Educ638 Collaborative Technology Plan Bellflemons Boltin Bradley Gray Griggs Joiner

Running head: COLLABORATIVE TECHNOLOGY PLAN 1
Collaborative Technology Plan

Yasmine Bell Flemons, Harrison Boltin, Marcus Bradley, Roger Gray,
Amy Griggs, and Ruth Joiner
EDUC 638
Liberty University
Dr. David Holder
April 23, 2017
Collaborative Technology Plan
Mission Statement
Fairview School District utilizes current technology to enhance the educational
experience for students at all grade levels by developing critical thinking and problem solving
skills through project-based learning. We will ensure students learning and communication by
promoting innovative, creative, and collaborative lessons through up-to-date technology.
Vision Statement
Fairview School District holds fast to the traditional goals of education, but strives to
enhance the students learning experiences through the use of state-of-the-art technology. It will
not only enhance their learning experience, but will also improve communication, help make
instruction more efficient and effective, and help develop life skills that are critical to their
success. For teachers and administrators, they too will become more efficient with the use of
technology and have more time to focus on the education and success of the students.
Value Statement
We will provide a learning environment that allows our students to learn the skills they need for
the 21st Century by utilizing state-of-the-art technology.

We believe that utilizing technology in the classroom leads to greater student achievement and
better communication with parents and families.

We believe that the use of technology enables teachers and staff to reach more students
educationally.
We believe that the use of technology enables the teachers to become greater facilitators of
learning.
We believe that technology will increase student active participation independently and in groups
Smart Goal #1
For Fairview School District, Goal 1 in the upcoming 2017-18 school year is to begin
the implementation of 1:1 chromebook availability and use for all students. Providing school
devices for all students will ensure equity in technology for all and will enable the district to
maintain control of software being used as well as content access through district filters. This
implementation will be rolled out in three phases over a three year period. Phase 1 will first
focus on upgrading the districts broadband and WiFi capabilities while providing shared access
of chromebooks for all grade levels and subject areas in the districts elementary schools, middle
schools, and high school. Phase 2 will increase the availability of systems to students as well as
continuing to enhance the districts broadband and Wifi capacity. In Phase 3, 1:1 chromebook
access for all students will be completed as well as final upgrades to the districts broadband and
Wifi systems.
Implementation of the Fairview Technology Planning Committees program rollout will
begin in August, 2017 and final phase rollout will be completed by August, 2020.
Strategies to Support Smart Goal #1
Year 1
A chrome cart with a class set of chromebooks for each elementary grade level to share in
each school. Middle schools receive 2 chrome carts to share and all incoming 6th graders
receive individual devices in middle schools. The high school receives 3 chrome carts to share.
All incoming 9th graders and new 10th graders receive individual devices. During this phase of
implementation, teachers will have access to shared devices in all grade levels and content areas
throughout the district. Utilizing this access, they will begin to collaborate together to use the
technology to create collaborative learning opportunities for students using resources such as
Storia for primary grades and Google Docs within the Google suite for intermediate grades,
middle schools and high schools. They will also utilize the features designed in the program to
communicate with students within their documents and become familiar with the tools available
in Google classroom to distribute information and make resource material available.
Libraries and common areas in all schools will be upgraded with paint for all and new
new furnishings as needed. Design layouts will be modified to begin transition to more flexible
seating options.
Phase 1 of Wifi upgrades and fiber optic installations will be completed.
Year 2
A second chrome cart with a class set of chromebooks for each elementary grade level to
share. All incoming 6th graders receive individual devices in middle schools. All incoming 9th
graders receive individual devices in the high school. During this phase, availability of devices
will increase as the need for access increases. Teachers in all grade levels and content areas will
continue to develop curriculum that is based on the new technology available and will continue
to collaborate to build on the successes from year one. Training will begin for the coming of full
implementation of the use of the classroom management system, Google Classroom in year
three.
Phase 2 of WiFi upgrades and fiber optic installation will be completed.
Year 3 - final phase
Additional chromebooks so that all elementary classes have a class set. All incoming 6th
graders receive individual devices at the middle schools. All incoming 9th graders receive
individual devices at the high school. In this final phase of implementation, all students will
have access to a district provided chromebook. Using the Google suite of programs and Google
classroom, teachers will utilize the technology on a larger scale to communicate with students
regarding assignments, feedback, and collaborative work. Teachers will have experience in
curriculum development and use of the technology resources available and will use the devices
in daily classroom work on an ongoing basis as appropriate in all grade levels. For instance, all
grade levels will utilize reading programs such as i-Ready and Reading Plus to supplement
language arts instruction. Primary grades will continue to utilize programs such as Storia and
websites such as StoryWorks in addition to math and science sites. Intermediate grades through
high school will continue to utilize collaborative assignments and independent project
development through higher level use of the Google suite of programs and their tools.
Final phase of WiFi upgrades and fiber optic installations.
Ongoing after implementation, all schools will have personal devices for each student
and devices replaced after four years of use.
Media Specialists will house and manage chrome carts for shared use.
Completion of district server upgrades for sufficient capacity to handle volume of devices
online in each phase. WiFi with sufficient bandwidth for all schools. WiFi router in each
classroom with sufficient bandwidth from the district through fiber optic installation.
Use of Google suite of programs for all district applications and correspondence.
21st Century Learning Skills Addressed
Collaboration - This allows to teachers to collaborate with students, students with students, and
teachers with other teachers/administration through the sharing of information via the Google
suite. This fosters a close knit distance learning environments by allowing participants to
instantaneously communicate in an easy to access setting. With this part of the implementation
also, media specialist will need to be in constant communication and collaboration with other
schools and the faculty at their school.
Communication - The students will now be enabled to communicate more efficiently with
teachers and classmates through the use of the Chromebook. This will also allow teachers to
place more responsibility on the students when it comes to communicating and gaining
information (i.e. emailing teachers for missing work, sharing work with other student, etc)..
Creativity - This allows the teachers to jump out of the norms of the classroom by using the
Chromebooks to take virtual field trips, complete assignments such as creating virtual comic
strips, creating videos, etc about topics in class.
Critical Thinking - This implementation plan allows teachers to give students more ability to
research their own answers to questions they may have.
Rationale Including Research to Support Goal #1 and Strategies
The availability of one-to-one technology devices within Fairview School District will
enable students to begin learning to effectively use the technology available and how to interact
collaboratively online beginning in the primary grades. Students in intermediate grades and
beyond will be able to effectively learn to work on collaborative projects that utilize problem
solving pedagogies in order to develop higher order thinking (Lindsay, 2016). Using this
technology, they will be empowered in collaborating both inside and outside of the classroom as
well as communicating and receiving feedback from instructors and peers (Lindsay, 2016).
When implementing one-to-one or other technology within a school, using the school
media specials (librarian) can have many advantages. They can be a direct support for teachers
and students in developing and working in a blended learning environment. Also, in their role,
they are exposed to the curriculum throughout the building and district and can help to facilitate
the alignment of technology and curriculum in many ways that will assist both teachers and
students (Kuzo, 2015).
Expected Outcomes in Terms of Student Learning / Achievement

