in professional development opportunities and demonstrating an
overall growth as measured by the technology component in the Professional Development
Plan.
C. All staff will infuse technology to actively engage students in critical thinking and real world
problem solving as measured by lesson plan critiques, benchmark assessments, Walk Throughs,
and instructional evaluations.
D. All staff will research and implement global initiatives, online learning, and emerging
technologies as measured by teacher created resources such as wikis, blogs, WebPages and
other Web 2.0 tools, learning community agendas, student projects, and action research
projects.
44
District
Goal and
Objective
2.A
2.B
2.C
Timeline
Person
Documentation
Responsible
Continue participation in
professional development
initiatives using collaborative
technology and Web 2.0 tools
(Google docs, wikis, blogs, social
networking, etc.).
2010 2013
Teachers
Enhance knowledge of
educational technologies (Smart
Board, Senteo remotes, Moodle,
etc.) through professional
development.
Utilize technology in lessons and
activities (Mobile devices,
podcasts, Noteflight, etc.) to
engage learners.
Strategy/Activity
PLC
documentation
Administration Curriculum
Student
Personnel
Services/CST
Administrative
Evaluations
2010 2013
Teachers
PD Workshops
2010 2013
Teachers
Administration PLC
documentation
PD Committee
AR Projects
Tech Coach
Lesson plan
critiques
Benchmark
assessments
Walk-Through
Observations
2.D
Research and implement current 2010 and future technologies into the 2013
classroom (online learning, wikis,
blogs, Web 2.0 tools, etc.).
Teachers
PLC
documentation
Administration
Student projects
IT Team
AR projects
45
Technology Plan
2010-2013
3. To Create 21st Century Environments and Systems.
The district will maintain and upgrade the existing technology infrastructure to promote
growth and expansion while enhancing and updating security as measured by technology
industry best practices.
A. The district will continue to solicit technology proposals from teachers through the
budgetary process as measured by the number of proposals submitted and awarded.
B. The board will continue to review and revise policies pertaining to technology in
compliance with law as measured by board minutes.
C. The district will systematize the maintenance, growth, and development of the school’s
technology resources as measured by district budgets, policies, procedures, and student
academic performance.
District
Goal and
Objective
Timeline
Person
Documentation
Responsible
Maintain and upgrade the
existing technology
infrastructure (district webpage,
email, Web Lockers, Global
Connect, Power Teacher, etc.).
Solicit technology proposals
from teachers (i.e., Smartboard,
etc.)
2010 2013
Tech Support
3.C
Review and revise policies
pertaining to technology.
2010 2013
3.D
Create a system to maintain
2010 growth of technology resources. 2013
3.A
3.B
Strategy/Activity
2010 2013
Webmaster
Tech Budget
Conference
Attendance
Webpage
Assistant
Number of
Superintendent proposals
submitted and
awarded.
Superintendent Agendas
Board of
Board Minutes
Education
IT Team
District Budgets
Technology
Committee
Policies
Procedures
Administration
46
47
Technology Plan
2010-2013
4. To Create 21st Century Collaboration with Constituents.
A. Teachers in the constituent districts will make use of common technologies to create a
seamless transition for students, to share professional development programs and resources,
and to collaborate between and among grade levels, districts and content areas, as measured
by agendas, surveys, and products.
B. The constituent districts will maintain and expand shared technology services to create a
universal technology environment, hosted services, and support as measured by board
agreements, board minutes, and PO’s.
C. Parents and community members in the constituent districts will have access to information
through shared technologies to foster communication and build community outreach as
measured by district websites, Global Connect, electronic newsletters, and PowerSchool.
District
Goal and
Objective
4.A
4.B
4.C
Strategy/Activity
Timeline
Create and maintain
articulation agreements
between constituent districts
to promote seamless student
access, use, and information
transfer.
2010 2013
Continue the articulation
agreements among
constituent districts utilizing
Delsea IT department to
create a universal
technological environment.
Collaborate to provide
community members and
parents access to common
information technologies
2010 2013
Person
Responsible
Superintendents
BOE
IT Department
Superintendent
BOE
IT Department
20102013
Superintendent
BOE
IT Department
Documentation
Intra-net
Agendas
Products
Surveys
District
websites
BOE
Agreements
BOE Minutes
PO’s
Global Connect
Newsletters
Website
PowerSchool
Technology Plan
2010-2013
V. B
Strategies to ensure technology plan addresses the use of technology, including assistive
technology, to support21st Century learning communities.
