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Summerhil unified school district technology plan2
 

Summerhil unified school district technology plan2

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Technology Plan

Technology Plan

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    Summerhil unified school district technology plan2 Summerhil unified school district technology plan2 Document Transcript

    • Fall 08 Summer 2010 Summerhil Unified School District Technology Plan Technology Committee: Joshua Redin • Christian Nguyen • Stephani John-Hines • Madeline Logan-Davis • Steve van [Type the company address]
    • Table of Contents Ta s k 1: Ma ki n g t h e C o n n e c t i o n ..............................................4 Ta s k 2 : For mi n g t h e C o m m i t t e e .............................................5 C o m m u n i c a t i o n : ..................................................................................8 D e f i n i n g o u r Vi s i o n a n d Mi s s i o n ..................................................8 VISION STATEMENT ........................................................................................8 MISSION STATEMENT......................................................................................8 ....................................................................................................................8 Ta s k 4 : Pl a n n i n g th e Te c h n o l o g y P r o g r a m ....................8 T a s k 5 Pl a n n i n g t h e T e c h n o l o g y S y s t e m : A n O v e r v i e w ..........................................................................................1 0 Ta s k 6 Pl a n n i n g t h e In f r a s t r u c t u r e ..................................11 Security Groups & Permissions..............................................................................13 Ta s k 8 : Pl a n n i n g t h e N e t w o r k .............................................1 4 A d m i n i s t r a t i o n B u i l d i n g in S e r v e r Cl o s e t .............................1 4 P r i n t S e r v e r l o c a t e d in t h e A d m i n i s t r a t i o n B u i l d i n g ......1 4 Ta s k 9 Pl a n n i n g for Ad mi n i s t r a t i o n ................................1 5 HAR D W A R E P U R C H A S E S P E C I FI C A TI O N R E Q U I R E M E N T S : .................................................................................1 6 ADMINISTRATIVE SOFTWARE............................................................................17 Licensed software...................................................................................................17 Laptop Print Client: Windows - Web-based printing ...............................................17 VPN Client Software: Software for establishing secure connections to SUSD network services.....................................................................................................17 Free software ........................................................................................................17 Microsoft Windows Media Player: Windows Media Player is an integrated digital media player that plays movie and music files. Windows Media Player 11 can also display photos. You can also link to fee-based online music stores to download movies and music. Windows Media Player can also copy (burn) information to and
    • from CDs................................................................................................................17 QuickTime: Quick Time version 7 uses the latest streaming technology to access instant content on the Web. This viewer plays clips in almost every movie format, and is the only player that will work with some exclusive Apple formats (*.mov).....17 VLC Media Player: Free, open-source, all around media player that supports many formats...................................................................................................................18 SPECIALIZED SOFTWARE:..................................................................................18 SISK12: For is used for Grade book and attendance..............................................18 Li c e n s e s f o r O S a n d p r o d u c t i v i t y f o r e a c h s c h o o l s i t e : ......................................................................................................................1 8 Ta s k 1 0 Pl a n n i n g f o r t h e Cl a s s r o o m ...............................1 8 C o m p u t e r s in t h e c l a s s r o o m s a n d o f f i c e s a t e a c h s i t e w i l l h a v e t h e f o l l o w i n g : ...................................................................1 8 ESL a n d S p e c i a l Ed u c a t i o n cl a s s e s will u s e th e f o l l o w i n g : ................................................................................................1 9 Ta s k 11: E n g a g e d Le a r n i n g ..................................................2 1 Ta s k 12: En s u r i n g Eq ui t a b l e Ac c e s s to Te c h n o l o g y .............................................................................................................. 2 2 Ta s k 1 3: Pl a n n i n g a S u c c e s s f u l S t a f f D e v e l o p m e n t P r o g r a m ........................................................................................... 2 4 Th e D e v e l o p m e n t Pl a n will pr o v i d e for th e foll o w i n g : .2 5 Ta s k 1 3: Pl a n n i n g a S u c c e s s f u l S t a f f D e v e l o p m e n t P r o g r a m ........................................................................................... 2 6 ....................................................................................................................2 7 Th e D e v e l o p m e n t P l a n w i l l p r o v i d e f o r t h e f o l l o w i n g : . 2 7 Ta s k 1 4: Pl a n n i n g Te c h n o l o g y C o s t s .............................2 8 T a s k 1 5 : E v a l u a t i n g Y o u r S c h o o l o r Di s t r i c t ' s T e c h n o l o g y Pl a n .........................................................................3 0 G o a l s ........................................................................................................3 0 R e f e r e n c e s ...........................................................................................3 4 A p p e n d i c e s ...........................................................................................3 5
    • _______________________________________________________________________ _ Task1: Making the Connection Technology will always change the landscape of our educational system. Students of this generation are exposed to more technology and media than the generations before them. Technology is constantly changing the dynamics of how educators teach and how students learn. According to the US Secretary of Education, Arne Duncan, we are currently drafting a technology plan to improve assessments and to connect teachers with teachers so they can learn from each other. A technology plan will not only improve student achievement, but will also have the potential to improve and transform education. A journalist once stated, “…the further backward [we] look, the further forward [we] can see. In 1949, Popular Mechanics predicted that computers in the future could weigh more than 1.5 tons; now, they’re light enough to rest in the palm of our hand. In 1981, Bill Gates proudly announced that, “… 640K(Kilobytes) ought to be enough for anyone”, now they come in Gigabytes. With computer processing expanding from Kilobytes to Gigabytes, this translate into a tremendous increase in accessibility and operability in visual and audio content for the learning experience for students and new innovative ways to present content for professional development training for faculty. From LP record players-to-compact MP3 players, from 35mm film projectors-to-LCD projectors, from stationary microfiche reel players-to-portable mobile devices, technological change is occurring at an exponential rate. Students, teachers, and administrators are using technology media daily for leisure; now it’s time to seize the opportunity to develop a technology plan to integrate technology for education. This will enhance collaboration, assessments, and communication for all stakeholders. With a newly designed networking infrastructure, equipment, and software, students and staff alike can collaborate with other classrooms at their school site, across different states or countries all around globe to learn and study in depth in core academic areas. A students can be immersed and engaged in different times in history via live video presentations, share science related theories and dialogues by subject area experts, and learn about various global cultures using real video conference, and participate in hands-on virtual simulations for interactive leaning. The aim of this technology plan for Summerhill Unified School District is to provide opportunities for students to learn 21st Century technology skills; provide multiple communication tools for stakeholders (e-mails, video conference, webinars, etc.); and a new opportunity for educators to use a variety of multi-media for instructional delivery, learning, and assessment.