The expected outcome from this goal is that the district will transition smoothly to a 1:1
Chromebook environment throughout 3 years. This is specifically done by providing every
elementary classroom with an in class set of Chromebooks and all middle and high school
students with personal devices that are used inside and outside of the classroom. This will allow
teachers to extend their classroom beyond the four walls via virtual field trips, distance learning
projects, etc. This will also strengthen the communication throughout the district from students,
teachers, other faculty, and administration.
Evaluation Measures (Include Job Titles of Persons Responsible)
The Designated Media Specialist will provide a layout of expectations for the schools use of the
Google Chromebook, and the Google Chromecarts. Each of the ten School Principals will set up
an evaluative tool that assesses how the Google Chromebooks are handled once they arrive at
the schools. The DMT will ask the Principal to see assessment, and report the initial assessment
back to the Educational Technology Committee. This assessment will entail the following:
How many Google Chromebooks have been issued

What maintenance system for the Google Chromebook has been put in place by the school
Technological issues with Chromebooks
Number of students who have not received Chromebooks
Once every quarter, the DMT will inspect each schools continuity and compliance of their own
policy for the care and use of the Google Chromebooks. The Community Business Leader and
the District Financial Officer will be responsible for assessing the variable costs associated with
operating the Google Chromebooks within each school. A quarterly budget assessment will be
reported to the committee, and any adjustments will be made at this time. Additional expenses,
defective devices, and potential replacements should be reported to the District Financial Officer.
At which time, the DFO will take immediate action to send a replacement, pending the approval
of the committee. The Principal and the Teacher Representative will write a Justification
Memo to the DFO that provides details of the defective device, and if it was damaged
intentional or unintentional.
SMART Goal #2
Goal two will include the initiation of staff/teacher training on the use of the Google
Chromebooks. The goal will be to ensure that everyone who has authorization to use these
devices will know how to maintain them, ensure total competency of the devices functionality,
and understand the intended uses for the both inside and outside of the classroom.
For Educators:
Educators will learn to how to operate the Google Chromebooks, ensuring they understand
varying methods to use this device in the classroom. Instructors will be trained on the
educational features of the device, and how to monitor student comprehension and progression
using the devices.
For Students:
Students will be trained by their teachers to use the Google Chromebooks in the classroom. The
teacher will be required to instruct the students on which applications, education programs, and
research methods will be used in the classroom.
The intention of using these devices in the classroom is to increase the education comprehension
of course materials while using the Google Chromebooks. Our goal is to enhance the student
learning environment, increasing accountability of student technological awareness, improving
student intrinsic motivation to use technological devices to improve learning, and to ensure
100% User Training and Compliance all students & staff using Google Chromebooks.
Classroom Uses for the Google Chromebook:

