This document is a guidebook for developing an effective instructional technology plan created by graduate students at Mississippi State University. It contains an introduction outlining the purpose and process of technology planning. The bulk of the document provides a detailed outline for the components that should be included in a technology plan such as critical issues, evaluation, budget, and appendices. It concludes by noting that the guidebook is a work in progress and welcoming feedback to improve it.
The document provides a social media plan for the Health Resources and Services Administration (HRSA). It defines HRSA's potential social media users and audiences. It then establishes 5 goals for HRSA's social media presence: 1) increase awareness, interest and participation; 2) better manage reputation and brand; 3) enhance customer service; 4) promote existing content; and 5) develop new content. The document recommends social media tools and strategies to achieve these goals and advance HRSA's mission.
This report evaluates the National Aviation Heritage Area (NAHA) from 2005-2016. It finds that the NAHA coordinating entity, the National Aviation Heritage Alliance (NAH Alliance):
1) Has addressed the goals in its management plan around promotion and tourism, preservation, education, economic development, and sustainability through various activities and initiatives.
2) Has focused most on promotion and tourism activities like marketing, events, and facilitating collaboration between sites which has increased visitation and awareness of the region's aviation heritage.
3) Supported preservation efforts like cleaning up the Wright Company Factory Site and advocating for its inclusion in a national park.
4) Addressed education goals by promoting partners' educational programs and
Identifying and prioritizing stakeholder needs in neurodevelopmental conditio...KBHN KT
PURPOSE
This 118 page report presents the results of a detailed scan,
for the purpose of identifying the needs of stakeholders
in neurodevelopmental disorders. Potential uses of
this stakeholder engagement activity include
i) to inform research priorities of Kids Brain Health
Network (KBHN) 2018-2020;
ii) to inform priorities for the strategic planning cycle
for KBHN 2020-2025; and,
iii) to inform decision-making regarding policies,
programs and services offered, service delivery
methods and approaches, and other activities of
organizations external to KBHN that similarly have a
focus on improving quality of life for individuals and
families affected by neurodevelopmental conditions
such as cerebral palsy (CP), fetal alcohol spectrum
disorders (FASD) and/or autism spectrum disorders
(ASD).
Factors affect taking charge at Vingroup CorporationNguyễn Hà
This document is a research project conducted by a student at Vingroup Corporation to examine factors that affect employees' willingness to take charge. It includes an introduction to Vingroup, literature review on relevant topics like job characteristics and organizational commitment, and the student's proposed research model and hypotheses. The student plans to survey 250 Vingroup employees to test if job demand/decision latitude, supervisory support, organizational justice, and commitment can predict taking charge behaviors. The goal is to help Vingroup better manage human resources and adapt to the competitive market.
This document discusses various topics related to data communication and computer networks. It covers fundamental concepts like data, communication, networks, signals and circuits. It also covers topics like transmission modes, error detection techniques, flow control, multiplexing, modulation, network components, LAN protocols, WAN routing, and application protocols. The document provides an overview of key topics within data communication and networking.
The document provides a social media plan for the Health Resources and Services Administration (HRSA). It defines HRSA's potential social media users and audiences. It then establishes 5 goals for HRSA's social media presence: 1) increase awareness, interest and participation; 2) better manage reputation and brand; 3) enhance customer service; 4) promote existing content; and 5) develop new content. The document recommends social media tools and strategies to achieve these goals and advance HRSA's mission.
This report evaluates the National Aviation Heritage Area (NAHA) from 2005-2016. It finds that the NAHA coordinating entity, the National Aviation Heritage Alliance (NAH Alliance):
1) Has addressed the goals in its management plan around promotion and tourism, preservation, education, economic development, and sustainability through various activities and initiatives.
2) Has focused most on promotion and tourism activities like marketing, events, and facilitating collaboration between sites which has increased visitation and awareness of the region's aviation heritage.
3) Supported preservation efforts like cleaning up the Wright Company Factory Site and advocating for its inclusion in a national park.
4) Addressed education goals by promoting partners' educational programs and
Identifying and prioritizing stakeholder needs in neurodevelopmental conditio...KBHN KT
PURPOSE
This 118 page report presents the results of a detailed scan,
for the purpose of identifying the needs of stakeholders
in neurodevelopmental disorders. Potential uses of
this stakeholder engagement activity include
i) to inform research priorities of Kids Brain Health
Network (KBHN) 2018-2020;
ii) to inform priorities for the strategic planning cycle
for KBHN 2020-2025; and,
iii) to inform decision-making regarding policies,
programs and services offered, service delivery
methods and approaches, and other activities of
organizations external to KBHN that similarly have a
focus on improving quality of life for individuals and
families affected by neurodevelopmental conditions
such as cerebral palsy (CP), fetal alcohol spectrum
disorders (FASD) and/or autism spectrum disorders
(ASD).
Factors affect taking charge at Vingroup CorporationNguyễn Hà
This document is a research project conducted by a student at Vingroup Corporation to examine factors that affect employees' willingness to take charge. It includes an introduction to Vingroup, literature review on relevant topics like job characteristics and organizational commitment, and the student's proposed research model and hypotheses. The student plans to survey 250 Vingroup employees to test if job demand/decision latitude, supervisory support, organizational justice, and commitment can predict taking charge behaviors. The goal is to help Vingroup better manage human resources and adapt to the competitive market.
This document discusses various topics related to data communication and computer networks. It covers fundamental concepts like data, communication, networks, signals and circuits. It also covers topics like transmission modes, error detection techniques, flow control, multiplexing, modulation, network components, LAN protocols, WAN routing, and application protocols. The document provides an overview of key topics within data communication and networking.
This document presents a methodology for evaluating interaction design and interactive systems. It introduces concepts of interaction design and discusses existing evaluation strategies. It then proposes an interaction design observation model and experiential factors as a toolkit for evaluation. This includes factors like learnability, usage, error/feedback, comfort, collaboration and more. It demonstrates the methodology through two case studies - designing a scenario for using digital pens in a classroom and creating a project called Trash Track to track movement of trash. The methodology involves phases of understand, observe, experiment, evolve and improve to holistically evaluate user experience.
This document provides a summary of copyright and legal issues related to podcasting in Canada. It discusses how copyright, publicity rights, and trademark law can be relevant for podcasters. Permission is generally required to use third-party content like written works, music, and recordings. However, there are some exceptions where permission is not needed, such as for facts, public domain works, or content released under a Creative Commons license. The document provides guidance on copyright clearance for different types of content and analyzes fair use and fair dealing defenses. It also discusses licensing options for distributing podcasts.
Be the Answer: Using interactive databases to answer questions and generate r...Steve Buttry
Thanks to my former colleagues at the American Press Institute for giving me permission to share this Newspaper Next report on interactive databases, originally published in December 2008. I suspect some links are out of date, but the advice remains valid. Check out more reports from the American Press Institute: http://www.newspapernext.org/reports-to-download/
An analysis of public relations discourse and its representations in popular ...mikelaPRNZ
This thesis is an examination, exploration and discussion of the representation and perception of the public relations profession. For those outside the profession, public relations is often associated with spin doctoring and unethical communication, and this
research is an attempt to understand why that negative connotation is still prevalent in society. This work takes the stance that entertainment media and popular culture are the dominant modes of meaning making for peoples’ understanding. Working within the historical and societal context of an increasingly information-mediated global community, people often take what they see on television or the movies, as reality. Plato’s Allegory of the Cave will be used to demonstrate the idea that the shadows on the wall (or in contemporary times, the images on a screen) are often taken to be reality, and that it can be difficult for audiences to accept that the shadows are only a mediated representation of the real world.
The document discusses institutional databases at IPGRI and identifies several problems with current database structures and management. It notes issues like redundancy, lack of documentation and standards, unclear purposes, and poor database management systems. The project aims to analyze important institutional databases, create data dictionaries, identify redundancies, and make improvement recommendations. This will provide management a better understanding of database usage and data reliability across the organization.
RAPID RURAL APPRAISAL (RRA) AND PARTICIPATORY RURAL APPRAISAL (PRE) - A MANUA...Ayda.N Mazlan
This document provides an overview of the manual "Rapid Rural Appraisal (RRA) and Participatory Rural Appraisal (PRA): A Manual for CRS Field Workers and Partners". The manual aims to familiarize CRS staff with RRA and PRA methods for gathering information from communities. It discusses the need for information in development projects and situates RRA and PRA as participatory and qualitative research methods. The manual is divided into two volumes, with Volume I covering introductions to RRA/PRA and guidance on study design, implementation, analysis and reporting. It presents RRA and PRA as flexible methodologies using an array of tools to gather community-level insights in a collaborative manner.
Risk Assessment of Kathmandu Durbar Square 2015 earthquakeAbhishek Maharjan
Kathmandu Durbar Square lies in south central Kathmandu and south of Thamel Street. The Durbar
Square is not far, about 20~30 minutes by walking from Thamel Street through some alleys, square
and small temples along the way. Or tourists could also take a rickshaw or taxi to get there in
several mintues.
Durbar means “Palace” in Nepali language, Durbar Square once was the royal palace square of Malla
Kings and the subsequent Shah Dynasty in Nepal. The original east palace was built in the middle of
16th century and later the square went through constant extension from Kings of Malla Kingdom.
The Malla Dynasty is the first kingdom ruled Kathmandu Valley from the 13th century to middle 18th
century. In 1768, Shah Dynasty - the last monarchy dynasty in Nepal history occupied Kathmandu
Valley and built four more observatories in southeast of Durbar Square. All the following kings of
Shah Dynasty lived here until they relocated to the new palace in 1886. After the royal family
moved to Narayanhiti Palace, all the old palace - Durbar Square was kept as a museum with Kings’
portraits and lots of objects and photographs of King Tribhuvan. Kathmandu Durbar Square
was severely damaged due to the Nepal earthquake in 2015, most structures were
collapsed, among these, Kasthamandap and Maju Deval have been completely slumped, part
of the old royal palace has collapsed and now is a dangerous building.
Durbar Square is actually comprised of 3 distinct scattered temple squares. To the south of the
Durbar Square is the Basantapur Square facing north Basantapur Durbar. Western of the Durbar
Square, where many temples and famous sites assembled, is the primary area of the square. In the
northeastern, it is the sub zone of Durbar Square with an entrance to former palace sites. Makhan
Street - an open ground extending to northeast was a major traffic thoroughfares in Kathmandu and
now is a very famous pedestrian street. The main scenic spots are Kasthamandap, Ashok Binayak,
Kumari Bahal, Trailokya Mohan, Shiva – Parvati Mandir, Hanuman Dhoka (the old royal palace),
Talaju Temple and Kala
Bairav. Kasthamandap is a good place to start exploring the Durbar Square. (Tibet Discovery, 2020)
This report summarizes the results of a survey conducted by the Hampshire and Hampden Conservation Districts' Local Working Group to understand local conservation priorities. Water quality and loss of agricultural land were the top issues identified. Other high priorities included food security, energy conservation, and fish and wildlife habitat. The survey used various in-person and online methods to gather input from over 300 residents across the two counties. The Natural Resources Conservation Service will consider these priorities when providing farm bill assistance to best address the identified local needs.
City of Salina Parks and Recreation Draft Master Plan-Section 1City of Salina
This executive summary provides an overview of the Next Step Park and Recreation Master Plan for Salina, Kansas. It identifies current challenges including limited funding and high demand for upgrades. The plan uses strategies like experience planning, level of service analysis, and citizen survey results to guide priorities. Project priorities are organized into three scenarios: maintaining existing assets, expanding popular facilities, and funding new visions. The estimated cost of all projects totals over $50 million. The plan aims to balance community needs and preferences with the city's financial capabilities.
This document provides a summary of a PhD thesis that analyzes the legal and regulatory reforms needed to enable local private sector participation in urban water services. It uses New Delhi, India as a case study. The analysis has three parts: 1) examining water law/policy and implications for private sector bulk water access; 2) assessing legal basis and contract options for public-private partnerships; and 3) evaluating regulatory provisions/institutions for water services. Results indicate India's current framework is inadequate. The thesis recommends enacting groundwater legislation, a water framework law enabling private sector involvement, and an independent water regulator to set tariffs, standards and regulate local private providers under possible concession contracts. The analysis provides an approach for evaluating other developing
This document provides an operational manual for social engineering and livelihoods promotion to support the sustainable management of lift irrigation schemes in Andhra Pradesh. It discusses the background of participatory irrigation management and outlines the government's policy interventions to promote sustainability of lift irrigation schemes, including handing over schemes to farmers' committees. It also describes APSIDC's role in constructing lift irrigation schemes and its changing focus to facilitating efficient water management and livelihood promotion activities. Finally, it defines sustainability in the context of lift irrigation and the objectives of social engineering interventions.
