Existing Clarence Technology Plan

Transcription

CLARENCE CENTRAL SCHOOLS District Technology Plan July 2010 – June 2013 9625 Main Street Clarence, NY 14031 Phone: 716‐407‐9100 Contact: Stephen C. Ludwig Director of Technology [email protected] Phone: 716‐407‐9141 Fax: 716‐407‐9145 Plan URL: http://www.clarenceschools.org/techplan/2010.pdf
Table of Contents Introduction ........................................................................................................................................ 3 Technology Mission, Vision, and Goals ............................................................................................... 4 Curriculum .......................................................................................................................................... 5 Curriculum Integration ........................................................................................................................ 7 Integration Strategies ......................................................................................................................... 7 Incorporation of Technology Goals into the Clarence Adult Education Program ................................. 8 Student Achievement ......................................................................................................................... 8 Technology Access For All Students and Teachers ............................................................................. 10 Technology Integration Specific Goals............................................................................................... 10 Technology Delivery ......................................................................................................................... 17 Parental Communications & Community Relations ........................................................................... 17 Professional Development ................................................................................................................ 18 Supporting Resources ....................................................................................................................... 18 Technology Inventory ....................................................................................................................... 19 Software Inventory ........................................................................................................................... 20 Technology Budget ........................................................................................................................... 28 Evaluation ......................................................................................................................................... 29 Appendices ....................................................................................................................................... 30 Clarence Central Schools Introduction The Clarence School District is located in the Town of Clarence in northeastern Erie
County. Our offices are located in the High School at the intersection of Main Street and
Gunnville Road.
The district has four elementary schools, a middle school, and a high school. More than
440 teachers provide classroom instruction to 5,200 students across the District.
Approximately 5% of the student population receives a free or reduced lunch.
The technology plan is in its fifth revision and conforms to the District’s overall mission:
“to produce independent, lifelong learners who are responsible, contributing members of
a diverse society.”
The committee responsible for this revision of the plan is shown in the table below:
Name
Sandy Bullers
Position
Middle School
Learning Center
Teacher
Superintendent of
Schools
Name
Nancy Leafdale
Position
Clarence Enrichment
Program
Brian Schmidt
Nancy Graber
Community
Representative
Michele Lucsok
Joe Pluchino
Rosaline Vasi
Joanne Jochum
Teacher
Teacher
Senior High
Communications
Liaison – Teacher
Director of
Technology
Student - Class 0f
2005 Community
Resident
Director of
Curriculum
Library Media
Specialist
Jen Ayer
Mike DelSignour
Kathy Widmayer
Gregory Lucsok
Technology
Integrator
(Secondary)
Parent (Middle
School /High School)
Students
Teacher
Teacher
Technology
Integrator
(Elementary)
Student
Ben Lathan
Tech (Non-teaching)
Ken Smith
Building Principal
Kim Zabel
Elementary Teacher
Tom Coseo
Steve Ludwig
Ryan Ludwig
Teresa Lawrence
Emily Kordasiewicz
Technology Plan 2010‐2013 Page 3 of 30 Clarence Central Schools Technology Mission, Vision, and Goals District Mission The Clarence Central Schools district mission is to produce independent, lifelong learners
who are responsible, contributing members of a diverse society. Technology Mission
This technology plan has a mission and vision which are consistent with the District’s
overall goals. The technology specific mission is to engage students to become
technologically literate members of an ever-evolving digital world.
Technology Vision
The Clarence Central School District will continue to infuse technological innovations into
our entire school curriculum, management, and support systems. The integration of
technology will be used as a tool within the framework of instruction. The applications
of technology will enrich and enhance the quality of the learning environment for
students, staff, and the community.
Technology Goals
The Clarence Central Schools Technology Plan incorporates the following goals:
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Technology will be used to address individual student abilities, learning styles, and
curricular needs.
Appropriate technologies will be used to address student special needs when and
where it is appropriate to do so.
Students, teachers, and staff will use technology on a regular basis for
communication, research, and collaboration.
Technology will be used as a part of remediation whenever it is deemed
appropriate to do so.
Technology will be integrated into the teaching and learning program at all grade
levels and in all subject areas where a positive effect on learning is projected.
Teachers, students, and staff will practice and support exemplary digital
citizenship behavior at all grade levels.
An underlying focus of the program emphasizes placing technology of all types in the
hands of the users. Each building’s technology committee will determine the most
effective method for using the current and future building assets to address the
objectives contained in the plan.
Technology Plan 2010‐2013 Page 4 of 30 Clarence Central Schools This plan extends and clarifies the method by which the district will maximize the
positive impact of technology on the educational program at all grade levels.
Curriculum
Prior to the Completion of Grade 2 students will:
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Use the mouse, keyboard, and remote control devices to successfully operate
computers, DVD players, digital audio players of various types and other
technologies
Use OPAC to locate a book for independent reading
Demonstrate an ability to log into the network with a personal ID, run network
software, and respect privacy of all other users by only using their personal ID
Practice responsible use of appropriate technology and curriculum related software
Understand and practice safe Internet usage
Communicate technology ideas using developmentally appropriate and accurate
terminology
Publish different forms of writing using digital tools and media-rich resources
Prior to the completion of Grade 5 students will:
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Practice responsible use of appropriate technology and curriculum related software
Research, collect data, and create a curriculum related multimedia project
Conceptualize, guide, and manage individual or group learning projects using
digital planning tools with teacher support
Communicate about technology using developmentally appropriate and accurate
terminology
Use technologies (i.e. calculators, data collection probes, videos, educational
software, Internet) for research, problem-solving, self directed learning, and
collaborative learning activities
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias
of electronic information sources
Technology Plan 2010‐2013 Page 5 of 30 Clarence Central Schools Prior to the completion of Grade 8 students will:
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Apply productivity/multimedia tools and peripherals to support personal
productivity, group collaboration, and learning throughout the curriculum
Design, develop, publish, and present products (e.g. web pages, videos, etc) using
technology resources that demonstrate and communicate curriculum concepts to
audiences inside and outside the classroom
Select and use appropriate tools and technology resources to collaboratively
accomplish a variety of tasks and solve problems
Research and evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources while working on
solutions to real world problems
Practice and demonstrate exemplary digital citizenship principles as a part of all
Internet research and technology-based classroom projects
Use Web 2.0 tools as a part of classroom instruction and Internet research where
their appropriate use will enhance learning
Prior to the completion of Grade 12 students will:
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Make informed choices among technology systems, resources, and services to
meet the need for collaboration, research, publication, communication, and
productivity
Select and apply technology tools for research, information analysis, problemsolving, and decision-making in content learning
Collaborate with peers, experts, and others to contribute to a content related
knowledge base by using technology to compile, synthesize, produce, and
disseminate information, models, and other creative works
Demonstrate and advocate for legal and ethical behaviors among peers, family,
and community regarding the use of technology and information when selecting,
acquiring, and citing resources
Demonstrate understanding of human, cultural, and societal issues related to
technology
Select digital tools and resources for use in real-world tasks and justify their
selection based on their efficiency and effectiveness
Employ curriculum specific simulations to practice critical-thinking processes
Create media-rich presentations for other students on the appropriate and ethical
use of digital tools and resources
Curriculum Integration Technology Integration Broad Goals Technology Plan 2010‐2013 Page 6 of 30 Clarence Central Schools 
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Technology will be used as a tool for implementing the curriculum, addressing the
New York State Learning Standards and National Educational Technology
Standards throughout the daily instructional process.
Technology concepts will be learned through application in learning environments
across the curriculum and involve an emphasis on building collaboration and
communication skills as a part of the learning process in all subject areas.
Technology use by students and staff will be evaluated by a variety of assessment
methods that develop a student’s abilities to problem solve, utilize 21st century
skills, and apply content to “real world” issues.
Technology will be integrated into the classroom program, school management
activities, and appropriate library resources in an effort to provide realistic learning
environments for students to practice the skills and activities required of them
when they enter the workplace.
Broadband applications of technology will be developed to support the instructional
program. (Broadband applications include videoconferencing, distance learning
courses, virtual field trips, and use of Web 2.0 tools.)