Elementary school students will use the device to play interactive games that promote specific
content for specific lessons
Educators may rent books for their classroom using the Play for Education Store
Pending school approval, educators may use the classroom learning management system
This will allow teachers to grade papers quickly, view current progress on student essays and
class projects,
Teachers may plan lessons using the Google Chromebooks to promote a collaborative learning
environment
Students will be able to use the Google Chromebooks to create study groups using Google
Hangouts
Educators can monitor group progress and cooperation
Educators may invite guest speakers to speak on subject matter
The Google Chromebook may only be used to incorporate interactive programs that enhance
student learning
The intention of using these devices in the classroom is to increase the education
comprehension of course materials while using the Google Chromebooks. Our goal is to enhance
the student learning environment, increasing accountability of student technological awareness,
improving student intrinsic motivation to use technological devices to improve learning, and to
ensure 100% User Training and Compliance all students & staff using Google Chromebooks.
Strategies to Support Goal #2
Year 1 Designate Media Trainer Specialists (DMT) for oversight of initial teacher/staff
training on devices for all ten schools. Once the Designated Media Trainers have been selected,
the trainers would then meet to discuss an appropriate unified training module for the school
district. After this module is approved by the Committee Members, the DMT will provide
appropriate training to pre-selected members in the schools. One for Elementary School, Middle
School, and one for High School.
- Training Process:
- DMTs train the Teacher Representatives on how to use the Chromebooks and Chromecarts.
- DMTs will provide training that shows the many ways the Google Chromebooks can enhance
the classroom settings, which show instructors how their students may benefit from using the
Chromebooks.
- Teacher Representatives train the staff members.
- Staff trains the students.

- Students show competency through assessment given by DMT Specialist:
- DMT Specialist will make a simple, yet easy compliance assessment for all devices for staff and
students.
- Teacher Representative will assess staff members every quarter.
- Staff will use daily measures to assess student competency on an as needed basis.
- Students will learn to use the Google Chromebook through operational illustration given by
teachers, basic functionality of the device, and expected outcomes per lesson which utilizes the
Google Chromebooks.
- Students will learn the expectations of the school district when using the device and care for the
product.
- Using the Chromebook, Students will learn to:
- Operate the Chromebooks hardware.
- Operate the Chromebooks software.
- Basic research.
- Create presentations.
- Proper maintenance.
- Run applications that will be used in the classroom.
Year 2/3 The DMT will ensure that follow-up training is given to all students and staff
members that are Google Chromebook users. Schools should be familiarized with using the
devices, and will now implement processes to assess the effectiveness of the Google
Chromebook in the classroom. Assessments will be ongoing to assess the improvements made
from utilizing the Chromebooks in the classroom. Both student and staff competency and
compliance assessments will be forwarded to the Technology Committee to review the
effectiveness of the Google Chromebook within the schools.
Collaboration - This allows to teachers to collaborate with students, students with students, and
suite. This fosters a close knit distance learning environments by allowing participants to
instantaneously communicate in an easy to access setting. With this part of the implementation
also, media specialist will need to be in constant communication and collaboration with other
schools and the faculty at their school.
information (i.e. emailing teachers for missing work, sharing work with other student, etc)..
Planning is essential to integrating the Google Chromebooks within the school environment.
Scalise (2016) states that Poor technology integration planning can center on including too
much technology in the classroom as well as too little. (Scalise, 2016, p. 55). We must ensure
that our school district has a proper plan in place. Inadvertently, good planning will help yield the
best results whilst assessing how students have benefited from using the intended technological
devices.
Therefore, we must establish goals that are reasonable and progressive in nature. Using the
Google Chromebooks may inspire students to learn more, but we have to assess the plausibility
of potential disinterest, as well. It is imperative that the guidelines of the use of these devices are
set in place before the students and staff use them. Jackson (2012) admits that there are many
advantages and disadvantages of using technological devices in the classroom, and when
effectual guidelines have been set that they ... will contribute to a more thoughtful and
functional learning environment. (Jackson, 2012, p. 138). Our goal is to ensure every student
knows how to use the device, that this device effectively increases their educational quality, and
that it helps students learn more effectively.
The main expected outcome from this goal are that teachers will be appropriately trained on
Chromebook usage and the Google suite, thus passing this training down to students in their
classroom. By the end of this time period, it is expected that all staff and students will be able to
operate the software and hardware with high proficiency.
It is also expected that students will be using these devices to enhance their learning, as guided
by their teachers. These devices should be utilized in every classroom at least 3 times a week.
Evaluation Measures (Include Job Titles of Persons Responsible)- Marcus
DMT will initiate current trend analysis of computer competency

