Beruflich Dokumente
Kultur Dokumente
Sharee Verar
Ashley Manley
Aaron Laenger
Liberty University
Committee Members
COLLABORATIVE TECHNOLOGY PLAN 2
Stakeholder Representation:
School Business Executive The leading support staff who works with the
lead teacher to ensure the school is meeting its
Mr. Thomas Reeds academic and technology aims by negotiating
and influencing strategic decision making
with the administrators.
IT department : Network Specialist & Website Responsible for the architecture, hardware,
Manager software and networking of computers, and
creating new programs for the school. Provide
Mr. Justin Baron technical support and work closely with
administrators to ensure network capacity, set-
up, and proper installations.
Primary Language Arts Teacher Work directly with curriculum and technology
Mrs. Alisa Martin
Primary Social Studies Teacher Work directly with curriculum and technology
Mr. Ryan Shaffron
Mission
Lynchburg Regional School district is driven by the holistic approaches of student learning and
COLLABORATIVE TECHNOLOGY PLAN 4
continuously implements best practices to support the diversity and the depth of todays learner.
learning experiences, using a variety of strategies to ensure our students can reach their fullest
Vision
The 21st century is rapidly changing how students are engaging with information. In order to
meet the growing technology needs of the student body, Lynchburg Regional School District has
developed new problem solving strategies, enhance access to available information, collect data,
increase productivity and produced a variety of creative works using differentiated learning
modalities by adopting the Ipad initiative for 1:1 learning.. This technology integration allows
educators, administrators and students to work within a dynamic work space that is not static.
The measure of success will be a 10% grade increase on student report cards and teachers ratings
on learning space improvements of 7 or above on the survey likert scale, administered 3 times
per year.
Belief Statement
We believe that technology integration allows students to build interdisciplinary skills across
pedagogies. As technology continues to shape the economy in the 21st century, educators will
adopt technology at the start of the school year to equip students with the necessary
allows us to build community and connections and increase parent participation by 15% over the
school year. We believe technology will personalize real world tasks and focus on the student as
COLLABORATIVE TECHNOLOGY PLAN 5
the doer and creator who seeks out thematic and authentic resources that are culturally
relevant to the learner. We believe technology enables learners to bridge learning gaps and make
valuable connections across curriculum content and achieve 5% higher scores on standardized
tests. We believe that technology encourages students to expand their world-view and recognize
SMART Goal #1
To support the growing technology needs of todays learner, the school we have used the fiscal
budget to upgrade the bandwidth which directly affects the connectivity and quality of the
technology initiative. The infrastructure will be updated to support 1000 users, including
administrators, teachers and students before the start of the year. Second, learning spaces will be
The infrastructure, software and classroom learning space equipment will be installed prior to the
start of the school year. The infrastructure will be tested on the last Friday of each month for
speed and regular updates by the IT staff and remain between 90-100% speed and capacity.
Teachers will receive 3 likert surveys, 3 weeks after classes begin, and 2 more over the next 4
months; to measure the effectiveness of the learning space equipment and pedagogical
1. Improve the technology infrastructure with wide area networking (WAN) to support
COLLABORATIVE TECHNOLOGY PLAN 6
a. Upgrade the highschool bandwidth requirements for wide area network (WAN) to
10 Gbps (gigabit =1000) to support 1000 users on the network (Burns, 2015, p.
1).
e. Graphing calculators
3. Redesign the learning spaces using techniques that have been researched and peer
The implementation of high quality internet, and IT support ensures students and faculty have
reliable access to the differentiated instructional strategies throughout the school day. Internet
reliability that is uninterrupted ensures its timely use and enables individual users to access
research databases, collaborate on platforms such as Google Hangouts, use collaboration tools,
such as Google Docs, face to face video chatting, and expand their understanding across content
with the ability to multitask and gain access to multidimensional information, in support of
personalized learning modalities. With reliable access, educators can track student progress and
regression with 90% accuracy, and students have an enhanced opportunity, regardless of their
personality type to show their extent of understanding and knowledge, not often afforded to them
in social situations. Learning spaces affect student creativity and application of core concepts.