    • Task2: Forming the Committee STAKEHOLDER WHY INVOLVE THEM? District Board of Trustees Technology may not be a priority issue but showing how (Board of Education) technology will help them meet their highest objective–higher Committee Chair graduation rates, for example–will gain plan support. IT Department Head Knowledge and experience are crucial. Technology Trainer High School Principal They can propel or stop any project in their school. Often, it is valuable to seek support from them before presenting the plan to the superintendent, as their opinions will be considered closely. Middle School Principal Elementary Principal Department Heads Connection to teachers and administration, easing or impeding (English, Science, World flow of dialogue. Language, Fine Arts, and Math) Media Specialist Expertise in implementation and technical support. Provide graphical design / formatting and documentation. Must also hold appropriate IT credentials. High School Teacher As with administrators, teacher acceptance (buy-in) is essential to implementing a technology plan that offers meaningful improvement. Middle School Teacher
    • Elementary School Teacher Librarian(s) Implementation and technical support and possibly provide training on research on database / catalog searching. Commercial Investor(s) Can provide valuable financial support. Local business(s) Parent and student support can be instrumental in gaining Parent/Teacher organization “popular” acceptance, and their written support to administration representative(s) can be influential. Can provide valuable financial support and technical expertise. Student(s) TECH. PLANNING COMMITTEE Joshua Redin Christian Nguyen Stephani Johns-Hines Madeline Logan-Davis Steve Vander-Ploeg
    • LETTER OF INVITATION TO STAKEHOLDERS June 9th, 2010 TO: Stakeholder FROM: The SUSD Educational Technology Planning Committee SUBJECT: Invitation to Participate in Technology Plan Stakeholder meetings Dear Stakeholder, This letter is to announce an exciting new project for Summerhill Unified School District, coordinated by graduate students from National University. This project known as the SUSD Technology Plan, requires a planning committee involving a select group of administrators, educators, parents, students and citizens who represent various areas of our district community and will be taking part in open, non-partisan discussions about technology and its role in the education of our students. Goals are achieved by planning. For Summerhill Unified School District, planning means dialogue with those who have a stake in this process. We view your role and perspective as invaluable to this process. We invite you to join your fellow stakeholders in this series of local dialogues. Our first meeting will take place on June 9, 2010, at 6:00 pm in the SUSD District Offices. If the physical location of the meeting is in any way problematic, let us know, as we have the capability of establishing a video link via your personal computer. These meetings will also be archived for future reference. By having a diverse and representative group working together, we are sure we will not only achieve our goals, but also make a distinct and measurable impact upon the learning and teaching environment of SUSD for years to come. Looking forward to seeing you on June 9th, 2010 Technology Planning Committee Joshua Redin Christian Nguyen Stephani Johns-Hines Madeline Logan-Davis Steve Vander-Ploeg
    • Communication: It is important that the activities of the committee are easily accessible to the rest of the organization. Most people today get their information from the Internet. People can check sports, stocks, news, and much more in just the click of a button. With that in mind our new website is an interactive feature that allows the committee to not only see the activities, but also see the progress that is being made. Weekly e-mails and updates on the project will also be sent out with new information or to simply remind people to check the website for updated events. We would like to be as green as possible, but if you would like a hard copy of the weekly update please sign up on our mailing list. Defining our Vision and Mission VISION STATEMENT Equipping for excellence in the global workplace by providing technology, tools, and instruction. MISSION STATEMENT Meet current and future challenges in technology based learning by. . . • Inspire optimism and excitement for knowledge. • Provide an inventive Learning environment for the community. • Create a learning environment that promotes learning as a lifelong process. • Equip students with 21st Century Skills by the time they graduate from high school. Task 4: Planning the Technology Program SUSD is committed to using technology as a means for supporting and enriching the learning process, by employing developmentally appropriate hardware and software throughout the K-12 spectrum. The pursuit of our mission occurs in the midst of a rapidly changing world, where the shift to global economies and societies is taking place, thereby placing greater demands on education systems worldwide. "The challenge facing schools worldwide is to empower all students to function effectively now and in a future marked by increasing change, evolving technologies, and the phenomenal growth of