Scaled from 1 to 5 per school
1 - Does not understands Google Chromebook
2 - Slightly understands Google Chromebook
3 - General knowledge of Google Chromebook
4 - Knowledge beyond general comprehension of Google Chromebook
5 - 100% efficient in using Google Chromebook
The DMT will assess/justify the rating using the following criteria
Student
Comprehension of Google Chromebooks operating system

Comprehension of Google Chromebooks hardware
Student can open applications and run them proficiently
Staff/Instructors
Members of staff understand how to configure Google Chromecarts

Instructors provide evidence of Google Chromebooks usefulness in the classroom
Which features of the Google Chromebook is used in their lesson plans
Map of the projected lessons that utilize Google Chromebook, and how they will be used
SMART Goal #3
Goal 3 for the Fairview School District in the implementation of 1:1 chromebook access
for all students is to design and create connectedness and interaction among various stakeholders
in each school as well as develop support networks for ongoing professional development for
staff and support for all users. This will be accomplished through the use of social media, staff
and student mentors, and ongoing training and support classes. This will be an ongoing
development process throughout the three-year rollout of technology and beyond. The schools
themselves, district and school administration, and educational staff will utilize and model
connectedness in their own communications and training as they implement these strategies with
students and the community. The schools and district will utilize new and updated facebook
accounts and Twitter accounts to communicate with the community and students on an ongoing
basis. These accounts will be in use by August of 2017 with training for teachers, students, and
community members available during the first two weeks of school. Google Classroom will be
implemented for the beginning of the new school year in August with parent access training
available during the first two weeks of school as well. Google Docs will be utilized for student
work as well as to promote collaborative student projects that can be accessed online. Teachers
will interact with students and groups through these documents on an ongoing basis.
Strategies to Support Goal #3
Beginning the start of Year 1 and ongoing;
- Google classroom to get all teachers started on a classroom management system (CMS) with
future expansion to Schoology or similar products available.

- Professional Learning Networks of educators utilizing twitter (and other social media?) to share
technology links, training ideas, and successful project ideas.

- District and School facebook accounts for community communication.
- District and School Twitter accounts for community communication and ongoing updates.
- Use of PLNs on Twitter and facebook for ongoing discourse and sharing of ideas among all
district staff.
- With the beginning of year one implementation, administrators and teachers will be trained in the
use of basic Google suite products such as Google Docs. District and school communications
will utilize this product as a primary resource to expose and support teachers in its use and
features. School administration will utilize collaborative document creation to communicate and
gather information when working with the district, other administrators and teachers in order to
model the use and potentials of the resource.

- Use of Google suite resources such as Google Docs, Google Slides, and Google Sheets will
enable students to work together collaboratively on shared documents as well as share individual
work with others in order to peer edit and communicate within the documents. Final products
can also easily be made available for publication to a broad audience by sharing the link.
- Students will have direct communication available to teachers through shared documents as well
as email.
Collaboration - This allows teachers to collaborate with students, students with students, and
suite. For this goal, specifically Google Docs will be utilized. This fosters a close knit distance
learning environments by allowing participants to instantaneously communicate in an easy to
access setting. With this part of the implementation also, media specialist will need to be in
constant communication and collaboration with other schools and the faculty at their school.
information (i.e. emailing teachers for missing work, sharing work with other student, etc).
Communication within the schools and from teachers to parents is imperative. Numerous
studies have shown more parent involvement with their childs school and schoolwork when
there is active communication, particularly through technology (Goodall, 2016).
Communication is the heart of parent-teacher interaction and is imperative now more than ever
with peoples lives growing increasingly busier (Goodall, 2016). Students are also more
involved and tend to openly communicate more with teachers and other students, as well and
more actively participate in school with the use of technology.
Technology use can reach students and parents faster now than ever before. Through the use
of communication from the schools such as emails, phone or text alerts, or through social media
such as a school Facebook page, Twitter, or a teacher app that allows them to send messages to
parents directly, communication has become much easier and quicker (Carter, 2015). Schools at
one time had to communicate via paper letters and correspondence sent home, but are now able
to send the information electronically and instantly. Reminders are easier through an email or
text alert, regardless of the communication. Students are also able to communicate easier with
teachers through apps that allow them to message the teacher in lieu of emails. This also
encourages students to communicate more and work better together because technology makes it
easier.
The expected outcome for this goal is for more connectedness throughout every aspect of the
school. Students should have ease of access to school information, including but not limited to,
sports games/practices, performances, state testing, and school holidays through social media
that is already in everyday use. Students should also find collaboration to be simpler through the
use of Google Classroom and the Google Suite.
Evaluation Measures (Include Job Titles of Persons Responsible) - Marcus
District Ed. Tech Department Member:
Creates standardized evaluation for implementation of the Google Chromebook in the classroom
This includes:
Ways the Google Chromebook can be used to teach assignments
Ways Parents, Students, Teachers and Staff can benefits from this device
Create a contingency plan to improve the overall quality of the Google Chromebook
implementation initiative
Assesses how the technology affects the learning environment
How effective are the following relationships:
Student-To-Student; Student-To-Expert; Student-To-Teacher; Teacher-To-Teacher; Teacher-To-
Expert
The School Board Member will create a district-wide social media account that will employ
positive aspects of utilizing Google Chromebooks in the ten schools. There will be a
professional Twitter and Facebook account that gives the community updates on the schools
progress, expectations of take-home devices, and forums for discussion for all matters
concerning Google Chromebooks.
Professional Development Plan for Each Goal / Strategy
GOAL 1: Objective 1: Integrate 1:1 computing in all classrooms in the Fairview School District.
Training for staff to develop skills, knowledge, and strategies to effectively implement 1:1
technology in the curriculum and for best instructional practices.

