Background: You are asked to prepare a proposal for a Classrooms for the Future grant to provide laptop computers for each student in every high school Math, Science, Social Studies and English class. Your district administration wants this grant so that it doesn't have to purchase new computers with its own money and so that the district will appear to be progressive and competent. The administration sees this as a technology project rather than an education project. The state grant, however, requires that you develop clear educational goals, a reasonable implementation plan, and an effective evaluation plan for the project.
Describe:
1.The educational goals of the project, how they were chosen and why they are important.
2.An implementation plan of how the teachers will be trained and how the laptops will be phased into the classrooms over months or years.
3.An evaluation plan that includes both formative and summative evaluation of the project to determine how well it has met its educational goals (with an appropriate rubric, if possible).
Cite at least one reference from our Class 9 Course Documents to support your ideas.
Response
GOALS:
Educational goals for the classroom of the future project: The following educational goals were established based on the research findings of the Metiri Group in their 2006 research publication Technology in schools: What the research says. Each goal although addressing an individual positive outcome from future technology growth additionally supports an overall framework for teaching and learning development for our school system.
-Support the use of technology as a tool for education as well as student motivation and development of 21st century skills.
-Provide students with further outlets for inquiry and application of understanding in real word contexts.
-Provide technologic tools to improve student achievement on state testing.
IMPLEMENTATION
Central to the implementation process for the addition of Classroom for the Future technology is the training of our teachers. Research such as Wenglinkys 1999, Educational Testing Service report, Does it compute? establishes direct correlations between teacher training and students use of technology to foster academic growth. To aid in our students and teachers making the most out of the additional technologic infrastructure we will plan professional development to address both the integration of the technology into the classrooms (pedagogy, skill training, etc…) as well as provide suggested tools/software/sites for teachers and students. Teacher will also have outlets for ongoing Professional development thought the course of the grant. Professional development will be organized and developed specifically for content specific areas (example: mathematics or history). This organization will allow for the professional development to be specifically tailored to the content that will be taught. Teachers may also use team meeting times and content meetings to discuss and share ideas/resources/successful practices will colleagues. Teacher training will begin as soon as the grant is approved and will be developed though a partnership between content resource teachers and district technology integration specialists. Parents will also be invited to participate in open discussion forum and be provided will information on the project. Computers will be distributed in phases to each individual content area starting with English classes. The entire district wide distribution process is planned for 1 month. Planning for individual classroom/school security procedures are currently being conducted.
EVALUATION PLAN
The technology grant and our integration of the computers will be evaluated through and ongoing process to establish the overall effectiveness of the program as it relates to our established educational goals. The evaluation will provide us will ongoing feedback so that we can grow and adapt the program to best meet the needs of our students and teachers. The formal evaluation will consist of a variety of formative and summative evaluations.
Formative assessments
-Teacher and student self-reflection sheets, teachers and students will reflect and provide feedback to the school district on their use of the computers, observations and any of there further desires or needs.
-The administration of each individual school will record student grades and analyze for development of skills and growth.
-Standardized test scores will be analyzed for trends in growth.
Summative Evaluation
-Student data will be analyzed for the entire course of the grant period. All members of the school community will be provided with research findings and trends.
Tuesday, October 30, 2007
Friday, October 26, 2007
TP#8: Policy Recommendations & Viewpoints
Background: Some teachers have complained of students listening to iPods and text messaging on their cell phones during class. Students believe the offenders should be punished, but all students should not have to pay for the misbehavior of a few.
Question: As Technology Coordinator, you are asked to develop a school policy to address student use of portable electronic devices. In your response describe the two points of view and the reasons to be more restrictive or less restrictive of portable electronic devices. Conclude with your policy recommendation to the school board and the reasons for your specific recommendation.
Response: The real underlining theme is the idea of abuse; some students are abusing the use of I pods, cell phones and other portable devises in school. A formal declaration should be prepared by the School District to address the issues surrounding their allowance in the formal school setting. Although many hand held devises are becoming a regular part of our everyday lives the question still remains, are they appropriate part in certain environments like school and the work environment? Just for clarity we are not debating if they can support teaching and learning or if they should be integrated into the school’s curriculum. We are looking at portable devises solely in schools as a platform for entertainment and communication.