Integration Strategies for infusing Technology into Curriculum  Provide staff development through local in‐service opportunities and study group support for projects that integrate technology into the classroom instructional program.  Utilize Common Set of Learning Objective staff development offerings to supplement in‐
district offerings and help build the skills of turn‐key trainers in the District.  Create on‐line opportunities for sharing, collaborating, and learning by teachers, administrators, and students.  Continue to provide classroom based support and training for teachers integrating technology into their classroom instructional program  Create opportunities for teachers to provide help to their peers in the area of technology integration  Connect technology integration program goals to support of the district’s data analysis and student management system initiatives. Technology Plan 2010‐2013 Page 7 of 30 Clarence Central Schools Incorporation of Technology Goals into the Clarence Adult Education Program The technology plan will continue to support a series of technology related course offerings in the Clarence Adult Education program. These programs are offered throughout the calendar year. Course offerings are reviewed and updated each semester prior to the start of new sessions. The courses currently offered include: 
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Robotics I & II Learning to use Ebay Photoshop for Beginners Spreadsheets Storybook Maker Superhero Camp Word Processing, Spreadsheets, & Desktop Publishing Web Wizards (Research on the Web) Student Achievement Examples of Technology Integration based on National Education Technology Standards aligned with District curricular objectives. NETS 1. Creativity and Innovation 2. Communication and Collaboration Students demonstrate creative thinking, develop innovative products, and work collaboratively using technology Examples:  Students in “Project Lead The Way” engineering curriculum complete project work consistent with problem solving activities completed in the real world field of engineering  Students in the Advanced Placement Art program contribute work to online classroom repositories (nings) where peers can review each other’s work Technology Plan 2010‐2013 Page 8 of 30 Clarence Central Schools  Students in middle school classrooms collaborate online in the building of a classroom wiki for documenting ideas developed in class  Students in middle school science classes develop Podcasts for sharing what they have learned with others  Students publish their own artwork, digital media, and writing for peer review and sharing with others  Students create multimedia projects and reports for their academic classes NETS 3. Information Fluency 4. Critical Thinking & Problem Solving Students use and apply digital tools to gather, evaluate, and use information to solve problems, make decisions, and create new ideas. Examples:  Students use online resources such as library subscription databases, pre‐selected internet sources, and published works of established authorities to complete research projects  Students evaluate internet based sources with respect to accuracy of content through projects completed for courses across the curriculum  Students use Web 2.0 tools in appropriate ways to gather information and resources NETS 5. Using Technology to Promote Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Examples:  Appropriate Online behavior and student safety while on the Internet is reinforced in all classrooms  Students use appropriate citing of electronic sources and respect ownership of electronic materials while completing projects  Students actively check originality of work using Turnitin software NETS 6. Technology Operations & Concepts Technology Plan 2010‐2013 Page 9 of 30 Clarence Central Schools Students demonstrate an ability to use technology systems as tools in the tasks they complete as a part of the learning process Examples:  Students learn keyboarding skills and apply them as they work in all academic classes  Students use various productivity software tools as a part of classroom learning across the curriculum  Students use web search engines and automated card catalogs in research projects Technology Access for all Students and Teachers The district will continue to provide support for students with special needs and students requiring assistive technology as a part of their educational program. A continuing cooperative effort between the District Special Education Department and the District Technology Department will be maintained to ensure all students and teachers will have their technology needs met in the most effective way possible. An adaptive technology liaison from special education will work with an identified technology support person to develop solutions for students on an individual basis. The student’s Individual Education Program will be used as a guideline. Services of this type include: 
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Specially configured software Document Scanning Use of adaptive devices Special laptop‐based applications Student–based solutions continue to be reviewed on a regular basis. The adaptive technology liaison will attend technology department meetings on a monthly basis to discuss solutions being developed for specific students and special application areas. Technology Integration Specific Goals The six goals and action plans beginning on the next page outline a process for moving forward with our strategies for improving achievement and technology literacy for all students through the use of technology integrated into the instructional program. Technology Plan 2010‐2013 Page 10 of 30 Clarence Central Schools Goal #1 ‐ Students, teachers and administrators will use technology as part of the instructional process. Actions needed to achieve goal The district will inform 
staff of National Education Technology 
Standards. 
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Teachers will be informed of programs and strategies available to deliver instruction. 
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District will develop a plan for upgrading and purchasing equipment to support classroom learning. Staff Development Administrative Level Staff Meetings Building Technology Committee Meetings Faculty Meetings Library/Media Specialist Meetings District website Building level presentation Emails to staff Person Responsible  Director of IT  Building Administrators  Building Technology Committees 
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Indicators of Success December 2010 Building principals report back that teachers have been informed. December 2010 Review of District Website Activity June 2011 Participation rosters Sept. 2011 Articulated curriculum map published 
Director of Curriculum Director of IT 
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Classroom teachers Students June 2011 Review published works created by students 
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Survey use and introduction to practical new learning technologies via web‐based tools Date Each Action will be Completed 
Director of IT Building Technology Committees Building Administrators Director of IT Building technology committee Building Administrators District technology and curriculum coordinators will collaborate to align standards. Students will become producers in their own learning. Technology Plan 2010‐2013 
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Construct curriculum map showing alignment to NETS and USNY learning standards Train teachers by modeling the use of technology for student centered learning 
Page 11 of 30 Clarence Central Schools Goal #2 ‐ The district will implement an effective plan that provides ongoing instruction to integrate technology into the curriculum. Actions needed to Staff Development achieve goal Evaluate use of  Review current use technologies that are survey of staff currently available and implemented Teachers will be informed of programs and strategies available to deliver instruction. The district will provide opportunities for staff development via multiple environments  District website  Building level presentation  Emails to staff 
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 Online on‐demand training opportunities  Classroom observations  Teachers/IT techs as instructional facilitators  BOCES model schools instructional offerings  WNY Teacher Center  Technology Study Groups 
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Person Responsible Director of IT District/Building Technology Committee Building Administrators Director of IT Building Technology Committee Building Administrators Director of Curriculum Director of IT Building Administrators Building Technology Committee Technology Integrators Teachers Date Each Action will be Completed Indicators of Success October 2010 Publish report of technology uses and needs December 2010 Review of District Website Activity June 2010 Assess staff development opportunities and attendance using PDP Premier Technology Plan 2010‐2013 Page 12 of 30 Clarence Central Schools Goal #3 ‐ The district will ensure that all learners develop technological literacy to enter college, become productive members of the workforce and succeed as citizens. Actions needed to achieve goal Create performance indicators at primary, elementary and secondary levels that demonstrate mastery of the NETS standards Create various assessments that indicate mastery of performance indicators at each level Utilize assessments in evaluating student mastery of performance indicators at each level Person Responsible Staff Development Teachers and staff will be informed of curricular standards regarding technology infused curriculum standards Date Each Action will be Completed July 2011 
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Director of Curriculum Curriculum Committees Teachers will be trained in the creation of assessments 
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Director of Curriculum Curriculum Committees December 2011 Teachers will be trained in the administration and evaluation of assessments 
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Director of Curriculum Curriculum Committees May 2012 Indicators of Success  Assess alignment of grade level and subject curriculum to NETS standards  Survey of alumni regarding technology preparedness  Publish list of acceptable assessments at each level  Review student produced work to ensure mastery of age appropriate technology skills by all students Technology Plan 2010‐2013 Page 13 of 30 Clarence Central Schools Goal #4 ‐ The district will develop and implement a systematic plan to ensure positive digital citizenship by all learners supported by all educators. Actions needed to achieve goal District will publish an acceptable use policy for students at each level District will provide training for teachers regarding digital citizenship and responsibility District will provide instruction to students regarding digital citizenship and responsibility The district will communicate the policies regarding digital citizenship to parents and the community Person Responsible Staff Development Teachers will be informed of the details of the policy during staff development days 
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District will provide seminars via various environments 
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Teachers will be instructed on ways to model and instruct students regarding digital citizenship 
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Teachers will incorporate 
the acceptable use policy 
and policies regarding 
digital citizenship into their use of classroom websites and web 2.0 tools District technology committee Building technology committee Building Administrators Director of IT Technology Integrator Building Technology Committee Building Administrators Director of Curriculum Technology Integrators Teachers Building Administrators Date Each Action will be Completed September 2010 Indicators of Success 
Publish acceptable use policy June 2011 
Staff development participation roster Incorporation of digital citizenship policy into acceptable use policy Teachers will model and instruct appropriate digital citizenship Survey teachers to verify that instruction is taking place 
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September 2010 
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September 2010 Director of IT Public Relations Specialist
Building Administrators 
Publishing of policies to district website Availability of policy in written form Technology Plan 2010‐2013 Page 14 of 30 Clarence Central Schools Goal #5 ‐ The district will use interactive web‐based tools to enhance learning through global collaboration and communication. Actions needed to achieve goal Teachers will be informed of various web based teaching/learning tools Teachers will incorporate web‐
based teaching tools into instruction Students will contribute to digital projects that involve global collaboration and communication with others Person Responsible Staff Development A menu of tools will be published on the district technology website Teachers will be trained on instructional strategies that implement effective web‐
based teaching tools using multiple learning environments 
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Director of IT Director of Curriculum Building Administrators 
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Director of IT Director of Curriculum Technology Integrators Building Technology Committee Peer study groups Director of Curriculum Teachers Students 
Teachers will be trained on 
possible project ideas and 
the tools necessary to 
complete them Date Each Action will be Completed September 2010 Indicators of Success Review district website June 2012 Review of classroom activities to assess degree of web‐based tool infusion June 2013 Evaluate each student’s digital footprint annually Technology Plan 2010‐2013 Page 15 of 30 Clarence Central Schools Goal #6 ‐ The district will increase communication with the home, parent organizations, and the community through the use of Web‐
based tools. Actions needed to achieve goal Teachers will use a common template for communicating classroom related information to students, parents, and community via their classroom web sites Teachers will be encouraged to use digital technology for communication. Teachers will use a web‐based student information system to report absences and academic progress for both school use and family access over the web. Posting of PTO newsletters is done online by members of the organization supported by District personnel Date Each Action will be Completed Fall 2010 Director of Technology Teachers will be exposed to examples of best practices showing what can be communicated and the potential positive effects on student progress. Principals and other administrators during faculty meetings and multiple staff development forums Spring 2011 Teachers will need to be trained in the use of the web‐based student information system and the expectations made by administration Principals and other administrative staff supporting the product Spring 2011 Newsletter editors from each building will need to be training and supported as they post issues to the District website Director of Technology Public Information Coordinator Fall 2010 Technology Plan 2010‐2013 Person Responsible Staff Development Teachers will receive training on what the new website template contains and how to implement it on their site. Indicators of Success Classroom Websites K‐12 all use the District Template and display information that is current and relevant to the learning taking place in the teacher’s classroom Parent and Community Surveys about the value and content of digital information available are positive. A review of classroom websites and other information posted by teachers on the web indicates the goal is being addressed successfully. Parent – Student survey results and a review of information posted on the system by classroom teachers indicates the communication is effective. Newsletters are available via the District Website and the community is accessing the content by visiting the website and downloading the issues. Download frequency is an indication of the project’s success Page 16 of 30 Clarence Central Schools Technology Delivery The Clarence School District currently provides students with virtual field trip
opportunities in each of its buildings through high-tech rooms capable of two-way video
and voice communication. Teachers are encouraged to use these rooms for on-line
instructional programs provided by various museums, zoos, art galleries, and other
cultural institutions that provide programs aligned with the curriculum at a variety of
grade levels.
