Aldwin Lauron, Michael McNamar, Linda Warren, and Kristin Worthley EDUC 638 Liberty University Dr. Andrew Gump
Collaborative Technology Improvement Plan The district has made strides to enhance the learning environments for our students to reflect the needs of today’s learners. Today’s students have access to computers within their classrooms as well as through computer labs. Teachers are using the interactive whiteboards, document cameras, and LCD projectors in their daily lessons. Student achievement rates are high, but there is always room for improvement. As such, this technology improvement plan is designed to bring the district to the next level by preparing for and implementing a full 1:1 (one computer or tablet to every one student in the district) technology plan. Providing today’s students with today’s technologies will prepare them for tomorrow’s opportunities and challenges.
Technology Committee’s Role Developing a technology plan for the district requires input and support from all levels of the district. When forming this technology committee (as listed in Appendix A), a cross section of individuals were selected in an effort to provide the committee with different perspectives as well as establish a core group of professionals who will serve as change leaders in their schools and departments as the elements of this technology plan are implemented. This committee is charged with developing goals and strategies to develop a 1:1 (one computer or tablet to every one student in the district) school system to be fully implemented by the 2021-2022 school year.
Mission for Educational Technology The technology mission supports the overall district mission, which prioritizes student learning. Through the use of today’s technology, students and staff will actively engage in exploring, developing, and honing their 21st century skills which are vital to today’s technology rich society. We are committed to cultivating a culture in and out of school that values collaboration, communication, creativity and critical thinking. By providing our students, staff and families with access to today’s digital tools, we are preparing our community the opportunities and challenges of tomorrow.
Vision for Educational Technology In today’s technology rich world, students and staff must develop the technology skills necessary to be active participants in an ever changing technology landscape. The vision of the technology committee is to provide students and staff access to current technology and support to learn these critical skills so that all can develop digital literacy. Students and staff must be encouraged to explore new technologies, develop new skills, and take academic risks in the pursuit of cultivating the skills necessary in the 21st century world. Core Beliefs for Educational Technology The district values the use of current technologies to (in no particular order):
support academic achievement by meeting the needs of all learners in every discipline;
cultivate awareness of the ethical and appropriate use of today’s technology;
enhance the creativity and critical thinking skills of students and staff;
provide a variety of communication methods to foster a collaborative learning; environment for students and staff;
develop technology skills for a 21st century society;
2019-2022 Focus Areas Goal #1: Infrastructure and Learning Spaces Including the Need for Enhanced Broadband/WiFi Goal #2: Student Learning Outcomes and the Use of Specific Devices Goal #3: “Connectedness”/ Interaction (Online [Social Media] & Face-to-Face--Student-to-Student; Student-to-Expert; Student-to-Teacher; Teacher-to-Teacher; Teacher-to-Expert; etc./Public Relations
Needs Assessment One of the biggest challenges to implementing a technology goal such as providing 1:1 technology for students is financing the project. In addition to the cost of the computing devices themselves for 7,400 students in the district, an assessment of current bandwidth capabilities and improvements must be conducted and costs projected to support the additional devices on the networks. Lastly, a commitment to professional development for teachers, staff, and administrators will be necessary to ensure the devices are used effectively to increase student learning outcomes.
Budgetary Planning The proposed technology plan is purposefully designed over the course of three academic years in part to allow for the distribution of technology costs across multiple school budgets. Please see Appendix B for projected costs of implementation.
Funding Sources The goal of elevating the district to a 1:1 district by school year 2021-2022 is lofty considering the financial investment needed in new technology and equipment. It is recommended that in addition to allocations from the school budget process, additional funding sources be explored to make this investment one that the district can afford and sustain. Potential funding sources include discounted rates through the FCC’s E-rate program, federal and state technology grant programs, private-public partnerships, and external fundraising through efforts such as Donors Choose and Parent Teacher Association (PTA) events.
Goal #1 The first goal of this technology plan is to provide an effective technology infrastructure with enhanced WiFi capabilities as well as improved learning spaces across all grade levels by the end of school year 2020-2021.