    • information." (NETS for Students) The demands placed on our students are no longer confined to traditional literacy skills, but also include a host of new skills to function effectively and live productively in our global society. Among these are (NETS for Students, 2007) communication and collaboration, research and information fluency, and digital citizenship. SUSD's technology environment encourages and supports the development of these skills. We are committed to facilitating an environment which enables our students to develop the skills needed in order to actively participate in our global society, while demonstrating a character of integrity and respect that reflects the overall mission of SUSD. At SUSD, we believe that technology should support the learning process. It should not inhibit, distract, or hinder it. Therefore, technology is employed on a light- weight infrastructure with centrally managed hardware and software. Students, faculty, and staff connect to our network using thin-client technologies, thereby reducing efforts in maintenance, software installation, and upgrades, while maintaining consistency and usability across the entire network. Thin-client technologies also allow our network users to boot up from a choice of operating systems, depending on assignment/project requirements or the classroom context. This configuration teaches students to adapt to multiple operating environments, and detect common patterns across differing systems. It also encourages students to assess their current needs, and choose the appropriate environment for accomplishing the task at hand. These are skills that students can take beyond the classroom and into the global society. SUSD recognizes the importance of effectively managing technology, while protecting children and teenagers from potential misuse. This is accomplished through the use of group policies and access restrictions that are geared towards the maximization of learning. For example, age-appropriate search engines are made available to students for conducting research while filtering out irrelevant content. SUSD believes that learning should be exploratory, while existing within specific boundaries and guidelines. SUSD is aware of the potential misuses of technology including cyber-bullying and non- educational communications through email, and social networking sites. For this reason, SUSD enables monitoring and management of students and network resources at the classroom, department, and school-wide levels. This is to ensure that our students are protected, and that the network is being used for educational purposes. The technology department makes every effort to maximize learning while protecting our students. Technology is essential for tracking each and every student's journey through SUSD, in order to report on progress, identify intervention measures, and for improving instruction. Therefore, data is constantly collected, analyzed, and reported on at SUSD. Since we believe that technology should not get in the way of the benefits it provides, reporting tools are made available to administration and faculty that use "one-click" design patterns through a single interface. This puts important information at that finger-tips of every SUSD staff member, in order to make effective decisions that directly affect student- learning and the overall operations of the district.
    • Task 5 Planning the Technology System: An Overview The Summerhill Unified School District has three campuses and one district office. The diagram below is shows how the network infrastructure and illustrates how classrooms, department offices, and administrative offices will be connected to the network. The Main Distribution Facility and the router(s) will be located in the Administrative building at each school site. All school site will have a T-1 phone for high-speed connectivity. The Intermediate Distribution Facilities will be located in department offices. Each IDFs will be equipped with a 24-port switch to connect a maximum of 24 computer stations in each department and/or the classrooms nearby. The drops will be placed based on teachers' preference for best instructional presentations. The IT department at each school site will generate a map and specify where drops will be placed based on teachers' specifications. All facilities will have at a least one-to-two computerlabs with 32 computers at each site. The high school will have an additional computer lab at accommodate the student body. This will provide students the opportunity to work on visual design or conduct academic research. All computers labs will have a LAN wireless access point for students who wish to bring their own laptop. Di a g r a m 1. 0
    • Task 6 Planning the Infrastructure All classrooms will be fitted together with a standard Ethernet LAN connection on a 100BASE-FX system that uses a fiber optic cable. Each classroom will include a computer for the teacher, a computer for the student, and an active Smart board. A computer for the teacher is required since all schools switched over to an online grading and attendance system in previous years. Parents are a crucial part of our students' educational process: with a state-of-the-art network infrastructure, this enables parents to keep up-to-date information on their student’s academic progress and performance by using the online gradebook. Teachers will update web pages to keep parents in the loop of what's going on in the classroom. The Smart board replaces the whiteboard and chalkboard. Additionally, the Smart board can be connected to the computer where teachers will be able to present PowerPoint presentations, flipcharts, instructional movies, play songs, and show articles or pictures to the class. The Smart board can be used like a TV and a radio in the classroom. The Smart board also allows teachers to accommodate to a variety of learning styles; flipcharts are more kinesthetic and visual, whereas, reading from a textbook foster to mainly the linguistic learning style. Last, the classroom will be connected to a switch in the Intermediate Distribution Facility (IDF). Di a g r a m 2. 0
    • Di a g r a m 3. 0
    • Di a g r a m 4. 0 Di a g r a m 5. 0 Security Groups & Permissions Lower Upper Middle Office High School IT Staff Administration Teachers Elementary Elementary School Staff Students Students Students Students Install X applications Save files to X X X X X X X X personal folders Access SIS (student information X X X X X systems) database Personalize X X X X X X X desktop Email access X X X X X X X Internet X X X X X X restrictions File/Folder X X X X X X X X restrictions Printing quotas X X X X Scanner access X X X X X X X X