This document summarizes a campus visitation policy for Spring Hill School. It defines different types of visitors, including campus visitors and parents/guardians. For campus visitors, it outlines rules requiring advance notification and check-in/out at the admin office, including wearing a visitor badge. Exceptions are provided for some groups. The policy also details slightly modified rules for parents/guardians to visit classrooms or have meetings by making appointments. Proper ID maintenance and consequences for not following the rules are also mentioned.
This document provides a project management plan for establishing a communicable disease clinic in Kismayo, Somalia. The plan includes sections on scope, time, cost, human resources, communication, quality, risk, procurement, integration and stakeholder management. The goal of the project is to establish a clinic building with key structural features to provide a comfortable environment for patients. The clinic will be equipped to provide vaccinations, treatment and raise public health awareness. Construction will provide temporary jobs for local residents and skills training. The plan includes tasks, durations, costs, roles and responsibilities, communication protocols, quality metrics, risks, procurement criteria, change management and stakeholder register.
The document provides information about Regional Development Group Bangladesh (RDGB), an organization that provides development services. It was established in 2014 and officially launched in 2015 in Bangladesh. RDGB's mission is to connect clients to their world through quality development services. Its vision is to become a leading provider of development solutions globally. The organization offers various IT services, products, consulting, and training and has served both private and public sector clients since 2008.
Serbia judicial functional review (full report) - Izveštaj o funkcionalnosti ...gordana comic
The document provides a detailed assessment of the external and internal performance of Serbia's justice sector. It finds that while courts are generally productive, case processing could be more efficient and timely. It also finds room for improvement in quality, access to justice, governance, financial management, human resources, ICT, and infrastructure. The assessment includes over 200 specific recommendations to enhance performance across these areas.
The document provides an end of project evaluation report for the "Stronger Together!" project implemented in Zimbabwe. Some key findings include:
1. The project achieved many of its intended outputs and outcomes, building the capacity of communities to use dialogue and common ground techniques to manage conflicts. Comparisons between baseline and endline data showed improvements.
2. Communities initiated collaborative activities like infrastructure projects and engaged in less violence to resolve conflicts. Leaders demonstrated more inclusive attitudes in decision making.
3. The project was found to be highly relevant to the target communities and context in Zimbabwe. The dialogue approach used was appropriate.
4. Sustainability of the project's impacts is supported by communities taking ownership of activities
Data Analytics has incredible potential to impact education worldwide. There is significant amount of data being collected related to schools and students (e.g. personal information, attendance, marks, reduced lunches and so on), but much of it is administrative and/or siloed and/or unexamined. This document talks about data analytics in education domain.
This document is a project report submitted by Satya Narayan Behera to fulfill requirements for a Master of Business Administration degree from Sri Sathya Sai University. The project analyzes the customer focus of wireless telecom companies in India. It includes chapters on an introduction to the wireless telecom industry, literature review on key concepts like customer focus and satisfaction, theoretical frameworks for analysis, methodology used in the study including data collection and analysis techniques, findings from analyzing survey and regulatory data on customer satisfaction with major operators, and conclusions and recommendations. The overall goal is to evaluate telecom service providers' focus on customers and quality of service in India's competitive telecom environment.
This report examines news consumption patterns in the United States. It analyzes survey data to identify different profiles of how people get their news. Four main news consumption profiles are identified: cable news watchers, social media users, print/NPR listeners, and broadcast television viewers. The report also finds associations between demographic characteristics, political views, and perceptions of the reliability of different news sources and platforms. For example, social media users are younger and more likely to perceive online platforms as reliable sources of news. The analysis aims to provide insights into how attitudes toward media vary and implications for public discourse.
Getting started with blended learning guideHafidzah Aziz
This document provides guidance for academics looking to implement blended learning in their courses. It defines blended learning as combining face-to-face instruction with computer-mediated activities. The document recommends a step-by-step process for planning, designing, implementing, and reviewing blended learning courses. This involves considering factors like student needs, available resources and technologies, and pedagogical goals. It provides examples of blended learning designs and general design principles. Academics are advised to start small and focus on engaging students in meaningful learning through technology-enhanced activities.
This document discusses pad frame design and packaging for VLSI systems. It covers chip-to-package bonding using gold bond wires to connect pads on the chip to the package. The pad frame distributes signals to the package and helps with cooling. The document provides an example of a MOSIS pad frame layout and discusses generic pad layout considerations. It also covers ESD protection circuits needed on pads to protect from static discharge and provides two examples of pad designs with ESD protection. Finally, it discusses automatically generating a pad frame in Tanner Tools by adding a pad library, modifying the design to use pads, and running the place and route while selecting options to generate the pad frame and route pads.
The document provides information about the 22nd Annual Dimensions in Critical Care seminar being held on March 16, 2009 at the DoubleTree Park Place Hotel in St. Louis Park, Minnesota. The seminar will provide 7 contact hours for nurses and will cover topics such as neurovascular emergencies, virtual neurological consultations, rhabdomyolysis treatment, obstetric emergencies, post-cardiac arrest hypothermia, and historical versus modern trauma management. Registration is required by March 9th and includes breakfast, materials, and lunch.
This document presents a methodology for evaluating interaction design and interactive systems. It introduces concepts of interaction design and discusses existing evaluation strategies. It then proposes an interaction design observation model and experiential factors as a toolkit for evaluation. This includes factors like learnability, usage, error/feedback, comfort, collaboration and more. It demonstrates the methodology through two case studies - designing a scenario for using digital pens in a classroom and creating a project called Trash Track to track movement of trash. The methodology involves phases of understand, observe, experiment, evolve and improve to holistically evaluate user experience.
This document provides a summary of copyright and legal issues related to podcasting in Canada. It discusses how copyright, publicity rights, and trademark law can be relevant for podcasters. Permission is generally required to use third-party content like written works, music, and recordings. However, there are some exceptions where permission is not needed, such as for facts, public domain works, or content released under a Creative Commons license. The document provides guidance on copyright clearance for different types of content and analyzes fair use and fair dealing defenses. It also discusses licensing options for distributing podcasts.
Be the Answer: Using interactive databases to answer questions and generate r...Steve Buttry
Thanks to my former colleagues at the American Press Institute for giving me permission to share this Newspaper Next report on interactive databases, originally published in December 2008. I suspect some links are out of date, but the advice remains valid. Check out more reports from the American Press Institute: http://www.newspapernext.org/reports-to-download/
An analysis of public relations discourse and its representations in popular ...mikelaPRNZ
This thesis is an examination, exploration and discussion of the representation and perception of the public relations profession. For those outside the profession, public relations is often associated with spin doctoring and unethical communication, and this
research is an attempt to understand why that negative connotation is still prevalent in society. This work takes the stance that entertainment media and popular culture are the dominant modes of meaning making for peoples’ understanding. Working within the historical and societal context of an increasingly information-mediated global community, people often take what they see on television or the movies, as reality. Plato’s Allegory of the Cave will be used to demonstrate the idea that the shadows on the wall (or in contemporary times, the images on a screen) are often taken to be reality, and that it can be difficult for audiences to accept that the shadows are only a mediated representation of the real world.
The document discusses institutional databases at IPGRI and identifies several problems with current database structures and management. It notes issues like redundancy, lack of documentation and standards, unclear purposes, and poor database management systems. The project aims to analyze important institutional databases, create data dictionaries, identify redundancies, and make improvement recommendations. This will provide management a better understanding of database usage and data reliability across the organization.
RAPID RURAL APPRAISAL (RRA) AND PARTICIPATORY RURAL APPRAISAL (PRE) - A MANUA...Ayda.N Mazlan
This document provides an overview of the manual "Rapid Rural Appraisal (RRA) and Participatory Rural Appraisal (PRA): A Manual for CRS Field Workers and Partners". The manual aims to familiarize CRS staff with RRA and PRA methods for gathering information from communities. It discusses the need for information in development projects and situates RRA and PRA as participatory and qualitative research methods. The manual is divided into two volumes, with Volume I covering introductions to RRA/PRA and guidance on study design, implementation, analysis and reporting. It presents RRA and PRA as flexible methodologies using an array of tools to gather community-level insights in a collaborative manner.
Risk Assessment of Kathmandu Durbar Square 2015 earthquakeAbhishek Maharjan
Kathmandu Durbar Square lies in south central Kathmandu and south of Thamel Street. The Durbar
Square is not far, about 20~30 minutes by walking from Thamel Street through some alleys, square
and small temples along the way. Or tourists could also take a rickshaw or taxi to get there in
several mintues.
Durbar means “Palace” in Nepali language, Durbar Square once was the royal palace square of Malla
Kings and the subsequent Shah Dynasty in Nepal. The original east palace was built in the middle of
16th century and later the square went through constant extension from Kings of Malla Kingdom.
The Malla Dynasty is the first kingdom ruled Kathmandu Valley from the 13th century to middle 18th
century. In 1768, Shah Dynasty - the last monarchy dynasty in Nepal history occupied Kathmandu
Valley and built four more observatories in southeast of Durbar Square. All the following kings of
Shah Dynasty lived here until they relocated to the new palace in 1886. After the royal family
moved to Narayanhiti Palace, all the old palace - Durbar Square was kept as a museum with Kings’
portraits and lots of objects and photographs of King Tribhuvan. Kathmandu Durbar Square
was severely damaged due to the Nepal earthquake in 2015, most structures were
collapsed, among these, Kasthamandap and Maju Deval have been completely slumped, part
of the old royal palace has collapsed and now is a dangerous building.
Durbar Square is actually comprised of 3 distinct scattered temple squares. To the south of the
Durbar Square is the Basantapur Square facing north Basantapur Durbar. Western of the Durbar
Square, where many temples and famous sites assembled, is the primary area of the square. In the
northeastern, it is the sub zone of Durbar Square with an entrance to former palace sites. Makhan
Street - an open ground extending to northeast was a major traffic thoroughfares in Kathmandu and
now is a very famous pedestrian street. The main scenic spots are Kasthamandap, Ashok Binayak,
Kumari Bahal, Trailokya Mohan, Shiva – Parvati Mandir, Hanuman Dhoka (the old royal palace),
Talaju Temple and Kala
Bairav. Kasthamandap is a good place to start exploring the Durbar Square. (Tibet Discovery, 2020)
This report summarizes the results of a survey conducted by the Hampshire and Hampden Conservation Districts' Local Working Group to understand local conservation priorities. Water quality and loss of agricultural land were the top issues identified. Other high priorities included food security, energy conservation, and fish and wildlife habitat. The survey used various in-person and online methods to gather input from over 300 residents across the two counties. The Natural Resources Conservation Service will consider these priorities when providing farm bill assistance to best address the identified local needs.
City of Salina Parks and Recreation Draft Master Plan-Section 1City of Salina
This executive summary provides an overview of the Next Step Park and Recreation Master Plan for Salina, Kansas. It identifies current challenges including limited funding and high demand for upgrades. The plan uses strategies like experience planning, level of service analysis, and citizen survey results to guide priorities. Project priorities are organized into three scenarios: maintaining existing assets, expanding popular facilities, and funding new visions. The estimated cost of all projects totals over $50 million. The plan aims to balance community needs and preferences with the city's financial capabilities.
This document provides a summary of a PhD thesis that analyzes the legal and regulatory reforms needed to enable local private sector participation in urban water services. It uses New Delhi, India as a case study. The analysis has three parts: 1) examining water law/policy and implications for private sector bulk water access; 2) assessing legal basis and contract options for public-private partnerships; and 3) evaluating regulatory provisions/institutions for water services. Results indicate India's current framework is inadequate. The thesis recommends enacting groundwater legislation, a water framework law enabling private sector involvement, and an independent water regulator to set tariffs, standards and regulate local private providers under possible concession contracts. The analysis provides an approach for evaluating other developing
This document provides an operational manual for social engineering and livelihoods promotion to support the sustainable management of lift irrigation schemes in Andhra Pradesh. It discusses the background of participatory irrigation management and outlines the government's policy interventions to promote sustainability of lift irrigation schemes, including handing over schemes to farmers' committees. It also describes APSIDC's role in constructing lift irrigation schemes and its changing focus to facilitating efficient water management and livelihood promotion activities. Finally, it defines sustainability in the context of lift irrigation and the objectives of social engineering interventions.