Strategies To support this first goal, the Director of Technology, in conjunction with the committee, will conduct a needs assessment of every school in the district and submit an action plan and proposed budget by February 2020. The needs assessment and evaluation will include technology infrastructure, equipment, current devices, and learning spaces. The IT Department will evaluate the current status of technology in the district, including the internet speed, servers, routers, and other technology infrastructure to determine if an upgrade will be needed to support the new devices. In the event an upgrade is needed, the Director of Technology will recommend the purchase of WiFi access points to increase the bandwidth to support the student population. This assessment will be presented in the February 2020 needs assessment for Board approval with purchases and installation scheduled for the 2020-2021 school year. The final strategy relates to improved learning spaces. To enhance the learning spaces in the schools, an analysis of every classroom and student area in each school is essential. All areas that are not properly lit and do not provide flexibility in design should be reconfigured to achieve the best learning results in every classroom.
21st Century Learning Skills Today’s learners need both physical and digital spaces that are designed with learning in mind. By improving the district’s infrastructure and learning spaces, the students will be able to enhance their 21st century skills, including collaboration, communication, creativity and critical thinking. By enhancing WiFi capabilities, teachers and students can collaborate more efficiently using new online technology tools such as Zoom and Google Classroom. Faster internet speed will enable students, teachers, parents, and other stakeholders to communicate more effectively through emails, chats, video calls, and other electronic means. Lastly, the physical spaces students and teachers use daily can play a pivotal role in cultivating creativity and critical thinking. Students can learn and be more creative in improved learning spaces. Classrooms should be conducive to learning and should be designed to achieve the best learning results.
Rationale Including Research to Support Goal #1 and Strategies Today’s teachers and students live in a digital world. This digital world is increasingly influential on the educational environment and the outcomes expected as students transition from one stage to the next (Sheninger, 2014). Collaboration, communication, creativity and critical thinking skills can be built and strengthened through the use of today’s technology but the district must take the necessary steps to build an infrastructure capable of supporting the new technology, devices and initiatives called for in this technology plan. The internet plays a vital part in operational, research, educational and personal communications (Odinma, 2011). In addition, the advancements in wireless communication technologies have reached an unprecedented height in the past decade. These achievements offer mobile users various access options to the internet, for example, CDMA2000 and Wideband Code Division Multiple Access (W-CDMA) for cellular communications, WiMAX (IEEE 802.16) for broadband access networks, and WiFi (IEEE 802.11 family) for local area networks (Wu, Shang, Qiao, Cheng, & Chen, 2015). As the district looks to add more devices which will rely on WiFi signals, increased bandwidth will be required in each school to accommodate the devices and their simultaneous use. The dramatic progress in wireless infrastructures have contributed to the increasing demand for mobile video streaming services. Thus, it becomes vital to consider integrating the channel resources available in heterogeneous wireless networks for delivering high-quality video services (Wu, et al., 2015). Providing the digital capabilities for teachers to engage and excite today’s learners can contribute to the building of 21st century skills. The physical spaces provided to teachers and students within the schools plays a significant role in the learning outcomes of students. Barrett, Davies, Zhang, and Barrett (2017) conducted a study to assess ten aspects of the physical learning environment and their impact on student learning. The findings support prior research which has linked both lighting and classroom flexibility to be significant factors across disciplines (Barrett, et al., 2017). Ample natural light which can be controlled through shading devices is linked to greater student achievement. However, windows with direct sunlight were shown to cause a glare on interactive white boards in the classrooms, which inhibits student learning (Barrett, et al., 2017). Flexibility in classroom design was a second factor linked to student achievement. Younger students need differentiated learning spaces within their classroom. As students progress through school, the need for multiple learning spaces within the classroom is diminished and more open space is desirable for learning (Barrett, et al., 2017). Making simple changes to the existing classroom spaces could improve student learning overall as well as enhance their interaction with the digital technology designed to build their 21st century skills.
Expected Outcomes in Terms of Student Learning/Achievement By providing an effective technology infrastructure with enhanced WiFi capabilities to the school district, the learning experiences of the students can be enhanced. Smart technology adds a new dimension to traditional teaching methods which helps teachers address many of the learning challenges of students. Faster internet speed and WiFi capabilities allow students to use powerful apps that help them understand hard concepts in science and mathematics. This also makes it easier for teachers to explain complex topics such as literacy activity by using visuals to help students absorb information and understand a topic more quickly. Interactive technology and devices encourage autonomy and responsibility. When students have more control over their learning and decision making, they become more motivated and invested in the learning process. Though technology can be a motivator, students must also have learning spaces designed with digital learning in mind. Improved physical spaces will provide physical environments to support the motivation and investment being cultivated by the incorporation of new technology.
Evaluation Measures The Director of Technology will be in direct contact with the IT staff and building Principals for progress of the technology infrastructure implementation project. The Director of Technology will give a progress report to the committee at each committee meeting.