    • USB port access X X X X Task 8: Planning the Network Administration Building in Server Closet • File/Print Server #1* - the main server, runs MS Internet Security and Acceleration Server. This provides district firewall services and secure routing services for the district. This server also runs DNS (Domain Name Service) DHCP, and Remote Access for the district. All Internet traffic in the district passes through this server. • SQL Server** -school administration database for our district. This server shares a smart UPS in case of power failure. A virtual drive is used to make nightly back-ups. This server also runs administrative software for record keeping, including daily and period student attendance; student contact, medical, and legal information; student scheduling; report cards; and transcripts. It is used to maintain student health records, including immunization records and nurse visits. It also houses the Library catalog system. • Proxy Server - hosts the district web site, manages LMS (Moodle) and also runs a certificate server to provide secure access to district email from home computers. A mirrored hard drive provides additional protection. (District email provided by third party such as Google.) Print Server located in the Administration Building Elementary File/Print Server #2* - provides for shared School resources, stores all the user files and software applications. Middle School File/Print Server #3*- provides for shared resources, stores all the user files and software applications. High School File/Print Server #4* - provides for shared
    • resources, stores all the user files and software applications. * It is recommended that Windows Server 2008 be used as Hyper-V (or hypervisor) is a no-cost addition to Windows Server 2008 that allows you to optimize a single server so that it is able to do the work of multiple server computers, virtually. It is an astonishing software technology that can cut data center power consumption up to 80%. It can also automatically move virtual servers from one host to another in the event of a physical server failure. ** It recommended that Windows SQL Server 2008 be used due to the following: • SQL Server 2008 includes support for structured and semi-structured data, including digital media formats for pictures, audio, video and other multimedia data. • SQL Server 2008 can be a data storage backend for different varieties of data: XML, email, time/calendar, file, document, spatial, etc as well as perform search, query, analysis sharing, and synchronization across all data types. Task 9 Planning for Administration Administrative computers are defined as all computers that are not used for classroom purposes. This includes all computer workstations at the district office and Facilities Department as well as those used by the school front office administration and library clerks. Computers in the libraries designated for student use do not fall under this category. The district will establish a hardware/software replacement policy based on standards established at the beginning of each school year. For the immediate purpose of this proposal, all administrative computers that do not meet the minimum hardware specifications to run Microsoft XP Professional will be replaced. The district will provide minimum specifications and projections for computer purchases over the next three years. Once an initial upgrade to each administrative computer is completed, a hardware compatibility list will be provided that will indicate when computers meeting the minimum requirements will be replaced. MINIMUM REQUIREMENTS:
    • · Must use an Intel Core Duo E5300 2.6 processor or greater · Intel processor only. · Must have, audio input and output ports, EIGHT USB2 Ports · 1 Ethernet 10/100/1000 port · 2 GB RAM · 80 Gig HD or greater · CD/DVD RW Drive · Intel Motherboard · Windows XP Pro · 3year warranty HARDWARE PURCHASE SPECIFICATION REQUIREMENTS: Administration: Dell Latitude D530 with Accessories · 15 inch XGA LCD monitor- there are two monitors listed is that right?- steve · 2Ghz dual core processor · 2GB RAM · 128MB Nvidia video card · 80GB hard drive · Floppy Drive · 8X DVD+/-RW burner · Dell wireless 802.11a/g card · 90W AC adapter · large nylon carrying case · 17 in Dell Ultrasharp 1708 LCD monitor · monitor stand & replicator · USB optical mouse & keyboard · 3 year warranty Administrative Staff (Services): Dell Optiplex 755 · 17 inch LCD monitor · 2 GB RAM · 80GB hard drive · CD burner/ DVD player · USB keyboard and mouse · 3 year warranty
    • ADMINISTRATIVE SOFTWARE Licensed software Laptop Print Client: Windows - Web-based printing VPN Client Software: Software for establishing secure connections to SUSD network services. • Windows NT/2000/XP: VPN Client 4.8 • Windows Vista: VPN Client 5.0 • Windows NT/2000/XP: VPN Client 4.8 • Windows Vista: VPN Client 5.0 Free software AVG AntiVirus Adobe Acrobat Reader: Acrobat Reader is a free program designed only to view PDF files; Acrobat allows you to create and edit PDF files. Other programs, such as Word and WordPerfect, can also save documents as PDF files with the "print as PDF" option FileZilla FTP Client (replaces SSH Secure Shell): FileZilla is an FTP client, which allows one to connect to an FTP server. More specifically, authorized users can use it to connect to and modify the HLS website. Internet Explorer: Internet Explorer (IE) is Microsoft's internet browser, used for viewing and interacting with sites on the Web. Microsoft Windows Media Player: Windows Media Player is an integrated digital media player that plays movie and music files. Windows Media Player 11 can also display photos. You can also link to fee-based online music stores to download movies and music. Windows Media Player can also copy (burn) information to and from CDs. QuickTime: Quick Time version 7 uses the latest streaming technology to access instant content on the Web. This viewer plays clips in almost every movie format, and is the only player that will work with some exclusive Apple formats (*.mov).
