Sunset Park Elementary Technology Plan
2012-2015
Ed 570 Michelle Lucero
Table of Contents
Executive summary ....................................................................................................................................... 4
Outcome ........................................................................................................................................................ 7
Conceptual framework .................................................................................................................................. 7
Needs assessment .......................................................................................................................................... 8
Current status of educational technology at Sunset Park Elementary. .......................................................... 9
Teaching and learning ............................................................................................................................. 10
i.
Educational software ................................................................................................................... 10
Staff development ............................................................................................................................... 11
ii.
Curriculum integration ................................................................................................................ 11
iii.
Instructional technology research ........................................................................................... 12
Help-desk support ................................................................................................................................... 12
iv.
Network operations ................................................................................................................. 12
v.
User management ........................................................................................................................ 12
vi.
Remote management ............................................................................................................... 13
vii.
Back-up ................................................................................................................................... 13
viii.
Network infrastructure ............................................................................................................ 13
ix.
Intranet management ............................................................................................................... 14
x.
E-mail system maintenance ........................................................................................................ 14
Desktop support ...................................................................................................................................... 14
xi.
Maintenance and upgrades ...................................................................................................... 14
xii.
Virus protection....................................................................................................................... 15
xiii.
Equipment repairs ................................................................................................................... 15
xiv.
Equipment purchasing and allocation ..................................................................................... 15
xv.
Ergonomics and furniture........................................................................................................ 15
xvi.
Software licensing ................................................................................................................... 15
Administrative computing ...................................................................................................................... 16
xvii.
Data ......................................................................................................................................... 16
xviii.
Document imaging and management .................................................................................. 16
xix.
Human resources ..................................................................................................................... 16
Budgeting and planning .......................................................................................................................... 17
Action plan by year (3-5 years) Teaching and learning ............................................................................. 17
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xx.
Web-based Resources ............................................................................................................. 17
xxi.
Staff Development .................................................................................................................. 18
Desktop support ...................................................................................................................................... 19
xxii.
Maintenance and upgrades ...................................................................................................... 19
xxiii.
Virus.................................................................................................................................... 19
xxiv.
Equipment Repairs .............................................................................................................. 19
xxv.
Help-desk Support................................................................................................................... 19
1.
Network Operations .................................................................................................................... 19
2.
User ............................................................................................................................................. 19
3.
Back-up ....................................................................................................................................... 19
4.
Network Infrastructure ................................................................................................................ 20
5.
Intranet Management .................................................................................................................. 20
6.
E-mail System Maintenance ....................................................................................................... 20
xxvi.
Software licensing ................................................................................................................... 20
xxvii.
Ergonomics & Furniture ......................................................................................................... 20
xxviii.
Equipment purchasing and allocation ..................................................................................... 21
d.
Administrative Computing .............................................................................................................. 21
e.
Budgeting and planning .................................................................................................................. 22
f.
Roles ............................................................................................................................................... 22
II.
Build Organizational Chart .................................................................................................................. 22
III.
Budget Summary/ Funding Strategies ............................................................................................ 23
IV.
Evaluation ....................................................................................................................................... 23
Ed 570 Michelle Lucero
Sunset Elementary Technology Plan
2012-2015
Executive summary
Sun, (2000) opens up with this statement,
“Leaders have prepared the commonwealth to be attractive to companies and investors by
providing the technology infrastructure and skilled workforce today’s businesses require. Critical
to the commonwealth’s ability to capitalize on this advantage is the extent to which Pueblo City
schools prepare the next-generation workforce for knowledge-based jobs that utilize cutting-edge
information technology”(page 5).
Sunset Park Elementary is going to stay on the top of the national curve because we are
committed to educational technology and preparing our student for their future. The world we
live in today is constantly changing, we as educators must use technology that will benefit the
students to better their understanding and mastery of skills (Suns, 2000).
Students use technology every day such as: mobile phones, worldwide interactive gaming, social
media, and that’s what excites and challenges them. We are now finding a place in our school
for these tools so students now know how to use them in today’s world. Students having these
skills will prepare them in today’s world. Sunset Park Elementary Schools Technology Plan will
have goals and objectives based on research to work on individual needs. We will find different
tools that will help master goals and objectives, while closing the academic gaps. We have
created and effective plan that supports our visions and missions (Suns, 2000).
Time and strategic action are two key points of our technology plan. In our technology plan we
will also add in a strategic plan that has a time schedule on how we are going to place technology
in teaching and learning. We will provide Sun’s (2000) action steps, “Include planning to plan,
gathering information, identifying resources, managing resources, providing professional
development, purchasing materials, writing curriculum, and evaluating progress, as well as many
others”(page 5) All steps are built toward each goal, and each goal is made to follow the overall
vision of the plan. We wrote are plan with our results in mind (p.5).
Students Objectives and Goals, Strategies
Goal 1: Provide a safe, flexible, and effective learning environment for all students.
Objective 1.1: Deliver appropriate and challenging curricula through face-to-face, blended, and
virtual learning environments.
Strategy 1.1.1: Expand course offerings for students through Sunset Park Elementary.
Strategy 1.1.2: Enhance Sunset Park Elementary courses to promote greater flexibility and
engagement for learners.
Strategy 1.1.3: Provide access to Web-based content, tools, and collaborative spaces.
Objective 1.2: Provide the technical and human infrastructure necessary to support real, blended,
and virtual learning environments
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Strategy 1.2.1: Provide resources and support for one instructional technology resource teacher
(ITRT) to assist teachers in integrating technology into teaching and learning.
Strategy 1.2.2: Provide resources and support for one technical support position pern 1,000
students to ensure that technology and infrastructure is operational, secure, and properly
maintained.
Strategy 1.2.3: Facilitate the implementation of fiber and 100 Mbps to 1 Gbps Ethernet to every
school.
Strategy 1.2.4: Facilitate the implementation of wireless access to the Internet at Sunset Park
Elementary.
Objective 1.3: Provide high-quality professional development to help educators create, maintain,
and work in a variety of learner-centered environments.
Strategy 1.3.1: Identify, develop, disseminate, and maintain resources to support the effective use
of technology in all curricula by teachers at all levels of integration expertise.
Strategy 1.3.2: Leverage public/private/nonprofit partnerships to provide professional
development focused on technology integration strategies and the development of teachers’ and
administrators’ 21st century skills.
Strategy 1.3.3: Support pilot projects to help educators better understand the impact of new and
emerging technologies on the learning environment and develop strategies to integrate them
effectively into schools.
Goal 2: Engage students in meaningful curricular content through the purposeful and
effective use of technology.
Objective 2.1: Support innovative professional development practices that promote strategic
growth for all educators and collaboration with other educators, content experts, and students.
Strategy 2.1.1: Facilitate the development or use and delivery of innovative professional
development that promotes collaboration.
Strategy 2.1.2: Facilitate the development and delivery of professional development
opportunities that focus on effective technology use in specific core curricular areas.
Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable
opportunities for all learners.
Strategy 2.2.1: Provide reasonable access to Internet-connected devices that offer students the
flexibility to learn anytime, anywhere.
Strategy 2.2.2: Identify and disseminate information and resources to assist schools in evaluating
the interactive and universal design features of hardware, software, and Internet sites.
Strategy 2.2.3: Identify and disseminate information and resources to assist schools in
developing and maintaining personal learning plans for all students.
Objective 2.3: Facilitate the implementation of high-quality Internet safety programs in schools.
Strategy 2.3.1: Identify and disseminate best practices and resources to promote the integration
of Internet safety and security throughout the curricula.