Timeline for Implementation February 15, 2020 Submission of proposal/budget by the committee to the School Board June 15, 2020 Approval by School Board July 1, 2020 The IT staff will begin request for proposal (RFP) processes for WiFi antennas, broadband services, and additional equipment as deemed necessary during the needs assessment. November 1, 2020 The purchasing officer will purchase items according to approved RFP. January 15, 2021 IT staff will begin installation of WiFi antennas, routers, and cables in school buildings. February 15, 2021 IT staff will begin running diagnostic tests for WiFi coverage and note discrepancies. March 15, 2021 IT staff will fix discrepancies and begin system troubleshooting. April 15, 2021 All discrepancies and problems will be addressed. May 15, 2021 All WiFi antennas, routers, and cables around the school building will be fully functional.
ISTE Standards See Appendix C for a list of associated standards.
Professional Development Plan While the school district is putting the infrastructure in place, teachers, paraprofessionals and administrators will begin professional development sessions in both unit and school-wide sessions working on computer literacy and exposure to the various digital platforms and strategies available to educators. The technology development committee will meet with each unit, at each grade level, to develop a rapport with each educator and begin familiarizing them with the technology that will be available to them when the entire system is in place and all of the devices are distributed. The administrators in each building will provide their staff the opportunity to contribute their ideas on what improvements they would like to see in the learning environments to include changes in lighting, floor coverings such as carpet or tile, painting rooms and any other item that the staff would like to see done to create a better learning environment for their students.
Goal #2 Implement a 1:1 technology program into the elementary, middle, and high school classrooms for students to use daily to increase their collaboration, communication, critical thinking and problem-solving skills by 4% by the end of the 2021-2022 school year.
Strategies The teachers will attend a week long professional development training on the Model Code of Ethics for Ethics (MCEE) with a focus on Principle V Responsible and Ethical Use of Technology (National Association of State Directors of Teacher Education and Certification, 2019). The training will focus on the Chromebooks, tablets, and the applications and extensions that will be used for collaboration, communication, critical thinking and problem-solving skills. The teachers will implement the four skills needed for critical thinking and problem solving: analyze, reflect, relate and question (Riegal & Kozen, 2016). Students will use the scrible and diigo platforms to analyze classwork. The annotations made on the platforms will be tracked by the teacher to assess understanding. Riegal and Kozen (2016) stated, “The use of annotations allows instructors to ascertain whether there is a general understanding of fundamental principles, or conversely, whether content material is being misunderstood or misinterpreted” (p.48). Additionally, the students will use the MindMup application as another tool for analyzing materials. Schooner, Nordlöf, Klasander, and Hallström (2017) stated, “Problem-solving is consequently an essential feature of technology education” (p.61). Through integrating technology and project-based learning ( PBL) students will learn to solve real world problems. Students will use software such as Myhistro and VoiceThread to reflex and problem solve with their peers. The implementation of critical thinking and problem solving skills in any instructional setting, including virtual classrooms, are valuable skills that enhance learners’ abilities to make connections across disciplines, think about and analyze how they are thinking, and face real world situations now and in the future, with more independence and ownership (Riegal & Kozen, 2016). Collaboration skills will be developed through PBL activities which will include using Google Hangouts and Google Drive to share documents for projects. Working together builds relationships and trust among students. Additionally, students can also learn from one another. “…when students work collaboratively, the group is able to generate more knowledge than one single individual and collaborative efforts put forth by any group are keys to future success in today’s global society” (NEA, 2014, as cited by Riegal & Kozen, 2016, p. 45). Teachers will communicate to students through the use of Youtube, videos, and other software. For example, the teacher will communicate with the students through their Chromebook with Camatasia, an electronic whiteboard (Riegal & Kozen, 2016). With using Camatasia, the teachers can write directly on the screen that the student is using. In turn, students can communicate with their peers and teacher through different modes of communicating.
21st Century Learning Skills The 21st century skills that are addressed are collaboration, communication, critical thinking and problem-solving skills. The acquisition of the use of the Chromebook and tablets, applications and software will enhance collaboration, communication, critical thinking and problem-solving skills by providing teachers the opportunity to differentiate instruction for all learning styles. The teachers will integrate technology into project-based learning (PBL) activities to allow students to choose the best tools to meet their learning styles. In addition, teachers will use different online platforms such as Youtube to demonstrate multiple methods of communicating material to students. The students will learn to create videos on Youtube as one method of communication. Lastly, the student will learn the four components of critically thinking and problem solving: analyze, reflect, relate and question.
