Technology Plan
For Enhancing Teaching and Learning in the
Rim of the World Unified School District,
1999-2004
June, 1999
Revision 1:
April, 2000
Revision 2:
January, 2002
Jackie Summers
Lynna Stufkosky
Jane St. John
Bob Gladwell
Chuck Nelson
Board of Education
John T. Aycock
Superintendent
Prepared By:
Ken W. Watts
Director, Technology
Services
(909) 336-4169
The Rim of the World Unified School District wishes to thank these community volunteers for their work in defining our technology requirements, creating and revising this Technology Plan:
Mrs. Devrah Biancur
Mr. Steve Newcomb
Dr. James Powell
Mr. Richard Teachout
Mr. Bart Weiland
In consultation with the
Rim of the World Unified School District Technology Plan Committee
· Chuck Nelson, Board Member
· Jane St. John, Board Member
· Paul Loesch, Assistant Superintendent
· Ken Watts, Dan Landon and Susie Doyle, Technology Services
· Chris Ward, Purchasing Manager
· Val Lichtman, District Librarian
· Gera Clinton, Theresa Young and Kathy Bartlett, Charles Hoffman Elementary School
· Chris Eaton and Todd Downing, Lake Arrowhead Elementary School
· Carol DeCrona, Dave Esquer and Kathleen O’Bosky, Grandview Elementary School
· Lauralea Hopper, Laurie Fischer and Debbie Hopper, Lake Gregory Elementary School
· Dr. Terry Stanfill, Carol DeLapp and Cathy Gibson, Valley of Enchantment Elementary School
· Brock Grigsby, Mary Putnam Henck Intermediate School
· Mark Malone, Joe Urbaszewski and John Arner, Rim of the World High School
· Barbara Cathalinat and Betty Crabtree, Mountain High School
and
The District’s administrators, teachers, and support staff.
Rim of the World
Unified School District Technology Plan Orig.: 6/99 Revised: 4/00, 1/02 LL: Technology/District Tech Plan
Executive Summary
Caveat 5
The Rim of the
World Unified School District’s Mission and Vision
The District’s
Vision for its Technology Plan
What is Technology?
The Plan’s Goals
and Objectives
The District’s
Technology Goals
Goal 1: Equity and
Access
Goal 2: Support and
Infrastructure
Goal 3: Staff and
Development
Goal 4: Facilities,
Connectivity, and Funding Requirements
Summary of
Strategies to Meet Plan Goals 10
Strategies for
Using Telecommunications and Information Technology 10
Professional
Development Strategies 11
Assessment of
Telecommunication Services 11
The Plan’s
Objectives
Objectives for Goal
1: Equity and Access
Objectives for Goal
2: Support and Infrastructure
Objectives for Goal
3: Staff and Development
Objectives for Goal
4: Facilities, Connectivity, and Funding Requirements
Proposed Time Line
for Meeting Our Objectives
Inventory and
Assessment of Present Technology
Existing
Telecommunications Services and Equipment
How Rim of the
World Unified School District uses Telecommunications Today
Proposed Technology
Configurations for Schools
Configuration 1:
Library/Media Center
Configuration 2:
Technology Multipurpose Area
Configuration 3:
Classrooms
Pre K to Grade 3
Classrooms
Grades 4 to 12
Classrooms
Configuration 4:
Teacher’s Desk
Configuration 5:
Staff Productivity Center
Configuration 6:
Cafeteria, Multipurpose Room, or Auditorium
Configuration 7:
Administrative Center
Wide Area Network
Plans
Simplified Network
Recommendations
What will the Wide
Area Network (WAN) do?
How will it all be
connected?
What are some of
the hardware pieces we will need?
How are WAN
services provided?
What is currently
in place?
Which telephone
service where?
What is remote
access?
Staffing 26
Guidelines for
Faculty and Staff Development
Learner Development
Chart 1
Learner Development
Chart 2
Site and Division
Technology Use Plans
Narrative of Needs
and Rationale
Local Inventory and
Specific Equipment and Services Requirements
Technology Plan
Evaluation and Assessment
Glossary of
Technology Terms
Appendix D 41
This educational technology plan is designed to direct the Rim of the World Unified School District’s efforts to use technology to help students meet district ESLR’s and state curriculum standards, and to help the staff deliver instruction and services to students and parents. The plan describes:
· The District’s Mission
· The state of our technology today
· The visions of how technology will look in the Rim of the World Unified School District through 2004
· Our vision for using educational technology as a tool for student achievement
· Ways technology will assist administrative, business, and instructional support functions
· Our expectations for students and staff as users of technology
· A plan for the training of staff to integrate educational technology with effective instructional and managerial functions
· Our requirements for hardware, software, network configurations, and applications
The Rim of the World Unified School District’s Mission
The mission of the Rim of the World Unified School District is to maximize the opportunities for a quality education for all Rim School District students. The district provides a challenging, quality, educational program in which all students have the opportunity to fully develop their skills and abilities. The District bases its mission on achieving Expected Student Learning Results in every curriculum in every grade level. This “results based focus” accomplishes this mission by:
· Closely collaborating with all district stakeholders, staff, parents, community, and students
· Maintaining a focus on the future and what it takes to define that future
· Assuring each student a safe and orderly learning environment
· Building strong learning teams, anchored by outstanding teachers, administrators, and support personnel
· Encouraging the development of the ethical, moral, and social skills students need to be responsible citizens who effectively participate in and contribute to a democratic society.
The mission of the Rim of the World
Unified School District has traditionally focused on K-12 students as the
primary learners. The implementation of
a computer network and the tools and opportunities it will provide makes the
concept of lifelong learners both desirable and necessary. In order for teachers, administrators, and
the community to support the formal educational processes for the students in
our classrooms, all must continue to learn and grow in both learning to use and
in learning to apply the technologies available to them. The vision expressed below reflects the need
for everyone involved in education to be a part of the lifelong process of
learning, both for themselves and for the people whose lives they touch.
The District’s Vision for its Technology Plan
The Rim of the World Unified School District is committed to developing lifelong learners who are capable of finding information (data), evaluating it, organizing it, and using it in order to meet challenges and solve problems. The skills learners acquire using the technologies and instruction the Rim staff provides will make them fully functioning contributors to the worldwide community. “Lifelong learning” requires that school personnel, students, and community members, have access to a wide variety of technological and instructional opportunities. Education must provide all users “marketable skills” in addition to those skills which “add meaning and joy” to their lives.
It is essential that
this plan be concrete, yet flexible and able to adjust to every technological
advancement. If the goals that any
specific component of this plan would have achieved could be better achieved
through an evolving technology, the evolving technology should be adopted.
Schools are dynamic and ever-changing institutions. Our schools participate in the information age, we plan for the technology that is a vital part of every school’s culture. We recognize that technology, like education itself, serves as a catalyst for change. Together, they become a formidable force for changing society for the better.
This plan is our guideline for integrating technology into everyday learning experiences and into the organizational and management functions of the district. This plan will guide sites and divisions in implementing technological activities appropriate to their individual needs, whether through traditional classrooms or distance learning, while remaining aligned with the district plan.
The original five-year technology plan was created in February, 1999, updated in December, 2001, and again in January 2002. It addresses all 8 schools and other district locations. As technology changes and the body of knowledge surrounding effective uses of technology evolves, we will continue to update and revise our plans. A committee representing a wide range of views and beliefs developed the plan. Members included parents, teachers, classified staff, administrators, community members, and School Board Members. The technology planning team addressed many fundamental questions including:
• What information-age education will best prepare students for the future?
