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Technology Integration Plan Pathway to the 21st Century Technology Committee May 2008


Table of Contents TABLE OF CONTENTS ..............................................................................................................................I VISION STATEMENT ................................................................................................................................ 3 MISSION STATEMENT............................................................................................................................. 3 BELIEFS ....................................................................................................................................................... 4 RATIONALE ................................................................................................................................................ 4 LEARNING GOALS.................................................................................................................................... 5 THE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) ..................................... 7 TECHNOLOGY STANDARDS FOR ALL STUDENTS ......................................................................... 8 GRADES K-2 PERFORMANCE INDICATORS ..................................................................................... 9 GRADES 3-5 PERFORMANCE INDICATORS .................................................................................... 11 GRADES 6-8 PERFORMANCE INDICATORS .................................................................................... 13 GRADES 9-12 PERFORMANCE INDICATORS................................................................................... 15 REVIEW OF CURRENT UTILIZATION AND INTEGRATION ....................................................... 18 OVERVIEW OF CURRENT TECHNOLOGY INFRASTRUCTURE................. ERROR! BOOKMARK NOT DEFINED. OVERVIEW OF CURRENT UTILIZATION AND INTEGRATION (HOW AND WHERE WE USE AND DO NOT USE TECHNOLOGY) .................................................................................... ERROR! BOOKMARK NOT DEFINED. CURRENT PATTERNS AND STYLES OF TECHNOLOGY USAGE .................................................................... 20 TARGET AREAS FOR IMPROVEMENT ......................................................................................................... 20 OVERVIEW OF CURRENT NEEDS ...................................................................................................... 20 HARDWARE AND NETWORK INFRASTRUCTURE ........................................................................................ 20 ADOPTION OF TECHNOLOGY STANDARDS ................................................................................................ 21 CRITICAL NEED FOR STAFF DEVELOPMENT.............................................................................................. 21 ADMINISTRATION DEVELOPMENT ............................................................................................................ 21 BACKGROUND ............................................................................................................................................ 7 APPLICABILITY TO ACADEMY AT THE LAKES ..................................... ERROR! BOOKMARK NOT DEFINED. STAFF DEVELOPMENT PLAN.............................................................................................................. 23 STAFF DEVELOPMENT REQUIREMENTS BY OBJECTIVE ............................................................................. 23 ESTABLISHING INDIVIDUAL DEVELOPMENT PROGRAMS........................................................................... 23 ASSESSMENT PLAN ................................................................................................................................ 23 TECHNICAL INFRASTRUCTURE PLAN ............................................................................................ 23 APPENDIX A: TECHNOLOGY FOUNDATION STANDARDS FOR ALL STUDENTS...................... 24 APPENDIX B: TECHNOLOGY FOUNDATION STANDARDS FOR ALL TEACHERS...................... 24 APPENDIX C: TECHNOLOGY SKILLS SELF-ASSESSMENT......................................................... 27 Academy at the Lakes Technology Committee

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Vision Statement Academy at the Lakes will create a student-centered, technology-enhanced learning environment that enables seamless integration of technology to compliment teaching, enhance curricula, support school operations and administration, raise student achievement, and foster lifelong learning.

Mission Statement Academy at the Lakes strives to provide all students, faculty, and staff with reliable access to, and instruction in, current technology tools in order to prepare students to excel in higher education, work, and daily life beyond school. OR Academy at the Lakes strives to provide all students, faculty, and staff with reliable access to, and instruction in, current technology tools in order to provide students with the knowledge, skills, and qualities required to be successful in a changing, diverse world.

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With the shift in control of information, educators need to shift the focus in classrooms from the teacher as the fountain of all knowledge to a student-centered approach where the teacher is facilitating how students interact with the varied information resources at their disposal. Developing student skills in critical thinking and message analysis, helping them know where they can find answers to their questions, and showing them how they can make positive contributions to our worldwide information exchange should be our top educational priorities. It is time to re-evaluate our connection to the top-down hierarchy of textbooks and lockstep curriculum and envision new roles for students and teachers. Learning can happen in and out of school – anywhere, anytime. Shift control is happening; get used to it. Embrace it. 1 As Academy at the Lakes envisions educational possibilities into the 21st century, it needs to redefine the relationship between education and computer technologies. It is our belief that student learning is improved with the use of computer technologies. This plan begins with a vision for student learning, a statement of beliefs, and a rationale for creating and continuing to build networked learning environments.

