Running head: TECHNOLOGY PLAN 1

Educational Technology Plan for a K-12 Setting

Julie Casacchia

Jena Martin

Amy McCormick

EDTC 6965

Youngstown State University

December 14, 2011

TECHNOLOGY PLAN 2

Table of Contents

Cover Page

Table of Contents

Overview of the Sites

Stakeholders

Technology Planning Committee Membership

Overview of the Development of the Technology Plan

Technology at the Site

Budget

Software

Hardware

Technology Implementation and Maintenance

Professional Development

Communication

References

Reflections

1

2

3

4

6

6

8

14

16

28

36

40

42

45

47

TECHNOLOGY PLAN 3

Overview of the Physical Facilities

The facility for which the technology plan is written is a kindergarten through twelfth

grade educational setting, where kindergarten through fourth grade is located in one building,

fifth through eighth grade is located in a separate building, and ninth through twelfth grades plus

the administration offices are located in a third building.

The elementary school, grades k-4, has approximately 300 students enrolled and 25

teachers. This building has one computer lab, which has 25 stations of desktop computers. Also

located in the computer lab are a Smart Board, a projector, and a laptop for the technology

teacher to use. Each teacher in the building is equipped with a laptop, projector, and sound

system in their individual classrooms. Teachers have the flexibility of reserving any of three iPad

carts, containing 20 iPads each, or one netbook cart, containing 30 computers, all of which are

stored in a central location. In the teacher’s lounge, there are two copy machines which are

available for all of the staff to use. The principal has her own desktop computer and printer with

scanning capabilities. She also has a laptop and iPad. The building secretary has her own desktop

computer and a fax and copy machine in her office. The special education department has four

TAPits, which are interactive screens that special needs students can use in order to complete

their lessons. Other assistive technology the special education department uses is headphones for

students to take individual tests, and a sound system with microphone system, which helps

hearing impaired students to hear lessons better.

The middle school, grades 5-8, has approximately 250 students enrolled and 20 teachers.

This building has two computer labs. The fifth and sixth grade lab has 20 stations of desktop

computers and a printer. The seventh and eighth grade computer lab also has 20 stations of

computers and two printers. Both computer labs have a laptop and a projector for the teacher to

use. Eleven teachers have desktops in their individual classrooms and nine teachers have laptops.

The fifth and sixth grade wing has two netbook carts, each containing eight netbook computers,

to share for their lessons. Of the 20 teachers in the building, 15 have a projector and 10 have a

Smart Board. The principal of the building has a laptop, iPad, and printer in his office and his

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secretary has her own desktop computer with a printer and a fax machine. There are three copiers

in a teacher resource room in the middle of the school where all staff members have equal

access. Also located in the middle school is the school wide server, which houses all of the

stored data for students and staff.

The high school, grades 9-12, has approximately 350 students enrolled and 27 teachers.

This building has two computer labs which each have 20 desktop stations for the students to use.

Both computer labs also have a mounted projector, a teacher station with a laptop, and a printer.

Students also have access, throughout the school day, to 15 desktop computers and a printer in

the library. A separate room, which is connected to the language arts department, contains six

laptop computers that are utilized by the journalism students at the high school. Each teacher in

the high school has a desktop computer 15 of the 27 also have a laptop in their room, and five

have a Smart Board. In the main office, the principal and secretary both have a desktop and share

a printer. There is also a fax machine in the main office. In the teacher’s lounge there are two

copiers for staff use. The superintendent’s office, which is also located in the high school, has a

laptop, iPad, and printer in his office. His secretary has her own desktop with a printer. The

treasurer, whose office is attached to the superintendent’s office, has a netbook, desktop, printer,

and fax machine.

Throughout all of the buildings, there are several wireless access points so students and

staff can be in any location throughout the building and obtain access to the internet. Each of the

three buildings also has three wiring closets, where the switches are located.

Stakeholders

Stakeholders in this district include parents, community members, teachers, staff, and

students. Each of these groups of individuals is greatly affected by the technology utilized in and

offered by the school district. Our district, with a wealth of technology and involved

stakeholders, is able to improve the educational experiences for our children.

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Parents are affected by how the technology plan impacts the education of their children

and the communication of all parties involved. This set of stakeholders can use the district

technology to help access student information such as grades, progress, behavioral information,

and schedules. They also will have access to email and voice mail to contact teachers and other

staff members. Parents must recognize they are subject to the same technology regulations that

apply to students.

Students are significantly affected daily by our technology plan. This includes their

exposure to any technology that the instructor utilizes, what the teachers expect the students to

use in and out of the classroom, and how well it functions and is up to date. They may also use

the district technology to access grades, contact or submit work to staff members, access their

schedule, and locate district activity information. Students must sign and abide by the technology

use regulations set forth in the Acceptable Use Policy.

Staff members are greatly affected by the technology plan since they use it for

documenting attendance, researching classroom materials, creating lessons, recording grades,

communicating with parents and other staff, and having students relying on the use of that

technology in the classroom. They, too, have to abide by Acceptable Use Policy and help enforce

those regulations in the classroom with their students.

Community members will be stakeholders as well. This may occur when they attend

meetings or rent portions of our facilities or through the impact the district technology has on

children or staff they know. The district homepage also has a wealth of valuable information that

applies to community members. We count on these individuals to support our activities, so the

website is a major source of information for sports, fundraisers, plays, concerts, and

achievements.

TECHNOLOGY PLAN 6

The district has some partnerships for technology integration. These partnerships are per

license agreements. Some include ProgressBook, Microsoft Office, Adobe CS4, and Inspiration.

These partnerships are used for keeping grades and records, use of word processing and other

software for the stakeholders, and for instructional purposes. Other applications that are not

partnerships include engineering and informational technology online instructional software, the

Internet, and Smart Boards and their related technology.

Technology Planning Committee Membership

The technology committee consists of various individuals who work throughout the

district in order to make thorough decisions regarding the utilization and purchasing of

technology. Our Director of Technology, who is in charge of the committee, plans meetings

every month to receive updates and solicit opinions from the rest of the committee. One board

member is on the committee and delivers a report to the rest of the board members as to the

purchases being suggested and made. A board member’s presence on the committee is a crucial

considering the five board members are responsible for approving the budget and, therefore,

have a lot of control over what technology changes and purchases are approved. One building

principal and the superintendent are also involved in the technology committee and represent the

other administrators. The treasurer is also involved in the committee because she is able to

provide the budget amount allocated to technology purchases and maintenance. Lastly, at least

one teacher representative from each building and a high school student attend the meetings.

With this committee composition, each building and specialized area of the district is

represented. This configuration provides a perspective from each aspect of the school and allows

for well informed decisions to be made.

Overview of the Development of the Technology Plan

The committee for developing the technology plan should consist of a diverse membership

that is knowledgeable in technology and its related uses, costs, and maintenance. Members on

the technology planning committee should include, at a minimum, the individuals listed below.

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Director of Technology Technology Support Treasurer Instructional Integrationist Assistive Technology/Special Needs Coordinator

Board Member Superintendent Principal Teacher Student Community Member

Approvers for the plan:

Treasurer Director of Technology Superintendent

There are many elements to the plan including the technology available, technology that is

desired and how to acquire it, costs involved in all aspects of the technology, involved

stakeholders, methods of communication, maintenance to technology, acceptable use policies,

software, hardware, implementation of new technology, composition and responsibilities of the

technology planning committee, and what technology is available at the site.

Our technology plan will be in effect for 3 years, with a continual planning phase beginning

after the plan has been in place for two years. Modifications can be made at anytime and

updated. The plan should not be in effect for longer than the allotted time, as technology is ever

changing and we must respond to those changes to remain effective.

The International Society for Technology in Education National Educational Technology

Standards (ISTE NETS) and Ohio Standards (State and local) govern the technology plan and

use of technology. Therefore, the district technology planning and use must align with these

national, state, and local standards.

TECHNOLOGY PLAN 8

Technology at the Site

History of Technology Use for Instruction

Education changed forever the day the first computer entered a school building. Teachers

were used to textbooks, chalkboards, dittos, and filmstrips. Quickly, their world began to change

and they had to change with it. Fortunately, in our district, we have teachers who embrace new

ideas and do not believe in failure. In the beginning, computers were basically used for their

word processing capabilities and sometimes for keeping grades. When the Internet entered the

picture, however, an overwhelming amount of new resources were available at teachers’

fingertips. As soon as we opened the first computer lab in our district, our teachers were fighting

for time so their students could research everything from volcanoes and earthquakes in science to

types of instruments and their sounds in music. While the students were really just doing

research like they could in the library, they were learning new skills about searching for and

evaluating information. With DVD players in their rooms, teachers were using video to help

provide students with experiences that could never be brought into the classroom any other way.