Teachers are also encouraged to provide on-line distance learning components to their
courses in a blended format. Products such as PB Works, Moodle, Google Sites/Docs,
and Wikispaces are supported.
Students also create podcasts and digital notebooks as methods of articulating and
sharing what they have learned as a part of their academic program.
Parental Communication & Community Relations Parent involvement is encouraged through the District’s website. Classroom teachers
are expected to have a classroom website and all teachers adhere to a website template
designed by a committee of teachers, students and parents. Teacher gradebooks are
also available to parents online through a product called Parent Connect. This product
will be upgraded in this first year of this plan as the district moves to a web-based
student information system. The community is also able to enroll in community service
courses through the district’s website. Each of the six district school PTO newsletters is
available on-line through the district’s website. PTO newsletter editors work closely with
district personnel to publish the newsletters online and electronically inform families in
the community of its availability. The District’s technology plan is also available on-line
through the website. Parents and community members actively participate in the
planning and evaluation of the technology plan on an annual basis. Community
members actively working with technology in support of learning include:
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Nancy Graber – Community Member - Retiree
Michele Lucsok – Parent
Lynn Kubiak – Parent & Newsletter Editor (Clarence Center)
Technology Plan 2010‐2013 Page 17 of 30 Clarence Central Schools Professional Development Professional development is focused on developing best-practice classroom strategies for
leveraging technologies of all types to help students learn. The National Education
Technology Standards for students, teachers, and administrators form a guideline for
developing all technology professional development programs across the district.
Staff development is provided through a variety of formats. Workshops, after-school
training classes, blended on-line / seated courses, one-on-one push in training by a
technology mentor, and utilization of services provided by Erie 1 BOCES. The Common
Set of Learning Objectives program along with district training resources are all
purposely focused on developing the abilities of teachers and staff to incorporate
technology into the instructional process and instructional support activities being done
on a daily basis.
The results of a staff survey (see appendix) sets the current profile of staff abilities and
readiness for technology use in the classroom. The Specific Curricular Goals (#2 - #5)
listed on pages 12 – 15 outline our plan for moving forward.
Supporting Resources The appendix of this plan contains a variety of sample documents that support the
technology program. They include:
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The Acceptable Use Policy for Staff
National Education Technology Standards for Students with Performance
Indicators
Internet Filtering Policy
Sample Instructional Printed Material for Electronic Whiteboard Training
Technology Plan 2010‐2013 Page 18 of 30 Clarence Central Schools Technology Inventory The district’s technology assets are outlined in the table on the next page. Additionally,
the technology network support for instruction includes a Gigabit backbone between all
six district buildings with an additional broadband connection to Erie 1 BOCES.
Technology assets listed are reviewed annually with a replacement cycle established to
refresh all workstation hardware on a six year cycle.
This plan provides for additional upgrading of the network infrastructure and refreshing
components of our phone systems, cell phone services, pagers, and fiber connections
between buildings.
Technology support is provided by a district-wide technology department made up of
four computer aides, two microcomputer support specialists, a clerical assistant, and a
director. Additional support is provided by Erie 1 BOCES in the form of contracted hours
for a senior LAN support specialist and departmental support for specific technology
systems. These systems include:
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PowerSchool student information management
Notes Electronic Mail System
Wide Area Network Support
State Reporting
The hardware and software inventories are reviewed annually. Upgrades and newly
identified software needs are identified each spring. Purchases and installations are
completed primarily during the months of July and August.
Technology Plan 2010‐2013 Page 19 of 30 Clarence Central Schools Inventory
Computer Labs Classrooms
Library or
Media Ctr
Admin.
Office
42
1128
26
2
179
18
49
167
0
12
4
0
0
186
30
0
0
14
14
0
0
43
9
0
0
2
9
30
33
102
308
16
5
24
17
2
11
Computers (List by type)
A. Laptops
B. Computers
C. Alphasmarts
293
230
72
Number of computers listed above that are
internet ready
2206
Number of computers listed above equipped
for multimedia
1875
Peripheral Devices
A. Printers
B. Scanners
C. Modems (below 28.8 Kbps)
D. Modems (28.8 Kbps or above)
E. Assistive/Adaptive Devices
F. Digital Cameras
G. TV Monitors
H. VCRs/Laser Disk Players
District Software Inventory
SOFTWARE 101 Animations For Windows ABBY FineReader OCR ABBY FineReader OCR Addendum Libraries 2000‐2008 Adobe Acrobat 5.0 WIN New License Adobe Acrobat Connect PRO Named ORG, 1 yr Adobe Acrobat Connect Hosted access, 1 yr renew Adobe Acrobat Professional MAC Adobe Acrobat Professional WIN Adobe After Effects CS3 Professional Adobe After Effects CS4 Mac Adobe After Effects CS4 Win Adobe After Effects Windows Adobe After Effects Pro 2 yr Upgrade Protection Technology Plan 2010‐2013 VERSION QTY OF LICENSES 8.0 8.0 Rev H1 5.0 8.0 8.0 3.0 4.0 4.0 7.0 1 1 1 1 1 1 500 500 500 500 500 3 3 Page 20 of 30 Clarence Central Schools Adobe Captivate Adobe Captivate 3 Adobe Captivate Windows Adobe Captivate 2 yr Upgrade Protection Adobe Coldfusion 8 Adobe Creative Suite 2.3 Premium (upgrade) Adobe Creative Suite 3 Master Collection Adobe Creative Suite 3 Video Workshop Adobe Creative Suite Production Premium Adobe Creative Suite Production Premium Adobe Creative Suite 3 Web Standard Adobe Creative Suite 4 Web Standard Adobe Design Premium WIN and MAC Adobe Design Premium Adobe Design Prem K‐12 Site lic upgrade Prot 2yr Adode Design Premium 2 yr Upgrade Protection Adobe Digital Teaching Resources Adobe Dreamweaver Adobe InDesign 2 yr upgrade protection Adobe Master Collection Adobe Master Collection Adobe Master Collection 2 yr upgrade protection Adobe Premiere Pro MAC and WIN Adobe Premiere Pro Adobe Presenter, 1 year renewal Adobe Production Premium Windows Adobe Production Prem 2 yr Upgrade Prot Adobe Production Studio Windows Adobe Studio 8 MAC and WIN Adobe Teacher Resource Center Adobe Video Collection Standard Adobe Video Workshop Adobe Visual Communicator Adobe Visual Communicator 3 Adobe Visual Communicator 2 yr Upgrade Prot Adobe Web Bundle MAC Adobe Web Bundle Win Adobe Web STD 2 yr upgrade protection AGS Software‐ Woodcock Reading Ancient Lands Apple Care Protection ArcAtlas: Our Earth ArcGis 3D Analyst ArcGis Geostatstical Analyst ArcGis Spatial Analyst ArcIMS ArcPad Technology Plan 2010‐2013 2.0 3.0 3.0 8.0 2.3 3.0 3.0 4.0 3.0 4.0 3.3 4.0 8.0 3.3 4.0 2.0 1.5 3.0 1.0 8.0 2.5 3.0 2.0 2.0 4.0 6.0 1 1 1 1 500 500 500 500 500 500 500 500 Mac/Win 500 Mac/Win 1 2 5 2 2 2 1 1 4 3 5 5 1 1 2 1 1 15 1 1 1 1 1 1 Page 21 of 30 Clarence Central Schools ArcPad Application Builder ArcPress For ArcView ArcView ArcView 3D Analyst ArcView GIS MAC ArcView GIS Windows ArcView Image Analysis ArcView Network Analyst ArcView Spatial Analyst Assist Scoring and Reporting Attainment CHS Life in Focus Social Skills at Work Connections in the Workplace Dollars and Cents Series Spending Money Making Change First Money Time Scales ‐ Practice Telling Time CMS Counting Coins Match Time Life Skill Readers Social Story readers Looking for Words 5 disk set Autodesk Inventor‐ Idesign Belkin Firewire Notebook Adapter Beyond Boardmaker Bingo Maker Boardmaker Board Making Tutorial Borland Delphi Professional Breakthrough To Literature Business Objects‐ Crystal Vision CA eTrust 1 yr Maintenance renewal Cakewalk Home Studio Camtasia Studio Certiprep Choices/Bridges Chronicle Career Library On‐Line Classroom Suite v.3 Classroom to Workplace Cognitive Tutor Coldfusion Coldfusion (ALP Upgrade) Cooking Up Fun Corel Word Perfect Suite CPS Software for Activotes Technology Plan 2010‐2013 6.0 8.0 3.0a 