Strategy 2.3.2: Monitor the implementation of Internet safety policies and programs and provide
technical assistance and support to ensure that schools have effective programs and policies.
Goal 3: Afford students with opportunities to apply technology effectively to gain
knowledge, develop skills, and create and distribute artifacts that reflect their
understandings.
Objective 3.1: Provide and support professional development that increases the capacity of
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teachers to design and facilitate meaningful learning experiences, thereby encouraging students
to create, problem solve, communicate, collaborate, and use real-world skills by applying
technology purposefully.
Strategy 3.1.1: Identify and disseminate information and resources that help schools provide
ongoing, personalized, and just-in-time professional development for teachers implementing
technological and pedagogical innovations.
Strategy 3.1.2: Enhance curricula using Internet resources and software that encourage creativity,
collaboration, and problem solving.
Strategy 3.1.3: Promote the safe and responsible use of social media.
Strategy 3.1.4: Provide opportunities for students to participate in global communication and
collaboration.
Strategy 3.1.5: Identify and disseminate resources to help school boards and administrators
develop and evaluate technology policies that effectively balance the need for instructional
innovation with safety and security.
Objective 3.2: Ensure that students, teachers, and administrators are ICT literate.
Strategy 3.2.1: Identify and disseminate information and resources to ensure that schools can
effectively assess and report ICT literacy.
Strategy 3.2.2: Monitor the assessment of ICT literacy in schools and provide technical
assistance and support to schools as needed.
Strategy 3.2.3: Provide and support high-quality professional development focused on the
acquisition and application of ICT skills for teaching, learning, and school management.
Strategy 3.2.4: Provide opportunities for teachers and students to learn to deconstruct and
construct media messages.
Objective 3.3: Implement technology-based formative assessments that produce further growth
in content knowledge and skills development.
Strategy 3.3.1: Identify and disseminate information about technology tools and systems to help
schools implement cognitively-based assessments.
Strategy 3.3.2: Design and implement pilot projects to explore technology-based assessment
models that tightly integrate curricula, instruction, and assessment.
Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge,
develop skills, extend capabilities, and create and disseminate artifacts that demonstrate
their understandings.
Objective 4.1: Provide resources and support to ensure that every student has access to a personal
computing device.
Strategy 4.1.1: Provide tools that extend students’ capabilities, can be customized to meet
individual needs and preferences, and support learning.
Strategy 4.1.2: Provide opportunities for students to learn and apply ICT skills in local and
community settings using a variety of authentic tools.
Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and
administrators can effectively access and use technology tools.
Strategy 4.2.1: Provide and support high-quality professional development to assist educators in
evaluating and integrating technology tools in ways that foster effective student use.
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Strategy: Describe the types, scope/extent, and accessibility of the professional development
offered.
Strategy 4.2.2: Provide ongoing just-in-time support to assist teachers in effectively integrating a
variety of technology-based tools into teaching and learning.
Strategy 4.2.3: Provide timely and effective technical support to ensure that all tools and the
network that supports them are installed and maintained properly.
Objective 4.3: Identify and disseminate information and resources that assist educators in
selecting authentic and appropriate tools for all grade levels and curricular areas.
Strategy 4.3.1: Identify and disseminate information about new and emerging technologies.
Strategy 4.3.2: Design and implement pilot projects to evaluate a variety of personal computing
devices.
Goal 5: Use technology to support a culture of data-driven decision making that relies upon
data to evaluate and improve teaching and learning.
Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial support.
Strategy 5.1.1: Model the use of data to inform strategic plans and purchases.
Strategy 5.1.2: Conduct an annual survey and provide local education agencies with an annual
statewide technology status report.
Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan,
improve, and differentiate instruction.
Strategy 5.2.1: Provide training and support to help ITRT interpret data and assist teachers in
using technology effectively to address data-supported needs.
Strategy 5.2.2: Identify and disseminate resources to assist ITRT in training teachers to
disaggregate, interpret, and use data for instructional improvement.
Objective 5.3: Promote the use of technology to inform the design and implementation of next
generation standardized assessments.
Strategy 5.3.1: Design and implement pilot projects that support technology-based assessments,
including simulations and game environments, innovative delivery platforms, and multiple ways
for students to demonstrate understanding.
Outcome
Student learning will happen with technology in place. Teachers will become comfortable with
using and learning new technology to broaden the teaching skills. Technology will help students
and teachers accomplish their curriculum goals. The schools community will help out with
funds and resources for technology because they understand the benefits for each individual
student. Parents and other school community members are reassured that technology is a path to
benefit students but is not the focus of instruction (19-20).
Conceptual framework
The Educational Technology Plan for Sunset Park Elementary (Wright, P., Neugent, L.,&
McGraw, T. 2010): “2010-15 builds upon the foundation established by the Educational
Technology Plan for Pueblo City Schools: 2003-09, Computer/Technology Standards of
Learning, Technology Standards for Instructional Personnel, NETS*S, NETS*T, NETS*A, and
the goals for ICT literacy. To foster the development of 21st century skills, the plan relies
extensively on factors that support effective technology use: appropriately and adequately
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designed environment, meaningful engagement, purposeful application of tools for learning, use
of authentic technology, tools to extend learning capabilities, and authentic and intelligent
assessments.”
Needs assessment
After reading the survey (Table 1 Teacher Survey) teachers have received very little technology
professional development. Teachers reported in the seldom/never category for engaging in
technology focused professional development 69% reported in at “Seldom or Never.” Teachers
are using different kinds of technology in their classrooms but they are still showing weakness in
these following areas: analyzing data from a spreadsheet 19%, using peripherals, such as
cameras and probes 21%, using presentation software to present to the class 31%, utilizing
technology to locate, evaluate, and collect information from many sources 47%. This survey
showed that the use of technologies requiring higher order thinking and organizing information
constitute a major weakness in the classrooms (Maddox, 2009).
Vision statement/mission statement
I.
School’s vision for educational technology
a. Learners, parents, educators, and community members will use communication
and information technologies to enhance and expand the traditional role of
education in the Sunset Elementary community. We believe the basic goal of
education is to prepare our learners to become life-long learners and succeed in
any changing society. Nonetheless, the tools and instructional methods used to
achieve these goals have advanced dramatically. Technologies such as computers,
networks, and wide area communications offer tremendous opportunities for
learners and educators as a way to improve life within our community and a link
to a world outside of Sunset Park. Sunset Elementary School has the
responsibility for developing curriculum and applying instructional methods
enriched with technology and in ensuring that our learners and teachers are
proficient users of these new technologies. This technology integration plan will
form our strategies for turning this vision into reality (Wright, P., Neugent, L., &
McGraw, T., 2010).
b. We have a variety of reasons why we use technology to teach. Technology will
allow learners to access, analyze, create, reflect, and act while use technology.
With technology in place we will create scientist, technologist, engineer,
mathematician, researchers, communicator, creator and artist who utilizing the
tools that are given to them to their advantage to become lifelong learners.
