Educ638 CTP Carroll Howard Lively Final Draft

Running head: SCHOOL DISTRICT - CTP
Orange County School District

Collaborative Technology Plan (CTP)
Dreama Carroll, Benjamin Howard, and David Lively
EDUC 638-B01 Liberty University Online
Dr. David Holder
February 2, 2016
ORANGE COUNTY SCHOOL DISTRICT - CTP

2
Orange County School District
Collaborative Technology Improvement Plan
Before the 2016-2017 school year the Orange County School District will advance their
technology standards to be current with 21st century technology. Thorough research has been
conducted to ensure students are given the best possible learning resources and environment. A
committee of community members and school employees has been brought together to oversee
the updates being made to school facilities and new technology purchases. Committee members
will be tasked with ensuring that decisions are made in order to positively impact the overall
learning capabilities of our students.
Technology Committees Role
It is the goal of the Collaborative Technology Committee (CTC) as listed in Appendix A,
to oversee and facilitate Orange County School Districts move towards implementing a
technology program that is inclusive of 21st century skills. This program will include, but is not
limited to providing each student with a Chromebook, maintaining infrastructure and learning
spaces, and providing necessary training.
Mission for Educational Technology
It is the mission of Orange County School District to equip all students to be responsible
21st century citizens. The district will utilize technology as a means to foster collaboration
among students. Technology will be seamlessly intertwined within the curriculum so that
students can easily navigate the digital world. Instruction will no longer be confined within the
classroom walls. We will use technology as a way to use the world as our classroom. Students
will experience hands on, real world lessons. As technology continues to grow and change, we at
Orange County School District will continue to pursuit excellence for our students. It is the
mission of Orange County School District to lead students in technology practices that will
empower them to utilize the technology advancements that have proven to effectively improve
classroom learning.

3
Vision for Educational Technology
Orange County School District seeks to create 21st century students who are prepared for
their next stage of life. Whatever their future may hold, it is our mission to see that they graduate
prepared with a solid foundation on which to build. The district will continue to seek highly
qualified teachers to deliver core content. We seek to stay up to date with current trends in
technology. Our vision is to provide all students with the access to technology and information
which will enable them to be active participants in their environment whether they are at school,
home, or the working world.
Core Beliefs for Educational Technology
1. Enable all students to be successful lifelong learners by providing them with the tools and skills
necessary to compete in an increasingly technological world through experiences in a technology
driven educational setting.
2. Equip students with the ability to adapt to new technological settings with excellence.
3. To give students support and resources that point them towards an effective and capable
adulthood.
4. To provide all of the learning tools necessary to help students and staff reach their highest
potential and accomplish their academic and professional goals.
2015-2016 Focus Area
Goal #1:
Goal 1 for the 2016/2017 school year at the Orange County School District is to initiate a
1:1 plan across the district which encompasses 7 elementary schools, 2 middle schools, and 1
high school. The Collaborative Technology Committee will create a plan to ensure all projects
are completed by August 12th, 2016 for the beginning of the school year. Projects to be completed
include upgrading current infrastructure to enhanced broadband and Wi-Fi capabilities across
each school building necessary for a 1:1 school system. Computer labs at each location will also
receive upgrades to accommodate the latest state-of-the-art desktop technology. Students will
have an improved learning environment and a greater understanding of technology operations