3.0 1.6 Rev 5b 2.3 5.2.1e 5.0 6.0 2004 6 V 3.0 Vol 1 6.1 8.0 Rev 5 8.0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 30 1 1 1 1 25 1 1 1 1 17 Page 22 of 30 Clarence Central Schools Creative Suites Premium Maintenance Crystal Developer Crystal Reports Crystal Reports Crystal Reports Developer Edition Crystal Reports Professional Edition Crystal Vision Crystal Vision DoubleTake for Windows Dragon Naturally Speaking Dragon Naturally Speaking‐ Preferred Dreamweaver MX Earobics Earobics, Adolescent & Adults Clinical Version Ed Helper Subscription Ed Helper Subscription Enchanted Learning subscription 11.0 11.0 11.0 10.0 9.0 8.0, 9.0 Enchanted Learning subscription purch by Maloney Enchanted Learning subscription purch by Maloney enVision Math ExamGen ExamGen for MS Algebra ‐ Site License ExamGen for Living Environment Exam View Test Bank Faronics DeepFreeze 2 1 1 1 1 1 1 1 4 9 10 1 3 1 1 1 4 (1 Year membership) 1 1 New Stds 2005‐08 6.2 Faronics DeepFreeze Enterprise Faronics DeepFreeze Enterprise , 1 yr Maint Faronics DeepFreeze Enterprise MAC Faronics DeepFreeze MAC, 1 yr Maintenance Faronics DeepFreeze Server Enterprise Faronics DeepFreeze Server Enterprise, 1 yr Maint Faronics DeepFreeze Server STD Maint. Renewal Faronics DeepFreeze Enterprise Main. Renewal Faronics DeepFreeze MAC, Maintenance Renewal Finale Fonts 4 Teachers Fonts 4 Teachers Frames Holt Spanish Interactive CD‐Rom Tutor Mac Holt Spanish Interactive CD‐Rom Tutor Mac/Wind IEP Direct (Boces) Impatica InDesign Mac 2009 2003 2.0 Site 5 5 5 Unlimited 250 Win 4 Server 4 MAC 1300 1300 40 40 3 3 4 250 10 18 5 5 5 1 1 Site Site 1 Technology Plan 2010‐2013 Page 23 of 30 Clarence Central Schools InDesign Windows Inoculate 2.0 6.0, 7.0, 8.1 Insperation Inspiration InspireData Instruction CPS Installation Integrade Pro IntelliTools Classroom Suite Kalida Graph Kidspiration Kurzwell 3000 Scanning Station Kurzweil Read station Kurzweil Upgrade Prof Scan and Read network edit. Kurzweil Upgrade Prof Scan and Read Home edit. Leopard MAC OS X Leveled Literacy Intervention‐ Heinemann LinguiSystems No‐Glamour Vocabulary Spotlight on Vocabulary Sounds Abound Basic Concept Pictures Spotlight on Reading, Listening, Comprehension Autism & PDD Logic Express for MAC MathType Matrox‐X.Tools McAfee Virus Scanner McDougall Littell Pre‐Algebra ‐ Test Gen, Planner Meeting Room Manager Micrograde Microsoft Encarta Microsoft Encarta Microsoft Excel Windows Microsoft MSDN Library Microsoft Office Microsoft Office Microsoft Office FrontPage Microsoft Office Home and Student Microsoft Office Mac (Upgrade) Microsoft Office Premium Microsoft Office Pro Microsoft Office Pro Microsoft Office Pro Microsoft Office Pro (Diff Num) Microsoft Office Pro Enterprise Ed. 7.0 3.6 11.0 4 6.0 (18) 7.0 (39) 8.1 (2) 500 120 20 5 Site 5 1 7 2 8 1 11.0 10.5.4 6.6 2002 2001 1998 2002 2000 2007 2000 2000 1997 2003 2000 2003 1 5 1 1 1 1 1 1 1 7 11 3 51 10 1 1 30 40 1 3 50 5 75 1 25 15 230 50 20 30 100 Technology Plan 2010‐2013 Page 24 of 30 Clarence Central Schools Microsoft Office Pro OLP NL AE Microsoft Office 2007 SNGL OLP NL AE Microsoft Office 2007 SNGL OLP NL AE Microsoft Office Project Pro 2007 ENG OLP NL AE Microsoft Office Professional Microsoft Office Professional Microsoft Office Professional Plus Microsoft Office Standard Microsoft Office Suites Microsoft Office XP Pro w/ Frontpage Microsoft Office XP Pro w/ Frontpage Microsoft Office XP Suites Microsoft Publisher Microsoft Visual Studio Microsoft Visual Studio Microsoft Visual Studio .NET Microsoft Visual Studio Pro Microsoft Visual Studio.NET Pro Microsoft Windows Microsoft Windows 2000 CAL OLP AE Microsoft Windows 2000 CAL OLP AE Microsoft Windows Server Microsoft Windows Server Microsoft Windows Server Microsoft Windows Server Microsoft Windows Server Microsoft Windows Server Microsoft Windows Server Microsoft Windows Server Cal Microsoft Windows Server‐ Enterprise Microsoft Windows Server‐ Standard Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NO AE Microsoft Windows Server STD ACAD Microsoft Windows Server‐ User Cal Microsoft Windows Server Standard OLP NE AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NL AE Microsoft Windows Server Standard OLP NO AE Microsoft XP Licenses Technology Plan 2010‐2013 2003 2007 2007 2007 2000 (Plus) 2007, 2003 2007 2000 2003 2002 6.0 2005 2003 6.0 2003 2000 2000 2000 2000 2000 2000 2000 2000 2003 2003 2000 2008 2008 2003 2003 2003 2003 2003 2003 2003 2003 2003 2008 2003 2003 2003 2003 1 92 5 1 500 2007 (1) 2003 (10) 1 15 2 30 5 2 5 10 10 10 10 10 CAL 50 1 1 200 3 50 100 1 CAL 100 1 100 4 6 1 1 1 1 1 1 1 1 8 1 1 8 1 1 Page 25 of 30 Clarence Central Schools Microsoft XP Licences for CHS MicroType‐ Multimedia Mobile Assest MOS Classroom License for Office 2003 Motic Images Plus (Science Microscopes) Natural Readers News‐2‐You.com subscription purchased by Maloney News‐2‐You.com subscription purchased by Maloney Norton Anti‐Virus Norton Antivirus Mac Norton Anti‐Virus Windows Norton System Works Pro PageMaker MAC PageMaker Windows ParentConnect Pearson Assessment Software ‐ Dial 3 Photoshop MAC Photoshop Windows Picture It PLTW CIM PLTW Mulitboard PLTW Ultiboard Polycom Viewstation Project Pro Project Server Promethean ActivInspire Proscope HR software Protea Anti‐Virus Quia Quicken Deluxe Quicken Deluxe RSkills Test Read 180 Stage A Read 180 Stage B Read Write Gold Reading A‐Z Reading Counts Renzulli Learning Software Riverdeep‐Kidpix Scan Soft Paperport Scholastic Keys Scholastic Reading Counts School Island‐ unlimited as per School Island rep. Social School Stories Server Enterprise Technology Plan 2010‐2013 XP 2003 2.0 1 site 1 30 Unlimited 1 1 10.0 2002 2003, 2004 7.0 7.0 7.0 7.0 4.2 10.1 10.1 2007 V 1.1 2001 2003 90 30 60 8.1 11.0 Rev. 5 2003 1 4 Site 1 4 1 25 25 1 1 27 1 2 35 26 3561 1 2300 Server License 1 Page 26 of 30 Clarence Central Schools SmartMusic SmartMusic SpeakQ plug in Spector Pro for MAC SRI Studica Autodesk Design Academy Switching on ‐ American History Switching on Science ‐ Habitats Symantec Ghost Solutions Suite Symantec Ghost Solutions Suite Symantec Pc Anywhere Symantec PC Anywhere Host + Remote STP System Management System Management Server‐ Client ML System Management Server‐ Enterprise Tech4Learning‐Frames Texas Instruments Smart View Calculator Texas Instruments Smart View for TI‐84 TI Interactive Teacher Version Thinking Cap Quiz Bowl ‐ 7th ‐ 8th Grade Quiz Thinking Cap Quiz Bowl ‐ 5th ‐ 6th Grade Quiz Thinking Cap Quiz Bowl ‐ 5th ‐ 6th Grade Quiz Thinking Cap Quiz Bowl ‐ 7th ‐ 8th Grade Quiz TI ‐ nspire CAS Teacher Edition TLC Stories & More Track4Win Two Sisters (The) 1 year web subscription Vbrick EtherneTV Vice/Versa Pro Virtual PC Mac Vision Classroom Management Software Product: Netop Asset Control Netop NetFilter Netop Remote Control Guest Netop Remote Control Host Vision for Windows Netop ProtectOn Pro Visual Studio Pro OLP NL AE Visual Studio Pro Win Lic Web Bundle MAC LIC Web Bundle WIN LIC WIAT III Scoring Assistant Womble MPEG VCR WordQ/SpeakQ Word Q2 Speak Q Bundle WordPerfect Office Linux ZoomText Magnifier Technology Plan 2010‐2013 2008 2009 2.0 1.1 10.5,11.0,12.0 12.1 2003 2003 3.1 1.3 2004‐05 2005 2007‐08 2008 1.6 2002 2.6 5.0 9.2 9.2 2003 2008 2.0 2.0 1.0.0 2003 Version 2 2000 9.1 6 23 2 1630 225 1 1 77 130 singles 15 99 1 1 1 1 1 Site Site Site Site Site Site 10 1 1 2 1 1 30 30 30 30 30 30 10 5 1 1 1 1 1 1 1 1 Page 27 of 30 Clarence Central Schools 2010 ‐ 2013 Technology Plan Budget Summary Category Hardware Software Training Support Utility Expenditures Description Year 2011‐2012 2010‐2011
New Hardware Repair & Maintenance (existing inventory) Wiring & Infrastructure WAN Development Building‐based Expenditures Classroom Instructional Support Products Administrative Software Support Summer Inservice Programs After‐school Programs Half‐day release /with subsitutes Contracting to outside organizations BOCES based Training Services (CSLO) Internet BOCES Technical Support BOCES based Email Support BOCES based Administrative Support District based Support Network Communications $75,000
$8,000
$10,000
$240,000
$40,000
$81,000 $8,640 $10,800 $259,200 $43,200 $70,200 $50,220 $3,240 $6,480 $16,200 $6,480 $5,400 $41,256 $6,998
$17,496
$6,998
$5,832
$44,556
$35,000
$12,000
$18,500
$27,000
$150,000
$75,816
$54,238
$3,499
$6,000
$15,000
$6,000
$5,000
$38,200
$87,480
$9,331
$11,664
$279,936
$46,656
$65,000
$46,500
$3,000
2012‐2013
$37,800 $12,960 $19,980 $29,160 $162,000 $40,824
$13,997
$21,578
$31,493
$174,960
$32,000
$34,560 $37,325
This budget is funded long-term by a combination of local building budget funds, state
aide, and grants written in support of curriculum projects.
