Technology Action Plan


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Technology Action Plan

  1. 1. Technology Action Plan Lake View High School, we can plan collaboratively, teach dynamically, and assess purposefully. We will foster positive communication and a shared commitment to high student achievement. We believe that we are called to Lake View High School, and to the Lake View community, to share our gifts of teaching and to serve our students with compassion and an unwavering commitment to excellence. Along with the above statement, our campus is going to strive to move the education of our students into the 21st century. We will graduate students who will participate responsibly in a diverse and changing world. The following action plan will outline how this transition into the 21st century will take place. School District Technology Organization Chart Director of Technology Training Data Processing Technical Support Network & Telecommunications Manager Manager Manager Manager Technology Systems Analyst – Computer Network System Student Technology Support Engineer Trainer Applications Services II (x 3) Systems Analyst – Computer Network Student Technology Support Communications Applications Services I (x 6) Engineer Systems Analyst – WAN Specialsts PEIMS Systems Campus Network Technician Programmer Principal Classroom Teacher Network Technician Technician Classroom Teacher
  2. 2. The duties, responsibilities and roles of the members of the organization chart above are listed below by title: Director of Technology – responsible for various decision-making capacities related to the technology vision and information technology management of the school district; reports directly to the superintendent of schools Data Processing Manager – schedules and directs operation of mainframe, host, and core processing systems and the data processing production environment to ensure efficient, effective, and timely service is provided to the entire school district Technical Support Manager – responsible for providing technical assistance and support to all district staff members; also responsible for directing and coordinating day-to-day technical support operations Network & Telecommunications Manager – responsible for participating in the design and implementation of district computing, data, networking and telecommunication solutions to meet changing requirements, ensuring consistency in availability of computer and communications resources for district staff, and ensuring that all networks, telecommunications, and systems within the school district are available to users Technology Trainer – responsible for the instruction of technology throughout the school district; collaborates with instructional staff to develop curriculum materials and specific lesson plans that integrate technology Systems Analyst – Analyze district requirements, procedures, and problems to automate or improve existing systems and review computer system capabilities, workflow, and scheduling limitations; responsible for site-based license agreements Systems Programmer – responsible for the update, repair, modification and expanding the existing programs
  3. 3. Computer Technology Support Services II – responsible for the maintenance and operational support of technology in classrooms at the high schools and middle schools as well as providing training, demonstrations, and presentation support for the campus community Computer Technology Support Services I – responsible for the maintenance and operational support of technology in classrooms at the elementary schools as well as providing training, demonstrations, and presentation support for the campus community Network Systems Engineer – responsible for research, design, implementation, and troubleshooting information systems and technology solutions in support of district needs Network Communications Engineer – performs specialized technical work in the area of design, installation, implementation and maintenance of the data communications environment for the school district WAN (Wide Angle Network) Specialists – responsible for the performance of the network, updates, outages, problem diagnosis, and troubleshooting throughout the school district Network Technician – responsible for providing proactive and extensible solutions to ensure a stable network infrastructure for the entire school district Classroom Teacher Technician – responsible for local problem solving, troubleshooting, basic installations, and networking at individual campuses; CTT’s may be responsible for anywhere between one and four campuses Campus Prnicipal – responsible for individual campus implementation of district technology; communication with and through the campus principal is vital; teachers communicate directly to the classroom teacher technician and he/she reports to the prinicpal; direct line of communication with the technical support manager; major problems may be reported directly to the Director of Technology without breaking the chain of command; responsible for ensuring that technology is properly implemented by regular calssroom visits and updated lesson plans on file showing integration of technology on the campus
  4. 4. Classroom Teacher – responsible for the implementation and use of technology in individual classrooms; lesson plans must demonstrate the utilization of technology in lessons; technology problems reported directly to the classroom teacher technician