Looking at the issue there are two perspectives or paths the SD can take to establish a plan of action to deal with the issues teachers and students are facing. One, the SD can take a more restrictive approach; they can ban the use of these types of devises for all students in the schools. The second approach would be to have a less restrictive approach and allow the use of them during the school day. Only punishing the students who are using the devises during inappropriate times and in inappropriate ways. (Inappropriate use for may come in the form of potable devises being used for: cheating on tests, texting, talking or listening to music during class time, etc…)
The less restrictive approach would still need to have consequences set forth for students who break the rules and ultimately abuse the right the have these types of devises. A rule for cell phones for example may be that they need to stay in the student’s lockers or bags and only be used in case of emergency, after the school day or if the teacher allows the students to use them during class downtime. Students breaking the rules may have there devise confiscated by the teacher or administration for the day or until a parent picks up the devise. This approach would not punish or restrict the students who are using the devises during appropriate in appropriate ways. This approach will probably be more accepted by the student community in the schools but with the allowance for these types of devises open the door for temptation to use inappropriately. By granting the right for students to carry these devices (basically saying its ok to have them out in schools) may add to difficulties the schools staff may encounter related to dealing with theft.
A more restrictive approach would establish rules outlawing these devises punishing all students even if they have not or are not using the inappropriately. Students who are caught with the devises will have them taken by the teacher or administration. Teachers and administration will have to take on the added responsibility of confiscating devises and dealing with disciplinary aspect of enforcement.
My recommendation:
I feel firmly that because I pods and cell phones are not being used to foster or support teaching and learning that they have no real context for being in today’s school environment. They are being used for distraction and entertainment purposes only. Since one of the major goals for our school based education systems is to prepare students for the working world, it is also important to look at the regulations of the modern day work force. In today’s workforce the majority of jobs do not tolerate the use of potable devises for entertainment or personal communication during the work day. If we allow our students to use the devises I feel that we are supporting there development for the working world.
I feel the SD would be best advised to take a mixed approach to the allowance of these devise in school. The SD should not support the use of portable electronic devises during the school day. If students bring the to school it is there responsibility and not of the school distinct to ensure the security of the devise. The devise must remain in the student’s locker or school back during the school day and may not be used during class time. To enforce a standard across all corners of the SD teacher may not allow students to use the devises during the school day even during downtime or study halls. Cell phones are useful devises in case of emergency but they must only be used during the school day for emergency.
Question: As Technology Coordinator, you are asked to develop a school policy to address student use of portable electronic devices. In your response describe the two points of view and the reasons to be more restrictive or less restrictive of portable electronic devices. Conclude with your policy recommendation to the school board and the reasons for your specific recommendation.
Response: The real underlining theme is the idea of abuse; some students are abusing the use of I pods, cell phones and other portable devises in school. A formal declaration should be prepared by the School District to address the issues surrounding their allowance in the formal school setting. Although many hand held devises are becoming a regular part of our everyday lives the question still remains, are they appropriate part in certain environments like school and the work environment? Just for clarity we are not debating if they can support teaching and learning or if they should be integrated into the school’s curriculum. We are looking at portable devises solely in schools as a platform for entertainment and communication.
Looking at the issue there are two perspectives or paths the SD can take to establish a plan of action to deal with the issues teachers and students are facing. One, the SD can take a more restrictive approach; they can ban the use of these types of devises for all students in the schools. The second approach would be to have a less restrictive approach and allow the use of them during the school day. Only punishing the students who are using the devises during inappropriate times and in inappropriate ways. (Inappropriate use for may come in the form of potable devises being used for: cheating on tests, texting, talking or listening to music during class time, etc…)
The less restrictive approach would still need to have consequences set forth for students who break the rules and ultimately abuse the right the have these types of devises. A rule for cell phones for example may be that they need to stay in the student’s lockers or bags and only be used in case of emergency, after the school day or if the teacher allows the students to use them during class downtime. Students breaking the rules may have there devise confiscated by the teacher or administration for the day or until a parent picks up the devise. This approach would not punish or restrict the students who are using the devises during appropriate in appropriate ways. This approach will probably be more accepted by the student community in the schools but with the allowance for these types of devises open the door for temptation to use inappropriately. By granting the right for students to carry these devices (basically saying its ok to have them out in schools) may add to difficulties the schools staff may encounter related to dealing with theft.
A more restrictive approach would establish rules outlawing these devises punishing all students even if they have not or are not using the inappropriately. Students who are caught with the devises will have them taken by the teacher or administration. Teachers and administration will have to take on the added responsibility of confiscating devises and dealing with disciplinary aspect of enforcement.