Unfortunately, at that time, students were generally shown the entire video just to see a few

important scenes.

It wasn’t until the Smart Board entered the picture that our teachers really began to

replace traditional teaching methods with more efficient and thought provoking experiences. For

example, interactive website activities replaced the chalkboard, small segments of necessary

information replaced whole chapters in a text book, and time saving video clips replaced entire

videos. Students have gained more learning time and have access to more quality material within

that time. Our district is so fortunate to have cooperative teachers that keep the students’ best

interests in mind, even when it creates more preparation time.

History of and Current Technology at the Site

Overall, the school district has been a leader in technology compared with other districts

in the tri-county area. Beginning in 1996, the school district began to provide a desktop computer

TECHNOLOGY PLAN 9

in each of the teachers’ classrooms. Those computers had word processing capabilities as well as

an internet connection. Approximately 50% of teachers were hooked up to ink-jet printers in

their classrooms and the other teachers printed to a printer located close to their room. Nearly

75% of teachers were using overhead projectors with hanging screens and each classroom was

outfitted with wall mounted televisions to watch the daily Channel-One news broadcast. Most of

these classrooms also had video cassette recorders. In 1999, a computer lab that contained 20

computers was added in the middle school building and was available to any teacher who signed

up. Teachers were maintaining hard copy grade and attendance records.

Starting in 2000, the district goal was to provide at least three desktop computers in each

core-subject classroom so students could work on stations during class. The teachers’ old

desktops were used for this purpose and new desktop computers, loaded with word processing,

presentation, and spreadsheet software, were given to each teacher of core subjects. A grading

program was also added for maintaining a digital grade book. Administrative employees,

including the treasurer, were given laptop computers so they would be able to work from home.

Advanced placement teachers and guidance counselors were also given laptop computers to

work over the summer. Larger and more efficient network printers were added to the elementary

and middle schools, which replaced the ink jet printers when they no longer functioned.

Many technological changes took place at the High School level with the opening of their

new building in 2002. Upgraded wiring and networking allowed for two new computer labs,

containing 20 desktop stations each. The library was also equipped with 15 desktops for research

and writing purposes. During the same time frame, the elementary school went through

renovations to update the library and create a computer lab. Twenty five desktop stations were

placed in the computer lab, ensuring each student would have individual computer access to the

internet and educational software.

TECHNOLOGY PLAN 10

In 2005, the district began to explore the use of Smart Boards. In order to evaluate the

interest, one Smart Board was placed in each of the three buildings in a room that could be

signed out by a teacher. Those teachers that utilized the technology the most were the recipients

of the next six Smart Boards purchased in the following school year. In the past five years, the

district has successfully provided a Smart Board, projector, and laptop to all elementary

classroom teachers, 10 middle school teachers, and five high school teachers. Elementary

classrooms with Smart Boards are also equipped with microphones and sound systems. As

laptops replaced teacher desktops, the old desktops that were in the middle school computer lab

were replaced with the newer desktops and the lab increased to accommodate 20 students.

The 2005-2006 school year also brought about changes with the software and

management systems. Teachers were no longer allowed to bring in trial versions of software or

educational software they purchased on their own. All software had to be approved and installed

by the newly hired technology director. Also, any software that was no longer compatible with

the school technology was uninstalled and the disks were destroyed. Office secretaries, guidance

employees, and teachers all began piloting a program that was utilized for taking morning

attendance and maintaining a digital grade book. Academic interims and report cards were able

to be printed rather than being hand written. During this time, DVD players were purchased,

allowing for at least one DVD player to be shared by each grade level.

Within the last three years, three iPad carts with a total of 60 iPads, and a cart with 30

netbooks were added to the elementary school. Stored in a central location, these materials are

available on a sign-out basis for any grade level. Also at the elementary, four TAPits were

added to the special education department classroom. A second computer lab, available for sign

out by teachers, was added in the middle school, providing an additional 20 computers. Two

netbook carts, with eight computers each, were added to the fifth and sixth grade wing at the

middle school, allowing for student use within the classroom setting. High school journalism

students were provided with six new laptops to utilize when working on the newspaper.

Management systems changed, allowing for daily and period-based attendance, parent contact

TECHNOLOGY PLAN 11

information, scheduling information, and parent access to grades. District communications were

improved through the addition of an IP telephony phone system capable of sending messages to

all families or employees of the district at the same time. Voice mail extensions were provided

for all staff members and the phones were removed from individual classrooms. New compatible

phones were placed in the main office, principal’s office, nurse’s office, guidance office, and

teacher’s lounge of each building. All of the older Channel One television sets were removed

from the classroom and disposed of by the custodial department.

Next year, plans include the addition of seven more Smart Boards in the middle school

and five more Smart Boards at the High School. Each cafeteria will begin to maintain accounts

for each student to maintain more accurate records and move students through the cafeteria lines

more quickly. New clock and public address systems will be added to the elementary and middle

schools, ensuring consistency of clocks and more accurate classroom contacts. Each teacher will

also be supplied with their own walkie-talkie to be utilized for grade level and office

communications, as well as for emergency situations. Software purchases are being considered

for tutorial purposes at the middle school level and for diverse learner achievement.

Technology for Diverse Learners

Along with the other gains in technology, the district has recognized the need for specific

technologies to assist our diverse learners and has acted upon that need. Understanding that the

scope of diverse learners ranges from students in the traditional classroom setting that need

minor modifications to students in multiple-handicapped classes that have very specific

technological needs, the district solicited input from the classroom teachers, members of the

special education department, and the county educational service center. From that point, some

previous technology investments were determined to be meeting the needs of our diverse

learners, while other purchases needed to be considered for the future.

TECHNOLOGY PLAN 12

Numerous pieces of technology within the elementary classrooms help reach varying

types of learners with diverse needs. The Smart Board allows for large visual images,

manipulation through touch, and the ability for the teacher to store images of the screen to

review material with students when necessary. Speaker systems and microphones allow for the

teachers to gain the attention of easily distracted students as well as ensuring all students are able

to hear the lessons. Netbook and iPad availability for each classroom allows for students to work

on educational programs at their own pace without experiencing the pressure of other students

working at a faster pace. In addition, the computer lab has headphones at each computer station

to help students focus on their work and hear it clearly without being distracted by the activities

of other students. Through these technologies, many more students can be reached than in a

classroom that lacks these resources. Unfortunately, the middle school and high school

classrooms are not all equipped with Smart Boards yet and none of them have the speaker

systems. Headphones are also lacking in their computer labs. One portable microphone and

speaker is available at the High School and is not currently used.

Special needs students have a main classroom in each building and are mainstreamed

when possible. In the special needs classroom at the elementary, the students work on the Touch

Accessible Platform Interactive Technology, or TAPit, which is a resource similar to a Smart

Board. Benefits of the TAPit include the ability to tilt the screen and its motorized adjustment

so it can accommodate students in wheelchairs or with other mobility devices. Its large, hardened

screen allows for enlarged icons that can accommodate students who lack fine motor skills and

cannot gently touch the screen. In addition, the screen can also distinguish between a student's

arm that is resting on the screen compared to a touch that is selecting an option on the screen.

Many special needs students need to lean on the board while they work, making this an excellent

adaptation to similar technologies. The TAPit low-glare, matte screen’s color, brightness, and

text can easily be changed to fit the needs of the student. TAPit is an excellent resource that

allows students who are unable to work on a desktop computer to explore the amazing learning

software and activities made available through computers. All four of these machines are

currently at the elementary. However, we anticipate one of them needing to move to the middle

school next year.

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Strengths and Weaknesses

While very proud of the progress we have made as a district with the availability and

accessibility of the technology to the students and staff members, there are always strengths and

weaknesses to any program. Accessibility is one of our strong features. Students use Smart

Boards, iPads, netbooks, and desk tops starting in kindergarten and they continue to have access

to much of that technology throughout their education. Developing capable and confident

technology users is important to our district. Technology classes begin in Kindergarten and

continue as a regular special class through the eighth grade. High school students have the

opportunity to take specialized classes such as web design, technology of media, and networking.

