“ In a dynamic learning community, technology connects home, school, and the world, and supports learning as a continuous process. We believe that all students can develop enhanced thinking and problem-solving skills through the use of technology as a basic tool to help them enter the workforce and to become life-long learners” (Sullivan, 2006).
100% of district’s 600 classrooms and 10 campuses have direct access to the internet.
Internet usage does not reflect the problem-solving and higher order thinking skills the district proclaims as its vision for the technology.
Each site contains its own local area network (LAN)
provide access to shared instructional resources
comprised of file and print servers, Ethernet switches, IP routers, web servers, IP telephony equipment, and Uninterruptible Power Supplies (UPS)
Wide-Area Network (WAN)
LANs converge into WAN to provide access to Internet and inter-campus communications
Provides access to shared communication tools such as E-mail, calendars, and web content
Allows sharing of firewalls, web filters, proxy servers, and other security gateways.
Calls for the purchase and implementation of equipment and software to facilitate secure wireless access to network resources
Student Information Management
Maintains accurate and secured student data for reporting purposes including reporting PEIMS
participation in special programs
educational progress of mobile students
local accountability information
Student Information Management, Continued
Other planned uses:
Implemented for staff development
For student online instruction, district plans to “stay abreast” of the market and implement “applicable” solutions
Plan does not emphasize non-traditional approaches but describes use of technology to support current curriculum
Course Management Systems
No mention of such resources in the plan
Aside from plan to implement online grade reporting, no indication of any plan to utilize such resources
Does not address teaching staff effective implementation of technology
Seems to indicate plan to teach competency rather than integration
“ Before technology can significantly improve learning, teachers must first be competent with the hardware and technology applications that facilitate their work in curriculum and support student learning” (Sullivan, 2006).
Each campus has at least one Technology Representative who assists with on-site staff hardware/software implementation and support
Specifically addresses computers and computer infrastructures
No provision for use of handheld personal computing devices
No mention of technology resources such as:
student response systems
interactive white boards
Describes increased use by staff of online record-keeping and data sharing
No other reference to use of cloud storage solutions by teachers or students
Reference to students’ use of free online resources
No specific discussion of open source solutions
Mention of proprietary software by name installed on every device seems to support paid solutions over open source
Cavanaugh, C., Gillan, K., Kromrey, J., Hess, M. and Blomeyer, R. (2004). The Effects of Distance Education on K–12 Student Outcomes: A Meta-Analysis. Learning Point Associates.
ICT Integration Guidebook (2008). ICTPD Online Professional Development.
Levin, D. and Arafeh, S. (2002). The Digital Disconnect: The Widening Gap Between Internet Savvy Students and Their Schools. Pew Internet and American Life Project.
Moore, R. J. (2006, August). The Five Best Accelerators in Schools. School Administrator 63.7.
See, J. (1992). Developing Effective Technology Plans. National Center for Technology Planning, Tupelo, MS.
Sullivan, F. L. (2006). Texarkana ISD Technology Plan.