Research suggests that making the classroom a relaxed, organized, and refreshing place to learn
COLLABORATIVE TECHNOLOGY PLAN 8
will increase productivity and creativity (Clifford, 2016). Students can use a variety of tools in
creating works including video production, slide shows, surveys and infographics, create a
Rationale
understanding how it reacts when cross traffic is present (Irbrahim, Jamal, Yahya, Taib, 2012,
p. 9). By strengthening our wireless campus environment, we support the use of portable mobile
Ipads and BYOD initiative. By selecting Ipads over other mobile devices we ensure our students
get the hands-on experience with technology without requiring teachers to learn an entirely new
skill set (Manko, 2013). Professional development training however, does increase the efficacy
We carefully measured the utilization speeds over the network for mobile applications,
multimedia content: upload and downloads, network resources such as video streaming, virtual
classroom and collaboration tools such as Google Hangouts and provided the appropriate
modems and fiber optics to support those applications with uninterrupted access. Selecting the
right equipment and infrastructure to support our technology initiative provides our wireless
campus communities with access to multimedia content anywhere, anytime and on any device
(Ibrahim et al., 2012, p. 9). The necessary expenditures guarantee the success of the 1:1
technology initiative.
which fosters the creativity and individuality of the students using the equipment installments for
COLLABORATIVE TECHNOLOGY PLAN 9
student-centered learning spaces. Relatively small-scale changes to a learning space can have an
impact on teaching and potentially inspire new forms of interaction between students and
teachers (Gormley, Glynn, Brown, & Doyle, 2016, p. 243). Our rationale for budgeting for this
change is central to the constructivist viewpoint which is the idea that the learner is an active
processor of information (Gormley et al., 2016, p. 245). The classroom will no longer be a
lecture theater, but a place where critical thinking, digital citizenship and communications are
formed by a student-centered teaching approach with the teacher acting as facilitator to the
learner.
Learning spaces and high speed internet access directly effects which tools and resources a
teacher can use to differentiate instruction to meet the learning modalities of the students. By
upgrading our wireless access for mobile devices, we enable instruction to utilize video
streaming, collaborative work spaces online, face to face streaming, access to community
resources such as online library and research databases, as well as enabling students the hands-on
experience with technology which marks the 21st century skills sets needed in todays technology
driven economy.
6. Assessment trackers
5. Develop creative works such as movies, animations, slide show presentations, and
infographics
Technology integration into the curriculum pedagogy is not implemented for technologys sake,
it is used as a learning tool to enhance higher order thinking. Thus the evaluation measure for
Teachers:
problems
2. Design and develop digital age learning experiences and assessments with IT Staff
a. Demonstrate fluency
b. Technology infusion
c. Cultural infusion
Administrators
1. Visionary leadership
a. Resources
b. Technology
c. Communication
d. Collaboration
a. Instructional innovation
4. Systematic improvement
e. Maintain infrastructure
COLLABORATIVE TECHNOLOGY PLAN 13
5. Digital citizenship
SMART Goal #2
Related to: Student Learning Outcomes and the Use of Specific Devices
To use the IPAD as a 1:1 device in every district classroom in order to have a compatible device
to use for online standardized testing and increasing student learning and comprehension of all
students will be issued IPADs for training and familiarization. Support staff will be
available for teachers that are not familiar with the device, and students will be able to
2. Support Strategy 2: Throughout the year, teachers will incorporate the IPAD in weekly
effectiveness of the devices for both knowledge and comprehension of the subject matter.