(Cornelius, 2011).
c. Technology will impact teaching and learning at Sunset Park by allowing students
to grow as an individual. There are many different ways learners and teachers can
benefit from the use of Technology in the classroom. One way technology can
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enhanced student achievement by providing meaningful feedback about the
students’ accomplishments and gaps. Not only does technology track students’
data but it motivates students. Technology helps students with their attitudes
towards learning, self-esteem, and self-confidences. Technology is a powerful
tool that can enhance student achievement. Another way technology can impact
learners by giving learners more practice of the basic skill. Students use
technology as tutor for basic reading and math concepts that allows students to
close their individual gaps with basic concepts. Each student will be able to work
on individual skills and get immediate feedback. Explaining to students not only
the answer but also the steps to getting the correct answer. Along with advanced
skills instruction can take place with the use of technology. Technology gives the
students the opportunities to experience organized information, recognize
patterns, draw inferences, and communicate. And, most importantly students
learn how to problem solve on their own. Most important is with technology in
place is will show assessment of student progress. Technology is used as a filing
system keeping track of all students’ assessments and progress. Creating
individual portfolios for students work such as drawings, writings, recordings,
books, and videos of images of play, performances, or presentations. Teachers
are then able to show the students their growth that they demonstrate. Finally,
technology allows for many steps for learners to grow while keeping them
motivated to learn. (U.S Department of Education, 2003).
Current status of educational technology at Sunset Park Elementary.
Sunset Park is located on Pueblo’s South side at 110 University Cir. As of 11/1/11
Sunset Park had 480 students in grades pre-k-5th. Sunset Park has four preschool
classes of 16, three KDG Classes of 26-27, three 1st of 26-27, three 2nd of 24, three
3rd of 24, three 4th of 24 and two 5th of 25 to 28(Colorado's Unified Improvement
Plan for Schools for 2011-12 Preliminary Report, 2012, page 11) . 2012-2013 School
year will be the first year that they will have sixth grade. Each classroom has 1-4
computers ranging in different abilities. We have two computer labs one that has 32
computers and the other has 28 computers. Majority of students have technology
available to them at home. At Sunset Elementary 4-5 combo class, all fifth grade, and
sixth grade learners participate in technology as an elective on Fridays. Learners are
focused on learning how to use multimedia in the classroom students will then be able
to access, analyze, create, reflect, and act on their projects while staying engaged and
motivated. Learners will learn how to use a combination of text, audio, still images,
animation, and video to improve their learning.Planning focus areas
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Teaching and learning
i. Educational software
When buying new computers we will first ask vendors what software is
included with the machines. We will then properly plan what is needed.
When there is a need for a basic skill to developed or practice, this would
be a great time to find a technology-based tool to help out instead of the
old paper-and-pencil. We will first have to find out what software can
better serve as a valuable curriculum. That will make the learning come
alive and solve educational problems. To find out what software would be
best and to make knowledgeable decisions regarding what software
applications is needed we start the evaluation process which is:
accumulate information on available packages, preview software at a
preview center, arrange to use software on a trial basis, record your
observations about the software you try, thoroughly review the licensing
parameters, check compatibility with existing hardware, find out about
support, maximize your purchasing power, share with others in your
school and district. Then to select software complete a Selection
Framework (table 5) for software that you want to find. Finally, get
together all information that was provided on the Software Selection
Framework and the Educational Software Evaluation Form (table 5).
Preview Software at a preview center so we can compare software side by
side and experience what it has to offer. Then when we have found the
software arrange to use software on a trial basis. This can save hundreds
of dollars if we find out this software doesn’t fit the needs. To keep track
of notes on software we will complete the Educational Software
Evaluation Form.
Web-based resources and instruction numerous amounts of web-based
resources are out on the web available for students to use to practice their
basic facts. Open-source software is available at no cost to the public.
"Open source refers to a program in which the source code is available to
the general public for use and/or modification from its original design free
of charge." There are many different types of open-sources software
programs available:
Open-source Sundog is Fun multiplayer games for grades K-8, designed to
improve math fact fluency. Sumdog games website is designed to help
users practice their numeracy skills - in an enjoyable way. All of
Sumdog's games are free to use at home or in school. Each one covers
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over 100 mathematics topics, and most are multiplayer - letting students
play with other students around the world.
Khan Academy is an open-source resource. Who is a not-for-profit with
the goal of changing education for the better by providing a free worldclass education for anyone, anywhere. With a library of over 3,400 videos
on everything from arithmetic to physics, finance, and history and
hundreds of skills to practice, they're on a mission to help anyone learn
what they want, when they want, at their own pace.
Study Island meets school's RTI needs with valuable reporting to help
make data-based decisions. Track student progress and see exactly where
they stand at any point in the school year. With Study Island we can:
differentiate instruction with built-in remediation to raise individual
student achievement, monitor student progress with real-time RTI
reporting, provide rigorous and engaging content that is continually
updated as standards change, assign content to individual students based
on their prescribed instructional level, and adjust difficulty levels to fit
each individual student's needs.
Staff development
Professional development is the ongoing opportunities for staff to learn new
skills and new knowledge to use in the classroom. Staff can think about
what skills they use, share, and are willing to try out. In technology before
professional development begins an assessment of technology learning
needs to be given. This will provide an understanding of each teachers skill
level which will help technology coordinator provide assistance to each
teacher’s needs. Then the organization needs to set aside a certain time for
staff members to take park in training. If the training is not done during
work there should be some sort of incentive for going. After training staff
needs time to practice skills learned then apply them into their class.
Finally, staff should be able to follow-up to make sure what they learned is
being transferred into the classroom properly and making a difference.
ii. Curriculum integration
Teachers who integrate technology in their classroom create change,
teachers know longer are focused on teacher-focused learning its all
student oriented. Knowledge construction, as the following from ACOT's
research. Activities are learner-centered and interactive. The teachers roll
is as the collaborator and learner. Students’ role is the collaborator and
often the expert. Learning goes on because of relationships and inquiry.
Students and teachers are able to put an emphasis on a concept to create a
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transformation of understanding. Students and teachers are able to
demonstrate their learning at a higher level of thinking. All data and
assessments are able to build performance portfolios. Technology use in
the curriculum builds communication and collaboration. Giving access to
students and teachers allows students to close their learning gaps (Ch. 3
Sun, 2000).
There are four categories of technology use. To start technology can be
used for tutorial uses. Tutorial technologies are transfer information from
the source to the learners. The technology itself could be a software
application that presents problems, and allows time for the student to
answer. Giving the students immediate feedback and rewards when
students answer right or wrong answers. Tutorial technologies are useful
for practicing basic skills such as drill and practice games such as, Study
Island, Sum Dogs, and IXL. Furthermore technology can be used as a
form of application. Application technologies in the classroom are
different tools such as word processors, spreadsheet programs, and
database. The application use of the technology helps students get to their
end goal. Some examples are: Multimedia encyclopedias such as
Microsoft Encarta, and World Wide Web used for student research.
Additionally technology can be used to allow students to explore and
create their own concept. The goal is not for the students to get the right
answer but to use technology to engage in their own learning. Finally
technology is used as a form of communication. Communication and
collaboration gives learners the opportunity to communicate when
distance is involved. Examples of communication is E-mail student-tostudent, student-to-professional, or student collaborating with group
members (Ch. 3 Sun, 2000).
iii. Instructional technology research
Technology coordinator will keep up with the latest technology that
provides new skills and tools which leads to improved learning.
Help-desk support
iv. Network operations
School IT Systems Support is able to offer a variety support to help
schools who do not have the levels of expertise or the time to carry out
any problems.
v. User management
Effective policies and practices will help to protect children and staff from
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e-safety risks. They support safe and responsible use of technology. The
policy aspect effectively contains three key areas (Beta, 2009):
A document vision and approach to e-safety. Which contains detailed
descriptions of acceptable and unacceptable uses of technology and
facilities, sanctions for misuse, procedures for responding to e-safety
incidents, procedures for logging e-safety incidents and outcomes, and
procedures for involving external agencies(Table 4) .
A security and data management policy.
