District Technology Plan - Farmington Public Schools
Farmington Public Schools
2012-2015 District Technology Plan
Oakland Intermediate School District
District Code: 63200
Plan Creation Date: March 31, 2012
Plan Start Date: July 1, 2012
Plan End Date: June 30, 2015
District Technology Plan URL https://techplan2015.wiki.farmington.k12.mi.us/
District Website http://www.farmington.k12.mi.us/
Superintendent
Susan H. Zurvalec
32500 Shiawassee
Farmington, MI 48336
Phone: (248) 489-3339
District Technology Plan Contact
Justin Ellsworth
Instructional Technology Coordinator
32879 W. 10 Mile Rd.
Farmington, MI 48336
Phone: (248) 888-6197
Fax: (248) 489-3689 justin.ellsworth@farmington.k12.mi.us
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Table of Contents
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INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE ......................................30
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District Mission
Farmington Public Schools, together with our community, will engage every student in a quality learning experience, empowering each student to become a thoughtful, contributing citizen in a changing world.
District Information
Farmington Public Schools offers a comprehensive educational program from preschool through adult and community education that strives to meet the needs of all students. The District maintains a core curriculum that meets or exceeds State and national standards and offers a full complement of fine arts, extracurricular and athletic programs. This southern Oakland County
District serves 11,435 students (as of October 2011) from Farmington, Farmington Hills and a portion of West Bloomfield. The District is comprised of three high schools, one alternative high school, two middle schools, two upper elementary schools, nine elementary schools, two early childhood centers, an adult education program, and two special education centers. The student population is diverse with over 23% of our students qualifying for free and reduced lunch and 85 different languages spoken within the District. The District employs 853 instructional staff (as of
January 2012). More information may be found in the District's annual report at http://www.farmington.k12.mi.us/district/annualreports/ .
District Technology Teams
Technology Advisory Group (TAG)
The mission of TAG is to support the implementation of the Technology Plan by bringing representatives from the Informational Technology and Curriculum Departments together to review, modify, create, and support District policies and procedures. TAG is charged with the following.
1.
Examine and change technology-related policies and procedures on a continual basis to address the needs of instruction.
2.
Meet regularly to provide the informational and instructional departments an opportunity to collaborate on determining the technology needs of the District.
3.
Approve recommendations made by EdTAC concerning the implementation and use of existing and emerging technologies.
4.
Communicate EdTAC recommendations requiring budgetary expenditures or not to the
District Central Office.
5.
Communicate policies and procedures to staff and parents via departmental representatives.
Educational Technology Advisory Committee (EdTAC)
The mission of EdTAC is to develop, recommend, implement, support, and communicate the
District technology plan. EdTAC, a large committee representing instructional grade levels, content areas, and departments is charged with the following:
1.
Revise the District Technology Plan as needed.
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2.
Encourage and support innovative technology use and practices.
3.
Assess the technology needs and concerns of staff.
4.
Explore and recommend the implementation of emerging technologies.
5.
Explore and apply to grant opportunities related to technology needs.
6.
Communicate technology “wishes” to potential funding entities (e.g. PTAs and the
Farmington Education Trust).
7.
Define professional development needs of the District.
8.
Encourage and support professional development and training for all employees.
9.
Utilize researched-based information in all work related to instructional technology.
Technology Plan Development Work Group
The Technology Plan Development Work Group, a sub-component of EdTAC, was charged with developing this Technology Plan for the academic years spanning 2012-2015. The Work Group consisted of the following representatives from across the District.
Polly Bachrouche International Baccalaureate Coordinator, Harrison High
Jennifer Bailey Music Teacher, Longacre Elementary
Paul Cassatta
Jim Common
Bob Crawford
Bryan Dean
Justin Ellsworth
Special Education Assistive Technology, District
Social Studies, Yearbook, and Computer Teacher, Dunckel Middle
Assistant Principal, Farmington High
Special Education Teacher, Harrison High
EdTAC Chairperson and Technology Integration Coordinator,
Pam Green
District
Principal, Hillside Elementary
Michael Johnston Director of Information Technology, District
Jon Manier Executive Director Instructional Services, District
Sean McGuckin TV-10 Telecommunications Coordinator, North Farmington High
Suzan Naoumi
Becky Nelson
English as a Second Language Teacher, East Middle
Media Specialist, Forest Elementary
Cheryl Newcomer K-8 Computer Teacher, Our Lady of Sorrows
Eric Newton
Kevin Ozar
David Ruhland
Heidi Skodack
Colleen Stamm
Brian Toth
Jim White
David Workman
Erin Young
K-12 Math Coordinator, District
Language Arts Teacher, North Farmington
Assistant Superintendent, District
Career Technology Education Teacher, Farmington High
Grades 5-6 Teacher, Power Upper Elementary
Assistant Principal, Dunckle Middle
Media Specialist, East and Dunckel Middle
Farmington Education Association President
Grades 5-6 Teacher, Power Upper Elementary
District Vision
The vision of Farmington Public Schools is high achievement by all students, where learning is our most important work. We are a District in which:
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Students, teachers, parents, community members, support staff, and administrators work collaboratively to create a positive learning environment to ensure all students are successful, competent and productive.
Teachers hold high expectations for all students.
We rely on our diversity of thought, perspective and people to build on our strengths.
All students and staff feel empowered and supported.
Teachers use best practice in every classroom to engage each child.
Each school provides a safe, caring and nurturing environment for students, staff and parents, enabling every child to experience the joy of learning.
Decisions are based on data and quality information.
District “Farmington Forward” Goals
Farmington Forward Goal #1: Curriculum, Instruction and Student Achievement
Farmington Public Schools will continuously grow as a community of learners integrated with the world where:
Each member will feel physically, emotionally, and academically safe.
All learners will experience and achieve a challenging, relevant, high-level learning environment which will prepare them to be lifelong learners, successful in a global society.
All learners will develop into critical and creative thinkers to be adaptable citizens of the future able to embrace change through processing, accessing, designing and managing information.
Farmington Forward Goal #2: Community Relations
Farmington Public Schools will inspire every community member to invest in our children’s future and build participation and ownership in our school district by:
Promoting honest, trustworthy relationships through open communication.
Seeking out and respecting each other’s diverse ideas, perspectives and abilities.
Increasing collaborations with business, government and cultural organizations to make the most of our vast community resources.
Farmington Forward Goal #3: Budget/Finance
Farmington Public Schools will develop and implement a proactive financial management model that enables it to make decisions based upon requirements and priorities including:
Prioritizing needs and acknowledging requirements.
Investigating renewable energy resources.
Consolidating services and facilities.
Providing access to health and wellness.
Building public support/involvement.
Farmington Forward Goal #4: Human Resources/Operations/Technology
To support and enhance educational excellence to develop all students to thrive as global citizens, Farmington Public Schools will:
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Attract, develop and retain staff with multiple perspectives who inspire and foster a world class learning community.
Build upon and sustain a culturally competent district.
Create and maintain exemplary physical and virtual facilities.
Utilize cutting edge technology that supports learning and facilitates operations.
Technology Vision
Farmington Public Schools is dedicated to using technology to enhance learning, which engages and empowers all learners in a global society in order to foster a productive, innovative, and ethical citizenry.
Technology Goals
The District’s technology goals focus on the Farmington Forward goal “to utilize cutting-edge technology that supports learning." This goal drives our students, families, teachers, and administrators to embrace a visionary plan. Our plan concentrates on ideas for how the classroom will look in the future, and how all learners will thrive in a global society. A critical component of the plan will be to create a multimedia-rich environment of anywhere, anytime learning. The plan also addresses the idea that cutting-edge, innovative technology integration is futile unless a comprehensive plan is in place for ongoing professional development that meets the needs of all of our learners. Professional development will be essential so that the integration of technology in teaching and learning is seamless and based on best practices. The following eight goals specify how the District will support the integration of technology in teaching and learning.
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Technology Goal #1: Mobile Student Centered Computing
All learners will have access to technology in an anytime, anywhere, one-to-one computing environment.
Purpose:
A one-to-one computing environment encourages creativity and innovation, facilitates communication and collaboration, supports research and access to digital content, increases critical thinking and problem solving opportunities, and promotes the proper use of information and technology.
Observable Teacher Behaviors:
Teachers support anytime, anywhere access to digital resources and technology tools.
Teachers encourage creative thinking and innovation when constructing knowledge.
Teachers facilitate communication and collaboration in virtual environments.
Teachers regularly facilitate student access to digital content and multimedia.
Teachers capitalize on digital resources to promote critical thinking and problem solving.
Teachers model the proper use of information and technology.
Observable Student Behaviors:
Students access digital resources and technology tools when needed.
Students are motivated to think and work creatively and to be innovative in constructing knowledge and solutions to problems.
Students communicate and collaborate with peers in virtual environments.
Students access digital content for the informational and research purposes.
Students utilize technology to think critically and solve problems.
Students demonstrate the proper use of information and technology to construct and demonstrate knowledge.
Action Steps and Timeline:
Increase computing power to a one-to-one ratio (2012-2015).
Implement laptops, tablet/touch devices, and/or handheld computing devices for all learners (2012-2015).
Resources:
Desktops (some situations are best suited with a fixed desktop, such as a teacher work station to manage classroom sets of devices).
Laptops.
Tablet/touch devices.
Online (e.g. cloud or network) collaboration and storage of files.
District supported student email addresses.
Wireless printing.
Long battery life (6-7 hours minimum).
Adequate informational technology support for increased technology.
Professional development associated with changes in practice (e.g. the implementation of tablet devices).
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Exemplars/Evidence of Positive Impact on Student Achievement:
Learning activities are enhanced by the availability of access to devices and information.
Increased student and teacher motivation and engagement in learning process.
Evidence of student empowerment (increased ownership of learning).
Evaluation:
Survey type of feedback from stakeholders (parents, students, and staff).
Statistics of device usage and network access.
Technology Goal #2: Interactive Multimedia Capable Peripherals
All learners will have access to technology that allows for consumption and interaction with a variety of information and multimedia.
Purpose:
Interactive visual and audio peripherals enhances teaching and learning, facilitates a dynamic and engaging presentation of curriculum, and supports learning styles within the 21st century classroom.
Observable Teacher Behaviors:
Teachers regularly deliver a variety of engaging information and multimedia content.
Teachers enhance instruction through the integration of various forms of information and
multimedia content.
Teachers are empowered to facilitate student-centered and differentiated instruction related to best practices in teaching and learning.
Observable Student Behaviors:
Students interact with digital information and multimedia regularly.
Students engage in the dynamic presentation of content.
Students enhance their communication skills through the use of digital information and multimedia content.
Students are empowered to demonstrate their knowledge and process of understanding
using digital information multimedia content.
