RUNNING HEAD: Collaborative Technology Plan1
Collaborative Technology Plan
Liberty University
EDUC 638
Vonda S. Beavers
27 January 2016
Team Members:
Merrilee Salazar
Derrick Tevebaugh
Sarah Blair
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Committee Members
Joseph Blair - Technology director
Lyndon Terrick - High school teacher
Tiana Rose - Middle School teacher
Andrew William - Elementary School teacher
Frank Beavers - Special Education teacher
Shandra Jackson - High school principal
Mary Chyle - Middle school principal
Merrilee Thompson - Elementary school principal
Parent Board
School Board
Each committee member has been chosen specifically because their help will be invaluable to
our decision as a school district. We have included a sample of administrators, teachers, parents,
and other concerned individuals from various levels throughout the district.
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Mission
The Lynnhaven county school district is committed to providing the best education to the
students we are entrusted with, preparing them to be productive citizens in the community while
also instilling in them a desire for lifelong learning. Technology is the key to successful
integration into adult life and in order to fulfill this requirement, the school district will pursue all
avenues to ensure that technology is incorporated into the curriculum.
Vision
Education is an area where technology can allow students to learn and apply information
that will be critical to their success when they leave the academic environment. Lynnhaven
county schools believe that technology integration into the curriculum should center on
supporting critical thinking skills that lead to better collaboration with peers and improve
problem-solving skills.
Value Statements
We value the individuality of all students and staff and their need to develop to their
greatest potential to be dynamic individuals of society. In Lynnhaven county schools we strive to
provide this opportunity to our students by:
● Employing technology to diversify learning to prepare our students for real world
applications.
● Enhancing Internet access, speed, and broadband to enable students and teachers to work
efficiently.
● Suppling students with an Asus Chromebook to boost productivity, increase
collaboration, and build effective life skills via technology.
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SMART Goal #1
By July 31, 2017, the school district will provide and maintain a technology infrastructure to
support an effective 21st century learning environment for all staff members and students through
enhanced broadband, access to Wifi, and access to a computer technician in 100% of the
district’s classrooms.
Strategies to Support Goal #1
1. Each classroom will be connected to a school Wifi network with enhanced broadband
capabilities.
2. A computer technician and assistant computer technician will be hired to support the 1:1
initiative so that each classroom in the district will be provided with access to computer
technicians for troubleshooting and technological assistance.
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,
and/or Critical Thinking)
Acquiring the necessary broadband and technological assistance for the 1:1 classroom
environment will address collaboration and communication. Allowing a broadband connection to
connect the entire school will allow students to collaborate on their devices with other students
across the school district. Communication will become more effective as students work in a
student-centred environment with 21st century learning tools.
Rationale Including Research to Support Goal #1 and Strategies
Enhanced broadband and WiFi connection is essential to a successful 1:1 classroom
environment. Enhanced broadband speed will allow multiple users to connect to the network
without losing speed or productivity (Spector, Elen, Merrill, & Bishop, 2014). WiFi access will
allow everyone in the school district to connect to a protected, school-provided network
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wirelessly. Speed and access will be clearly improved with the acquisition of both enhanced
broadband and WiFi.
One of the most significant issues facing those seeking to implement any type of
technology in the classroom is troubleshooting technological issues (Crichton, Pegler, & White,
2012). While staff and administration training is key to dealing with many technical issues
(Dawson & Rakes, 2003), dedicated, professional personnel trained to troubleshoot a variety of
technological issues are extremely important in a 1:1 school district. A dedicated computer
technician and assistant computer technician need to be available to the classrooms at all times to
troubleshoot any technological issues that are unable to be solved by school staff.
Expected Outcomes in Terms of Student Learning / Achievement
Student achievement in a 1:1 environment is often dependent on ability to remain on-task
for an extended period of time. Troubleshooting technological issues is one of the most
significant problems that keep students from remaining on-task (Murray & Olcese, 2011).
Therefore, a supportive infrastructure and access to computer technicians at all times will
enhance students’ ability to enjoy increased academic achievement immensely.
Evaluation Measures
In order to ensure that broadband and Wifi access are able to meet classroom demands,
the technology director will provide the school board with a report each quarter documenting any
technological issues, their duration, and their impact on staff and student access to the provided
technology. The technology director will also be responsible to ensure that the infrastructure is
up to date and able to meet classroom demands. Any new or updated broadband or WiFi
capabilities available to the school should be reported for consideration by the school board.