Training will be rolled out in multiple phases during each year of implementation.
Objective 2: Promote the use of technology in the classroom by providing models and
opportunities for staff to develop technology rich classrooms.
Training will be rolled out in multiple phases during each year of implementation.
GOAL 2: Objective 1: Provide training for staff that includes the use of chromebooks in the
classroom to positively affect teacher instruction and use of technology.
This training will be a mandatory orientation in year 1 for all teachers and ongoing in the
following years for new teachers.
Objective 2: Provide training on the use of chrome suite software to meet student needs.
This training will be mandatory in year 1 for all teachers and ongoing in the following years for
new teachers.
GOAL 3: Objective 1: Provide training on new environments and devices for staff to understand
how 1 to 1 computing and numerous environments will affect teacher instruction in the
classroom and student assignments.
Training will be mandatory in year 1 and ongoing in the following years for new teachers.
Objective 2: Provide support mechanisms and resources for the utilization of
technology in the the classroom. Training will be mandatory in year 1 and ongoing in the
following years for new teachers.
Timeline for Implementation of Each Goal / Strategy Amy
Phase 1 (Year 1) of Technology Plan Implementation
July 2017
Purchase required number of Chromebooks for students and teachers and Chromecarts for
classroom use
Phase 1 of new WiFi and LAN upgrades begins in all schools, including new wiring and access
to greater broadband capability

Selection and training of all technology representatives (DMT) for each school begins and is
completed by the end of July

August 2017 Staff development training for teachers on new equipment
and software programs (Acceptable Use) by school DMT as well as access and training
for parents
September 2017 Student training on new equipment and Acceptable Use
by school DMT
September 2017 June 2018 Ongoing training for students and
faculty/staff on Acceptable Use and new equipment by school DMTs and teachers.
Phase 2 (Year 2)
Purchase additional Chromebooks and Chromecarts for greater availability to students and
teachers in July of 2018

Continuation of/finishing any upgrades and/or wiring that still needs completion for all schools
for WiFi and internet access

Continue teacher, parent, and student training, particularly for new teachers, staff, and students in
August for teachers and September for students, as well as ongoing training for all throughout
the school year.
Phase 3 (Year 3)
Purchase additional Chromebooks and Chromecarts for greater availability to students, parents,
and teachers in July of 2019

Final upgrades/wiring for all schools for WiFi and internet access will be completed
Continue teacher and student training, particularly for new teachers, staff, and students in August
for teachers and September for students, as well as ongoing training for all throughout the school
year.
*All subsequent years will require maintenance on all hardware and software, upgrades as
needed, and additional Chromebooks as they are worn or as new students come into the schools,
as well as ongoing training for faculty/staff and students.
Itemized Budget for Each Goal / Strategy
Appendix B
Goal #1 Budget Request
Wi-Fi Transmitters by Cisco Technologies (A Meraki System)
MR52-Access Point High Performance 802.11ac 2.5 Gbps radio rate
Retail price per unit: $1,115.00 Condition(New) School Rate: $779.00 per unit
Savings Per Unit Retail Cost: $366.00 ea.
Licenses for each unit 3-year plan (included in cost) Retail Cost:$0.00
MR34 HW High Performance Dual-Band, 802.11802.ac 1.75Gbps radio rate
Retail price per unit: $792.99 (New) School Rate: $585.00 per unit
Savings Per Unit Retail Cost: $207.87 ea.
Licenses & Warranties 3-year plan Retail Cost: $695.00
Negotiated Cost: $425.00
Fiber Optic Cable (Contractor: Verizon)