Increased student interest and involvement is a benefit of the technology carts and labs. Netbook

and iPad carts, along with the computer labs, allow teachers to create interactive lessons and web

based activities on which each student can work on their own device. Students find research and

presentations more exciting when using the technology, too. Communication is endless with the

phone system, email, teacher homework pages and newsletters, and the grade book that is

accessible by parents. There is no excuse for anyone in our district to be uninformed of any

critical or noncritical information. Finally, our wireless access has improved greatly. This

especially affects the elementary teachers who are primarily using laptops with a wireless

connection. Quality lessons using a smart board need reliable internet and document storage

access.

Strong as we may be, our technology still has weaknesses. One area of weakness is our

lack of software that meets the needs of diverse learners. So much of our software budget has

gone to increasing licenses and purchasing key software, such as the complete Microsoft Office

and Adobe CS4, for so many computers, that we have not purchased any specialized or

instructional software in the past three years. Until recently we have not had a need for ESL

technology. However, several families have moved to our district so, after evaluating resources,

we are considering purchasing the ESL Let’s Go Series (3rd Edition) workbooks and CDs to try

next year, as detailed on http://www.esl.net/side_by_side.html. Although, other approved

resources may meet this need. We are planning on purchasing two Minspeak language

representation systems to benefit two of our students in the special needs classes. Another

TECHNOLOGY PLAN 14

problem area is with the number of computers in the labs and on the carts. With increased class

sizes there aren’t enough resources for everyone to use at the same time. For example, there are

20 computers in the middle school labs but there are 27 or more students per class, requiring

students to share computers. At times that isn’t a concern, but when they need to learn a new

skill or complete an individual assignment it becomes very frustrating for the teachers and

students. Professional development is also one of our weaker areas as far as providing

individualized assistance for specific needs. For the future, we are striving to provide at least

four topics per year that teachers can attend during their lunch or prep period along with the

follow up sessions two weeks post in-service.

Budget

Annual Technology Budget(2011-2014)

2011-2012 2012-2013 2013-2014

Networking Hardware      

Domain Controller (File/Print Server) 2,000.00 2,000.00 2,000.00

Web Server 750.00 750.00 750.00

PoE 48 Port Gigabit Switches (Replace 3/year) 2,625.00 2,625.00 2,625.00

DAS (Data Acquisition Site Purchased Services)-$18 per ADM 18,000.00 18,540.00 19,096.00

Networking Hardware Total 23,375.00 23,915.00 24,471.00

       

Software/Subscription Services      

Microsoft Edu Lic/State Agreement - 70 FTE Faculty/Staff 3,798.00 3,798.00 3,798.00

Symantec Antivirus Corporate $3.00 per 800 computers 2,400.00 2,400.00 2,400.00

Word Power for the Minspeak 350.00 350.00 350.00

Model Me Kids 265.90 265.90 265.90

Software/Subscription Services Total 6,813.90 6,813.90 6,813.90

TECHNOLOGY PLAN 15

       

Purchased Services/Personnel      

Printer Maintenance/Toner 1,440.00 1,440.00 1,440.00

Copier Maintenance/Toner 15,000.00 15,000.00 15,000.00

Educational Service Center Technician 11,000.00 11,330.00 11,670.00

Director of Technology (Salary/Benefits) 85,000.00 87,550.00 90,176.00

Technology Assistant (Salary/Benefits) 24,000.00 24,720.00 25,461.00

Purchased Services/Personnel Total 136,440.00 140,040.00 143,747.00

       

Hardware      

Audio/Visual Projector Replacement (3 per year) 1,800.00 1,800.00 1,800.00

Projector Replacement Bulbs (10 per year) 1,650.00 1,650.00 1,650.00

Classroom Amplification Sound Systems (3 per year) 2,500.00 2,500.00 2,500.00

Desktop Replacement (10 per year at $400) 4,000.00 4,000.00 4,000.00

Laptop Replacement (10 per year at $550) 5,500.00 5,500.00 5,500.00

iPad Replacement (2 per year at $500) 1,000.00 1,000.00 1,000.00

Replacement Laptop Batteries 800.00 800.00 800.00

Backup tapes for tape drives/External Hard drives for off-site server backup 500.00 400.00 200.00

Minspeak device (1) 7,895.00 7,895.00 7,895.00

Misc. Computer Parts for Repairs 6,000.00 6,000.00 6,000.00

Consumables 4,000.00 4,000.00 4,000.00

Hardware Total 35,645.00 35,545.00 35,345.00

       

IT Professional Development      

State Technology Conference Group of 4 740.00 750.00 760.00

CompuServe Workshops for IT updates/training 2,000.00 2,000.00 2,000.00

Train the Trainer Sessions 0.00 0.00 0.00

TECHNOLOGY PLAN 16

IT Professional Development Total 2,740.00 2,750.00 2,760.00

       

Total Technology Annual Budget 205,013.90 209,063.90 213,136.90

Justification

Many of the items in the budget are for maintenance on the items we already have

installed and working in the district. Some of the amounts allotted are estimates based on how

many items we may need to purchase in a year’s time. For example, we may not need to replace

10 laptops per year; we may have more or less depending on the individual school year. Other

amounts, such as the salaries for the Director of Technology and the Technology Assistant, have

a 3% increase throughout the course of our budget. We have allotted that amount of money to

make sure we have all of our costs covered and we will not run out of money by the end of the

budget.

Software

Software that Supports the Curriculum and the Administration of the Site

Key software packages that are necessary to continue the growth of technology use and

quality teaching products include Microsoft Office Standard 2010, Adobe Creative Suite 5.5,

Symantec Antivirus, and Smart Notebook 10.8. As decided by the technology committee and

administration, updating to Microsoft Office Standard 2010 version including Word, Excel,

Power Point, One Note, Outlook, and Publisher, with volume licensing, is necessary. Having

these options for teachers allows them to use the latest software to help create, utilize, and share

quality lessons. Word, Excel, and Power Point are used in technology classes with students in the

early elementary grades and Publisher is added to the classes beginning in the middle school.

Having a standardized Office Suite offers consistency across all three buildings, alleviating any

compatibility issues. Likewise, the upgrade of Adobe Creative Suite 4 to 5.5, through a volume

license purchase, will also improve the options for teachers when modifying their websites and

streamline document transitions to increase the use of PDFs. Adobe CS 5.5 will also adequately

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support the curriculum requirements for the technology courses offered at the high school.

Again, the software will be standard across the district, so there will not be any compatibility

issues. As for antivirus and antispyware, we currently use Symantec Antivirus Corporate Edition

10.2, which has been discontinued. Updates are still possible, so we are not in a rush, but we are

starting to consider whether to go with Symantec Endpoint Protection 12.1 or a different

program. Finally, Smart Notebook 10.8 is available on all computers in the district regardless of

whether or not the staff member has a Smart Board. Considering the number of teachers using

this software daily for interactive lessons and activities, videos, and other student learning

sessions, it is important to have available on each station. Having Notebook 10.8 on all of the

computers also allows for flexibility when moving computers and when presentations occur in

various rooms for professional development sessions.

The Ohio Education Computer Network (OECN) is an organization that has regional

Informational Technology Centers (ITCs) that are responsible for providing services to over 700

school districts across the state. Each regional center provides services and software necessary

for network connectivity, finances, library automation, student services, among many other

options. These ITCs work together to acquire good pricing on software tools, enabling districts

such as ours to purchase these services at a greatly reduced cost. Software utilized for the

administration of the district obtained through our local ITC. One of these cost effective options

is Progress Book, which we use for teacher grade books, parent contact information, student

history, and parental access to grades. Another example is Data Analysis for Student Learning

(DASL), which is used for our student management software. Attendance is sent to the office

through DASL each morning. HR kiosk is another management software we use. HR Kiosk

allows teachers to request days off, check their history of accumulated and sick days, and

maintains the teacher’s profile. Considering the amount of information that must be reported to

the state, it is a wise choice for our district to select from the commonly used software offered

through the ITC to ensure proper and efficient reporting and maintenance.

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List of Software for Diverse Learners

Curriculum supporting software specific to subjects and learning needs are also a

necessity. After consideration, the technology planning committee has narrowed down software

that we feel meets the needs of our students to ensure adequate academic growth and support.

