Tup present-beta-final-final-fall2011-corrected-120911
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Tup present-beta-final-final-fall2011-corrected-120911

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  • Starting with the premise that the district IT manager has researched technology platforms or learning programs and the budget parameters have been set, the formation of a technology use plan will require input from the following people. The district IT Manager, who will help the team sift through available options. The curriculum coordinator, who will envision the application across curriculums. And the IT coordinators from each school within the district, who will eventually be involved in the distribution and implementation of the technology plan within each campus.. In addition the planning team can be made up of teachers with the following considerations: 1. The teachers are knowledgeable with technology and have applied that knowledge in their lessons. 2. There is a fair spread of teachers across the levels of K-12 education, and 3. There is a representative for each core subject that will apply this technology plan.
  • Create a Planning Team - Assemble effective members who will collaborate and review the school's current technology and plan for the school's future use of technology. Mission Statement - The planning team creates a school wide mission statement for the possible outcomes of implementing technology within the school. Current Technology Data within the Institution - Where is the school currently at with technology? What technology is needed to meet the goals and objectives? Goals and Objectives - Create goals and objectives that the school plans to achieve within a certain time period.. Implement Plan and Assess - Deliver the technology use plan within the school, implement the plan school-wide, and assess the use of the technologies being used. Maintain Technology Use in the School - Continual faculty/staff development and technology maintenance.
  • Technology is a driving force in education today. In order to allow our students to fully participate and strive in today’s world, they need to develop skills to increase the use of technology in their everyday lives. Among the skills necessary are keyboarding, information retrieval, basic processing, critical thinking, and appropriate technology application skills.
  • Once the team is formed, the members will need to establish a set of goals and objectives. This step is necessary when choosing technology platforms and implementation procedures. Also, the team can see what types of needs can be met through extended service contracts.
  • The goals should focus on how the team can implement a technology plan into the curriculum and properly prepare the staff to either manipulate it to their teaching needs or utilize it for student productivity and assessment. The school must consider technology standards during this process.
  • Once the curriculum goal is established, the team must consider how the staff will be trained to use the technology plan. Adequate staff preparation should establish a time frame for the pre-training and post training, as teachers will need to assess themselves on how they applied the technology plan.
  • Most schools are not autonomous and they must abide by standards in education. Both national and state standards are required to be applied to public education. In terms of a developing a technology plan, these standards are the minimum requirements to apply, while considering how the plan is contributing and competing with global, national, and regional society. However, the team must consider the local community environment when abiding by established standards or when creating new standards, because the local community will benefit the most from the achievements of the students.
  • Since technology has and will have an unreliable aspect to it, the team must identify some important issues with maintenance and support. Maintenance is how you tend to technology. As the team makes a technology plan, they can address this issue with the servicing company. However, the team will need to identify the go-to person from the school or district, which will make sure the servicing company is contacted promptly. Even with extensive training, there are too many variables when the technology is applied, so the team will need to discuss how troubleshooting can be provided efficiently.
  • An example of the technology plan goal is: In an effort to reach (a specific standard), teachers of (a specific subject area) will receive staff development within the first month of implementation with ongoing training and teacher evaluation for the next 5 months.
  • When making a technology plan, the objectives should focus on student use and output. This can be how students use technology to facilitate their own learning, how they communicate with colleagues and school staff, how they are assessed, which projects they complete, or even the available courses they can take with this technology plan.
  • Here are some examples of objectives geared toward the students: Students will be able to take (a specific course) entirely online. Students will be measured for the knowledge of (a specific course) with the use of (a specific technology). Students will communicate with teachers and classmates by using (a specific technology). Students will apply the use of (a specific technology) to support their learning goals or project outcomes.
  • As the technology plan is put into action, here is a list of areas that will need to be assessed along the way. Staff Development: Is the staff given enough opportunity to learn, apply, and assess the use of the technology plan? Equal Application: Are all the teachers within a subject area doing an equal application of the technology plan? Distribution of Resources: Is every teacher and student given equal access to the use of the technology plan? Schedules: Are there contradicting times when more than one group is trying to access the use of the technology plan? Support Staff: Is sufficient and efficient support available when needed? And finally, you need to measure the various parts of the technology plan for reliability: How reliable is the network? How reliable is the software? What functionality issues have occurred?
  • Training before technology is implemented · An initial in-service to provide training for the technology to be implemented should be provided, as well as periodic check points, to update skills. Support while technology is being used · Teachers in particular should have access to technology staff and subject-area coaches to help them integrate the new technology into their curriculum. Opportunities for additional/ ongoing training · Teachers and staff should be given and feel free to seek out opportunities for additional training, such as conferences or webinars.
  • Continual evaluation – are we keeping in mind goals we have set for ourselves. If we only evaluate every year or two, we might miss some advance in technology that could help us achieve our goals in a more timely fashion. We also might miss key milestones – state testing or student evaluations of their experiences at the school. Checkpoints could be done fairly simply – we could deploy a survey to students, staff and faculty, or any combination thereof, and find out if they feel like the goals that we set forth are being met. Using that feedback in addition to any concrete scores would be useful. In terms of research, it is possible that between our starting point and our first evaluation, things will change. We will need to dig around and find out what – if anything – changed. It would be useful to coincide our evaluations with local, state and national elections, or right after budget meetings. These are things that affect education and knowing the outcomes would influence any tweaking we might do to the technology usage plan.
  • The timeline is subject to change and the needs of the school. We incorporated our steps from our process into the timeline - this made the most sense to us. A couple of things to note are the following: The planning team can meet on a periodic basis, but after the first couple of months they probably will not meet as frequently as they did in the initial stages of the project. Some follow up meetings when the end of the school year nears would also be useful. Faculty and staff development can also be on an ongoing basis, in addition to what is already scheduled.