SMART Goal #2
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When one surveys the available computing devices to fulfill the 1:1 goal of this
technology plan one must consider device flexibility, ease of use, value, and support. Although
tablet type devices are very portable and easily handled by students, the touch interface they use
is not the best choice for lengthy data input. A laptop or Chromebook is one solution that allows
students to efficiently write documents, but most configurations lack the touch interface that is so
prevalent on today's smartphones and tablets. The Asus Chromebook Flip ($250.00 ea) is a
compromise between the two input methods, with the device having both a keyboard and touch
sensitive monitor that can be folded back to create a pure tablet experience. The flexibility of
having both input methods allows for a greater range of student engagement.
The advantages of using a Chromebook over other technology:
● Chromebooks have a low cost per device.
● Lightweight hardware that uses Solid State Drive technology.
● Chrome OS is free from virus and malware issues.
● Chrome OS updates and patches require no user prompting or IT management.
● Free suite of applications that includes applications such as Google Docs. Google Docs
allows students to work with each other on the same document during collaborative
assignments in a real time environment that also allows for teacher input and feedback.
● A large variety of web applications available in the Chrome App store.
● Enhance learning, Increased student engagement, Individualized instruction, Independent
study, Ability to learn and work collaboratively, Life skill.
Strategies to Support Goal #2
Strategy one: Identify areas of the curriculum that can be improved by technology integration.
Strategy two: Creation of lesson materials that fully utilize the Chromebooks capabilities.
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Strategy three: Make teachers stakeholders in the successful employment of Chromebooks in the
classroom. After implementing Chromebooks into the curriculum, the school district will
provided for the professional development of teachers on the use, instructional techniques, and
methodology needed to efficiently use Chromebooks in the classroom.
21st Century Learning Skills Addressed
Critical thinking and problem solving will be will be examined and expanded by the one
to one technology initiative.
Rationale Including Research to Support Goal #2
The desire to commit to a one to one computing experience for students is based on
research that reflects positively on student and teacher engagement. In a study that examined a
Florida Department of Education's Leveraging Laptops: Effective Models for Enhancing Student
Achievement program, it was found that every district that participated in the effort saw positive
academic outcomes (Cavanaugh, Dawson, & Ritzhaupt, 2011). The positive outcomes were
significant improvements in student achievement while teacher instructional methods changed
from direct instruction to a cooperative and collaborative instructional methodology. The use of
technology as a learning tool by teachers also exceeded the national norms as well (Cavanaugh,
Dawson, & Ritzhaupt, 2011). In light of this study the implementation of a one to one
technology initiative will see positive effects on student learning and introduce new instructional
methodologies into the classroom that are not possible with traditional instructional methods.
Expected Outcomes in Terms of Student Learning / Achievement
Upon implementing the one to one technology initiative using Chromebooks, it is
expected that an increase in student engagement and achievement will result. The desired result
will be facilitated by changing teacher instructional methodology to accommodate the inclusion
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of Chromebooks to the curriculum. Student engagement will increase due to a more student
centric learning environment that can be modified by teachers to match the student's learning
style. Collaborative learning will also increase due to the connected nature of the applications
that the Chromebook utilizes. This new facilitated instructional methodology will replace
traditional teacher centered instruction with a more dynamic technology driven learning
environment.
Evaluation Measures
Measures for evaluation will consist of a combination of monthly teacher diaries that
record classroom interactions with the Chromebooks and an end of semester critique of the one
to one initiative. During the first month of the initiative weekly meetings with administrators,
school IT, and teachers will be held to ensure problems can be addressed to ensure a successful
implementation of the initiative. After the first month, staff meetings will be held when required
to address problems that cannot be resolved when they occur.
SMART Goal #3
The school district will hire a computer technician and technician assistant who will
conduct technology seminars for teachers, troubleshoot technology problems, and create a report
system for handling technology issues. These technicians will be responsible for maintaining and
tracking all technology in the district.
By August of 2017 each teacher will be required to have a working blog where weekly
assignments and school announcements will be posted. These webpages will be connected to the
district and local school’s main web page.
At the beginning of the 2017 school year teachers will have access to a district wide file
sharing program and students will have their own district provided cloud based account.