Beliefs  Skillful use of technology supports the development of process skills such as flexibility, adaptability, critical thinking, problem solving and collaboration which are essential to success in our rapidly changing information age.  Technology allows us to better serve the diverse learning needs of our students.  Our schools must prepare students to be lifelong learners who are responsible for their own learning, skilled in accessing and processing information, confident in using technological tools, able to solve complex problems alone or collaboratively, capable of being creative and innovative, and able to communicate locally, nationally, and worldwide.

Rationale To accomplish our vision for increased student learning with the use of technologies, our plan enables the following:    

Equal access for the learning community Development of lifelong learners Integration of technology in the classroom Build a culture of continuous learning for faculty and staff

1

Thomburg, D. D. (2002). The new basics: Education and the future of work in the telematic age.

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Learning Goals The goals have been selected with an intent to position technology as an integrated part of the learning environment, rather than as a specific goal unto itself. Each goal is measurable, and the "Assessment Plan" later in this document outlines the assessments associated with each goal. The Academy at the Lakes will implement instructional technology, as detailed in this plan, in order to: 1. Extend and expand our learning materials beyond the resources available within the school building. Many resources are available via online subscription databases that students and parents can access from home. Other resources are electronic reference books, also available online. These not only maximize use of available space, they also allow us to train students as lifelong learners in college and afterward. 2. Provide a constructivist learning environment that engages students in substantive, realworld problems. Students engaged in active learning are making their own meaning and constructing their own knowledge in the process. The role of the teacher shifts from the "sage on the stage" to the "guide on the side." Technology will be a catalyst in this move to student-centered learning. 3. Provide a learning environment that supports the strengths and needs of individual learners. There are three main pathways to learning: auditory, visual and kinesthetic. Visual learners learn by watching. Students who are visual learners create pictures in their mind, use picture clues to gain meaning, highlight important information, and create webs to help them organize information. Auditory learners learn best by hearing. Group discussions, videos, lectures, and music all work with these students. They learn better when they read a text aloud or can discuss what they think. Auditory learners take cues from their teacher’s tone, pitch and speed and often find underlying meanings. Kinesthetic learners learn best when their muscles or senses are actively engaged. They take a hands-on approach, learning from imitation and touch. Integrating technology into instruction meets the needs of the 3 major types of learners. Audio books, streaming digital video, and networked laptop technology, or a computer lab, allow collaborative groups of students to use online multi-media to explore the Internet and make a variety of presentations (such as WebQuests) for the class. Web 3.0 is going to take this into Virtual Reality, as student teams create entire environments online.

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4. Prepare students for the technological world which awaits them in higher education and the work-force Information management is becoming the new mission for modern libraries. Integrating print, audio, and graphic sources into one point of delivery – often in the students’ homes as well as in school – then organizing it and helping students synthesize, fulfills the new mission for libraries. Libraries have moved beyond books into multi-media centers, providing online access to information. As facilitators, librarians guide students in finding critical thinking solutions. 5. Enable parents to become active participants in their child's education Technology enables students to share their learning experience with their parents. The teacher can also leverage technology to include parental involvement. Parents can keep abreast of their child’s education by accessing homework assignments, due dates, etc. 6. Offer students learning opportunities that are independent of time and location. Learning no longer has to end at the close of the school day. Technology extends the classroom immensely. Virtual classrooms, even streaming video/sound for a child that is ill can be introduced TOMORROW. 7. Support school-wide academic and business goals. Educational technology goals should be aligned with those of the school. We cannot underestimate the value of a technology integration plan to the overall operations of the organization. In the end, everything can be interconnected via technology.

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The National Educational Technology Standards (NETS) Background The International Society for Technology in Education (ISTE) and some of the most prestigious organizations in the United States collaborated in the development of the National Educational Technology Standards (NETS). The project has evolved from technology standards for students with performance indicators to standards for teachers with performance indicators. August 1, 2008 is the target date for release of the revised draft of the Technology Standards. The goal of NETS is to facilitate school improvement in the United States. NETS for students are divided into six broad categories. The categories include standards that should be introduced, reinforced and mastered. The categories are further subdivided by grade levels. The standards must be measurable and clearly define what students must do to be proficient in technology at each grade level. As in all subject areas, students need to have a foundation of skills to prepare them for the next grade level. The National Educational Technology Standards (NETS) build upon a foundation of skills that begin in kindergarten and continue through commencement.