Students apply skills in using interactive multimedia to extend their knowledge.
Students are inspired to construct knowledge and collaborate with their peers.
Action Steps and Timeline:
Every classroom and media center MUST have speakers, a document camera and a
means to project and interact with a computing device by August 2012.
All students will have access to interactive response systems by June 2013.
Resources:
Document Cameras
Data Projectors
Speakers
Tablets
SMART Interactive Whiteboards
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Interactive Student Response Systems (“Clickers”).
SMART Interactive Tables (Lower Elementary and Special Education).
Adequate informational technology support for increased technology.
On-going professional development for various levels of proficiency.
Exemplars/Evidence of Positive Impact on Student Achievement:
Instruction is enhanced with the integration of various forms of digital multimedia
content.
The amount of observable student engagement is increased.
Increased use of formative assessments via “clickers”.
Evaluation:
Survey of teacher usage of multimedia related to the enhancement of instruction.
Survey of student level of engagement related to consumption and/or creation of multimedia.
Anecdotal evidence (classroom observations, interviews, artifacts of learning) of student use related to empowerment.
Technology Goal #3: Professional Development
Professional Development (PD) will be a top priority for the success of all learners. PD must be integrated within all content areas and grade levels. Also, PD must be ongoing due to the simultaneous learning of how to use technology, the integration of technology in instruction, and the continual emergence of new and improved technologies and practices. PD must be differentiated to address the needs, aptitudes, and styles of adult learners. All staff members will be held accountable for professional learning within a PD structure that engages, encourages, and empowers all learners.
Purpose:
The purpose of professional development is to ensure the success of the integration of technology in teaching and learning. Technology's value is not merely in its inherent capabilities but in its impact, when applied appropriately, on teaching and learning. Also, the integration of technology helps to close the digital, generational, and cultural divides often evident between teachers and students. Closing this divide will enhance delivery and affirmation of the curriculum. Also, collaboration amongst colleagues in an ongoing PD structure inspires innovation, collaboration and collegiality. PD supports individual growth, which is a component of the Farmington Learner Profile.
Observable Teacher Behaviors:
Teachers participate in PD that is based on grade level/content area standards AND technology standards (i.e. "integration").
Teachers attend, apply and sustain skills/practices learned in ongoing PD.
Teachers define a purpose and apply action research methodologies when exploring technologies.
Teachers strive to problem solve and troubleshoot technical issues.
Teachers collaborate to construct knowledge and share ideas.
Teachers use technology for inquiry-based learning to foster critical thinking.
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Teachers facilitate and inspire student learning and creativity.
Teachers design and develop digital age learning experiences and assessments.
Teachers model digital age work and learning.
Teachers promote and model digital citizenship and responsibility.
Teachers engage in professional growth and leadership.
Observable Student Behaviors:
Students demonstrate creativity and innovation using technology.
Students collaborate and communicate using technology.
Students conduct research and gather information using technology.
Students engage in inquiry, project, and problem-based learning.
Students model digital citizenship and the proper use of technology.
Action Steps and Timeline:
PD is provided in a variety of ongoing ways that are relevant, hands-on, and convenient
for all adult learners.
PD support meets the ever-changing demands and needs of our adult learners.
PD is supported by adequate technologies in order to allow staff to put new skills into practice.
Standards and curriculum determine foci of PD with sensitivity to individual growth.
See “Professional Development” on page 23 for details on PD plans.
Resources:
Adequate instructional PD and technology support.
Site-based instructional technology integration specialists.
Full-time media specialists in each building.
Technology learning academy with convenient contractual time, summer, weekend, and online PD, PLC, and PLN opportunities.
Lab classrooms for collegial observations.
Coordination of parents, businesses, and staff for additional PD opportunities.
Building and district technology groups or "tech teams".
Incentive program for teachers to gain “e3” certification for demonstrating innovative
and best practices.
Contractual time dedicated to professional growth.
Exemplars/Evidence of Positive Impact on Student Achievement:
Teaching and learning is enhanced through the use of technology.
All learners are engaged in the teaching and learning process.
All learners are empowered to take pride of ownership in the learning process.
Student performance on standardized assessments and classroom assessments improves.
Evaluation:
Needs assessments will be used to gauge PD needs of the District, schools, administrators, and grade levels/content area teachers.
Rubrics will be used to assess the technology knowledge and level of integration in teaching and learning.
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Note: Specific information on Professional Development is provided on page 23.
Technology Goal #4: Electronic Resources
Electronic resources and tools to create such resources must be readily available to support a 21st century teaching and learning environment.
Purpose:
As the widespread use of the Internet has informed and connected people, the availability of electronic resources will support the collaborative component of teaching and learning.
Electronic resources must be readily available for all learners to access the increasing wealth of on-demand information. Also, technology tools for the creation of electronic resources must be readily available for all learners. Creating and sharing resources fosters a collaborative learning environment.
Observable Teacher Behaviors:
Teachers regularly access, create, and manage digital resources for teaching and learning.
Teachers participate in a collaborative environment with colleagues across the District,
county, state, nation, etc.
Teachers increasingly rely on digital resources more than paper resources.
Observable Student Behaviors:
Students access electronic resources for information and research at anytime, from anywhere.
Students store and retrieve the information they have gathered while researching (e.g.
cloud, network, or digital locker storage).
Students access and interact with digital books, textbooks, and class resources (provided by the District and/or created by learners).
Students access course management modules or online versions of their classrooms at any time, from anywhere.
Students use electronic tools to build electronic knowledge bases that are accessible at anytime, from anywhere.
Action Steps and Timeline:
Provide and support published and/or intra-District created electronic resources
(ongoing).
Provide and support digital books, textbooks, and resources (ongoing).
Provide and support electronic tools for the creation of electronic resources (ongoing).
Resources:
Subscription-based databases.
Electronic books, textbooks, and resources specific to grade-levels and content areas.
Video sharing site (e.g. You Tube).
Atlas Rubicon (i.e. an online collaborative curriculum database).
Tools allowing for the creation and publication of resources (e.g. Moodle, Wikis).
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Exemplars/Evidence of Positive Impact on Student Achievement:
Student performance on assessments, student reflection on using digital resources, and anytime, anywhere access.
Evaluation:
Gathering feedback on availability, ease of use, and impact on student achievement.
Monitoring level of tools used in the creating of resources.
Technology Goal #5: Bring Your Own Technology (BYOT)
All learners will be encouraged, supported, and empowered to apply their personally owned technology in teaching and learning.
Purpose:
Encouraging and supporting BYOT will increase opportunities to integrate technology. Also, encouraging a BYOT learning environment helps to expedite the attainment of our goal of creating an anywhere, anytime, 1:1 computing environment. Allowing learners to use their own technology will promote a sense of empowerment in teaching and learning.
Observable Teacher Behaviors:
Teachers model, support, and encourage the appropriate use of personally-owned devices in teaching and learning.
Observable Student Behaviors:
Students use technology to enhance their learning, including increased interaction amongst peers and teachers.
Action Steps and Timeline:
Develop District policy with grade-level criteria to support and encourage BYOT
(August 2012).
Educate staff, students and parents on the intent, concept, and policy of BYOT (Fall
2012).
Make devices available for students that do not have their own device (August 2012).
Maintain a network infrastructure, policies, and culture that support BYOT (ongoing).
Resources:
BYOT Policy.
Communication modes to educate staff, students, and parents.
District provided devices readily available in classrooms.
Exemplars/Evidence of Positive Impact on Student Achievement:
Students and teachers engaged in teaching and learning.
Technology used anytime, anywhere.
Evaluation:
Data from state, district and teacher assessments.
Feedback from students, parents, and teachers on frequency and effectiveness.
Measurement of disciplinary referrals and actions.
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Technology Goal #6: Curriculum Integration
Using the International Society for Technology in Education National Educational Technology
Standards (ISTE NETS), and the Michigan Educational Technology Standards (METS) technology will be integrated into all K-12 curricula. Instructional stakeholders will contribute to developing and updating technology-integrated curriculum maps and resources. Teachers will regularly integrate technology as defined within their respective curriculum. Appendix F provides examples of what the ISTE NETS may look like at specific grade levels.
Purpose:
To provide students, parents, and teachers with clearly defined learning goals in all grade
level and content area curricula.
To promote and support contributions to curriculum due to the ongoing growth and
emergence of viable technologies.
To efficiently and effectively support teachers in integrating technology by focusing on common learning goals.
Observable Teacher Behaviors:
Teachers demonstrate awareness and knowledge of their respective technology integrated curriculum.
Teachers contribute to their respective curriculum maps to maintain technology
integration relevancy.
Teachers demonstrate knowledge of and the use of technological resources and tools.
Teachers demonstrate best pedagogical practices related to technology integration.
Teachers demonstrate the blending of content, pedagogy, and technology (i.e.
integration).
Teachers model the use of appropriate technology for a specified task or problem.
Teachers share and collaborate with colleagues to improve technology integration and teaching and learning.
Observable Student Behaviors:
Students will be aware of the instructional purpose of using technology in learning (i.e. as opposed to the common idea of technology being a novelty or means for entertainment).
Students use technology in productive ways to improve learning.
Action Steps and Timeline (ongoing):
District
Support professional development so all technology goals can be met.
Ensure the availability and accessibility of technological tools.
Newly acquired instructional resources will encompass instructional technology needs of students and teachers.
Provide training for teachers to access and contribute to digital curriculum resources.
Develop and/or revise curriculum maps for all grade level and content areas to ensure common “road maps” for teaching and professional development purposes (begin June
2012).
Building
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Buildings must develop a commonality of language and technological norms.
Buildings must integrate short term and long-term technological goals.
Building goals must be focused on professional growth.
Teachers
PLC/T need to focus a portion of their meeting time on enmeshing and marrying curriculum and technology based on available resources.
Create integrated lessons and activities that are focused on E3 (Enhancing, Engagement, and Empowerment).
Incorporate a technology component in their yearly goals.
Reflect on lesson plans and instruction to ensure that instructional technology is integrated.
Resources:
Online repository for curriculum.
Teacher access to digital resources, including training on how to access resources.
Mandated time for teachers to review and collaborate on curriculum.
Training and support for teacher-leaders in curriculum development.
Exemplars/Evidence of Positive Impact on Student Achievement:
The integration of relevant instructional technology is explicitly stated in curriculum maps.
Students and teachers are using instructional technology within their teaching and learning.
Curriculum will be updated on a frequent (ideally annual) basis and available
electronically.
Students will express their understanding of content through digital media.
Evaluation:
Bi-annual review of curriculum maps.
Teacher reflection on performance/goals (embedded within evaluation process).
Meeting records from curriculum development/review sessions.
Student reporting on integration of curriculum within classroom.