Rationale Including Research to Support Goal #2 and Strategies Increasing collaboration, communication, critical thinking and problem-solving skills will prepare students to bring solutions into the classroom and later into the workforce. Through project-based learning (PBL) assignments students can collaborate on real world projects to solve problems. “Critical thinking and problem solving are promoted when individuals are given opportunities to analyze important concepts, results of research findings, and differing theories or ideas” (Alexander, Commander, Greenberg, & Ward, 2010, as cited by Riegal & Kozen, 2016, p. 48). Additionally, providing students with different technological options to choose from gives the students ownership over their work, increases self-efficacy, and cultivates leadership. Riegal and Kozen (2016) stated, “When students see connections between themselves and the content learned, they naturally become more engaged” (p.49). Furthermore, using the different applications via the Chromebook allows teachers to immediately monitor student progress on an assignment. Through the use of technology, teachers can meet the needs of the students more efficiently to improve their overall academic achievement.
Expected Outcomes in Terms of Student Learning/Achievement Overall Outcome: To implement a 1:1 technology program in order to increase student collaboration, communication, critical thinking and problem-solving skills. Specific Outcome: To increase students’ collaboration, communication, critical thinking and problem-solving skills by 4%.
Evaluation Measures The Director of Technology will prepare school principals for implementation of new technology. The building principals will be responsible for providing staff development as well as manage all data on student achievement to be sent to the district office. The teachers will be responsible for implementation of the curriculum and must submit all data, as requested, to the building principals.
Timeline for Implementation 2021-2022 school year
ISTE Standards See Appendix C for a list of associated standards.
Professional Development Plan All teachers, paraprofessionals, and administrators will attend a 3-day training on the use of technology. Two of the days will be devoted to the Ethical Use of Technology and the third day will be devoted to working specifically with the Chromebooks and tablets. All teachers, paraprofessionals, and administrators will become familiar with the SQ3R learning method that emphasizes analysis, reflection, relationships and questioning. This will be done in both a formal setting where the concept is introduced and then at each grade level and in each curriculum unit in the middle and high schools. Teachers will work on collaborative activities where they will have the time to explore the usage of this method. All teachers, paraprofessionals, and administrators will be formed into teams and be given various tasks regarding the process of becoming a 1:1 school district so that they get used to the collaborative process that will be needed to make the roll out and then execution of the learning targets for their students successful.
Goal #3 To create a community-wide digital network utilizing various social media platforms that will enable all stakeholders to actively engage in constructive dialogue in order to further the overall learning and development of 21st century learning skills throughout the school district as a fully operational 1:1 technology model is created by the beginning of the 2021-2022 school year.
Strategies Beginning in the spring semester of the 2020-2021 school year, teachers at each academic level (high school, middle school, elementary school) will participate in division professional development sessions with both Lenovo representatives and with district staff members familiar with the various platforms that will be utilized in creating the 1:1 schools detailed in the vision statement for the district. This training will be followed up by unit collaboration meetings where teachers with more experience using these platforms can do small group sessions on various techniques and activities that can be utilized. Beginning with the third quarter of the 2020-2021 school year, teachers will begin utilizing various digital activities in class and begin developing a Professional Learning Network to include the use of Twitter, Instagram and other social media platforms. The classroom activities will be recorded, and unit groups will review the sessions and then as a group evaluate the success of the activities. Beginning with the fourth quarter of the 2020-2021 school year, school administrators will begin meeting with members of the local PTA and Parent Action teams to begin explaining the purpose of the 1:1 initiative and to begin to develop a social network that connects administrators, teachers and parents. This will be done within the boundaries of proper use of social media as outlined by the ISTE standards.
21st Century Learning Skills To enhance collaboration skills, teachers will provide students with the opportunities to develop the ability to effectively use the internet to research and learn how to collaborate with other students to expand their ability to problem solve and develop a greater mastery of each curriculum area. Communication will be enhanced when teachers provide students with opportunities to develop good digital citizenship skills as they utilize various social media and internet platforms. These activities will also allow students to develop better word processing skills, a greater understanding of how to use various media sources, and to demonstrate their level of mastery through various presentation forms. Teachers will provide students with opportunities to access various media and online resources to create their own original work and to solve various problems, both those in their curriculum and real-world problems that face their community. All students will create an E-portfolio of finished work to be maintained throughout their school career. These activities will help to enhance students’ creativity and critical thinking skills.