Technology Standards for All Students Students at all grade levels, K-12 will 1. Understand basic technology operations and concepts. • Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments. • Develop sufficient technical skills to successfully use, troubleshoot, and maintain the technology and telecommunications tools in daily life, work situations, and learning environments. • Discriminate among a variety of technologies and media to select appropriate technology for specific purposes. 2. Use technology responsibly and ethically. • Practice responsible use of technology systems, information, and software. • Understand the ethical, cultural, environmental, and societal implications of technology and telecommunications. 3. Use technology to communicate effectively and creatively. • Use a variety of media and formats to communicate information and ideas effectively to multiple audiences. • Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. • Create, produce, and present ideas in a variety of forms, including text, video, graphics, and conversation. Academy at the Lakes Technology Committee

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4. Use technology for thinking, learning, and producing. • Enhance content-area learning with technology-infused lessons. • Construct new meaning and knowledge by synthesizing information. • Use computer modeling, image processing, simulations, and data manipulation to develop critical thinking and understanding. • Use a variety of tools to produce quality products. 5. Use technology for research, problem solving, and decision-making. • Use technology to locate, evaluate, collect, and organize information from a variety of sources. • Review information analytically and transform it into useful knowledge to solve problems. • Work with a group to collaboratively solve a problem and present results.

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Grades K-2: Performance Indicators 1. Understand basic technology operations and concepts. • Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments. o Use appropriate terminology in describing technology. o Develop skills in basic computer operations (keyboard functions, log on, log off, mouse techniques). • Develop sufficient technical skills to successfully use, troubleshoot and maintain technology and telecommunications tools in daily life, work situations, and learning environments. o Successfully operate computers, VCRs, printers, audiotapes and other technologies. • Discriminate among a variety of technologies and media to select appropriate technology for specific purposes. o Use multimedia resources (interactive books, software, and encyclopedias) to support learning. 2. Use technology responsibly and ethically. • Practice responsible use of technology systems, information, and software. o Cooperate with others while using technology. o Care for and safely operate equipment. • Understand the ethical, cultural, environmental and societal implications of technology and telecommunications. o Demonstrate positive and ethical social behavior when using technology (follow rules). 3. Use technology to communicate effectively and creatively. • Use a variety of media and formats to communicate information and ideas effectively to multiple audiences. o Create documents using word processing and desktop publishing software. • Use telecommunications to collaborate, publish, and interact with peers, experts and other audiences. o Share information with others using data networks and telecommunications (telephone, email with class). • Create, produce, and present ideas in a variety of forms, including text, video, graphics and conversation. o Enhance documents with graphics, including clip art and original artwork, using paint, chart and draw programs. o Make presentations using technology. 4. Use technology for thinking, learning and producing. • Enhance content-area learning with technology-infused lessons. o Use a variety of technology resources to support learning (lessons on public drives). • Construct new meaning and knowledge by synthesizing information. Academy at the Lakes Technology Committee

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Use computer modeling, image processing, simulations and data manipulation to develop understanding. o Make a graph to sort and understand information. Use a variety of tools to produce quality products.

5. Use technology for research, problem solving and decision-making. • Use technology to locate, evaluate, collect and organize information from a variety of sources. o Use key words as a search strategy. o Use technology to locate, evaluate and collect information (electronic encyclopedias, library catalog, selected Internet sites, magazines). • Review information analytically and transform it into useful knowledge to solve problems. o Use technology to research a problem or make a decision. • Work with a group to collaboratively solve a problem and present results. o Work with a team to find information, make decisions and create a product.