A simple end-user AUP, to give users a clear understanding of what they
can and can’t do. It should be clear and concise, and written in a tone
appropriate to the age and understanding of the users. It may be necessary
to develop multiple versions of this document for various users – for
example, pupils, staff, and parents.
vi. Remote management
We are responsible for all activity via your remote access facility. Only
use equipment with an appropriate level of security for remote access. To
prevent unauthorized access to school systems, keep all dial-up access
information such as telephone numbers, logon IDs and PINs confidential
and do not disclose them to anyone. Select PINs to ensure that they are
not easily guessed, e.g. do not use your house or telephone number or
choose consecutive or repeated numbers. Avoid writing down or
otherwise recording any network access information. Any such
information that is written down must be kept in a secure place and
disguised so that no other person will be able to identify what it is. Protect
school information and data at all times, including any printed material
produced while using the remote access facility. Take particular care when
access is from a non-school environment.
vii. Back-up
What would happen to our everyday routine if a disaster would wipe out
all our data? Back up is important because without it we would not be
able to continue to operate and support are leaners. It's much worth
investing in some sort of back up. There are many different options for
back-up such as: tape back-up, magnetic disk, optical disk, hard disk, and
media storage (Davies, 2012).
viii. Network infrastructure
Pueblo City Schools (PCS) Authority has a monitoring solution where
web-based activity is monitored and recorded. The School internet access
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is controlled through the PCS web filtering service. Staff and students are
aware that school based email and internet activity can be monitored and
explored further if required. The school uses management control tools
for controlling and monitoring workstations. If staff or students discover
an unsuitable site, the screen must be switched off/ closed and the incident
reported immediately to the e-safety coordinator or teacher as appropriate.
It is the responsibility of the school, by delegation to the network manager,
to ensure that anti-virus protection is installed and kept up-to-date on all
school machines. Students and Staff using personal removable media are
responsible for measures to protect against viruses, for example making
sure that additional systems used have up-to-date virus protection
software. It is neither the school’s responsibility nor the network
managers to install or maintain virus protection on personal systems. If
students wish to bring in work on removable media it must be given to the
(technician/teacher) for a safety check first. Students and staff are not
permitted to download programs or files on school based technologies
without seeking prior permission from (Pueblo City Schools Technology
Coordinator). If there are any issues related to viruses or anti-virus
software, the network manager should be informed by email.
ix. Intranet management
Intranet management is a communication tool and allows team members
to work together. The intranet adds value to our organization by: opening
doors, task based, people focused, real time, location independent, and
team oriented. The intranet is the core to the achievement of meeting our
objectives and how investment in the intranet has a substantial impact.
Intranet management is about keeping information, technology and
governance in balance (white).
x. E-mail system maintenance
Email is used for both staff and students for the most essential means of
communication. School, e-mail should not be measured private. E-mail
with in the education benefits all direct written contact. We understand
that students need to understand how to label e-mails in relevance to their
age and network etiquette (netiquette) (Davies,Layzell, 2012).
Desktop support
xi. Maintenance and upgrades
The replacement rotation starts by evaluating equipment older than 5 years
and replaces machines in order of urgency. If equipment remains in
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working order and continues to provide instructional value, new computer
purchases will improve the computer-to-student ratio.
xii. Virus protection
Computer viruses can be a threat to every and anything a person does on a
computer. It is very important that that a virus protection be installed, and
licenses maintained, on every computer in the environment and set to
actively scan for viruses regularly. In addition, virus protection must be
capable of automate regular updates. To get real-time we us Trend Micro
because it is a, “Risk management and embrace a proactive process of
real-time threat and vulnerability management—detecting advanced
threats before they can do damage.”
xiii. Equipment repairs
Technology department is in charge of repairs of computers and monitors.
The technology department will make decisions based on if a computer
can me fixed or has to me replaced. Technology department will use a
certain repair shop if they cannot fix it.
xiv. Equipment purchasing and allocation
Technology is rapidly changing in our everyday environment introducing
new tools for learners to access. System requirements are constantly
different in regards to the educational needs.
xv. Ergonomics and furniture
Ergonomics is the connection between the learner/educator and their
equipment. One important tool in ergonomics is desking. Making sure
the height is adjustable, flexible, easily configured and re-configured
according to individual preference. Another tool to have is chairs moulds
that quickly form to the individual and can be adjusted swiftly and
effortlessly to suit the purpose. At the same time they are comfortable,
stylish and nifty. Most important are the work tools used to integrate
technology within the personal workspace to help learners work
ergonomically and effectively (Steelcase, 2009).
xvi. Software licensing
The technology coordinator (TC) has a well-run inventory of the schools
software. The TC will stay up to date with all maintenance agreements
while keeping a close contact with technology vendors. TC will renew
and stay alert to the infrastructure needed for learners. Sufficient
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availability of computer software is needed to be used correctly and steady
(Lee,2010).
Administrative computing
xvii. Data processing of grades and student records
Data processing of grades and student records is a must. Pueblo City
Schools currently store students’ information system with a vendor that
uses a text based system to a graphical user interface. This system allows
for flexibility in determining what student information, student test and
assessment data, and other student record information is stored in the
system data base. The suppleness of the database will allow the district to
combine other databases with the system to provide one data warehouse
environment. Teachers at all schools using the system to take attendance
and access all student information. Professional development training will
be available on how to use the system.
xviii. Document imaging and management
Our Management Team has above 30 years of experience successfully
crafting and implementing document solutions, and managing file
conversions of many pieces of information. The key to our successful
projects is starting with the end in mind, then employing proven
technology solutions and conversion methods. Successful document
management entails a clear understanding of an organization's Document
Strategy, its people, process, and technology requirements, and the
optimal implementation approach (UCLA).
xix. Human resources All HR policies, procedures and statutory guidance
have been gathered together in their specific locations: schools’ human
resources, policies and procedures, safe staffing, job description and
evaluation, teams/contacts, recruitment forms and guidance, staff benefits,
HR forms and payroll, pay scales, and pension. Each staff member in HR
is responsible for:
Lead HR Manager HR Officer: Policies, Procedures, Traded Services,
Routine casework, HR Administrator
HR Manager: Investigations, Hearings, Complex casework
Senior HR Officer: Investigations, Disciplinary and Grievance, More
complex casework/policies
HR Officer: Sickness absence management, Routine casework
Assistant HR Officer: Sickness/ill health referrals
Ed 570 Michelle Lucero
Budgeting and planning
Technology funding comes from a variety of sources and not all sources
relate simply to buying computer hardware and software. In theory, the
budget is quite easy, it just takes time and organization to create the
correct grant proposals that comes from the plan. Our vision statement
makes the connection between technology and learning, but our plan’s
goals, objectives, and actions relate mostly to purchasing hardware and
software and offering professional development for teachers. To create a
budget we usually need input from stakeholders. We often find that the
committee of stakeholders is really a handful of teachers and
administrators who are dedicated to the cause. We stick to the technology
plan and the committee comes together to communicate their good ideas
that turn into the proposals that we used to get funded! The committee
sightsees so we can find bargains and investigate low-cost technology.
Also, we always look out to use federal and state opportunities that
support technology. Another resource we use our local community
organizations and business for funding. Searching for new links to find
funding we look at SEIR_TEC web site at http://www.seirtec.org. During
this time we have strong leadership who focus on: concrete goals that
support improving teaching and learning, clear understanding between
curriculum and technology tools, members who are willing to invest the
time, and an understanding of our schools, district, and community needs
(Sun, 2000).