My recommendation:
I feel firmly that because I pods and cell phones are not being used to foster or support teaching and learning that they have no real context for being in today’s school environment. They are being used for distraction and entertainment purposes only. Since one of the major goals for our school based education systems is to prepare students for the working world, it is also important to look at the regulations of the modern day work force. In today’s workforce the majority of jobs do not tolerate the use of potable devises for entertainment or personal communication during the work day. If we allow our students to use the devises I feel that we are supporting there development for the working world.
I feel the SD would be best advised to take a mixed approach to the allowance of these devise in school. The SD should not support the use of portable electronic devises during the school day. If students bring the to school it is there responsibility and not of the school distinct to ensure the security of the devise. The devise must remain in the student’s locker or school back during the school day and may not be used during class time. To enforce a standard across all corners of the SD teacher may not allow students to use the devises during the school day even during downtime or study halls. Cell phones are useful devises in case of emergency but they must only be used during the school day for emergency.
Saturday, October 20, 2007
TP#7: Systems Protocol
Background: The core mission of any school is to promote powerful learning through effective teaching. As technology director, you are responsible for systems that are directly related to this core mission of teaching and learning such as Internet access, student reporting and curriculum systems. You are also responsible for systems that relate to student safety, finance and personnel that are fundamental to running the institution on a daily basis. You are told that network-related issues, perhaps virus-related, are interrupting the operation of all major systems.
Question: Which systems do you try to stabilize and restore to service first? Why? What systems might be your second priority? Which systems would have a lower priority.
Response:
There are a multitude of systems that are available and currently integrated into the infrastructure of the modern school. It is important for the technology director to first be aware of the systems and second to create an emergency plan incase the systems are compromised by network related issues or perhaps a virus. Although the director and his or her staff cant prepare or even envision every scenario that may arise they can make general plans for what to do incase there is a wide or small spread problem.
In my opinion the first step of the plan would have to do with assessment & protection. If there was a problem the first step the technology director would do is assess the damage with the help of her technology staff (they may need to re-establish the SNMP system in order to monitor the network). Directly following the assessment would be to further protect and stabilize any aspect of the systems which have not been compromised or that have personal data or money. It is important for the technology director to make sure these systems involving money and/or personal data are safeguarded but they may not be prioritized when it comes to restoring the systems for use. Once the network has been assessed and to the best degree protected the technology director should have a hierarchal plan for which systems should be restored first. The technology director must think outside the box and develop an innovative and communicated plan to the school district.
The hierarchy of which systems should be restored first should be based upon there necessity for securing the schools and then upon there necessity for supporting the day to day in fracture of teaching and learning. This begins with the systems that secure students in the schools and provide safety. Systems like building security, emergency services, and the build service (prioritized by energy, heating and if easily possible cooling, etc…).
These systems should be followed by the phone system and intercom. The phone system is a major support incase of emergency situations. In order to support the schools the next round of systems to be worked on should deal with the infrastructure and responsibilities the school has to its students. This involves basic transportation and food services.
Once these systems have been protected and restored to basic use the technology director and staff can begin working on fully bringing back up the personal information/data systems like student information systems, capital inventory, personnel records and the money/financial systems like accounts payable and receivable. Following these coming back online work should be done to bring up some systems that support the teaching and learning in the schools. This should start first (to bring up the moral of teachers and students) with restoring directory services, outgoing Internet, email systems, and content filtering systems. Followed by the library systems, any course management systems and administrative databases that did not contain personal data. Following would be systems on the lower end of the hierarchy like athletics, school websites, admissions/recruiting, TV, alumni, video conferencing.
Question: Which systems do you try to stabilize and restore to service first? Why? What systems might be your second priority? Which systems would have a lower priority.
Response:
There are a multitude of systems that are available and currently integrated into the infrastructure of the modern school. It is important for the technology director to first be aware of the systems and second to create an emergency plan incase the systems are compromised by network related issues or perhaps a virus. Although the director and his or her staff cant prepare or even envision every scenario that may arise they can make general plans for what to do incase there is a wide or small spread problem.