3. Support Strategy 3: At the end of the year, training for proctors of online standardized
COLLABORATIVE TECHNOLOGY PLAN 14
testing as well as practice exams using the IPADs will be completed. Familiarization,
ease of use, and comfort with the technology will allow students the maximum efficiency
Identify the skills addressed and include a brief statement of how the acquisition prescribed in
the goal/strategies will enhance the identified skill(s).
The use of the IPAD in Lynchburg Regional School District will allow the four essential 21st
easily met. Through various applications on the IPADs students and teachers will be able to
enhanced with the availability of social networks, email, web 2.0 tools, and video conferencing.
Creativity is a hallmark of IPAD technology. Students will be unleashed to design both concepts
and presentations. Critical thinking is required as most IPADs will require system thinking and
The use of IPADs for Lynchburg Regional School District will increase students abilities
to effectively and efficiently function in a 21st century learning environment. Falloon (2014)
commends IPADs above other devices as an effective instructional tool for classroom settings.
Falloon (2014) continues that the IPAD schow particular benefit for collaboration and for
learning beyond the classroom. As students of Lynchburg Regional School District will be able
to retain these devices from home to school, the benefits of learning beyond the classroom are
COLLABORATIVE TECHNOLOGY PLAN 15
limitless. IPADs in combination with Web 2.0 applications such as Google Docs hold unique
Aside from the use of importance of implementing the use of IPADs in the Lynchburg
Regional School District, the training of teachers for effective use will be critical. Liu,
Navarrete, Scordin, Kang, Ko, & Lim (2016) demonstrate the comfort level of the teacher
using the new technology in the classroom is directly related to the effectiveness of instruction
and reception for use in instruction. Their research indicates that time is needed for training,
hence the scheduled faculty inservice training times and that it is beneficial to focus on specific
applications for the IPAD (e.g., Google Docs) so that teachers and students are not having to
learn other applications. Additionally, training for the standardized testing application developed
Lynchburg Regional School District will be held responsible for demonstrating and
scores.
Teachers in all district classrooms are responsible for technology integration in all facets
of curriculum and instruction by the advisement and direction of the campus principal.
The District Level Technology Director (myself) will provide strategies and goals in
advisement in support of the district superintendent Dr. Albirght executive intent for
technological integration and will also provide direct support to the 10 principals within
COLLABORATIVE TECHNOLOGY PLAN 16
the district.
SMART Goal #3
By integrating technology that supports learning and creates experiences that are meaningful and
ensures connectedness we will conduct surveys using the likert scale, which will be administered
to the teachers 3 times in the first year. The school will utilize the 1:1 Ipad initiative to engage
students in a way which unlocks their creativity, and allows them to discuss what they have
learned using social media interaction and collaborative online platforms for homework
assignments and projects. The outcome will be a 10% grade increase on standard report cards in
the first term. Teachers will also utilize ipads from the 1:1 ipad initiative to answer questions and
give students feedback via face-to-face interaction, as well as engage in a professional learning
community on the schools website with other teachers and experts in education for support and
tools to enhance their classroom experience. We expect to see a 10% increase in stakeholder
support and feedback within the first 150 days of the program. Feedback regarding the schools
new iPad initiative will be collected and analyzed by school administrators at the end of each
1. Develop a social media platform on Facebook for students. The social media page must
contain:
a. School logo
e. Limitations:
2. Teachers must provide an in-class training on how to use Skype and Google Hangouts
a. Students must set up Skype on their individual Ipads during the demonstration
d. Ensure all students have a Google account specifically for educational purposes
3. Each schools website manager must add a professional teacher community page to
their website
a. Password-protected
Rationale
The use of social media is becoming more adopted in education. According to Sheninger
(2014) there is a growing trend of students, teachers and stakeholders engaging in online spaces,
which are not only being used for updating purposes but for creating, communicating,
collaborating and discussing (p. 4). Sheninger (2014) also highlights that Facebook is a
mainstream social media site. Using Facebook as a communicative and engaging tool will