Fiber optic cable and installation. Installed on I-85. 288 Count Fiber Cost = 5,000 ft. at
$5.87 per foot; , 144 Count Fiber = 5000 ft. at $2.98 per foot; 24 Count Fiber = 70,000 ft. at
$0.68 per foot. Fiber optic cable (Single Mode, 12 Strand Fiber) (Furnish & Install
Inclusive).
Appendix C
Paint/Supplies 10 Schools Common Area & Libraries Only
Cost Per 5-gallon Bucket Retail: $105.98 Negotiated Cost: $50 per 5-Gallon Bucket
(Brushes, Rollers, Drop Cloths, Pans Donated by Home Depot)
Estimated Cost Per School:
7 Elementary Schools 30 Gallons @ $50 per 5 gallon = $1,500.00
2 Middle Schools 10 Gallons @ $50 per 5 gallon = $500.00
1 High School 3 Gallons @ $50 per 5 gallon = $150.00
Labor Cost FREE Use Volunteers and Staff Members
TOTAL COST FOR PAINT, SUPPLIES, LABOR $2,150.00
Fixtures/Lighting Common Areas & Library Only

Lighting 10 Schools x $258 per fixture = $2580.00
Common Areas Fixtures Charge And Go Stations with Chairs
Regular Retail Cost: $1,895.99 (Like at Airport waiting areas)
Negotiated Cost Per Station: $650.00 ea.
7 Elementary Schools (2 per school) 14 x $650 = $9,100
2 Middle Schools (3 per school) 6 x $650 = $3,900
1 High School (3 per school) 3 x $650 = $1,950
TOTAL COST FOR FIXTURES: $14, 950.00
FINAL COST: $2580 + $14,950 = $17, 530.00

Appendix D
Chromebook/Lenovo N22 (Google) 100GB of Google Drive free for 2 years
Lenovo N22 (100 GB) Retail $239.99 School Price: $179.00
11.6'' HD Display 2.7 lbs. Up to 12 hours battery life
Elementary: 625 x 7 = 4,375 x $179 = $783, 125.00
Middle: 825 x 2 = 1,650 x $179 = $295,350.00
High School: 1375 x 1 = 1,375 x $179 = $246, 125.00
TOTAL COST FOR CHROMEBOOKS = $ 1,324,600.00
Premium Extended War w/ Accidental Damages 7,400x $44.99 = $332,926.00
**Students will be charged per ChromeBook to Cover Damages per year $50 Fairview
Total School Population = 7,400 Students
Minus Students from Low-Income Families 7,400 x 45% -/= 3,330 Title I Remaining
Cost to Cover Warranty Student 4,070 x $44.99 = $183,109.30

