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RUNNING HEAD: Collaborative Technology Plan1

Collaborative Technology Plan

Liberty University

EDUC 638

Vonda S. Beavers

27 January 2016

Team Members:

Merrilee Salazar

Derrick Tevebaugh

Sarah Blair

Collaborative Technology Plan 2

Committee Members

Joseph Blair - Technology director

Lyndon Terrick - High school teacher

Tiana Rose - Middle School teacher

Andrew William - Elementary School teacher

Frank Beavers - Special Education teacher

Shandra Jackson - High school principal

Mary Chyle - Middle school principal

Merrilee Thompson - Elementary school principal

Parent Board

School Board

Each committee member has been chosen specifically because their help will be invaluable to

our decision as a school district. We have included a sample of administrators, teachers, parents,

and other concerned individuals from various levels throughout the district.


Mission

The Lynnhaven county school district is committed to providing the best education to the

students we are entrusted with, preparing them to be productive citizens in the community while

also instilling in them a desire for lifelong learning. Technology is the key to successful

integration into adult life and in order to fulfill this requirement, the school district will pursue all

avenues to ensure that technology is incorporated into the curriculum.

Vision

Education is an area where technology can allow students to learn and apply information

that will be critical to their success when they leave the academic environment. Lynnhaven

county schools believe that technology integration into the curriculum should center on

supporting critical thinking skills that lead to better collaboration with peers and improve

problem-solving skills.

Value Statements

We value the individuality of all students and staff and their need to develop to their

greatest potential to be dynamic individuals of society. In Lynnhaven county schools we strive to

provide this opportunity to our students by:

● Employing technology to diversify learning to prepare our students for real world

applications.

● Enhancing Internet access, speed, and broadband to enable students and teachers to work

efficiently.

● Suppling students with an Asus Chromebook to boost productivity, increase

collaboration, and build effective life skills via technology.


SMART Goal #1

By July 31, 2017, the school district will provide and maintain a technology infrastructure to

support an effective 21st century learning environment for all staff members and students through

enhanced broadband, access to Wifi, and access to a computer technician in 100% of the

district’s classrooms.

Strategies to Support Goal #1

1. Each classroom will be connected to a school Wifi network with enhanced broadband

capabilities.

2. A computer technician and assistant computer technician will be hired to support the 1:1

initiative so that each classroom in the district will be provided with access to computer

technicians for troubleshooting and technological assistance.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,

and/or Critical Thinking)

Acquiring the necessary broadband and technological assistance for the 1:1 classroom

environment will address collaboration and communication. Allowing a broadband connection to

connect the entire school will allow students to collaborate on their devices with other students

across the school district. Communication will become more effective as students work in a

student-centred environment with 21st century learning tools.

Rationale Including Research to Support Goal #1 and Strategies

Enhanced broadband and WiFi connection is essential to a successful 1:1 classroom

environment. Enhanced broadband speed will allow multiple users to connect to the network

without losing speed or productivity (Spector, Elen, Merrill, & Bishop, 2014). WiFi access will

allow everyone in the school district to connect to a protected, school-provided network


wirelessly. Speed and access will be clearly improved with the acquisition of both enhanced

broadband and WiFi.

One of the most significant issues facing those seeking to implement any type of

technology in the classroom is troubleshooting technological issues (Crichton, Pegler, & White,

2012). While staff and administration training is key to dealing with many technical issues

(Dawson & Rakes, 2003), dedicated, professional personnel trained to troubleshoot a variety of

technological issues are extremely important in a 1:1 school district. A dedicated computer

technician and assistant computer technician need to be available to the classrooms at all times to

troubleshoot any technological issues that are unable to be solved by school staff.

Expected Outcomes in Terms of Student Learning / Achievement

Student achievement in a 1:1 environment is often dependent on ability to remain on-task

for an extended period of time. Troubleshooting technological issues is one of the most

significant problems that keep students from remaining on-task (Murray & Olcese, 2011).

Therefore, a supportive infrastructure and access to computer technicians at all times will

enhance students’ ability to enjoy increased academic achievement immensely.

Evaluation Measures

In order to ensure that broadband and Wifi access are able to meet classroom demands,

the technology director will provide the school board with a report each quarter documenting any

technological issues, their duration, and their impact on staff and student access to the provided

technology. The technology director will also be responsible to ensure that the infrastructure is

up to date and able to meet classroom demands. Any new or updated broadband or WiFi

capabilities available to the school should be reported for consideration by the school board.