Technology Plan 2010‐2013 Page 28 of 30 Clarence Central Schools Evaluation Monitoring and evaluation of the technology plan will be done by a district level
technology committee made up of representatives from each of the buildings, the
technology support office, and curriculum office. The committee will be chaired by the
District Technology Director and meet on a bi-monthly basis to review progress on each
of the action plans.
The committee will use a variety of tools to evaluate progress in each of the goal areas.
These will include but are not limited to:





District technology surveys (staff survey done annually)
Solicited feedback from community participation on planning teams
Staff Survey Results
Faculty best practices
Technology In-service enrollments and exit surveys
Technology Plan 2010‐2013 Page 29 of 30 Clarence Central Schools Appendices
1. National Educational Technology Standards (NETS) for Students
a. Associated Student Performance Indicators
b. Essential Conditions (to effectively leverage technology for learning)
2. National Educational Technology Standards (NETS) for Teachers
3. National Educational Technology Standards (NETS) for Administrators
4. Clarence Acceptable Use Policy
5. Clarence Internet Filtering Policy
6. Sample Staff Survey
7. Sample Instructional Printed Material for Electronic Whiteboard Training
Technology Plan 2010‐2013 Page 30 of 30 The ISTE
National Educational Technology Standards (NETS•S)
and Performance Indicators for Students
1.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
World rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic, mechanical, photocopying, recording,
or by any information storage or retrieval system—without prior written permission from the publisher. Contact Permissions Editor, ISTE, 175 West Broadway,
Suite 300, Eugene, OR 97401-3003; fax: 1.541.302.3780; e-mail: [email protected] or visit www.iste.org/permissions/.
for Technology (ICT) Literate Students
A major component of the NETS Project is the development of a general set of
profiles describing technology (ICT) literate students at key developmental points in
their precollege education. These profiles are based on ISTE’s core belief that all students
must have regular opportunities to use technology to develop skills that encourage personal
productivity, creativity, critical thinking, and collaboration in the classroom and in daily life.
Coupled with the standards, the profiles provide a set of examples for preparing students to be
lifelong learners and contributing members of a global society.
The profiles highlight a few important types of learning activities in which students might
engage as the new NETS•S are implemented. These examples are provided in an effort to bring
the standards to life and demonstrate the variety of activities possible. Space limitations and the
realities of the constantly evolving learning and technology landscapes make it impossible to provide a
comprehensive collection of examples in this document, and consequently, students and teachers should
not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating
possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally
adequate one, for achieving mastery of the rich revised National Educational Technology Standards for
Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute
their best examples to expand this resource.
The profiles are divided into the following four grade ranges. Because grade-level designations vary in
different countries, age ranges are also provided.

Grades PK–2 (ages 4–8)

Grades 3–5 (ages 8–11)


It’s important to remember that the profiles are indicators of achievement at certain stages in primary,
elementary, and secondary education, and that success in meeting the indicators is predicated on
students having regular access to a variety of technology tools. Skills are introduced and reinforced
over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need
to be adapted to fit local needs.
The standards and profiles are based on input and feedback provided by instructional technology
experts and educators from around the world, including classroom teachers, administrators,
teacher educators, and curriculum specialists. Students were also given opportunities to provide
input and feedback. In addition, these refreshed documents reflect information collected from
professional literature.
National Educational Technology Standards for Students
© 2007 ISTE. All Rights Reserved.
Excerpted from NETS for Students Booklet
Grades PK–2 (Ages 4–8)
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during PK–Grade 2 (ages 4–8):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich
resources. (1, 2)
2. Identify, research, and collect data on an environmental issue using digital resources and
propose a developmentally appropriate solution. (1, 3, 4)
3. Engage in learning activities with learners from multiple cultures through e-mail and other
electronic means. (2, 6)
4. In a collaborative work group, use a variety of technologies to produce a digital
presentation or product in a curriculum area. (1, 2, 6)
5. Find and evaluate information related to a current or historical person or event using
digital resources. (3)
6. Use simulations and graphical organizers to explore and depict patterns of growth such as
the life cycles of plants and animals. (1, 3, 4)
7. Demonstrate the safe and cooperative use of technology. (5)
8. Independently apply digital tools and resources to address a variety of tasks and problems.
(4, 6)
9. Communicate about technology using developmentally appropriate and accurate
terminology. (6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books,
simulation software, and Web sites. (6)
The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity
described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.
The categories are:
1.
2.
3.
4.
5.
6.
Digital Citizenship
Grades 3–5 (Ages 8–11)
activities in which students might engage during Grades 3–5 (ages 8–11):
1. Produce a media-rich digital story about a significant local event based on first-person
interviews. (1, 2, 3, 4)
2. Use digital-imaging technology to modify or create works of art for use in a digital
presentation. (1, 2, 6)
3. Recognize bias in digital resources while researching an environmental issue with guidance
from the teacher. (3, 4)
4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or
test hypotheses. (3, 4, 6)
5. Identify and investigate a global issue and generate possible solutions using digital tools and
resources. (3, 4)
6. Conduct science experiments using digital instruments and measurement devices. (4, 6)
7. Conceptualize, guide, and manage individual or group learning projects using digital
planning tools with teacher support. (4, 6)
8. Practice injury prevention by applying a variety of ergonomic strategies when using
technology. (5)
9. Debate the effect of existing and emerging technologies on individuals, society, and the
global community. (5, 6)
10. Apply previous knowledge of digital technology operations to analyze and solve current
hardware and software problems. (4, 6)
The categories are:
1.
2.
3.
4.
5.
6.
Digital Citizenship
Excerpted from NETS for Students Booklet 15
1. Describe and illustrate a content-related concept or process using a model, simulation, or
concept-mapping software. (1, 2)
2. Create original animations or videos documenting school, community, or local events.
(1, 2, 6)
3. Gather data, examine patterns, and apply information for decision making using digital
tools and resources. (1, 4)
4. Participate in a cooperative learning project in an online learning community. (2)
5. Evaluate digital resources to determine the credibility of the author and publisher and the
timeliness and accuracy of the content. (3)
6. Employ data-collection technology such as probes, handheld devices, and geographic
mapping systems to gather, view, analyze, and report results for content-related problems.
(3, 4, 6)
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks
and to solve problems. (3, 4, 6)
8. Use collaborative electronic authoring tools to explore common curriculum content from
multicultural perspectives with other learners. (2, 3, 4, 5)
9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)
10. Independently develop and apply strategies for identifying and solving routine hardware
and software problems. (4, 6)
The categories are:
1.
2.
3.
4.
5.
6.
Digital Citizenship
1. Design, develop, and test a digital learning game to demonstrate knowledge and skills
related to curriculum content. (1, 4)
2. Create and publish an online art gallery with examples and commentary that demonstrate
an understanding of different historical periods, cultures, and countries. (1, 2)
3. Select digital tools or resources to use for a real-world task and justify the selection based
on their efficiency and effectiveness. (3, 6)
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4)
5. Identify a complex global issue, develop a systematic plan of investigation, and present
innovative sustainable solutions. (1, 2, 3, 4)
6. Analyze the capabilities and limitations of current and emerging technology resources and
assess their potential to address personal, social, lifelong learning, and career needs.