Rationale Including Research to Support Goal #3 and Strategies It has been said that people who refuse to change cannot change anything or anyone. The reality is that successful organizations in the 21st century must be willing to change how they utilize technology and school districts are no different. Students and educators cannot simply become consumers and observers of technology, they must be active participants and have meaningful input into solving the world’s problems (Novakovich, Shaw, & Miah, 2017). This means that schools must be willing to change how they do things and invest any amount of time and money to make sure students are fully equipped to face the world in front of them. The ISTE Standards for teachers are very clear that it is the job of the professional educator to ensure students have access to technology, know how to use technology, learn how to be good digital citizens, and know how to set realistic and meaningful goals (ISTE, 2019). In order to do this, teachers need to know how to create short-term assignments that will allow themselves, as well as their students to develop skills and the confidence to try new things and be willing to risk failure in order to achieve (Odom, Dunn & Owen, 2019). This requires school districts to provide the necessary professional development for teachers to become proficient and confident in their use of technology before and then after the students receive their devices (ISTE, 2019). Another attribute of highly successful and effective organizations is that they are able to include all of the stakeholders in the process of development and change. The more someone is part of the process, the more excited and celebratory they will be in discussing it with newcomers to the group. That is why not only teachers, but parents and students must be part of designing the process for change and advancement (Whitehead, Jensen & Baschee, 2013). The ISTE standards are quite clear, and quite wise, when it directs schools to communicate, share the vision and create opportunities inside and outside the school walls for collaboration if they want the development of technology in their schools to create the kind of digital citizens ready to face the 21st century that they have been entrusted to safeguard and nurture (ISTE, 2019).
Expected Outcomes in Terms of Student Learning/Achievement
Students will develop a greater understanding of how to be a good digital citizen 100% of the time.
Students will increase their critical thinking skills and problem solving ability by 4%.
Students will develop the ability to choose the right technology and technique for the task 100% of the time.
Students will develop a larger set of strategies and digital network of contacts that will enable them to successfully meet the demands of the digital learning environment of the 21st century.
Students’ mastery level of understanding will increase in each of the curriculum areas.
Students will develop a greater sense of community and connection with the world outside of the classroom.
Evaluation Measures The classroom teacher will be responsible for measuring the success of learning/achievement goal one as they are the individuals that will be directly interacting and monitoring each student’s activities and progress. The home room teacher for all elementary students will accumulate a portfolio of exemplars demonstrating the students’ progress in their thinking and problem solving skills. These digital portfolios will continue to accumulate exemplars of the student progress throughout their time in the school district up to the time they graduate. The classroom teacher will monitor the progress for goal three and four for the same reasons that they were monitoring and recording the progress for goal one. The evaluation of goal five, increased mastery in all curriculum areas, will be determined by the test results they earn on any standardized tests taken by all students and their end of year testing required by the state in order to move to the next grade. Home room teachers will monitor student progress on goal six as each home room will be required to participate in community outreach activities that allow students to help plan and execute activities that help the community around them.
Timeline for Implementation During the third and fourth quarters of the 2020-2021 school year, all teachers, paraprofessionals, and administrators will begin receiving professional development training at the district, building and unit levels on how to use technology and various pedagogy. Starting in the third and fourth quarter of the 2020-2021 school year, all teachers will also begin developing PLNs and working on pedagogy and activities in the classrooms that will be monitored and reviewed in order to become more familiar with using technology. All teachers, paraprofessionals and administrators will be given their Lenovo devices in May of 2021 to have during the summer so they can familiarize themselves before the students receive them at the start of the 2021-2022 school year. During the fourth quarter of the 2020-2021 school year, administrative teams will begin meeting with parent leaders to create a community connection to aid with the roll out of the devices as well as creating an anticipation of how the investment that is being made will help their children.
ISTE Standards See Appendix C for a list of associated standards.
Professional Development Plan The administrators in each building will identify those teachers who are the most technologically fluent and already utilizing technology in innovative ways in their classrooms to become peer role models and professional development coordinators for their grade levels and curriculum units. The district will also provide district-wide as well as building-wide professional development opportunities provided by Lenovo as part of the technology package purchased along with the individual devices to be used by the teachers and students. Teachers will begin doing lessons with students and without students that will be recorded and observed in person for the purpose of not only evaluation but learning how to better use the technology and to become confident and skilled in the process before students have the devices and the full 1:1 model is in operation. School administrators will form an action team that will begin meeting with key community leaders and parent groups in creating a collaborative network of stakeholders that will help with the roll out process. There is the understanding that the support that the schools receive at home will be key to the overall success of the project as it is the parents that will help encourage students to try new things.