4
and concepts by being provided with access to updated computer technology and broadband
internet service.
Goal #2:
In order to improve student achievement and prepare students for their future the Orange
County School district has agreed to implement a technology plan that includes a 1:1 program.
After implementing this program, student will be able to demonstrate skills associated with the
digital age. These skills include understanding social etiquette, using technology to maximize
learning, digitizing learning to create online portfolios of student work, and developing online
communication skills.
Goal #3:
The third goal of the Orange County School District is to utilize the new Chromebooks to
connect students and teachers together through a unique network that encourages safe
communication and helps to foster an online learning atmosphere that is easily accessible to
everyone in the classroom. Several different features of the Chromebooks will be used to help
teachers interact with students inside and outside of the classrooms in order to help the students
with assignments, give immediate feedback, and connect with students who are out of school.
These features include but are not limited to: Google Drive, Google Plus, & Google Sites.
Needs Assessment
In order to create capable 21st century citizens it is imperative that students be given the
opportunity to develop these skills while in the classroom. The skills of collaboration, creativity,
critical thinking, and responsible usage must be modeled for our students as well as embedded
into daily content. We expect our students to learn, grow, and then reflect on that learning
(Heavin, 2014). Resources for funding this program will be the largest obstacle. The technology
committee will show that funding has been secured through many different sources.
Budgetary Planning
Projected budgets can be found in Appendix B.
Funding Sources

5
Funding will come from local, state, and federal grants. Donations will be requested from
several different technology companies including ASUS, Sony, and Hewlett-Packard. The district
is committed to covering some of the costs associated with professional development of staff and
faculty, including teacher pay and facility usage. Funds will be requested from the Office of
Educational Technology, as well as from at-risk organizations that help to fund technological
advancements in public schools.
Goal #1
Strategies
1. Required Ethernet cables, Wi-Fi routers, state-of-the-art desktops, and Chromebooks will
2.
3.
4.
5.
be purchased and delivered by June 17th, 2016.

Enhanced broadband service will be setup on site by July 1st, 2016.
IT Specialists will run Ethernet cables and setup Wi-Fi routers by July 15th, 2016.
IT Specialists will setup computer labs with new desktops by July 29th, 2016.
Diagnostic tests of all Wi-Fi coverage areas and computer labs will be run through the
week of August 1st through the 5th. Any and all technical errors will be addressed the
following week (August 8th through the 12th).

21st Century Learning Skills
By making sure students have access to the latest education technology tools and
enhanced broadband internet service we are helping them build twenty-first-century skills and
improve learning. According to Sheninger (2014), having improved technology and internet
access helps students by way of increasing technology literacy, it increases relevance and realworld application within their studies, and further develops their critical thinking skills.
Rationale Including Research to Support Goal #1 and Strategies
Supporting the integration of technology into the classroom, according to Thomas and
Cronje (2007), must begin system wide. By starting the 1:1 plan for Orange County School
District across all grades levels it begins the program with a full level of support. Thomas and
Cronje (2007) also mention that by creating a new integrated technology plan that is system wide
it also improves the sustainability of the program. Improving the broadband service and Wi-Fi

6
available across all 10 schools within the Orange County School District it produces a greater
level of success.
Mobile computer technology allows students to interact with their learning environment
in new ways. According to Jaillet (2004) providing students with portable computers and internet
access can improve learning in the way they enable students to work in groups, provide special
services to individuals who need extra assistance, offer interactive lesson material, and help
students stay connected to the world through different forms of media. By upgrading the
broadband service in each school and providing students with tools necessary to participate in a
21st Century learning environment it enables them to learn in new ways that better prepares them
to be active participants within their communities.
Expected Outcomes in Terms of Student Learning / Achievement
Students will be presented with new ways to learn material that goes beyond lectures.
Instructors will need to change the way they teach to incorporate new internet resources and
computer applications. Students will also be able to participate in group work outside of the
classroom via school social media venues. As teachers become more familiar with ways of using
the new computers for their instruction methods it is expected that student achievement levels on
standardized tests will improve. By giving students access to up to date computer technology and
internet access it will help them become active participants within their communities and better
prepare them for their goals outside the school environment.
Evaluation Measures
Each school will have an IT Supervisor tasked with the operations of their IT Specialist
team. Weekly progress reports from each sites IT Supervisor will be submitted to the
Collaborative Technology Committee to ensure all timelines are being adhered to. If additional
time is needed to complete a given task, Specialists will report to their Supervisors for