The district will provide:
Leadership support and resources to ensure all students are technology literate.
Support for expanded learning opportunities through a variety of
technologies, such as virtual education and digital instruction.
In utilizing 21st century learning tools that engage students in rigorous and relevant
learning opportunities.
Student opportunities to utilize 21st century learning tools to communicate, collaborate,
solve problems, and access, manage, integrate, evaluate and create information to support
their learning.
Students with technologies (assistive) to optimize their learning experience and
achievement in the classroom.
Expanded learning opportunities through a variety of technologies such as online courses,
virtual education and digital instruction.
Ways to measure the effectiveness of technology infusion in the classroom.
Sustained professional development that enhances teacher technology proficiency and
effective technology infusion.
On-going professional development in the use of data, data-informed decision making, and
data-driven instruction.Lesson Plan feedback forms that address the specific use of
instructional technology.
48
Technology Plan
2010-2013
V. C
Provide details of the process for meeting the NCLB requirement that all students be
technologically literate by the end of grade eight.
Representative members of all three constituent districts met throughout the academic year to
develop and design an assessment model to ensure the proficiency of students by the end of
grade eight. The committee utilized a Technology Checklist which encompassed the State of
New Jersey’s technology literacy standards. The checklist served as a guide in the alignment of
curriculum for grades 3 – 12. The committee decided that the process of assessing student
growth and mastery in regard to technology literacy will begin in the third grade. In each of the
constituent elementary districts’ projects will be evaluated through the use of specially
designed rubrics and the Technology Skills Checklist. The projects, rubrics, and checklist will be
stored in an electronic portfolio. As the students progress to the next grade level, teachers will
continue to add to the portfolio the projects that demonstrate student mastery of prescribed,
benchmarked skills. Continued growth of student proficiency will be documented at each grade
level culminating with the students in grade eight. This evaluation process encompasses a
student’s ability to perform authentically, solve problems, think critically, and apply their
knowledge. The electronic portfolio will include the students’ work from all curricular areas.
The portfolio and checklist that the three districts will use will provide needed answers to the
following questions (as needed for the annual state technology survey.)
Method of assessment used by the school district to determine proficiency:
technologychallenge.org , NJ- TAP-IN proficiency assessment, with a portfolio
assessment of student work based on the NJCCCS
All eighth grade students will be assessed
Number of students not assessed and why: 0
Number of students who achieved proficiency. This year’s assessment for proficiency
will be completed late May 2010. Last year’s results were 83% proficient. Most
students had difficulty in areas of data base and more complicated tasks.
Population of students assessed : DMS 8th graders
49
Technology Plan
2010-2013
V. D
Identify specific telecommunications and information technologies and any other specific
resources that are useful to reach the stated goal.
Apply technology to increase productivity (Web 2.0 tools, WebLockers, & Google Apps).
Model advanced features of word processing, desktop publishing, graphics programs,
and utilities to develop professional products.
Locating, selecting, capturing, and integrating video and digital images in varying
formats for use in presentations, publications and/or other products.
The use of specific-purpose electronic devices (such as graphing calculators, languages
translators, scientific probeware, or electronic thesaurus, movie making software, music
generating software, I-Pod) in content areas.
The use of instructional design principles to develop multimedia projects to support
personal and professional development.
The use of technology (Global Connect, Wikis, blogs, district webpage, Power Teacher)
to communicate and collaborate with peers, parents, and the larger community in order
to nurture student learning.
Teachers will participate in online collaborative curricular projects and professional
learning community activities to build bodies of knowledge around specific topics.
The district will design, develop, and maintain Web pages and sites that support
communication between the school and community.
The district will identify, classify, and recommend adaptive /assistive hardware and
software for students and teachers with special needs and assist in procurement and
implementation.
The technology coordinator/director will discuss issues related to maintaining and
upgrading wide area networks (WAN) and wireless networks for school districts.
50
The school is the last expenditure upon which America should be
willing to economize.
~Franklin D. Roosevelt
52
Technology Plan
2010-2013
VI Funding Overview
A and B.