This document summarizes a campus visitation policy for Spring Hill School. It defines different types of visitors, including campus visitors and parents/guardians. For campus visitors, it outlines rules requiring advance notification and check-in/out at the admin office, including wearing a visitor badge. Exceptions are provided for some groups. The policy also details slightly modified rules for parents/guardians to visit classrooms or have meetings by making appointments. Proper ID maintenance and consequences for not following the rules are also mentioned.
This document provides a project management plan for establishing a communicable disease clinic in Kismayo, Somalia. The plan includes sections on scope, time, cost, human resources, communication, quality, risk, procurement, integration and stakeholder management. The goal of the project is to establish a clinic building with key structural features to provide a comfortable environment for patients. The clinic will be equipped to provide vaccinations, treatment and raise public health awareness. Construction will provide temporary jobs for local residents and skills training. The plan includes tasks, durations, costs, roles and responsibilities, communication protocols, quality metrics, risks, procurement criteria, change management and stakeholder register.
The document provides information about Regional Development Group Bangladesh (RDGB), an organization that provides development services. It was established in 2014 and officially launched in 2015 in Bangladesh. RDGB's mission is to connect clients to their world through quality development services. Its vision is to become a leading provider of development solutions globally. The organization offers various IT services, products, consulting, and training and has served both private and public sector clients since 2008.
Serbia judicial functional review (full report) - Izveštaj o funkcionalnosti ...gordana comic
The document provides a detailed assessment of the external and internal performance of Serbia's justice sector. It finds that while courts are generally productive, case processing could be more efficient and timely. It also finds room for improvement in quality, access to justice, governance, financial management, human resources, ICT, and infrastructure. The assessment includes over 200 specific recommendations to enhance performance across these areas.
The document provides an end of project evaluation report for the "Stronger Together!" project implemented in Zimbabwe. Some key findings include:
1. The project achieved many of its intended outputs and outcomes, building the capacity of communities to use dialogue and common ground techniques to manage conflicts. Comparisons between baseline and endline data showed improvements.
2. Communities initiated collaborative activities like infrastructure projects and engaged in less violence to resolve conflicts. Leaders demonstrated more inclusive attitudes in decision making.
3. The project was found to be highly relevant to the target communities and context in Zimbabwe. The dialogue approach used was appropriate.
4. Sustainability of the project's impacts is supported by communities taking ownership of activities
Data Analytics has incredible potential to impact education worldwide. There is significant amount of data being collected related to schools and students (e.g. personal information, attendance, marks, reduced lunches and so on), but much of it is administrative and/or siloed and/or unexamined. This document talks about data analytics in education domain.
This document is a project report submitted by Satya Narayan Behera to fulfill requirements for a Master of Business Administration degree from Sri Sathya Sai University. The project analyzes the customer focus of wireless telecom companies in India. It includes chapters on an introduction to the wireless telecom industry, literature review on key concepts like customer focus and satisfaction, theoretical frameworks for analysis, methodology used in the study including data collection and analysis techniques, findings from analyzing survey and regulatory data on customer satisfaction with major operators, and conclusions and recommendations. The overall goal is to evaluate telecom service providers' focus on customers and quality of service in India's competitive telecom environment.
This report examines news consumption patterns in the United States. It analyzes survey data to identify different profiles of how people get their news. Four main news consumption profiles are identified: cable news watchers, social media users, print/NPR listeners, and broadcast television viewers. The report also finds associations between demographic characteristics, political views, and perceptions of the reliability of different news sources and platforms. For example, social media users are younger and more likely to perceive online platforms as reliable sources of news. The analysis aims to provide insights into how attitudes toward media vary and implications for public discourse.
Getting started with blended learning guideHafidzah Aziz
This document provides guidance for academics looking to implement blended learning in their courses. It defines blended learning as combining face-to-face instruction with computer-mediated activities. The document recommends a step-by-step process for planning, designing, implementing, and reviewing blended learning courses. This involves considering factors like student needs, available resources and technologies, and pedagogical goals. It provides examples of blended learning designs and general design principles. Academics are advised to start small and focus on engaging students in meaningful learning through technology-enhanced activities.
This document discusses pad frame design and packaging for VLSI systems. It covers chip-to-package bonding using gold bond wires to connect pads on the chip to the package. The pad frame distributes signals to the package and helps with cooling. The document provides an example of a MOSIS pad frame layout and discusses generic pad layout considerations. It also covers ESD protection circuits needed on pads to protect from static discharge and provides two examples of pad designs with ESD protection. Finally, it discusses automatically generating a pad frame in Tanner Tools by adding a pad library, modifying the design to use pads, and running the place and route while selecting options to generate the pad frame and route pads.
The document provides information about the 22nd Annual Dimensions in Critical Care seminar being held on March 16, 2009 at the DoubleTree Park Place Hotel in St. Louis Park, Minnesota. The seminar will provide 7 contact hours for nurses and will cover topics such as neurovascular emergencies, virtual neurological consultations, rhabdomyolysis treatment, obstetric emergencies, post-cardiac arrest hypothermia, and historical versus modern trauma management. Registration is required by March 9th and includes breakfast, materials, and lunch.
This document discusses different circuit families for combinational logic design, including static CMOS, ratioed circuits, CVSL, dynamic circuits, and pass-transistor circuits. It focuses on static CMOS, explaining how to simplify logic using DeMorgan's laws and discussing the effects of input ordering, asymmetric gates, symmetric gates, and skewed gates on delay. Skewed gates can favor one transition over another, reducing the size of non-critical transistors. The document cautions that pMOS transistors contribute significantly more capacitance than nMOS.
This document discusses various datapath subsystems including shifters and multipliers. It describes barrel shifters and logarithmic shifters, noting that barrel shifters have O(N^2) transistors while logarithmic shifters have O(NlogN) transistors. For multipliers, it explains how a basic array multiplier works by forming partial products and summing them, and notes the critical paths involve the full adders in the top row. It also introduces carry save multipliers for faster multiplication.
This document discusses different circuit design techniques for combinational logic, including:
1. Pseudo-nMOS circuits which use a permanently on pMOS transistor but have static power consumption issues.
2. Cascode Voltage Switch Logic seeks the performance of pseudo-nMOS without static power draw but requires input complements.
3. Pass transistor logic uses only two transistors but output levels are not restored perfectly and cannot drive other gates directly.
This document discusses different circuit families for combinational logic design, including static CMOS, ratioed circuits, CVSL, dynamic circuits, and pass-transistor circuits. It focuses on static CMOS, explaining how to simplify logic using DeMorgan's laws and discussing the effects of input ordering, asymmetric gates, symmetric gates, and skewed gates on delay. Skewed gates can reduce the size of non-critical transistors to lower input capacitance and delay by favoring one transition over the other. The document cautions that pMOS transistors contribute significantly more capacitance than nMOS.
Donald-Climate Change, Uncovering Risk in a Warming World 2013-10Don Grauel
J. Wylie Donald, Esq. of McCarter & English LLP Presented - “Climate Change- Uncovering Risk in a Warming World” at the October 2013 67th Annual F. Addison Fowler Seminar held by The Insurance Roundtable of Baltimore in Hunt Valley, MD
This document discusses dynamic combinational circuit design. Dynamic logic uses a clocked pMOS pullup and operates in two modes: precharge and evaluate. Dynamic circuits require monotonically rising inputs during evaluation. To address this, dynamic gates are followed by inverting static gates to form domino logic. Domino logic evaluates gates sequentially but precharges in parallel, making evaluation critical. Issues like leakage, charge sharing, and noise must also be addressed. Domino logic can provide faster speeds than static CMOS but has challenges to overcome.
This document discusses array subsystems for implementing logic, including programmable logic arrays (PLAs) and field programmable gate arrays (FPGAs). It describes how PLAs use an AND plane and an OR plane to implement sums-of-products logic functions more efficiently than using read-only memories (ROMs). NOR-NOR PLAs convert the logic to use only NOR gates for improved efficiency. FPGAs build on this concept by using programmable logic blocks containing lookup tables (LUTs) and programmable interconnects to route signals between blocks. This architecture provides flexibility to reprogram the FPGA for different logic functions compared to custom chips.
This document discusses the design and implementation of SRAM array subsystems. It covers the basic SRAM cell, including 6T and 12T cells. It describes the operation of reading and writing to SRAM cells. The document also discusses SRAM array architecture, including decoders, bitline conditioning, sense amplifiers, and column multiplexing circuits. The goal is to efficiently store and access data from the SRAM array.
The document summarizes different types of datapath subsystems used in VLSI systems including Manchester carry adders, carry-skip adders, carry-lookahead adders, and carry-select adders. It also discusses different comparator circuits including 0's and 1's detectors, an equality comparator to check if each bit is equal, and a magnitude comparator that computes B-A and looks at the sign bit to determine if A is less than, greater than, or equal to B.
This document discusses different types of array subsystems used in memory, including DRAM cells, ROM cells, and non-volatile read/write (NVRW) cells. It describes the basic operation and implementation of 1T and 3T DRAM cells, mask-programmed ROMs, NOR and NAND ROM architectures, and floating gate transistors used in non-volatile flash memories. The document also covers topics like DRAM cell manufacturing, DRAM subarray architectures, and basic read, write, and erase operations in NOR flash memories.
The document discusses design rules and stick diagrams used in integrated circuit layout and design. Design rules define guidelines for constructing process masks and minimum feature sizes. Stick diagrams graphically represent the relative placement of transistors and components without exact dimensions, sizes, or compliance with design rules. They help visualize interconnects and plan preliminary layouts. Examples of stick diagrams are provided for basic gates and a 4-input NOR gate.
Lec17 Intro to Computer Engineering by Hsien-Hsin Sean Lee Georgia Tech -- Me...Hsien-Hsin Sean Lee, Ph.D.
The document summarizes memory and programmable logic. It describes different types of memory including RAM, ROM, SRAM and DRAM. It explains how memory is addressed and organized hierarchically using decoders. The document also covers concepts like endianness and memory allocation. Finally, it introduces different types of programmable logic devices including PLA, PAL and ROM and provides examples of their usage and programming.
The document discusses Dynamic Random Access Memory (DRAM). DRAM uses a capacitor and transistor to store each bit of data, which allows it to be implemented using less space than SRAM. However, DRAM is volatile and requires periodic refreshing to prevent data loss as the capacitor charge leaks over time. Common DRAM configurations include one transistor cells, three transistor cells, and four transistor cells. The document outlines the read and write operations for DRAM and how refreshing maintains the stored data.
This document discusses different types of semiconductor memory used in computing systems. It describes volatile memory like static RAM (SRAM) and dynamic RAM (DRAM), as well as non-volatile memory such as ROM, MRAM, and flash memory. The basic unit of semiconductor memory is the memory cell, which can store a single bit using MOS or CMOS fabrication. Memory architectures are organized in arrays or hierarchies to store large amounts of data within computer systems.
VLSI subsystem design processes and illustrationVishal kakade
This document discusses the design processes for digital subsystem design. It begins by outlining the objectives of design consideration, problem and solution, basic digital processor structure, and datapath. It then discusses general considerations for subsystem design such as lower unit cost and higher reliability. It presents some common problems in design like how to design complex systems efficiently. It proposes solutions like top-down design and partitioning the system. The document then illustrates the design processes through examples like designing a 4-bit shifter and ALU subsystem. It provides block diagrams, logic diagrams and layouts at different stages of the design process.
This document summarizes key topics related to data link control and protocols. It discusses framing methods like fixed-size and variable-size framing. It also covers flow control, error control, and protocols for both noiseless and noisy channels. Specific protocols described include the Simplest Protocol, Stop-and-Wait Protocol, Stop-and-Wait ARQ, Go-Back-N ARQ, and Selective Repeat ARQ. The document provides details on their design, algorithms, and flow diagrams to illustrate how each protocol handles framing, flow control, and error control.
The document discusses circuit design processes and stick diagrams. It begins by introducing MOS layers and objectives of understanding stick diagrams, design rules, and layout. It then covers stick diagrams in depth, explaining that they show relative component placement and layer information through color codes as an interface between symbolic circuits and layouts. Examples of stick diagram rules, notations, and common MOS circuits are provided. Finally, it discusses design rules, explaining that they define feature sizes and spacings to interface between circuits and fabrication processes while allowing for manufacturing tolerances.
