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![constant
improvement,
persistent
innovation,
and
continued
growth.
In
order
to
accomplish
this,
the
District
will
integrate
instructional
technology
and
administrative
programs
consisting
of
telecommunications
and
informational
technology.
Since
the
District
successfully
passed
an
operating
rate
referendum
two
years
ago,
the
District
has
the
necessary
resources
to
address
changes
in
enrollment,
student
curriculum,
technology
use
and
infrastructure,
as
well
as
facility
needs
necessary
to
implement
this
vision.”
The
2008
vision
statement
bears
no
resemblance
(thankfully)
to
the
2005
vision
statement
and
there
are
no
other
district
vision
statements
available.
Given
the
criteria
required
by
the
state,
the
2008
statement
would
provide
an
excellent
starting
point.
The
next
steps
would
be
to
locate
the
district’s
vision
statement
and
incorporate
ideas
and
feedback
from
the
Planning
Team.
SLIDE
11:
My
Tech
Plan
–
Needs
Assessment
Following
district
information
and
the
vision
statement,
the
next
component
in
an
Illinois
Technology
Integration
Plan
is
data
analysis.
Illinois
plans
are
required
to
be
researchbased
and
that
research
must
include
data
from
the
Illinois
School
Report
Card,
which
state
testing
results
and
demographics,
and
may
also
include
local
assessments.
• Strengths:
Strong
research
component
and
data‐driven
decisions
In
prior
years,
only
state
testing
data
was
used
in
the
development
of
Action
Plan
Goals,
Strategies
and
Activities.
The
makeup
of
this
affluent
district
is
such
that
95%
of
students
met
or
exceeded
expectations
on
statewide
testing.
The
only
subgroup
that
had
a
statistically
significant
gap
was
special
education
students.
As
a
result,
special
education
students
and
teachers
are
the
only
populations
that
are
addressed
in
the
most
recent
Deerfield
TIP
.For
this
plan,
I
propose
that
additional
data
be
collected,
via
surveys
to
faculty/staff
and
students,
to
allow
for
the
development
of
comprehensive
Action
Plans
which
will
meet
more
wideranging
needs.
SLIDE
12:
My
Tech
Plan
–
Needs
Assessment
Metiri
Group
research
(Technology
in
Schools:
What
the
Research
Says,
http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf)
shows
that
“in
schools
with
sufficient
access
(e.g.,
1:1
environments,
schools
with
laptops
on
carts,
schools
with
low
studenttocomputer
ratios),
the
barriers
to
effective
[technology]
use
are
lack
of:
vision,
access
to
research,
leadership,
teacher
proficiency
in
integrating
technology
in
learning,
professional
development,
school
culture,
and/or
resources.”
Deerfield
qualifies
as
a
school
with
“sufficient
access”
so
I
chose
to
focus
this
needs
assessment
on
two
areas
with
the
direct
and
measureable
connections
to
teacher
and
student
technology
use:
1)
teacher
(and
student)
proficiency
in
integrating
technology,
and
2)
professional
development.](https://image.slidesharecdn.com/501ferdontechplantranscript-120211221906-phpapp02/85/501ferdon-techplantranscript-5-320.jpg)
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- 1.
- 2. Mandates aside, the development of a comprehensive and well thoughtout technology plan provides direct benefits to school districts. While educators may look at the Technology Integration Plan from an educational perspective, administrators, taxpayers and school boards look closely at the financial implications. Fiscal Responsibility: • Technology Integration Plans require the inclusion of specific budget information. Districts are expected to disclose how much will be spent on what and where that money will come from. • Careful planning will avoid waste. Purchasing hardware or software that does not fit district needs can be a very expensive mistake. • The flipside of that is that Monies budgeted for technology will be put to the best possible use. • A well thoughtout technology plan will make the Best use of equipment and personnel that is currently available. SLIDE 4: Technology Integration Plan Without funding there will be no technology to integrate which makes the fiscal side of a TIP critically important. How that technology is used in classrooms, however, will determine how positively technology use will impact instruction and learning. Educational Responsibility: • The TIP provides the structure for developing clear goals and long‐term direction for school districts. Multiyear planning will allow time for longterm goals to be met but will not be so restrictive that emerging technologies can’t be incorporated. • As mentioned earlier, technology strengthens existing curricula. Understanding how and when technology use can improve student learning will make all instruction more effective. • The TIP will connect accepted standards with the work that goes on in classrooms each day allowing all involved to better see how their piece of the puzzle fits into the bigger picture. • As the TIP is developed a unified vision will (hopefully) form which will result in strong support from stakeholders. “A technology plan must do more than define the hardware you need. It must communicate a vision that is aimed toward improving learning.” (Technology Planning: the Good, the Bad and the Ugly, By Peter H.R. Sibley and Dr. Chip Kimball, Ed.D.) SLIDE 5: TIP – Process and Planning Experts agree that development of a TIP should take place over the course of approximately one year and involve all stakeholders. The document, Basic Technology Plan Guide, published by the Illinois State Board of Education Division of Curriculum and Instruction states:
- 3.