7
instruction. Supervisors will be tasked with creating updated timetables for completion of tasks
and reporting updates to the Collaborative Technology Committee.
Timeline for Implementation
All schools will have access to updated broadband internet service, Wi-Fi signal, updated
computer labs, and Chromebooks by August 12th, 2016. Technology will have been installed and
tested for malfunctions by August 5th with any corrections being made by the 12th.
Budget
See Appendix B for budget.
Goal #2
Strategies
1. Teachers will be given staff Chromebooks so that they can be familiar with the operating
system prior to the 2016-2017 school year beginning.
2. Prior to the beginning of the school beginning, teachers will participate in a 2-day
training session covering Google apps, and digital etiquette.
3. Student Chromebooks will be handed out during the month of August.
4. Teachers will teach proper use of Chromebook, navigating Google applications, and
digital etiquette during September 2016.
5. Teachers will be prepared to start implementing the use of Chromebooks for instructional
purposes no later than October 2016.
6. Students will begin collecting samples of their work and building student portfolios
immediately. This is completed by using google drive.
7. Through the portfolios, teacher and student can communicate in real time. A student will
then have multiple opportunities to use teacher feedback to show their true understanding
of standards.
8. By the end of year 1, students will have a collection of work for each content standard
that shows their individual growth.
Students will be helped to develop transferable knowledge that can be applied to solve
new problems or respond effectively to new situations (National Research Council, 2012, p. 70).
Students will use Chromebooks to collaborate with the peers, not only in the class, but around
the world. Students will develop and create presentations that are current and relevant to things

8
in which they have interest. The teacher role will shift from that as only an educator, to that of
facilitator. Teachers will help students become responsible for their own learning.
Advocates have hailed 1:1 programs as having the ability to transform education as we
know it (Dunleavy, Dexter, & Heinecke 2007). Todays students think and process information
fundamentally differently from their predecessors (Prensky, 2001). Students of today must not be
taught as the students of yesterday were. Students today have been immersed in a connected
world their entire lives. These students are used to receiving information instantaneously. They
like to parallel process and multi-task. They prefer their graphics before their text rather than the
opposite. They prefer random access (like hypertext). They function best when networked. They
thrive on instant gratification and frequent rewards. They prefer games to serious work
Prensky, 2001). What better way to prepare students for their future, than by keeping them all
connected?
By equipping students with a personal Chromebook, students can be formatively assessed
easier by their teachers. Teachers will have the opportunity to provide instant feedback to
students of groups of students. Instruction can be personalized and differentiated as needed.
Students will have the chance to work collaboratively with their peers. All of these together work
to increase in student engagement. With the increase of student engagement, student achievement
will raise.
After the first year of implementation, students will take responsibility for their
individual growth. Students will be able to show evidence of understanding in content area by
using their collection of documents in their online portfolios.
Overall Outcome
Student engagement and achievement will be raised because students will begin to take
on the responsibility of showing their understanding.
Specific Outcome

9
By engaging students in their own learning and having them accept responsibly, it is the
overall goal of Orange County School District to raise the summative standardized testing scores
by 5% overall after 1 full year of the 1:1 implementation.
Evaluation Measures
Teachers will be responsible for analyzing and evaluating student portfolios. This allows
direct communication to occur between student and teacher. As standards are mastered, students
will have the capability of moving on to other standards at their own pace. It is the role of
classroom teachers to manage this. Building principals will oversee their teachers and collect
necessary data that shows the schools overall growth. District Technology Office will be
responsible for collecting all building data and analyzing the results.
2016-2017 school year.
Budget
See Appendix B for budget.
Professional Development Plan
Teachers will be trained on the use of Chromebooks and Google Apps during
professional development before school begins. Staff will also be required to participate in
monthly team based training sessions that are technology based. These TBT sessions will be
held during grade level planning periods and will take place monthly. All teaching staff will be
required to attend. During these times it will be determined if more training is necessary.
Goal #3
Strategies
1. Teachers will utilize Google Drive to give real time feedback to students as they work on
class assignments inside and outside of the classroom.
2. Teachers will use Google Plus to interact with professionals in the field and conduct inclass interviews, host guest lecturers, and videoconference with students who are absent
from school.