The document discusses pass transistor logic circuits. It describes how nMOS pass transistors can transfer logic 1 and 0 signals. Transmission gates are introduced which use both nMOS and pMOS pass transistors to pass strong signals in both directions. Applications of transmission gates include multiplexers, XOR gates, D latches, and D flip-flops. Clock skew management and different pass transistor logic families are also covered.
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Saide OER Africa
The project management of the Health OER Design Phase has been highly effective in enabling the realization of specified activities. A well-documented website tracks all project activities and resources. The dScribe model for converting materials to OERs is an innovative asset. There is widespread approval of the project management. While the United States-based University of Michigan plays a lead role, participants feel the project is firmly "for Africa and by Africans" and view U-M as facilitators rather than controllers. The four African universities have differing prior experiences with open learning and ICT in teaching, resulting in the project taking hold in varied ways across institutional contexts.
Health OER Inter-Institutional Project Formative Evaluation of Health OER Des...Saide OER Africa
The project management of the Health OER Design Phase has been highly effective in enabling the realization of specified activities. A well-documented website tracks all project activities and resources. The dScribe model for converting materials to OERs is an innovative asset. There is widespread approval of the project management. While the University of Michigan plays a lead role, participants feel they are driving the project rather than being controlled. The four African universities have differing prior experiences with open learning and ICT, and academics have had varying exposure to OERs. This has resulted in the project developing differently across the varied institutional contexts.
This document provides an overview and outline for writing a medical research proposal. It covers key components such as identifying problems, conducting a literature review, developing objectives, outlining the research design and methodology, planning for data collection and analysis, and project management. The goal is to guide health professionals through the process of planning and conducting an applied research project that can meaningfully improve health outcomes. Examples and templates are provided to illustrate concepts.
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
Smart Speaker as Studying Assistant by Joao ParganaHendrik Drachsler
The thesis by Joao Pargana followed two main goals, first, a smart speaker application was created to support learners in informal learning processes through a question/answer application. Second, the impact of the application was tested amongst various users by analyzing how adoption and
transition to newer learning procedures can occur.
This document outlines a project-based learning model developed by the Pacific Education Institute to engage students in solving environmental problems in their local communities. The model is designed to facilitate student-led projects that apply science, technology, and engineering practices. It involves students exploring a local ecosystem, identifying issues, researching solutions, engaging stakeholders, developing plans, implementing projects, and evaluating outcomes. The goal is for students to take ownership of their learning while addressing real-world problems through hands-on projects. The learning model aligns with national science standards and is intended to help students build skills in areas like problem-solving, systems thinking, and communication.
This document summarizes a citation analysis of high impact scholarship on student evaluations of teaching (SET). It finds that while the three databases (Google Scholar, Scopus, Web of Science) showed some overlap, some highly cited papers were not present across all three. The analysis identified three main topics in SET literature: the use of SET, validity issues, and development of SET instruments. It also revealed that much of the highly cited work was conducted by a few leading researchers, especially Herbert Marsh. While some influential studies date back to the 1960s, the field saw significant growth starting in the 1970s.
Georgia Common Core Coach, CCGPS Edition, Composition, Level IITriumphLearningNY
Composition exercises support students in constructing more complex, sophisticated writing, as required by the Common Core Georgia Performance Standards.
Get a comprehensive review of both the writing process and research process, in entirety. Easy-to-follow lessons focus on specific writing types that are outlined in the Common Core Georgia Performance Standards. During this program students will be integrating different sources into research papers based on a prompt.
THE IMPACT OF SOCIALMEDIA ON ENTREPRENEURIAL NETWORKSDebashish Mandal
This is the actual Research Proposal runs in to 70 pages. The primary purpose of this research is to examine the process of adoption of social media in
small businesses and investigate the impact it has on the business network of the
owner/entrepreneur. The intended output of the investigation is to construct a robust social
media adoption model specifically designed for small business. The model will be designed
in a manner which will be helpful for practitioners and academics alike.
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
This document outlines the 2009 Saskatchewan curriculum for Physical Education 7. It includes an introduction and discusses the core curriculum, broad areas of learning, cross-curricular competencies, aim and goals of K-12 physical education, characteristics of an effective physical education program, grade-specific curricular outcomes, assessment of student learning, and connections to other subject areas. The curriculum is intended to help students develop positive attitudes toward active living, gain confidence in physical skills, and support personal, social, cultural, and environmental growth through 150 minutes per week of physical education instruction.
This document outlines the 2009 Saskatchewan curriculum for Physical Education 7. It includes an introduction and discusses the core curriculum, broad areas of learning, cross-curricular competencies, aim and goals of K-12 physical education, characteristics of an effective physical education program, grade-specific curricular outcomes, assessment of student learning, and connections to other subject areas. The curriculum is intended to support students in developing positive attitudes toward active living, gaining confidence as skillful movers, and promoting personal, social and community growth through 150 minutes of physical education instruction per week.
This document appears to be a thesis template created by Mohd Zuli Bin Jaafar of Universiti Sains Malaysia. It includes chapters on introduction, literature review, methodology, the thesis template using MS Word, and a conclusion. The template provides formatting guidelines and examples for thesis writing in MS Word. It acknowledges those involved in developing the template and thanks various individuals and departments for their support and feedback.
This document provides an overview of the book "Strategic Planning for Social Media in Libraries" which is part of the ALA TechSource series called "THE TECH SET". The book discusses how libraries can develop strategic plans for using social media to remain relevant and provide new services to patrons. It emphasizes the importance of communication and gaining buy-in when developing social media plans. Strategic planning can help libraries shift from a reactive to proactive culture and make the most of their social media efforts. The book also covers topics like different social media platforms, implementation, best practices, assessment and emerging trends.
ILJTER.ORG Volume 22 Number 12 December 2023ijlterorg
We are very happy to publish this issue of the International Journal of Learning, Teaching and
Educational Research. The International Journal of Learning, Teaching and Educational Research is a
peer-reviewed open-access journal committed to publishing high-quality articles in the field of
education. Submissions may include full-length articles, case studies and innovative solutions to
problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for
accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is
composed of renowned people from across the world. Each paper is reviewed by at least two blind
reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
F S K N Phase I Program Evaluation 03 03 10Karen Vignare
This document summarizes the Food Safety Knowledge Network (FSKN) Phase I planning grant activities from November 2008 to January 2010. Key outputs included developing competencies in 14 areas with 90 objectives and 264 assessment questions, and creating over 200 educational resources in 3 languages. Pilot trainings were conducted for over 320 participants from 66 companies in 5 locations. The project established partnerships and built an online platform integrating competencies and open educational resources. Challenges included maintaining engagement across the industry-university collaboration and ensuring corporate partners understood open educational licensing. Overall, the planning grant laid the groundwork for an international food safety training network.
We are very happy to publish this issue of the International Journal of Learning, Teaching and
Educational Research. The International Journal of Learning, Teaching and Educational Research is a
peer-reviewed open-access journal committed to publishing high-quality articles in the field of
education. Submissions may include full-length articles, case studies and innovative solutions to
problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for
accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is
composed of renowned people from across the world. Each paper is reviewed by at least two blind
reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
This document outlines the 2010 Saskatchewan curriculum for English Language Arts for grade 2. It includes the core curriculum, broad areas of learning, cross-curricular competencies, aims and goals of ELA, characteristics of an effective ELA program, grade 2 outcomes and indicators, assessment strategies, and connections to other subject areas. The purpose is to provide provincial requirements and guidance for teaching ELA to grade 2 students in Saskatchewan.
Teacher and student perceptions of onlinewaqasfarooq33
This document summarizes Fred Guillot's 2003 doctoral dissertation that examined teacher and student perceptions of online instruction at Southeastern Louisiana University. The dissertation used a mixed-methods explanatory design with two phases of data collection. The first phase involved surveys of online teachers and students to understand their perceptions. The second phase consisted of interviews with nine experienced online teachers to help explain the survey results. Key findings included that both teachers and students agreed effective feedback and clear guidelines were important for online courses. Students also said clearer guidelines could have further assisted their learning. The interviews revealed a variety of methods and strategies used by online teachers within and across disciplines to build online learning communities, including the prominent use of email for one-on-one communication.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Guidebook on technology planning
1. Guidebook
for Developing an Effective
Instructional Technology Plan
Version 2.0
prepared by
Graduate Students at Mississippi State University
participating in
TKT 8763 – Seminar in Planning for Instructional Technology
Instructor: Dr. Larry Anderson
Internet: LSA1@Ra.MsState.Edu
Mississippi State University
Revised Spring 1996
1
2. Table of Contents
Authors................................................................................................................................................ 4
Preface ................................................................................................................................................. 5
Process
Technology Planning Model ...................................................................................................... 8
Introduction .................................................................................................................................. 9
The Purpose of Technology Planning ................................................................................. 9
The Planning Process ............................................................................................................ 9
The Planning Document ..................................................................................................... 10
Implementation in Progress ............................................................................................... 11
Ongoing Evaluation ............................................................................................................ 11
Product
Cover Sheet ................................................................................................................................. 14
Title Page ..................................................................................................................................... 14
Table of Contents ....................................................................................................................... 14
Acknowledgments ..................................................................................................................... 15
Executive Summary................................................................................................................... 15
Vision Statement ........................................................................................................................ 16
Mission Statement ..................................................................................................................... 16
Demographics ............................................................................................................................ 16
Committee Membership ........................................................................................................... 17
General Introduction ................................................................................................................. 18
Data Collection, Analysis and Reporting ............................................................................... 18
Plan Preparations ....................................................................................................................... 20
Critical Issues ............................................................................................................................. 21
Public Relations .................................................................................................................... 21
Equipment ............................................................................................................................ 22
Implementation .................................................................................................................... 22
New and Emerging Technologies...................................................................................... 23
Professional Development .................................................................................................. 23
Incentives/Reward System ................................................................................................ 24
Purchasing ............................................................................................................................ 25
Community Resources ........................................................................................................ 25
2
3. Legal Aspects ........................................................................................................................ 26
Curriculum, Instruction, and Evaluation ........................................................................ 26
Philosophy ............................................................................................................................ 27
Networking ........................................................................................................................... 28
Maintenance ......................................................................................................................... 29
Special Needs Learners ....................................................................................................... 30
Security .................................................................................................................................. 33
Community Involvement ................................................................................................... 33
Funding ................................................................................................................................. 34
Fine Arts ................................................................................................................................ 35
Support .................................................................................................................................. 38
Lifelong Learners ................................................................................................................. 39
Facilities ................................................................................................................................. 39
Other Critical Issues ............................................................................................................ 40
Evaluation ................................................................................................................................... 40
Budget ......................................................................................................................................... 40
Bibliography ............................................................................................................................... 41
Glossary....................................................................................................................................... 41
Appendices ................................................................................................................................. 41
Index ............................................................................................................................................ 41
Index .................................................................................................................................................. 42
NOTICE: RESTRICTIONS ON DUPLICATION
This document is not copyrighted yet, in its entirety; however, to preserve the integrity of the students’
work, the National Center for Technology Planning (NCTP) does not release complete rights to duplicate
the Guidebook. Anyone who wishes to make copies of this work is required to do the following:
1. Seek and obtain written permission from Dr. Larry S. Anderson, Founder/Director, National Center
for Technology Planning, P. O. Box 5425, Mississippi State, MS 39762, 601•325•7253 (Voice) or
601•325•7599 (FAX); E-mail: LSA1@Ra.MsState.Edu
2. Upon receiving permission from Dr. Anderson, submit to NCTP a list containing names of individu-
als or organizations to whom a copy was given.
3. The Guidebook must be reproduced in its entirety, as one single unit.
By following these guidelines, users of this document will allow NCTP to continue to keep the Guide-
book updated and will keep the Guidebook from being copyrighted.
Thank you for your cooperation!
3
4. Authors We respectfully offer this document to those who anticipate
writing a technology plan in sincere hope that it will aid
them in their task. We recognize this work as one that is “in
progress.” This guide is a product of our collaboration at the
time of publication, May 7, 1996. We expect and desire others
to critique, expand, and improve this endeavor.