TOTAL COST TO FAIRVIEW FOR WARRANTY/DAMAGE
$332,926.00-$183,109.30 = $149,186.70
** 4,070 Students Non- Title I
X $50 Student Fee (each student pays this fee
per school calendar year)
$203,500.00 School Collects Per Student Not Covered
Under Title I
-$183,109.30 Cost Charged to School to Cover Down 2- year
Warranty
$20,390.70 Surplus Amount (To Cover Chromebook
Carrying Cases) / 6.00 per carrying case
**4,070 Students Non-Title I
Hiring of Additional Workforce: Media Trainer Specialist (On Call)
-Training of Staff on Google ChromeBooks
-Train Students on how to use and handle ChromeBooks
-Technology Night to Train Family Members on Technology in Classroom
Salary Contracted every 3 years $140 - $150 per hour
Estimated amount of Contracted Hours School Year Part-Time
180 days @ 900 - 1000 hours per School Year (90 days x 2hrs dy = $25,200 yr)
Childrens Internet Protection Act (CIPA) and E-Rate
The Childrens Internet Protection Act (CIPA) is a federal law concerning the use of
instructional digital media. CIPA was enacted by congress in 2000 to address issues concerning
childrens access to obscene and harmful content from the internet. In 2011, the Federal
Communications Commission (FCC) updated the CIPA rules by adding the Protecting Children
in the 21st Century Act which ensures the education of minors on the safe use of the internet
(Federal Communications Commission, n.d.). CIPA requires schools and libraries to block or
filter internet access, have internet safety policies in place, monitor online activities of minors,
and educate minors about appropriate online behavior. In addition, schools and libraries must
meet the Neighborhood Childrens Internet Protection Act (NCIPA) which covers the issues of
electronic messaging, disclosure of personal information of minors, and unlawful online
activities.
The schools and libraries E-Rate program makes telecommunication and information
services affordable for schools and libraries in the United States by providing discounts for these
services. The E-Rate program was mandated by congress in 1996 and implemented by the FCC
in 1997 (Federal Communications Commission, n.d.). Schools and libraries receive 20-90%
discounts on telecommunications, internet access, and internet connections. High poverty and
rural schools and libraries receive the higher discounts. The E-Rate program has insured internet
access for virtually all schools and libraries.
Compliance with CIPA is required for any school or library receiving E-Rate funds.
CIPA requires any school that receives E-Rate funding to filter or block obscene pictures, any
type of child pornography, and any material harmful to minors. In addition, schools must certify
that they are educating students on internet safety to be eligible for E-Rate discounts. CIPA also
requires schools to have in place an Internet Safety Policy with technology safety measures to
qualify for E-Rate discounts.
Childrens Online Privacy Protection Act
The Children's Online Privacy Protection Act (COPPA), was a law generated by Congress
in 1998 which enforces explicit internet regulations to protect and safeguard the privacy of
adolescents under the age of 13. This Act which did not take effect until April of 2000, serves as
a safety measure against any persons, establishment, conglomerate, or organizations in control of
any website and online service directed specifically for this age group. COPPA is manned by the
government Federal Trade Commission (FTC). The FTC updated the ACT with minimal ordeal
in July of 2013 to amend the privacy protection for educational technology locations. Congress
enacted COPPA in 1998 to limit the collection of personally identifiable information from
youngsters without their parents consent.
The Commissions Rule implementing COPPA, effective since April 2000, requires
websites to post a complete privacy policy, notify parents directly about their information
collection practices, and get verifiable parental consent before collecting personal information
from their children or sharing it with others (Childrens Online Privacy Protection Act of 1998,
15 U.S.C. 6501-6506, 2001). When used effectively, the appropriate technology and context
combined can transform learning through creativity, critical thinking and problem solving
(Caputo, 2013) This will help to strike a balance in engaging students while taking standardized
tests on their ChromeBooks.
Acceptable / Responsible Use Policies (AUPs / RUPs)
Explanation of Acceptable/Responsible Use Policy to clarify that the document will define the
parameters and procedures under which district resources will be used by staff, students, and
volunteers (Education World).
1. District responsibilities - what the district will provide to schools and students.
2. Internet Use - clarification that internet services will only be used for educational purposes and
that the district will ensure safety and security with all forms of internet use (Consortium for
School Networking).
3. Monitoring and Privacy - Users are expected to act in a responsible and legal manner. The
district has the right to monitor systems to ensure safety and educational intention of
use(Consortium for School Networking).

4. User Conduct - rules and procedures regarding legitimate educational purpose use of system with
user agreements (Education World).

Infographic Demonstrating the Connection Between Each Goal and the ISTE Standards
for Students, Teachers, & Administrators

Resources:
Adams, Helen R., Robert F. Bocher, Carol A. Gordon, and Elizabeth Barry-Kessler.
Privacy in the 21st Century: Issues for Public, School, and Academic Libraries. Westport,
Connecticut: Libraries Unlimited, 2005.
Carter, M. (2015, August 31). Startup aims to improve school communication. Arkansas
Business, 32(35), 24. Retrieved from http://ezproxy.liberty.edu/login?
url=http://go.galegroup.com.ezproxy.liberty.edu/ps/i.do?
p=GRGM&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE
%7CA430940764&sid=summon&asid=e3d82f7d4daea37a38843fda96e5e247
Childrens Online Privacy Protection Act of 1998, 15 U.S.C. 6501-6506 (2001).

Childrens Online Privacy Protection Act. Retrieved April 14 2017 from:
http://searchcrm.techtarget.com/definition/COPPA
Edutopia, George Lucas Foundation, (2015) Blog: What the research says about 1:1
Classrooms by Nick Sutton. Retrieved on April 18, 2017 from:
https://www.edutopia.org/discussion/hat-research-says-about-1:1-Clssrooms
Finch, K. (2014). International Association of Privacy Protection. Westin Research

Center. Retrieved on April 15 2017 from: https://iapp.org/news/a/coppa-in-the-classroom/
Goodall, J. S. (2016). Technology and school-home communication. International Journal of
Pedagogies & Learning, 11(2), 118-131.
doi:http://dx.doi.org.ezproxy.liberty.edu/10.1080/22040552.2016.1227252
Jackson, L. D. (2012). Is Mobile Technology in the Classroom a Helpful Tool or a
Distraction?: A Report of University Students Attitudes, Usage Practices, and
Suggestions for Policies. International Journal of Technology, Knowledge & Society,
8(5), 129-140. Retrieved from https://ezproxy.liberty.edu/login?