Technology infrastructure design (Wright, 2010)
PHASE 1: Recruit and Organize Planning Team
PHASE 2: Research
PHASE 3: Construct Technology Plan
PHASE 4: Formalize the Planning
PHASE 5: Continually Implement, Evaluate, and Revise
Action plan by year (3-5 years)
Teaching and learning
xx. Web-based Resources and Instruction
1. GoAnimate is the world's #1 “do-it-yourself” animated video site.
It allows anyone to make videos quickly and easily, without having
to draw or download anything. Click, Drag, Action! GoAnimate
Ed 570 Michelle Lucero
for Schools is the educational version of GoAnimate.com Used by
Educators Globally, For a Wide Variety of Uses, Safe, Secure
Educational Environment.
2. GlogsterEDU : Is the #1 online learning tool in the U.S. you can:
Engage your sudents by recapture the enthusiasm for teaching and
learning, with our award-winning platform. Inspire curiosity and
creative problem solving for any project or lesson. Excite,
motivate and be more effective, and have fun doing it! Show
anywhere and create a visible partnership, between school and
home, safely and easily.
3. Voki: Manage Students. Add and manage your students. Assign
students to one or more classes and give them each a unique login.
There's no need for students to register! Manage Classes &
Lessons. Add and manage classes and lessons. Customize the
appearance and instructions of each lesson. Students can easily
view and complete their Voki assignments from the Student view.
Review Vokis. Easily review your students' Voki assignments in
one place. Review and approve all student Vokis by lesson, or by
student. Showcase. Each lesson automatically creates its own Web
page, where you can showcase your students' work. You can also
set the lesson to Private and add password protection. Support.
Get unlimited support from our dedicated support team (only
available to Voki Classroom users). Simply send us your questions
and we'll be here to help!
xxi. Staff Development
Pueblo City Schools has a tech integrator which works with teachers and
learners in their classrooms. The tech integrator will be able to help inter
twine all of the professional development into teaching and learning. The
tech integrator will work with the principle and superintendent to
communicate how the practice in the classroom meets the goals. At
Sunset Park Elementary we work together to teach each other. Pueblo
City Schools has many opportunities for teachers to take different
professional development courses. Teachers then have the opportunity to
learn new tools. Throughout the year there are a variety of opportunities
to meet after schools to build skills. All teachers will have a full day of
instructions on Google Apps led by the tech integrator. Teachers will
learn how to create new ways to show off students work.
Ed 570 Michelle Lucero
Desktop support
xxii. Maintenance and upgrades
1. We will replace 15 desktop computers for the first two years.
xxiii. Virus Protection
1. At Sunset Park we take a preventative measures to keep viruses
from infecting our computers. All computer are install with Trend
Micro because it is a, “Risk management and embrace a proactive
process of real-time threat and vulnerability management—
detecting advanced threats before they can do damage.”
xxiv. Equipment Repairs
1. Technology department is in charge of repairs of computers and
monitors. The technology department will make decisions based
on if a computer can me fixed or has to me replaced. Technology
department will use a certain repair shop if they cannot fix it.
xxv. Help-desk Support
1. Network Operations
a. Pueblo City Schools, network operations is responsible for
providing design, installation, operation, maintenance, and
repair services. They will deal primarily with the issues of
planning, funding, and models for centralized vs.
distributed support. It is also responsible for the hardware
break/fix for computers, printers, audiovisual equipment,
TV monitors, telephones, network switches, wireless access
points, and projectors (FCPS, 2012).
2. User Management
a. The scope includes purchasing, policy, allocation of
resources, and planning. All staff and students will sign all
forms so they are aware of all policies and procedures. The
practice of these policies and procedures will keep all
learners and staff from e-safety risks.
3. Back-up
a. Our data will be backed up regularly by the secretary. She
will maintain a sustainable office for Sunset Park
Elementary. Part of our backup plan will be to review the
process. We will use local backups, as well as storing data
off-site. We will save backups off-site once a week and
locally backup every day.
Ed 570 Michelle Lucero
4. Network Infrastructure
a. To confirm an efficient and effective infrastructure the line
of communication tools that will being used are: email,
discussion group, network management, servers, hubs,
wires, cables, hardware, and software.
5. Intranet Management
a. In addition to having access to the Internet purchased by
Pueblo City Schools, Sunset Park Elementary has access to
the intranet. If Sunset would have to purchase the internet
we would feel out 470/471 forms (Table 3 470/471
form).The intranet will become one of the main lines of
connection for education information to share with in
Pueblo City Schools. The Intranet gets purchased by the
district and not the school.
6. E-mail System Maintenance
a. The current e-mail system used at Pueblo City Schools is
Google Mail. The G-Mail provides an effective system for
maintaining accounts by creating virtual domains for us
which is pueblocityschools.us. Management of accounts
takes place at the district level.
xxvi. Software licensing
1. The Glogster EDU agreement is a license purchase once every
year. Study Island is also purchased once every year. The Voki
agreement is made for the first two years together then the last year
is purchased separate. And Microsoft office is purchased through
Pueblo City School Funds.
xxvii. Ergonomics & Furniture
1. Sunset Park will be purchasing the Chrome 36 unit cart, which
includes a classy power system or “brain” that reduces heat and
electrical stress while proportionally distributing power to the
Chromes. It regularly redistributes power to ensure consistent
charging and to keep the Chrome books cool, which allow them to
charge faster. The brain also communicates with the batteries and
when they are almost charged, it decreases power, which helps
save battery life and energy.
Ed 570 Michelle Lucero
xxviii. Equipment purchasing and allocation
1. Sunset Park Elementary will purchase a set of 15 Chromebooks for
the first two years totaling 30 Chromebooks. To carry all Chrome
books we will be buying a 36 unit Chromebook Cart. Also, we
will purchase 15 Inspiron One 20 replacement computers. Another
item we are purchasing a document camera for the new sixth grade
class.
d. Administrative Computing
i. Data processing grades/ student records
1. Pueblo City Schools purchased Infinite Campus for are form of
data processing of grades and student records. It’s a software that
allows for a streamline administrative tasks while increasing
communication with parents and students. Their addition of
Infinite Campus that Sunset Park has allows for administration to
manage, collect, report and communicate data efficiently.
Communication tools are available through via email, phone or
text using the real-time contact data stored in our campus database.
Infinite Campus allows educators to maintain up-to-date
curriculum offerings and effective scheduling. Reducing time
spent entering and managing the grading process. Infinite Campus
lets Sunset Park Elementary stay connected with the district,
teachers, parents, and students.
ii. Document imaging and management
1. Sunset Park follows Pueblo City Schools instructions when
copying images. Instructions: Place all documents in the top of the
document handler of the Canon copy machine. Press the Send tab
inside the copier screen. Press the Address Book button, touch
your name/email address and press OK. In the right side of the
screen, ensure File Format indicates PDF. If not, touch the File
Format box and change it. If your master pages are 2-sided, ensure
you press the 2-sided Original button above File Format. Press the
large green start button to begin scanning.
Helpful Hints:
If you need the pages in numerical order like a book - SELECT
COLLATE on the online order system.
If you need the pages in separate, individual stacks - DO NOT
SELECT COLLATE.
If you need the pages printed front-to-back - SELECT 2 SIDED.
Ed 570 Michelle Lucero
iii. Human Resources
1. All human resource staff will be located at Pueblo City Schools
administration building.
e. Budgeting and planning
i. For three years Sunset Park Elementary will be allocated $37,000.00 each
year for a total of $111,000.00. (Table 2 Budget)
f. Roles and Responsibility
i. Principal who is the leader will be assertive, committed, self-starting, and
flexible.
ii. Delegate authority to those in committee.
iii. Meetings will be scheduled at a convent time for members.
iv. Give each committee member a job description.