The original guidebook was developed by students in June,
1995. This was an excellent work; however, several revisions
were needed. The following authors, therefore, created
Version 2.0:
NAME E-MAIL DEGREE INSTITUTION
Abdullah S. Al-Weshail asa2@ra.msstate.edu M.S. University of North Dakota, Grand Forks, ND
Amanda L. Baxter alb1@ra.msstate.edu M.S. Mississippi State University, Starkville, MS
Wynelia Cherry wc1@ra.msstate.edu Ed.S. Mississippi State University, Starkville, MS
Evelyn W. Hill evelyn@cvmfaculty.msstate.edu B.S. Mississippi State University, Starkville, MS
Charles R. Jones, II crj5@ra.msstate.edu B.S. Mississippi Valley State University, Itta Bena, MS
Lyle Thomas Love ltl1@ra.msstate.edu B.S. Mississippi State University, Starkville, MS
Fairfax H. Montgomery fhm1@ra.msstate.edu B.A. Mary Baldwin College, Staunton, VA
Deborah S. Podwika dsp3@ra.msstate.edu M.A. Roosevelt University, Chicago, IL
Betty Lang Rawlings blr3@ra.msstate.edu B.A. Mississippi State University, Starkville, MS
Angela G. Reed agr2@ra.msstate.edu M.S. Mississippi State University, Starkville, MS
Seyed E. Taghavi set1@ra.msstate.edu Ed.S. Pittsburg State University, Pittsburg, KS
Joseph E. Tilley jet6@ra.msstate.edu B.B.A. Mississippi State University, Starkville, MS
Judy C. Woods jcw5@ra.msstate.edu M.S. Mississippi State University, Starkville, MS
Layout and Design by Fairfax H. Montgomery
4
5. Preface I am extremely proud of the document you are reading currently and
want to offer a few words to help readers understand the significance of
this work. This guidebook is a fluid document—it is in a constant state of
change, of being updated. Such is the nature of technology planning.
The Guidebook for Developing an Effective Instructional Technology Plan was
created by graduate students enrolled in my course, Seminar in Planning
for Instructional Technology—a rich experience included in the Instruc-
tional Technology program at Mississippi State University. I have at-
tempted to ensure that the activities in which these students engage are
pragmatic and immensely beneficial. I used this assignment as a means
of immersing students in the topic of technology planning. As a result,
students learned a great deal more and a great deal faster than had I
merely shared with them my views of technology planning—in the
traditional mode of teaching.
No longer do I require students to write research papers that they submit
to me as a partial requirement for the degree. In this scenario, student
work would remain in the scrutiny of the professor; outstanding work of
students would not be shared with their peers. Make no mistake, I still
expect students to engage in sterling-quality scholarship. My standard of
excellence in this area is extremely high (the students would probably
roll their eyes and say, “Yes, to a fault!”)—and students respond in a
superb fashion to these high expectations.
The improved system I use is for students to perform individual and
group research on well-thought-out issues, then to collaborate in the
creation of materials that have universal application and are sought by
hundreds of educators. Further, their work must be shared with the
world, using a variety of technologies, but especially the Internet,
generally, and the World Wide Web, specifically. Such a situation oc-
curred with respect to this guidebook.
The majority of these contents were developed by my students. Only in a
few cases have I added my own words or input directly. Naturally, since
I have spent many hours engaging these marvelous students in discourse
and debate, and have attempted to help them think more than just
remember, I hope my influence appears, albeit subtle.
The guidebook was developed in response to needs voiced by educators
around the world. Graduate students maintained rigorous contact with
technology planners in a wide variety of locations and institutions. Email
has been the primary mode of communication used; electronic redistri-
bution of this guidebook seemed a natural delivery medium, therefore.
These extremely hard-working graduate students at Mississippi State are
some of the most well-equipped planners on this planet. The entire
world is their classroom. Using the Internet extensively, they have both
taught and been taught by the brightest minds in existence—yours! They
have probed deeply into sensitive issues, questioned exhaustively the
premier leaders in government agencies and other policy-making
5
6. institutions, and stretched the minds of both energetically-willing and
mildly-reluctant educators. As is the case with any eager learner, they
have attacked this mode of learning with a vengeance; all of us who
participated are better people for the experience. The fortunate few who
have experienced this contagious synergy firsthand know the exhiliration
that occurs and the concomitant frustration we sense as we see others
who “don’t get it.” I am so proud to have been the single professor
whose great fortune it has been to stand amidst these learners engulfed
in the enterprise of intellect and exuberant, boundless creativity!
These students have critiqued hundreds of technology plans, most of
which were contributed to the National Center for Technology Planning
by people like you. They have designed many devices, or aids, for plan-
ning, and interacted frequently with a wide variety of schools engaged in
technology planning. One result of all this activity is this guidebook. We
hope you find it immensely beneficial.
As you read and use this guidebook, we encourage you to submit your
comments, suggestions, and questions. It is through the regular exchange
of ideas that we are able to improve the product.
Thank you to every person who has given so freely to the valiant efforts
of my graduate students. Your input, advice, and dialogue has been
invaluable. I feel sure, also, that you enjoyed interacting with the stu-
dents and can understand why I derive such joy from working closely
with them.
Larry S. Anderson, Founder/Director LSA1@Ra.MsState.Edu
National Center for Technology Planning
P. O. Box 5425
Mississippi State, MS 39762
and
Associate Professor
Department of Technology and Education
Mississippi State University
P. O. Box 9730
Mississippi State, MS 39762
Phone: 601•325•2281
FAX: 601•325•7599
WWW: http://www2.msstate.edu/~lsa1 [LSA1 in lower case]
6
9. Introduction This introduction outlines the concepts associated with the
process of planning. Immediately following this introduc-
tion is a detailed discussion of concepts associated with the
product—a technology planning document.
The Purpose of Technology Planning
Technology planning is an activity that provides direction
and helps users understand clearly where they are now and
imagine where they want to be. The most common technique
used to formalize technology planning is the creation of a
document. A technology planning document is to technol-
ogy planning as a road map or a navigational chart is to a
journey but the planning document is neither the journey
nor the adventure. It is a device that helps explain the vari-
ous points of interest and destinations to travelers involved
in the process of realizing their dreams.
The purpose of technology planning is not just to produce a
document, but to produce continuous action that creates
and maintains a technology-rich educational environment.
The plan (noun) is a clear, written description of the plan
(verb) that is put into action by members of the community.
The Planning Process
Like a long journey, technology planning is long-term and
continuous. There are discoveries about different routes to
the same destination. There may be side-trips. Keep plan-
ning. Allow plenty of time (a year is suggested). Include all
stakeholders in the planning process—students, teachers,
administrators, community leaders, and other members of
the community who will benefit from the implementation of
the plan. Keep in mind that when the technology is in place
and in use it should be transparent. The real purpose of
technology in education is education.
Hint: Keep a log of council/committee activities for refer-
ence and as a resource for the planning document .
9
10. Consider the following:
• How best can we assess the present state of technology
and future needs?
• How can we provide for ongoing evaluation and
assessment?
• How often should the planning council/committee
meet?
• What educational institutions that have already in-
stalled and implemented technology such as electronic
classrooms can we visit?
• What conferences, expositions, etc. can we attend to
discover more about our greatest potential in
technology?
• Where can we find planning resources (people and
documents)?
• How should we divide the planning responsibilities?
The Planning Document
A planning document is one physical outcome of the plan-
ning process. This guidebook presents key elements to
consider in preparing the written portion of a technology
plan. It is intended to expand a planning committee’s famil-
iarity with technology planning and related issues.
A good technology plan includes certain components. These
components and related issues are presented in the order in
which they generally appear in published technology plans.
However, this does not imply that the order used in this
guide is the best or the only possible choice. Likewise, not all
components listed may be necessary for all plans; some
plans will require additional sections not covered in this
guide.
Please keep in mind that planning is a fluid, ongoing pro-
cess. The written plan should be an articulation of what is
believed, what exists, what is to be, and how goals are to be
achieved.
10
11. Implementation in Progress
Implementation is a part of the continuous action that starts
with the first technology planning decision. It begins the
fulfillment of: 1) the vision, 2) the mission, and 3) the purpose
of the planning process. It is ongoing and should improve as
you evaluate your activities and revise your policies. As you
initiate the implementation phase, consider the following:
• Always keep the vision and mission statements in
mind as you progress toward your planning and
implementation goals.
• Provide opportunities for everyone to be involved.
• Provide a flexible environment that nurtures change
and encourages risk-taking to learn technology skills
and use technology.
• Develop and maintain resource relationships with
technology experts to be aware of emerging technolo-
gies.
• Do not panic if something is not going the way every-
one thought it would. Reevaluate! Realize that you are
involved in a process that requires constant monitoring
and adjusting.
• There should be a definite schedule or timeline in your
plan for carrying out the various phases.
• Someone must be responsible for implementing the
plan in buildings and district-wide. (This could and
should be more than one person.)
• Decide what motivational measures will be used to
encourage teachers or administrators who are
reluctant to carry out the program.
Ongoing Evaluation
Evaluation is a continuous, ongoing process. This process is
both informal and formal. The informal component goes on
in the planners’ and implementers’ minds as the planning
and implementing process begins and continues. The formal
component takes place at intervals throughout the process.
11
12. The informal is more intuitive; the formal can be done with
established criteria.
In all planning processes some plans work well and others
not so well, relative to various factors, including the plan-
ning and working environment as well as the people in-
volved. A purpose of the evaluation process is to determine
what is working for your institution and what is not, then
revise accordingly. One public school system deliberately
decided not to include a timeline or a budget in their plan.
They also decided to report annually on progress in imple-
mentation, review, revision, monitoring, and evaluation.
• Revisit and revise the plan at least annually.
• Elicit feedback and suggestions continuously.
• Establish a feedback loop into the implementation
process based on the vision and mission that is ongo-
ing.
• Consider these questions:
x What has been and is being accomplished? (imple-
mentation)
x How can it be improved? (evaluation)
x What is our next step? (revision)
12
14. Cover Sheet An attractive cover sheet is vital in providing that important
first impression. Think of the cover sheet as the front door to
someone’s home. It should be sufficiently inviting, visually,
that the reader is drawn to open the document and see what
is inside. The cover should be enticing. Just imagine how
much more appealing a magazine cover is when
it is asplash with color and meaningful graphics than if it
were bland—with only the title shown.
In developing a cover sheet consider the following:
• Utilizing different typefaces
• Inserting graphics
• Adding color
• Including the name of the institution for which the
technology plan is designed
Title Page An attractive and informative title page is an important
component of a technology planning document, conveying a
strong, positive message. In developing a title page consider:
• Including the state/province in which theinstitution(s)
is located
• Including the date the plan was submitted
• Including who the plan was submitted by (not
necessarily every name on the committee, but the
name of the committee as a whole) (example: advisory
committee)
• Including the superintendent (if applicable)
• Including an address and phone number for additional
information
• Including the e-mail address or the web site address for
a contact person in the institution
Table of The Table of Contents is a crucial component of a planning
document because it provides a guide for readers. In devel-
oping the Table of Contents the following points may be
Contents considered:
• Including all sections of the document
• Being neat
14
15. • Being attractive
• Having page numbers so that readers can go directly
to a certain topic
• Having appropriate indentations
• Including leaders (leader dots)
• Including headings and subheadings, if needed
Acknowledgments An acknowledgments page provides the opportunity to
recognize those persons and groups who have contributed
their time, efforts, and resources toward the completion of
the technology plan. While this section should be kept as
short as possible, it should at least recognize those who
provided financial support, leadership, technical expertise,
review or editing of the manuscript, and the publisher of the
finished document.
If the acknowledgment is for a specific person or organiza-
tion, then that contribution to the plan should also be cited.
If the acknowledgment is for the contribution of a group
whose members are also to be recognized individually, it is
often best to list these members in alphabetical order. Con-
sider ending this section with a general acknowledgment so
that all supporters of the plan can feel that their efforts were
appreciated.
Executive The executive summary serves essentially as an abstract of
your technology plan. It provides the reader with a short
Summary overview of what the plan is, how and why it came into
being, and what it hopes to accomplish. Like an abstract, it
should be placed near the beginning of the planning docu-
ment so that it is easy to locate. The summary should be kept
brief, and should communicate quickly the major points of
the plan to the reader. A maximum length of two pages is
recommended.
It is important when creating the summary to remember
that, for many readers, the executive summary will be the
only part of the plan that they read in its entirety. This means
that the summary can be potentially the most important part
of your technology plan for those readers as it will provide
them with their only impression of it.
15
16. Vision A vision statement expresses your thoughts about what you
want to happen in the future and should be written in broad
terms. In preparing a vision statement, sufficient time, sup-
Statement port, commitment, teamwork, and flexibility are required in
order to convey a positive attitude toward the use of the
technology. This component, with the mission statement, is
the basis of everything else that you will do. It should be
thought out carefully and included in all technology plans.