Teachers’ needs were also taken into consideration to make certain the software could be easily

integrated into their curriculum and classroom. Selections included the following software.

vizZle. vizZle is web based software designed for special needs students, including those

with autism. Accessible on different devices in the classroom, such as the Smart Board, laptop,

or iPad, vizZle comes with six vizZle players and thousands of premade and shared lessons

covering all subject areas. Depending on curricular or therapeutic need, the lessons are also

customizable with clip art, pictures, video, and sound. Student progress is tracked through their

answers and participation, and can be linked to their IEP goals and shared with other teachers in

the building. In our district, this software can be used in the individual special needs classrooms

or with students who are pulled out of class to be tutored. Additional information regarding

vizZle, and the opportunity for a free trial, can be found at http://www.monarchteachtech.com/

Our special education department is set to examine this product during an in-service day and a waiver day

to determine if it is as valuable as it seems. Based on their evaluation we will obtain pricing information.

We feel that the decision needs to be made prior to identifying the cost in this situation.

Model Me Kids. Appropriate for students with Autism, Aspergers, non-verbal learning

disorder, Down’s syndrome, and developmental delays, Model Me Kids would be applicable to

our special needs classrooms. Various topics covered by Model Me Kids include modeling

emotions and appropriate public behavior for ages 2-8, how to behave in school and stressful

situations for ages 5-12, and friendships, conversations, hygiene, and bullying for ages 9-17.

Each DVD is divided into chapters that focus on one specific skill, in which children

demonstrate the skills in segments that are three minutes or less. IEP goals and various

elementary state standards can be easily addressed using Model Me Kids. Additional information

can be found at http://www.modelmekids.com/

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Read&Write GOLD. With the endless capabilities of Read&Write GOLD, by

textHELP, the needs of reluctant readers and writers, ESL students, and those with learning

disabilities like dyslexia, can be met easily without having to use activities that are different than

the rest of their peers. Read&Write GOLD has assistive reading functions such as Text-to-

Speech, screenshot reader, DAISY reader, and PDF aloud. Reading support applications include

a dictionary, picture dictionary, speech makers, pronunciation tutor, and a translator. This portion

would be particularly helpful to our ESL students. Study skills and research helpers include a

fact folder, study skills highlighter, and vocabulary list builder. For writing and self editing there

is word prediction, sounds like and confusable words, speak while typing, and various other

functions. Students can take pictures of documents and have them read aloud or take tests online

so the test can be read to them. Read&Write GOLD uses a customizable toolbar that floats over

other programs like Word, Internet Explorer, or Adobe Reader so that students can access these

tools anytime they are working on the computer. Therefore, this software can assist students in

meeting almost any academic indicator in all subjects. We feel this would be a very beneficial

tool at the middle and high school levels and are still considering whether it will go on every

computer or specific computers designated for IEP students with language goals and ESL

students. No acceptable contract could be reached with the company, so this purchase has been

put on hold until further discussion. Additional information can be found at

http://www.texthelp.com/North-America/our-products/readwrite

PBS KIDS Island. PBS KIDS Island is a free, online resource that has a quality

progressive literacy program to help young readers. Since it is self paced, activities become

available as the student progresses through the skills. Under the Teacher Resources section there

is a link to a Between the Lions site offering three literacy units designed specifically for deaf

students. Lesson guides and teaching strategies are included to assist the classroom teacher with

these lessons for deaf students. Toward the bottom of the page there are charts that break down

each game by skill and level which makes the concept of the program very easy to understand,

especially for parents. Parents or teachers do have to sign the students up using an email address

and name so that the program can keep track of the student’s progress and continue to pace the

TECHNOLOGY PLAN 20

activities. The technology planning committee is recommending this use of this website during

stations or other free time in the elementary school. However, since it is online, students can also

access the resource and work at home. PBS KIDS Island is found at http://pbskids.org/island/

ELL/ESL website. Although not a software program, this site offers links designed to

help ELL and ESL students, along with other students, learn about many different topics. These

includes over 20 topics including ABCs, animals, colors and shapes, opposites, health, and many

more. This website can be easily supplement academic standards and be incorporated into the

regular classroom lessons or into stations or computer lab time. This site is accessible at

http://www.aasd.k12.wi.us/staff/boldtkatherine/ELLKids.htm

Procedures for Recommending Software Purchases

Amazing claims, brilliant promises, and pictures of adorable little children are generally

abundant when it comes to software advertising. It is easy for a teacher to get swept up into the

glitz, but when it comes down to it, that software must meet state standards, be usable for more

than one lesson, and must be at least somewhat enjoyable for the students. To avoid unnecessary

waning of the technology budget, a software policy is in place for recommending software for

purchase by the district. Once a staff member has gone through the process, they should be rather

confident that the software is either worth it or not. The steps of our policy are detailed below.

Software recommendation and purchasing procedure. Please keep in mind that this

process may take place at anytime during the school year, but the actual ordering of software will

only take place two times a year. Therefore, any recommendation must be submitted and

approved no later than May 15th for potential installation for the beginning of the following

school year, or no later than November 1st for possible installation at the beginning of the 3rd

grading period. The technology department will not duplicate any licensed software for use on

multiple computers. Please take this into consideration when placing your order.

TECHNOLOGY PLAN 21

1. A teacher or other staff member that finds a piece of software believed to be a good

selection for his or her classroom needs to follow policy procedures. First, the individual must

get approval from the Director of Technology, make arrangements to obtain a trial version of the

software, have the version installed on their computer by a member of the technology staff, and

evaluate the functionality of the software. Then, complete the evaluation portion of the Software

Evaluation and Recommendation Form, provided on the district’s website.

2. At this time, the teacher will meet with their supervisor and the Director of Technology

to discuss their findings.

3. The teacher or staff member is responsible for completing the remaining portions of

the Software Evaluation and Recommendation Form, signing it, having their supervisor sign it,

and submitting it to the Director of Technology.

4. All information about the vendor, pricing, order number, and purchasing

documentation needed by that vendor must be located and printed or recorded to be submitted to

the Director of Technology with the Software Recommendation Form.

5. If no questions arise, the Director of Technology will add any comments to the

recommendation form, and submit it to the Superintendent for approval and a signature.

6. Once the proposed software purchase has been approved by the Superintendent, it will

be submitted to the Treasurer’s office, along with the accompanying vendor and purchasing

information.

TECHNOLOGY PLAN 22

7. When the software arrives, it must be installed by the Director of Technology, or a

designated member of their team, and not by the requestor.

TECHNOLOGY PLAN 23

Software Recommendation and Purchasing Form

Name of submitting staff member: _________________________________________________

Position held: _________________________ Building: _______________________________

Date of trial installation: ___________________

Software Title: Subject Area(s):

Publisher: Grade Level/Age Range:

Copyright/Version: Purpose:

Evaluation of Software Trial

Topic Criteria Strongly Agree

Agree Disagree N/A

Content The information is accurate, current, applicable, and well written.

Directions Helpful, easy to use directions are provided in a manual, through help, or online.

Grade/Age The reading level and skills are appropriate for the target audience.

Learners The program accommodates various learning styles and levels.

Leveling Levels progress and retains student information

Use Program can be used for individual use or in a group setting.

Features Sound can be turned on/off.

Feedback The program offers feedback to the student in a timely fashion

Feedback The program provides feedback about student progress

Standards Addresses multiple learning targets for the grade level

TECHNOLOGY PLAN 24

Recommendation for Software Purchase

Windows Platform (Mac not eligible)

Processor

Operating System

RAM (MB)

Hard Disk space (MB)

Internet

Additional RequirementsLicense Type and Number Required

Curriculum Alignment

How does this software fit the curriculum? Use specific standards learning targets.

Vendor NameVendor AddressVendor Phone/FaxVendor WebsiteSales person/phone

Requestor Signature: ____________________________________________ Date: _______

Director of Technology Signature: _________________________________ Date: _______

Superintendent Signature: ________________________________________ Date: _______

Treasurer Signature:_____________________________________________ Date: _______

P.O. Number: ___________________ Date Sent: ________________ Date Received: _______________

TECHNOLOGY PLAN 25

Recommendation for Policy that Focuses on Replacing Software

Software replacement is not simple to predict. We have a basic policy that has served our

needs well. Policy steps are documented below.

1. Software that is critical to the functioning of the district and the classrooms such as

management software, Microsoft Office, Adobe CS 5.5, and Symantec will be evaluated by the

technology committee one time per year to determine effectiveness, efficiency, and value. We

anticipate that Microsoft Office and Adobe CS editions will be used for at least three years.

However, unforeseen factors may adjust our needs, hence the yearly evaluation. Critical software

suggestions for replacement will be researched by committee members and discussed with the

administration prior to reaching a decision.