10
3. Teachers will use Google Sites to create a classroom website for the students to retrieve
information, collaborate with other students, and allow students to store all of their
completed work in an e-portfolio.
4. Google Sites will be used for elementary level students to host a platform for learning
activities and games.
5. Students will be trained at orientation as well as on the first day of classes on the use and
navigation of their new Chromebooks and learn how to use the apps.
6. Parents will receive an infographic that explains how their childrens computers will be
used and how they will help their students learn.
Collaboration is a skill that will be developed by the use of Google Drive. Students are
able to collaborate with other students and the teacher in real time, inside and outside of the
classroom. This collaboration will help teachers to see student progress and give critique in a
timely manner.
Through the use of Google Plus and Google Sites, students and teachers will be able to
communicate effectively by asking and answering questions when not in class,
videoconferencing into class when absent, and learn from outside sources through online
interviews and lectures.
Creativity will be cultivated through activities such as writing and brainstorming as
students use Google Drive to interact during class time. Google Drive can also be used to create
unique presentations that students can present to their classmates. The creativity of the students
will be tested in their ability to use the various different tools available in presentations.
According to Cotungo (2014), Google Drive can be a very useful tool to help students
connect with the class content at home, Using Google Drive in the classroom provides
connection between the work of the class and the students everyday lives, because of Googles
Pervasiveness (Cotugno, 2014). Teachers will be instructed to have students participate in team

11
projects that will require them to connect with other students while they are in class and at home.
Google Drive is also said to promote the growth of knowledge in students, educators should
consider using technology to enhance communication and provide richer, more meaningful
platforms for the social construction of knowledge (Rowe, Bozalek, Frantz, 2013). When
students interact with each other, their acquisition of knowledge increases because social
interactions are often more meaningful for learning.
Google Plus can support communication in several different areas, This system provides
effective and efficient mechanisms for communication, planning, and project implementation
(Kiel, et. al., 2013). Google Plus will be used by teachers for planning lessons and assignments,
to connect with absent students when they cannot make it to school and outside experts, and for
better lesson interaction in the classroom. Teachers will be encouraged to give immediate
feedback to students during in-class writing, as well as to check up on students when they are
working from home. Teachers will also be responsible for planning lessons that will be
conducted during class time that will allow students to interact and contribute using their
Chromebooks right from their desks. Teachers will be expected to present to the class at least one
guest lecturer or expert each month to the class via videoconferencing.
Teachers will be instructed to put together a classroom website where students have 24
hours access to the class syllabus, homework assignments, and weekly/daily announcements.
The teachers will also be encouraged to add interactive activities for the students to participate in
on the website. Lastly, the school administration will put together a portal for each student where
they can put together their e-portfolio, and submit work from all of their assignments. Their work
can be viewed and accessed from one year to the next.
Student team-project grades will be expected to increase as they learn to connect and
collaborate with one another. They will develop their creativity as they express themselves

12
through their personal and group projects including essays, presentation, and many different
kinds of writing assignments. Students are expected to learn better in an environment where they
are better able to feel like a necessary part of the learning process, and student participation
grades are expected to increase. Students will be expected to become more interested in their
subjects through the collaboration process, students need to be taught the norms of social
interaction and to understand that the function of their discussion is to persuade others of the
validity of their arguments (Macdougall, 2013). Macdougall believes that student-to-student
collaboration increases student focus and helps them to stay on task. Our school Chromebooks
will encourage students to stay on task throughout the day by helping them stay engaged with the
material as well as with other students. As a result, class work scores are expected to rise along
with their homework scores as they stay better connected to their assignments at home.
Evaluation Measures
1. Guidance counselors will monitor student grades as they increase and report to the school
principal all progress that is made as a result of the Google platforms, including increased
student participation and student engagement.
2. Teachers will monitor student participation and turn in participation sheets as usual. The assistant
principal will review the participation grades from the year before to determine the effects of the
Google platforms on student participation.
3. Teachers will also monitor in-class assignments and homework grades and turn in their usual
reports to the assistant principal for review.
4. Parents will be asked how their students are doing at home. Quarterly surveys will be taken at
parent/teacher conferences to see how parents perceive their students are doing with their new
technology.