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Strategies to Support Goal #3
● Beginning in the summer of 2016 the computer technicians will run two different week
long seminars on the new technologies that are being implemented in the district. These
seminars will begin at a basic level and progress towards a more advanced level of
technology implementation. Teachers will receive relicensure credit or college credit for
attendance in the programs.
● Throughout the year the technology supervisors will create small professional
development seminars that can be completed online or in person to address needs as they
arise.
● Students will be equipped with their own cloud account that is protected through the
district complete with built in anti-virus protection.
● Teachers will be able to access via the district website teacher created programs,
worksheets and video to encourage collaboration.
21st Century Learning Skills Addressed
The necessary skills for a 21st century teacher are collaboration with colleagues, creating
a curriculum that integrates technology for the benefits of students, and open consistent
communication with parents. To achieve these goals our district must press forward in
implementing the proposed technology plan. The creation of this plan will benefit our teachers
by aiding their ability to communicate with colleagues over the district secured file sharing
program. “...to be an effective teacher in this new paradigm require a move from teacher-directed
to student-centered learning, from direct teacher instruction to interactive exchange with and
among students, from teaching content knowledge to equipping students with the relevant skills,
and from teaching content to problem solving processes” (Kivunja, 2014, p. 41) A one to one
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initiative for students and an electronic device will enhance learning and collaboration among
students, preparing them for real world application. Continual communication with parents
fosters relationships that can be strained if parents or the community feels alienated from district
decisions or events.
Rationale Including Research to Support Goal #3 and Strategies
To enhance all aspects of communication between staff, parents, and students internet
based websites, discussion boards, district level file sharing, cloud based learning, and social
media must be utilized. “It is important to know the way through which technology is used to
support learner, and make learning more efficient and the learning experiences more memorable,
improve access to ideas and information, enhance and extend an individual’s abilities to express
themselves” (Al Musawi, 2011, p. 130). These essential elements listed above will assist us in
using technology to support the learner in a meaningful and significant manner.
The district’s decision to utilize the Chromebooks will give our students the advantage of
practice with real world application. “The inclusion of multimedia in various forms in the
classroom enables educators to enhance the learning environments, improve the teaching and
learning experience, and also mimic what learners will find in the workforce” (Courts & Tucker,
2012, p. 122). Ease of access from cloud based accounts, increased seminars and workshops for
teachers and students will drive our district towards the new age of technology and learning.
Expected Outcomes in Terms of Student Learning / Achievement
Our students will be prepared with team building skills, resourcefulness in the use of a
Chromebook, apps, and document programs. “Students are no longer confined to learning
material from static sources such as textbooks or stagnant websites. Multimedia and the Internet
allow students to experience a learning environment rich in knowledge and experiences” (Courts
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& Tucker, 2012, pg. 122). As educators we strive to bring learning “alive” for our students. The
expansion into the one-on-one initiative will bring the world into our classroom for positive
learning experiences.
Evaluation Measures
To measure teacher effectiveness on website creations and use of technology in their
classrooms we will conduct surveys. The surveys will be used to guide seminars, website
construction, and use of technology in the classroom. Teachers will be asked to share their grade
level collaboration projects at a district level. Teachers will also be encouraged to showcase what
projects their students have worked on using their Chromebooks.
Professional Development Plan for Each Goal / Strategy
SMART Goal 1:
● All staff members will receive training on how to access school WiFi on any device, as
well as how to troubleshoot minor technical issues on the Chromebooks.
● All staff will receive training on effective technology integration. All technology
currently used in the classroom will be included in training.
SMART Goal 2:
● All teachers will receive training on the most effective use of the Chromebook in the
classroom. Additional training will include how to find useful applications for classroom
use, and ensuring that student learning outcomes are clearly met by the application used
in a particular lesson.
SMART Goal 3:
● All teachers will receive training in how to build and maintain a classroom blog.
● Teachers will receive training in file-sharing and cloud-based sharing.
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● All teachers will attend online training on the CIPA, copyright regulation, and Internet
safety for children.
● All teachers will attend various mini-seminars and training programs provided throughout
the year by the technology supervisor.
Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship
between CIPA and E-Rate
The Children’s Internet Protection Act (CIPA) was enacted to address concerns regarding
children’s safety on the Internet at school and in libraries (Federal Communication Commission ,
n.d.). The act requires Internet provided in schools or libraries to block child pornography,
obscene content, and other content that is harmful to children. In addition, schools must have
procedures in place to monitor Internet use by minors, as well as to provide education on Internet
well-being and safety.