    • VLC Media Player: Free, open-source, all around media player that supports many formats. SPECIALIZED SOFTWARE: • SISK12: For is used for Grade book and attendance Licenses for OS and productivity for each school site: There will be a site licenses for Windows server 2008 R2 Hyper-V as well as specified productivity software. It is important that the technology that is bought to further advance the productivity of the students and the staff is spread to everyone and is easily accessible. This spreading of the wealth will promote the use of the technology throughout the school. Also, as SUSD could grow. We may need more computers in the succeeding years, so we would want to put all the software onto the new computers. It is best practice for us to have the proper amount of site licenses to cover SUSD's computers. Task 10 Planning for the Classroom Its important to purchase software or install freeware on each computer in order for students, staff, and faculty to efficiently conduct daily operations and provide the most effectively learning environments for the classroom. The list below is a propose list of software applications we need to best serve stakeholders at each school site: Computers in the classrooms and offices at each site will have the following: • Microsoft Suite: Word, Excel, Access, PowerPoint, and Publisher. • Windows Movie Maker- for capturing, editing, and publishing videos for staff, faculty, teachers, and students • Microsoft Outlook- for sending and receiving e-mails • Adobe Illustrator Photoshop- these software will be used create to create print media and for instructional use in the Visual Art Department • CSS Dreamweaver- faculty and students will be able to use
    • software to generate department websites and/ or teach future web design courses at the high school or middle school ESL and Special Education classes will use the following: • Tell me More® network software. This comes with 600 hours of instructional material: multimedia videos, sounds, and state-of-the art voice recognition program. The software is designed to recognize speech, correct errors, and help student with pronunciation • Teachers will use the following software to assist with instructional delivery and curriculum assessment • Grade book -SUSD will continue to use sisk12. It is a fairly simple grade book that would take limited time to train teachers on how to use the software. Parents and students can see how they are doing in the classroom, and get real time grades by accessing the grade book online for their grades only. This is a nice way for parents to stay on top of their child's performance. It allows for the teacher to write in what the assignment is as well as give detailed notes to go along with what the assignment is about. The grade book makes report cards simple as teachers can just import their class grades. There is no extra form to fill out, teachers would have to click to import student grades, and they're sent to the district office and to print out the report cards. The SISK-12 system also does attendance, so the office can monitor who is at school and who is absent. Once a teacher marks a student absence that will show up on the class roster of any teacher that has that student. This gives teachers an excellent quick check to make sure all students are present and accounted for. This technology is provided by Tyler Technologies. link www.sisk12.com • Skype is something that can be downloaded for free and will help the classrooms connect with one another. (A teacher and I Skype during class when our students can not come up with the answer to a question, we have also done a debate over Skype as well. It is a fun way to interact with other classroooms.)
    • • iTunes is another wonderful tool that teachers can use for having the students listen to music while working during class or for downloading and using podcasts to enhance the curriculum. • GarageBand is a great tool for creating podcasts. • Microsoft office 2010 home and student: is a tool that teachers will need for creating Powerpoints, organizing data with excel, and working with word. Word, Excel, PowerPoint, and OneNote are more than enough and it keeps the cost down. • Promethean software Active Inspire 1.4 - this is software that works with the Interactive Smartboard. Here is a video link to their website. http://www.prometheanworld.com/server.php? show=nav.16874 • RealPlayer 11: Use RealPlayer 10 (basic player is free) to play RealAudio and RealVideo files as well as streaming audio and video. You can purchase RealPlayer 10 SuperPass for enhanced features. • Adobe Acrobat Reader: Acrobat Reader is a free program designed only to view PDF files; Acrobat allows you to create and edit PDF files. Other programs, such as Word and WordPerfect, can also save documents as PDF files. • FileZilla FTP Client (replaces SSH Secure Shell): FileZilla is an FTP client, which allows one to connect to an FTP server. More specifically, authorized users can use it to connect to and modify the HLS website. • Internet Explorer: Internet Explorer (IE) is Microsoft's internet browser, used for viewing and interacting with sites on the Web. • Microsoft Windows Media Player: Windows Media Player is an integrated digital media player that plays movie and music files. Windows Media Player 11 can also display photos. You can also link to fee-based online music
    • stores to download movies and music. Windows Media Player can also copy (burn) information to and from CDs. • QuickTime: Quick Time version 7 uses the latest streaming technology to access instant content on the Web. This viewer plays clips in almost every movie format, and is the only player that will work with some exclusive Apple formats (mov.). Task 11: Engaged Learning Technology is an integral part of the 21st century workplace and classroom. Daily eLearning classes in business and schools connect clients and students from all parts of the globe via virtual classrooms. A fee can be paid for an online eLearning environment such as WebEx or use the free eLearning classrooms of WiZiQ. The online classrooms include live video, audio, white board sharing, and text chat. Virtual classrooms can enhance the learning environment for everyone regardless of their location. Cooperative distance learning is becoming common place and has many benefits. For example, instructors can link innovative example of real life events right into the classroom via the internet. Recent examples include live streams of the inauguration of our new President, underwater camera views of the oil leak in the gulf, and a local web camera in a neighbor’s backyard as baby owls hatch (maybe make the last example a general statement: "and amateur video capturing nature or news events"). A variety of topics are available at moment’s notice from general information to linking your facility or classroom with researchers or classrooms worldwide. Web connected boardrooms and classrooms allow the sharing of ideas via web conferencing with the distinct advantage of different viewpoints. This new learning environment could make our world community more understanding and sympathetic towards different groups of business associates and students in other parts of the world. Training will be provided by vendors both onsite and online creating enthusiasm for the teachers and profession staff on how to utilize the new technology. For the first six months twice per month, vendors and instructors will provide onsite and online training which will be mandatory to attend at least six sessions. These dedicated training sessions will give everyone hands on practice with the new technology in a user-friendly peer atmosphere.