• Which kinds of technological skills do students need to meet the challenges of a rapidly changing world?
• In what ways can technology tools empower students and staff?
Philosophic Background:
The technology committee examined and
developed philosophical views based on our experience and vision.
·
Now that technology has
impacted our classrooms, we will continue to develop and implement this
knowledge.
·
The Internet is a tool that
will continue to be used in the classrooms.
·
The teacher will continue to
be the facilitator of knowledge and learning in the classrooms and guides the
students in technology education.
·
Distance learning has
redefined where, how, and when learning will take place.
During our discussion, we were able to
form a long-range vision for the district’s infusion of technology into
management and instruction.
What is Technology?
Technology is a word with many definitions. As it relates to education, technology is sometimes referred to as a thing; sometimes as a process. Sometimes we use the word when referring to learning resources people use to provide, extract, and apply information. Other times we refer to technology as a process that combines people, tools, plans, and principles in a systematic approach to accomplish a purpose. In this sense, technology supports the vision of life-long learning and offers additional ways to increase intellectual productivity by increasing access to information, enhancing learning, and solving problems. This is the concept of technology on which we based this plan.
District Historical Background and Rationale
The Rim of the World
Unified School District sees technology as but one of the tools needed in a
complete educational program.
Increasingly, however, the importance, role, and prominence of
technology as a tool are increasing rapidly.
As a tool, it should assist in managing the
data upon which educators make decisions.
It offers additional tools that improve students’ learning
opportunities, access to knowledge, and dexterity in information use. It facilitates communications, and it
streamlines the systems and operations needed to maintain and improve the
educational delivery system as a whole.
In its initial
Technology Plan, Rim School District addressed its technology vision in terms
of a largely “stand alone” environment in which computers were not connected to
each other, sites made individual decisions about technology, and software was
resident on individual computers. The
plan called for increasing numbers of computers, instituting training programs,
planning for repair and maintenance, and moving toward a networked system. It called for Internet connections to be
brought to each school and made available.
Since the time of that
plan, much has happened in the area of connectivity and networking. Funds have become available for developing
networks and bringing Internet connections to each classroom. The capabilities of networks have grown and
the kinds of things networks can achieve and can assist users in accomplishing
have grown exponentially.
These changes,
combined with many other dynamics, make the focus of this revised plan much
more on networking, interactivity, telecommunications, the Internet, and the World
Wide Web.
In his article,
“Educating the Net Generation,” in the February, 1999 issue of ASCD’s Educational
Leadership, Donald Tapscott sites, “Shifts of Interactive Learning:”
“1. From linear to hypermedia learning.
2. From instruction to construction and discovery.
3. From teacher-centered to learner-centered education.
4. From absorbing material to learning how to navigate and
learn.
5. From school to lifelong learning.
6. From one size-fits-all to customized learning.
7. From the teacher as
transmitter to the teacher as facilitator.[1]”
The Rim of the World
Unified School District believes that these are lofty visions for a technology
system. They will require a complete
re-thinking of the way in which teachers teach and learners learn. Many of Rim’s teachers have already taken on
the leadership role in addressing Tapscott’s vision and the stereotypical
descriptions in his article do not reflect the general circumstances in the Rim
District. Moreover, the visions Tapscott expresses are neither possible nor necessary for
all students, all grade levels, or all teachers. But the infrastructure that makes these ideas possible for some
students, for all classrooms, and for some teachers must be in place so as to
make this new vision both available and possible for all students and teachers.
The district’s
technology plan seeks to make these changes in the education paradigm possible
while at the same time not making them necessary.
In addition to these visions of the future, the Rim of the World Unified School District envisions technology as a tool that helps all students and staff gain “MegaSkills.”
In her book MegaSkills: In School and in Life -- The Best Gift You Can Give Your Child, Dorothy Rich identifies the 10 MegaSkills that comprise “The Never-Ending Report Card.” These life-long skills, gleaned from her assessments of school report cards and job-evaluation forms, are:
• Confidence -feeling able to do it
• Motivation - wanting to do it
• Effort - willing to work hard
• Responsibility - doing what’s right
• Initiative - taking action
• Perseverance - completing projects
• Caring - showing concern for others
• Teamwork - working with others
• Common Sense - using good judgment
• Problem Solving - developing and implementing solutions
The District’s Technology Goals
The Technology Plan identifies four goals — for both the short and long term — to help the District fulfill its mission and instill students with the 10 MegaSkills.
Technology will be used to assure that
all learners are provided equal educational opportunities that will allow them
to develop intellectually, professionally, and as citizens of a democracy. To facilitate various learning
opportunities, students will have access to specialized instruction beyond the
normal school day based on their needs and interests.
The district believes its actions
should reduce rather than increase the “digital divide.” While funds and
opportunities often come to one school and not to another, the district must
make conscious efforts to take any step possible to minimize the gap which
could exist when the unequal distribution of opportunities occurs.
Goal 2: Support and Infrastructure
The District will provide the necessary support and infrastructure to meet technology goals and objectives. Resources of both time and personnel will be allocated so as to assure smooth, efficient, and effective technological operations.
We will provide all Staff with opportunities to participate in training and on-going support. The most critical attribute in the successful implementation of any new technology is to provide the training that maximizes the usefulness of the technology.
Goal 4: Facilities, Connectivity, and Funding Requirements
The District will continue to technologically enhance facilities,
provide connectivity, and will commit to continue funding for the ongoing
deployment and enhancement of technology throughout the district and its
operations. It will join all interested
parties in enhancing the quality of the learning programs it offers through its
technology partnerships with corporations, businesses, community organizations
and individual citizens. Various committees, some of which include community
members, help guide the district technology plan.
Summary of Strategies to Meet Plan Goals:
In order to improve Rim’s educational program, meet these goals and the objectives that follow, these strategies will be used
Strategies for Using Telecommunications and Information Technology:
The District will continue development of a high speed WAN connecting to each of its sites, offering secure access, but providing adequate security between the educational from the administrative functions. This WAN will provide a server centric environment and, when complete, will also include remote monitoring, problem analysis, software license control and asset accountability of workstations through an enterprise management system.
Each district site including its eight schools and three special divisions will also establish internal LAN’s which will be connected to the district WAN. All classrooms, labs, offices, media centers and libraries will also be connected to the LAN of each site.
In addition to the site LAN, additional LAN’s will be established in libraries, media centers, and computer labs as required. These LAN’s will provide specialized services generally not needed throughout a school, but unique and critical to the settings in which the LAN’s operate.
Along with the establishment of the WAN and the LAN’s the District will provide a common suite of software applications matched to the needs and functions of the expected users. The suites will include general-purpose productivity software, administrative software, classroom management/teacher tool software, instructional software, and library software including circulation management and research tools for library patron use.
Internet access, through filtering and firewalls, will also be provided to all workstations through the district WAN system.
The District will also provide district licensing of software packages and subscriptions to appropriate fee-based subscription services. The District will also implement a program of Distance Education offerings.
Professional Development Strategies:
In as much as technology can affect virtually every portion of the district’s operation from instruction to administration and even to maintenance, professional development will be offered regularly and frequently to all district employees.
Professional development will include needs assessments of all employees to determine current familiarity with various technological tools. Training will be matched to the identified needs of each employee. Training programs of various types will be offered throughout the year and a wide range of techniques to promote training program availability will be used.