When constructing a vision statement, consider the follow-
ing:
• What roles do we desire and see for the future of technol-
ogy and education in our institution and community?
• What will our classrooms of the future look like and
include?
• How will instruction be delivered?
• How and at what levels will students achieve?
• How will the community be involved?
• What do we envision for our learners in the future?
Mission A mission statement decribes your purpose and your plans
for fulfilling your vision for technology in education. This
component should be included in all technology plans.
Statement When composing a mission statement, consider the follow-
ing:
• What must we do to make our vision come true?
• What is learning, according to our definition?
• What does learning look like while in progress?
• What is different about learning with technology?
• What must we do to develop, implement, and continu-
ally improve the quality of instruction and learning
using technology?
• What are desired student benefits and outcomes?
• What characterizes our learners?
Demographics Demographics give the blueprint of the area surrounding the
institution that will be implementing technology into its
program. The demographics of a community or region
contribute to the general quality of the learning experience.
16
17. Demographic data should cover all relevant aspects of the
community/schools. This section is important as demo-
graphics may influence potential industrial and residential
development. When developing a statement of demographic
composition, the following points may be considered:
• Location
• Area
• Population distribution by ethnic group, gender, and
median age
• Percentage of professionals, blue collar workers,
unemployed, etc.
• General accreditation/degree levels of teachers
• Income: household and per capita
• Student enrollment, history, and projections
• School building distribution
Committee Every strong technology plan has several committees made
up of key personnel. Committees should include:
Membership •
•
Students
Parents
• Community members
• Faculty members
• Administrators
• Business persons
• Laypersons
• Librarians
• Administrative support personnel
• Technology professionals
There should be room for outside consultants and other
interested persons. The above list is only for consideration. In
choosing committee members, factors to consider would
include: a past history of willingness to invest their time and
interests in educational endeavors; past committee member-
ships; strong indications of interest in this area; formal or
informal leadership positions in the community; persons with
known influential positions; and vocal/energetic trendsetters.
However, it is imperative that all groups be represented.
17
18. Points to consider when establishing and working with
committees include the following:
• A leader who is assertive, committed, self-starting, and
flexible should be chosen for each committee.
• A recording secretary is essential. This person will be
responsible for recording all meetings and distributing
the minutes.
• Meetings should be scheduled on a regular basis at a
time that is convenient for the majority of members.
• The leader should be able to delegate authority to those
in each committee. Committee members should be
given job descriptions so their roles and responsibilities
will be clear.
• Job descriptions for the technology coordinator as well
as other key personnel should be included in the tech-
nology plan. An organizational chart may be useful.
• Committee members should be encouraged to visit
each campus in their district, as well as other school
districts, to compare existing technologies.
General This should be written in an abstract form that could include
but not be limited to the following:
Introduction • Capacity: number of schools, students, faculty members
• History of committee: committee’s beginning, who is
involved, stages of committee, and its activities
• Short-term and long-term goals
• School’s organizational structure
• Purpose of the school in the community
Data Collection, Consider starting data collection with students and
teachers as end users of instructional technology; this
would aid in discovering how to apply technology to
Analysis, and their specific responsibilities and working situations.
This concept would also apply to other staff and
Reporting personnel. A survey using open-ended questions can
be useful for this purpose.
18
19. Data are likely to be used and/or reported in a variety of
locations within a technology planning document. Data are
necessary for many reasons, including, but not limited to:
• Describing the current status of programs, courses,
student achievement, technology, infrastructure, and
other existing situations
• Determining the needs of clientele, identifying stan-
dards, and discovering opportunities and problems
• Formulating and fine-tuning values, visions, missions,
and goals
• Deciding how to fulfill needs, implementing plan
steps, and accomplishing specific objectives
• Controlling the process, evaluating results, and revis-
ing plans
Data may be of many types, for example: demographic,
descriptive, subjective, objective, and many others. Data may
be collected from existing records, surveys, observations,
and physical measurements. Data may describe attitudes,
abilities, capabilities, status and characteristics of people,
processes, curricula and other soft items, hardware, equip-
ment, budget, finances, and other entities.
Data may be collected from various individuals at various
locations. For example: the planning committee should visit
all sites; office staff may extract information from student
records; and students, teachers, and others can keep logs.
Data may be analyzed by a variety of analytical, graphical,
and holistic techniques. The types of analyses employed will
depend on the data collected and the questions to be an-
swered. It is advisable to obtain the aid of a skilled re-
searcher/evaluator.
Interpretation and dissemination of data are equally as
important as collection of data. Periodic reports (concerning
data and other items) throughout the planning process will
be necessary. It is important that reports be accurate, clear,
and concise. Include in a report only what is necessary. Place
tabulations and lengthy lists in appendices. Reports should
be tailored to the reader. An interim report to the district
superintendent should look very different compared to a
19
20. technology newsletter for parents. The data dissemination
portion of the plan document should reflect the format and
printed quality of the rest of the document, that is, very
professional.
When collecting, analyzing, or reporting data for evaluation
or other purposes, several considerations are important,
including:
• Before any data are collected, make sure you know for
which purpose you are collecting the data.
• Collect only data needed, but make sure you collect all
the data you need.
• Collect data in an unintrusive manner.
• Maintain confidentiality of respondents.
• Participation by respondents should be voluntary.
• Do not use data to prove a preconceived idea; use data
to discover, describe, and provide other information
necessary for decision making.
• All instruments and techniques should be sensitive to
bias and diversity issues.
• Make sure that what is reported is logically derived
from what is collected.
• Keep surveys and other instruments as short and easily
interpreted as possible.
• In surveys and questionnaires, avoid questions which
lead to preconceived answers. Questions should not
restrict input; open-ended questions are generally best.
Plan The components listed under the Plan Preparations should be
included in all plans and located near the beginning of the
document. They are as follows:
Preparations • Goals—should say specifically what you plan to accom-
plish
• Objectives—how you plan to achieve the goals you
have stated; state goals in measurable terms
• Timeline—states the period of time in which you are
to complete the plan or goals; states approximate
date(s) for completion of each phase; states major
events with the use of graphics (i.e. charts and
calendars)
20
21. Critical Issues Numerous critical issues exist in planning for pragmatic use
of technologies for instruction. A particularly effective strat-
egy in preparing the section of your plan that deals with
these issues is to assign different ones to committee mem-
bers. You may want to assign a special task force to each
issue, then let these people focus on a specific area. As the
committee gives periodic progress reports, the entire com-
mittee can stay abreast of overall action. Sample issues to be
considered in writing a plan should include, but are not
limited to, the following:
Public Relations The development of public relations is the process of strate-
gically communicating with the people who are important to
your ideas. Public relations programs can be big and expen-
sive. They can also be small and inexpensive and still be
effective. There is no direct correlation between the amount
of money you spend and the success of your program. The
success of a public relations program depends more on what
is happening within an institution than on the public rela-
tions effort, in the way that great wine starts with great grapes.
When developing a public relations program the following
points may be considered:
• Determine your position in your institution. What
makes you unique?
• Determine your key audiences.
• There are other groups that may have a significant
impact on your ideas: employees, the community,
government agencies, educators, etc.
• Determine which media will best target your selected
audiences. Media might include trade and technical publi-
cations, business press, television, radio, newspapers, and
magazines. For special purposes, appropriate media might
even be imprinted balloons, skywriting or racing cars.
There are no limits except those imposed by who you are
trying to reach and what you are trying to tell them.
• Formulate a strategic message to target audiences. Put
together a plan outlining objectives, strategies, tactics,
timeline, and budget.
• Good public relations illustrates needs and creates
desires for implementing technology.
21
22. • Go forth and communicate. Tactics involved in execut-
ing a public relations program are virtually unlimited.
They include standard news releases, media liaison,
press tours, and so forth, but they can also include
direct mail, special events, contests, and speakers’
bureaus. The criteria for judging the appropriateness of
a tactic include:
x Will the tactic support the overall strategic objectives?
x Is a key audience targeted?
x Is its cost justified by its potential effectiveness?
Equipment Choosing hardware should come after deciding curriculum
and looking at available software. When choosing equipment,
these are some of the questions that should be addressed:
• What equipment is available in the district?
• What will be the budget?
• What instruction will be necessary for staff/students?
• What functions and capacities must the equipment possess?
• What will be the minimum specifications for the equip-
ment?
• Is the equipment user-friendly?
When preparing to evaluate software, consider the following
questions:
• Can vendors give demonstrations of current technology?
• Is the software user-friendly?
• How does the software meet curriculum objectives?
• What software is presently in use?
• Have you used the Software Publishers Association as a
resource?
Implementation Implementation as a part of the plan document answers the
questions when and who is responsible for acting on the
plan. This component can outline and include:
• The estimated timeline and proposed schedule for
completing the various components of the plan
• The necessary steps involved for completing each
component
22
23. • The person(s) responsible for each component and seeing
that each step is completed at all levels of involvement
• Checkpoints for formal evaluation of implementation
• Relevant funding information (how much and when it
will be available) or where to find this information
• References to the incentives proposed in the Technol-
ogy Professional Development section of the plan
New and Emerging This section of a technology plan describes innovations that
are foreseen.
Technologies
• Investigate and research to see if your current technol-
ogy is up to date. If not, salvage what you can, scratch
the rest, and start over again.
• Technology changes every day. Is your plan and the
equipment you intend to buy able to change with it?
• Ask for volunteers or possibly assign several people
who are interested in emerging technologies to report
every so often on areas they think need to be addressed
in the school’s technology plan.
• If you cannot afford to buy new equipment as it comes
on the market, ask around and locate someone who would
demonstrate new technology to students and teachers.
• Allow staff to attend state, regional, and national
technology meetings so that they may keep up to date
on technology.
• Allow staff who attend technology conventions to
present their findings to the building or district when
they return.
Professional Development As concerns have been expressed about technology plan-
ning, at the top of the list is professional development and
training. The number one question is, “How can we teach
everyone how to use technology effectively?”
It has been said that you train animals and develop people.
Semantics are important to project your plan in a positive
way. “Professional development” and “instruction” sound
better than “training” to many people. Staff members seek-
ing personal growth will be more motivated to participate
when they hear “development.”
23
24. A necessary component of an instructional technology plan
should include technology awareness and skills instruction.
The educational institution’s professional development
programs need to provide learning opportunities for all
personnel by offering them instruction at workshops, confer-
ences, etc.
Decide to make a full commitment to staff development
from the start. As you prepare this component you might
consider:
• What research should be done to see how much in-
struction the staff may need
• How much appropriate technology instruction is
available
• What technologies should be included in the instruc-
tion such as use of: projection technology; computer(s)
with modem, videodisc, and CD-ROM; distance
learning; and computer networks
• Opportunities for personnel to attend professional
development sessions (examples: Are substitutes
provided? Are teachers penalized by losing sick or
personal days?)
• How the district will reimburse or prepay for person-
nel to attend workshops, etc.
• Hiring a full-time professional development instructor
who is not a “techie,” per se, but who understands how
to utilize technology in education
• Use of a “teachers-teaching-teachers” approach by
reallocating time for technology-oriented teachers to
instruct their peers.
Incentives/Reward System Incentives are given to staff as motivation to continue to learn
and implement higher technology skills. Rewards are “com-
pensation” staff receives for carrying out these objectives.
Congratulate and celebrate technology learning achieve-
ment.
• Plan your budget so that money is allocated for the
incentive/reward program.
• Make sure staff are given a clear outline of what they
must do in order to receive rewards.
24
25. • Possible rewards include:
x A cash bonus
x Trips to conferences, etc. (to learn technology and/
or present a successful program that is being
implemented)
x Extra personal days
x District or school achievement certificates pre-
sented at meetings to recognize staff achievements
x Recognition for innovators and early adopters
x Articles to the local newspaper or in a district
newsletter
x Technology equipment as a reward for learning
how to use it
Purchasing Purchasing is the process of researching, comparing, and
actually paying for equipment.
• Make sure everyone understands the rules and regula-
tions involved in purchasing equipment and software.
• Unless you must take a certain bid, shop around for
bargains. If it means saving money, beg.
• Do your research! Never purchase equipment without
first knowing what you are going to do with it.
• Don’t get so excited about buying equipment that you
forget about the cost of software, repair, and mainte-
nance agreements.
• Make sure the software/hardware you intend to buy
meets minimum standards set by the state.