In my opinion the first step of the plan would have to do with assessment & protection. If there was a problem the first step the technology director would do is assess the damage with the help of her technology staff (they may need to re-establish the SNMP system in order to monitor the network). Directly following the assessment would be to further protect and stabilize any aspect of the systems which have not been compromised or that have personal data or money. It is important for the technology director to make sure these systems involving money and/or personal data are safeguarded but they may not be prioritized when it comes to restoring the systems for use. Once the network has been assessed and to the best degree protected the technology director should have a hierarchal plan for which systems should be restored first. The technology director must think outside the box and develop an innovative and communicated plan to the school district.
The hierarchy of which systems should be restored first should be based upon there necessity for securing the schools and then upon there necessity for supporting the day to day in fracture of teaching and learning. This begins with the systems that secure students in the schools and provide safety. Systems like building security, emergency services, and the build service (prioritized by energy, heating and if easily possible cooling, etc…).
These systems should be followed by the phone system and intercom. The phone system is a major support incase of emergency situations. In order to support the schools the next round of systems to be worked on should deal with the infrastructure and responsibilities the school has to its students. This involves basic transportation and food services.
Once these systems have been protected and restored to basic use the technology director and staff can begin working on fully bringing back up the personal information/data systems like student information systems, capital inventory, personnel records and the money/financial systems like accounts payable and receivable. Following these coming back online work should be done to bring up some systems that support the teaching and learning in the schools. This should start first (to bring up the moral of teachers and students) with restoring directory services, outgoing Internet, email systems, and content filtering systems. Followed by the library systems, any course management systems and administrative databases that did not contain personal data. Following would be systems on the lower end of the hierarchy like athletics, school websites, admissions/recruiting, TV, alumni, video conferencing.
Wiki Book Update (10/19)
First off I need to say...... boy O'boy do I need to make more wiki book updates. A lot of time has passed since my last update. We have been working hard, fitting in time/work on the chapter periodically through the gaps in our overwhelming schedules. At this point we have collectively set out chapter layout and outlined what each section will consist of. I have been working on the funding section with Lifang. Michale seems to have the budgeting section well underway. His perspective is priceless because he is actually living the tech director life. My group members and myself have collected a variety of resources and shared them with on another over del.icio.us. Social bookmarking- really cool. Thanks Lifang, for bringing Michale and myself up to speed on how to use the tool.
I am working on developing the E-Rate section of the document- with help from Lifang. I hope in the next two weeks to have a lot more to show from our work.
I am working on developing the E-Rate section of the document- with help from Lifang. I hope in the next two weeks to have a lot more to show from our work.
Monday, October 8, 2007
TP#6: Staffing
Background: Congratulations! You are the new Technology Director of a school district that has outsourced all technology support services in the past. You believe that your district needs its own technology department to address technology needs effectively and economically. The most expensive part of your department will be staff. Do a web search to see how other schools staff their technology departments. Find at websites that help you address the topic.
Question: In three-to-five paragraphs, describe the jobs, tasks qualifications of the kinds of staff you will need. List no more than three websites you found helpful.
Websites I found Helpful
http://www.techlearning.com/index.php
www.thesnorkel.org/download/staffingspreadsheet.xls
Local school districts home pages including- www.beth.k12.pa.us/
Response:
The most expensive aspect of switching from an outsourced based technological services department to a more in-house approach will be in staff salaries. The amount of staff, the overall expenses, and job responsibilities necessary to support such a change will be governed based on the districts overall size, technological infrastructure, and amount of technology. In the business world I have seen quoted rates such as 1:50 meaning one technical service personal for every fifty people using the equipment BUT in the realm of education it is more likely (unfortunately) to be around 1:500. In research I found that the Washington State Networking Guide, a leading publisher related to technology vs. staffing equates a school district to be what they call the “fully staffed model” as being 1:100-250 users. I would think that from the perspective of a new technology director in this situation I would shoot/attempt for the “fully staffed model” and support my reasons for this model with literature and research when submitting to the school board.
Once the school board has allotted a budget for staffing it will be important to specifically create a hierarchy of jobs and responsibilities to support the technology. The process of defining job responsibilities should start from the top down and qualifications should be defined. The hiring process should start as early as possible for these high level positions so that human resources can provide a chance to go after the best most qualified people. Top-level hires will also help create and define the rest of the job titles and responsibilities.
To help structure a hierarchy of jobs and the requirements for hire the technology director should look into how other school districts support technology and also how businesses support. Below is a basic sample hierarchy of jobs and responsibilities for a school district.