Training programs will be offered using a trainer of trainers model when appropriate. Small groups of participants will also be offered training at various district computer labs. Some training will be made available through outside contractors, but the majority of the training will be through district personnel who have demonstrated proficiency with specific applications or tools. Staff development specifically targeted for teachers will be centered around the CTAP assessment and training program.
Assessment of Telecommunication Services:
A district-wide assessment of telecommunication services was conducted prior to the creation of this plan. This assessment was conducted through a professional technology consulting firm and its recommendations have been incorporated into the plan’s details which follows.
Through the life of this plan, the district will maintain a relationship with a professional consulting company which will assess district ongoing telecommunication needs on an ongoing basis, comparing district needs to “best available” technologies and assessing cost benefit ratios.
In addition to this continuous assessment of district telecommunication needs, the consultant will annually assess library services available at each school and centrally to the district in order to form recommendations for upgrades, modifications, and other improvements.
The Plan’s Objectives
The objectives of our Plan help us integrate our goals with our curriculum and operations and develop appropriate activities to help us achieve each goal.
Objectives for Goal 1: Equity and Access
We will integrate technology into all instruction and District operations.
• Objective 1.1 - Integrate voice, data, and video technologies with instructional programs and administration at all schools.
• Objective 1.2 - Ensure equitable access for the entire school community.
• Objective 1.3 - Ensure connectivity with existing and emerging voice, data, and video networks at a local, state, national, and international level.
§ Objective 1.4 - Opportunities for community members will be made available during non-instructional hours through Adult Education, Community College partnerships, distance learning programs, and through other means which allow the district to help build a lifelong learning community while carefully marshalling its economic and other resources.
Objectives for Goal 2: Support and Infrastructure
The District will provide the necessary support and infrastructure to meet technology goals and objectives. To this end, we umbrella into the Educational Services Division the Technology Services Department, responsible for the management of Data Processing, Instructional Technology tools, Media Services (AudioVisual), Library Services, and the district Media Center (see Table 1 for an organization chart). The Division created the following mission statement and set four objectives toward this goal:
The
mission of the Educational Services Division, Technology Services Department,
is to provide the District with timely and efficient delivery of technology,
information, and related services that contribute to effectively educating all
students. The Department will serve the District by leading and managing the
best in technological applications aimed at continuously improving
instructional programs and functions.
• Objective 2.1 - The District will provide personnel for specific jobs related to technology, technological equipment, and computer networks utilizing a staffing formula and ratio consistent with those used in other districts and in the private sector.
• Objective 2.2 - The District will support Technological Operations with on-going funding. Both specific grants and general fund resources will be used.
• Objective 2.3 - The Educational Services Division, Technology Services Department, working with the administrative cabinet, and under the supervision of the office of the Superintendent will:
- Plan and implement current and future technology to enhance the District’s knowledge and efficiency
- Coordinate technological training, support services, and resources
- Facilitate the implementation of technology at District sites in instruction and administration
- Establish guidelines and coordinate hardware and software acquisitions, access, network connectivity, and staff development
- Manage the District technology budget, in cooperation with the Business Services Division
- Establish a program of troubleshooting, maintaining, repairing, and replacing hardware and software for users
- Act as a resource for planning, acquiring, and evaluating site-level technology and training certificated, classified, and management users of that technology
- Support and promote the importance of technology at all District sites.
• Objective 2.4 - The District will provide necessary support for Technology development which includes
- Supplying appropriate technology resources at all sites
- Training staff, classified, certificated, and administrative personnel, to use technology to maximize productivity in daily tasks
- Networking all areas of the District, including classrooms, offices, central administration offices, and the school community
- Creating a district-wide, technology-enriched learning environment that empowers learners and promotes the use of technology
- Utilizing technology to streamline and improve the quality of appropriate forms of assessment used throughout the district. Reporting test data, student progress, program effectiveness, and using electronic means to gather, organize, and interpret data are vital and primary areas where technology most enhances evaluation and improvement of district services and responsibilities.
- Encouraging technology competency as a job requirement for all new hires and new positions.
Objectives for Goal 3: Staff Development
The District will provide opportunities for all staff to participate in training and on-going support. We will provide staff development that is accessible, needs driven, multi-level, site-based, and community-involved. In-house trainers, to the greatest extent possible, will facilitate training. This series of objectives will help us meet this goal:
• Objective 3.1 - Encourage staff to determine their technology training needs and to participate in training activities.
• Objective 3.2 - Identify and train cadres of experts to provide on-going site and District staff development, especially utilizing a “trainer of trainers” model.
• Objective 3.3 - Develop and make available a resource list of teachers, students, and community members who can provide one-on-one coaching and support.
• Objective 3.4 - Provide and coordinate a district-wide training calendars and schedule of release time for staff members to attend. At least one of the district’s annual Staff Development days will include training in uses of technology as related to the core curriculum as mandated by the state.
• Objective 3.5 - Provide time for training, practice, and follow-up.
• Objective 3.6 - Disseminate successful practices integrating technology into instructional and job-specific needs.
• Objective 3.7 - Encourage mutual support and learning through networking opportunities and interest groups.
• Objective 3.8 - Assist individual sites in developing and implementing their own technology plans to meet specific needs.
• Objective 3.9 - Develop internships and student apprenticeships to help implement technology.
§ Objective 3.10 – The District will plan and provide annual programs of training in technological applications to students, staff, and community
Objectives for Goal 4: Facilities, Connectivity, and Funding Requirements
The District will continue to technologically enhance facilities, provide connectivity and commit to continue funding.
• Objective 4.1 (Facilities) - As building and renovation programs proceed, the District will provide buildings with infrastructures that support information-age technologies.
• Objective 4.2 (Funding) - To allocate appropriate monetary resources to support the District’s technology goals, the District will:
- Ensure available funds are directed toward meeting the implementation strategies of the Rim of the World Unified Technology Plan.
- Develop and support an on-going technology budget to help meet the goals and objectives of this plan.
- Ensure schools give a high priority to reallocating existing resources.
- Seek new funding resources to support information-age technologies.
Proposed Time Line for Meeting Our Objectives
This time line forecasts when we expect to complete each of these objectives. The specific objective numbers refer to the objectives listed above:
Goal
1: Equity and Access
Objective 1.1 – In process, as technologies develop
Objective 1.2 – Ongoing progress to be included in District Year-end Report
Objective 1.3 – In process, as technologies develop
Objective 1.4 – In process, as
technologies develop
Goal 2: Support
and Infrastructure
Objective 2.1 – Staffing plan and request to be complete by budget planning time for 2002-2003 fiscal year and updated annually thereafter.
Objective 2.2 – Ongoing: A budget category to be established for Technology Services by fiscal ‘2002-2003 and updated annually.
Objective 2.3 – Ongoing: Beginning immediately.
Objective 2.4 – Ongoing: Beginning immediately.
Goal 3: Staff Development
Objective 3.1 – CTAP assessment is available. Results are published on-line.
Objective 3.2 – Ongoing
Objective 3.3 – Provided via CTAP resources
Objective 3.4 – Ongoing teacher, technical staff, and administrative staff training is scheduled regularly.
Objective 3.5 – Ongoing
Objective 3.6 – Weekly newsletter distributed by CTAP teacher coordinator.
Objective 3.7 – Ongoing
Objective 3.8 – Ongoing
Objective 3.9 – ROP program and district technology integration is ongoing.
Objective 3.10 - Ongoing
Goal 4: Facilities,
Connectivity, and Funding Requirements
Objective 4.1 – (facilities)
Ongoing, to be implemented ASAP.