II.
Build Organizational Chart
Ed 570 Michelle Lucero
III.
Budget Summary/ Funding Strategies
Projected Funded Sources
School Funds
5500
5500
5500
State Grants
1500
1500
1500
Technology Literacy
3000
3000
3000
Federal Grants
5000
5000
5000
Education Department
1000
1000
1000
Federal Entitlements
5000
5000
5000
Perkins
2000
2000
2000
Foundation Grants
3000
3000
3000
Corporate Grants
4000
4000
4000
Business Partners
5000
5000
5000
Parent Supporters
2000
2000
2000
Total
37000
37000
37000 111000
IV.
Evaluation
1.1.1 Evaluation Strategy: Before and after, analyze the frequency counts of courses offered
through Sunset Park Elementary
1.1.2 Evaluation Strategy: Describe the number and types of media enhancements to Sunset
Park Elementary.
Evaluation Strategy: Analyze the user assessments of flexibility and engagement.
1.1.3 Provide access to Web-based content, tools, and collaborative spaces.
Evaluation Strategy: Analyze use data to determine frequency of access to Web-based
content, tools, and collaborative spaces.
1.2.1 Evaluation Strategy: Document the resources and support provided by the state to reach
this objective.
Evaluation Strategy: Describe the ratio of ITRT to students.
Evaluation Strategy: Describe the extent to which the actual count matches the one ITRT
per `students guideline.
1.2.2 Evaluation Strategy: Document resources and support provided by the state to reach this
objective.
Evaluation Strategy: Describe the ratio of technical support personnel to students by
school division.
Evaluation Strategy: Describe the extent to which the actual count matches the one
technical support position per 1,000 students guideline.
Evaluation Strategy: Describe state-level efforts to facilitate this objective.
Ed 570 Michelle Lucero
Evaluation Strategy: Describe the extent to which fiber and 100 Mbps to 1 Gbps Ethernet
have been implemented at Sunset Park Elementary school.
1.2.4 Evaluation Strategy: Describe state-level efforts to facilitate this objective.
Evaluation Strategy: Describe the extent to which wireless access has been implemented
in every room at Sunset Park Elementary.
1.3.1 Evaluation Strategy: Examine the extent to which the state identifies, develops,
disseminates, and maintains the resources needed to support the effective use of
technology across curricula and at varying levels of integration expertise.
Evaluation Strategy: Document how the number and types of partnerships differ from
previous years.
Evaluation Strategy: Describe the types, quantity, and perceived quality of professional
development provided by partnerships.
Evaluation Strategy: Describe the extent to which these partnerships focus on technology
integration and 21st century skills.
Evaluation Strategy: Document the professional development program attendance.
1.3.3: Evaluation Strategy: Document the state’s efforts to support pilot
projectsEvaluation Strategy: Describe the number, types, locations, and scope/extent
(breadth and depth) of the pilot projects.
Evaluation Strategy: Document the new and emerging technologies and strategies for
technology integration in schools.
2.1.1
Evaluation Strategy: Describe the development of professional development
opportunities.
Evaluation Strategy: Describe the types, scope/extent, and accessibility of the
professional development offered.
Evaluation Strategy: Describe the extent to which these opportunities facilitate the
development or use and delivery of innovative professional development that promotes
collaboration.
Evaluation Strategy: Document the professional development program attendance.
2.1.2 Evaluation Strategy: Describe how the state facilitates professional development
opportunities.
Evaluation Strategy: Describe the development of professional development
opportunities for each core curricular content area.
Evaluation Strategy: Describe the types, scope/extent, and accessibility of the
professional development offered.
Evaluation Strategy: Document the professional development program attendance.
2.2.1
Evaluation Strategy: Describe the state’s role in providing access to Internet connected
devices.
Ed 570 Michelle Lucero
Evaluation Strategy: Tabulate the number of Internet-connected devices per student by
division, locality, and grade level.
Evaluation Strategy: Describe access policies.
Evaluation Strategy: Describe student use records.
2.2.2 Evaluation Strategy: Describe ways the state identifies and disseminates hardware,
software, and Internet evaluation information.
2.2.3 Evaluation Strategy: Describe ways the state assists schools in developing personal
learning plans.
Evaluation Strategy: Describe methods of information dissemination.
2.3.1 Evaluation Strategy: Describe methods of identifying best practices with regard to
Internet safety and security.
Evaluation Strategy: Describe the best practices identified and methods of information
dissemination.
2.3.2 Evaluation Strategy: Describe monitoring methods.
Evaluation Strategy: Describe the types and availability of technical assistance and
support.
3.1.1 Evaluation Strategy: Describe the identification of resources.
Evaluation Strategy: Describe the dissemination of information.
Evaluation Strategy: Describe the extent to which these information sources are
accessible and useful with regard to giving ongoing, personalized, and just-in time
support.
3.1.2 Evaluation Strategy: Describe curriculum enhancement (list of Web resources and
software, including their instructional objectives).
Evaluation Strategy: Describe the availability of resources.
Evaluation Strategy: Describe access to these resources.
3.1.3 Evaluation Strategy: Describe the state’s efforts to promote safe and responsible use of
social media.
3.1.4 Evaluation Strategy: Describe the state’s efforts to provide students with opportunities to
participate in global communication and collaboration.
3.1.5
Evaluation Strategy: Describe the identification and dissemination procedures that help
school boards develop and evaluate technology policies.
3.2.1
Evaluation Strategy: Describe the identification and dissemination procedures that help
school boards develop and evaluate technology policies.
Ed 570 Michelle Lucero
3.2.2
Monitor the assessment of ICT literacy in schools and provide technical assistance and
support to schools as needed.
Evaluation Strategy: Describe the monitoring processes.
Evaluation Strategy: Describe the technical assistance efforts.
Evaluation Strategy: Describe the support efforts with regard to helping localities find
resources to assess ICT literacy.
3.2.3 Evaluation Strategy: Describe the development of ICT-related professional development
for teaching, learning, and school management.
Evaluation Strategy: Describe the types, scope/extent, accessibility, and perceived quality
of the professional development offered.
Evaluation Strategy: Document the professional development program attendance.
3.2.4
Evaluation Strategy: Describe the opportunities provided to teachers and students to
deconstruct/construct media messages.
Evaluation Strategy: Document the state-recommended media literacy guides.
3.3.1 Evaluation Strategy: Describe the identification and dissemination process for technology
tools and systems that facilitate cognitively-based assessments in schools.
3.3.2
Evaluation Strategy: Describe the processes of designing the pilot programs.
valuation Strategy: Describe the number, types, locations, and scope/extent (breadth and
depth) of the pilot projects.
Evaluation Strategy: Document the projects’ strategies for integrating curricula,
instruction, and assessment into schools.
4.1.1
Evaluation Strategy: Determine the frequencies of personal computing device
distribution, specifically (a) how personal computing devices are customized and (b) how
the options for customization support learning.
4.1.2 Evaluation Strategy: Describe how and the extent to which the state provides students
with opportunities to learn and apply ICT skills; describe the programs designed to teach
students about ICT skills.
4.2.1
Evaluation Strategy: Describe the state’s role in providing professional development
opportunities.
Evaluation Strategy: Describe how the professional development assists educators in
evaluating and integrating technology tools in ways that benefit student learning.
Evaluation Strategy: Document the professional development program attendance.
4.2.2 Evaluation Strategy: Describe the state’s role in providing ongoing and just-in time
support.