•”The bitterness of poor quality is remembered long after the
sweetness of low price has faded from memory.”—Aldo Gucci
Community Resources Community resources do not always refer to money. Use the
resources available that are unique to your community.
Consider the following:
• You can save money by asking a company to donate the
materials and/or labor needed to rewire buildings, etc.
• Instead of paying a consultant’s or trainer’s fee, ask a
representative or individual industry if they have
someone who can do it for free.
• Ask industry or knowledgeable individuals to under-
25
26. take the task of physically setting up and putting
equipment on-line. If you accomplish this, consider
sending a school employee who can learn by watching
and helping.
• If your plan calls for extra lab time after school or in
the evenings, ask for volunteers (who meet such criteria
as understanding the program being used, etc.) to run or
supervise the lab. This might ease a teacher’s workload.
• Conduct brainstorming sessions with community
members to discover some resources your community
can contribute.
Legal Aspects Legal aspects can cover a multitude of areas from pirating
software to insuring that a state’s or district’s technology
curriculum is achievable.
• Make sure ALL staff understand the copyright laws of
technology materials.
• Make sure your district is using the minimum specifi-
cations for technology. If not, does your district realize
they could lose state accreditation?
• Consider an Acceptable Use Policy to guard against
e-mail harassment and access to pornography. Some
schools take the positive approach by referring to these
policies as Responsible Use Policies.
Curriculum, Instruction, Curriculum is what is learned by students. Instruction is the
method in which curriculum is learned. Evaluation is the
and Evaluation process of determining if curriculum goals and objectives
have been met.
Learning may occur in the absence of teaching, but teaching
does not necessarily mean learning has occurred! One must
keep technology in mind when developing curriculum goals
and instructional and evaluation methods. While the estab-
lished curriculum, instruction, and evaluation do not necessarily
have to change, they can be enhanced by integrating technology.
Curriculum and instructional methods can be a dynamic
process by exchanging ideas among students, teachers, and
others from around the world.
26
27. When developing curriculum, instruction, and evaluation
the following points may be considered:
• Establishing multiple objective areas such as cognitive,
behavioral and personal development
• Instilling the realization that learning is not confined to
the classroom
• Developing life-long learning skills such as critical
thinking, information processing, problem-solving,
studying, decision-making, communication, and
creativity
• Establishing global collaborative and cooperative
learning experiences
• Developing instructional methods that meet individual
students’ needs, interests and learning styles
• Developing instructional methods that allow students
to express their individuality
• Allowing students to express in multiple ways knowl-
edge and skills learned
• Establishing a variety of evaluation methods
• Creating opportunities for accessing “real-life informa-
tion and experience”
• Establishing methods in which students can contribute
to and improve society immediately rather than at
some future time
• Utilizing simulations and modeling programs
• Establishing immediate and multiple feedback
• Developing multidiscipline and multicultural learning
environments
• Instilling the realization that the responsibility of learn-
ing is shared by teachers, parents, students, and the
community
• Developing curriculum and instructional methods
which include multiple intelligences, for example,
Howard Gardner’s social understanding intelligence
and Robert Sternberg’s experiential intelligence
• Developing ways in which students can evaluate and
assist others in learning
Philosophy A school’s philosophy should include making preparation
and plans to accomplish goals and objectives. The plan will
consist of several preliminary steps in order to reach the final
27
28. stage. Consider the role technology has in the school and
community and establish a plan for implementation. Time,
support, commitment, teamwork, and flexibility are required
to guarantee acceptance and implementation of the technol-
ogy. Goals must be established to envision the future of the
technology plan.
Teaching transferable thinking skills is important in prepar-
ing students to adapt to a changing environment. Each
student should be furnished written documentation detail-
ing specific competencies achieved through participation in
the educational program. However, this would not necessar-
ily include incidental learning experiences that occur outside
the formal curriculum. In order to create a vision that en-
compasses the entire community, the vision for the technol-
ogy plan must be written in broad terms.
The reason for inclusion of this section is to help a school
determine, then place in writing for all to see, precisely the
technology oriented philosophy.
Networking A network is a collection of interconnected, individually-
controlled computers, together with the hardware and
software used to connect them. A network allows users to
share their data and resources.
In order to provide equitable access to information for ad-
ministrators, teachers, students, and parents in a state’s or
provinces’ educational system, there must be a statewide
information network. This network must integrate data,
voices, and video and extend to every school district and
library. An effective statewide network will provide:
• Distance learning that enables students in rural areas to
receive the same quality and breadth of courses as their
peers in metropolitan districts
• Ongoing (inservice) instruction of teachers that is con-
ducted without requiring teachers to travel
• Global connectivity to enrich the learning environment
by allowing teachers and students to access leading
libraries, access remote information sources (databases),
and converse with other students and colleagues
28
29. An effective technology plan must be based upon an under-
lying infrastructure, the key component of which is network-
ing. This element of the technology plan should encompass
all local area, (i.e., intra-building ) and wide area (inside and
outside building) networks and the associated interconnec-
tivity equipment and network operating system necessary to
implement a fully-networked computing and information
technology environment.
Networking must be considered an essential part of technol-
ogy plans. This element of a plan may be an advanced tele-
communication system that provides the necessary electronic
communication capabilities at all levels, from the classrooms,
buildings, and districts, to the world. This system will provide
two-way interactive video and data communication, two-way
interactive data communication (Distance Learning), Internet
connectivity (i.e., network, electronic mail, file transfer proto-
col, gopher, World Wide Web), and voice-based information
service.
Furthermore, the networking and the interconnectivity
component of the technology plan must be designed and
implemented so that it is capable of meeting the needs of the
school, district, and state/province in the near future. Tech-
nology planning may consider the following: intra-building
and inter-building connectivity; connectivity and access to
the outside world; network hubs; Local Area Network (LAN);
Wide Area Network (WAN); television distribution; satellite
delivery; network operating systems and protocols; bulletin
boards; Internet Access Providers; and on-line services.
Note: It is not the purpose of this portion to educate the
planner or the committee about networks—many books and
other resources exist to do that.
Maintenance Maintenance may be defined as any repair or upkeep per-
formed on equipment or facilities. A comprehensive mainte-
nance plan is a necessary component of a technology plan.
This comprehensive plan will ensure: longevity of the
equipment; adequate staff instruction; and budgets that are
cost effective.
29
30. When developing a maintenance plan, the following points
may be considered:
• Solve maintenance problems before they arise by keep-
ing printers, computers, monitors, and keyboards free
from dust, grime, and foreign objects.
• Develop a budgetary process to provide for ongoing
repairs.
• Train people (possibly two or three from each school)
to provide repair services. (e.g., computer teachers,
administrators, and frequent users)
• Provide regular updating sessions for personnel in
order for them to stay abreast of current practices and
techniques.
• Consider asking qualified and trustworthy persons
such as parents, industry, business, or community
residents if they would offer to repair and maintain
equipment for free or at a reduced rate. (e.g., Partner-
ships with Businesses)
• Arrange printers, scanners, copiers, and other periph-
erals so that they are accessible for maintenance.
• When purchasing classroom equipment, consider
asking for a contract that includes a warranty package
and provides special training.
• Examine maintenance contracts carefully and be alert
for any hidden costs.
• Maintain a maintenance log on each piece of equip-
ment (e.g., date of service, who performed the service,
next service date, equipment problem, what was done
to solve the problem, and cost).
• Monitor all classroom labs to prevent maintenance
problems.
• Train students to perform minor repair functions (e.g.,
printer jams, computer lock-ups, and mouse malfunc-
tions).
• When purchasing computers, purchase extra equip-
ment to keep in a box in case of an emergency (e.g.,
mouse, inside computer parts, and keyboard).
• Repair technologies as expeditiously as possible.
Special Needs Learners Technology is an excellent tool that students with disabilities
may use to access learning. When developing a technology
30
31. plan one must provide for special needs learners. While the
main focus may be on the disabled, the plan must also pro-
vide for learners who are classified as gifted or talented. The
Americans with Disabilities Act of 1990 requires that all
private and public schools, libraries, businesses, and facili-
ties are accessible to people with disabilities. Of course,
schools will comply with the mandate of reasonable accom-
modations, but they can do much more if they become
familiar with the variety of disability categories and research
the adaptive technologies which are available to assist in
overcoming these disabilities.
The following are a few examples of why special needs
learners must be considered when planning a technology
program:
Visual Impairments
This can include students who are partially sighted or have
low vision, as well as those who are blind. Problems include
inability to see the screen, orient on the keyboard and read
the computer printout as well as the inability to write and
read printed information. Adaptive technologies include:
• Speech synthesizers
• Large monitors
• Talking computers
• Braille embossers and printers
• Scanners and scan-reading software
Physical Impairments
This can include students who have limited or no use of
their hands and who experience difficulty in writing, hold-
ing books or papers, and turning pages. Adaptive technolo-
gies include:
• Voice recognition systems
• On-screen keyboards
• Enlarged or mini keyboards, trackballs, joysticks, and
Morse Code sip and puff switches
Hearing/Speech Impairments
Generally, students with hearing and speech impairments
31
32. have little difficulty using computers, but they can still
benefit from emerging technologies which include:
• Communications software which displays dialog on
computer screens
• Speech output devices
• Visual displays and printouts
Learning Disabilities
Some disabilities that affect learning include dyslexia,
dysgraphia, dyscalculia, language deficit and attention
deficit disorder. Adaptive technologies are available to
enhance the learning capabilities of students with learning
disabilities.
Exceptional Students
Students who are recognized as gifted and/or talented
create yet another challenge for schools. Educators want
students to expand their knowledge base, and to develop
creative and complex thinking processes, while challenging
them to realize their full potential. Technology can be used in
a variety of ways to improve the curriculum for talented and
gifted students. Access to the Internet can bring enormous
resources into a school including, but not limited to:
• Weather maps and forecasting
• Astronomy and geography
• Electronic publishing and on-line technology
• Music, the arts, and literature
• On-line discussion and news groups
Programs of enrichment and acceleration usually involve the
greatest amount of curricular adjustment, but they also have
the greatest effect on student learning. Evaluations show that
students enrolled in accelerated classes outperform non-
accelerates of the same age and IQ by almost one full year on
achievement tests.
All this information compels the planner to seek to create
and maintain robust, expansive programs that challenge all
learners. This allows every student the privilege of exploring
learning vistas, regardless of personal disability or gift.
32
33. Community Involvement Community involvement is described as the interweaving of
the best efforts of both the community members and the
educators in producing the highest quality environment,
equipment, and facilities available for the education of our
youth, our greatest natural resource.
When planning for the development of community involve-
ment the following points may be considered:
• Discuss with community members how education has
changed and how technology can play a positive role
in transforming learning.
• Involove parents, grandparents, and community mem-
bers, making them aware of the technology being used
in the schools, by having Family Technology Night.
• Invite civic clubs to meet in the computer labs and
have students show club members how to create elec-
tronic presentations.
• Invite the Board of Education to a “hands-on,” state-of-
the-art learning workshop. The students can guide them
on their first trip down the “information highway.”
• Invite business leaders and corporations to the school
for Business Technology Night. Students can design
advertisements, tri-fold brochures, and electronic pre-
sentations for the various “adopted” businesses.
Implementing the above suggestions will accomplish the
following:
• Form a bond between civic organization members and
students
• Promote a community spirit
• Promote lifelong learning
• Encourage funding from corporate sponsors
• Promote pride in the school
• Promote “real-life” application of skills learned in the
classroom
• Encourage the use of the latest and highest quality
technology available
Security Security is freedom from worry. By providing security you
are protecting your computers, networks, personnel, and
33
34. software from destruction, misuse, and harm. There are at
least three areas to consider in the security area: security of
data, personnel, and facilities. Every security plan should be
creative in investigating unique techniques/strategies for
dealing with security.
When developing a security plan, the following questions
may be considered:
• Why do you need security?
x People Threat (human error, dishonest employees,
disgruntled employees, and hackers)
x Physical Threat (fire damage, water damage,
electrical outages, vandalism, viruses, earthquakes,
and tornadoes)
• Are budgeted funds sufficient to provide and sustain
the type and level of security program you desire?
x Will budgeted funds be ongoing?
• What type of network security will be provided?
• What type of computer security will be used?
x How will the staff, students, and community mem-
bers access computers?
x Will passwords be assigned?
• Will you hire someone to be responsible for data, pro-
gram, virus, and network security?
• Should you have a Standard Operating Procedure
(SOP) for handling security problems?
• Where should security systems be installed?
x Do you need security in each room?
x Do you need security in each building?