Objective 4.2 – (funding)
Funding resources to be sought with acquisition to begin ASAP.
Inventory and Assessment of Present
Technology
Before creating our Technology Plan, we conducted a comprehensive inventory of our existing telecommunications, computer, and networking facilities. We also include, as a foundation for the next section of our technology plan, detailed information about our existing configurations and uses of technology.
Existing Telecommunications Services and Equipment. This inventory is maintained separately in the District Office rather than in this plan since it will be updated annually.
How Rim of the World Unified School District uses Telecommunications Today (Partial list only. Other uses also occurring districtwide).
·
Classroom workstations for teacher use
Ř
Record
keeping
Ř
Productivity (i.e., Word Processing,
Data Base use, grade book management,
lesson plan management, etc.)
Ř
Word
processing
Ř
Newsletters,
reports, etc.
Ř
E-mail
·
Classroom workstations for student use
Ř
Drill
and practice
Ř
Skill
introduction and building
Ř
Word
processing stories, reports, etc.
Ř
Hypermedia
project design and development
Ř
Curriculum
games
Ř
Individualized assessments and program management
·
VCR
Ř
Video
play
Ř
Story
starters
Ř
Student
reports and presentations
·
Video Cameras and Video Taping
·
Scanners with Workstations
·
Digital cameras
·
Laser-video
·
School-wide TV/video broadcasting
·
Library Information Workstations
·
Some Internet connections for research and e-mail
·
CD-ROM
Additional uses to be included as survey results are compiled in an appendix.
Proposed Technology Configurations for Schools
Teaching and learning go beyond four walls, six periods, and the covers of a textbook. It is imperative that technology be a part of every learning environment, and infused into every curricular area. We will provide access to an array of information and instructional technology devices and instructional resources for every learner and staff member in every teaching and learning environment. We also know that technology available at the school is made even more powerful when it is also available at home. Thus the school district shall aim at ways of building community partnerships and using other resources which allow students and staff to utilize technology at home to support school learning goals.
Within schools, there is a series of seven configurations for a school site to consider in its planning activities:
• Library/Media
Center and Learning Lab
• Technology Multipurpose Area for access to centralized tools
• Classrooms that facilitate learning, exploring, and experimenting
• Teacher’s Desk for classroom management, administrative applications, and instructional planning
• Staff Productivity Center
• Cafeteria, Multipurpose Room, or Auditorium for audience-centered activities
• Administrative Center
Configuration 1: Library Multi-media Center
This configuration serves as the hub for students, parents, and the community to access information. Here, users learn to manage technology resources. Students improve their productivity, by having a “one-stop-shop” where they plan, create, and produce materials and projects. The Center facilitates information exploration, resource gathering, and reading through these resources:
• A library/media specialist
• Readily available on-line resources
• Collections of instructional resources
• Support systems for curriculum activity including databases, periodical services, list servers, and other electronic media
• Tools that are resident/shared checkout
• School-wide sets of resources for checkout
Access to these resources is flexible, available for individuals, small teams, and large groups.
Specific Technologies to provide for the Library/Media Center include:
• On-line access to the Internet
• Automated catalog and circulation
• Video editing bay
• Large screen television (37” to 54”)
• VCR and DVD Player
• Multimedia Stations (six to fifteen, depending upon school size)
• Color printer
• Network resources
• Sound system
• Copy machine
• Videoconferencing station
In order to have resources available to classrooms or individual students, Library/Media Center will have:
• Probeware
• Digital still cameras
• LCD panel and high-lumen projector (1 for use in library only, 1 for checkout)
• Alternative input devices (mice; pen pad)
• Microscopy camera
• Digital camcorders
• Connections to school LAN/WAN, video networks and telephone
• Portable notebook computing carts, supporting 20 to 30 users
Configuration 2: Technology Multipurpose Area (Computer Lab)
This configuration supplies users with access to centralized tools. It supports curriculum activity, provides a work environment for short and long-term projects. The Technology Multipurpose Area enables us to schedule workspace that provides both small and large groups access to resident and shared tools. Specific technologies provide for a Multipurpose Area include:
• Mobile Teacher Station with network capability
• Large Screen TV monitor
· VCR
· DVD Player
• Barcode reader
• CD-ROM
• 12-35 student workstations
• Robotics equipment (optional)
• Probeware
• MIDI keyboards for computer generated music
• Portable projection system with Smartboard
• Printers (laser and color)
• Connections to school LAN/WAN via Fast Ethernet wiring and wireless
It
is desirable that one of the Technology Multipurpose Areas (the “Computer
Labs”) of schools be near or attached to the Library Media Center. This allows access as a learning center and
as a center where groups of learners may access the resources at a library’s
disposal. Collapsible walls may be used
to join the Library/Media Center to the Computer Learning Labs so as to
optimize the flexibility needed in the use of these resources.
Classrooms equipped with communications and computer technology encourage learning, exploring, and experimenting. A technology-enabled classroom provides a point of organization for teachers to facilitate learning, instruction, resource management, project planning, learning assessment, communications, and demonstrations. This classroom will feature:
• Portability
• Ability to network
• High-speed network access
• Connectivity to a variety of displays
• Access 24 hours a day, from home, school, community, or fieldwork
We will equip classrooms with technology according to the learning needs of students. Hardware configurations will not be grade level dependent, but software and other resources will vary by classroom, grade level, and course.
In
spite of a general direction to see that all classrooms have a standardized
configuration of equipment, each grade level configuration has unique needs as
well. The following is a set of
recommended materials for classrooms as they simultaneously work to address fulfilling
the overall vision of this plan.
Pre K to Grade 3 Classrooms
Each Pre-K to Grade 3 Classroom will include the following:
• Student Computer Stations (five per classroom) including:
- Color monitor, CD-ROM, Speakers, Headphones
• Overhead Projector and Screen
• Color Printer
• Alternative input devices (touch windows, etc.)
• Removable media storage device
• Class set of calculators
• Large Screen TV Monitor
• Four-head VCR
§ DVD player
§ Computer to TV Connectivity
• Connections to District LAN/WAN
Each classroom in this group will contain the same equipment as PreK to Grade 3 plus:
§ Digital Camcorder with Tripod
• Microphone
• Scanner
• White board
• Web Cam
Configuration 4: Teacher’s Desk
This configuration supplies a resource for managing the classroom, using administrative applications, and planning instructional activities. The Teacher’s Desk is a hub of curriculum activity and a home base for learning activity that features:
• Tools for teachers to find and process administrative and classroom planning resources
• Tools for planning, creating producing lesson plans and learning materials
• Communications ability through the network with colleagues, student and parents
Specific technologies to place on the teacher’s desk:
• Portable or desktop computer with:
- Classroom student PC monitoring and control
- CD-ROM / DVD player
- Audio with speakers
- District WAN/LAN connectivity via Fast Ethernet wiring and Wireless
• Personal digital assistant
• Telephone with voice mail
§ Appropriate software to facilitate administrative functions
§ Access to the central database of student information including enrollment and assessment data
§ Appropriate software to facilitate those instructional functions that are unique to the individual classroom and not provided through the district’s central server.
Configuration 5: Staff Productivity Center
This configuration provides the staff access to production tools to help them:
• Plan, create, and produce learning materials
• Communicate and network with colleagues
• Reproduce materials
The Staff Productivity Center is centralized locally. It houses shared and resident tools and offers access as needed.