Three-Year Technology Plan Anticipated Funding Table
(2010-2011)
ITEM
Digital curricula (see
NIMAS in the HELP
section)
FEDERAL
FUNDING
STATE
FUNDING
LOCAL
FUNDING
Study Island
$5,000
United Streaming
$3,000
READ 180 $10,000
Accelerated
Reader /Star
Reader
Assessment
$2,500
Print media needed to
achieve goals
Technology
Equipment
Netbooks and
mobile Cart
$9,000
Smart Board
Servers $17,000
Projector $2,500
Smart boards
$8,000
Projectors $4,500
Computer Leases
$44,000
N Computing
$9,000
Network
MISC. (e.g.
Donations,
Grants)
ITEM
FEDERAL
FUNDING
STATE
FUNDING
LOCAL
FUNDING
Capacity
Bandwidth $1,300
Filtering
SecureSchool web
filter $2,510
MISC. (e.g.
Donations,
Grants)
Email Archive /
SPAM filter:
$1,790
Antivirus:$5,000
Software
Photo Shop
$5,000
3DStudio Max
$2,025
Final Cut Pro
$5,000
Auto Desk $3,800
Web lockers
$1,800
Turnitin.com
$2,000
VMWare $6,500
Destiny
$4,000
Power School
$10,350
Maintenance
Smart Board
Installation $500
each
World Language
Lab
$1,000
Distance Learning
Lab $1,000
Phone System
$2,000
Wireless $3,600
SIF $2,800
53
ITEM
FEDERAL
FUNDING
STATE
FUNDING
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
Upgrades
Policy and Plans
Other services
Global Connect
$3,000
54
Technology Plan
2010-2013
VI Funding Overview
A and B.
Three-Year Technology Plan Projected Funding Table
(2011-2012)
ITEM
Digital curricula
(see NIMAS in the
HELP section)
FEDERAL
FUNDING
STATE
FUNDING
Study Island
$5,000
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
United
Streaming
$3,000
Accelerated
Reader
$2,500
READ 180
$10,000
Print media
needed to achieve
goals
Technology
Equipment
Netbooks and
mobile Cart
$9,000
Smart Board
Projector
$2,500
Servers
$17,000
Smart boards
$8,000
Projectors
$4,500
Computer
Leases
$30,000
55
ITEM
Technology
Equipment (cont)
FEDERAL
FUNDING
STATE
FUNDING
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
1:1 Laptop Initiative
$30,000
N Computing
$9,000
Load Balancer
$5,000
Network
Network Lease
$14,000
Capacity
Bandwidth $1,400
Filtering
SecureSchool web
filter
$2,510
Email Archive /
SPAM filter: $1,790
Software
Antivirus:
$5,000
VMWare
$6,500
Stoneware $13,000
Auto Desk
$3,800
Web lockers $1,800
Turnitin.com $2,000
Destiny $4,000
Power School
$11,000
56
ITEM
Maintenance
FEDERAL
FUNDING
STATE
FUNDING
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
Smart Board
Installation
$500 each
World Language
Lab
$1,000
Distance Learning
Lab
$1,000
Phone System
$2,000
Wireless
$3,600
SIF
$2,800
Upgrades
Policy and Plans
Other services
Global Connect
$3,000
57
Technology Plan
2010-2013
VI Funding Overview
A and B.
Three-Year Technology Plan Projected Funding Table
(2012-2013)
ITEM
Digital curricula
(see NIMAS in the
HELP section)
FEDERAL
FUNDING
Study Island
$5,000
READ 180
$10,000
STATE
FUNDING
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
United
Streaming
$3,000
Accelerated
Reader
$2,500
Print media
needed to achieve
goals
Technology
Equipment
Netbooks and
mobile Cart
$9,000
Servers
$17,000
Smart boards
$8,000
Projectors
$4,500
Computer
Leases
$30,000
58
ITEM
Technology
Equipment (cont)
FEDERAL
FUNDING
STATE
LOCAL FUNDING
FUNDING
MISC. (e.g.