Note: Specific information on Curriculum is provided on page 18.
Technology Goal #7: Online Learning
Online Learning will allow for the delivery of, access to, and interaction with content in a convenient way that will promote learning.
Purpose:
The purpose of online learning is to allow for the implementation of a more relevant and individualized education for students.
Observable Teacher Behaviors:
Teachers work within a flexible schedule to meet the needs of online learning.
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Teachers facilitate the online learning environment from offsite locations.
Teachers facilitate classroom activities in an online learning environment.
Teachers will be accessible to students at times beyond the typical school day.
Observable Student Behaviors:
Students work within a flexible schedule to meet their personal needs.
Students participate in the online learning environment from offsite locations.
Students access teacher assistance beyond the typical school day.
Students are engaged in learning.
Students are empowered to take pride of ownership in their learning.
Action Steps and Timeline:
Create and support an online learning space (e.g. Moodle, Second Life, or other cloud network).
Resources:
Application(s) that provide an online learning environment (e.g. Moodle, Second Life).
Year-round scheduled courses for credit recovery and alternative credit acquisition.
Computing devices for students enrolled in online courses.
Online learning labs (in lieu of providing students devices).
Exemplars/Evidence of Positive Impact on Student Achievement:
Improvement of student achievement due to online class work.
Evaluation:
Parent feedback, student feedback, teacher feedback, and student achievement data.
Technology Goal #8: Innovation
Innovation in the best practices of technology integration will be supported and encouraged.
Purpose:
Cultivating and maintaining an environment that provides structural support to be creative and innovative contributes to o o o
Improving best practices.
Collegial learning across the District.
Creating an opportunity for action research.
Incentives supported for professional growth and learning. o
Observable Teacher Behaviors:
Teachers explore, pioneer, and share approaches, tools and methods to improve teaching and learning.
Teachers strive to become a District certified “E3 Teacher” (derived from the “enhance, engage, and empower” aspect of the technology vision).
Observable Student Behavior:
Students seek out new methods of critical thinking and expression of learning.
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Students contribute to the exploration, pioneering, and sharing of new approaches, tools, and methods for learning.
Action Steps and Timeline:
Develop a reward program (“E3 Certification”) that encourages and supports staff to
explore and implement innovative technology-related practices (beginning June 2012).
Develop and support a network for innovative practices to be cataloged and shared
(beginning Fall 2012).
Provide a formal learning and sharing opportunity (e.g. a weekend or summer “E3 summit”) (Fall 2012).
Resources:
Per pupil or per staff member allocation of funds (may be allocated to grade levels, departments, or buildings) for piloting emerging technologies and/or attending
conferences.
District level support for networking innovative practices and “E3” summit.
Creation of an "E3 certification” for teachers, students and administration, which is
celebrated within the district.
Develop and market E3 with all technology devices, certificates, space on web site, etc.
Exemplars/Evidence of Positive Impact on Student Achievement:
Teaching is enhanced through the integration of innovative practices.
Student engagement correlates to an increase in academic achievement.
Teachers and students are empowered to apply technology in innovative ways to solve problems.
Evaluation:
Innovative practices will be evaluated for the impact on enhancing instruction, engaging students, and empowering students to take pride of ownership in learning.
Exemplars/Evidence of Positive Impact on Student Achievement:
Growth will be seen across the year in new, unpredictable ways.
Learning and growth will happen in ways that they had not previously.
This growth could be, and not limited to, students learning, teaching techniques, devices, culture, collaboration, PLC/T productivity, sharing, and wider integration of resources and methods that support student success.
Evaluation:
Identifiable cadre of staff that is "E3" certified.
Growth tied to all applicable evaluation processes.
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Curriculum
Integration
Using the International Society for Technology in Education National Educational Technology
Standards (ISTE NETS), and the Michigan Educational Technology Standards (METS) technology will be integrated into all K-12 curricula. Instructional stakeholders will contribute to developing and updating technology-integrated curriculum maps and resources. Teachers will regularly integrate technology as defined within their respective curriculum. Appendix B provides examples of how the ISTE NETS may be integrated at specific grade levels.
To improve the academic achievement, including technology literacy, of all learners, an integrated curriculum will include the following teaching and learning strategies:
Students construct knowledge through a variety of processes, such as social networking, human interaction and differentiated learning environments.
Students will select from a variety of tools, processes, and information sources that will enhance their own learning.
Staff and students will engage in responsible and appropriate behaviors when using technology.
Technology tools will be made available anywhere, anytime, for and by everyone, and will help to eliminate barriers for all learners.
Curriculum will be designed to offer more global opportunities for creative and collaborative problem solving.
Students will access a collaborative global community of learners, using tools such as online learning, podcasts, wikis, social networking, etc.
Innovation will be practiced in partnership with community resources such as local industries and the ISD to keep current with global technology trends.
All District entities will share the same vision for the integration of technology in teaching and learning.
The District will have structures in place to support innovative practices that increase student and staff engagement. These innovations are continuously assessed and supported.
Students and staff will have access to curricular materials and resources.
Teachers will become facilitators as students are provided opportunities for increased ownership of their own learning.
Creative thinking will be encouraged through the use of technology.
Students will understand and apply problem-solving conventions within systems, applications, and the learning of new technologies.
Students will demonstrate knowledge after locating, organizing, analyzing, evaluating, and synthesizing information from a variety of sources.
Student Achievement
Research based strategies will be used to integrate technology into curricula and instruction to improve student academic achievement. The process and timeline for the development of integrating technology is provided below.
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Process Description for Curriculum Integration
The process increases the degree to which instructional technology is embedded within teaching and learning mirrors our curriculum development process. Our belief is that the integration of technology into instruction must be lock step with the creation of curriculum and teaching practices. To create a separate process for the development of technology integration moves toward the idea of technology as an add-on to learning. Therefore, the most accurate
“description on how technology will be integrated into curriculum and instruction” (Section 4,
Tech Plan Guidelines, Michigan Department of Education) would be to describe our fundamental approach to developing curriculum/instruction. Essentially, this is a 5-step process:
1.
Adoption of specific content and skill standards.
2.
Construction of curriculum, through the use of curriculum mapping software.
3.
Development of assessments that measure the degree to which learners understand the curriculum.
4.
Identification of instructional methods meeting the needs of learners, which includes integration of technology.
5.
Consideration of environmental and learning needs including interventions, classroom culture, student culture, etc.
Ideally, a small team of teachers that share common content accomplishes these 5 steps. This team includes defined roles: team lead, assessment “specialist”, instructional technology
“specialist”, process monitor, etc. Once the initial “footprint” for a course is developed, the team focuses their efforts on analysis of data (summative and formative) to improve both teaching and learning.
Implementation Timeline
The implementation of such a process is new to Farmington Public Schools and will happen over the next 3 to 5 years. The following represent target dates for specific benchmark accomplishments.
June 2012 – Standards identification for all content areas.
June 2012 – Development of teacher teams at all levels K-12.
August 2012 – Completion of phase one of team leader training.
December 2012 – Completion of basic assessment training for all teachers.
June 2013 – Completion/revision of curriculum maps (to include specific technology integration) for all core courses, to include foundational courses in non-core content areas
(Fine Arts, CTE, PE, etc.).
June 2013 – Completion of school based common assessments at secondary level, completion draft common assessments at elementary level.
August 2013 – Completion of district common summative assessments.
December 2013 – Completion of formative assessment training for all teachers.
June 2014 – Completion of curriculum maps, including school level common assessments for non-foundational courses at the secondary.
June 2014 – Establishment of common formative assessment measures at the elementary level.
December 2014 – Establishment of common formative assessment measures.
May 2015 – Launch of Common Core Smarter Balanced Assessments.
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Technology Delivery
For students who would prefer to take advanced coursework not offered within FPS, online courses are offered. We have a history of utilizing Michigan Virtual High School for students who need courses that are not offered in our traditional schedule. Similarly, FPS now utilizes
E2020 for credit recovery at the high school level. In our second year of use, we continue to study the effectiveness of this model (computer assisted) of learning. During the second and third trimesters of the current school year, all of our high schools offered credit recovery labs in a small number of core courses.
Currently, FPS utilizes several means to provide "distance learning" to our students and teachers.
Our high schools have begun to initiate blended course offerings a limited number of courses.
For example, students who elect to take Advanced Computer Applications can do so in a blended format where they attend school for 2 days a week and work from home for the other 3 days.
Similarly, we hope to offer a digital literacy course, in a blended or completely online format, to students next year. All students in our high schools utilize an online planning tool to complete their EDP's and select their courses for high school. Much of this work is done at home, where the family and student can work together and selecting an educational path that will be best meet the future needs the student.
In many of our classrooms, teachers use web 2.0 tools to help extend learning beyond the school walls. For example, 6th grade students at Power elementary are offered the opportunity to have book "chats" on a discussion board hosted within their teacher's class wiki. Some of our secondary classrooms have begun utilizing social media sites such as Edmodo to facilitate an online classroom/dialogue. While in the experimentation state, our teachers are finding that connecting with students beyond the four walls of the classroom and meeting them where they are as communicators is paying dividends in increased engagement.
A very limited number of our teachers have begun to engage learners through the idea of
"flipped" instruction, where students explore the topic prior to coming into the classroom and participate in more guided practice with concepts during their face-to-face meetings. While it is common for teachers to suggest to students that they utilize digital resources to engage with the content, it is often a postscript to the learning episode. "Flipping" shows promise for those students with both access and motivation to prepare for class meetings.
Parent Communications & Community Relations
The District Technology Plan will be disseminated to the community initially and continuously through the following measures:
Posted on district website and all building websites.
Share through social media including Facebook and Twitter.
Press release to local media.
Presentation at Farmington Public Schools Board of Education meeting, which is
televised on our local cable channel and posted to our web archive.
Presentation at Farmington Public Schools District PTA Counsel meeting.
Discussions and/or presentations at school PTA council meetings.
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During the development of this plan, parents and community members were invited to participate in a technology-planning workshop in which thoughts and ideas about the eight technology goals were gathered through a parent focus group. The following represent parent/community feedback and contributions to our goal areas:
Mobile Computing
What are the tools and applications that you’d like to see your children using in their learning?
Do we know if computing can happen at home?
Will it be used if we provide it?
There is a need to do "big" planning to make sure it works?
Let's not loose social aspect of school.
Students need time to be together, it's about balance.
Have we considered community centers, where students can get access outside the school day?
How will we upkeep devices, have we considered security and damage?
Devices need to stay in the classrooms, not be taken home by students.
Interactive Multimedia Capable Peripherals
Describe the classroom of the future, what do you see in that classroom?
I see a classroom where my son doesn't have a "trapper" (binder); instead, he opens a computer lid.