Specific technologies to consider for a Staff Productivity Center include:
• Facsimile machine
• High-speed copy machine
• Scanner
• Telephone
• VCR
§ DVD player
• Laserdisc player
• Computer(s)
• CD-ROM
• Color printer
• Laminator
• Binding machine
• Comfortable adult chairs
• Poster maker
• Connections to school LAN/WAN, video networks and telephone system
Configuration 6: Cafeteria, Multipurpose Room, or Auditorium
This configuration provides a technology-rich environment for audience-centered, school-wide activities, site-wide productions, and demonstrations. It is the primary area that needs voice-video-data capabilities and they will be provided here before being provided to other school locations. This location supports entertainment and assemblies and features:
• Flexible seating
• Sound system capability
• Provision for controlled lighting
• Large-screen projection
• Access as needed
Specific technologies for a multipurpose area include:
• Wall screen
• Sound system
• Rack amplifier, audio CD, audio tape player
• Video and computer projection system
• Smartboard presentation system
• High speed WAN / LAN connectivity
• Wireless network access
• Controllable lighting
Configuration 7: Administrative Center
This configuration, especially important for K-12 schools, provides technology tools for managing and supporting the educational effort. This configuration features applications for maintaining:
• Student records
• Attendance records
• Budgetary, accounting, and purchasing functions
• Building and grounds operations
• Curriculum development
• Counseling resources
• Extracurricular programs
§ E-mail capabilities
Specific technologies to be installed for a multipurpose area include:
• Teacher’s Desk, as described in Configuration 4 (one for each administrative employee on site)
• Connections to school and district WAN / LAN system
• Color printer
• Removable media storage device
• Facsimile machine
• Scanner
• High-speed copy machine, connected to the computer network and capable of digitized printing
Network Planning
Current Network Standards
Preparing Rim of the World Unified School District for the future includes making a significant economic investment to electronically connect all parts of the school community. Information technology skills will be an essential element in preparing our students for their future. Staff will need guidance in supporting technology-infused environments to achieve the goal of “anytime, anyone, anywhere learning.”
To fulfill connectivity goals, we have developed plans for implementing local and wide area networks. Given the appropriate technological tools, access to information, training, and support, the staff, students, and community will have equitable access to the technological resources they need to solve problems creatively and efficiently. These plans are continually moving forward.
Rim of the World Unified School District is committed to providing a system that interconnects all school and satellite learning sites to each other, to the District Educational Support Center, the Media Center, Lake Gregory House, MOT, the warehouse, and to the Internet. We want students, staff, administrators, and our greater community-at-large to use new communication tools and network-based information resources to exchange ideas, concerns, and conversations. Each school and site has its own physical constraints, functional needs, existing technology base, funding constraints, and support resources. Current standards for network features and capabilities do exist, and, as technologies emerge and funds are allocated, provide the basis for expanding the network to support the overall technology goals as described above. These current specific elements are:
• Site-specific infrastructure, local area networks, or LANs, consist of the following elements as appropriate:
ü Most cable plant wiring is Category 5 copper cabling or fiber optic as required.
ü Data Link Layer protocol is IEEE 802.3 Ethernet, or compatible 802.X sub-protocols as required (i.e. wireless 802.11a or b)
ü Network and Transport Layer protocol is native TCP/IP.
ü Client connections are provided by either hard-wired 100mbs switched ports, or 11mbs (802.11b) to 22mbs (802.11a) wireless access points.
ü Site LANs are connected to the wide area network, or WAN, via routers over leased frame-relay T-1 circuits.
• The District Office serves as the central point of the WAN, and each site has a primary connecting point from the frame-relay network to the District Office. Common network services for all district staff, such as e-mail, central data storage, and access to and from the Internet are provided through the District Office, with the exception of Rim High School, which supports it’s own primary connection to the Internet. Student WAN access is limited to Internet (filtered) services, however school site locations do provide local server based student applications and data storage as required.
• The San Bernardino JPA serves as the District’s Internet Service Provider (ISP). The frame-relay WAN provides two T-1 circuits to the ISP. One at the District office, which supports Mt. High, the elementary and middle school sites, as well as the district office, and the other at Rim High School, which supports the high school as well as Alpine Adult School, Rim Academy, the Media Center, MOT and the warehouse. The frame-relay network is constructed in such a way that if either of the circuits to the ISP were to fail, the WAN data traffic will be re-routed through the other operating circuit.
The existing network as described above has been designed with function and incremental expandability as the primary focus. Some incremental changes have already occurred, such as moving from the JPA provided e-mail platform to an advanced district supported system. As funding, technical staff support, and new technologies continue to evolve; enhancements can be made to the current infrastructure without requiring major network design changes.
Network Expansion Plans
In developing a strategy for continued development and expansion of the network, our primary consideration must remain focused on the core purpose of the networks existence. That being to deliver the highest quality, technology based educational support resources to our teachers and students. With this end in mind, there are literally thousands of options available via technological means, and each passing day presents even more new and exciting possibilities. We must move our network development plans ahead in such a manner as to keep as many options open as possible.
In nearly all cases, the resources we require can be classified as very “data intensive”, meaning that they typically contain very large amounts of data, such as digital pictures, audio and full motion video, and require real-time interaction with the client users (our staff and students). In order to store and transfer such data throughout the network, special consideration needs to be given to the ongoing development of the network infrastructure. As noted above, the basic WAN and LAN designs have been put in place. In order to reach our goals, we must now enhance the existing design by adding the increased data storage and transport capabilities needed by the kinds of resources we wish to implement.
Methods of acquiring and managing these data intensive resources can be divided into two basic categories, and our network expansion plans will include a combination of both methods.
1) Local
Installation and Support: This
method of acquiring technology resources is the most traditional and offers
both benefits and challenges. A
selected program or system is purchased or licensed for use, and installed on
district owned and supported equipment.
This type of installation is usually done on each individual LAN, thus
there is little or no impact on the WAN infrastructure, nor is it a major
factor in application functionality.
The disadvantage is that these implementations are costly due to the
amount of equipment required at the site (file servers and storage), and the
increased support needs of that equipment.
Often, these installations require individual software installations on
each client computer as well. Both
server and client-based software must be maintained and upgraded as required,
again increasing the support requirements for the site. Additionally, there are limitations imposed
by local LAN installations in that interaction between individual sites can be
difficult or impossible to establish.
Also, this approach is contradictory to a centralized data repository
system, which is another element of our overall technology goals.
2) Remotely Accessed, or Web Based Subscriptions: This method represents a newer approach in technology delivery, and an evolution of the typical client/server model. A subscription type service is acquired for the desired program, and then it is accessed via a standard web browser interface such as MS Internet Explorer, over the WAN and the Internet. The advantages to this method are that little or no special equipment needs to be installed or maintained at the school sites. Maintenance of system hardware and software remain the primary responsibility of the remote vendor. The same client browser software will work for any selected subscription vendor. And, if we should decide to change programs or vendors, we simply do not renew our subscription. There is no wasted hardware or software to dispose of. The disadvantages of this method are that we don’t have as much direct control over the system. In other words, if the remote site vendor is having difficulties, we could be affected. The most obvious challenge though is in providing the needed WAN infrastructure capacity that would be required by the remotely accessed, data intensive content.
With this basic understanding of these delivery methods, it’s easy to see that given the benefits of the available technologies, their apparent evolving direction, and the resource constraints in the district, the second approach offers the best future direction. This will require somewhat of a migration from the first model approach of some legacy systems we now have and must continue to support. Systems such as the LAN installations of the Eagle / Aries student information system, and others need to be migrated to centralized WAN based technologies. In other cases, it may be advantageous to keep certain programs running on local LANs due their data architecture, such as Accelerated Reader and Math programs that manage data on a classroom and site basis. Local LAN resources supporting these systems will have to be maintained until such time that those systems evolve and become manageable on a WAN infrastructure.