13
The professional development conference will take place during the teacher work week
before the start of the 2016-2017 school year. There will be specific strategies implemented
throughout the year.
Budget
The only cost associated with this goal involves professional development. The
conference will include a guest speaker who is an expert in the field of Google applications in
education. The conference will be held at one of the districts high school locations, so there will
be no costs associated with renting or using a facility. The district has agreed to use a scheduled
teacher work day that is already on the district calendar for the conference so that the district
does not need to pay teachers for an extra day of work. Detailed expenses can be found in
Appendix B.
Professional Development Plan
At the start of the school year, the entire District faculty will go through a professional
development progress that will train and prepare teachers to utilize the many features that
Chromebooks have to offer to the students of Orange County School District. The district will
hire a professional who specializes in Google and classroom enhancement by means of
Chromebooks. The teachers will be required to attend a mandatory conference that will cover the
three areas of technology that will be used in the schools: Google Drive, Google Plus, and
Google Sites. The conference will last one day and make up a total of four sessions that are 90
minutes each throughout the day. There will be an opening session that gives an overview of
Google Drive. The second session will cover the many hidden features of Google Drive. The
third session will cover Google Plus and how to use its many features. The final session will
present Google Sites, and instruct teachers on how to utilize the many features of building a
website for the class.

14
On every quarterly teacher work day, teachers will all participate in a team-building
exercise that will require the collaboration of teachers to discuss how they have been using the
technology provided in their classrooms to engage students in learning. Teachers will discuss
with each other how they have been successful and what instruction has not been successful.
Parents will attend a quarterly parent/teacher conference. As a part of the conference,
teachers will be invited to share in front of parents the ways that the Chromebooks have helped
improve learning in their classrooms. This will provide an opportunity for parents to become
knowledgeable about what their students are doing in class and how they can help their students
at home. It will also give an opportunity for parents to ask questions and understand some of the
positive changes that have come with the Chromebooks. Parents will be able to encourage
certain activities that they believe are helpful, and they will be able to hold the staff and
administration to the plans that are in place. Getting stakeholders on board with changes is
always a plus in making a positive change happen successfully.
Students will receive training at the beginning of the year to learn how to use their new
devices. When they attend their student orientation and receive their new computers, the
administration will demonstrate how to use the general features of the Chromebooks. They will
also train students on building a word document and train them to be able to navigate the many
different apps available to them. Each time a student is assigned a new task to complete on their
computers, their teacher will train the class as a whole and show them how to effectively
navigate the specific apps and functions that will be used. The first day of class will be a great
opportunity for all teachers to give their students an overview of all the technology tools they
will be using throughout the course.
Childrens Internet Protection Act (CIPA)
The Childrens Internet Protection Act, also known as CIPA, has several requirements
that schools must adhere to. The first is that a filter be installed on every computer on school