Self-paced, diagnostic towards individual needs
Includes continual feedback loops for students
Includes the human element
Consider the Khan Academy model.
Technology frees teacher to address student needs.
Professional Development
What would it “look like, sound like, feel like, taste like, smell like” if technology was deeply embedded into teaching and learning?
Teachers need more training, thing exist but teachers don't know how to use them.
Professional development is embedded, authentic and based in the content.
Electronic Resources
Describe how students should access information about their subjects.
Get rid of paper textbooks, they are expensive and quickly become outdated.
Resources dependent on the level of access that students have.
Multimedia presentation may limit the pace of learning (students may have to go at the pace of the presentation, not their pace).
Students should have choices and multiple modes of getting information.
Change type of software that is used; needs to be more than practice.
Find a way to allow each child to reach their potential. If a one to one (computer to student) helps, then that is a good idea.
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BYOT
What do you think the school should consider when making policies about students bringing in their own devices?
Everything is now browser based.
Already a horrible situation. The wealth of the family drives educational access in our country -- we cannot create impoverished learners.
If $600 makes education better, I want to give them that advantage.
How will this co-exist with district services?
This is crazy from an administrative standpoint, too much to manage.
May create a competitive attitude within student body.
Curriculum
What would it “look like, sound like, feel like, taste like, smell like” if technology was deeply imbedded into teaching and learning?
Innovation
When describing the future state of technology within FPS what phrases come to mind?
Maximizing potential.
Evolving.
The ultimate tool for education.
A tool to fashion teaching and learning.
Highly mobile, browser based.
Collaboration
Representatives from various departments will collaborate on the implementation of the following initiatives:
Update Current Operating System and current office applications.
Provide computers for ESL (English as a Second Language) learners.
Enhance use of technology in delivering curriculum.
Offer tools addressing multiple digital learning styles (e.g. audio, kinesthetic, visual).
Provide online learning opportunities.
Seek partnerships within global community (i.e. local museums, libraries, universities, businesses).
Offer opportunities for earning community college credit in high school classes –
connecting and establishing programs with community colleges (early start college for those seeking a 2 year degree, retraining, or employability skills).
Establish internships for students in technology-related industries.
Explore entrepreneurial high school with curriculum accessed on line.
Seek adaptive tools/technologies to provide employability skills during and beyond high school and the traditional classroom environment.
Offer blended courses (online and direct instruction) that provide opportunities for dual
enrollment (high school/college credit).
Work with intermediate school district to provide online courses to "non-traditional students" (WAY, OOA, K-8 home schooling audience).
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Professional Development
Professional Development (PD) will be a top priority for the success of all learners. PD must be integrated within all content areas and grade levels. Also, PD must be ongoing due to the simultaneous learning of how to use technology, the integration of technology in instruction, and the continual emergence of new and improved technologies and practices. PD must be differentiated to address the needs, aptitudes, and styles of adult learners. All staff members will be held accountable for professional learning within a PD structure that engages, encourages, and empowers all learners.
PD needs, design, planning, implementation, delivery, and evaluation will be a collaborative effort amongst various stakeholders. This collaboration will include one or more of the following stakeholders in any given PD event or initiative.
All PreK-12+ Schools
All PreK-12+ Grade Levels
Principals
All Content Areas
Media Specialist Department
Instructional Technology Specialists (as recommended by the Technology Work Group but currently awaiting approval)
Educational Technology Advisory Committee (i.e. EdTAC)
Information Technology Department
Special Education Department
Career Technology Education Department
School-based Technology Teams
Eighth Grade Technology Classes
IB Technology Initiatives
Title Funded Initiatives
Common Core Related Initiatives
District Instructional Plan Initiatives (i.e. the Instructional Five-Year Plan)
Parent Teacher Associations
Intermediate School Districts
State and National Organizations
Our Technology Plan’s essence for an integrated approach to instructional technology can be summarized by the visual found at the Partnership for 21 st
Century Skills’ website . Note the student outcomes (colored rainbow) and support systems (semi-circles). This visual correlates with Farmington’s instructional stakeholders mentioned above (e.g. purple as a role of a Media
Specialist) and how stakeholders must collaborate to ensure teaching and learning is successful in reaching the 21 st
Century Outcomes.
Professional Development Strategies
The following PD strategies ensure that all staff and administrators are supported in the appropriate integration of technology related to the goals of this Technology Plan. All PD support is based on the principles of Technological Pedagogical Content Knowledge (TPACK) ,
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Universal Design for Learning (UDL) , and the ISTE NETS for administrators, teachers, coaches, and students.
School-based Instructional Technology Specialists
School-based Instructional Technology Specialists (ITS) will provide support for staff in integrating technology. An ITS demonstrates knowledge of and experience in teaching using best practices, the integration of technology in teaching and learning, and adult learning (i.e. PD). The role of these specialists is based on the ISTE NETS for Coaches and as follows.
Inspires and participates in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the District.
Assists teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
Creates and support effective digital-age learning environments to maximize the learning of all students based on the principles of Universal Design for Learning (UDL)
Technological Pedagogical Content Knowledge (TPACK) , and the ISTE NETS for administrators, teachers, coaches, and students.
Conducts needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning
Models and promotes digital citizenship.
Demonstrates professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise.
An Instructional Technology Specialist’s responsibilities include the following:
Coaches teachers on how to integrate standards-based technology curriculum.
Co-teaches with teachers in modeling appropriate use of technology.
Scaffolds the modeling and coaching processes to contribute to individual teacher growth.
Meets the PD needs of staff at times atypical of contractual time.
Identifies opportunities for staff to observe lab classrooms.
Supports school leaders in awareness and advocacy of technology vision, goals, and initiatives.
Models appropriate use of technology that can be used to enhance learning environments.
Supports schools in developing and maintaining technology teams to support the execution of the District’s Technology Plan.
Collaborate with other technology-related support personnel within the District for research and development, curriculum development, PD, and other District initiatives.
Collaborates on a frequent basis with the District Instructional Technology Coordinator to plan services, assess effectiveness, and adjust practices as needed.
Develops his/her own professional and teacher leadership attributes.
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Media Specialists Supporting the Technology Plan
Media specialists support a culture of inquiry learning among all students and staff. Ensuring that the media center is a valuable learning space and that the media collection fully supports the learning needs of the community means that there are certain duties specific to the media center.
However, in order to promote learning anytime, anywhere, media specialists need to expand the idea of the media center to every classroom and they need to be available to work with students and staff everywhere.
Role (School-wide):
Encourages and supports a culture of inquiry among all members of the learning community, believing that developing inquiry skills and thinking will empower lifelong learners.
Promotes a love of reading and encourages lifelong reading habits.
Promotes reading for a variety of purposes, including for information, for enjoyment, for deepening understanding.
Guides learners in developing skills and thinking processes necessary for gathering information and turning it into knowledge and understanding.
Shares the vision of comprehensive integration of technology to promote excellence and support transformational change in FPS.
Assists teachers in selecting and using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
Models and promotes digital citizenship.
Demonstrates professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as in adult learning and leadership and continuously deepens knowledge and expertise.
Creates and supports effective digital-age learning environments to maximize the learning of all students based on research-supported practice.
Responsibilities (School-wide)
Creates and maintains an online presence that promotes development of information, visual, and digital illiteracies.
Coaches teachers in integration of inquiry thinking.
Co-teaches, with classroom teachers, inquiry skills, dispositions, and habits of mind.
Co-teaches, with classroom teachers, selection and evaluation and use of information sources.
Coaches teachers in integration of standards-based technology.
Co-teaches, with classroom teachers, appropriate, effective, ethical use of technology.
Meets the PD needs of staff at the time of need.
Models use of technology to enhance learning environments.
Collaborates with other technology-related personnel within FPS for research and development, curriculum development, PD, and other District initiatives.
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The following Venn diagram demonstrates the differences and similarities in responsibilities amongst the ITS and Media Specialists. In short, an ITS is more involved in district-level, teacher integration and the Media Specialist is more involved in school-level, student integration.
Lab Classrooms
Lab classrooms provide an opportunity to observe the technology integration within a colleague’s classroom. Teachers and other staff members are invited into the classroom for a structured observation of the integration of the technology. Visits may also be carried out virtually.
Lab classrooms function based on an individual or groups need to improve practices.
Observations occur in model classroom to learn more about a specific tool, strategy, skill or method involving technology integration. Lab classrooms may be determined by an E3 certification, administration recommendation, and/or evidence of successful innovative practices.
Resources and Actions:
Adapt the current FPS model for lab classrooms.
Online catalog of classrooms to observe.
Substitute teachers for observations and debriefing.
Time before and after lesson to brief.
Incentive system for lab classroom teacher to host.
Typical process for a lab classroom observation:
1.
Sign up to observe.
2.
Decide on focus. Share with lab classroom teacher before observation.
3.
Observe.
4.
Debrief afterwards
5.
Implementation by visiting teachers
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6.
Time to debrief after implementation in the visiting teacher classroom
“E3” Certification
E3 (i.e. Engage, Enhance, Empower) certification is a designation that provides brand identity for technology integration, incentive to grow professionally, and a sense of pride for teachers who are innovative in technology integration. The E3 certification designation creates excitement, energy, leadership opportunities, ownership, and collegiality. Certification to become an E3 Certified Teacher (E3CT) will require a demonstration of technology skills, successful implementation of instructional technology best practices, and work with colleagues to expand their knowledge and expertise in technology integration.
E3 Facts:
What is the incentive to get the certification?
Other opportunities become available (tech coaching, lab classrooms, grant writing) district celebration, as well as implications for "Above and Beyond" on teacher evaluations.
Who does the selecting and reviewing of applications?
EdTAC or a team of instructional technology specialists will be reviewing the applicants.
Are there stipends for getting this?
No, the incentive to become E-3 is not monetary but instead intrinsic and part of the criteria for "Above and Beyond" examples
How do you maintain certification?
It's demonstrated to the selection committee through observation and submission. This is an ongoing process.
Are there advanced levels?
As the program progresses and certifications accumulate, varying levels and criteria can be determined. Initially there would be one level of certification to create mass awareness and technology integration expertise.
Could you earn money towards college/conferences?
No dollars will be provided but opportunities to pilot programs are a possible incentive.
Could technology in a teacher's classroom be subsidized? Could a teacher qualify for specialized district grant dollars?
The E3 cert gives individuals an opportunity to be at the top of the list for grants, technology conferences, and piloting technology hardware and innovative programs.
Can students get certified? Could they then be mentors for their peers?
Yes, the idea is to create a learning community that ignores age and role but instead focuses on progress and innovation.
What would something like an E3 certification cost?