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Grades 3-5: Performance Indicators 1. Understand basic technology operations and concepts. • Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments. o Demonstrate an understanding of concepts underlying hardware, software, and connectivity. o Navigate computer systems (organize documents into folders, move between different applications). • Develop sufficient technical skills to successfully use, troubleshoot, and maintain technology and telecommunications tools in daily life, work situations, and learning environments. o Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. o Develop keyboarding skills. Use home row fingering position with appropriate fingering stretches, keyboarding faster than handwriting (approximately 10-15 wpm). • Discriminate among a variety of technologies and media to select appropriate technology for specific purposes. o Select and use appropriate tools and technology resources to accomplish a variety of tasks 2. Use technology responsibly and ethically. • Practice responsible use of technology systems, information, and software. o Cooperate with others while using technology. o Demonstrate respect for privacy and work of others. o Care for and safely operate equipment. • Understand the ethical, cultural, environmental and societal implications of technology and telecommunications. o Demonstrate positive and ethical social behavior when using technology (follow rules). o Understand basics of information ownership and copyright law. o Understand how technology is used daily in industry, business and education. 3. Use technology to communicate effectively and creatively. • Use a variety of media and formats to communicate information and ideas effectively to multiple audiences. o Create written documents using writing process steps, word processing skills, and publishing programs. o Revise documents using word processing program features, including spell checking. o Use a spreadsheet to create tables, graphs and charts, and explain what each means. • Use telecommunications to collaborate, publish and interact with peers, experts and other audiences. o Communicate with others using email. Academy at the Lakes Technology Committee

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o Develop good habits for managing email. Create, produce and present ideas in a variety of forms, including text, video, graphics, and conversation. o Enhance documents with graphics, including clip art and original artwork, using paint, chart, and draw programs. o Communicate ideas by creating and delivering a presentation.

4. Use technology for thinking, learning, and producing. • Enhance content-area learning with technology-infused lessons. o Use a variety of media and technology resources for directed and independent learning activities in the curriculum areas (lessons on public drives, online research projects). • Construct new meaning and knowledge by analyzing and synthesizing information. o Compare and contrast information using two or more resources. • Use computer modeling, image processing, simulations, and data manipulation to develop understanding. o Sort and analyze information using databases and spreadsheets. • Use a variety of tools to produce quality products. 5. Use technology for research, problem solving, and decision-making. • Use technology to locate, evaluate, collect, and organize information from a variety of sources. o Use key words as a search strategy for locating information. o Use technology to locate, evaluate, collect, and organize information (electronic encyclopedias, library catalog, selected Internet sites, magazines). • Analyze information and apply understanding to solve problems. o Use technology to research a problem or make a decision. • Work with a group to collaboratively solve a problem and present results. o Research a problem or decision to be made using technology, and work with a team to create a product.

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Grades 6-8: Performance Indicators 1. Understand basic technology operations and concepts. • Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments. o Demonstrate an understanding of concepts underlying hardware, software, and connectivity. o Navigate computer systems (organize documents into folders on, move between different applications, use program help and navigation aids). • Develop sufficient technical skills to successfully use, troubleshoot, and maintain technology and telecommunications tools in daily life, work situations, and learning environments. o Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. o Develop keyboarding skills to 20-25 wpm with 90% accuracy on timed test. o Demonstrate and use ergonomically appropriate posture and techniques to perform tasks. • Discriminate among a variety of technologies and media to select appropriate technology for specific purposes. o Select and use appropriate tools and technology resources to accomplish a variety of tasks. 2. Use technology responsibly and ethically. • Practice responsible use of technology systems, information, and software. o Cooperate with others while using technology. o Care for and safely operate equipment. • Understand the ethical, cultural, environmental, and societal implications of technology and telecommunications. o Demonstrate legal and ethical behaviors when using information and technology, and discuss consequences of misuse. o Demonstrate understanding of intellectual property and copyright law by properly crediting work of self and others. o Identify examples of copyright violations. o Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. o Identify technological skills needed for school success and jobs. o Research the accuracy and relevance of information sources. 3. Use technology to communicate effectively and creatively. • Use a variety of media and formats to communicate information and ideas effectively to multiple audiences. o Create multi-page documents using writing process steps, word processing skills, and publishing programs. o Revise documents using word processing program features, including spell checking, thesaurus, and grammar checking. Academy at the Lakes Technology Committee

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o Use advanced editing and text formatting. o Use a spreadsheet to create tables, graphs, and charts, and explain what each means. Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. o Communicate with others using email. o Develop good habits for managing email. Create, produce, and present ideas in a variety of forms, including text, video, graphics, and conversation. o Enhance documents with graphics, including clip art and original artwork, using paint and draw programs. o Design, develop, publish, and present products (presentations, web pages, documents, videotapes) for a variety of audiences.