Leadership
Director of Technology: oversees all aspects of technology in the district (1 position)
Chief Information Officer: oversees all aspects of data and IT
(1 position)
Network Infrastructure
Network Administrator: Network certified and Cisco certified. With at least five years experience running, servicing, and securing a network. (1)
Network Assistant: Network certified and has at least 5 years of experience, supporting networks. (1)
Support and Infrastructure
Support Technicians/Technical services- Highly trained computer technicians, certified related to the OS and hardware they are supporting. Will fix computers and technology when trouble shooting in the schools by the computer technician fails or if computer part is under warranty and must be serviced by a certified technician. (2)
Computer Technician (school based): Trained in computer technician or technically trained. Will maintain, support and troubleshoot to the best of their ability the teachers and students of each school. (one per high school, one per middle school, one for every 2 or 3 elementary school)
Technical Assistant: Some technical background and training on servicing and trouble shooting computers. (2 or 3 district wide, will float from school to school when needed for things like collection, large jobs, and roll out of computers. Will aid the school based computer technicians)
Teaching and Learning Integration
Computer and Learning Integration Specialist: certified teacher who will support the integration of the technology for teaching and learning. (One per high school, one per middle school, one for every 2 or 3 elementary school)
Professional Development Support: Regular classroom teacher who work periodically (for pay) to support professional development focusing on computer integration in the schools. (Dependent on need)
Question: In three-to-five paragraphs, describe the jobs, tasks qualifications of the kinds of staff you will need. List no more than three websites you found helpful.
Websites I found Helpful
http://www.techlearning.com/index.php
www.thesnorkel.org/download/staffingspreadsheet.xls
Local school districts home pages including- www.beth.k12.pa.us/
Response:
The most expensive aspect of switching from an outsourced based technological services department to a more in-house approach will be in staff salaries. The amount of staff, the overall expenses, and job responsibilities necessary to support such a change will be governed based on the districts overall size, technological infrastructure, and amount of technology. In the business world I have seen quoted rates such as 1:50 meaning one technical service personal for every fifty people using the equipment BUT in the realm of education it is more likely (unfortunately) to be around 1:500. In research I found that the Washington State Networking Guide, a leading publisher related to technology vs. staffing equates a school district to be what they call the “fully staffed model” as being 1:100-250 users. I would think that from the perspective of a new technology director in this situation I would shoot/attempt for the “fully staffed model” and support my reasons for this model with literature and research when submitting to the school board.
Once the school board has allotted a budget for staffing it will be important to specifically create a hierarchy of jobs and responsibilities to support the technology. The process of defining job responsibilities should start from the top down and qualifications should be defined. The hiring process should start as early as possible for these high level positions so that human resources can provide a chance to go after the best most qualified people. Top-level hires will also help create and define the rest of the job titles and responsibilities.
To help structure a hierarchy of jobs and the requirements for hire the technology director should look into how other school districts support technology and also how businesses support. Below is a basic sample hierarchy of jobs and responsibilities for a school district.
Leadership
Director of Technology: oversees all aspects of technology in the district (1 position)
Chief Information Officer: oversees all aspects of data and IT
(1 position)
Network Infrastructure
Network Administrator: Network certified and Cisco certified. With at least five years experience running, servicing, and securing a network. (1)
Network Assistant: Network certified and has at least 5 years of experience, supporting networks. (1)
Support and Infrastructure
Support Technicians/Technical services- Highly trained computer technicians, certified related to the OS and hardware they are supporting. Will fix computers and technology when trouble shooting in the schools by the computer technician fails or if computer part is under warranty and must be serviced by a certified technician. (2)
Computer Technician (school based): Trained in computer technician or technically trained. Will maintain, support and troubleshoot to the best of their ability the teachers and students of each school. (one per high school, one per middle school, one for every 2 or 3 elementary school)
Technical Assistant: Some technical background and training on servicing and trouble shooting computers. (2 or 3 district wide, will float from school to school when needed for things like collection, large jobs, and roll out of computers. Will aid the school based computer technicians)
Teaching and Learning Integration
Computer and Learning Integration Specialist: certified teacher who will support the integration of the technology for teaching and learning. (One per high school, one per middle school, one for every 2 or 3 elementary school)
Professional Development Support: Regular classroom teacher who work periodically (for pay) to support professional development focusing on computer integration in the schools. (Dependent on need)
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