• Do you need cameras to monitor people and equip-
ment?
• Do you need to provide after-hours security for protec-
tion from theft or vandalism?
• Should diskettes be stored and locked in a central loca-
tion?
• Should measures be taken to prevent students from
obtaining materials that are of adult content?
Funding When developing an effective instructional technology plan,
a committee should remember the importance of funding.
The first step is to look at the school district and to assess the
34
35. need. The dollars allocated should be shown as an invest-
ment rather than an expenditure. With both investments and
expenditures, there is an initial outlay of dollars. However,
with investment one gets back much more in return than the
initial outlay. With an expenditure, one may never see the
results of the outlay.
There are various concepts that can be addressed regarding
funding:
• Budgets should be a technology line item to indicate
that support for funding is an ongoing process.
• Financial officers need to be involved in the funding
process.
There are alternative techniques or strategies available in the
funding process:
• Fund-raising activities
• Rent-a-student programs
• Sale of outdated technology equipment
There can be local financial support programs available for
school districts. For example, banks can make low interest
loans to a particular school as its partner-in-progress. Also,
local universities can form partnerships with school districts.
Partnerships can represent projects showing how resources
and tools of the Internet can improve educational opportuni-
ties and develop parental involvement in grades K – 12.
It is important to point out that this guide is not complete.
This list, in conjunction with resources in your area, will
provide funding sources in educational technology. New
technologies will continue to emerge and must be funded
continually to prevent the plan from becoming obsolete.
Fine Arts The fine arts curriculum in the past often has been treated as
an optional rather than an essential part of education. With
the establishment of the “Goals 2000: Educate America
Act,” the arts is acknowledged as a core subject, as important
to education as English, mathematics, science, foreign lan-
35
36. guages, civics and government, economics, history, geogra-
phy, and other traditional “subjects.”
Arts education cultivates the whole person. Education in the
arts, in part, helps students to understand human experi-
ences, past and present; learn to respect other’s ways of
thinking; learn to solve problems and make decisions; un-
derstand the influences of the arts; develop skills in analyz-
ing, synthesizing, and evaluating; communicate in a variety
of modes; and build skills needed for success in the work-
place and in life. Furthermore, numerous studies show a
positive correlation between a substantive education in the
arts and student achievement in other subjects and on stan-
dardized tests.
A good education in the arts should provide a thorough
grounding in a basic body of knowledge as well as the skills
necessary to make both sense and use of the arts disciplines.
To fulfill this objective, “National Standards for Arts Educa-
tion” have been developed, determining what the nation’s
school children should know and be able to do in the arts.
“Fine arts” may comprise numerous forms of visual and
performing arts. The National Standards for Arts Education
divides the discipline into four areas: Dance, Music, Theatre,
and Visual Arts, realizing that each of these encompasses a
wide variety of forms and subdisciplines.
These standards address competencies rather than predeter-
mined courses of study and they are arranged by grade
levels (K – 4; 5 – 8; 9 – 12). With implementation of these
standards, students in all grades are involved actively in
comprehensive, sequential programs that include creating,
performing, and producing as well as opportunities for
study, analysis, and reflection. With the emphasis on sequen-
tial learning, each area is outlined by content standards
(specifying what students should know and be able to do in
the arts discipline) and achievement standards (specifying
the understandings and levels of achievement that students
are expected to attain in the competencies) for each of the
arts, at the completion of grades 4, 8, and 12.
36
37. When developing fine arts the following points may be
considered:
• Consult the “National Standards for Arts Education”
with the goal of bringing together and delivering a
broad range of competent instruction.
• A fine arts curriculum can help children develop in
most of the seven types of intelligences: visual/spatial,
bodily/kinesthetic, musical, interpersonal,
intrapersonal, linguistic, and logical/mathematical.
These are seven distinct learning styles identified by
Howard Gardner of Harvard University. Gardner has
documented “the extent to which students possess
different kinds of minds and therefore learn, remember,
perform, and understand in different ways.”
• Integration of art into the teaching of other subject
areas causes the related learning to be more relevant.
• Participation in the arts elicits pleasure as well as
intellectual and aesthetic stimulation.
• Teachers can use technology to enhance both the cre-
ation and the understanding of all areas of the fine arts,
including movies and animation.
• Use of multimedia aids learning.
• With the use of multimedia development tools, stu-
dents can learn through construction of their own
projects.
• Examples of the use of computers, scanners,
camcorders, printers, and any new technologies that
allow for exploration and creative design include the
following:
x Students can capture, process, and manipulate
words and images using various software pro-
grams.
x Students can compose, revise, edit, and print music
using a MIDI (Musical Instrument Digital Inter-
face) keyboard connected to a computer containing
composition software.
x Students can explore all areas of the arts using CD-
ROM disks: styles, periods, artists/composers,
and cultures.
x Students can visit museums around the world or
participate in a worldwide art exhibition of student
art.
37
38. • Interesting and engaging technologies can intrigue a
student, but it is only through instruction, study, and
practice that a student becomes competent. With in-
creasing levels of competence a student becomes more
empowered and productive.
• Students need to be well guided toward choosing,
compiling, and arranging materials appropriate to
specific artistic ends.
• Success is measured by how well students achieve
artistic and intellectual objectives, not by how adept
they are in using a certain technology.
• Teachers and students can use the Internet as network-
ing tools to discuss art-related subjects and events.
• Creative and continual utilization of community re-
sources is a good means of exposing students to the
arts:
x Partnerships with area arts organizations can be
developed.
x Teaching alliances with art specialists can be
formed.
• Address the issues of teacher preparation and profes-
sional development in the arts.
• Consider grants funding via arts organizations.
Support Support is the provision of tangible or intangible apprecia-
tion, motivation, or rewards for an idea, a situation, a prod-
uct, or a person.
Everyone involved in the planning process is expected and
should provide some sort of support, depending on his/her
role and/or position, in order to gain and maintain the
maximum support possible. Support includes, but is not
limited to, the following: state legislators, school district
leaders, schools administrators, teachers, community mem-
bers, and students.
Support must begin with the birth of the technology plan
idea, maintained through the process, and nurtured to an
endless period of time. When providing support, the follow-
ing should be considered:
• Financial support to purchase hardware and software
38
39. • Financial support for the infrastructure
• Training for faculty and staff members
• Provision of incentives to teachers who participate in
inservice training programs
• Elimination of teachers’ routine tasks in order to
have more time to help peers and students
• Provision of technical support to maximize the use of
the hardware and software
• Provision of consultation and advice for safety and re-
lated legal issues
Lifelong Learners A lifelong learner is a person who, having recognized the
importance of education and technology, continues to search
for new and exciting ways to accomplish life’s tasks.
• Emphasize that being a lifelong learner does not neces-
sarily mean pursuing formal education and research.
• The district should provide opportunities for learners
other than students by designing adult evening classes
that allow the community to use the technologies.
Facilities Facilities relate to anything needed to house or power the
chosen technology equipment. When planning for facilities,
consider the following:
• Location
• Buildings
• Rooms
• Wiring codes (example: In older buildings, can fuse
boxes handle the additional power needed to run the
equipment?)
• Data lines
• Security
• Furniture
x Ask teachers’ opinions about classroom layout.
x Do you want furniture built into walls or flooring
so that there is no exposed wiring, etc.?
• Fire codes
• Panic buttons
39
40. Other Critical Issues There are other critical issues which may be considered
when developing a technology plan:
• Obsolescence
• Environmental Issues (conservation)
• Access/Equity
• Ergonomics (making equipment and furnishings user-
friendly, e.g., table height, comfortable seating)
• Standards
• Communication
Evaluation Objectives and their delivery are of paramount importance.
However, without evaluation, only gut-feelings can indicate
if effort and resources expended have produced the desired
results. Evaluation should be built into the planning cycle
and not be an afterthought. Also, evaluation should be
continual and not just at the end of a cycle.
Every step in a plan should be evaluated. Evaluations will be
performed at varying points in the planning cycle. The type
of evaluation, its detail, and duration will depend on the
step being evaluated and the decisions that have to be made
that surround or interact with that step. As in reporting data,
the purpose of the evaluation and the intended audience are
prime considerations. It is prudent to seek the advice of an
evaluation expert.
Evaluation may be covered in multiple parts of a technology
plan, e.g., implementation plans, critical issues, needs analy-
sis, reporting, and other sections. In addition to other sec-
tions, evaluation usually warrants a dedicated section to
clarify evaluation purposes and procedures.
Budget The budget shows allocation of available funds and their
sources. Purchases and other expenses incurred during
implementation of the technology plan are included. This
information could be displayed in chart form showing
budget breakdowns and total costs.
• The actual budget may be included in the appendix.
40
41. • This section may include a narrative justification or
explanation of various components in the plan.
Bibliography The bibliography is a collection of sources that have been
used to compile data and which have been referenced in the
report. (examples: books, periodicals, contacts, interviews,
Internet sources, etc.)
Glossary The glossary is a list of all obscure or technical words used
throughout the plan and their meanings. The glossary is
arranged alphabetically.
Appendices The appendix section allows you to accumulate many docu-
ments and source information that have assisted you in the
planning process. Here you should include samples of your
surveys, staff development sessions, committee minutes,
inventories, and committee members’ resumes. The appen-
dix is a section to which you can refer throughout your
plan without having to include the original documents at the
specific points where you mention them; you can direct the
reader to a particular appendix.
An especially good appendix entry enumerates activities in
which most school personnel are involved. This will give
people an opportunity to see their name in print and to give
evidence of the widespread input you had in developing the
plan. Use this section wisely.
Index The index is an alphabetical list of names, subjects, titles,
etc., giving page numbers where references are made. It is
generally placed at the back of the plan.
41
42. Index
A Consultant 17, 25
Copier 30
Abstract 15, 18 Copyright laws 26
Acceptable Use Policy 26 Council 9, 10
Achievement 19, 25, 32, 36 Cover Sheet 2, 14
Achievement certificates 25 Creativity 6, 27
Acknowledgment 2, 15 Critical Issues 2, 3, 21, 40
Administrator 9, 11, 17, 28, 30, 38 Curriculum 3, 22, 26, 27, 28, 32, 35, 37
Agreements 25 Curriculum, Instruction, and Evaluation 26
Al-Weshail, Abdullah S. 4
Americans with Disabilities Act of 1990 31 D
Anderson, Dr. Larry S. 1
Data 2, 17, 18, 19, 20, 28, 29, 34, 39, 40, 41
Appendices 3, 19, 41
Data Collection 2, 18
Assessment 10
Data Collection, Analysis and Reporting 2
Attitude 16, 19
Decision-making 27
Audience 21, 22, 40
Demographic 2, 16, 17, 19
Authors 4
Distance Learning 28, 29
E-Mail Addresses 4
Diversity issues 20
B
E
Baxter, Amanda L. 4
E-mail 4, 14, 26
Bibliography 3, 41
E-mail harassment 26
Bitterness of poor quality 25
Early adopters 25
Brainstorming 26
Educational environment 9
Budget 3, 12, 19, 21, 22, 24, 29, 30, 34, 35, 40
Educational institutions 8, 10
Building 11, 17, 23, 25, 29, 34, 39
Educator 5, 6, 21, 32, 33
C Electronic classrooms 10
Electronic communication 29
Camcorder 37 Emerging technologies 2, 23, 32
Cash bonus 25 Environment 9, 11, 12, 27, 28, 29, 33, 40
CD-ROM 24 Equipment
Celebrate 24 2, 19, 22, 23, 25, 26, 29, 30, 33, 35, 39, 40
Cherry, Wynelia 4 Equitable access 28
Classroom 5, 10, 16, 27, 29, 30, 33, 39 Ergonomics 40
Commitment 16, 24, 28 Evaluation(s)
Committee 2, 3, 10, 11, 12, 20, 23, 26, 27, 32, 40
2, 9, 10, 14, 17, 18, 19, 21, 29, 34, 41 Exceptional Students 32
Committee Membership 2 Executive Summary 2, 15
Community Involvement 3, 33 Extra personal days 25
Community leader 9
Community Resources 2, 25 F
Compensation 24
Facilities 3, 29, 31, 33, 34, 39
Competencies 28, 36
Feedback 12, 27
Component 10, 11, 14, 16, 20, 22, 23, 24, 29, 41
Finance 19
Confidentiality 20
Financial support 15, 35, 38, 39
Congratulate 24
Fine Arts 3, 35, 36, 37
Connectivity 28, 29
42