Donations,
Grants)
1:1 Laptop
Initiative $30,000
N Computing
$9,000
Network
Network Lease
$14,000
Wireless Network
Lease $14,000
Capacity
Bandwidth $1,500
Filtering
SecureSchool web
filter
$2,510
Email Archive /
SPAM filter: $1,790
Software
Antivirus:
$5,000
VMWare
$6,500
Stoneware $13,000
Auto Desk $3,800
Web lockers
$1,800
Turnitin.com
$2,000
Destiny $4,000
Power School
$11,000
59
ITEM
Maintenance
FEDERAL
FUNDING
STATE
LOCAL FUNDING
FUNDING
MISC. (e.g.
Donations,
Grants)
Smart Board
Installation
$500 each
World Language
Lab
$1,000
Distance Learning
Lab
$1,000
Phone System
$2,000
Wireless
$3,600
SIF
$2,800
Load balancer
$1,000
Upgrades
Policy and Plans
Other services
Global Connect
$3,000
60
Technology Plan
2010-2013
VI Funding Overview
C Board Approval
This plan was approved by the Delsea Regional School District Board of Education on
April 7, 2010.
D. Board Approved Budget
The Technology budget in this plan was approved by the Delsea Regional School District Board
of Education on April 7, 2010.
E. Creation Date
The Delsea Regional School District Technology Plan was created on March 22, 2010.
61
The object of education is to prepare the young to educate themselves
throughout their lives.
~Robert Maynard Hutchins
63
Technology Plan
2010-2013
VII. Professional Development A and B
A. Provide the name and title of the person responsible for coordinating the professional
development activities as stated in the district’s professional development plan and noted
in this plan.
Terry Vanaman-Cole
Assistant Superintendent of Curriculum and Instruction
The Delsea Regional School District Professional Development Committee
B. Describe the planned professional development activities for teachers, administrators, and
school library media personnel that include:
1. How ongoing, sustained professional development for all administrators will be
provided to further the effective use of technology in all learning environments.
Currently all administrators have a desktop computer and wireless access via laptops. These
resources are utilized on a daily basis with a focus on improving student achievement through
data analysis and evaluation of staff, programs, and instructional strategies. Administrators
will focus on infusing technology into the function of an instructional leader in the district. The
current implementation of the McRel Walkthrough software has begun this process.
Professional development will focus on providing training so that district leaders can collect,
organize, analyze, disaggregate, and report on student achievement data.
2. How ongoing, sustained professional development for all educators will be provided
that furthers the effective use of technology, models 21st century skills and
demonstrates global outreach and collaboration in the classroom or library media
center.
The current practice of providing three uninterrupted days of workshops in November to
promote technological initiatives will continue under the leadership of the professional
development committee. Sessions on Tech Infusion, Data Mining, and Moodle will be offered.
Training throughout the year will take place with a tech coach to help teachers infuse
technology into the curriculum and promote 21st century skills. Professional development will
guide professionals in acquiring the skills they need to positively affect student learning in a
changing world and to respond to challenges and opportunities of a global society. Teachers
will also receive training in the process of looking at student performance data to inform
curriculum and instruction decisions and practice.
3. The professional development opportunities and resources that exist for technical staff.
The opportunities and resources that exist include:
College tuition reimbursement
Reimbursment for certification testing
Technical training
Gloucester County Technology Consortium
Delsea Learning Community
Student internship Program
The internet
4. How professional development is provided to all staff on the application of assistive
technologies to support all students in their learning.
An IEP will be developed for students who require assistive technology
The stduent’s action plan will be consistent with district program, and guideleines
Teachers and support staff will receive training in using specific assistive technology
Professional development will be provided through workshops, in-house training,
and the collaborative efforts of staff who work together in learning communities.
64
65
Technology Plan
2010-2013
Section VII C.
Educators’
Proficiency/ Identified
Need
Ongoing, sustained, highquality professional
development planned for
2010-2011
Support
Integrating
technology into
classroom instruction
through the use of
Smart Boards/Smart
Response
A technology coach will
supply one-to-one mentoring
instruction, demonstration,
and assistance to teachers on
making use of Smart Boards
for instruction and student
engagement.
Release time may be provided for
small groups of teachers to work
together with the technology coach.
The coach will also be available for
after school voluntary sessions.
Assistance with new
software, applications,
and updated programs
(Google Apps, G-mail,
data bases, search
engines, etc)
In house trainers are
available for volunteer after
school sessions on new
programs and software.
Pre-recorded videos created by the
Tech Staff are available on-line for
teachers to access 24/7.