(4, 5, 6)
7. Design a Web site that meets accessibility requirements. (1, 5)
8. Model legal and ethical behaviors when using information and technology by properly
selecting, acquiring, and citing resources. (3, 5)
9. Create media-rich presentations for other students on the appropriate and ethical use of
digital tools and resources. (1, 5)
10. Configure and troubleshoot hardware, software, and network systems to optimize their use
for learning and productivity. (4, 6)
The categories are:
1.
2.
3.
4.
5.
6.
Digital Citizenship
Excerpted from NETS for Students Booklet 21
Essential Conditions
Necessary conditions to effectively leverage technology for learning
Shared Vision Proactive leadership in developing a shared vision for educational technology among all
education stakeholders including teachers and support staff, school and district administrators, teacher
educators, students, parents, and the community
Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change
Implementation Planning A systemic plan aligned with a shared vision for school effectiveness
and student learning through the infusion of information and communication technologies (ICT) and digital
learning resources
Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel,
digital resources, and staff development
Equitable Access Robust and reliable access to current and emerging technologies and digital resources,
with connectivity for all students, teachers, staff, and school leaders
Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of
appropriate ICT resources
Ongoing Professional Learning Technology-related professional learning plans and opportunities with
dedicated time to practice and share ideas
Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital
learning resources
Curriculum Framework Content standards and related digital curriculum resources that are aligned with and
support digital-age learning and work
Student-Centered Learning Planning, teaching, and assessment centered around the needs and abilities of
students
Assessment and Evaluation Continuous assessment of teaching, learning, and leadership, and
evaluation of the use of ICT and digital resources
Engaged Communities Partnerships and collaboration within communities to support and fund the use of
ICT and digital learning resources
Support Policies Policies, financial plans, accountability measures, and incentive structures to support the
use of ICT and other digital resources for learning and in district school operations
Supportive External Context Policies and initiatives at the national, regional, and local levels to support
schools and teacher preparation programs in the effective implementation of technology for achieving curriculum
and learning technology (ICT) standards
Copyright © 2008 INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION
All rights reserved. No part of this material may be reproduced without written permission from copyright owner. Contact [email protected]
The ISTE
National Educational Technology Standards (NETS•T)
and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement,
and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for
students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a.
b.
c.
d.
promote, support, and model creative and innovative thinking and inventiveness
engage students in exploring real-world issues and solving authentic problems using digital tools and resources
promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a.
b.
c.
d.
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a.
b.
c.
d.
demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a.
b.
c.
d.
advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
promote and model digital etiquette and responsible social interactions related to the use of technology and information
develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a.
b.
c.
d.
participate in local and global learning communities to explore creative applications of technology to improve student learning
exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
The ISTE
National Educational Technology Standards (NETS•A)
and Performance Indicators for Administrators
1. Visionary Leadership. Educational Administrators inspire and lead development and implementation of a shared vision
for comprehensive integration of technology to promote excellence and support transformation throughout the organization.
Educational Administrators:
a. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and
exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders
b. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision
c. advocate on local, state, and national levels for policies, programs, and funding to support implementation of a technology-infused vision
and strategic plan
2. Digital-Age Learning Culture. Educational Administrators create, promote, and sustain a dynamic, digital-age
learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators:
a. ensure instructional innovation focused on continuous improvement of digital-age learning
b. model and promote the frequent and effective use of technology for learning
c. provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all
learners
d. ensure effective practice in the study of technology and its infusion across the curriculum
e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age
collaboration
3. Excellence in Professional Practice. Educational Administrators promote an environment of professional learning
and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and
digital resources. Educational Administrators:
a. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
b. facilitate and participate in learning communities that stimulate, nurture, and support administrators, faculty, and staff in the study and
use of technology
c. promote and model effective communication and collaboration among stakeholders using digital-age tools
d. stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new
technologies for their potential to improve student learning
4. Systemic Improvement. Educational Administrators provide digital-age leadership and management to continuously
improve the organization through the effective use of information and technology resources. Educational Administrators:
a. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich
resources
b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student
learning
c. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals
d. establish and leverage strategic partnerships to support systemic improvement
e. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support
management, operations, teaching, and learning
5. Digital Citizenship. Educational Administrators model and facilitate understanding of social, ethical, and legal issues and
responsibilities related to an evolving digital culture. Educational Administrators:
a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners
b. promote, model, and establish policies for safe, legal, and ethical use of digital information and technology
c. promote and model responsible social interactions related to the use of technology and information
d. model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of
contemporary communication and collaboration tools
©2009, ISTE® (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
2008
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SUBJECT: ACCEPTABLE USE OF COMPUTERS, TECHNOLOGY AND THE INTERNET
Technology resources are available to students, employees and the Board of Education in the Clarence
Central School District. These resources include software delivered via the District local area
network, (LAN), as well as the Internet. We are pleased to provide this access to students, employees
and Board members and believe telecommunications and other technological resources offer vast and
unique opportunities to the community. The main use of District equipment is for school related
purposes. Incidental personal use may be permitted as long as there is no disruption to District
operations or mission.
Generally the same standards for acceptable staff conduct that apply to any aspect of job performance
shall also apply to use of the District's technology systems. Employees and Board members are
expected to communicate in a professional manner consistent with applicable District policies and
regulations governing the behavior of school staff.
This policy does not attempt to articulate all required and or acceptable uses of the District’s
technology systems, nor is it the intention of this policy to define all inappropriate usage.
Administrative regulations will further define general guidelines of appropriate staff conduct and uses
as well as prescribed behavior.
District staff shall also adhere to the laws, policies, and rules governing computers including, but not
limited to copyright laws, rights of software publishers, license agreements, and rights of privacy
created by federal and state law.
Staff data files and electronic storage areas shall remain District property, subject to District control
and inspection. The Superintendent or his/her designee may access all such files and communications
to ensure system integrity and compliance with requirements of this policy and accompanying
regulations. Staff should NOT expect that information stored on the District’s computer system
will be private. Information may be reviewed without prior notice.
The use of computers is not only of value to schools, but is becoming a necessity in working with
students and other aspects of schooling. Various work responsibilities result in access to information
sources such as software programs, Internet access and the District’s computer network. Access and
authorization to information and equipment carry a corresponding responsibility for appropriate use.
Access should be primarily for educational and professional activities.
Employees represent the Clarence Central School District and are using a non-private network.
Adopted: 9/28/09
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The following is a list of general expectations of all Clarence employees.
General Expectations
We expect all employees of the Clarence Central school District will:
1.
2.
3.
4.
5.
Be familiar with building procedures and rules for computer and Internet use. Employees will
abide by expectations contained herein.
Be responsible for the security of their computer equipment, files and passwords.
Promptly notify their immediate supervisor of security problems.
Treat student records with confidentiality and not release or share information except as
authorized by Federal and State law.
Follow acceptable etiquette, which includes:
A.
Being polite.
B.
Using appropriate language.
We expect that all employees of the Clarence Central School District will not:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Go beyond their authorized access to the District network or other computer equipment or
software, including the files or accounts of others.
Disrupt or attempt to damage or disrupt any computer, system, system performance, or data.
This includes the propagation of computer viruses and use of the Internet to make unauthorized
entry to any other Internet source.
Use District hardware or software to engage in any illegal act.
Access or transmit inappropriate items such as pornographic or obscene material, or material
that is profane, lewd, rude, inflammatory, or material that contains threatening or disrespectful
language.
Use potentially damaging, dangerous or disruptive material.
Engage in personal or generalized harassment.
Transmit false or defamatory information.
Be involved in plagiarism.
Be involved in malicious activities or downloading or transmitting copyrighted material.
Solicit personal information with the intent of using it to cause emotional or physical harm.
Use District technology for private business purposes or excessive personal use. No personal
use of District technology is permitted that would compromise the District’s information
technology systems, violate the District’s mission, its policies and regulations; violate any
State or Federal laws or regulations; interfere with the employee’s job requirements or
diminish student instructional time.
Download and install unauthorized software programs.
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Working with Students
1.
2.
3.
All computer use by students requires supervision.
All student Internet use requires supervision.
Enforce all aspects of rules governing students.
E-mail and Other User Generated Electronic Files
1.
2.
3.
4.
Employees should not have an expectation of privacy. The Superintendent of Schools (or
designee) has the right of access to all e-mail sent or received. In the event of the Clarence
Central School District being involved in any legal proceedings, any relevant e-mail recordings
(including Internet e-mail), or other electronic files stored on District equipment may be
disclosed.
Every user is responsible for all e-mail originating from his or her user ID (e-mail address).
Forgery or attempted forgery of electronic mail is prohibited. The District e-mail standard
(currently Lotus Notes) is the only allowable e-mail system to be used.
Attempts to read, delete, copy or modify the e-mail of other users are prohibited.
Forwarding of chain letters is prohibited.
Verification of Employee Understanding
All staff must sign an Employee Information Technology Security Agreement that affirms that they
acknowledge and agree to abide by all regulations, organizational policies, guidelines, and procedures
that govern computer network, Internet, and information use.
Assumption of Risk
The Clarence Central School District makes no guarantees of any kind, whether expressed or implied,
for services provided and is not responsible for any damages suffered while on the system. This
includes loss of data and inaccurate or poor quality information obtained from the system.