    • As educators we stand on the threshold of the new era in learning. Business and educational institutions are seeking creative minds to produce technology driven training material. Learning has reached a new pinnacle with multimedia, web conferences, and Internet as part of the daily lives of most citizens. We are way past the power point driven media presentation or “Shovelware” a industry coined term from Fraser; “… [T]aking information and shoveling it onto the Web in the form of a page-turner which is “warmed over, insipid, [and] pedagogically pointless (Fraser 1999)?” As educators of the future we owe nothing less to our students and business associates than to present the material in informative and creative manner. Task 12: Ensuring Equitable Access to Technology SUSD strives to accommodate and exceed the expectations and needs of our students by providing assistive technologies for individuals with special needs, and by supporting the various learning styles of our entire student body through the use of multimedia initiatives and a variety of input/output devices. Our goal is to be in full compliance with the Americans with Disabilities Act of 1990, which is "An Act to establish a clear and comprehensive prohibition of discrimination on the basis of disability." (Americans with Disabilities Act of 1990) Furthermore, ADA's definition of a disability is "a physical or mental impairment that substantially limits a major life activity." (Americans with Disabilities Act of 1990) In the context of education, The United States Department of Education has specific ADA responsibilities to carry out. Their mission is "to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights". (Office for Civil Rights) The implications of this for our students at SUSD, are that every student is treated with equal respect, and every effort will be made to create a supportive environment to enable learning that is accommodating and enjoyable. One way this is accomplished is through the use of assistive technologies. Assistive technologies are beneficial to students with visual, audial, dexterity, and mobility impairments, among other disabilities that offer extra challenges to the learning process. Assistive technologies come in many forms, however this section will focus primarily on hardware and software. Software examples include the American Sign Language Browser, simple utilities for magnifying
    • portions of a computer screen, and text-to-speech/speech-to-text word processors. On the hardware side of assistive technologies, devices include: braille embossers and translators, screen readers, and touch screens. Since new students enroll at SUSD throughout the year, the requirements for assistive technologies vary according to each student with special needs. For this reason, our technology staff has a plan to stay abreast of the available assistive technologies, and to utilize or purchase software and devices in a responsive manner. Another major focus for the IT department and technology integrationists at SUSD is in the support of various learning styles and learning disabilities of our students. Many of the technologies that are used to benefit students' learning disabilities such as dyslexia, are shared with students who have physical disabilities such as blindness, and are shared with students who favor that particular learning style. For example, Talking Books can be shared across this spectrum of students. Sharing of resources fosters a greater sense of community within the school, since it is common for a range of devices to be employed throughout every classroom. The same piece of technology that enables a blind child to hear a story, can help an audio learner to better grasp and retain the story. The usage of these technologies throughout the school also fosters peer-to-peer learning, in that students are actively engaging each other by demonstrating the usage of the technologies and sharing their experiences with each other. SUSD employs various teaching frameworks to enable all learners to excel. One of these is Universal Design for Learning (UDL). UDL is "a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning". (Universal Design for Learning) Included in this framework are tools that support reading, literacy, and research for students, and lesson-planning/curriculum tools for teachers. SUSD makes full use of these tools to enable richer learning experiences for every student. The following is a table of ADA requirements, and how SUSD is addressing each item. ADA Compliance SUSD's Compliance Efforts Include all students in the classroom. Quarterly review of SIS database
    • reports to identify the needs of our students and respond accordingly. As part of the quarterly review of the Perform a non discriminatory SIS database, the type and extent of evaluation. each individual's disabilities will be evaluated. Appropriate technology resources will Provide students with the least be provided and/or made easily restrictive environment for learning at accessible throughout each division and all times. classroom. This is evaluated at the school, division, Make available to students a tailored and classroom levels to ensure that our education that fits their specific needs. resources are efficiently utilized and individuals are given specific attention. Work with the student and parent to Effective communication channels are come up with an education plan that instituted that allow for continuous makes them comfortable. querying and feedback. Conduct interviews and surveys with Be conscious of the parents' and parents of special needs students to student's rights to sue the school if they proactively support the students and feel they are treated unfairly. deal with issues that may arise. Task 13: Planning a Successful Staff Development Program An effective professional development plan is crucial to ensuring the successful implementation and integration of any technology project. Our goal is to help the SUSD district administration, educators and staff become more efficient and effective in task completion and establish new instructional strategies utilizing updated technology. Professional development activities are designed