Creation of staff web
pages to better
communicate with
parents and students
Professional development
sessions will be held, as well
as, volunteer after school
training sessions. The Tech
coach can also assist in this
area.
Pre-recorded videos created by the
Tech Staff are available on-line for
teachers to access 24/7.
iTouch McRel
Walkthrough
application for
Administrators
Initial training was conducted
by McRel consultants. That
training is being followed up
in the administrative learning
community.
There is access to McRel consultants
for additional questions. Collected
data will be examined as a part of
action research.
Educators’
Proficiency/ Identified
Need
Ongoing, sustained, highquality professional
development planned for
2010-2011
Support
Integrating technology
into the English
curriculum
Read 180 is available for
special education language
arts teachers to use as a tool
for increasing student
reading achievement. Initial
training was given to all
pertinent staff.
Ongoing support via Scholastic Read
180 consultant, Angie Milinowicz
Integrating technology
across content areas
via applications such
as Moodle, Wikis,
Blogs, Google
classroom, social
networking, and
Podcasts
Technology consultant
initiated the training and will
continue to support varying
levels of user ability.
Ongoing support will be provided
through content area learning
communities.
Accessing student
folders available on
school network/Web
Lockers
Training will be provided
during district in-service
time.
Follow up training is available through
tech support department or other in
house experts.
Familiarity with
“cloud” computing
In house technicians can
identify a pilot group of
individuals to begin the
process of training
Once a core group of volunteers are
trained, turn-key training can occur
under the leadership of the district IT
department.
D. Project professional development activities that will continue to support identified
needs through 2013, including all partners.
With the rapid change and growth of technology, It is impossible to predict the precise needs in
the next three years. However as the district needs evolve over the next three years, the
district’s commitment to sustained, research based professional development will not waiver.
All necessary personnel will receive appropriate training in new technology practices, programs,
and products.
66
Education's purpose is to replace an empty mind with an open one.
~Malcolm S. Forbes
68
Technology Plan
2010-2013
Section VIII
Evaluation Plan
Evaluation Narrative
The district will provide a systematic method of evaluating all stakeholder's use of
technology; from the teacher's use of technology to enhance instruction and develop
student proficiency , to the student's ability to utilize technology effectively to apply,
create, and produce, to the administration's use in communicating and organizing
data for all stakeholders in the learning community.
The plan will be continually reviewed to determine the effectiveness of programs,
technology systems, and curriculum to meet district goals. The review will be used to
evaluate implementation practices, resources utilized, hardware or software systems,
and course offerings to achieve district objectives.
Educational technology provides infinite access to information. With the proper
guidance students will acquire and demonstrate skills of complex and challenging
issues for the 21st Century. Telecommunications system and assistance in the
diffusion of advanced technologies in support of education ensure the students have
equitable access to advanced technologies in support of educational goals.
Describe the process to regularly evaluate this plan as effectively. . .
a. Integrating
Technology
The district's hardware and software will be used to interactively
enhance the free flow of information and knowledge between staff,
students and the community at large. Educational technology will
become a natural part of instruction and will be used to report, record,
and store data to disseminate district information to interested
parties.
Technology department personnel will offer expertise in keeping the
district up-to-date in current trends and programs that would improve
and enhance the district's programs and goals.
Teacher's use and integration of technology will be evaluated
through formal and informal administrative observations and walk
throughs.
The district will integrate new hardware, software and Internet
resources to improve learning and measure students’ proficiency
through local benchmark assessments, portfolios, student technology
literacy assessments, and student developed products.
Student achievement data will also be examined to determine
effectiveness of instructional approaches in the integration of
technology.
b. Enabling students to
meet challenging state
academic standards
Data will be gathered to identify the impact of technology on student
learning in the district. Programs such as Learnia, Study Island, Star
Reader, and READ 180 provide individualized student reports.
Knowledge based, performance based, and portfolio or project based
assessments will be utilized to determine student, staff, and district
proficiency. The district will utilize locally-developed as well as free
web-based instruments or commercial online assessment tools such as
NJ-TAP-IN, a technology skill checklist, industry based or standardized
based assessments like NOCTI will be utilized to measure students
acquisition and application of knowledge and skills.