Teacher Web Pages
An exciting innovation in technology is the opportunity for teachers and staff to create teacher Web
pages. The Board of Education and the administration encourage the development of Web pages by
teachers and staff in order to provide information to parents, students and the community about
classroom and student activities as well as instructional resources. To be considered authorized by the
Clarence Central School District, teacher Web pages must be developed in accordance with this
regulation using resources provided by, and hosted on sites provided by, the Clarence Central School
District.
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The following guidelines apply to all teacher Web pages developed by Clarence Central School
District teachers or staff and housed within Clarence Central School District. All information must be
in compliance with Clarence Central School District policies, regulations, and Web standards.
Content Integrity
1.
All subject matter on the Web pages and their links must relate to:
A.
Curriculum and instruction.
B.
Clarence Central School District authorized activities and services.
C.
Information about the Clarence Central School District or its mission.
2.
Safety – Information about students and staff posted on a teacher Webpage should be general
in nature. Do not use students' full names on the Web. Also, do not give specific locations and
times when listing a field trip or activity. Remember that this information is public for anyone
to access.
3.
Always refer to our organization by using the proper name, the Clarence Central School District.
4.
To reduce the possibility of spam, use broken e-mail addresses that do not automatically create a
link.
5.
Confidential information regarding students, staff, or the organization may not be posted on
teacher Web Pages.
6.
Treat your audience with respect. Avoid any objectionable language, and use proper grammar
and spelling at all times.
Copyright Information
1.
Generally, you cannot post a copy of any copyrighted materials on your website without the
copyright owner's permission. Merely acknowledging the source of the copyrighted material is
not a substitute for obtaining this permission. Materials that may be subject to copyright include
photographs, logos, music, videos, cartoons, drawings, paintings, graphs, charts, animation,
articles, and other Web pages.
Teachers and staff should assume that any such materials, even if found on the Internet and in
the absence of the © symbol or other copyright notice, are subject to copyright.
2. Under certain limited circumstances, teachers are authorized to use portions of copyrighted works
in traditional classroom settings under the doctrine of "fair use," without specific permission.
However, a copy of a copyrighted work placed by a teacher on a Website is less likely to be seen
as a "fair use" of that work. Therefore, reliance on a Website using "fair use" doctrine should be
avoided.
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3.
Generally, links to copyrighted resources available elsewhere online may be created as long as
the link merely directs the user to another site and does not cause a copy of the copyrighted work
to be created and stored on Clarence Central School District sites or servers. Include the link
disclaimer language. Framing (displaying another site's Web page within our Clarence Central
School District Web page design) is not permitted. Your link must cause a separate Web page to
appear.
4.
Students are the copyright owners of their own work. You must get the written permission of the
student, as well as his or her parent, to post a copy of a student's work on your Web page.
Additional Guidelines for the Use of Photos and Images
1.
Student photographs, video, audio recordings, or electronic images may be used without prior
consent in order to publicize or promote a school district program. If a parent or guardian wishes
to refuse permission for the use of a child’s photograph, video or audio recording, or electronic
images in District publications, media releases, or the District Web site, they must notify the
Superintendent of Schools or building principal in writing by October 15 in each academic year.
2.
When uploading a file containing an approved photo, please make certain the file name does not
list student names (ex.: SallyMae.jpg). If it does, please re-save the photo using another generic
description to then upload onto the Web. Students' names could be inadvertently shared,
accessed as part of the image's code, if not corrected.
3.
Photos of individual students or staff are not recommended for security reasons. Group pictures
make it harder to identify a specific person in the photo.
4.
When using the Clarence Central School District logo, use only the standard logo and do not
modify it in any way. When using the logo of another organization (ex. SkillsUSA), you must
get permission in writing first.
5.
You may only use images on your Web page with the permission of the copyright owner, unless
the image is from a source that specifically grants permission for such use. You cannot scan
material from a book and paste it onto your Web page. Handouts created by anyone but you
cannot be posted on the Web page. Clip art may be used if from a source that grants permission
for such use.
Blogs, Podcasts and Vodcasts
In addition to, or as part of a teacher Webpage, teachers may choose to create blogs to engage students
in effective dialogue on selected topics. They may choose to create or make available podcasts or
vodcasts for instructional purposes as well. Teachers and staff are encouraged to utilize Web 2.0
communications tools such as blogs, podcasts and vodcasts that are developed in accordance with
these regulations using resources provided by, and hosted on sites provided by, the Clarence Central
School District.
Adopted: 9/28/09
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Teachers who use blogs, podcasts or vodcasts as instructional tools should remember that their content
may be viewed by anyone who has the ability to access the Web site on which the blog, podcast or
vodcast is located. Blogs, podcasts and vodcasts should be reserved for classroom use only and must
be "locked," so as not to allow the general public to post their comments, thus keeping the learning
project on task. In addition, the Clarence Central School District requires all blogs developed pursuant
to this regulation be monitored by the teacher or staff member. Therefore, teachers and staff members
are not authorized to use the "unmoderated" option when setting up a blog.
Teachers and staff members are responsible for the content of instructional blogs, podcasts and
vodcasts they create. Blogs, podcasts and vodcasts will be monitored in the same manner as teacher
Web pages. Inappropriate material may not be posted by staff or students. If inappropriate content is
found, it will be removed immediately and notification will be made to the teacher or staff member
who created the blog, podcast or vodcast. Appropriate disciplinary action may be taken.
The information above on content integrity, copyright and use of images and photos on teacher Web
pages also applies to all Web 2.0 communication tools including but not limited to blogs, wikis,
podcasts and vodcasts.
Blogs, podcasts and vodcasts should be used to enhance learning, and topics for online presentations
should align with the curriculum.
Applicable Policy and Regulation
All development and use of teacher Web pages and Web 2.0 communication tools such as blogs,
podcasts and vodcasts shall be subject to other applicable Clarence Central School District policies
and regulations regarding the use and development of instructional materials. In addition, all such
activities are subject to policy and regulations regarding Staff Use of Computerized Information
Resources as well as the Clarence Central School District Employee Acceptable Use of Computers,
Technology, and the Internet Agreement which is acknowledged annually by all staff.
Enforcement
The Superintendent shall be responsible for the enforcement of this policy. Violations of the policy
shall be dealt with in accordance with applicable laws, regulations and employee contracts.
Adopted: 9/28/09
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SUBJECT:
CHILDREN'S INTERNET PROTECTION ACT: INTERNET CONTENT
FILTERING/SAFETY POLICY
In compliance with the Children's Internet Protection Act (CIPA) and Regulations of the Federal
Communications Commission (FCC), the District has adopted and will enforce this Internet safety
policy that ensures the use of technology protection measures (i.e., filtering or blocking of access to
certain material on the Internet) on all District computers with Internet access. Such technology
protection measures apply to Internet access by both adults and minors with regard to visual depictions
that are obscene, child pornography, or, with respect to the use of computers by minors, considered
harmful to such students. Further, appropriate monitoring of online activities of minors, as determined
by the building/program supervisor, will also be enforced to ensure the safety of students when
accessing the Internet.
Further, the Board of Education's decision to utilize technology protection measures and other
safety procedures for staff and students when accessing the Internet fosters the educational mission of
the schools including the selection of appropriate teaching/instructional materials and activities to
enhance the schools' programs; and to help ensure the safety of personnel and students while online.
However, no filtering technology can guarantee that staff and students will be prevented from
accessing all inappropriate locations. Proper safety procedures, as deemed appropriate by the
applicable administrator/program supervisor, will be provided to ensure compliance with the CIPA.
In addition to the use of technology protection measures, the monitoring of online activities and
access by minors to inappropriate matter on the Internet and World Wide Web may include, but shall
not be limited to, the following guidelines:
a)
Ensuring the presence of a teacher and/or other appropriate District personnel when
students are accessing the Internet including, but not limited to, the supervision of minors
when using electronic mail, chat rooms, and other forms of direct electronic
communications. As determined by the appropriate building administrator, the use of
e-mail and chat rooms may be blocked as deemed necessary to ensure the safety of such
students;
b)
Monitoring logs of access in order to keep track of the web sites visited by students as a
measure to restrict access to materials harmful to minors;
c)
In compliance with this Internet Safety Policy as well as the District's Acceptable Use
Policy, unauthorized access (including so-called "hacking") and other unlawful activities
by minors are prohibited by the District; and student violations of such policies may result
in disciplinary action; and
d)
Appropriate supervision and notification to minors regarding the prohibition as to
unauthorized disclosure, use and dissemination of personal information regarding such
students.
(Continued)
2007
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SUBJECT:
FILTERING/SAFETY POLICY (Cont'd.)
The determination of what is "inappropriate" for minors shall be determined by the District
and/or designated school official(s). It is acknowledged that the determination of such "inappropriate"
material may vary depending upon the circumstances of the situation and the age of the students
involved in online research.
The terms "minor," "child pornography," "harmful to minors," "obscene," "technology protection
measure," "sexual act," and "sexual contact" will be as defined in accordance with CIPA and other
applicable laws/regulations as may be appropriate and implemented pursuant to the District's
educational mission.
Under certain specified circumstances, the blocking or filtering technology measure(s) may be
disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can
only be exercised by an administrator, supervisor, or other person authorized by the School District.