E-Rate provides up to 90 percent discounts on telecommunication services for schools
and libraries that adhere to CIPA (Office of Nonpublic Education, n.d.). If a school does not
follow the rules provided by CIPA, they are not eligible for E-Rate.
Define the Children’s Online Privacy Protection Act
The Children’s Online Privacy Protection Act protects children from viewing material on
the Internet that may be harmful to them (COPPA, n.d.). “Children” are, according to the act,
those under the age of 13. Restrictions exist on how sites geared to children may access
information on a child, such as their name, address, or telephone number.
Because COPPA refers only to children 13 and under, the high schools in the district will
not be concerned with the provisions of the act. Furthermore, schools are not commercial sites,
so the district will not be directly impacted by the act. However, the school may want to use sites
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that require parental permission before students use the sites. Teacher professional development
should contain a discussion on COPPA and ensuring that the act is adhered to at all times.
Acceptable / Responsible Use Policies (AUPs / RUPs).
All students will be required to sign an Acceptable Use Policy (AUP) paper at the
beginning of each school year. Additionally, their parents will be required to sign a similar paper,
without their parents signature students will be unable to receive their personal Chromebook. A
general summary of what is covered in the AUP is as follows:
● Signees understand that all files, computers, and cloud accounts are subject to district
monitoring.
● Signees will conduct themselves in a manner that is ethical, virtuous, and humane
towards all students, staff and members of society.
● Signees will use the Internet for educational purposes that a proper code of conduct will
be followed at all time.
● Signees will not seek to alter or manipulate another person’s files, hardware, or
programming that is not their own.
● Any Signee who breaks the contract will be dealt with swiftly and efficiently with
possible repercussions of expulsion, loss of Chromebook, and other privileges (Appendix
A, 2016).
Timeline for Implementation
1. By June 30, 2017, a computer technician and assistant will be hired by the district.
2. By July 31, 2017, each classroom in the district will be connected to broadband Internet
and the school district Wi-Fi.
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3. By August 30, 2017, Asus Chromebooks will be purchased for each student and
classroom and provided to teachers for training and preparation purposes. .
4. At the beginning of the 2017 school year teachers will have access to a district wide file
sharing program and students will have their own district provided cloud based account.
5. By August 2017, each teacher will be required to have a working blog where weekly
assignments and school announcements will be posted. These webpages will be
connected to the district and local school’s main web page.
Budget
The following is a breakdown of the required hardware, software, and personnel requirements
for each Smart Goal and the associated cost.
Smart Goal #1
WIFI infrastructure requirements:
· Internet Fiber connection upgrade (one Gigabit per second) – $500.00 per month
· Additional server for classroom management and information storage – $3000.00
· WIFI router (integrate into existing school LAN) – $500.00
· Access point @ $100.00 each (one in each classroom and common area) – $1,100.00
Software infrastructure support requirements:
· Firewall and content filtering service – $100.00 per month
· Software applications for LAN and WAN management – $1000.00
Smart Goal #2
Student technology hardware requirements:
· ASUS Chromebook Flip @ 250.00 each (1:1 hardware to student ratio – 175 students) –
$50,000 (allows for spare and faculty computer usage)
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· Hardware maintenance service contract – $10,000
· Supporting peripheral equipment – $10,000
· Application software (other than Google supported applications) – $10,000
Smart Goal #3
Instructional Technology Specialists (one position/full time) – $109,000
Instructional Technology Assistant (one position-/full time) – $65,000
Total Budget:
Fixed costs: $75,000
Monthly operating costs (not including personnel costs): $1,400.00
Personnel costs: $174,000 per year
ISTE Standards
Goal #1
Administrators (ISTE Standards, Administrator, 2009)
2. Digital age learning culture- Educational Administrators create, promote, and sustain
a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging
education for all students.
2.a. Ensure instructional innovation focused on continuous improvement of digital-age
learning.
2.b. Model and promote the frequent and effective use of technology for learning.
2.c. Provide learner-centered environments equipped with technology and learning
resources to meet the individual, diverse needs of all learners.
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4.e. Establish and maintain a robust infrastructure for technology including integrated,
interoperable technology systems to support management, operations, teaching, and
learning.
Teachers (ISTE Standards, Teacher, 2008)
2. Design and develop digital age learning experiences and assessments-Teachers
design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified in the Standards.