    • to offer the knowledge and skills necessary to increase productivity and to integrate technology into the educational environment and process. The SUSD Technology Team will produce a wide variety of instructional technology training opportunities for SUSD schools and departments. Technology workshops shall be available at times and locations that best meet the needs of the participants. Professional development opportunities, including Summer Technology Workshops, will be provided throughout the year. For the convenience of personnel, workshops will be available after school, on Saturdays and during the summer. In addition, the SUSD Technology Team members will offer on-line training opportunities to allow administration, educators and staff to access inservice training at their convenience. Instructional technology staff development activities have been designed to meet both curriculum and technical needs, and emphasize the importance for participants to assimilate new technology into the curriculum instead of interacting and presenting the technology as an add on or isolated item. Workshops will also coincide with updated hardware and software installations to provide JIT (just in time) training. Development activities have been structured to make use of SUSD expertise for delivery of instruction and to create new SUSD based “experts” who will also be able to provide training and support. In addition, instruction-based technology projects and future training shall be developed as a collaboration between SUSD educational divisions and IT. The Development Plan will provide for the following: • ongoing staff development opportunities for both teachers, administration and staff. • coordination of in-service opportunities among all educational divisions to ensure that technology integration into curriculum is well aligned with State Standards. • inclusion of entire district in training opportunities provided for standard instructional technology tools • staff development on the use of adaptive/assistive devices and appropriate special-needs software • staff development opportunities that meets both technical and curriculum needs • staff development opportunities that enable appropriate personnel to access • utilize both administrative and instructional software staff development training for technologies that enhance the instructional process and the delivery of the District’s curriculum • focus on the integration of technology into classroom instruction in a
    • manner consistent with the State Standards. • staff training on SUSD core technologies including, but not limited to: email, grade book, word processing, electronic spreadsheets, databases, web design, digital video production, presentation software and hardware devices, CD-ROM and Internet-based research, desktop publishing, and the use of multimedia hardware and software • staff development training on the appropriate and ethical use of electronic resources, electronic communications, and telecommunications. • workshops to coincide with updated hardware and software installations to provide JIT (just in time) training • flexible scheduling of ongoing staff development training opportunities through the use of online courseware and learning management systems. • comprehensive on-going technology workshops for administration, teachers and staff • development activities structured to make use of SUSD expertise for delivery of instruction and to create new SUSD based “experts” who will also be able to provide training and support. • assistance to schools in forming school technology committees and student technology teams to support teacher training and equipment maintenance • access to relevant literature and publications for all SUSD staff • incentive based program for participation in training opportunities • incentive based program for the effective implementation of instructional technologies into the classroom • training for family and community members that supports their use of school-based technology resources • ongoing assessment, evaluation, and revision of staff development training needs and activities • ongoing follow-up opportunities developed to reinforce skills and assess the long-term impact of previous staff training activities Task 13: Planning a Successful Staff Development Program An effective professional development plan is crucial to ensuring the successful implementation and integration of any technology project. Our goal is to help the SUSD district administration, educators and staff become more efficient
    • and effective in task completion and establish new instructional strategies utilizing updated technology. Professional development activities are designed to offer the knowledge and skills necessary to increase productivity and to integrate technology into the educational environment and process. The SUSD Technology Team will produce a wide variety of instructional technology training opportunities for SUSD schools and departments. Technology workshops shall be available at times and locations that best meet the needs of the participants. Professional development opportunities, including Summer Technology Workshops, will be provided throughout the year. For the convenience of personnel, workshops will be available after school, on Saturdays and during the summer. In addition, the SUSD Technology Team members will offer on-line training opportunities to allow administration, educators and staff to access inservice training at their convenience. Instructional technology staff development activities have been designed to meet both curriculum and technical needs, and emphasize the importance for participants to assimilate new technology into the curriculum instead of interacting and presenting the technology as an add on or isolated item. Workshops will also coincide with updated hardware and software installations to provide JIT (just in time) training. Development activities have been structured to make use of SUSD expertise for delivery of instruction and to create new SUSD based “experts” who will also be able to provide training and support. In addition, instruction-based technology projects and future training shall be developed as a collaboration between SUSD educational divisions and IT. The Development Plan will provide for the following: • ongoing staff development opportunities for both teachers, administration and staff. • coordination of inservice opportunities among all educational divisions to ensure that technology integration into curriculum is well aligned with State Standards. • inclusion of entire district in training opportunities provided for standard instructional technology tools • staff development on the use of adaptive/assistive devices and appropriate special-needs software • staff development opportunities that meets both technical and curriculum needs • staff development opportunities that enable appropriate personnel to access • utilize both administrative and instructional software staff development