15
campus, regardless of who is using it (Wallace, 2013). The second is that districts must filter
content according to the beliefs of the district, which are determined during a public meeting
where the district puts together a safety plan (Wallace, 2013). The third thing that CIPA requires
is internet safety education, which is used for administrators and teachers. Finally, CIPA requires
that schools monitor the use of internet on school property.
E-rate is also known as the Schools and Libraries Program, which is funded by the
Universal Service Fund. Their purpose is to help make telecommunication services more
affordable for schools and libraries. According to Wallace (2013), E-rate is also responsible for
enforcing CIPA (Wallace, 2013). The discount that a school can receive depends upon what
kind of area the school is located in. Areas of poverty are more likely to receive a bigger
discount. In order to be eligible for this program, a school or library must first adhere to all of the
requirements in the CIPA.
District Acceptable Use Policies (AUP) / Rational Unified Process (RUP)
As Orange County School District implements the 1:1 technology program, it is the
policy of the Orange County School District to maintain an environment that promotes ethical
and responsible conduct in all online network activities by staff and students (Forum Unified
Education, 2016). Instead of choosing to block or ban websites or activities it is the goal of the
district to teach students responsible behavior. In doing this, students will be held to standards
that will be revised by their peers (iSafe, 2016). The following are the five areas that will be
included in the final AUP/RUP.
1. Privacy - Users do not have a privacy right in the contents of their computer system,
including messages sent, received, or stored on the email systems or in their use of the Internet
(Acceptable Use Computer Policy, 2016)
2. Safety Student will agree to safe and appropriate Internet usage The internet will be used
as a means for educational purposes.

16
3. Copyright infringement, software piracy, and plagiarism laws Students will abide by
copyright infringement and plagiarism laws
4. Appropriate access student will not access sites that are not appropriate for school usage
5. Social Networking Policy - While using school issued Chromebooks, students are aware
that there is no right to privacy. All social networking done from Chromebooks is subject to
review from the Orange County School District

17
References
Acceptable Use Computer Policy. (2016). Retrieved from: http://www.carrollschool.org/ourcommunity/parents-page/acceptable-use-computer-policy
Acceptable Use Policies. (2016). Retrieved from:
https://auth.isafe.org/imgs/pdf/education/AUPs.pdf
Cotugno, M. (2014). Using google drive to prepare students for workplace writing and to
encourage student responsibility, collaboration, and revision. Teaching English in the Two
Year College, 42(1), 65-76.
Dunleavy, M., Dexter, S., & Heinecke, W. (2007). What added value does a 1:1 student laptop
ratio bring to technology-supported teaching and learning?. Journal of Computer Assisted
Learning, 23(5), 440-452. doi:10.1111/j.365-2729.2007.00227.x
Forum Unified Educational Technology Suite. (2016). Retrieved from:
http://nces.ed.gov/pubs2005/tech_suite/app_a.asp
Heavin, A. (2014). Educators Need to be 21st Century Learners Too. FractusLearning.com
International Society for Technology in Education (ISTE). (2009). ISTE standards for
administrators. Retrieved from http://www.iste.org/standards/iste-standards/standards-foradministrators
International Society for Technology in Education (ISTE). (2008). ISTE standards for teachers.
Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers
International Society for Technology in Education (ISTE). (2007). ISTE standards for students.
Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students
Jaillet, A. (2004). What is happening with Portable Computers in Schools? Journal of Science
Education and Technology, Volume 13(1), 115-128.
http://link.springer.com/article/10.1023%2FB%3AJOST.0000019644.31745.9e
Kiel, Joan M,PhD., C.H.P.S., Montenery, Susan, DNP,R.N., C.C.R.N., Perry, Nancy N,
DNP,R.N., C.N.E., Jones, Angela D,D.N.P., R.N., & Ross, Debra S,D.N.P., R.N. (2013).
Google+ gets an A+ in distance education. Journal of Nursing Education, 52(9), 543.
MacDougall, G. (2013). Student-to-student collaboration and coming to consensus. Science
Scope, 37(3), 59+.