  5. 5. The recent work and research that I have done has given me quite a bit of information concerning technology and our school district. Even though I am a technology teacher representative, I have learned more about our high school and how technology is used, viewed and trained. There were a few things that obviously stood out from the previous week. To begin, the STaR Chart showed that we are gradually working towards a more stable campus and many improvements are present. We must continue this growth in each component of the STaR Chart. In addition, our students are not getting their technology needs met in all classrooms of the campus. There is too much of a gap from class to class and department to department. Using the AEIS report and Kilgo Data as a guide, we must do more to close this gap. Finally, teachers need to take more advantage or opportunities to train and learn how to properly use technology in their individual classes. Our district provides opportunities, but many teachers are not using these opportunities to the fullest. As mentioned previously, our district does provide professional development to educators to satisfy needs that are deficient in the classrooms. One of the requirements in our school district is for teachers to complete a Technology Proficiency Plan on two different levels – I and II. Obviously, teachers begin with Level I and then advance to Level II. Also, our district’s technology department provides a calendar each month outlining the various professional development opportunities available for educators in the district. This is sent via email to every teacher in the district. Teachers are free to sign up for these sessions. My suggestion would be to mandate professional development in the field of technology for teachers on campus. For example, there are sessions that are strictly for technology use in the science classroom. Other sessions are not subject specific. There needs to be more course specific technology professional development Even though each subject area doesn’t have specific technology specific professional development, what is give identifies a need and use for technology in the classroom setting. By mandating educator participation in this type of staff development, it should
  6. 6. aid in implementation of technology in the classroom. Mandating is not too much to ask of the teachers. The Technology Proficiency Plans are mandated by the district, so this could be tied to that mandate. A specific number of professional development activities per semester should be attended by each teacher. Another aspect of professional development should be added to the new mandate for teachers. There is a growing trend in which the students and teachers are no longer “speaking the same language.” To close this gap between teachers and students, teachers need to be trained in a more modern classroom setting. Many teachers are unaware of the fact that our students are more different today when compared to students of past years. To understand this change in students, professional development would be a benefit. Until teachers fully understand the modern student, changes might not make a great deal of sense. Once teachers have a better grasp of the 21st century learner, the teacher can begin to understand technology and its role in the modern classroom. At that point, technology training specific to subject area will be available and useful. It is virtually impossible for teachers to implement technology without an understanding of the students in their classrooms. Teachers will place technology use in their lesson plans. This will allow school leaders to read and provide proof of technology use. The next step in this progression will be follow-up observations by school and district leaders. The leaders will be looking to make sure that elements of the staff development sessions are being utilized in the classrooms. During this transition, the role of the principal is important. The principal is the ultimate leader of the school building, but he/she will need to utilize the technology leaders of the campus at this time. Many campuses employ educators that use technology on a daily basis to strengthen the learning taking place in their particular classrooms. These teachers need to be made available to speak with and model professional practices for others ready to move to a more technology based classroom. This collaboration based on technology needs will open the school to a new type of learning where the students and teachers are both engaged in new practices. The principal must understand the transition
  7. 7. will be slow at times and the campus will need his/her leadership for the school to make the necessary changes. As mentioned previously, there is going to be a transitioning period as the staff becomes more proficient and comfortable with new technology strategies to be used in the classrooms. The campus has continued to improve over the past few years. This improvement is obvious according to the data produced by the STaR Chart. The improvement that has been shown needs to increase at a faster rate. One of the things that will occur is a change in the goals of the campus. Part of our new vision needs to involve the use of technology tools in the education process. Similar to the way that science classes spend a percentage of their time in the laboratory, the campus needs to spend a percentage of time using technology. To ensure that this is taking place, a couple of things must be present. This will involve all leaders of the school building – principals, assistant principals, technology department personnel, and department heads.
  8. 8. Evaluations will play a key role in the transition period. Teachers need to be able to give and offer feedback as to how the transition is moving along. If effective methods are working, those methods need to be shared. If methods are not effective, this information must be relayed to others as well. The principal and other school leaders will need to be proactive in providing teachers the sources and time to collaborate with one another. Teachers do not always have the same planning periods to properly communicate. Our school leaders must provide the needed time for departments to meet, plan and collaborate. Proper communication will be vital in order for this action plan to work towards satisfying goals. Classroom evaluations by campus leaders will be another aspect of assessment. School leaders will routinely visit classrooms to “check” on technology use. These walk-throughs will be low key and informal. An evaluation form will be used, but it will focus more on technology than other teaching methods. Since teachers will have technology use placed in their daily lesson plans, school leaders will have a good idea on the technology use to be looking for as the class visits are made. Department chairs will meet once a week to compile data from the classroom visits. This will provide administration with ideas on how the transition is moving. As stated in the beginning, our campus will graduate students prepared to participate in our ever changing world. The students will be both college and work ready. For this to move from a dream to a reality, all members of the community must work together as one. This action plan will work, but it will only work with true teamwork and collaboration.