SMART Goal #2


When one surveys the available computing devices to fulfill the 1:1 goal of this

technology plan one must consider device flexibility, ease of use, value, and support. Although

tablet type devices are very portable and easily handled by students, the touch interface they use

is not the best choice for lengthy data input. A laptop or Chromebook is one solution that allows

students to efficiently write documents, but most configurations lack the touch interface that is so

prevalent on today's smartphones and tablets. The Asus Chromebook Flip ($250.00 ea) is a

compromise between the two input methods, with the device having both a keyboard and touch

sensitive monitor that can be folded back to create a pure tablet experience. The flexibility of

having both input methods allows for a greater range of student engagement.

The advantages of using a Chromebook over other technology:

● Chromebooks have a low cost per device.

● Lightweight hardware that uses Solid State Drive technology.

● Chrome OS is free from virus and malware issues.

● Chrome OS updates and patches require no user prompting or IT management.

● Free suite of applications that includes applications such as Google Docs. Google Docs

allows students to work with each other on the same document during collaborative

assignments in a real time environment that also allows for teacher input and feedback.

● A large variety of web applications available in the Chrome App store.

● Enhance learning, Increased student engagement, Individualized instruction, Independent

study, Ability to learn and work collaboratively, Life skill.


Strategy one: Identify areas of the curriculum that can be improved by technology integration.

Strategy two: Creation of lesson materials that fully utilize the Chromebooks capabilities.


Strategy three: Make teachers stakeholders in the successful employment of Chromebooks in the

classroom. After implementing Chromebooks into the curriculum, the school district will

provided for the professional development of teachers on the use, instructional techniques, and

methodology needed to efficiently use Chromebooks in the classroom.

21st Century Learning Skills Addressed

Critical thinking and problem solving will be will be examined and expanded by the one

to one technology initiative.

Rationale Including Research to Support Goal #2

The desire to commit to a one to one computing experience for students is based on

research that reflects positively on student and teacher engagement. In a study that examined a

Florida Department of Education's Leveraging Laptops: Effective Models for Enhancing Student

Achievement program, it was found that every district that participated in the effort saw positive

academic outcomes (Cavanaugh, Dawson, & Ritzhaupt, 2011). The positive outcomes were

significant improvements in student achievement while teacher instructional methods changed

from direct instruction to a cooperative and collaborative instructional methodology. The use of

technology as a learning tool by teachers also exceeded the national norms as well (Cavanaugh,

Dawson, & Ritzhaupt, 2011). In light of this study the implementation of a one to one

technology initiative will see positive effects on student learning and introduce new instructional

methodologies into the classroom that are not possible with traditional instructional methods.


Upon implementing the one to one technology initiative using Chromebooks, it is

expected that an increase in student engagement and achievement will result. The desired result

will be facilitated by changing teacher instructional methodology to accommodate the inclusion


of Chromebooks to the curriculum. Student engagement will increase due to a more student

centric learning environment that can be modified by teachers to match the student's learning

style. Collaborative learning will also increase due to the connected nature of the applications

that the Chromebook utilizes. This new facilitated instructional methodology will replace

traditional teacher centered instruction with a more dynamic technology driven learning

environment.

Evaluation Measures

Measures for evaluation will consist of a combination of monthly teacher diaries that

record classroom interactions with the Chromebooks and an end of semester critique of the one

to one initiative. During the first month of the initiative weekly meetings with administrators,

school IT, and teachers will be held to ensure problems can be addressed to ensure a successful

implementation of the initiative. After the first month, staff meetings will be held when required

to address problems that cannot be resolved when they occur.

SMART Goal #3

The school district will hire a computer technician and technician assistant who will

conduct technology seminars for teachers, troubleshoot technology problems, and create a report

system for handling technology issues. These technicians will be responsible for maintaining and

tracking all technology in the district.

By August of 2017 each teacher will be required to have a working blog where weekly

assignments and school announcements will be posted. These webpages will be connected to the

district and local school’s main web page.

At the beginning of the 2017 school year teachers will have access to a district wide file

sharing program and students will have their own district provided cloud based account.



● Beginning in the summer of 2016 the computer technicians will run two different week

long seminars on the new technologies that are being implemented in the district. These

seminars will begin at a basic level and progress towards a more advanced level of

technology implementation. Teachers will receive relicensure credit or college credit for

attendance in the programs.

● Throughout the year the technology supervisors will create small professional

development seminars that can be completed online or in person to address needs as they

arise.

● Students will be equipped with their own cloud account that is protected through the

district complete with built in anti-virus protection.

● Teachers will be able to access via the district website teacher created programs,

worksheets and video to encourage collaboration.