url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=91544655&site=ehost-live&scope=site
Kennedy, A., Deuel, A., Nelson, T.H., & Slavit, D. (2011). Requiring collaboration or
distributing leadership? Phi Delta Kappan, 92(8), 20-24
Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest,

44(1), 74-76. Retrieved from http://ezproxy.liberty.edu/login?
url=http://search.proquest.com.ezproxy.liberty.edu/docview/1712288542?
accountid=12085
Lindsay, L. (2016), Transformation of teacher practice using mobile technology with one-
to-one classes: M-learning pedagogical approaches. British Journal Educational
Technology, 47(5), 883892. doi:10.1111/bjet.12265
Lytle, J. H. (2012). Where is leadership heading? Phi Delta Kappan, 93(8), 54-57.
Scalise, K. (2016). Student Collaboration and School Educational Technology: Technology
Integration Practices in the Classroom. i-Manager's Journal on School Educational
Technology, 11(4), 53-63. Retrieved from http://ezproxy.liberty.edu/login?
url=https://search-proquest-com.ezproxy.liberty.edu/docview/1809061066?
accountid=12085
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times.

Thousand Oaks: Corwin.
State of Delaware Department of Education (2015) Career & Technical Education Core
Values. Retrieved from: http://www.doe.k12.de.us/Page/2533
Task Force on Developing Research in Educational Leadership. (2003). What we know

about successful school leadership. Washington, DC: American Educational Research
Association. (Retrieved April 5 2017 from
http://www.ascd.org/publications/books/107042/chapters/developing-a-vision-and-a-
mission.aspx)
Whitehead, B., Jensen, D., & Boschee, F. (2013) Planning for technology: A guide for
school administrators, technology coordinators, and curriculum leaders. (2nd ed.).
Thousand Oaks: Corwin.

Educ638 Collaborative Technology Plan Bellflemons Boltin Bradley Gray Griggs Joiner

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Running head: COLLABORATIVE TECHNOLOGY PLAN 1

Collaborative Technology Plan

Collaborative Technology Plan

Fairview School District utilizes current technology to enhance the educational

promoting innovative, creative, and collaborative lessons through up-to-date technology.

the 21st Century by utilizing state-of-the-art technology.

better communication with parents and families.

Implementation of the Fairview Technology Planning Committees program rollout will

Strategies to Support Smart Goal #1

in Google classroom to distribute information and make resource material available.

Phase 1 of Wifi upgrades and fiber optic installations will be completed.

Phase 2 of WiFi upgrades and fiber optic installation will be completed.

Year 3 - final phase

Final phase of WiFi upgrades and fiber optic installations.

and devices replaced after four years of use.

21st Century Learning Skills Addressed

schools and the faculty at their school.

strips, creating videos, etc about topics in class.

research their own answers to questions they may have.

Rationale Including Research to Support Goal #1 and Strategies

students (Kuzo, 2015).

Expected Outcomes in Terms of Student Learning / Achievement

Chromebook environment throughout 3 years. This is specifically done by providing every

teachers, other faculty, and administration.

Evaluation Measures (Include Job Titles of Persons Responsible)

How many Google Chromebooks have been issued

using the devices.

research methods will be used in the classroom.

learning environment, increasing accountability of student technological awareness, improving

Classroom Uses for the Google Chromebook:

the student learning environment, increasing accountability of student technological awareness,

Strategies to Support Goal #2

School, and one for High School.

- Staff trains the students.

compliance assessments will be forwarded to the Technology Committee to review the

effectiveness of the Google Chromebook within the schools.

21st Century Learning Skills Addressed

schools and the faculty at their school.

strips, creating videos, etc about topics in class.

research their own answers to questions they may have.

Rationale Including Research to Support Goal #2 and Strategies

that it helps students learn more effectively.

Expected Outcomes in Terms of Student Learning / Achievement

operate the software and hardware with high proficiency.

Evaluation Measures (Include Job Titles of Persons Responsible)- Marcus

DMT will initiate current trend analysis of computer competency

Comprehension of Google Chromebooks operating system

Members of staff understand how to configure Google Chromecarts

Strategies to Support Goal #3

Beginning the start of Year 1 and ongoing;

future expansion to Schoology or similar products available.

technology links, training ideas, and successful project ideas.

model the use and potentials of the resource.

21st Century Learning Skills Addressed

learning environments by allowing participants to instantaneously communicate in an easy to

strips, creating videos, etc about topics in class.

research their own answers to questions they may have.

Rationale Including Research to Support Goal #3 and Strategies

there is active communication, particularly through technology (Goodall, 2016).

more actively participate in school with the use of technology.

Expected Outcomes in Terms of Student Learning / Achievement

use of Google Classroom and the Google Suite.

Evaluation Measures (Include Job Titles of Persons Responsible) - Marcus