Another very important consideration in adopting this direction is the cost of upgrading our current WAN and LAN infrastructures to accommodate the resulting data communications requirements. This also will have to be accomplished in a phased approach, keeping our options as open as possible in order to leverage new technologies as they develop.
With the implementation of such a network, new emphasis will have to be placed on network management tools, network security and access control, and qualified staff to support and maintain operations.
Other advantages will be realized from expanding and implementing a high capacity WAN infrastructure. The districts goals of supporting “anytime, anywhere, anyone learning”, and expanding the classroom beyond physical walls can be achieved through implementation of a Rim District “Intranet” that could exist on such a network. The Intranet would support a secure internal data communications system that could be extended to users beyond our own physical network. Services such as threaded classroom discussions, shared lesson plans, teacher resource materials, electronic parent / teacher conferences, and literally dozens of other possibilities exist. Students could access classroom resources by logging on to the Intranet from their homes. Distance learning programs could eventually be developed and implemented via the Intranet.
The capacity of the WAN infrastructure will also be capable of supporting the district’s telecommunication needs as those technologies are developed (voice over IP), or can be implemented via existing technologies such as Asynchronous Transfer Mode (ATM) WAN switching. The resulting cost savings to the district would be substantial and could have a large impact in offsetting the costs of the network expansion.
Specific Recommendations
As was outlined earlier in this document, standards at both site LANs as well as at the WAN level have been established. The following recommendations are given with the assumption that these standard levels are in fact present. At the time of this writing, it is known that some sites have not completed their local networks to these specifications. Any remaining pieces that need to be completed in order to reach these standard levels at site LANs will take priority at that particular site. With this in mind, our challenge is to bring the capacity and functionality described above, from the Internet, through the WAN, and to the individual site LANs. Once that has occurred, we should be able to deliver Internet and WAN based resources at the existing capacity of the site LAN.
Internet Service Expansion
As previously noted, we are currently being supplied Internet access via the San Bernardino JPA. Our access is provided via two T-1 router ports (one from the district office and one from Rim High School) at the county offices. The JPA charges the district for these T-1 circuit ports, as well as other technology related services. In turn, the county JPA then connects those router ports to the Internet via a Digital California Project (DCP) portal. This same scenario is in place for many of the other school districts in the county JPA. Due to this configuration, our Internet services are often impacted by either the JPA or other county school districts activities. Also, because of the equipment on-hand at the county office, we are limited as to the number and capacity of ports we can contract to use. In order to eliminate these problems, some school districts (Chino, Rialto, Fontana, Chaffey) have opted to contract for direct Internet connectivity, taking the county JPA out of the equation, and becoming their own ISP. This direction is being supported through the DCP. The Chaffey Joint Union High District has actually become a DCP node and Internet Service Provider, and is in the position to sell ISP services to outside sources as a revenue source.
It is recommended that Rim School District pursue this direction. By leveraging funding sources such as E-Rate and TeleConnect discounts and other grants as appropriate, re-allocation of existing funding for telecommunications costs would no longer be required. By establishing the District as an Internet Service Provider business, it is possible to convert our existing T-1 circuit access and it’s cost overhead, to a very high capacity network for our students, and an income source for the District. The initial investment would be in upgrading existing connectivity equipment at the district office (router ports), and installation of firewall and filtering services. Only minimal or no circuit build costs will be incurred at the district office for the required fiber-optic trunk connections because of our proximity to the Verizon Central Office (only a few hundred meters) and their existing fiber-optic lines running outside of the district office building. The ongoing circuit charges, factoring in the discounts and telecommunications savings, will be very reasonable. Moving from the JPA supported WAN circuits, firewall and filtering services, will require the District to add support personnel in network administration.
WAN Services Expansion
Once the high capacity Internet presence has been established in the district, the next step is to bring those resources, as well as district provided resources (e-mail, central data repository, and other district systems), to the individual school and support sites. This will be accomplished through incremental enhancements and upgrades to the existing WAN infrastructure.
As noted, each site currently has a frame-relay T-1 circuit to the district office, with the exception of Rim High School, which has an additional frame-relay T-1 circuit to the county JPA. As part of the Internet migration detailed above, that T-1 circuit from Rim High School would be moved to terminate at the district office, giving Rim High a dual T-1 capability to both Internet and district provided resources. Even with no further upgrades, each site will realize an increase in Internet access capacity because they will not be sharing the single T-1 from the district office, or Rim High, to the County JPA.
In order to gain maximum benefits from the Internet capabilities of the district, and to provide a suitable platform for a district Intranet to operate from, the circuits between the district office and the school sites will need to be upgraded. The most logical upgrade path would be to assess and add circuit throughput capability based upon data traffic volume. In other words, sites generating the most WAN data traffic should be at a higher priority for receiving increased WAN circuit capacity. T-1 circuits can be configured in many ways to provide different combinations of throughput efficiency. They can be left as separate circuits and configured as “inbound only” or “outbound only”, they can be configured as combined circuits so that their overall throughput is added together as if it were one circuit. For example, T-1 circuits run at 1.54Mbps. Two T-1 circuits can run in a combined configuration to make what appears to be one 3.08Mbsp circuit. These same frame-relay circuits can be upgraded to higher capacity T-3 circuits. Any of these options can be assessed on an individual site basis, according to requirements and funding constraints.
These incremental enhancements will eventually lead to a replacement of the frame-relay architecture, but leaving the existing WAN design elements in place. The frame-relay system will be replaced by a high reliability WAN switching architecture, such as Asynchronous Transfer Mode (ATM), which will then allow full streaming video and voice communications to the individual site LANs.
LAN Services Enhancement
As detailed in the section above, “Current Network Standards”, each site, depending upon its completion status, should have a cabled LAN infrastructure providing about five 100Mbps Ethernet connections per classroom. Additionally, some campus sites have limited or full deployment of wireless Ethernet access. At this writing, the standard wireless transfer speed is 11Mbps (802.11b). A new standard running at 22Mbps is due to be available in the first quarter of 2002 (802.11a). The wireless equipment we have been purchasing is upgradeable to the new standard. This will result in campus LAN sites having capabilities to run wireless access at a maximum of 22Mbps, and limited hard-wired access at 100Mbps.
There is a “trade-off” on functionality between using the two LAN connection methods presently at each site. The wired connections are obviously faster, but are limited to five connections per classroom location. The wireless connections are slower, but many more computer systems can connect in the same physical space. The overriding consideration at each site, and in each classroom will be in determining which method will best accommodate the content being utilized. Slower access time may be acceptable in a situation where twenty or more connections are required in the same location. On the other hand, a full motion video or an interactive web based net-conference would require as much bandwidth as possible, and could possible be done on one computer and projected for multiple student participation.
Another factor to consider in utilizing data intensive content is the constraints that apply to accessing that data beyond our LANs and WAN. The capacity of the content provider systems also must be considered. For example, if several computers are accessing content from a web site at the same time, the content providers equipment will be negatively impacted. In a classroom setting, this happens when twenty students are all accessing the same Internet address at the same time. To avoid this problem, a “caching” server can be utilized on each local LAN. The content from the Internet is actually downloaded one time to the caching server, and then the caching server on the LAN provides subsequent access to that content. This is one instance where making data available on the LAN makes sense.