2. Software that is non-critical to the functioning of the district, such as KidPix,

Kidspiration, and Shapes will be evaluated by the technology committee once every two years to

determine effectiveness, efficiency, and value. Occasionally these programs become

unexpectedly obsolete and begin to cause compatibility issues. In this case, the committee will

evaluate the software on an as needed basis when issues arise in between the two year cycle.

Staff will be surveyed every two years to help the committee determine use of non-critical

software and allow for an informed decision for replacement.

3. Software being considered by a staff member must follow the Software

Recommendation and Purchasing Procedure, found on the teacher links portion of our website.

Staff members must conduct an evaluation using a trial version in order for the committee to

consider purchasing any software. Any requests submitted throughout the year will be examined

by the committee the week following May 15th and the week following November 1st. Staff will

be notified of the decision as soon as possible.

TECHNOLOGY PLAN 26

Procedure for Removal and Disposal of Unnecessary Software

District computer software is handled by the Director of Technology and his team. No

teachers are given permissions to be allowed to try to install or uninstall any product. Therefore,

all laptops are collected at the end of school so maintenance, including software removal,

installation, or updates can be done in a central location. Desktop computers remain in their

locations where they will go through the maintenance and software procedures. Policy steps are

listed below.

1. Staff members that are not part of the Technology department are not permitted to

uninstall or dispose of any software. If any software seems to be causing a problem on a

computer, the technology director needs to be informed through email of the specific problem

that occurred and on which specific computer(s) that took place.

2. Every two years the technology committee will review the non-critical software

utilized within the district. A survey will be conducted and staff members will be given one week

to provide input regarding their use and perceived value of currently installed non-critical

software. At that point, the technology committee will collect and evaluate response data to

determine if the different software will be uninstalled or if it continues to be a valuable resource.

Removal of obsolete or unwanted software will take place during summer maintenance and

updates.

3. No physical pieces of software should be kept anywhere other than in the technology

department. Any pieces found outside of the department should be returned immediately to the

Director of Technology.

4. Any physical software that has become obsolete or unusable will be documented and

destroyed. If available, the title, version, number of copies, serial number, license number, and

TECHNOLOGY PLAN 27

purchase date will be documented and retained in the technology department and central office.

The date and method of destruction will also be documented. Software will be broken into pieces

or shredded and disposed of through district waste to prevent illegal use.

Issues Related to Software Acquisition and Management at the Site

Responsibility of software acquisition and management on site is overseen by the

Director of Technology and department staff. Through the processes outlined above, software

acquisition can be easily handled by the Director of Technology and the technology committee.

Cost and perceived value are the two major factors that seem to prevail when it comes to

software acquisition. Budgets only allocate so much in funding toward software purchases,

which can easily be drained by the addition or replacement of management or other key district

software. Staff members who place software requests throughout the year often believe strongly

in the potential benefits, and therefore need, of that particular software. If the budget does not

allow for the purchasing of non-critical software or specific software requests are denied, staff

members can become very angry. Occasionally this has led to problems between several staff

members and the technology department or another staff member that did receive their software

request.

Software management is generally overseen by the Director of Technology and

department staff. Daily operations flow smoothly the majority of the time and issues are taken

care of quickly. However, the local Informational Technology Centers (ITCs) may be enlisted

for assistance during software issues that cause significant disruption of district operations.

Technology department staff work well with the ITC’s staff because they realize when the

administration offices or student data is affected no chances can be taken and efficiency is key.

TECHNOLOGY PLAN 28

Hardware

Procedure for recommending hardware specifications. Mainly the recommendation

for hardware specifications will apply only to the Director of Technology. However, subject-

specific or need-specific hardware recommendations may be made by other members of the staff.

Policy steps are listed below.

1. Only the Director of Technology will be responsible for recommending hardware

specifications regarding laptops, desktops, interactive white boards, projectors, printers, and any

other major hardware. Any recommendations made must be supported by documentation that

justifies the need for those specifications. A minimum of two resources must provide examples

of use and comparison of capabilities. Specifications made available by the Director of

Technology shall include descriptions and minimum requirements for: type of technology,

processor, memory, hard drive, CD/DVD drive, Ethernet, wireless, video cards, and the

operating system.

2. Any member of the staff, other than the Director of Technology, may recommend

hardware specifications in their area of expertise. For example, a touch screen monitor may be

recommended by a classroom teacher who has a student with physical disabilities and is unable

to control a mouse. Recommendations made by other staff members must conducted in the same

manner as those made by the Director of Technology. Supporting documentation with a

minimum of two resources must be submitted to the Director of Technology for consideration.

3. Hardware specifications for personal technology brought in by staff members will be

clarified at the beginning of the school year. These specifications are designed to protect from

damage any technology supplied by the school district. Any personal hardware being used that

does not meet these specifications will be refused by the Director of Technology and will be

taken away from the staff member if found on the premises. A letter of reprimand will be placed

TECHNOLOGY PLAN 29

in the staff member’s file and the technology will be returned to the staff member with the

understanding it must be removed from the school grounds.

Detailed List of Assistive Technology for Special Needs Students

Minspeak. Minspeak systems utilize icons to represent language for individuals with

difficulty communicating verbally. Students learn to create sentences using combinations of

these icons along with symbols that identify if the symbol represents a verb, adverb, and etcetera.

Different meanings are represented by the same icon, which may be confusing depending on the

ability of the user. Portable communication devices manufactured by the Prentke Romich

Company are the only devices on which Minspeak works. Minspeak Application Programs

(MAPs) are pre-developed programs available for a variety of ages, abilities, and needs. MAPs

come in different languages, excellent for ESL students, but can also be customized if needs

cannot be met with existing MAPs. While the device that uses Minspeak is very expensive, we

anticipate the need to purchase one of these devices and the corresponding software each year of

the plan. More information can be found on https://store.prentrom.com/index.php/cPath/30

IntelliKeys USB. IntelliKeys USB is an alternative keyboard that can be programmed to

fit the needs of students with physical, visual, or cognitive abilities. Young learners and ESL

students can also benefit from the flexibility of the IntelliKeys USB. Standard overlays are

placed on the IntelliKeys USB keyboard and help students with the alphabet, writing, Internet,

email, math, the mouse, and other skills. Overlay Maker 3 allows teachers to make customized

overlays that can be printed on legal sized paper. Some publishers already make overlays that

correspond with their materials, such as Write:Outloud or Microsoft Word and Power Point.

Each keyboard can also be customized for speed, sensitivity, shifting with one finger, and smart

typing such as punctuation spacing. IntelliKeys USB provides many opportunities for diverse

learners to reduce frustration and experience success in the classroom. After one year of the

Minspeak use and additional research, we will determine which tool would be more effective

with our students. More information about IntelliKeys USB can be found on

http://www.intellitools.com/programpage_intellikeys.html

TECHNOLOGY PLAN 30

iStartSmart Mobile. One-to-one computing for young learners is brought to life using

the iStartSmart Mobile touch screen interface. Covering literacy and math skill development in

18 essential areas, this technology moves students ahead only when they are developmentally

ready. There are five scaffolded skill areas that increase or decrease in difficulty as students

work. Progress data is collected in real time that can be monitored by teachers, administrators,

and parents through the Internet. iStartSmart Mobile allows students to work and progress at

their own pace, making it an excellent option for any child. Dual language interactive whiteboard

content is also available, making this a wonderful choice for ESL Spanish students. Intrigued by

this device and software, we have not decided there would be a benefit over the iPads we

currently use. Kindergarten and First grade teachers are going to explore various apps for the

iPads and compare their functions to those of the iStartSmart Mobile. For more information

about the iStartSmart Mobile, explore the following website. www.hatchearlychildhood.com

NEO 2. NEO 2 is a small, portable word processor designed for students who have poor

fine motor skills, dyslexia, or verbal communication difficulties. It is slightly larger than a

standard keyboard and has a small screen near the top. NEO 2 contains features such as the

ability to cut, copy, and paste; a dictionary and thesaurus that includes a Spanish-English word

look up for ESL students; a built-in keyboarding program; wireless printing; a share feature with

Google Docs; an autosave function; and a MathFacts in a Flash skill building program. One of

our students has been using their own NEO, previous version to the NEO 2, for several years.