Other possible online resources:
http://rtexcgange.edgateway.net/cs/rtecp/view/rtec_str/9 Toolkit for
developing a process
http://www.cited.org/index.aspx?page_id=107 How to assess student
work?
http://www.edutopia.org/assessment Edutopia information on
assessment
http://www.learndoearn.org/TechnologyChallenge/index.asp General
tools
Representative members of all three constituent districts will continue
to meet to review and refine the process of measuring and increasing
student proficiency
Students and staff will be tracked based on their assessed
performance, and remediated as needed.
c. Developing life-long
learning skills
Students undoubtably live and work in an environment where
technology permeates every aspect of their lives. Students will
understand that technology has a global impact on society and the
inter-relationship between technology use and future career success.
Students will be taught to utilize technology safely, ethically and
responsibly to inquire, think critically, problem solve, and gain
knowledge in their personal pursuit of wisdom. They will be asked to
draw conclusions and make informed decisions to create,
communicate, and share their understanding. Collaboration skills and
personal strengths will be employed during problem or inquiry based
learning activities as they work with peers to produce answers and
solutions and become strong independent learners with skills to last a
lifetime.
70
Appendix
Educational Technology Needs
Assessment
1
Department
Answer Options
answered
question
skipped
question
2
103
103
1
School
Answer Options
answered
question
skipped
question
3
Response Count
Response Count
103
103
1
Approximately how long have you been teaching?
Response
Answer Options
Percent
14.4%
1-3 years
7.7%
4-5 years
21.2%
6-10 years
21.2%
10-20 years
35.6%
More than 20 years
answered question
Response
Count
15
8
22
22
37
104
skipped question
0
Approximately how long have you been teaching?
1-3 years
4-5 years
6-10 years
4
How would you rate your overall skill in using educational
technology?
Answer
Response Percent
Response Count
Options
Below
1.0%
1
basic
23.1%
24
Basic
56.7%
59
Proficient
19.2%
20
Advanced
answered question
104
skipped question
0
How would you rate your overall skill in using educational
technology?
Below basic
Basic
Proficient
Advanced
Please identify which of the following educational technologies YOU
CURRENTLY USE for instruction or lesson preparation/planning. Mark
all that apply.
120.0%
100.0%
80.0%
60.0%
40.0%
Other…
Audio, Vide…
Facebook
Google…
Social…
Chat
Thinkfinity
0.0%
Microsoft…
20.0%
Email
5
Please identify which of the following educational
technologies YOU CURRENTLY USE for instruction or lesson
preparation/planning. Mark all that apply.
Response Response
Answer Options
Percent
Count
90.4%
94
Email
96.2%
100
Educational Websites
93.3%
97
Microsoft Word, Excel, Powerpoint
29.8%
31
Online Library
1.0%
1
Thinkfinity
7.7%
8
Moodle
11.5%
12
Chat
37.5%
39
WebQuests
21.2%
22
Social Networking
46.2%
48
Google Apps
37.5%
39
Google Earth, Maps, Translator, etc.
3.8%
4
Blogging
20.2%
21
Facebook
19.2%
20
Wikis
21.2%
22
Audio, Video Podcasts
Audio/Video, and Other Multimedia (Not
58.7%
61
Podcasts)
35.6%
37
Other Subject-Specific Software
33.7%
35
Databases
16
Other (please specify)
answered question
104
skipped question
0
6
Please identify which of the following educational
technologies (hardware) YOU CURRENTLY USE in teaching.
Mark all that apply.
Response Response
Answer Options
Percent
Count
66.0%
64
Teacher-run computer workstation
44.3%
43
Student-run computer workstation
57.7%
56
Projector
79.4%
77
VCR/DVD Player
Interactive whiteboard (Smartboard or
45.4%
44
other)
44.3%
43
Writing or other computer lab
49.5%
48
Mobile computer lab
32.0%
31
Digital cameras, scanners, videocameras
9.3%
9
GPS Units
30.9%
30
Calculators, CBLs, or CBRs
PDAs, Cellphones, iPods, or other hand12.4%
12
held units
Student Response Systems
5.2%
5
(Senteo/Clickers)
4
Other (please specify)
answered question
97
skipped question
7
PDAs, Cellphones,
iPods, or other …
GPS Units
Mobile computer
lab
Projector
Teacher-run
computer…
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Interactive
whiteboard…
Please identify which of the following educational technologies
(hardware) YOU CURRENTLY USE in teaching. Mark all that
apply.