Network Management and Security
The Internet, WAN and LAN services described above represent a significant investment in time and resources. Such a large investment requires an ongoing commitment to management of the system and securing it against accidental or intentional tampering. As our use of technology grows through our staff development efforts, acquisition of new equipment and availability of software and Internet content, a comparable increase in support requirements at each site will also be realized. Increases in human resources to satisfy these requirements can be extremely costly, therefore it’s important to understand that with such a network infrastructure, management tools are available that will result in keeping personnel requirements to a minimum, better support for our system users, and reduced support costs in the long term.
Another aspect to the management of technology resources that can be accommodated through the network infrastructure is software license monitoring and control, which represents a substantial ethical, as well as legal responsibility for the District.
Implementation of enterprise network management will enable the District to provide a secure network, remote user support, asset tracking, software license management and configuration support with minimum increases in human resources.
Summary
Future planning of the network system, from Internet accessibility, through the district WAN and to each site LAN, must address (or call for):
ü Data transmission speeds and capacity to effectively access Internet or WAN based content that includes streaming video, audio and real-time interaction with remote resources.
ü Flexibility in deployment of client systems through existing hard-wired cabling, as well as wireless technologies.
ü Ability to support an Intranet system capable of communications, including e-mail, digital content sharing, threaded discussions, group and classroom web content, and video conferencing throughout our school district, our community, and beyond.
ü System management features that will enable proactive and expedient administration of system security, reliability, asset accountability, access control and user support.
ü Keeping the overall network architecture as non-proprietary as possible so that as future technologies evolve, the District will be positioned to incorporate those that are most beneficial into the functionality of the overall system.
Following this plan will result in effectively supporting the district goals of delivering the highest quality technology tools to our staff and students, supporting community involvement in our district mission and providing the platform to make “anytime, anyone, anywhere learning” a reality at Rim of the World Unified School District.
Staffing:
A network of the type described here creates many issues related to network development, network security, network maintenance, and maintenance of individual pieces of equipment. In order to protect the resource this network represents, staff must be provided to fill the following functions:
Technology as a Resource to Curriculum:
This function provides oversight and direction to the deployment of all district technologies and the applications for which each is deployed. This oversight and direction can be the product of one person or of many, but must be at the district’s highest administrative levels so as to have the greatest opportunity to marshal the resources needed to fulfill the vision stated in this plan. This function determines software applications and programs, the networking needs, the Management Information Systems goals and products, and provides all centralized direction needed for the maximum utilization of all of the district’s technologies both as administrative and instructional tools.
District Network Management:
This function is responsible to oversee the implementation of the network, determine its ongoing needs, plan for security, and develop a menu of services the computer systems can provide. This function includes oversight of all operations of the network. This function translates the direction of the function described above (Technology as a Resource to Curriculum) into the steps and procedures needed to cause the equipment, hardware, and software of the district to perform and create the desired results. An additional part of this function is to oversee and coordinate the maintenance and repair staff needed to keep computers, peripherals, and networking equipment functioning properly.
Repair and Maintenance:
Computer and associated peripheral installations, maintenance and repair work will be performed by technicians. They will maintain computers, networking equipment, peripherals, and other devices necessary to keep the district’s network and individual pieces of equipment functioning. The number of workers needed depends on the number and variety of pieces of equipment for which they are responsible, and the complexity of the operations that equipment is asked to perform.
Site Based Coordination:
To reduce the demands on the technical support staff described above, each site should have a contact person who is trained in troubleshooting the site’s equipment. Such a person will be trained annually in various troubleshooting techniques. The person at each site will be the first person contacted by the people at the site when a technologically related issue arises. This person will attempt the repair and will be the one person responsible for creating work orders for the district’s technical staff to fill. This person will also install software within guidelines and restrictions established by the District Technology Services Department.
Technology Multipurpose Area Coordination (Site Computer Lab
Tech):
This function is to manage
and maintain the equipment, software, and other resources used in the
Technology Multipurpose Areas. The
function is responsible for scheduling all activities which occur in the
Technology Multipurpose Areas and for providing and protecting the equipment
used in the Area. The function includes
assisting with the presentation of lessons and appropriate training under the
direction of a certificated teacher and may be a certificated teacher. It will also maintain and manage the LAN
needed in the Multipurpose Learning Area.
Training:
Each site will be able to train its staff in the many functions of technology through an on-site training person. This person will show others how to make various forms of technology function properly and will also provide training in best practices and appropriate uses of the technology.
Webmaster:
The District and each site must have a central authority for posting and modifying the District’s or Site’s Website, links, and other content. Additionally, each site must develop a plan for maintaining and altering the content of the web pages the sites create. Individual site coordinators must operate under the direction of the District Technology Services Department but shall be responsible for making decisions about the use of Websites within the general direction established by District guidelines.
Guidelines for Faculty and Staff Development
Instructional technology will not enhance learning if the faculty and staff lack the skills to implement it. To this end, we will provide development opportunities for the staff in both group and individual settings. Training will be available to all personnel and will be initiated by individual sites as well as the District. Technology-based training experiences will:
• Focus on faculty and staff needs
• Include job-specific applications at appropriate skill levels
• Cover only equipment available to employees at their work sites
• Provide incentives (remuneration, equipment for classrooms, software, conference attendance, technology mini-grants, use of on-line time, etc.)
We will develop our staff’s technological skills using only quality trainers and quality materials. Staff development will be customized to each staff members’ individual needs. The training program will be jointly developed by instructional, administrative and support staff and will incorporate feedback and assessment into future opportunities.
We will provide training at times convenient to faculty and staff (off-hours, summer, release time) and build in follow-up and refresher training. As facilities allow, we will build training facilities at key work sites to facilitate on-going training. The charts that follow describe specific skills all learners will be able to demonstrate.