Evaluation Strategy: Describe the types of ongoing and just-in-time support and how they
Ed 570 Michelle Lucero
assist educators in evaluating and integrating technology tools in ways that benefit
student learning.
4.2.3
Evaluation Strategy: Describe the state’s role in providing technical support.
Evaluation Strategy: Describe the types of technical support available.
Evaluation Strategy: Describe the extent to which technical support is timely and
effective with regard to technology installation and maintenance.
4.3.1 Evaluation Strategy: Describe methods of identifying and disseminating information
about new and emerging technologies.
4.3.2 Evaluation Strategy: Document the state’s efforts to support pilot projects.
Evaluation Strategy: Document the processes of designing and implementing the pilot
projects.
Evaluation Strategy: Describe the number, types, locations, and scope/extent (breadth and
depth) of the pilot projects.
Evaluation Strategy: Describe the methods of the pilot projects for evaluating personal
computing devices.
5.1.1 Evaluation Strategy: Describe how the state uses data to inform strategic plans and
purchases.
Evaluation Strategy: Describe how the state models data use to divisions and locales to
inform strategic plans and purchases.
5.1.2
Evaluation Strategy: Document when, where, and how the survey is conducted.
Evaluation Strategy: Document the dissemination of survey results.
5.2.1 Evaluation Strategy: Describe the state’s role in providing ITRT training.
Evaluation Strategy: Describe the types, scope/extent, and accessibility of the
professional development offered.
Evaluation Strategy: Describe how professional development enables ITRT to use student
achievement data to help teachers use technology in ways that optimize student learning.
5.2.2 Evaluation Strategy: Describe the types of resources disseminated.
Evaluation Strategy: Describe the dissemination processes.
Evaluation Strategy: Document how these resources help ITRT use student achievement
data to inform teachers about ways to improve instructional technology to enhance
student learning.
5.3.1
Evaluation Strategy: Describe the processes of designing the pilot programs.
Evaluation Strategy: Describe the number, types, locations, and scope/extent (breadth
and depth) of the pilot projects.
Ed 570 Michelle Lucero
Evaluation Strategy: Describe the technology-based assessments that are developed
(Wright, 2010).
Sunset Park Elementary School recognizes that it must carefully monitor and examine the cost of
technology compared to its impact on student performance. Therefore, plan evaluation will be
ongoing and include data points which are generated through instructional software programs,
surveys and overall learners’ performance. Constant feedback from the stakeholders as outlined
in this plan will guide the future of technology at Sunset Park Elementary. An annual report will
be provided.
References:
Cornelius, D. (2011). STEMM: Science, Technology, Engineering, Math...and Multimedia?.
Techniques: Connecting Education And Careers, 86(7), 46-49.
Davies, J & Layzell, A.(2012). Hertfordshire County Council Children, Schools and
FamiliesModel Policies for Schools, CSF0137c ( Issue 4),1-63.
Lee, D. (2012). Shutesbury Elementary School Technology Plan, Retrieved from
http://www.shutesburyschool.org/shutes14/images/stories/library/ses%20tech%20plan%2
02010-15.pdf
Open source. (n.d). Webopedia. Retrieved from
http://www.webopedia.com/TERM/O/open_source.html
Sun, J. (2000). Planning into Practice: Resources for planning, implementing, and integrating
instructional technology ,1-228. Retrieved from http://www.seirtec.org/P2P.html
Trend Micro (n.d). Security and Risk Management. Retrieved from
http://www.trendmicro.com/us/enterprise/security-risk-management/index.html
UCLA Office of Instructional Development (n.d). Technology and Teaching. Retrieved from
http://www.oid.ucla.edu/publications/teachersguide/sectionb/tech
U.S Department of Education (2003) Benefits of Technology Use. Retrieved from
Ed 570 Michelle Lucero
http://www2.ed.gov/about/offices/list/os/technology/plan/national/benefits.html
Wright, P., Neugent, L.,& McGraw, T. (2010). Educational Technology Plan for Virginia. 1-100.
Retrieved from http://www.doe.virginia.gov/support/technology/edtech_plan/plan.pdf
Appendixes
Table 1 Teacher Survey
Teacher Survey
Questions
Seldom/ Never
1. During your class
time, how often do
your students use a
computer to support:
Research
Inquiry
Exploration
Communication
Collaboration
2. During your class
time, how often do
your students use a
computer to:
Play educational
games
Use an
educational CDROM
Use an
instructional
program or
tutorial
Complete a
writing
assignment
Do a presentation
in front of the
entire class
3. During your class
time, how often do
your students use
data-capture
equipment such as
Occasionally
Routinely
Do Not
Know/Does Not
Apply
30%
23%
22%
27%
25%
30%
27%
26%
11%
17%
29%
39%
43%
19%
19%
11%
10%
90%
10%
10%
27%
18%
48%
7%
38%
21%
32%
10%
25%
20%
47%
8%
37%
28%
23%
12%
55%
22%
9%
14%
69%
63%
10%
13%
Ed 570 Michelle Lucero
digital cameras,
scanners, and
probes to complete
Assignments?
4. During your class
time, how often do
your students use a
computer to:
a. Explore or
analyze data
with a
spreadsheet/
database?
b. Research a
question or
solve a
problem?
c. Consult experts
by email?
5. In your opinion,
are
your students
learning the
necessary skills to
participate
effectively in the
global community?
6. How often did you
participate in
technology-focused
professional
development
activities in the past
12 months?
7. Did you participate
in any summer
technology-focused
professional
development
activities in the past
12 months?
8. In your opinion, is
there equitable
access to
technology among
the students in your
classroom?
64%
11%
8%
16%
35%
29%
8%
17%
71%
7%
25%
12%
16%
45%
32%
8%
69%
24%
13%
4%
56%
42%
3%
32%
59%
8%
Ed 570 Michelle Lucero
9. Is there a plan in
place in your
classroom to
provide equitable
access to technology
resources?
10. When developing
lesson plans, how
often do you
review and/or
select specific
technology
resources to
support the
lesson?
11. How often do you
plan and
implement
activities that use
technology to
enhance student
academic
achievement?
12. How often do
your
assign activities
that use
technology
inquiry-based
learning?
13. How often do you
assign activities
that encourage
active involvement
and decision-making
by
students using
technology?
14. How often do you
assign activities
that utilize
technology to
locate, evaluate,
and collect
information from a
variety of
sources?
19%
66%
17%
11%
26%
55%
8%
12%
26%
55%
7%
31%
30%
25%
15%
30%
27%
28%
15%
38%
29%
18%
15%
Ed 570 Michelle Lucero
15. How often do you
use the following
technologies to teach
your students?
a. Digital projector
b. Presentation
programs
c. Internet
resources
d. Spreadsheets
and databases
e. Word processing
programs
f. Graphics
programs
16. How often do you
use computer
technology to
collect and
monitor your
students'
progress?
17. How often do you
use computer
technology to
report student
progress?
18. How often do you
use testing and
assessment
software?
19. How often do you
use computer
technology to
collect and
analyze data to
make adjustments
to your
instruction?
20. How often do you
use Internet
and/or electronic
resources to
gather information
for lesson
planning?
21. How often do you
33%
31%
11%
20%
47%
40%
9%
9%
18%
22%
61%
5%
52%
17%
18%
13%
24%
16%
50%
9%
40%
18%
29%
13%
9%
19%
67%
5%
7%
30%
45%
9%
24%
24%
42%
10%
19%
31%
40%
10%
6%
25%
65%
4%
50%
13%
23%
14%
Ed 570 Michelle Lucero
communicate with
students using
communication
tools like email,
online forums,
instant messenger,
blogs, or web
pages?