7
The Partnership for 21st Century Skills (http://21stcenturyskills.org/) identifies the following
traits as the skills, knowledge and expertise students should master in order to succeed in
work and life in the 21st century. To learn more about each of these skills, you may wish to
visit: http://t4.jordandistrict.org/21centuryskills Please rate how well YOUR CURRICULUM
addresses such skills.
Answer
Options
Civic Literacy
Communication
& Collaboration
Creativity &
Innovation
Critical Thinking
& Problem
Solving
Financial,
Economic,
Business &
Entrepreneurial
Literacy
Flexibility &
Adaptability
Global
Awareness
Health Literacy
Information
Literacy
Information,
Communications,
& Technology
(ICT) Literacy
Initiative & SelfDirection
Leadership &
Responsibility
Media Literacy
Productivity &
Accountability
Social & CrossCultural Skills
It's Never
Addressed
It's Poorly
Addressed
It's
Adequately
Addressed
It's
Superbly
Addressed
I don't
know
Response
Count
8
14
46
4
21
93
0
3
62
27
4
96
1
8
59
24
2
94
0
3
53
40
1
97
21
16
39
2
15
93
3
7
63
16
7
96
7
11
60
12
4
94
25
17
28
10
12
92
3
11
54
16
8
92
2
14
55
13
8
92
1
14
56
16
9
96
4
9
58
19
5
95
6
16
49
20
3
94
4
12
55
18
4
93
2
12
60
16
5
95
Question
Totals
answered question
skipped question
97
7
8
A WebQuest is an inquiry-oriented activity in which most or
all of the information used by learners is drawn from the
Web. WebQuests are designed to use learners' time well, to
focus on using information rather than looking for it, and to
support learners' thinking at the levels of analysis, synthesis,
and evaluation. Please rate your interest level in learning
more about WebQuests.
Response Response
Answer Options
Percent
Count
7.7%
8
1 - I'm not interested
42.3%
44
2 - I'm moderately interested.
26.9%
28
3 - I'm very interested.
23.1%
24
4 - I already use Webquests
answered question
104
skipped question
0
A WebQuest is an inquiry-oriented activity in which most or all
of the information used by learners is drawn from the Web.
WebQues
4 - I already use Webquests
9
The Internet is now home to a plethora of resources that can
easily be used to teach the core curriculum. Please rate your
interest in learning more about using credible Internet
resources that can be used to teach the core curriculum.
Response Response
Answer Options
Percent
Count
4.9%
5
17.5%
18
41.7%
43
35.9%
37
4 - I already use Internet resources
answered question
103
skipped question
1
The Internet is now home to a plethora of resources that can
easily be used to teach the core curriculum. Please rate your
interest in learning more about using credible Internet
resources that can be used to teach the core curriculum.
4 - I already use Internet resources
10
Microsoft Word, Excel, and PowerPoint Publisher are
commonly known as "productivity tools". Please rate your
interest in learning more about traditional productivity tools
and their uses in the classroom.
Response Response
Answer Options
Percent
Count
6.7%
7
21.2%
22
34.6%
36
4 - I already know how to use productivity
37.5%
39
tools.
answered question
104
skipped question
0
Microsoft Word, Excel, and PowerPoint Publisher are
commonly known as "productivity tools". Please rate your
interest in learning more about traditional productivity tools
and their uses in the classroom.
4 - I already know how to use
productivity tools.
11
Google Docs could be described as an "online version of
Microsoft Office". With Google Docs, however, you can
create and edit your documents without being tied down to
one particular computer. Furthermore, with Google Docs,
multiple people can edit the same document at the same
time - providing a highly collaborative environment. Please
rate your interest in learning more about Google Docs.
Response Response
Answer Options
Percent
Count
5.8%
6
19.2%
20
61.5%
64
13.5%
14
4 - I already use Google Docs.
answered question
104
skipped question
0
Google Docs could be described as an "online version of
Microsoft Office". With Google Docs, however, you can create
and edit your document
2 - I'm moderately
interested.
4 - I already use Google
Docs.