COLLABORATIVE TECHNOLOGY PLAN 18
increase student participation from students who otherwise may be too shy to speak out or ask
efficient and convenient way for students to follow-up with other students. Implementing a
professional learning network for teachers is vital in increasing the quality of the school district
because in order for a school culture to evolve significantly there must be opportunities to learn
relationships structure their work and their lives in schools (p.2). According to Carmen and
Coggins (2013) using interfaces such as Skype simulates the face-to-face environment of a
available access to class assignments, requirements, and support from classmates and
teacher
3. Grades are expected to improve due to the use of Skype as a tool for students to receive
ample and clear feedback from Teachers on ways to alter their approaches or improve
Teachers:
4. Provide students with quick surveys regarding their satisfaction using online and virtual
environments
Principal:
1. Review teachers appointment times with students to ensure it does not exceed more than
15 minutes
3. Analyze results and implement improvements for ipad initiative once a month
5. Review the number of teachers that utilize the professional teacher online community
page
6. Evaluate what features are being used the most, and ways to improve the features used
the least
1. Analyze how often students are utilizing Facebook and send it to teachers and principal
2. Track the amount of discussion and activity is taking place on Facebook to evaluate its
effectiveness
1. Promote and Model Digital Citizenship and Responsibility by reviewing legal and ethical
COLLABORATIVE TECHNOLOGY PLAN 20
(Jensen, 2013)
develop key values in the classroom as well as develop their own solid technological
All the hardware will be updated and tested prior to students arriving on campus the first
day of school on August 29th. Software updates will be made by IT Support on a regular and as-
needed basis throughout the school year. Professional development training will begin in June
prior to the start of the school year and extent through December 10th. Educators are required to
complete 12 Professional development technology units which are 3 units each, on average. The
focus is on getting mobile, relevant technology into the hands of the learner with the intent on
training that student to utilize its features of increased critical thinking and creativity in
pedagogical outcomes, thus, getting a mobile device into the hands of each learner by September
10th is a critical and impartial deadline for the technology initiative success.
Infrastructure working IT support will speed test Prior to the School Year start
properly hardware to ensure it is and regular checks thereafter
functioning at optimal
performance
from
Social Networking for Build a Professional Prior to the school start date,
Stakeholders and Facebook Page for all stakeholders will have
Community Outreach stakeholders and access because a statement of
administrators to use to gather information will be sent by
timely and regular mail.
information August 10th.
Use the Ipad to generate a Get mobile devices into the Every student has a device to
student body of critical hands of all students work with with by September
thinking, problem solving 21st
and creativity
Total $1,721,542.85
The Childrens Internet Protection Act (CIPA) requires that all schools certify that they have
COLLABORATIVE TECHNOLOGY PLAN 22
an internet safe policy. The internet policy must include extremely high technology protection
measures. In 2000, Congress enacted CIPA to highlight the many issues surrounding childrens
access to inappropriate content online. The CIPA prohibits children from accessing pornography,
pictures online that are harmful to minors, and pictures that are obscene. However, if schools
decide to adopt the CIPA policy they must give notice and have at least one public hearing to
E-rate is a federal program which provides discounts to eligible schools in order to afford
good internet telecommunications access. Schools that are more rural or are in poorer districts
can receive bigger discounts. The CIPA goes hand in hand with E-rate in that, Under CIPA,
discounts may not be administered to schools or libraries unless they certify that they are
The Childrens Online Privacy Protection Act requires that website operators and services
which collect information from children 13 years of age or younger must include a privacy
policy that verifies consent from a parent or guardian on the guidelines an operator uses to
protect children and their privacy safely online. The Childrens Online Privacy Protection Act
will impact our school district by adding a protective barrier that gives parents the assurance that
Infographic: Goal and the ISTE Standards for Students, Teachers, & Administrators
COLLABORATIVE TECHNOLOGY PLAN 24
COLLABORATIVE TECHNOLOGY PLAN 25
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