4. Use technology for thinking, learning and producing. • Enhance content-area learning with technology-infused lessons. o Use a variety of media and technology resources for directed and independent activities to support learning. • Construct new meaning and knowledge by combining and synthesizing different types of information. • Use computer modeling, image processing, simulations, and data manipulation to develop understanding. o Use content-specific tools, software, and simulations (environmental probes, graphing calculators, exploratory environments, Web tools, visual learning aids) to support thinking and learning. o Sort, organize, interpret, and display information using spreadsheets and databases. • Use a variety of tools to produce quality products. 5. Use technology for research, problem solving, and decision-making. • Use technology to locate, evaluate, collect, and organize information from a variety of sources. o Use search strategies, including logical operators, keywords, and record sorting, in a prepared database. o Use technology to locate, evaluate, collect, and organize information (electronic encyclopedias, library catalog, selected Internet sites, magazines). • Review information analytically and transform it into useful knowledge to solve problems. • Work with a group to collaboratively solve a problem and present results. o Collaborate with peers, experts and others using telecommunications and collaborative tools to investigate problems, issues and information, and to develop solutions.

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Grades 9-12: Performance Indicators 1. Understand basic technology operations and concepts. • Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments. o Demonstrate an understanding of concepts underlying hardware, software, and connectivity. o Navigate computer systems (organize documents into folders, move between different applications and various drives, use program help and navigation aids). • Develop sufficient technical skills to successfully use, troubleshoot, and maintain technology and telecommunications tools in daily life, work situations, and learning environments. o Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. o Develop keyboarding skills to 25-30 wpm, and demonstrate ergonomically appropriate posture and techniques to perform tasks. • Discriminate among a variety of technologies and media to select appropriate technology for specific purposes. o Select and use appropriate tools and technology resources to accomplish a variety of tasks. o Make informed choices among technology systems, resources, and services. o Identify capabilities and limitations of contemporary and emerging technology resources, and assess the potential of these systems. 2. Use technology responsibly and ethically. • Practice responsible use of technology systems, information and software. o Cooperate with others while using technology. o Care for and safely operate equipment. • Understand the ethical, cultural, environmental, and societal implications of technology and telecommunications. o Demonstrate legal and ethical behaviors regarding the use of technology and information. o Demonstrate understanding of intellectual property and copyright law by properly crediting work of self and others. o Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. o Identify technological skills needed for jobs. o Research the accuracy and relevance of information sources. 3. Use technology to communicate effectively and creatively. • Use a variety of media and formats to communicate information and ideas effectively to multiple audiences. o Create multi-page documents using word processing skills, writing process steps, and publishing programs. o Revise documents using word processing program features, including spell checking, thesaurus, and grammar checking. Academy at the Lakes Technology Committee

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o Use advanced editing and text formatting. o Use a spreadsheet to create tables, graphs, and charts, and explain what each means. Use telecommunications to collaborate, publish and interact with peers, experts and other audiences. o Communicate with others using email. o Develop good habits for managing email. o Efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity. Create, produce, and present ideas in a variety of forms, including text, video, graphics and conversation. o Enhance documents with graphics, including clip art and original artwork, using paint and draw programs. o Design, develop, publish, and present products (presentations, web pages, documents, videotapes) that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. o Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

4. Use technology for thinking, learning and producing. • Enhance content-area learning with technology-infused lessons. o Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. o Evaluate technology-based options, including distance education, for lifelong learning. • Construct new meaning and knowledge by combining and synthesizing different types of information. • Use computer modeling, image processing, simulations, and data manipulation to develop understanding. o Use content-specific tools, software and simulations (environmental probes, graphing calculators, exploratory environments, Web tools, visual learning aids) to support thinking and learning. o Sort, organize, interpret and display information using spreadsheets and databases. o Investigate and apply expert systems, intelligent agents, and simulations in classroom and real world situations. • Use a variety of tools to produce quality products. 5. Use technology for research, problem solving, and decision-making. • Use technology to locate, evaluate, collect, and organize information from a variety of sources. o Use technology to locate, evaluate, and collect information (electronic encyclopedias, library catalog, selected Internet sites, magazines). o Use a variety of electronic sources to access resources and media, and apply sophisticated search techniques to collate, interpret and publish a research project. Academy at the Lakes Technology Committee

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• •

Review information analytically and transform it into useful knowledge to solve problems. Work with a group to collaboratively solve a problem and present results. o Collaborate with peers, experts and others using telecommunications and collaborative tools to investigate problems, issues, and information, and to develop solutions.