- 4.
- 5. constant improvement, persistent innovation, and continued growth. In order to accomplish this, the District will integrate instructional technology and administrative programs consisting of telecommunications and informational technology. Since the District successfully passed an operating rate referendum two years ago, the District has the necessary resources to address changes in enrollment, student curriculum, technology use and infrastructure, as well as facility needs necessary to implement this vision.” The 2008 vision statement bears no resemblance (thankfully) to the 2005 vision statement and there are no other district vision statements available. Given the criteria required by the state, the 2008 statement would provide an excellent starting point. The next steps would be to locate the district’s vision statement and incorporate ideas and feedback from the Planning Team. SLIDE 11: My Tech Plan – Needs Assessment Following district information and the vision statement, the next component in an Illinois Technology Integration Plan is data analysis. Illinois plans are required to be researchbased and that research must include data from the Illinois School Report Card, which state testing results and demographics, and may also include local assessments. • Strengths: Strong research component and data‐driven decisions In prior years, only state testing data was used in the development of Action Plan Goals, Strategies and Activities. The makeup of this affluent district is such that 95% of students met or exceeded expectations on statewide testing. The only subgroup that had a statistically significant gap was special education students. As a result, special education students and teachers are the only populations that are addressed in the most recent Deerfield TIP .For this plan, I propose that additional data be collected, via surveys to faculty/staff and students, to allow for the development of comprehensive Action Plans which will meet more wideranging needs. SLIDE 12: My Tech Plan – Needs Assessment Metiri Group research (Technology in Schools: What the Research Says, http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf) shows that “in schools with sufficient access (e.g., 1:1 environments, schools with laptops on carts, schools with low studenttocomputer ratios), the barriers to effective [technology] use are lack of: vision, access to research, leadership, teacher proficiency in integrating technology in learning, professional development, school culture, and/or resources.” Deerfield qualifies as a school with “sufficient access” so I chose to focus this needs assessment on two areas with the direct and measureable connections to teacher and student technology use: 1) teacher (and student) proficiency in integrating technology, and 2) professional development.
- 6.
- 7. At Kipling, our Tech Coordinator will address specific needs as they arise and is very proactive in anticipating and planning for emerging needs. Scheduling time to meet, however, is very difficult, as the only common time tends to be before or after school. Occasionally, the tech topics will be introduced briefly at monthly staff meetings. Since professional development for technology has been quite limited, data is being collected for both indistrict and outofdistrict professional development. NCLB, Part D, Section 2402 (5) states: “To enhance the ongoing professional development of teachers, principals, and administrators by providing constant access to training and updated research in teaching and learning through electronic means.” Accordingly, questions relating to faculty/staff attitudes towards a variety of instructional models have been included. SLIDE 15: My Tech Plan – Goals Illinois TIP requirements include the writing of S.M.A.R.T. Goals, supported by data analysis. S Specific M Measurable A Attainable R Realistic T Tangible Though not required, this tech plan will include correlations to NETS and Illinois Technology Standards for teachers as well as NETS for Students. Please note that the goal descriptions that follow are from the Illinois TIP template which has been used to guide the formatting of this project. The goals that follow are those prescribed by the Illinois template. The strategies and activities are my own and if this plan were submitted for state approval, they would appear in the Action Plan portion of the document. SLIDE 16: Goal 1: Curriculum Integration Description (from template): Improve student academic achievement through the use of technology. Strategy 1: Provide teachers will reference resources and documents, in a shared network folder and on Sharepoint. • Activity 1: Provide teachers with expert training on the use of SharePoint in an elementary school building.