Learner Development Chart 1
|
Technology Skill Area |
Emerging A place to begin. |
Proficient All of the emerging level plus: |
Expert All of the emerging and proficient levels plus: |
|
Basic
Computer Skills |
Turn on/off/load/save/ open/print in selected
platform (Mac, Windows, Apple II) Enter text/manipulate text-based documents Use word processing software Use a certificate maker or PrintShop Create job-specific materials Save and back up documents and files |
Load, modify, and/or personalize software Import graphic files, produce information in a
graphics-rich format, such as a presentation, newsletter or flyer, using an
integrated software program or a specific publishing program Develop a logical file management system for
storing and retrieving documents |
Create graphic files from a draw and paint
application or from digital photos Create presentations, newsletters, or other
specialized applications Produce letters and certificates, using mail
merge Teach learners the use of computer technology Improve job specific strategies by effective use
of technology Choose and design classroom and/or job specific
applications |
|
Spreadsheet
Skills |
Perform simple spreadsheet operations, using an
integrated software package Create job-specific materials, using a
spreadsheet |
Perform intermediate spreadsheet operations,
including creating charts to illustrate relationship of data Integrate spreadsheets with reports |
Import data from other applications Use computer generated spreadsheet as an integral
part of job-specific tasks Teach learners the use of the spreadsheet
technology in instructional and job-specific settings |
|
Video
Skills |
Set-up/load/use commercial material on a VCR/TV
or DVD/TV Record off-air or off-cable Choose from and create classroom and/or
job-specific applications of cable and Instructional TV |
Use camcorder Perform simple editing chores |
Edit, add titles, and add sound to camcorder
output Demonstrate skills in finding and using
satellite, cable, off-air, commercial, or student-made video in instruction
and other job-specific activities |
|
Laserdisc
/ CD-ROM / DVD Skills |
Set-up and play laser discs and insert and
install CD-ROMs |
Use laser disc remote control and bar codes Choose classroom or job-specific applications |
Create interactive presentations using laser disc
and computer Select needed information (text and graphics)
from CD-ROMs |
Learner Development Chart 2
|
Technology
Skill Area |
Emerging A place to begin. |
Proficient
All of the emerging level plus: |
Expert
All of the emerging and proficient levels plus: |
|
Faculty
and Staff Productivity Skills |
Use classroom record-keeping software to keep a
database of student projects, grades, and records Produce reports of progress for students and parents Produce lesson plans |
Use a file information system to access student
data Use classroom record-keeping to track book
check-out, special program participation, and special needs Create templates Create bulletin board materials, posters, and
other display charts |
Import data files from a file information system
to produce reports, mail-merge letters, and certificates Use classroom record-keeping software to link
instruction and assessment results Experiment with electronic portfolios Help staff apply productivity software to improve
instruction, appraisals, and communication |
|
Presentation
and Multimedia Skills |
Use LCD panel with overhead projector and
computer or a computer to television device Use presentation software to display graphics and
text Access information on CD-ROM |
Create interactive presentations Set up multimedia hardware and software Support classroom instruction through multimedia
authoring software, which may integrate video, sound, graphics, and text |
Choose and use commercial presentations that are
built upon software such as HyperCard, HyperStudio, or PowerPoint Teach staff and students to create multimedia
learning materials |
|
Telecommunications |
Communicate with others using e-mail, bulletin
boards, user groups Using an on-line service, perform simple searches
for people or information to support curriculum or job-related projects Use databases and networked resources (CD-ROM
library catalogues, the LNX system and museums) as reference tools Download graphics and text from on-line resources |
Develop Internet skills through such programs as
FTP, Gopher, and Webcrawler Select Internet news groups that support
instruction or special interests Teach learners appropriate ethical and safe uses
of Internet resources Use Internet resources to help teachers devise
instructional strategies and curriculum content Use primary language and career-related resources
as teaching materials |
Assist students and staff in the use of Internet
resources to access, analyze, apply, and create information effectively Teach learners to create “home page” content
accessible to others Use telecommunications as a resource for office
and site communication and for teacher communication with parents, community,
and special interest groups Conduct contests, and other activities around the
world |
Site and Division Technology Use Plans
Each division and school site shall create a Technology Use Plan (TUP) aligned with the District Technology Plan. The TUP process should be an integral part of current planning processes. To develop a TUP, divisions and sites shall:
1. Form a technology implementation committee
2. Create and complete a TUP Evaluation Chart. The chart identifies student learning outcomes, site priorities, activities, evaluation and management strategies, resources (people, software, and hardware) and estimated costs.
3. File your TUP with Educational Services by an annual predetermined date.
Narrative of Needs and Rationale
The technology implementation committee will develop a narrative that is no more than two, double-spaced, word-processed pages. Questions to address include:
• What is currently available and how is it configured? (Attach inventory).
• How is technology integrated into classroom instruction, personal productivity, and management tasks?
• How is technology used to improve student achievement?
• How do we wish to use technology to achieve District performance outcomes?
• How is technology a part of other planning processes and other planning documents?
• How does the TUP align with the District’s Plan?
Local Inventory and Specific Equipment and Services Requirements
Create and complete a TUP Evaluation Chart. Site and division responses on the chart need to link what currently exists (how technology is used to support student outcomes) with where we want to go. The chart’s purpose grows from the what “is” to the what we want it “to be.”
Technology Plan Evaluation and Assessment
We recognize the need for on-going evaluation and assessment to:
• Determine the level of achievement of learners
• Establish the degree to which the District is meeting the goals of the Technology Plan.
To do this, we recommend the following assessment strategies:
1. We will certify all student and staff learners as they progress through the empowerment levels (Emerging, Proficient, and Expert, as indicated on the Learner Development Charts).
2. The Technology Services Department will survey the staff to determine:
- Were the goals of the District Technology Plan met?
- What is in progress?
- What has been implemented?
3. Divisions and sites will determine:
- Is hardware and software used effectively?
- What has been the learner’s response?
- What new areas need to be added?
- What areas need to be modified?
4. We will inventory or update our inventory of all equipment every year and determine how well we are achieving District goals and recommended configurations.
5. Each school will complete or update its technology use plan by June 1, 1999 and each following year.
6. Each school will compile evidence that our staff development and other training programs are appropriate to divisions and sites by October 1, 1999 and yearly thereafter.
In addition to the above, the District Technology Services Department will create and implement an evaluation tool to annually determine the effectiveness of technologic equipment, staff development in technology, and the various curriculum and assessment items implemented through technological delivery systems.
|
alternative input device |
Input devices include the keyboard, mouse, modem, touch screen, and other devices for specific disabilities. |
|
audio in and out |
The ability to bring audio signals into the computer or send audio signals out of the computer, usually to speakers or headphones. |
|
CD-ROM |
An acronym for Compact Disc-Read Only Memory. A computer compact disk capable of holding a large amount of information. |
|
database |
Electronic list of information that can be quickly sorted and searched. |
|
dial-up capability |
The ability to use a computer with a modem attached to telephone line to dial-up to another computer, network, or on-line service. |
|
digitized video |
Bringing video from a video source such as a VCR or Laserdisc Player and transforming the video information into digitized video to store and play back on the computer. |
|
HyperStudio |
An example of a multimedia authoring program. |
|
integrated software package |
A computer program that combines word processing, spreadsheet, and database functions. Often includes a communication and draw program as well. ClarisWorks and Microsoft Works are two such examples. |
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LAN |
An acronym for Local Are Network. A network of computers in a location such as a classroom or building. |
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learners |
All students, teachers, support staff, and administration. |
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LCD panel |
An acronym for Liquid Crystal Display. A panel which rests on top of an overhead projector to project a computer monitor. |
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microscopy cameras |
Video cameras that can view through a microscope. |
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MIDI keyboards |
An acronym for Musical Instrument Digital Interface. A protocol, or standard, for encoding musical sounds in digital form. Electronic keyboards commonly use a MIDI interface to hook up to a computer. |
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Glossary of
Technology Terms - Continued |
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multimedia |
More than one form of media. Graphics, text, sound, and motion integrated together. |
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personal digital assistant |
A hand-held computer device such as the Newton. |
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probeware |
Devices that hook-up to the computer for use in scientific experiments, such as temperature probes. |
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remote mouse |
A mouse that is controlled by an infrared device and does not need a cable to the keyboard. |
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removable media storage device |
An external or internal drive that allows for larger capacity storage of data. |
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scanner |
A device that can electronically “read” printed text or images into a computer. Scanners come in two sizes: flatbed and hand-held. Flatbed scanners can scan an entire page at one time while hand-held scanners can scan in widths of approximately four inches. |
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server |
High-capacity computer which supplies the applications and/or holds the files for other computers in a network. |
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spreadsheet |
An electronic ledger book which allows calculations of data. |
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telecommunications |
Communicating with other computers over phone lines. |
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video conferencing stations |
A computer or telephone device that allows for conferencing with one or more people at remote sites, sending both voice and images. |
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WAN |
An acronym for Wide Area Network. A network of computers stretching beyond the confines of a building. |
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white board |
A blackboard alternative that uses markers instead of chalk, eliminating dust around computer components. |