Students (ISTE Standards, Student, 2007)
5. Digital citizenship- Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
5.a. Advocate and practice safe, legal, and responsible use of information and
technology.
5.c. Demonstrate personal responsibility for lifelong learning.
Goal #2
Administrators (ISTE Standards, Administrator, 2009)
4. Systemic improvement-Educational Administrators provide digital age leadership and
management to continuously improve the organization through the effective use of
information and technology resources.
4.a. Lead purposeful change to maximize the achievement of learning goals through the
appropriate use of technology and media-rich resources.
Teachers (ISTE Standards, Teacher, 2008)
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1.Facilitate and inspire student learning and creativity- Teachers use their knowledge
of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual
environments.
1.a. Model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments.
Students (ISTE Standards, Student, 2007)
2. Communication and collaboration-Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments.
2.b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
2.c. Contribute to project teams to produce original works or solve problems.
Goal #3
Administrators (ISTE Standards, Administrator, 2009)
1.Visionary leadership-Educational Administrators inspire and lead development and
implementation of a shared vision for comprehensive integration of technology to
promote excellence and support transformation throughout the organization.
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.
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4.c. Recruit and retain highly competent personnel who use technology creatively and
proficiently to advance academic and operational goals.
Teachers (ISTE Standards, Teacher, 2008)
3. Model digital age work and learning-Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
3.a. Demonstrate fluency in technology systems and the transfer of current knowledge to
new technologies and situations.
3.b. Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation.
Students (ISTE Standards, Student, 2007)
6. Technology operations and concepts-Students demonstrate a sound understanding of
technology concepts, systems, and operations.
6.a. Understand and use technology systems.
6.b. Transfer current knowledge to learning of new technologies.
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References
Al Musawi, A. S. (2011). Redefining technology role in education. Creative Education,2(2),
130-135. Retrieved from http://www.scirp.org/journal/ce/.
Appendix A: Sample Acceptable Use Agreements and Policies, Forum Unified Education
Technology Suite. (n.d.). Retrieved February 21, 2016, from
http://nces.ed.gov/pubs2005/tech_suite/app_a.asp
Cavanaugh, C., Dawson, K., Ritzhaupt, A. (2011). An Evaluation of the Conditions, Processes,
and Consequences of Laptop Computing in K-12 Classrooms. Journal of Educational
Computing Research. 45(3), 359-378. doi: 10.2190/EC.45.3.f
COPPA: Children’s Online Privacy Protect Act. n.d. Retrieved from http://www.coppa.org/.
Courts, B., & Tucker, J. (2012). Using technology to create A dynamic classroom experience.
Journal of College Teaching & Learning (Online), 9(2), 121-n/a. Retrieved from
http://www.cluteinstitute.com/journals/journal-of-college-teaching-learning-tlc/.
Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: Lessons learned
from an iPod Touch/iPad project. Electronic Journal of E-Learning, 10, 23-31. Retrieved
from www.ejel.org
Dawson, C., & Rakes, G. (2003). The influence of principals' technology training on the
integration of technology into schools. Journal of Research on Technology in Education,
36(1), 29-49. doi:10.1080/15391523.2003.10782401
ISTE Standards. (2007, 2008, 2009). Retrieved March 06, 2016, from
http://www.iste.org/standards/iste-standards
Kivunja, C. (2014). Innovative pedagogies in higher education to become effective teachers of
21st century skills: Unpacking the learning and innovations skills domain of the new
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learning paradigm. International Journal of Higher Education,3(4), 37-48. Retrieved from
http://eric.ed.gov/?id=EJ1067585.
Federal Communication Commission . (n.d.). Children's Internet Protection Act. Retrieved from
https://www.fcc.gov/consumers/guides/childrens-internet-protection-act
Murray, O. T., & Olcese, N. R. (2011, November). Teaching and learning with iPads, ready or
not? Tech Trends, 42-48. Retrieved from link.springer.com/journal/11528
Office of Non-Public Education. (n.d.). E-Rate Program--Discounted Telecommunications
Services. Retrieved from Office of Innovation and Improvement:
http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html
Spector, J. M., Elen, J., Merrill, M. D., & Bishop, M. (Eds.). (2014). Handbook of research on
educational communications and technology (4th ed.). New York: Springer.
doi:10.1007/978-1-4614-3185-5
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