Start up costs would be accrued buying marketing paraphernalia (e.g. shirts, stickers, balloons, and other branded merchandise) to make the idea of certification tangible, relevant and desired. There will be a simple, yet effective, cohesion of color, logo, and theme.
How will a growing number of E3CTs be networked?
Using available social and collaborative tools, the District-level technology coordinator will manage and promote membership and communications. These cross-District
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connections will increase collaboration and sharing of best practices and to exponentially increase the effectiveness of E3 certification.
Process to become “E3” Certified:
1.
A teacher is recommended, nominated, or self selected to apply.
2.
Application is reviewed by a designated instructional technology committee, group, etc. o If accepted, they are overtly celebrated as an E3 certified teacher. o If rejected, someone will work with them to get certified with coaching, tweaking, supplementing their practices.
3.
The E3 teachers are resources used to spread information, best practices, opportunity and mastery of innovative teaching.
Technology Conference
Professional development opportunities require flexible and convenient structures to cater to varying interests, aptitudes, preferences, and schedules. Offering summer, evening, weekend, small and large chunks of time, and a multitude of formats and topics will allow learners to participate in relevant and worthwhile PD. Any conference objectives will be tied to continuous growth, including the E3 designation mentioned above.
Resources
Facility that is tech-friendly (both hardware & infrastructure).
FPS and outside presenters solicited to facilitating PD.
Variety of presenters (across all levels, content areas, and from outside district).
Differentiated menu (beginner to advanced).
IT on site (for technical support).
Community sponsors (as a resource for attendee incentives).
Financial support for necessary materials.
A panel that assists in choosing presenters (EdTAC).
Survey for staff to reassess the baseline menu of PD.
Provide SBCEUs and/or college-credit.
Collect feedback on overall and specific aspects and PD.
Continuous Training (online/person).
Develop follow-up plan for teachers to receive support on development/implementation of technologies learned (long-term support).
Timeline for Professional Development
June 2012 - Instructional Technology Specialists convene with the District Instructional
Technology Lead Coordinator to outline short and long-term work.
Summer 2012 - Offer PD related to initial priorities of technology plan.
August 2012 - Large scale PD provided to address the needs of staff in the following: o Mobile Computing o Interactive Multimedia Capable Peripherals o BYOT o Electronic Resources
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Fall 2012 and ongoing - Instructional Technology Specialists assess respective schools with a technology skill needs assessment and provides necessary PD.
Fall 2012 and ongoing - Instructional Technology Specialists assist in developing school, department, and individual growth goals related to technology integration.
Fall 2012 - Assist District committees in developing grades 5-6 and 7-8 technology curricula.
Winter 2013 - Assist District committees in developing grades K-2 and 3-4 technology curricula.
Spring 2013 - Assist District committees in developing grades 9-12 technology curricula.
Spring 2013 - Assist District committees in developing summer PD opportunities.
Summer 2013 - Summer PD opportunities offered.
Fall 2014- June 30, 2015 - PD services are to be determined as resources are allocated.
Supporting Resources
District policies
Technology and Network Acceptable Use Policy (AUP).
Web Page Development Procedures.
Student Code of Conduct.
Annual updates of Copyright Laws, Fair Use, and interpretation of the use of Creative
Commons designated content.
Manuals and printed materials
Printable online training materials.
Printable software and hardware manuals.
Video lending library or REMC access
Farmington Community Library.
Oakland Schools Cable Casting Video Production.
Informational school websites.
Staff maintained wikis.
District/school websites and wikis with staff PD resources.
Instructional/Training software
Webinars and video conferencing, including locally hosted through Cisco’s WebEx
Technology (or similar tool).
Video Tutorials including locally produced training tutorials.
Online subscription services
Discovery Streaming or similar video library.
National and state subscriptions to professional online magazines, organizations, listservs, blogs, etc.
Online data servers: Pearson Inform, DIBELS, AIMS Web, Iowa Test of Basic Skills
ISD, RESA, REMC support
Oakland ISD supported technologies (Moodle, WordPress, SMART board etc.).
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Oakland ISD PD Learning Opportunities.
Oakland ISD Consultant.
Higher education involvement/support
Career Technical Education (CTE) partnerships.
University/ College partnerships.
Research-based best practices.
Other resources
Online resources.
Curriculum maps indicating technology proficiency.
Infrastructure, Hardware, Technical Support, and Software
Current Status
The District owns 23 buildings, all of which have 12 strands of single mode fiber providing connections back to the District head end. This is a hub and spoke architecture using our own private fiber. The District provides voice, video and data from the District’s head end to each all of the buildings. The District also maintains connectivity through T1 connections to two other buildings that are not owned by the District but staffed with FPS employees.
In supporting the District’s Technology Plan, the District’s Information Technology Department follows 4 categories established by the International Society of Technology in Education (ISTE)
Technology Support Index. This TSI includes areas of Equipment Standards, Staffing and
Processes, Professional Development and Enterprise Management. The TSI provides an indication of low efficiency, moderate, satisfactory or high efficiency with a dollar valued associated with a cost to implement and maintain a high efficiency to maximize capital investments. Our District consistently scores high efficiency in each of these categories.
The 2009-2012 Technology Plan
In the 2008/2009 school year, the District created a new technology plan. The district looked very different that year and some of the technology we are using or piloting today did not even exist. We had a total of 4,753 computers of which 355 were laptops. We had 15 interactive white boards. The District had a 5-year old Cisco network backbone providing a 1 GB connection between all buildings in the District. We had 32 Novell servers at the time while running a
GroupWise email system. We distributed video channels and voice across all channels.
Since 2008, the District has upgraded the network infrastructure from a 1 GB speed over our private fiber backbone architecture to a 10 GB backbone. As of today all buildings that are connected have 10 GB connectivity back to the head end. The core switch located at the
District’s head end was upgraded to support the increased bandwidth between the buildings. As of today, all buildings have 10 GB connections back to the Network Operation Center with expandability to 40 GB in the future. All of our desktops are provided 100MB network speeds on a fully switched infrastructure. All desktops phones utilize VoIP allowing us to efficiently use the private fiber between the buildings and reduce our local and long distance phone calls.
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We replaced 32 Novell servers with 12 Cisco servers utilizing virtualization. By virtualizing our servers we increased the processing speed, but decreased the amount of equipment which reduces the amount of electricity and cooling required in the Network Operations Center. During this hardware upgrade the District migrated to the Windows server platform allowing us to increase efficiency by eliminating the number of operating systems the Information Technology
Department needs to support therefore reducing our overhead costs. In the virtual server model, the virtualization software provides the appearance of multiple servers although all running may be running on a single server. Each virtual server can run its’ “own operating system” and can be independently maintained, rebooted upgraded. This is valuable as it allows us to run legacy applications on older versions of an operating system on the same server as newer applications.
With the addition of the new servers the District started piloting desktop virtualization using virtual desktop infrastructure (VDI). During this pilot program we migrated 3 of our business labs in the high schools to better support their instructional needs. Desktop Virtualization provides remote administration and reduced on-site technical support because the controlling computer (located at the Network Operations Center) will work as the desktop. In the future the virtual desktop platform will allow us to “run” a desktop operating system on any platform that can connect to our wireless or wired infrastructure. Whether the platform is an Apple iOS device,
Windows and/or Android device, this thin client technology allows us the ability to support any platform but still be able to provide the applications the instructional department needs. The VDI model allows us to maximize the current technology we have extending its current life. VDI also will allow us the ability to provide off-site access to a “standard” desktop platform whether the student or staff member is on site or off.
With the upgrade to the Microsoft server platform we were able to eliminate a legacy voicemail system that was no longer supported. We now have a fully integrated voicemail/email system that reduced out support costs.
The District installed Cisco wireless access points throughout each of the schools. The Cisco access points support a/b/g/n standards. We currently allow staff and students to bring in their own technology that provides connectivity to the Internet. There are three District wireless networks FPSPRIVATE, FPSSTAFF and Guest. The guest and FPSstaff wireless LANS were created to support the BYOT (bring your own technology) initiative into our classrooms. The wireless networks are monitored daily for usage and needs assessment. Because of the increase demand from the BYOT we have added additional wireless access points to accommodate our students.
The 2012-2015 Technology Plan
In the second year of the technology plan 2013/2014 the District will be increasing the amount of data storage to 25 Terabytes. We will increase our support of 1000 Virtual Desktops and 6 virtualized servers to support the increased number of virtual desktops. We will also adding 400 new data projectors and document cameras in the District.
Following the anytime anywhere learning pedagogy, we initiated a video conferencing tool that provides conferencing with students and teachers outside the brick and mortar classroom. This virtual classroom allows you to connect with anyone, anywhere, in real time. This desktop sharing through a web browser with phone conferencing and video capabilities allows everyone to see the same thing while learning.
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In addition the District now supports over 47 computer labs, 74 mobile labs which equates to over, 3,483 desktops, 2,574 laptop or netbooks and 125 CAD computers. We have installed 185
Smart interactive white boards; continue to purchase document cameras, student response systems all in the effort to support the Technology Plan and to enhance the learning experience.
Technical Support Staff
The Information Technology Department is made up of 11 employees. There are 5 Computer
Support Technicians, 2 Technical Support Specialist, 1 Network Engineer, 1 Inventory Control
Coordinator, and a Director of Information Technology.
Increased Access
The technology-related needs of all staff and students, which includes our high-need, highpoverty, and special education populations, are routinely considered when implementing and supporting technologies. For example, our Title funded program and Special Education personnel are involved in processes and decision-making that impact their staff and students. We will continual to collaborate with such stakeholders to provide access for all of our schools, staff, and students.
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Funding & Budget
Information Technology and Instructional Technology Budget and Timetable
Numbers in GREEN have been budgeted or approved. Items in RED are increases for 2012/2013.