The School District shall provide certification, pursuant to the requirements of CIPA, to
document the District's adoption and enforcement of its Internet Safety Policy, including the operation
and enforcement of technology protection measures (i.e., blocking/filtering of access to certain
material on the Internet) for all School District computers with Internet access.
Internet Safety Instruction
In accordance with New York State Education Law, the School District may provide, to students
in grades K through 12, instruction designed to promote the proper and safe use of the internet. The
Commissioner shall provide technical assistance to assist in the development of curricula for such
course of study which shall be age appropriate and developed according to the needs and abilities of
students at successive grade levels in order to provide awareness, skills, information and support to aid
in the safe usage of the internet.
Notification/Authorization
The District's Acceptable Use Policy and accompanying Regulations will be disseminated to
parents and students in order to provide notice of the school's requirements, expectations, and student's
obligations when accessing the Internet.
Student use of the District's computer system (DCS) is conditioned upon written agreement by
all students and their parents/guardians that student use of the DCS will conform to the requirements
of this policy and any regulations adopted to ensure acceptable use of the DCS. All such agreements
shall be kept on file in the District Office.
(Continued)
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SUBJECT:
FILTERING/SAFETY POLICY (Cont'd.)
The District has provided reasonable public notice and has held at least one (1) public hearing or
meeting to address the proposed Internet Content Filtering/Safety Policy prior to Board adoption.
Furthermore, appropriate actions will be taken to ensure the ready availability to the public of the
District's Internet Content Filtering/Safety Policy, as well as any other District policies relating to the
use of technology.
47 United States Code (USC) Sections 254(h) and 254(l)
47 Code of Federal Regulations (CFR) Part 54
Education Law 814
Adopted: 12/10/07
June 2009 Teacher Survey Results
Access (Teacher) - 196 Respondents
Rate your access to each of these tools (AT SCHOOL):
Phone
99.00%
Television
80.00%
Reliable Internet
99.00%
Classroom Computer
99.00%
Multiple Classroom Computers
63.00%
Cart of Laptops
71.00%
Interactive Whiteboard
55.00%
Digital Camera
60.00%
Video Camera
57.00%
Scanner
66.00%
CD Burner
53.00%
DVD Burner
36.00%
Student Responders (clickers)
39.00%
Access for Instruction
Access to Technology has......... (196 Respondents)
Strongly agree Agree
Neutral
Disagree
Strongly Disagree
changed the way I group students for instruction
14.00%
29.00%
34.00%
16.00%
7.00%
made a positive difference in my teaching
32.00%
41.00%
16.00%
9.00%
3.00%
allowed me to do less direct lecturing to the whole class
16.00%
30.00%
32.00%
14.00%
7.00%
Laptops
Do you have access to a laptop cart?
Yes
No
67.00%
33.00%
Do you use a laptop cart?
33.00%
67.00%
Research
Do you require students to do a research project that requires the use of technology?
61.00%
39.00%
If yes, what topics:
Topic Subject Areas
Frequency
Social Studies
38
Science
33
English
7
Language
5
Art
4
Carreers & Health
4
Various
2
Business
2
Technology (engineering)
2
Music
2
Computer Literacy
1
physical Education
1
Mathematics
1
If you require a research project, state the tools students are required to use:
Tool Category
Frequency
Online Databases
67
Word Processor
66
PowerPoint
45
Other
5
Spreadsheet
4
Internet Usage in the Classroom and Home
How often do you assign homework which requires access to the Internet?
Never
Seldom
Weekly
Monthly
Daily
30.00%
34.00%
19.00%
15.00%
1.00%
On average, how may days per week are students using technology in your classroom?
0
1
2
3
4
5
19.00%
24.00%
14.00%
12.00%
7.00%
24.00%
Do you have a high speed internet connection at home?
Yes
No
92.00%
8.00%
List job specific or subject specific software you use frequently
Category
Word Process PowerPoint Spreadsheet Research Db Instruction Tool
Mentioned:
104
38
36
16
45
% of Total:
35.25%
12.88%
12.20%
5.42%
15.25%
How often do you personally use of Web 2.0 Tools as listed below?
Tool
Usage Frequency
Descripiton
Never
Seldom
Monthly
Weekly
Daily
Blogs, online news
58.00%
23.00%
4.00%
6.00%
Wikis
55.00%
27.00%
8.00%
7.00%
48.00%
25.00%
12.00%
11.00%
Podcasts
Social Networks (facebook etc.)
58.00%
8.00%
6.00%
10.00%
Video (YouTube, U Streaming)
13.00%
21.00%
27.00%
30.00%
RSS (Google Reader, bloglines)
60.00%
15.00%
12.00%
8.00%
Google Earth (mapping)
9.00%
22.00%
35.00%
30.00%
Music
26.20%
15.00%
18.00%
24.00%
Document Share (Google Docs)
60.00%
17.00%
7.00%
13.00%
How do you address the following topics with students?
Topic
Impromptu Specific
Do Not
Descripiton
as needed lesson
Teach
Internet privacy issues
44.00%
18.00%
38.00%
Internet predators
37.00%
13.00%
50.00%
Copyright laws
31.00%
38.00%
31.00%
Plagiarism
29.00%
51.00%
20.00%
Cyberbullying
31.00%
11.00%
57.00%
Online/cell phone etiquette
36.00%
11.00%
52.00%
Social Networking protocols
24.00%
6.00%
70.00%
Computer Security
25.00%
13.00%
62.00%
Password Security
30.00%
20.00%
50.00%
Software Piracy
20.00%
7.00%
72.00%
Rank the following digital school issues from most important (1) to least important(9)
Rank School Issue
1 Plagiarizing content or information obtained online
2 Hacking into school computers
3 Using cellular phones during class
4 Using instant messaging during class
45
15.25%
9.00%
3.00%
4.00%
18.00%
10.00%
5.00%
4.00%
17.00%
3.00%
4 Using Web sites or email to intimidate other students
6 Accessing pornographic Web sites on campus
7 Failing to use technology effectively and to full extent
8 Playing games on laptops or handhelds during class
9 Illegally downloading music files from the Internet
How often do you use a computer to do each of the following tasks....
Task
Frequency
Daily
Weekly
Monthly
Seldom
Never
Descripiton
Check student attendance
67.00%
6.00%
6.00%
6.00%
15.00%
Prepare class materials
71.00%
23.00%
3.00%
2.00%
1.00%
Find teaching resources online
46.00%
43.00%
7.00%
3.00%
1.00%
Present instruction
26.00%
24.00%
24.00%
20.00%
8.00%
Update your class website
16.00%
21.00%
28.00%
29.00%
7.00%
Communicate with parents
21.00%
43.00%
25.00%
11.00%
1.00%
Communicate with professionals
outside of district
25.00%
27.00%
24.00%
18.00%
5.00%
Read your email
99.00%
1.00%
0.00%
0.00%
0.00%
How many professional development opportunities in technology have you attended in the past year?
Frequency:
none
1
2-5
More than 5
31.00%
42.00%
24.00%
3.00%
Assess your overall level of technology skills and integration.
Skill level:
Minimal
Adequate
Confident
Able to teach others
12.00%
36.00%
32.00%
20.00%
Rate yourself on each skill below by finishing the statement: I can.....
Skill Description
Not at all
Minimally
Confidently Able to teach others
Use a wordprocessor to create
4.00%
16.00%
44.00%
37.00%
a newletter with columns
Create charts and graphs using
a spreadsheet
14.00%
32.00%
33.00%
22.00%
Calculate grades with a
Spreadsheet
19.00%
20.00%
38.00%
23.00%
Search the Web to make
hardware/software choices
10.00%
29.00%
41.00%
21.00%
Create a webpage to be used
by students
9.00%
28.00%
40.00%
23.00%
Use PowerPoint to create
multimedia presentations
7.00%
24.00%
32.00%
37.00%
Capture images using digital
cameras and scanners
9.00%
24.00%
35.00%
32.00%
Apply basic troubleshooting
strategies to computers
15.00%
31.00%
35.00%
19.00%
Save and access files on your
school's network
2.00%
9.00%
48.00%
40.00%
Technolology in lesson development
I can design a lesson in which students search electronic media (CD's or the Web) for
information in content areas.
Not at all
Minially
Confidently Able to teach I do not work with students
12.00%
22.00%
47.00%
17.00%
2.00%
I can design an assignment in which students evaluate the accuracy, relevance,
appropriateness, and bias of electronci information sources.
Not at all
Minially
20.00%
28.00%
40.00%
9.00%
3.00%
I can design a lesson in which students use presesntation software or desktop publishing
software to share knowledge, expertise, and artifacts with classmates.
Not at all
Minially
18.00%
27.00%
34.00%
27.00%
2.00%
I can design a lesson in which students create webpages to share their reports
or writing outside the classroom.
Not at all
Minially
44.00%
32.00%
17.00%
6.00%
2.00%
Use technology to adapt a lesson for students with special needs.
Not at all
Minially
17.00%
37.00%
33.00%
11.00%
2.00%
Teacher Profile
How many years of teaching experience do you have?
1-3
4-10
10-15
15+
6.00%
33.00%
27.00%
35.00%
What is the grade level of the students you work with?
K-2
3-5
6-8
9-12
Multiple levels
11.00%
14.00%
28.00%
30.00%
16.00%

Existing Clarence Technology Plan

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