- 8. • Activity 2: Provide teachers with a toolbox of mini‐lessons, in print and multimedia formats. • Activity 3: Provide teachers with graphic organizers for students and benchmark assessments on technology skills. SLIDE 17: Goal 1: Curriculum Integration Strategy 2: Incorporate digital resources into classroom instruction including video streaming and web 2.0 technologies. • Activity 1: Students will use blogs and wikis for communication, publication, and collaboration. • Activity 2: Students will use social bookmarking sites (www.delicious.com) to share research on cooperative group projects. • Activity 3: Students will use United Streaming to access subject matter content. • Activity 4: Students in grades four and above will use online collaborative tools, including Wikispaces and SchoolTown. SLIDE 18: Goal 2: Professional Learning Description (from template): Ensure that all educators are proficient in the use and integration of technology and that ongoing professional development activities are provided Strategy 1: Provide technology training to district teachers in the use of word processing, database management, spreadsheet applications, and basic multi‐media presentations. • Activity 1: Offer yearly technology training, at the building level, on the use of Microsoft Word and PowerPoint for beginning users (CPDU credit). • Activity 2: Offer yearly technology training, at the building level, on the use of Microsoft Word and PowerPoint for intermediate users (CPDU credit). SLIDE 19: Goal 2: Professional Learning • Activity 3: Expand current new teacher Mentor Program from one year to two. The Year One Mentor will continue to be a teacher at the same grade level or content area. The Year Two Mentor will be an experienced technology user assigned to the
- 9. same building as the mentee. Mentor stipend, per union contract, will apply to both years. • Activity 4: Develop district‐level technology training for Classified Staff, on all new software that is used in their positions. • Activity 5: Structure half‐day Inservice meetings to provide increased computer access for faculty and staff technology training. SLIDE 20: Goal 2: Professional Learning Strategy 2: Use computer‐based technologies including telecommunications to access information and enhance personal and professional productivity. • Activity 1: Teachers will use email for building‐ and district‐level communication, including opening and attaching files, creation of distribution lists, and management of messages and folders. • Activity 2: Building technology staff will provide professional development, for all building personnel, on the use of VOIP (2009‐2010). • Activity 3: Building staff will contact Net56 Help Desk for all network and hardware issues. SLIDE 21: Goal 2: Professional Learning Strategy 3: Provide technology training to district teachers in the use of Prometheus Boards and voters. • Activity 1: Expert trainer will provide professional development for district technology staff and teachers in pilot program (2009‐2010). • Activity 2: District technology staff will provide professional development for all classroom teachers (2010‐2011). • Activity 3: Building technology staff will provide professional development for all faculty/staff who will be using Prometheus Boards for the first time (2010‐2011). • Activity 4: Building technology staff will attend a minimum of one common planning time meeting, per grade level, per month, to provide feedback and additional support to classroom teachers in the integration of interactive whiteboard technology in their classrooms. • Activity 5: Content‐specific resources, for use with Prometheus Boards, will be posted online (all plan years).
- 10. SLIDE 22: Goal 3: Evaluation Description (from template): Develop a continuous process of evaluation and accountability for the use of educational technology as a teaching and learning tool, a measurement and analysis tool for student achievement, and a fiscal management tool. Strategy 1: Continually evaluate the success and progress of the Technology Plan based on changing environments. • Activity 1: Monitor assessment data and review curriculum to ensure alignment to standards. SLIDE 23: Goal 3: Evaluation • Activity 2: Continue to enforce Acceptable Use Policy for students and staff. • Activity 3: With Net56, conduct yearly review of security issues and needs as they relate to data transfer and storage. • Activity 4: Technology Plan Committee to meet quarterly to review progress of the plan. SLIDE 24: In Conclusion Once the plan has been written, attention can be focused on that very critical issue of implementation. It is all too common for committees to spend tremendous amounts of time working on projects only to have those wonderful documents filed away and looked at only rarely. As the Technology Integration Plan becomes increasingly visible throughout the school and community, technology leaders and Planning Team members will play a critical role in assuring that the plan is truly an agent for positive change.