Technology Operating Expense FTE 20012/2013 2013/2014
Funded from General Fund
Information Technology Support (current staffing) 11 $1,040,000 $1,040,000
Total Current Information Technology Support Staff
Media and Instructional Professional Staff (current staffing)
Media Specialists
Instructional Technology Coordinator
Total Current Media and Instructional Technology Professional Staff
Media and Instructional Professional Staff (proposed increase)
11
13
1
14
$1,040,000
$1,605,000
$109,000
$1,714,000
$1,040,000
$1,605,000
$109,000
$1,714,000
Media Specialist (3 new positions) $370,500
Instructional Technology Specialists (4 new positions) 4 $494,000
(3) K-4 Teacher Coaches = 6 people with 1/2 time positions (3 new positions) 3 $370,500 $370,500
$123,500 (1) 5/6 Teacher Coaches = 2 people with 1/2 time positions (1 new position) 1
(1) 7/8 Teacher Coach = positions to be distributed as "release hours" (1 new position)
(3) 9-12 Teacher Coaches = positions to be distributed as "release hours" (3
$123,500
1 $123,500 new positions) 3 $370,500
Total Proposed Increase to Media and Instructional Technology Support
Staff 15 $1,852,500
$123,500
$370,500
$1,852,500
Total Staffing: 40 $4,606,500 $4,606,500
2014/2015
$1,040,000
$1,040,000
$1,605,000
$109,000
$1,714,000
$370,500
$494,000
$370,500
$123,500
$123,500
$370,500
$1,852,500
$4,606,500
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Maintenance and Operations
PC maintenance support
Local Area Network
Wide Area Network (Includes our cost for Internet access through Oakland
Schools)
Audio Visual
Software applications
Total Maintenance and Operations Expenses
Technology Capital Expense
Funded by Capital Projects Technology Fund
Personal Computing Device
Desktop Computers (budgeted and approved by board)
Projectors
Peripherals equipment document cameras
Servers
WAN/and Wireless connections
Total projected Capital Expenditures
Annual Estimated Technology Expenses
$18,000
$0
$220,000
$35,000
$130,000
$403,000
$0
$1,194,000
$634,000
$42,500
$0
$0
$1,870,500
$5,923,500
$18,000
$0
$220,000
$35,000
$130,000
$403,000
$4,000,000
$0
$425,000
$50,000
$0
$0
$4,475,000
$8,528,000
$18,000
$0
$220,000
$35,000
$130,000
$403,000
$2,000,000
$0
$0
$50,000
$0
$0
$2,050,000
$6,103,000
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Coordination of Resources
District funding of technology resources will be supplemented through partnerships with local, state, and federal agencies and technology education organizations and commercial grant opportunities. The following are potential partnerships to procure additional funding and technology resources:
Local partnerships with ISDs (e.g. Oakland School’s server-based applications, St.
Clair ISD internet service).
State partnerships with organizations (e.g. MACUL (Michigan Association of
Computer Users in Learning) training and grant opportunities).
National partner organizations (e.g. ISTE (International Society of Technology in
Education) resources and training opportunities.
State and Local purchasing pools (e.g. REMC (Regional Educational Media Center) pricing for technology hardware).
Commercial grant opportunities encouraged for staff to apply (e.g. Best Buy technology grants for education).
Evaluation
The district will use an external evaluation provider to conduct a summative evaluation of the technology plan implementation. The planning for this evaluation will begin when the plan is approved (June 2012) and the final evaluation report will be produced at the end of the technology plan's life cycle (January 2015). As part of the summative plan, yearly updates will be requested for the purpose of reporting, to administration, community and staff, the progress made on implementation of the technology plan. The Executive Director for Instructional
Services will coordinate the development and implementation of the evaluation plan with support from the Director of Assessment, Instructional Technology Coordinator(s) and Director of
Information Technology.
While the design of the evaluation will not be formalized until the plan is approved and an external evaluation provider is selected, there will be recommended evaluation measures and data points included as part of the evaluation. The following is a list of specific data points that should be monitored:
Utilization of the wireless networks by staff, students and guest.
Inventory of devices available for student use.
Inventory of peripheral devices in classrooms for teacher/student use.
Staff aptitude with the integration of technology.
Number of staff participating in technology training offered by the district.
District time allocated to the participation of staff in technology training.
Number of district curriculum maps that specify technology integration as part of core
learning.
Number and enrollment within blended and online coursework.
Community and student satisfaction on technology use/integration.
The following evaluation measures will be recommended:
Annual staff instructional technology survey.
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Annual review of information technology work orders, including customer satisfaction reports.
Focus group sessions related to specific instructional technology subjects with staff and community.
Annual audits of information technology processes and performance.
ISTE Models and Matrixes for Evaluation Planning
ISTE Client Services for Planning and Evaluation
ISTE Seal of Alignment Resources for Readiness, Proficiency, and Mastery
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Appendix
Appendix A - Acceptable Use Policy
4137.1 PROCEDURE
FARMINGTON PUBLIC SCHOOLS
NETWORK REGISTRATION AGREEMENT FOR ALL USERS
I, ______________________________________, a student or employee of Farmington Public Schools, understand and agree to comply with the Network Acceptable Use Policy Terms and Conditions . Further, I understand, agree and shall comply with the following terms and conditions:
1. The use of the District’s network is a privilege and responsible use is required. Some examples of irresponsible use would include, but not be limited to, unapproved software, unlicensed software, key logging software or hardware devices, the placing of unlawful information on the system, or information which conveys an offensive, profane, sexually suggestive message, or harasses or disturbs by pestering or tormenting, including, but not limited to, intimidation because of a person’s race, color, religion, gender, sexual orientation or ethnicity in either public or, upon registration of complaint, private messages or other systems that are accessed through the District’s network.
The District will be the sole arbiter of what constitutes irresponsible use.
2. The District’s network may not be used for conduct or communication that embarrasses, harms or in any way distracts from the good reputation of the District, its staff, students or any organizations, groups, or institutions with which the District’s network is affiliated. The District will be the sole arbiter of what constitutes unacceptable behavior. It also includes illegal or unauthorized entry or attempt to gain access to another’s files, computers, or computer systems.
3. The District reserves the right to review any material stored in files to which any users have access and will edit or remove any material which the District, in its sole discretion, believes may be unlawful, or constitutes irresponsible use as set forth in paragraph one, above. Any individual, who uses, sends, receives or stores information via the District’s network has no expectation of privacy associated with such actions.
4. All information services and features on the District’s network are intended for educational or professional use.
Any commercial or unauthorized use of those features or services, in any form , is expressly forbidden.
5. In consideration of the privilege of using the District’s network and in consideration of access to it, I release the
District’s network, its operators and sponsors, the District and its staff, and all organizations, groups and institutions with which the District is affiliated, from any liability and from any claims I may have, of any nature, arising from my use, my inability to use and from others’ use of the District’s network.
6. My access to the District’s network is subject to such rules and regulations of system usage as may be established by the administrators of the system, which may be changed from time to time. Violation of this network agreement may result in disciplinary action.
___________________________ __________________________ ____________________________
Signature of Staff Member Signature of Student Signature of Parent/Guardian
(if student is under age 18)
Date ____________________ Date ____________________ Date ____________________
DISTRICT NETWORK ACCEPTABLE USE TERMS AND CONDITIONS
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GENERAL NETWORK INFORMATION
The District network is a service provided by the District. The system administrators are employees of the District and reserve the right to monitor all activity on the District’s network. All users must submit a signed Farmington
Public Schools Network Registration Agreement before obtaining a user account and password.
Because of the complex association between many government agencies and networks, the end user of this network must adhere to strict procedures. They are provided here so that users, and the parents of users who are under 18 years of age, are aware of their responsibilities. The District’s network may modify these rules at any time by publishing the modified rule(s) on the District’s website and at each school’s media center. Any signature at the end of the Farmington Public Schools Network Registration Agreement is legally binding and indicates the signer has
(have) read the Terms and Conditions carefully and understands their significance.
INFORMATION CONTENT & USES OF THE SYSTEM
Users agree not to submit, publish, or display on the network any information which conveys an offensive, profane, or sexually suggestive message. Users further agree not to harass or disturb by pestering or tormenting, including, but not limited to, intimidation because of a person’s race, color, religion, gender, sexual orientation or ethnicity.
Users agree not to use the facilities of the District’s network to conduct any business or business activity. Neither shall they solicit the performance of any activity which is prohibited by law. Users agree not to publish on this network any information which contains any advertising or any solicitation of other users to use goods or services without the explicit approval of the District.
Because the network provides, through connection to Oakland Schools and QUEST , access to other systems around the world, users (and the parent(s) of a user if the user is under 18 years of age) specifically understand that the system administrators and the District do not have control of the content of information existing on these other systems. Users, who are under 18 years of age and their parents/guardians, are advised that some systems may contain defamatory, inaccurate, abusive, obscene, profane, sexually-oriented, threatening, racially offensive, or illegal material. The District does not control such material. Nor does it condone and nor permit use of these materials on the District’s network.
Parents of minors having accounts on the network should be aware of the existence of such materials and monitor home usage of the system. Users accessing such materials over the network are subject to the discipline of the school/department, the District’s “Student Code of Conduct” and the District’s Board Policies. Such activities may also result in termination of the user’s account on the District’s network, as well as suspension or expulsion.
ONLINE CONDUCT
Any action by a user that constitutes an inappropriate use of the District’s network, or improperly restricts or inhibits other users from using and enjoying the District’s network, is prohibited. Transmission of material, information or software in violation of any local, state or federal law is prohibited.
In consideration for the privilege of using the District’s network and in consideration for access to the information contained in it, users release the District’s network and its operators and sponsors, the District and its staff, and all organizations, groups and institutions with which the District is affiliated, from any and all liability or claims of any nature arising from the use, or inability to use, the District’s network.
The District’s network shall be used for educational purposes only.
CHILDREN’S INTERNET PROTECTION ACT POLICY (C.I.P.A.)
The District intends that all Internet safety policies and technology protection measures comply with the provisions of the Children’s Internet Protection Act (CIPA), 47 USC 254(h), as amended. Accordingly, the District shall take all actions necessary and appropriate to implement and enforce the following policies with respect to student access to and use of the Internet through the District’s computer network, and in accordance with the District’s Student
Code of Conduct.
General Warning and Individual Responsibility of Parents and Users
All student users and student parents/guardians are advised that access to the electronic network, including the
Internet and World Wide Web, may include the potential for access to materials inappropriate for school-aged pupils. Every user must take responsibility for his or her use of the computer network and Internet, and must not access these sites. Parents of minors are the first and best source of guidance as to what materials to avoid. If a student finds that other users are visiting offensive or harmful sites, he or she should report such use to a teacher or administrator.
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Personal Safety
In using the computer network and Internet, including electronic mail (email), blogging, chatting, texting or any other forms of direct electronic communication, students are advised not to reveal personal information, such as a home address or telephone number. Students are not to use their last name or provide any other information which might allow a person to locate them, unless they first obtain the permission of a supervising teacher. Students are not to arrange a face-to-face meeting with a person the student has only met through the computer network or Internet without the student’s parent’s permission (unless the student is 18 years or older). Regardless of age, a student should never agree to meet such a person in a secluded place or in a private setting.
Confidentiality of Student Information
No user, shall disclose personally identifiable information concerning students on the Internet without the permission of a parent or guardian, or if the student is 18 or over, the permission of the student. Student users should never disclose private or confidential information about themselves or others on the Internet, particularly credit card numbers and Social Security numbers. The District may release directory information, as defined by District Policy
#5124, and as permitted by Permission for Student Photographs & Work to Appear on the Internet form attached.