    • training for technologies that enhance the instructional process and the delivery of the District’s curriculum • focus on the integration of technology into classroom instruction in a manner consistent with the State Standards. • staff training on SUSD core technologies including, but not limited to: email, grade book, word processing, electronic spreadsheets, databases, web design, digital video production, presentation software and hardware devices, CD-ROM and Internet-based research, desktop publishing, and the use of multimedia hardware and software • staff development training on the appropriate and ethical use of electronic resources, electronic communications, and telecommunications. • workshops to coincide with updated hardware and software installations to provide JIT (just in time) training • flexible scheduling of ongoing staff development training opportunities through the use of online courseware and learning management systems. • comprehensive on-going technology workshops for administration, teachers and staff • development activities structured to make use of SUSD expertise for delivery of instruction and to create new SUSD based “experts” who will also be able to provide training and support. • assistance to schools in forming school technology committees and student technology teams to support teacher training and equipment maintenance • access to relevant literature and publications for all SUSD staff • incentive based program for participation in training opportunities • incentive based program for the effective implementation of instructional technologies into the classroom • training for family and community members that supports their use of school-based technology resources • ongoing assessment, evaluation, and revision of staff development training needs and activities • ongoing follow-up opportunities developed to reinforce skills and assess the long-term impact of previous staff training activities Task 14: Planning Technology Costs Student achievement is our district’s number one priority. In order for us to
    • effectively implement this technology plan, planning to acquire finances is a critical process. A technology fund will be set aside each year to acquire funds to complete three phases of the development. The district will set aside a percentage money provide by allocated by the state for two fiscal two years and place the fund into a money market account to accumulate interest. At the end of the second year, the first phase of will be implemented. The three phases are: • Phase One- The network infrastructure will be in place (Completed in year 1) • Phase Two- Computer Purchases for each school site (Completed in first half of year two) • Phase Three- Software and license purchases will be made and installed at ever computer station at server at each school site (Completed in the second half of year two) Once the network infrastructure is in place, the computers and software applications will be installed. It will be each school site’s IT Administrator responsibility to install applications align with the number of licenses purchased. The table below shows the software, hardware, and equipment we need to modernize our technology to best serve students, faculty, staff, administrators, and members of the SUSD community. Ap p e n d i x 1. 0
    • Task 15: Evaluating Your School or District's Technology Plan Goals 1. Using technology to support and enrich the learning process 2. Improving students twenty-first century skills 3. Manage appropriate access to the Internet 4. Improve student progress monitoring for teachers and Administrators To ensure that SUSD continues to be a leader in using technology to enrich the learning process of the students, it is important that we reflect on the use, implementation, and additions of the technology available. To make certain that this happens the team will be holding meetings with the administration and technology employees of the school, as well as a meeting early in the year with the staff. Within SISK12 there will also be a drop box for suggestions about new technology and areas in which people would like
    • more training. This is something that can be tracked and used for creating professional development opportunities. Meetings: Teachers: After the first two weeks of school there will be a short meeting with the staff to discuss which pieces of technology they are comfortable with and which pieces they would like to see more training on. It is extremely important that the staff is comfortable with the online grade book and email system within SISK12. These are tools the staff will need to use daily to keep track of events going on in school, grades, and submitting attendance. There will also be a short survey at the end of the year for teachers to take so that we can continue to meet their needs. Administration: The administration will be met with four times a year to check and see if the technology is being used effectively. Is the technology being used appropriately in the classroom and is it supporting the learning process? Also is it making it easier to track student progress for them, the teachers, and the parents? Another issue that will be discussed is do the teachers have the proper amount of training on the technology? These meetings will allow us to find areas of improvement to make the technology more useful and easier to use. Technical support: There will be a monthly meeting with the tech support employees to discuss what they see going on in the classrooms, but also how our technology is holding up. Is there new software we need? Have any of our technology needs changed? What are the common problems teachers are having? Where do you see area for improvement? Teachers will complete an online end of the year Technology Implementation Survey to measure the overall success of the Technology Plan and to gather data to make improves for the succeeding year. Teacher end of the year survey Ap p e n d i x 2. 0
    • References Americans with Disabilities Act of 1990. (2010, June 17). In Wikipedia, the free encyclopedia. Retrieved June 19, 2010, from http://en.wikipedia.org/wiki/Americans_with_Disabilities_Act_of_1990 eLearning Magazine, June 2010 http://www.learningsolutionsmag.com/articles/474/overcoming-obstacles-to- avoid-shovelware-e-learning-strategies Fraser, Alistair B. (1999) Colleges Should Tap the Pedagogical Potential of the World-Wide Web Miller, Brian Overcoming Obstacles To Avoid “Shovelware” E-Learning Strategies. Learning Solutions NETS for Students: National Educational Technology Standards for Students, Second Edition. (2007). ISTE® (International Society for Technology in Education). Retrieved on June 6, 2010, from www.iste.org. Office for Civil Rights. (2007). U.S. Department of Education. Retrieved on June 19, 2010, from http://www2.ed.gov/about/offices/list/ocr/index.html Universal Design for Learning. (2010). CAST Transforming education through Universal Design for Learning. Retrieved on June 19, 2010, from http://www.cast.org/ WebEx Meet online with WebEx www.webex.com WiZiQ, The Free Virtual Classroom of WiZiQ. http://www.youtube.com/watch? v=EVln4C4_hXo
    • Appendices