Children’s Internet Protection Act (CIPA), Children’s Online Privacy Protection Act (COPPA) and the E-Rate Program The Children’s Internet Protection Act (CIPA) went into effect on April 20, 2001 and remains in effect today. In response to other failed attempts to regulate the content available to minors on the Internet, CIPA places restrictions on the public schools and libraries that receive federal funding (Menuey, 2009). CIPA requires that schools and libraries take three specific actions to remain in compliance: establish an acceptable use policy which must be shared with students, staff, teachers and patrons, implement appropriate filtering programs to keep minors from seeing obscene content, and provide public notices or hearings to increase awareness of Internet safety (Menuey, 2009). Public schools and libraries are able to receive discounted rates (20-90 percent discount) for telecommunications through the Schools and Libraries Program, otherwise known as E-rate. The Federal Communications Commission (FCC) established the E-rate program in 1997 as a means to provide support for the educational missions of schools and libraries (Holt & Galligan, 2012). Since the enactment of CIPA, schools and libraries who receive this funding support must also comply with the conditions set forth by CIPA. In October 1998, Congress passed the Children’s Online Privacy Protection Act (COPPA) which limits the collection of personal information from children under the age of thirteen without parental consent for online activities (Gadbaw, 2016). This law requires online entities: provide notice to users about the personal information being collected, gain parental permission to collect the information for users under thirteen years of age, provide a way for parents to review the information collected, keep the information collected secure, and prohibits the use of incentives as a means to collect additional personal information from users (Simmons, 2007). As a district which serves students both younger and older than thirteen, it is imperative that students learn about internet safety and the importance of privacy protection at every age. While COPPA aims to keep children safe online, it is also essential that district policies and practices teach students and families how to stay safe and protect their own privacy online well before the students turn thirteen.
District Acceptable Use Policy (AUP)/Responsible Use Policy (RUP) There are many benefits to using the Internet in school but it is important to harness this powerful tool so that it is effective and safe for student use (WYIS, 2019). For every great educational site, there are several more that feature unacceptable content for children. One of the best ways to keep the Internet safe is to teach responsible use, which is why developing and implementing the Appropriate Use Policy (AUP) is so imperative.
Below are the top five most important items to include in a district AUP:
List of the responsibilities of educators, parents, and students for using the Internet;
Code of conduct governing behavior on the Internet;
Description of the consequences of violating the AUP;
Statement regarding the need to maintain personal safety and privacy while accessing the Internet;
Signature form for teachers, parents, and students indicating their intent to abide by the AUP.
References Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4), 425–451. https://doi.org/10.1177/0013916516648735 Gadbaw, T. (2016). Legislative update: Children’s online privacy protection act of 1998. Children’s Legal Rights Journal, 36(3), 228-234. Holt, L. & Galligan, M. (2012). Is it time to recreate the E-rate program? Federal Communications Law Journal 64(2). International Society for Technology in Education (ISTE). (2019). ISTE standards for education leaders. Retrieved from https://www.iste.org/standards/for-education-leaders. International Society for Technology in Education (ISTE). (2019). ISTE standards for students. Retrieved from https://www.iste.org/standards/for-students. International Society for Technology in Education (ISTE). (2019). ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-educators. Lee, K., Lee, J., Yi, Y., Rhee, I., & Chong, S. (2013). Mobile data offloading: How much can WiFi deliver? IEEE/ACM Transactions on Networking, 21(2), 536-550. doi:10.1109/TNET.2012.2218122 Menuey, B. (2009). CIPA: A brief history. Computers in the Schools, 26(1), 40-47. DOI: 10.1080/07380560802688265 National Association of State Directors of Teacher Education and Certification. (2015). Model code of ethics for educators. Retrieved November 14, 2019 from https://www.nasdtec.net/page/MCEE_Doc Novakovich, J., Shaw, S., & Miah, S. (2017, January). Designing Curriculum. Computers and Education, 104, 65-90. Odinma (2011) Improving the browsing experience in a bandwidth limited environment through
traffic management, Information Technology for Development, 17:4, 306-318, DOI:
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Odom, S., Dunn, A., & Owen, J. (2019). Using social media in the classroom to engage learners
in developing as leaders: The personal leadership experiment. Journal of Leadership
Education, 18, 176-183. Riegel, C., & Kozen, A. (2016). Attaining 21st century skills in a virtual classroom. Educational Planning, 23(3), 41–55. Schooner, P., Nordlöf, C., Klasander, C., & Hallström, J. (2017). Design, system, value: The role of problem-solving and critical thinking capabilities in technology education, as perceived by teachers. Design and Technology Education, 22(3). Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin. Simmons, C. (2007). Protecting children while silencing them: The children’s online privacy protection act and children’s free speech rights. Communication Law and Policy, 12(2), 119-142. DOI: 10.1080/10811680701266492 Whitehead, C., Jensen, S., & Baschee, M. (2013). Planning for Technology: A guide for school administration, technology coordinators and curriculum leaders. Thousand Oaks, CA: Corwin. Wuhan Yangtze International School. (2019). WYIS AUP. Retrieved from https://www.wyischina.com/en/about/learning-outcomes Wu, J., Shang, Y., Qiao, X., Cheng, B., & Chen, J. (2015). Robust bandwidth aggregation for real-time video delivery in integrated heterogeneous wireless networks. Multimedia Tools and Applications, 74(11), 4117-4138.