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Review of Current Utilization and Integration Leveling of competencies from "Novice" to "Facilitator" in accordance with suggestions from the International Society for Technology in Education (http://www.iste.org) serves to aid the technology integration planning processes. By identifying the skill level of our teachers in relation to a generally accepted set of technologies (software and hardware); we can assess the necessary in-house learning activities to address short-comings and leverage internal strengths. The concept is that with ever increasing skill sets, ever growing confidence: we open the doors for each teacher to expand exponentially on the imparting of learning.

Academy at the Lakes Teacher Technology Competency Quadrants

Level 1 Level 1 teachers are Novices. This level refers to people whose only computer usage is required work, e.g. required e-mail, required comments. These teachers are typically not very comfortable with using a computer. Level one teachers are often wonderful in the classroom; they just have not adopted technology as a personal or instructional tool. These teachers have limited familiarity with equipment and applications and are often assailed with chronic technical issues. To compensate, the classroom remains Teacher-led and directed. Academy at the Lakes Technology Committee

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Level 2 Level 2 teachers are Users. This level refers to people who use the computer for personal and professional use. They may use the computer quite a bit to shop online, create materials for the classroom, e-mail with fellow teachers, do web research, etc. Level two teachers may also use the computer and a projector to deliver classroom materials to students; they may have their own web page, etc. The key distinction with level two teachers is that they rarely have students use technology as part of the learning process. By investing in their own technological development, the teacher is able to reflect proficiency within the classroom and can engage technology enough to permit greater levels of student centered learning within the classroom structure and beyond. This teacher still uses technology more on par with other classroom teaching tools, like a chalkboard, and less of a conduit for enriched content itself. Level 3 This level refers to people who occasionally have students use technology as part of the learning process. Level three teachers may have the students do between 1 and 6 technology integrated units each year. An example may be a foreign language teacher who brings her class to the technology center in November each year to make French newspapers using MS publisher and then returns in the spring to have students make travel brochures for the country they are studying. The Integrator has the power to create a learner-centered environment. This teacher is much less threatened by technology and uses the technology itself to teach the content. New working relationships and advanced learning structures begin to emerge, and real impacts to the learning environment are directly attributed to the various technologies. Level 4 Level four teachers regularly have students use technology. These are teachers who would be very excited about a school's decision to have students purchase laptops. These teachers see limitless potential for the use of technology in the classroom and are excited to move forward. They are viewed as the power users of technology. Computers are important to them personally and instructionally. The Facilitator-teacher often stands at the top of the adult learning pyramid. Students benefit from the learner-centered environment and are allowed to self-assess what they need from the content, from the curricula, and shape their learning behaviors uniquely. It is at the Facilitator quadrant of the technology competency model that the teacher is an innovator. This teacher can restructure curriculum to better achieve the learning outcomes. In the end, the Facilitator “facilitates� not only students, but other teachers, and can provide innovation within the classroom instead of just getting by.

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Estimate of Current Teacher Technology Competencies

Current Patterns and Styles of Technology Usage All teachers have email accounts Access to RENWEB Access to Shared Server directories Digital Cameras Digital Video Cameras LCD Projectors Target Areas for Improvement

Overview of Current Needs After identifying the objectives of our instructional technology plan, and looking at the current status of our infrastructure, technology utilization, and technology integration, the following specific areas will be addressed. Hardware and Network Infrastructure With technology changing so rapidly, each school building must have an infrastructure that supports current computing needs, with capabilities for future expansion. The core of the infrastructure is the WLAN (Wireless Local Area Network). <Add in other needs, there is a assessment that James gave me that is a good startâ&#x20AC;Ś.>