Active Restriction Measures
The District and its Internet access provider shall utilize filtering software and/or other technologies to prevent students from accessing materials that are (1) obscene, (2) constitute child pornography or (3) are otherwise harmful to minors. The District shall also monitor the online activities of students, through direct observation and/or technological means, to ensure that students are not accessing such material or any other material, which is inappropriate for minors. Internet-filtering software or other technology-based protection systems may be disabled with the permission of an administrator, as deemed necessary and appropriate, for purposes of bona fide research or other educational projects being conducted by students age 17 and older.
For purposes of this policy, the term “harmful to minors” shall be defined in the same manner as in the
Communications Act of 1934, as amended (47 USC 254) {h} {7} {G}, which means:
Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;
Depicts, describes or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts or lewd exhibition of the genitals; and
Taken as a whole, lacks serious literary, artistic, political or scientific value as to minors.
For purposes of enforcing this policy and as for other purposes in the District’s operation of its network, the District reserves the right to monitor, inspect, copy, review and store without prior notice any activity of the computer network and Internet access, and any information transmitted or received in connection with such usage. All such information files shall be and remain the property of the District, and no user shall have any expectation of privacy regarding such materials.
NETWORK ETIQUETTE
Users shall abide by generally accepted rules of network etiquette. These include, but are not limited to:
Be polite. Do not get abusive with messages to others.
Use appropriate language. Do not swear, use vulgarities or any other inappropriate language. Illegal activities are strictly forbidden.
Note that electronic mail (e-mail) is not guaranteed to be private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.
There is no expectation of privacy.
Do not use the network in such a way that it would disrupt the use of the network by other users.
All communications and information accessible via the network should be respected as private property and should not be accessed without explicit authorization.
ELECTRONIC MAIL
Electronic mail (e-mail) is an electronic message sent by, or to a user, in correspondence with another person having
Internet mail access. Messages received on the District’s network are normally retained for 120 days or until deleted by the recipient. A canceled District network account will not retain its e-mail. Users are expected to remove old messages in a timely fashion. E-mail privacy is not guaranteed. Personally identifiable information about students is
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not to be sent via email.
A. The District System Administrator will determine procedures for retention and removal of all e-mail on the
District network.
B. The District System Administrator will cooperate fully with District administrators to facilitate internal investigations regarding suspected violations of the network or law.
The District reserves the right to cooperate fully with local, state or federal officials in any investigation concerning or related to any e-mail transmitted on the District’s network.
COPYRIGHTED MATERIAL
Each user shall follow all copyright laws regarding the use, duplication, application, distribution and/or repurposing of intellectual property (e.g. software, text, video, visual images, audio/music). Each user shall make certain no copyrighted material is used without explicit permission of the copyright holder (e.g., author, programmer, producer, developer, and publisher).
DISK USAGE
System administrators reserve the right to set quotas for disk usage on the System. A user who exceeds the quota is required to delete files to return to compliance.
SECURITY
Security on any computer system is high priority, especially when the system involves many users. If a user can identify a security problem on the District’s network, the user must notify a system administrator. The user should not demonstrate the problem to others. Passwords to the system should not be easily guessable by others, nor should they be words which could be found in a dictionary. Passwords should not be shared with any other users or family members. Attempts should not be made to log in to the system using another member’s account. Users should immediately notify a system administrator if their passwords are lost, stolen, or if there is reason to believe that someone has obtained unauthorized access to their accounts . Any user identified as a security risk, or having a history of problems with other computer systems, may be denied access to the District’s network.
VANDALISM
Vandalism is strictly prohibited, and is defined as any malicious attempt to harm or destroy the data or computer system of another user, whether on the District’s network, or any of the agencies or other networks that are connected to Oakland Schools or QUEST. Vandalism includes the uploading or creation of computer viruses. It also includes illegal or unauthorized entry to another’s files, computers or computer system, or an attempt to gain such access (e.g., hacking). Abuse of Technology constitutes a Level II violation of the District’s “ Student Code of
Conduct” including suspension or expulsion.
TERMINATION OF ACCOUNT
The District reserves the right, in its sole discretion, to suspend or terminate the user’s access to and use of the
District’s network upon any suspected breach of these Terms and Conditions. Before a suspension or termination or as soon as practicable, the user will be informed of the suspected breach and be given an opportunity to present an explanation.
ENFORCEMENT PROVISIONS
In order to ensure adherence to the Terms and Conditions, the District reserves the right to monitor all activity on the system and to inspect any files, including e-mail stored on the system. Privacy is not guaranteed.
Violations of the Terms and Conditions will result in disciplinary action according to the policies of the District’s
Board and the Student Code of Conduct.
TECHNOLOGY USE PROCEDURES
OPPORTUNITIES
Every student has the opportunity to use available technology resources designated for student access for the purpose of educational growth. The trust that defines the District educational community requires that technology resources be used for educational purposes consistent with the mission of the District, unselfishly, with good manners, responsible behavior, and for the good of the community as a whole. These procedures apply to all technology resources.
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RESPONSIBILITIES
1. Authorized usage. Students using technology as an educational resource shall also accept the responsibility for the preservation and care of that technology. Only those students with appropriate and explicit authorization may use any technology.
It is the student’s responsibility to obtain written permission from an authorized person before removing any technology resource from the school premises. Each student who takes possession of equipment acknowledges that s/he will be the sole operator, whether on or off District premises.
It is the student’s responsibility to incur no charges when accessing electronic resources (e.g., databases, bulletin boards, e-mail, Internet) unless authorized by the supervising teacher or designated individual. Payments for unauthorized charges are the responsibility of the student. Authorized access is to be limited to District accounts and excludes personal accounts.
2. School/departmental policies and procedures . It is the student’s responsibility to follow policies and procedures established by each school/department for the use of any technology. It is the student’s responsibility to follow the directions of the teacher or designated individual in the use/access of all technology.
It is the student’s responsibility to keep food, drink and other harmful objects away from technological systems as directed by the school/department. It is the student’s responsibility to monitor content and volume of printed documents as well as their H drive files as directed by the school/department. If multiple copies of a document are needed, a copy machine should be used instead of a printer.
3. Use of copyrighted intellectual property. It is the student’s responsibility to follow all copyright laws regarding the use, duplication, application, distribution and/or repurposing of intellectual property (e.g., software, text, video visual images, audio/music). It is the student’s responsibility to make certain no copyrighted, material is used without explicit permission of the copyright holder (e.g., author, programmer, producer, developer, and publisher).
4. Privacy of property of individuals and/or the District . It is the student’s responsibility to respect the privacy of others, and to maintain his/her own privacy, regarding electronic resources and passwords. Students shall not access, copy, or modify passwords, files, e-mail, voice mail, or other materials belonging to other users without explicit authorization of the supervising teacher or designated individual. In the case of suspected misuse or threat to an electronic system, system administrators have the responsibility to review passwords, files, e-mail, voice mail or other materials stored on any District system by users.
5. Video usage . It is the student’s responsibility to secure permission from the supervising teacher or designated individual to air a video production. Appropriate visual, textual, and audio content is expected. It is the student’s responsibility to obtain the appropriate consent of people, places, and/or events being shown in a video production.
Particular attention should be paid to brand names of products or services shown in the presentation.
It is the student’s responsibility to be aware that certain individuals and events may be precluded from video productions due to religious or cultural objections. The supervising teacher or designated individual will assist the student in making appropriate decisions as referred to below in #6.
6. Appropriate use . It is the student’s responsibility to keep material inappropriate for school use from being used or created on District technology systems (including electronic resources, and textual, video, and/or audio materials). Students are responsible for reporting inappropriate sites to their supervising teacher.
It is the student’s responsibility to not use any technology in a manner which conveys an offensive, profane or sexually suggestive message, or to use technology to harass, disturb by pestering or tormenting, including but not limited to intimidation because of a person’s race, color, religion, gender, sexual orientation or ethnicity.
7. Damage, vandalism or destruction of technological systems .
Students using technology shall respect the integrity of technological systems and information. It is the student’s responsibility to make sure no technology is destroyed, modified, relocated or abused in any way.
Virus protection software is installed on the District’s network to protect the information stored there as well as the integrity of the network. The student will not attempt to compromise the virus protection software.
It is the student’s responsibility to not use or develop files that infiltrate, harm, or damage components of a computer or computing system/network. It is a student’s responsibility to keep infected files off District computers and networks.
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8. Violations and misuse. It is the student’s responsibility to report any violations or misuse of technology to the supervising teacher or designated individual.
DISCIPLINARY ACTION
The consequences of violating these technology procedures constitute a Level II violation of the District’s “Student
Code of Conduct”.
Administrative Procedure #4137.1 for Policy #4137 05/06/08 Revised 12/7/10
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Permission for Students’ Photographs & Work To Appear on the Internet
As part of the integration of technology into the curriculum, Farmington Public
Schools (FPS) promotes the display of student work on the FPS created Network website. (http://www.farmington.k12.mi.us)
Throughout the school year, many students will have opportunities to see their work published on the District’s website for the community and world to view and enjoy.
Check the appropriate spaces below, in the event that your child’s photograph and/or work are selected for inclusion on the FPS District site or the school’s web page. Parents have the option, at any time, to request deletion of their student’s work.
(PLEASE ANSWER BOTH QUESTIONS.)
Sign, date and return to your school office no later than __________
1. I give permission for samples of my child’s work (poetry, short stories, book review, drawings, multimedia presentations, etc.) to appear on the school and/or
FPS District web page. In the case that names are included with student work, only first names will be included.
2. I give permission for my child’s photograph to appear on the school and/or FPS
District web page. No names will be used to individually identify students.
_____Yes OR _____No
__________________ Student’s Name
__________________ Teacher’s Name
School ______________
Grade _____________
_________________ Parent/Guardian Signature Date ___________
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Appendix B - Curriculum Integration Examples
The ISTE NETS for Students include six standards for technology integration into curriculum.
First, an overview of each standard is provided for reference. Next, each standard is described in detail with grade specific examples provided (e.g. By the end of Grade 2 each student will).
Overview of ISTE NETS for all K-12 Students
1.
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
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.
3.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4.
Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5.
Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6.
Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
Detailed ISTE NETS and Grade Level Examples
The list below includes currently available District technologies and technologies we plan to explore for implementation in specific grade levels.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a.
Apply existing knowledge to generate new ideas, products, or processes. b.
Create original works as a means of personal or group expression. c.
Use models and simulations to explore complex systems and issues. d.
Identify trends and forecast possibilities.
By the end of Grade 2 each student will:
use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts.
By the end of Grade 5 each student will:
produce a media-rich digital project aligned to state curriculum standards (e.g. fable, folk tale, mystery, tall tale, historical fiction),
use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art, music, movies, or presentations, and
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participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity.