Appendix A Advisory Technology Committee Members Title Constituency
Director of Technology District
Director of Curriculum and Instruction District
District ESL Coordinator District
Teacher Elementary School
Teacher Elementary School
Teacher Elementary School
Teacher (Special Education) Elementary School
Librarian Elementary School
Media Specialist Elementary School
Teacher (ELA) Middle School
Teacher (Science) Middle School
Teacher (Social Studies) Middle School
Librarian Middle School
Teacher (ELA) High School
Teacher (Science) High School
Teacher (Math) High School
Teacher (Social Studies) High School
Librarian High School
Media Specialist High School
High School Student Student Body
High School Student Student Body
Appendix B Budget Projections Goal 1 Projected infrastructure costs (prior to completed needs analysis-updated budgetary request to be available in February, 2020) are $1,036,000 which includes:
$10,000 for servers for each building
$36,000 for storage lockers for computers when not being used (2 per building)
$490,000 for general soft costs for developing the network
$500,000 for classroom upgrades in lighting and design
Goal 2 Chromebooks and Tables Lenovo Tab E10 Retail: $129.99 Negotiated Price: $69.99 Quantity 1,710 for K-3 students: $69.99 x 1710 = $119,682.90 Lenovo Chromebook C330 Retail $279.99 Negotiated Price: $169.99 Quantity 489 (faculty/staff) $169.99 x 489 = $83,125.11 Quantity 5,700 (4-12 graders) $169.99 x 5700 = $968,943.00 LanSchool Software Licenses Each license supports up to 700 devices. Lease rate is $139.67/month for a total cost of $1,676.04 per year per license. $1,676.04 x 11 = $18,436.44 per year cost Professional Development Professional development through the Lenovo system is estimated to be $36,000 for the first phase, which will begin in school year 2020-2021. Total Cost for Goal 2 $1,226,187.45
Goal 3 Professional development through the Lenovo system is estimated to be $36,000 for the second phase of training, which will take place in the school year 2021-2022.
Appendix C ISTE Standards-Goal 1 Administrators (ISTE Standards-Administrator, 2016) 1b Equity and citizenship advocate: Educational leaders ensure all students have access to the technology and connectivity necessary to participate in authentic and engaged learning opportunities. 2c Visionary planner: Educational leaders evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning. 3d Empowering leader: Educational leaders support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students. 4a Systems designer: Educational leaders lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic plan. 4b Systems designer: Educational leaders ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand. 4c Systems designer: Educational leaders protect privacy and security by ensuring that students and staff observe effective privacy and data management policies. 5a Connected learner: Educational leaders set goals to remain current on emerging technologies for learning, innovations in pedagogy and advancements in the learning sciences. Teachers (ISTE Standards-Teacher, 2016) 1a Learner: Educators set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. 2b Leader: Educators advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. 5c Designer: Educators explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. Students (ISTE Standards-Students, 2016) 2a Digital citizen: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 3c Knowledge constructor: Students curate information from digital resources using a variety of tools and methods to create a collection of artifacts that demonstrate meaningful connections or conclusions. 6a Creative communicator: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 7a Global collaborator: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. ISTE Standards- Goal 2 Administrators (ISTE Standards- Administrator, 2016) 1a Equity and citizenship advocate: Educational leaders ensure all students have skilled teachers who actively use technology to meet student learning needs. 1c Equity and citizenship advocate: Educational leaders model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change. 1d Equity and citizenship advocate: Educational leaders cultivate responsible online behavior, including the safe, ethical and legal use of technology. 2b Visionary Planner: Educational leaders build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning. 3a Empowering leader: Educational leaders empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. 3b Empowering leader: Educational leaders build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice. 3c Empowering leader: Educational leaders inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools. 3d Empowering leader: Educational leaders support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students. 4b System designers: Educational leaders ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand. 4c Systems designer: Educational leaders protect privacy and security by ensuring that students and staff observe effective privacy and data management policies. 5a Connected learner: Educational leaders set goals to remain current on emerging technologies for learning, innovations in pedagogy and advancements in the learning sciences. 5b Connected learner: Educational leaders participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals. Teachers (ISTE Standards- Teacher, 2016) 1c Learner: Educators stay current with research that supports improved student learning outcomes, including findings from the learning sciences. 3a Citizen: Educators create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. 3b Citizen: Educators establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. 4a Collaborator: Educators dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. 4c Collaborator: Educators use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. 