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Adoption of Technology Standards New strategies, supported by new standards, should be set in place in order to meet the objectives of this technology plan. It is not enough to simply experiment with new methods of using the computer with students. Just as we need curriculum standards to guide instruction in subject areas, teachers will also benefit from technology standards that guide them in classroom technology integration. Critical Need for Staff Development "The world is different, Kids are different, Learning is different…And teaching must be different too!" 1 Teachers must transform their traditional learning environments to new learning environments in order to meet the needs of their students. They must create learning experiences that foster critical thinking and exploratory/inquiry-based learning. They too need measurable standards that determine what must be done in order to provide technology-supported learning opportunities for their students. The NETS for Teachers will be discussed later in this document. A major emphasis over the next few years will be on providing teachers with access to the necessary professional development programs that will empower them to embrace the educational models envisioned in this plan. Without the requisite training, no amount of investment in pure technology will make any difference in the educational environment. Administration Development As leaders, administrators must be willing to learn the technology integration skills expected of the staff. They too need measurable standards to guide them in helping teachers create rich learning experiences for their students. Administrators set the tone in their school buildings and are the ones to encourage and evaluate the technology utilization of their staff.

1

"National Educational Technology Standards for Students," ISTE, 2002.

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Staff Development Plan Based on the concept of teacher technology competencies, inclusion of a teacher development plan is a critical factor in our success. Staff Development Requirements by Objective <Hammer something out using the Quadrant idea?>> Establishing Individual Development Programs Teacher development is an ongoing process, which should ideally be customized for the needs of each individual professional. Concepts to contemplate include continuous, relevant training and support for educators and administrators at all levels. This does not necessarily have to be a huge expense to AL, but instead we can identify tools and activities that will help teachers meet the defined objectives and move within the Technology Competency Quadrants.

Assessment Plan The purpose of the assessment plan is to provide a framework for measurement of progress in meeting the objectives of the plan. Objective

Assessment Items

1

Extend and expand our learning materials beyond the resources available within the school building

2

Provide a constructivist learning environment that engages students in substantive, real-world problems

3

Provide a learning environment that supports the strengths and needs of individual learners

4

Prepare students for the technological world which awaits them in higher education and the work-force

5

Enable parents to become active participants in their child's education

6

Offer students learning opportunities that are independent of time and location

7

Facilitate the administration of the classroom and school at large while supporting critical learning community and school-wide academic and business goals

Technical Infrastructure Plan <<Modify and insert the current plan here. James or Ana, how close are you to this plan? Can we set up some meetings with our Tech Guys? I would be willing to help Nick conduct those meetings â&#x20AC;Ś>>

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Appendix A: Technology Foundation Standards for All Students The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills. 1. Basic operations and concepts o Students demonstrate a sound understanding of the nature and operation of technology systems. o Students are proficient in the use of technology. 2. Social, ethical, and human issues o Students understand the ethical, cultural, and societal issues related to technology. o Students practice responsible use of technology systems, information, and software. o Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 3. Technology productivity tools o Students use technology tools to enhance learning, increase productivity, and promote creativity. o Students use productivity tools to collaborate in constructing technologyenhanced models, prepare publications, and produce other creative works. 4. Technology communications tools o Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. o Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools o Students use technology to locate, evaluate, and collect information from a variety of sources. o Students use technology tools to process data and report results. o Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 6. Technology problem-solving and decision-making tools o Students use technology resources for solving problems and making informed decisions. o Students employ technology in the development of strategies for solving problems in the real world.

Appendix B: Technology Foundation Standards for All Teachers

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I. TECHNOLOGY OPERATIONS AND CONCEPTS. Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences. C. identify and locate technology resources and evaluate them for accuracy and suitability. D. plan for the management of technology resources within the context of learning activities. E. plan strategies to manage student learning in a technology-enhanced environment. III. TEACHING, LEARNING, AND THE CURRICULUM. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centered strategies that address the diverse needs of students. C. apply technology to develop students' higher order skills and creativity. manage student learning activities in a technology-enhanced environment. IV. ASSESSMENT AND EVALUATION. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. Academy at the Lakes Technology Committee

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C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE. Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: A. model and teach legal and ethical practice related to technology use. B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. C. identify and use technology resources that affirm diversity. D. promote safe and healthy use of technology resources. E. facilitate equitable access to technology resources for all students.

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Appendix C: Technology Skills Self-Assessment

AL Teacher Use of Technology Self-Evaluation Rubric <<Ana mentioned that we have this document around. Would it be better to cerate a new one, web-based, and have teachers (All or a sampling) take it? I can do the database and web interface dev for itâ&#x20AC;Ś>>

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Technology Plan