12
The term social software is normally applied to a range of
web-enabled software programs. The programs usually
allow users to interact, share, and meet other users. Blogs,
wikis, podcasts, social networking, and other online
collaborative tools fall within this category of teaching tool.
As such, social software can provide a highly interactive,
richly educational environment for teachers and students
worldwide. Please rate your interest in learning more about
social software.
Response Response
Answer Options
Percent
Count
11.5%
12
1 - I'm not interested.
30.8%
32
49.0%
51
4 - I already utilize social networking
8.7%
9
software in instruction.
answered question
104
skipped question
0
The term social software is normally applied to a range of webenabled software programs. The programs usually allow users
to interact, share, and meet other users.
Blogs, wikis, podcasts, social networking, and other online co
4 - I already utilize social
networking software in
instruction.
13
A blog is a webpage that chronicles whatever topic the
creator desires, also giving others the opportunity to add
their voice. Please rate your interest in learning more about
using blogs in the classroom.
Response Response
Answer Options
Percent
Count
16.7%
17
47.1%
48
33.3%
34
2.9%
3
4 - I currently have a classroom blog.
answered question
102
skipped question
2
A blog is a webpage that chronicles whatever topic the creator
desires, also giving others the opportunity to add their voice.
Please rate your interest in learning more about using blogs in
the classroom.
4 - I currently have a
classroom blog.
14
A wiki is a webpage that is easily edited (and that can be
edited by anyone that the owner specifies). Please rate your
interest in learning more about using wikis in the classroom.
Response Response
Answer Options
Percent
Count
12.9%
13
47.5%
48
33.7%
34
5.9%
6
4 - I have a classroom wiki.
answered question
101
skipped question
3
A wiki is a webpage that is easily edited (and that can be
edited by anyone that the owner specifies). Please rate your
interest in learning more about using wikis in the classroom.
4 - I have a classroom wiki.
15
Podcasts are audio/video content that are freely distributed
online. In fact, there are literally thousands of educational
podcasts available for classroom use. Please rate your
interest in learning more about the educational uses of
podcasts.
Response Response
Answer Options
Percent
Count
9.7%
10
38.8%
40
43.7%
45
7.8%
8
4 - I utilize podcasts in instruction.
answered question
103
skipped question
1
Podcasts are audio/video content that are freely distributed
online. In fact, there are literally thousands of educational
podcasts available for classroom use. Please rate your interest
in learning more about the educational uses of podcasts.
4 - I utilize podcasts in
instruction.
16
Social networking is an online technology that has become
extremely popular among our students today. Did you know,
however, that there exist EDUCATIONALLY SOUND social
networks for teachers (and students) alike? Please rate your
interest in learning more about the educational benefits of
social networking.
Response Response
Answer Options
Percent
Count
11.5%
12
45.2%
47
40.4%
42
4 - I currently use social networking in
2.9%
3
instruction.
answered question
104
skipped question
0
Social networking is an online technology that has bec
4 - I currently use social
networking in instruction.
17
Copyright, while incredibly complex, is important for every
teacher to understand. Please rate your interest in learning
more about educational copyright.
Response Response
Answer Options
Percent
Count
14.4%
15
35.6%
37
35.6%
37
4 - I am knowledgeable regarding
14.4%
15
copyright.
answered question
104
skipped question
0
Copyright, while incredibly complex, is important for every
teacher to understand. Please rate your interest in learning
more about educational copyright.
4 - I am knowledgeable
regarding copyright.
18
Which of the following educational technologies would you
be MOST interested in learning more about? (Choose 2)
Response Response
Answer Options
Percent
Count
24.0%
25
WebQuests
18.3%
19
Microsoft Office (Word, Excel, PowerPoint)
54.8%
57
Google Docs
14.4%
15
All Social Networking Software
11.5%
12
Blogs
12.5%
13
Wikis
25.0%
26
Podcasting
18.3%
19
Social Networking
23.1%
24
Digital photography, audio, and video
answered question
104
skipped question
0
Which of the following educational technologies would you be
MOST interested in learning more about? (Choose 2)
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
19
Have we missed an educational technology that
you'd like to learn more about? Please describe
it here.
Answer Options
answered
question
skipped
question
Response Count
16
16
88
Digital
photography,
audio, and…
Podcasting
Blogs
Google Docs
WebQuests
0.0%

Delsea Regional School District

Transcription

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