18
National Research Council. (2012). Education for life and work: Developing transferable
knowledge and skills in the 21st century. Washington, DC: The National Academies
Press.
Prensky, M., (2001). Digital Natives, Digital Immigrants. On The Horizon. 9(5).
Rowe, M., Bozalek, V. and Frantz, J. (2013), Using Google Drive to facilitate a blended
approach to authentic learning. British Journal of Educational Technology, 44: 594606.
doi: 10.1111/bjet.12063
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand
Oaks: Corwin.
Student Centered Acceptable Use Policy. (2016). Retrieved from:
http://tech.ed.gov/stories/student-centered-acceptable-use-policy/
Tallvid, M.m Lundin, J., Svensson, L., & Lindstrom, B. (2015). Exploring the Relationship
between sanctioned and Unsanctioned Laptop Use in a 1:1 Classroom. Journal Of
Educational Technology & Society, 18(1), 237-249.
Thomas, H., & Cronje, J. (2007). Computers in schools: implementing for sustain ability. Why
the truth is rarely pure and never simple. South African Journal Of Higher Education,
21(6), 759-780.
Wallace, A. (2013). CIPA: 10 YEARS LATER. Tech & Learning, 34(4), 38.

19
Appendix A
Orange County School District Technology Planning/Advising Committee
Member
Title
Constituency
Mark Mason
District Tech Director
District
Chad Wilson
Media Specialist
District
Daniel Bowers
Teacher
Elementary School
Donna Hovey
Teacher
Elementary School
Elena Holder
Teacher
Elementary School
Joel Andrews
Teacher
Elementary School
Nathaniel Davidson
Teacher
Elementary School
Judy Summers
Teacher
Elementary School
Nicholas Odom
Teacher
Elementary School
Titus Mercer
Teacher
Middle School
Ricky Figueroa
Teacher
Middle School
Joshua Stevens
ELA Teacher
High School
Darcy Glendale
Math Teacher
High School
Christina Sanders
Media Specialist
Elementary School
Maria Solano
Media Specialist
Elementary School
Jonathan Law
Media Specialist
Middle School
Davion Brown
Media Specialist
High School
20
Domonique Risotto
PTA/PTO Representative
PTA
Cherith Hamilton
High School Student
High School
Jeremy Long
High School Student
High School

21
Appendix B
Goal #1 Budget Request
Wi-Fi Transmitters (Netgear)
Nighthawk X8 AC5300 Tri-Band Quad-Stream Wi-Fi Router (R8500)
5.3Gbps radio rate
Retail: $399.99 / each
Negotiated Price: $250.00 / each
460 units:
Classroom (370) / Teachers Lounge (20) / Computer Lab (20) / Library (10) /
Foyer (10) / Central Staff Office (10) / Cafeteria (10) / Gymnasium (10)
460 x $250.00 = $115,000.00
Licenses & Warranties:
460 x $100.00 = $46,000.00
Ethernet Cables
Cat-6 Network Cable
10/100/1000 Mbps Ethernet network
Price: $185.00 per 100 meters
50 units:
5,000 meters
50 x $180.00 = $9,000.00
Desktops
Dell XPS Desktop Intel Core i7 1TB Hard Drive
Windows 10 (64-bit) 16GB Memory
2GB dedicated graphics
Built-in Wireless Networking
Bluetooth
one HDMI output
Keyboard and mouse
2,410 units:
Classroom (1,850) / Computer Lab (560)
2,410 x $600.00 = $1,446,000.00
2,410 x $150.00 = $361,500.00
Dell S2415H 27 IPS LED 4K UHD Monitor
6 ms Response Time
2,000,000:1 Dynamic Contrast Ration
350 nits Brightness
3840 x 2160 4K Ultra HD Resolution
2,410 units:
Classroom (1,850) / Computer Lab (560)
2,410 x $219.00 = $527,790.00
2,410 x $50.00 = $120,500.00
Total Cost:
$2,625,790.00
Chromebooks
Lenovo Chromebook 100s
11 HD display
0.7 inch thin, 2.45lbs
100 GB Google Drive free for 2 years
8,000 units:
Students (7,400) / Teachers (489) / Extra (111)
22
8,000 x $115.00 = $920,000.00
8,000 x $45.00 = $360,000.00