By the end of Grade 8 each student will:
apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity,
create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience, and
illustrate a content-related concept using a model, simulation, or concept mapping software.
By the end of Grade 12 each student will:
apply applications (e.g. built-in thesaurus, templates, styles) to redesign the appearance of word processing documents, spreadsheets, and presentations,
create a web presence (e.g. personal publishing, commenting), and
use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries).
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. a.
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b.
Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c.
Develop cultural understanding and global awareness by engaging with learners of other cultures. d.
Contribute to project teams to produce original works or solve problems.
By the end of Grade 2 each student will:
use a variety of digital tools (e.g., word processors, drawing tools, simulations,
presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts, work together when using digital tools (e.g., word processor, drawing, presentation software) to convey ideas or illustrate simple concepts relating to a specified project, and use a variety of developmentally appropriate digital tools (e.g., word processors, paint programs, digital stories) to communicate ideas to classmates, families, and others.
By the end of Grade 5 each student will:
produce a media-rich digital project aligned to state curriculum standards (e.g. fable, folk tale, mystery, tall tale, historical fiction),
use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art, music, movies, or presentations,
participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity,
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use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects,
identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for class mates, newsletters for parents), and
use a variety of media and formats to create and edit products (e.g. presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences.
By the end of Grade 8 each student will:
use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle,
Blackboard) to collaborate with peers, experts, and other audiences,
use collaborative digital tools to explore common curriculum content with learners from other cultures, and
identify effective uses of technology to support communication with peers, family, or school personnel.
By the end of Grade 12 each student will:
identify various collaboration technologies and describe their use (e.g., desktop conferencing, webinar, listserv, blog, wiki),
use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate,
with others on a class assignment or project,
collaborate in content-related projects that integrate a variety of media telecommunications tools (e.g., web based discussion boards,
online groups, interactive web sites, videoconferencing print, audio, video, graphic, simulations, and models),
describe the potential risks and dangers associated with online communications, and
use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence).
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. a.
Plan strategies to guide inquiry. b.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c.
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d.
Process data and report results.
By the end of Grade 2 each student will:
interact with Internet based resources,
use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical, and organizers, search engines) to locate and interpret information relating to a specific curricular topic,
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with assistance from teachers, school library media specialists, parents, or student partners.
By the end of Grade 5 each student will:
identify search strategies for locating information with support from teachers or school library media specialists,
use digital tools to find, organize, analyze, synthesize, and evaluate information,
understand and discuss that web sites and digital resources may contain inaccurate or biased information,
understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched, and
produce a media-rich digital project aligned to state curriculum standards (e.g. fable, folk tale, mystery, tall tale, historical fiction).
By the end of grade 8 each student will:
use a variety of digital resources to locate information,
evaluate information from online information resources for accuracy and bias,
understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched,
identify types of web sites based on their domain names (e.g., edu, com, org, gov, net), and
employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a contentrelated problem.
By the end of grade 12 each student will:
develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys),
identify, evaluate, and select appropriate online sources to answer content related questions,
demonstrate the ability to use library and online databases for accessing information,
distinguish between fact, opinion, point of view, and inference,
evaluate information found in selected online sources on the basis of accuracy and validity,
evaluate resources for stereotyping, prejudice, and misrepresentation,
understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources must always be researched,
research examples of inappropriate use of technologies and participate in related classroom activities (e.g., debates, reports, mock trials, presentations).
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a.
Identify and define authentic problems and significant questions for investigation. b.
Plan and manage activities to develop a solution or complete a project.
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c.
Collect and analyze data to identify solutions and/or make informed decisions. d.
Use multiple processes and diverse perspectives to explore alternative solutions.
By the end of Grade 2 each student will:
explain ways that technology can be used to solve problems (e.g., cell phones, traffic
lights, GPS units) and use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners.
By the end of Grade 5 each student will:
use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase),
use information and communication technology tools (e.g., calculators, probes, videos,
DVDs, educational software) to collect, organize, and evaluate information to assist with solving problems, and
use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, economy, environment).
By the end of grade 8 each student will:
use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem,
evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program),
gather data, examine patterns, and apply information for decision making using available digital resources, and
describe strategies for solving routine hardware and software problems.
By the end of grade 12 each student will:
use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning,
analyze the capabilities and limitations of digital resources and evaluate their potential to address personal, social, lifelong learning, and career needs, and
devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a.
Advocate and practice safe, legal, and responsible use of information and technology. b.
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c.
Demonstrate personal responsibility for lifelong learning. d.
Exhibit leadership for digital citizenship.
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By the end of Grade 2 each student will:
describe appropriate and inappropriate uses of technology (e.g., computers, Internet, email, cell phones) and describe consequences of inappropriate uses and
know to inform a trusted adult if he/she receives or views an online communication which makes him/her feel uncomfortable, or if someone whom he/she doesn’t know is trying to communicate with him/her or asking for personal information.
By the end of Grade 5 each student will:
discuss scenarios involving acceptable and unacceptable uses of technology (e.g., filesharing, social networking, text messaging, cyber bullying, plagiarism),
recognize issues involving ethical use of information (e.g., copyright adherence, source citation),
describe precautions surrounding personal safety that should be taken when online, and
identify the types of personal information that should not be given out on the Internet
(name, address, phone number, picture, school name).
By the end of Grade 8 each student will:
provide accurate citations when referencing information sources,
discuss issues related to acceptable and responsible use of technology (e.g. privacy, security, copyright, plagiarism, viruses, file-sharing),
discuss the consequences related to unethical use of information and communication technologies,
discuss possible societal impact of technology in the future and reflect on the importance of technology in the past,
create media-rich presentations on the appropriate and ethical use of digital tools and resources,
discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting photos of risqué poses or underage drinking, making threats to others), and
describe the potential risks and dangers associated with online communications.
By the end of grade 12 each student will:
identify legal and ethical issues related to the use of information and communication technologies (e.g., properly selecting and citing resources),
discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society,
discuss and demonstrate proper netiquette in online communications,
identify ways that individuals can protect their technology systems from unethical or unscrupulous users,
create appropriate citations for resources when presenting research findings, and
discuss and adhere to fair use policies and copyright guidelines.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
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a.
Understand and use technology systems. b.
Select and use applications effectively and productively. c.
Troubleshoot systems and applications. d.
Transfer current knowledge to learning of new technologies.
By the end of Grade 2 each student will:
use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts,
work together when using digital tools (e.g., word processor, drawing, presentation software) to convey ideas or illustrate simple concepts relating to a specified project, use a variety of developmentally appropriate digital tools (e.g., computing devices, word
processors, paint programs) to communicate ideas to classmates, families, and others, interact with Internet based resources, use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library media specialists, parents, or student partners, explain ways that technology can be used to solve problems (e.g., cell phones, traffic lights, GPS units), use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners, discuss advantages and disadvantages of using technology, be able to use basic menu commands to perform common operations (e.g., open, close, save, print),
recognize and name the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, printer), discuss the basic care for computer hardware and various media types (e.g., CDs, DVDs), use developmentally appropriate and accurate terminology when talking about technology, understand that technology is a tool to help him/her complete a task, and is a source of information, learning, and entertainment, and demonstrate the ability to navigate in virtual environments (e.g., electronic books, games, simulation software, web sites).
By the end of Grade 5 each student will:
use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects
identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents),
use a variety of media and formats to create and edit products (e.g. presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences,
use digital tools to find, organize, analyze, synthesize, and evaluate information,
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understand and discuss that web sites and digital resources may contain inaccurate or biased information,
understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched,
use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase),
use information and communication technology tools (e.g., calculators, probes, videos,
DVDs, educational software) to collect, organize, and evaluate information to assist with solving problems,
use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, economy, environment),
use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors),
describe ways technology has changed life at school and at home,
understand and discuss how assistive technologies can benefit all individuals,
demonstrate proper care in the use of computer hardware, software, peripherals, and storage media,
know how to exchange files with other students using technology (e.g., network file sharing, flash drives),
produce a media-rich digital project aligned to state curriculum standards (e.g. fable, folk tale, mystery, tall tale, historical fiction), and
use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art, music, movies, or presentations.
By the end of Grade 8 each student will:
apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity,
create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience,
illustrate a content-related concept using a model, simulation, or concept mapping software,
use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle,
Blackboard) to collaborate with peers, experts, and other audiences,
use collaborative digital tools to explore common curriculum content with learners from identify effective uses of technology to support communication with peers, family, or school personnel use a variety of digital resources to locate information,
evaluate information from online information resources for accuracy and bias,
understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched,
identify types of web sites based on their domain names (e.g., edu, com, org, gov, net),
employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a contentrelated problem,
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use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem,
evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program),
gather data, examine patterns, and apply information for decision making using available digital resources,
describe strategies for solving routine hardware and software problems,
create media-rich presentations on the appropriate and ethical use of digital tools and resources,
use a variety of technology tools (e.g., dictionary, thesaurus, grammarchecker, calculator) to maximize the accuracy of technology-produced materials,
perform queries on existing databases and file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3),
know how to create and use various functions available in a database (e.g., filtering, sorting, charts),
identify a variety of information storage devices (e.g., CDs, DVDs, flash drives,
SD cards) and provide rationales for using a certain device for a specific purpose,
use accurate technology terminology,
use technology to identify and explore various occupations or careers especially those related to science, technology, engineering, and mathematics,
discuss possible uses of technology to support personal pursuits and lifelong learning,
understand and discuss how assistive technologies can benefit all individuals, and
discuss security issues related to e-commerce.
By the end of grade 12 each student will:
complete at least one online credit, or non-credit, course or online learning experience,
use an online tutorial and discuss the benefits and disadvantages of this method of learning,
explore career opportunities , especially those related to science, technology, engineering, and mathematics and identify their related technology skill requirements,
describe uses of various existing or emerging technology resources,
identify an example of an assistive technology and describe its potential purpose and use,
participate in a virtual environment as a strategy to build networked learning skills,
assess and solve hardware and software problems by using online help or other user documentation,
explain the differences between freeware, shareware, open source, and commercial software and applications,
participate in experiences associated with technology-related careers,
identify common graphic, audio, and video file formats,
understand and discuss how assistive technologies can benefit all individuals,
demonstrate how to import/export text, graphics, or audio files, and
proofread and edit a document using an application’s spelling and grammar checking functions.
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Appendix C - Technological Pedagogical Content Knowledge (TPACK)
Technological Pedagogical Content Knowledge (TPACK). (2006.) Image retrieved May 17,
2012 from http://mkoehler.educ.msu.edu/tpack/ .
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