For such a small expense of less than $200.00, our technology and special education departments

agree this is an excellent choice if we develop a need for such technology. More information

about NEO 2 can be found on http://www.neo-direct.com/NEO/default.aspx

Procedure for Recommending a Computer or Other Technology System

Acquiring new hardware is a costly venture for a district. Whether desktops are at the end

of their cycle, printers are spending more time jammed than functioning, or ten teachers are

demanding that they must have a Smart Board and projector, any need in a technology

department can make a major dent in the budget. The Director of Technology, along with the

TECHNOLOGY PLAN 31

technology committee, has the difficult responsibility of prioritizing. Critical purchases may be

considered by the Director of Technology at any time, but hardware purchases recommended by

staff will only be addressed by the Director of Technology at the end of the school year, if

submitted before May 15th. Any hardware purchase recommendation must meet the following

criteria.

1. A teacher or other staff member that identifies a computer or other technology system

(hardware) believed to be valuable for his or her classroom needs to follow policy procedures.

First, the individual must obtain all required information for that type of technology. For

example, if the recommendation is for a computer, the brand, processor, memory, hard drive,

CD/DVD drive, Ethernet, wireless, video cards, and operating system must be documented. If

the hardware is being used with a computer, information about the processor, memory, hard

drive, and operating system requirements may be necessary to determine compatibility.

Standards and learning targets that will be covered using the hardware also need to be included

on the Hardware Recommendation form.

2. Once the necessary information has been documented, the staff member will meet with

their supervisor and the Director of Technology to discuss their recommendation. If the

recommending individual is the Director of Technology and the hardware purchase is significant,

they will meet with the technology committee and the administration to discuss the hardware.

3. The requesting teacher or staff member is responsible for checking all portions of the

Hardware Recommendation Form for accuracy, signing it, having their supervisor sign it, and

submitting it to the Director of Technology. If the requesting individual is the Director of

Technology, the form will be submitted to the Superintendent for consideration.

TECHNOLOGY PLAN 32

4. All information about the vendor, pricing, warranty, order number, and purchasing

documentation needed by that vendor must be identified and printed or recorded for submission.

5. If no questions arise, the Director of Technology will add any comments to the

recommendation form and submit it to the Superintendent for approval and a signature.

6. If the proposed hardware purchase has been approved by the Superintendent, it will be

submitted to the Treasurer’s office, along with the accompanying vendor and purchasing

information.

7. When the hardware arrives, it must be set up or installed by the Director of Technology

or a designated member of their team.

Recommendation for a Policy that Focuses on Replacing Hardware

Hardware replacement for computers traditionally runs on a five year plan in our district.

We plan on replacing all computers at the end of their fifth year of service, as well as increasing

our total number based on the current needs of the district. Hardware failures, software and

operating system compatibility issues, and the unavailability or cost of parts have factored into

our decision to implement this phase-out replacement method. Considerations have been

discussed about the possibility of replacing all of the computers in one building at a time so that

all hardware and software will be consistent throughout that building. Hardware that was not

ready to be phased out would be moved to the other two buildings for the next year. At the end

of that year, all hardware would be replaced in the second building, moving any remaining

computers yet to be phased out to the third and final building. Finally, in the third year, all of the

hardware at the final building would be replaced. Each building would then have consistent

hardware and software throughout that building. While the Director of Technology, the

technology committee, and the administration like this idea, it does require larger amount of

TECHNOLOGY PLAN 33

funding for those three years, followed by one year of only emergency replacements before

entering back into the cycle with the first building. This idea has been tabled until the start of the

next school year, pending further research into how other districts implement this type of plan.

Printers and copy machines are leased by the district, so maintenance plans carry over,

but there are no major replacement costs. Computer mice, headphones, and microphones are

placed on a standing order each year to replace 25% of the existing inventory. So far, this has

met our needs without leaving an excess supply.

Procedure for removal and disposal of hardware. Disposing of hardware is not as

simple as throwing it in the garbage. Not only does that unnecessarily increase waste, but the

confidentiality of data contained within the hardware is a concern. Removing hardware is not a

simple process either, because if it must occur during the school year a teacher is most likely

temporarily left without an important teaching tool. A basic procedure, as follows, has been

implemented for general situations.

1. Hardware removal and disposal will take place during the summer updates and

replacements. This will be conducted by the Director of Technology and his team. If any

hardware issues arise throughout the school year, immediately contact the Director of

Technology by sending an email that clearly describes the problem.

2. Any broken hardware removed from classrooms or other areas on an emergency basis

will be replaced as soon as possible. Please understand that, especially with unplanned orders,

processing, shipping, and set up may not take place quickly. Accommodations for this disruption

must be made within the classroom.

TECHNOLOGY PLAN 34

3. Computers and other hardware containing confidential data will be reformatted, or

scrubbed with a wiping application, prior to disposal. Disposal may include selling parts to

employees of the school district, students, or members of the community; refurbishing and

donating them to a needy organization; or recycling suitable components. Disposal methods

cannot be determined until the hardware is examined thoroughly. Staff members will be notified

first, through email, and have one week to indicate their interest to purchase if any hardware is

being sold.

4. Hardware being refurbished or recycled will be sent to a local business that handles

recycling, refurbishment, and donations to appropriate organizations. Contracts are based on a

per use basis rather than by term.

Examination and Discussion of Issues Related to Hardware Acquisition and Management

Hardware acquisition and management somewhat resembles a game, but not one played

for fun. The players in the technology game are the cost of hardware, time needed for the

technology staff to install and maintain the hardware, and the teachers who either wants or do not

want the hardware.

Clearly the first consideration is the cost. If the superintendent goes to the Director of

Technology and insists that every classroom in the middle school has an interactive whiteboard

(IWB), the big picture is much larger than purchasing 25 IWBs. At a minimum, the purchase

must also include 25 projectors and the cords to connect each computer to the other two

components. Of course, in an ideal situation these projectors would be wall mounted or ceiling

mounted so they the teacher doesn’t have to realign the IWB every five minutes. But, if that is

not feasible, a cart is much safer for the projector than just using a student desk. So, either add on

25 booms, ceiling mounts, or carts. Speaking of realigning, the IWBs are going to be wall

mounted, are they not? Just being on a stand with wheels makes them so vulnerable to children

moving about the classroom that it just is not safe. So, add the provisions for mounting those 25

TECHNOLOGY PLAN 35

IWBs. Plus, do not forget that most of the interactive materials to be used with an IWB also have

sound, so at the very least add 25 sets of speakers. Do those classrooms have desktops or

laptops? For convenience and safety’s sake, it would be much better to have laptops for those

systems rather than desktops. Add 25 laptops to the order. When the cost is finally totaled, does

the superintendent still want 25 middle school teachers to have IWBs? This represents the

domino effect that takes place with technology. Obviously not every hardware purchase leads to

so many more purchases, but the cost adds up whether 25 IWBs and all of their supplies are

being added to the district or whether the printers need replaced. No purchase is ever small or

inexpensive.

Time is also a huge factor. Imagine how the Director of Technology feels possibly adding

the installation and maintenance time for 25 IWBs, wall mounting each of them, 25 mount or

cart assemblies for the 25 projectors, 25 sets of speakers, and 25 new laptops. Without the

mounts, one hundred and twenty five new pieces hardware have been added to the Director’s

responsibilities. The likelihood of any additional staff being added to assist with this new

hardware is slim. School districts often want to bring new technology into the classrooms to

make the point that they are keeping up, or even setting the bar, but do not factor in the amount

of time it will require to care for the additional technology. If the current technology staff cannot

fulfill the needs that correspond with additional technology, the equipment cannot be maintained

properly. Hardware that cannot be relied upon is seldom used, and those 25 amazing IWBs and

all of the corresponding hardware may just sit in those classrooms gathering dust if a few

projector bulbs go out, a couple laptop power cords do not work, several speakers keep making

crackling noises, or the IWBs keep rolling around every time teachers try to use them. Time and

staffing is just as much a part of the investment as the hardware itself.

Finally, and potentially the most difficult part of the game, is the staff. Several categories

of staff exist. There are staff members that do not want anything new to learn; ones that only

want new technology because someone else got it; and staff members that want every new piece

of technology that comes out. Maintaining a balance between the staff is difficult. Obviously the

TECHNOLOGY PLAN 36

superintendent wants the 25 IWBs to be used in the classroom. What percentage of those 25

teachers that will actually embrace the new technology is always questionable. Teachers get very

set in their ways. So much so, that when new technology is brought into their classroom they are

insulted, feeling they must not be doing a good enough job if the administration feels they need,

for example, an IWB. Unfortunately, this can cause amazing technology to go to waste, without

the proper approach and training. Other teachers may feel they are not good enough if they did

not get one of the first IWBs, so when they do get one those teachers refuse to use it out of

principle. Then, there are teachers that must have every new toy but never take the time to learn

how to use it to its potential. Sadly, this is part of the game. A part that must be played wisely by

the administration and the Director of Technology if they want the teachers to truly embrace new

technology and genuinely use it for the betterment of the students.