4d Collaborator: Educators demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. 5a Designer: Educators use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. 5b Designer: Educators design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. 6a Facilitator: Educators foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. 6c Facilitator: Educators create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. 6d Facilitator: Educators model and nurture creativity and creative expression to communicate ideas, knowledge or connections. 7a Analyst: Educators provide alternative ways for students to demonstrate competency and reflect on their learning using technology. 7b Analyst: Educators use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. 7c Analyst: Educators use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction. Students (ISTE Standards- Student, 2016) 1b Empowered learner: Students build networks and customize their learning environments in ways that support the learning process. 1c Empowered learner: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 2a Digital citizen: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 2b Digital citizen: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. 2c Digital citizen: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 2d Digital citizen: Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. 3a Knowledge constructor: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 4a Innovative designer: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. 5b Computational thinker: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. 6a Creative Communicator: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 6b Creative Communicator: Students create original works or responsibly repurpose or remix digital resources into new creations. 7b Global collaborator: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. 7c Global collaborator: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
ISTE Standards-Goal 3 Administrators (ISTE Standards-Administrator, 2016) 1a Equity and citizenship advocate: Educational leaders ensure all students have skilled teachers who actively use technology to meet student learning needs. 1c Equity and citizenship advocate: Educational leaders model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change. 1d Equity and citizenship advocate: Educational leaders cultivate responsible online behavior, including the safe, ethical and legal use of technology. 2c Visionary planner: Educational leaders evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning. 2d Visionary planner: Educational leaders communicate effectively with stakeholders to gather input on the plan, celebrate successes, and engage in a continuous improvement cycle. 2e Visionary planner: Educational leaders share lessons learned, best practices, challenges, and the impact of learning with technology with other educational leaders who want to learn from this work. 3a Empowering leader: Educational leaders empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. 3b Empowering leader: Educational leaders build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice. 3c Empowering leader: Educational leaders inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools. 4d Systems designer: Educational leaders establish partnerships that support the strategic vision, achieve learning priorities, and improve operations. 5b Connected learner: Educational leaders participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals. 5c Connected learner: Educational leaders use technology to regularly engage in reflective practices that support personal and professional growth. 5d Connected learner: Educational leaders develop the skills needed to lead and navigate change, advance systems, and promote a mindset of continuous improvement for how technology can improve learning. Teachers (ISTE Standards-Teacher, 2016) 1b Learner: Educators pursue professional interests by creating and actively participating in local and global learning networks. 2a Leader: Educators shape, advance, and accelerate a shared vision for empowering learning with technology by engaging with education stakeholders. 2c Leader: Educators model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning. 3a Citizen: Educators create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. 3b Citizen: Educators establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. 3c Citizen: Educators mentor students in safe, legal, and ethical practices with digital tools and the protection of intellectual rights and property. 3d Citizen: Educators model and promote management of personal data and digital identity and protect student data privacy. 4a Collaborator: Educators dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. 4c Collaborator: Educators use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. 5c Designer: Educators explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 6b Faclitator: Educators manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 7b Analyst: Educators use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. Students (ISTE Standards-Students, 2016) 1b Empowered learner: Students build networks and customize their learning environments in ways that support the learning process. 1c Empowered learner: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 2a Digital citizen: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 2b Digital citizen: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. 2d Digital citizen: Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. 4b Innovative designer: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 6a Creative communicator: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 7a Global collaborator: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. 7b Global collaborator: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. 7d Global collaborator: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.