Chromebook Case
8,000 units:
Students (7,400) / Teachers (489) / Extra (111)
8,000 x $15.00 = $120,000.00
Total Cost:
$1,400,000.00
Expert Cost
Airfare
$700.00
Hotel
$400.00
Rental Car
$300.00
Service Cost
$1,200.00
Teacher Cost
Lunch for teachers
$3,000.00
Total Cost:
$5,600.00

23
Appendix C
ISTE Standards Goal #1
Administrator (ISTE Standards Administrator, 2009)
1.a. Inspire and facilitate among all stakeholders a shared vision of purposeful change
that maximizes use of digital-age resources to meet and exceed learning goals, support
effective instructional practice, and maximize performance of district and school leaders.
1.b. Engage in an ongoing process to develop, implement, and communicate technologyinfused strategic plans aligned with a shared vision.
1.c. Advocate on local, state and national levels for policies, programs, and funding to
support implementation of a technology-infused vision and strategic plan.
Teacher (ISTE Standards Teacher, 2008)
3.a. Demonstrate fluency in technology systems and the transfer of current knowledge to
new technologies.
3.b. Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation.
3.c. Communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital age media and formats.
3.d. Model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and learning.
Student (ISTE Standards Student, 2007)
6.a. Understand and use technology systems.
6.b. Select and use applications effectively and productively.
6.c. Troubleshoot systems and applications.
6.d. Transfer current knowledge to learning of new technologies.
4.a. Lead purposeful change to maximize the achievement of learning goals through the
appropriate use of technology and media-rich resources.
4.b. Collaborate to establish metrics, collect and analyze data, interpret results and share
findings to improve staff performance and student learning.
4.c. Recruit and retain highly competent personnel who use technology creatively and
proficiently to advance academic and operational goals.
4.d. Establish and leverage strategic partnerships to support systemic improvement.

24
4.e. Establish and maintain a robust infrastructure or technology including integrated,
interoperable technology systems to support management, operations, teaching, and
learning.
2.a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
2.b. Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress.
2.c. Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources.
2.d. Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards, and use resulting data to inform learning
and teaching.
4.a. Identify and define authentic problems and significant questions for investigation.
4.b. Plan and manage activities to develop a solution or complete a project.
4.c. Collect and analyze data to identify solutions and/or make informed decisions.
4.d. Use multiple processes and diverse perspectives to explore alternative solutions.
2.a. Allocate time, resources, and access to ensure ongoing professional growth in
technology fluency and integration.
2.b. Facilitate and participate in learning communities that stimulate, nurture and support
administrators, faculty, and staff in the study and use of technology.
2.c. Promote and model effective communication and collaboration among stakeholders
using digital age tools.
2.d. Stay abreast of educational research and emerging trends regarding effective use of
technology and encourage evaluation of new technologies for their potential to improve
student learning.
2.a. Promote, support, and model creative and innovative thinking and inventiveness.

25
2.b. Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources.
2.c. Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes.
2.d. Model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments.
2.a. Interact, collaborate, and public with peers, experts, or others employing a variety of
digital environments and media.
2.b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
2.c. Develop cultural understanding and global awareness by engaging with learners of
other cultures.
2.d. Contribute to project teams to produce original works or solve problems.
26

Educ638 CTP Carroll Howard Lively Final Draft

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Educ638 CTP Carroll Howard Lively Final Draft

Hochgeladen von

Copyright:

Verfügbare Formate

Running head: SCHOOL DISTRICT - CTP

Orange County School District

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

be purchased and delivered by June 17th, 2016.

following week (August 8th through the 12th).

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

District Tech Director

ORANGE COUNTY SCHOOL DISTRICT - CTP

High School Student

High School Student

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

Licenses & Warranties:

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

ORANGE COUNTY SCHOOL DISTRICT - CTP

Das könnte Ihnen auch gefallen