Hardware acquisition is difficult because of cost. If purchasing the hardware is not a

hurdle, will the technology staff have the time to install and maintain that hardware so it can be

functioning properly and reliably? Assuming those two situations fall into place, what

classrooms get the technology first and how can you make those teachers feel comfortable

enough to realize its true benefits? Hopefully our district has found and can maintain this

balance.

Technology Implementation and Maintenance

Maps of networks, computer labs, classroom computers, and printers will be kept in two

secure locations. Also included with the maps will be a spreadsheet with information about

where other hardware is located along with clearly defined and marked locations for routers and

hubs.

In classrooms, computer labs, and libraries the technology will be accessible in a manner

that all students are equally able to use it and benefit from its inclusion. When hanging Smart

Boards, they will be hung in the center of a wall so all students can easily see the board. When at

TECHNOLOGY PLAN 37

all possible, projectors for Smart Boards should be ceiling or boom mounted. Computers should

be in a location that is easy for students to access and for teachers to monitor, as well as a place

where they will stay cool and dry. At least one computer in each room should be handicapped

accessible by wheelchair.

Computer labs in each building have a sign-up form located on the door so staff members

may sign up to use them for their classes. Students must sign in at the media centers if they are

going to use that technology resource on their own time.

All technology is stored and kept in locked locations that are dry and cool. Cords are

bundled and covered when they must be on the ground, possibly impeding a walkway. All

computers have anti-virus software and a firewall in place. The district uses a security system to

filter and block sites that are deemed inappropriate.

An Acceptable Use Policy (AUP) in place for students, parents, and staff to sign,

indicating they agree to what is and is not acceptable while using the district's technology. The

technology AUP includes legal information about copyright laws, how and when it is appropriate

to use and access technology. Affirmation of having read and understood this policy will be

required for anyone to have access to use the district technology. Please see the example of our

AUP below.

TECHNOLOGY PLAN 38

Acceptable Use Policy

Parents and Students:

Please read together, sign, and return this document to school. By signing this form, both parent and child are agreeing to these terms. This policy can also be found on the school website.

Statement of Purpose

The district will provide students and staff with access to computers and other appropriate technologies as deemed appropriate by the administration. Technology is provided in order to offer students and staff with materials, resources, and opportunities which enhance the overall educational experience. All school Internet use is filtered and monitored.

Acceptable uses of technology are devoted to activities that support teaching and learning. It is the responsibility of students to use available technology resources in an appropriate, safe, and lawful manner. The following are our terms for technology use in the school district.

Terms of Agreement

As a student, I know that I must follow these rules:

1. I will use all computer and technology equipment carefully and not damage, change, or tamper with the hardware, software, settings, or network.

2. I will only use the Internet and computers with the teacher’s permission and only for the purpose as directed by the teacher.

3. I will stay safe on the Internet by making sure that I never share personal information like my full name, address, or telephone number. If anyone tries to contact me through the Internet I will notify my teacher immediately.

4. I will not share any private passwords given to me by my teacher.

5. I will not use any Internet sites that require creating or using a password other than those approved by my teacher.

6. I will not use any technology to bully anyone or to write inappropriate messages.

7. I will tell my teacher if I see anything on the Internet that is not appropriate.

8. I will print documents only one time after receiving permission from my teacher.

9. I will not move, view, or change anyone else’s documents in group folders. Continued...

TECHNOLOGY PLAN 39

10. I will obey all copyright laws.

11. I will not download any images, video, or sound files without the permission of my teacher.

12. I understand that my school computer files are not private and that my teacher, the technology department, and administration may see them at any time.

13. I understand that I will only be allowed to use school technology if I follow these rules.

Disciplinary Actions

Not following these policies may result in disciplinary action as follows. Ultimately, disciplinary decisions will be determined by student’s intent, severity of the violation, potential risk of the violation, and actual damage caused by the violation. Removal from all Network/Internet/Email use includes technology class and use of classroom use of these resources.

First Offense: Administrative Discretion

Second Offense: 10 day removal from all Network/Internet/Email use

Third Offense: 20 day removal from all Network/Internet/Email use and 1 day suspension

By signing this agreement I indicate that I have read, understand, and agree to follow all of these policies when using technology provided by the school district. Student’s account will be disabled and/or Network/Internet/Email use will be disallowed for all students who do not return this form signed by September 15, 2012.

Student Name (Please print): ___________________________________ Date: _____________

Student Signature: _________________________________________________

Parent Signature: _________________________________________________

Grade: ___________ Student’s Teacher: _____________________________________

TECHNOLOGY PLAN 40

Troubleshooting will take place by contacting the Director of Technology. He, or another

department staff member, will be available for assistance to each building. The first step for

technology concerns is to contact the Director. If this is not possible, the issue should be reported

to a principal or other staff member to be forwarded on to the Director of Technology. Teachers

and staff will not have administrative rights to update or make changes to the settings on their

computers. The Technology Director will be responsible for these types of modifications unless

another member of the technology staff has been directed to make the changes. Software and

hardware installations will be taken care of by the Director of Technology or a staff member, as

stated in the corresponding policy sections.

Professional Development

Two days of two technology professional development sessions are offered each year by

the technology department. Complacency and settling for what you already know happen too

easily when we are not pushed beyond our boundaries. Therefore, different how-to lessons and

activities that help teachers push their comfort limits with familiar software such as Word and

Power Point are offered along with new software and concepts. Teachers must attend at least five

different sessions before the conclusion of each day of in-service. In order to offer sessions the

teachers feel are relevant, a survey is delivered 1 month prior to the in-service. The survey is

available online and the faculty and staff have 3 days to complete and submit all sections. At that

point, the survey is analyzed by the technology department. Many sessions are taught by the

technology department teachers, technology coordinator, and assistant technology coordinator.

Other teachers may be invited to present on their areas of expertise and outside resources, such

as speakers, will be contacted based on the needs of the survey. The survey we use is seen below.

TECHNOLOGY PLAN 41

TECHNOLOGY PLAN 42

Professional development is taken seriously in our school district. Prior to the in-service

we survey the teachers and then host the sessions. Follow up, though, is one of the most

important parts of professional development that is often ignored. Two weeks after an in-service

we ask the teachers to meet together to discuss their experiences trying their new skills or ask

any questions they may have come up with in the meantime. The teachers and other staff that

presented during the in-service are provided with substitutes for the day so they can be available

to meet with the participants during their prep periods and lunches, if they wish. Our teachers

have found these smaller, follow-up sessions to be very helpful and asked that we continue this

practice.

Communication

There are many ways in which students, parents, community members, staff members, and

administrators can communicate with one another in the district. Individuals may receive

communications in any of the following ways.

Email Telephone and OneCall Websites Social Networking (District updates) ProgressBook USPS Mail

Email

Possible email communications include staff to student or student to staff, parent to staff

or staff to parent, administrators to staff or parents, parents or staff to administrators, staff to

staff, administrators to administrators. Administrators, staff, and students will be issued a district

assigned email address and will have access to their email via the district email provider.

Administration and staff can access this email account at home through the web. In the past, this

was system was Mulberry, but is currently the ACCESS email program. Parents and community

members can contact staff and administrators through email. A list of administration and staff

email addresses are on the district website.

TECHNOLOGY PLAN 43

Telephone Communications

Individuals in administration each have a telephone in their office. Staff members have

access to phones in the offices, guidance offices, nurse’s offices, and main offices of each

building. Students have access to main office phones in the case of an emergency. All district

personnel maintain phone extensions and voice mail boxes for work related calls. Staff will be

able to call within the district using these extensions. Community members and parents will have

access to district phone extensions via the district website. We also have a OneCall system, using

IP Telephony, which administrators and teachers can use to simultaneously call groups of

parents, staff, and community members to spread district news, important messages, and updates.

Websites

The district has a website with a homepage allowing access to sites for each building,

updates for the district, news, technology information, teacher websites, Board of Education

information, contact information for staff and administrators, and other district or educational

information deemed valuable to the public. Teachers must maintain a website to post class

updates and homework. Sports and clubs may also have websites for information distribution.

Social Networking

Posted on the first page of the website, our district has a Twitter account to provide

important district updates. Community members, students, staff members, and administrators all

would be able to use this means of networking for school-appropriate communications.