22. How often do you
communicate with
parents using
communication
tools like email,
online forums,
instant messenger,
blogs, or web
pages?
23. How often do you
communicate with
other faculty and
staff using
communication
tools like email,
online forums,
instant messenger,
blogs, or web
pages?
24%
26%
44%
5%
4%
8%
86%
1%
(Maddox, 2009)
Technology Needs Survey
1. What types of activities do teachers use with educational technologies and how often do they use
those activities?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
2. Do teachers have access to a computer for their own use, or do they routinely use a personally
owned computer to prepare materials for use in their classrooms?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
3. What ideas does the staff have about what is needed to make technology more useful?
______________________________________________________________________
______________________________________________________________________
Ed 570 Michelle Lucero
______________________________________________________________________
______________________________
4. What student benefits has the staff observed in relation to the use of technology in the school/
classroom?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
5. What new software or hardware do teachers frequently request for use in classrooms?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
6. What are examples of special work or projects teachers and students have done with technology?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
7. Which courses or subjects most often use technology?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
Table 2 Budget
Sunset Park Budget 2012-2014
Software Procurement
Go Animate for Schools(300s/15t)
Gloster EDU (200s)
Voki Classroom
IXL Math
Study Island Reading
Software
Hardware, Facilities & Networking
Chromebooks
36 Unit Cart
Replacement Computers Inspiron One 20
Document Camera
Personnel
Personnel
Professional Development
Technician Training
Supplies
Cost Year 1 Year 2 Year 3 Total
10%
483
99
483
99
45
2250
1500
483
99
2250
1500
483
99
30
2250
1500
3500
1449
297
75
6750
4500
3500
2988
8964
500
15000
970
30%
249
500
485
2988
500
7500
485
2988
9850
9850
1660
21360
4,300
4,500
6,490
15,290
7500
485
27%
12%
6%
Ed 570 Michelle Lucero
Maintain Existing Technology Position
Other
Infrastructure
Repairs/Upgrades
Total
Projected Funded Sources
School Funds
State Grants
Technology Literacy
Federal Grants
Education Department
Federal Entitlements
Perkins
Foundation Grants
Corporate Grants
Business Partners
Parent Supporters
Total
Table 3 470/471 Form
2000
2000
4000
8000
2000
2200
4000
8200
3000
3145
10000
37000
37000
37000
16145
111000
111000
5500
1500
3000
5000
1000
5000
2000
3000
4000
5000
2000
37000
5500
1500
3000
5000
1000
5000
2000
3000
4000
5000
2000
37000
5500
1500
3000
5000
1000
5000
2000
3000
4000
5000
2000
37000
111000
6%
9%
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Table 4 Acceptable Use Agreement: Pupils - Secondary
I will only use Pueblo City Schools (PCS) systems in school, including the internet, e-mail,
digital video, and mobile technologies for school purposes.
•
I will not download or install software on school technologies.
•
I will only log on to the school network, other systems and resources with my own user
name and password.
•
I will follow the PCS schools security system and not reveal my passwords to anyone
and change them regularly.
•
I will only use my school e-mail address.
•
I will make sure that all PCS communications with students, teachers or others is
responsible and sensible.
•
I will be responsible for my behavior when using the Internet. This includes resources I
access and the language I use.
•
I will not deliberately browse, download, upload or forward material that could be
considered offensive or illegal. If I accidentally come across any such material I will
report it immediately to my teacher.
•
I will not give out any personal information such as name, phone number or address. I
will not arrange to meet someone unless this is part of a school project approved by my
teacher.
•
Images of students and/ or staff will only be taken, stored and used for school purposes
in line with school policy and not be distributed outside the school network without the
permission of Pueblo City Schools.
•
I will ensure that my online activity, both in school and outside school, will not cause
my school, the staff, pupils or others distress or bring into disrepute.
•
I will support the school approach to online safety and not deliberately upload or add
any images, video, sounds or text that could upset any member of the school community
I will respect the privacy and ownership of others’ work on-line at all times.
•
I will not attempt to bypass the internet filtering system.
•
I understand that all my use of the Internet and other related technologies can be
monitored and logged and can be made available to my teachers.
•
I understand that these rules are designed to keep me safe and that if they are not
followed, school sanctions will be applied and my parent may be contacted.
Ed 570 Michelle Lucero
Dear Parent
PCS including the internet, e-mail, mobile technologies and online resources have become an
important part of learning in our school. We expect all students to be safe and responsible when
using any Pueblo City Schools Media. It is essential that students are aware of eSafety and know
how to stay safe when using any PCS Media.
Students are expected to read and discuss this agreement with their parent or carer and then to
sign and follow the terms of the agreement. Any concerns or explanation can be discussed with
their class teacher or Michelle Lucero, school eSafety coordinator.
Please return the bottom section of this form to school for filing.
Student and Parent/ carer signature
We have discussed this document and ……………………………………..........(student name)
agrees to follow the eSafety rules and to support the safe and responsible use of PCS Media at
Sunset Park Elementary.
Parent/ Carer Signature …….………………….………………………….
Pupil Signature……………………………………………………………….
Form …………………………………. Date ………………………………
Ed 570 Michelle Lucero
Table 5
Ed 570 Michelle Lucero
Ed 570 Michelle Lucero
Colorado State Board
of Education
State of Colorado
Department of Education
November 27, 2012
Delihah Collins, Title
II Part D Coordinator
and E-Rate
Coordinator
PH: 303-866-6850
Lynn Bamberry,
Principal Consultant,
Grants and Awards
Unit
PH: 303-866-6813
Paul Lundeen
5th Congressional
District
Colorado Springs
Debora Scheffel
6th Congressional
District
Parker
Elaine Gantz Berman
1st Congressional
District
Denver
Jane Goff
7th Congressional
District
Arvada
Angelika Schroeder
2nd Congressional
District
Boulder
Marcia Neal
3rd Congressional
District
Grand Junction
Bob Schaffer
4th Congressional
District
Fort Collins
MEMORANDUM
Congratulation! This memorandum serves as official notification that your sytem’s
Technology Plan for the 2012-2015 school year has been approved and filed with the
Colorado Separtment of Education. Your Technoloyg Plan meets the standards and
criteria required by the Colorado Department of Education.
As a certified Technology Plan Approver by the Universal Service Administrative
Companay for the Schools and Libraries Program, the Colorado Department of
Education also certifies that your Technoology Plan meets the five required elements for
the E-Rate Funding Year 2012-2015 covering, specifically for E-Rate purposesm the
period of July 1, 2012 through June 30, 2015. Please keep the memorandum as officaial
documentation for approved, remember that E-Rate rules require a level of conisitency
between Local Education Agenceies (LEA) Technology Plan and E-Rate funding requests.
E-Rate funding requests are not subject to review under out approval process; therfore,
it is your responsiblitiy to ensure that your E-Rate funding requests are consistent with
your Technology Plan submitted to the state.
If you have additional questions concerning your system’s Technology Plan, please
contact your regional technology specialist at the Colorado Department of Eduation,
Technolgoy Initiatives Sectgion, at 303-866-6813. Thank you for submitting your
Technology Plan to the Colorado Department of Education. We apprecitate the teime
and effoer that went into this project and hope that you will see its benefis during the
comini year.
Robert Hammond
Commissioner of
Education
Secretary to the
Board of Education
MLL:GL:IML
Carey Taylor Markel
(Not pictured)
Director of State
Board Relations
cc: LEA Tehcnology Coordinators
Attachment