ProgressBook

ProgressBook is a line of communication from teachers to parents. Teachers can update

grades, assignment and homework details, and progress reports to students and parents. Students

and parents use their personalized log on information to access this information from any

TECHNOLOGY PLAN 44

computer hooked to the Internet. Teachers can also access parent information, grade books,

medical information, and schedules through ProgressBook.

USPS Mail

The USPS mail service will be used to send letters and information to parents and

community members when deemed necessary by the district. The USPS mail system is also

available for community members, parents, staff, and administrators to communicate to one

another. This might be used for hard copies of important information such as grades, progress

reports, and district newsletters.

TECHNOLOGY PLAN 45

References

Appleton Area School District. (n.d.). ELL Kids. Retrieved on November 30, 2011, from

http://www.aasd.k12.wi.us/staff/boldtkatherine/ELLKids.htm#top

Cambium Learning Group. (2011). IntelliKeys. Retrieved on December 1, 2011, from

http://www.intellitools.com/programpage_intellikeys.html

Cleveland Corporate Services, Inc. (2011). TAPit. Retrieved on November 29, 2011, from

http://www.teachsmart.org/tapit/

Computer Equipment Replacement Plan. (2007).Retrieved on December 3, 2011, from

its.malden.mec.edu/TechPlan/Replacement_Plan_07.doc

ESL.net. (n.d.). Side by Side (3rd Edition). Retrieved on November 30, 2011, from

http://www.esl.net/side_by_side.html

Hatch, Inc. (2011). iStartSmart Mobile. Retrieved on December 1, 2011, from

http://www.hatchearlychildhood.com/

Management Council of the Ohio Education Computer Network. (n.d.).  Connections. 11(3), pp.

1-6.

Model Me Kids, LLC. (2011). Model Me Kids. Retrieved on December 1, 2011, from

http://www.modelmekids.com/

Monarch Teaching Technologies, Inc. (2011). vizZle. Retrieved on December 3, 2011, from

http://www.monarchteachtech.com/

NEO Direct, Inc. (2011). NEO 2. Retrieved on November 29, 2011, from

http://www.neo-direct.com/NEO/default.aspx

Semantic Compaction Systems. (2009). Minspeak. Retrieved on November 30, 2011, from

http://www.minspeak.com/

Texthelp Systems Ltd. (2011). Read&Write Gold. Retrieved on December 1, 2011, from

http://www.texthelp.com/North-America/our-products/readwrite

U.S. Department of Education, cooperative agreement #PRU295A050003. (n.d.). PBS Kids

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Island. Retrieved November 30, 2011, from http://pbskids.org/island/

Reflections

TECHNOLOGY PLAN 47

Julie Casacchia

My thoughts and opinions about technology planning were rather limited before this

class. I figured there would be a lot of time, effort, and planning that went into making policies,

but I underestimated this time, effort, collaboration, planning, etc. As I was completing this

assignment with my group, I was really able to understand the complexity of technology

planning – details, time, effort, who is involved, etc. The assignments helped me understand the

importance of the plan, and why it is required to have one. I also understand why there are so

many people involved in creating such a plan. There are many different aspects of planning that

would require the knowledge and input from many different experts in those areas. I worked with

Amy McCormick and Jena Martin on the assignments. We used resources from our own districts

in order to gain more knowledge and understanding in addition to the information provided for

the class and modules. We used GoogleDocs and in person meetings in order to complete the

assignments. It was beneficial to be able to work on our own time, and share our progress via

GoogleDocs. I also think it was necessary and important to meet in person as well, so that we

could collect our thoughts, give input, and work together to polish the assignments and put them

together in an organized and cohesive manner.

Jena Martin

TECHNOLOGY PLAN 48

Technology planning is a very intricate process, which I did not fully understand before

completing this assignment. I knew there were a lot of areas that needed to be covered in a

technology plan, but I never thought how much work actually needed to be done in order to have

an effective plan for an entire district to run smoothly. I thought a technology plan would not

take a significant amount of time to complete as long as you were organized and had everything

mapped out. As it turns out, there are many issues that arise, even if you are prepared. If you

make one mistake in a section, you may have to revise other sections you already have

completed.

As I worked with my group throughout this project I realized how intense a technology

plan actually is to complete. There is a lot of planning that goes into making a district wide

technology plan before you even start writing. I was surprised at the amount of research that had

to be conducted in order to figure out how to create an effective budget for our school district.

We had to not only research other technology plans, but also talk to many distributors and

technology personnel. Upon finishing this project, I now understand that there is a level of

organization you much have in order to even start to write a technology plan because if you miss

something in one section, you have to go back and change many other sections. I also understand

that it takes many resources in order to be accurate in your plan.

To get the necessary information for our technology plan we talked to several technology

personnel. After looking at our technology comparison project, we were able narrow some of the

different companies we needed to contact to find out more information about hardware and

software. Since one of our group members works at Columbiana Village Schools, we were also

able to utilize the knowledge of the Director of Technology of that school. They are leading the

way in technology in education and he was very helpful in answering all of our questions.

Amy McCormick

TECHNOLOGY PLAN 49

After having been on our district’s technology planning committee for the last few

planning cycles and become a member of our technology department, I have enough knowledge

of how things work that I always joke with our Director of Technology that he would never have

to worry about me going after his job. If there had ever been an ounce of doubt in my mind, after

having gone through this process it has been replaced with complete confidence that I am

absolutely not interested in that job. What an overwhelming amount of responsibility. I cannot

imagine how others feel who have never even seen the slightest bit of what goes on in a

technology department.

Reviewing the technology plan earlier in the semester was nothing like this process.

There is quite a bit to consider in the state technology plans, but with the template and all of the

directions it honestly seemed as if anyone could complete that document. In fact, one of the ones

our team reviewed was written so poorly that I questioned if the plans were actually reviewed by

anyone prior to being approved. This process was quite different, though.

My responsibilities were the Technology at the Site, Software, and Hardware sections

along with collaborative work on hardware and software portions of the budget and professional

development policies. Our fictitious school district was based mainly on the one in which I work,

so I used my knowledge of the technology at the site to create our plan. While having a great

appreciation for the technology we have and how far we have advanced, I never really thought

about the breadth of the task. So, working through the section about the technology at the site

really made me reflect and think about the whole process over the last 15 years. My awareness of

all who are involved in that process, other than the Director of Technology, is rather slim, but all

parties involved must have worked diligently and put a great deal of thought into where we were

headed as a district.

Working on software and hardware were actually interesting. The first year I was part of

the technology department I had the pleasure of having the county’s multi-handicapped class

TECHNOLOGY PLAN 50

come into the computer lab every week. At that time I was a technology consultant in that

building so I did not have any teaching responsibilities for the short time I was in the building.

Having those students in the lab was one of the most eye-opening experiences I have ever had

while working with children. Their insight and abilities amazed me and perhaps made me too

confident going into the second year. During that year I had teaching responsibilities and the

county class had changed significantly in composition. While it was quite a challenge to find

materials to meet all of their needs, I really enjoyed finding the resources to use with them and

seeing the various hardware and software they used in their classroom. Prior to that experience, I

had several students who required special technology for their daily educational experience.

After researching the software and hardware, I am fascinated by what is available and wish that I

could supply all of those amazing products to every child who could benefit, rather than just a

precious few. One frustrating aspect was the lack of pricing in many cases. Shopping for

software and hardware should not resemble the process shopping for a car; just provide the price

and let me decide if I want the product.

As for the professional development portion, when looking at the rubric I was struck by

the requirement for procedures that should be followed for the offering and support of

professional development workshops. Teachers always talk about not getting anything out of

professional development sessions or feeling overwhelmed by the amount of information they

were exposed to in one day, that I feel offering a follow up day after each in-service would be

beneficial. While it is on a much larger scale, I remember how I felt after going to the regional

National Science Teachers Association convention a few years ago. I was exhausted at the end of

each day and brought home a bag full of materials I hardly remembered. Having the resources to

revisit some of those topics a few weeks later would have been advantageous in helping me

apply those materials in my classroom.

Overall, this was a very time consuming, but interesting experience. It made much more

of an impact that simply examining the technology plans of other districts. Although, I never will

forget how great the differences were between them. I still cannot imagine having to be

TECHNOLOGY PLAN 51

responsible for every piece of technology in the district and I have a great respect for those who

choose to do that job and do it well. Maybe, in the end, while I am even more scared and

intimidated by the whole process, I do think about what it would be like to have that job. But

could I really give up teaching a five year old how to “double click” and see their eyes when they

succeed for the first time? I guess only the future will tell.