21st Century Learning Skills Addressed

The necessary skills for a 21st century teacher are collaboration with colleagues, creating

a curriculum that integrates technology for the benefits of students, and open consistent

communication with parents. To achieve these goals our district must press forward in

implementing the proposed technology plan. The creation of this plan will benefit our teachers

by aiding their ability to communicate with colleagues over the district secured file sharing

program. “...to be an effective teacher in this new paradigm require a move from teacher-directed

to student-centered learning, from direct teacher instruction to interactive exchange with and

among students, from teaching content knowledge to equipping students with the relevant skills,

and from teaching content to problem solving processes” (Kivunja, 2014, p. 41) A one to one


initiative for students and an electronic device will enhance learning and collaboration among

students, preparing them for real world application. Continual communication with parents

fosters relationships that can be strained if parents or the community feels alienated from district

decisions or events.

Rationale Including Research to Support Goal #3 and Strategies

To enhance all aspects of communication between staff, parents, and students internet

based websites, discussion boards, district level file sharing, cloud based learning, and social

media must be utilized. “It is important to know the way through which technology is used to

support learner, and make learning more efficient and the learning experiences more memorable,

improve access to ideas and information, enhance and extend an individual’s abilities to express

themselves” (Al Musawi, 2011, p. 130). These essential elements listed above will assist us in

using technology to support the learner in a meaningful and significant manner.

The district’s decision to utilize the Chromebooks will give our students the advantage of

practice with real world application. “The inclusion of multimedia in various forms in the

classroom enables educators to enhance the learning environments, improve the teaching and

learning experience, and also mimic what learners will find in the workforce” (Courts & Tucker,

2012, p. 122). Ease of access from cloud based accounts, increased seminars and workshops for

teachers and students will drive our district towards the new age of technology and learning.


Our students will be prepared with team building skills, resourcefulness in the use of a

Chromebook, apps, and document programs. “Students are no longer confined to learning

material from static sources such as textbooks or stagnant websites. Multimedia and the Internet

allow students to experience a learning environment rich in knowledge and experiences” (Courts


& Tucker, 2012, pg. 122). As educators we strive to bring learning “alive” for our students. The

expansion into the one-on-one initiative will bring the world into our classroom for positive

learning experiences.

Evaluation Measures

To measure teacher effectiveness on website creations and use of technology in their

classrooms we will conduct surveys. The surveys will be used to guide seminars, website

construction, and use of technology in the classroom. Teachers will be asked to share their grade

level collaboration projects at a district level. Teachers will also be encouraged to showcase what

projects their students have worked on using their Chromebooks.

Professional Development Plan for Each Goal / Strategy

SMART Goal 1:

● All staff members will receive training on how to access school WiFi on any device, as

well as how to troubleshoot minor technical issues on the Chromebooks.

● All staff will receive training on effective technology integration. All technology

currently used in the classroom will be included in training.

SMART Goal 2:

● All teachers will receive training on the most effective use of the Chromebook in the

classroom. Additional training will include how to find useful applications for classroom

use, and ensuring that student learning outcomes are clearly met by the application used

in a particular lesson.

SMART Goal 3:

● All teachers will receive training in how to build and maintain a classroom blog.

● Teachers will receive training in file-sharing and cloud-based sharing.


● All teachers will attend online training on the CIPA, copyright regulation, and Internet

safety for children.

● All teachers will attend various mini-seminars and training programs provided throughout

the year by the technology supervisor.

Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship

between CIPA and E-Rate

The Children’s Internet Protection Act (CIPA) was enacted to address concerns regarding

children’s safety on the Internet at school and in libraries (Federal Communication Commission ,

n.d.). The act requires Internet provided in schools or libraries to block child pornography,

obscene content, and other content that is harmful to children. In addition, schools must have

procedures in place to monitor Internet use by minors, as well as to provide education on Internet

well-being and safety.

E-Rate provides up to 90 percent discounts on telecommunication services for schools

and libraries that adhere to CIPA (Office of Nonpublic Education, n.d.). If a school does not

follow the rules provided by CIPA, they are not eligible for E-Rate.

Define the Children’s Online Privacy Protection Act

The Children’s Online Privacy Protection Act protects children from viewing material on

the Internet that may be harmful to them (COPPA, n.d.). “Children” are, according to the act,

those under the age of 13. Restrictions exist on how sites geared to children may access

information on a child, such as their name, address, or telephone number.

Because COPPA refers only to children 13 and under, the high schools in the district will

not be concerned with the provisions of the act. Furthermore, schools are not commercial sites,

so the district will not be directly impacted by the act. However, the school may want to use sites


that require parental permission before students use the sites. Teacher professional development

should contain a discussion on COPPA and ensuring that the act is adhered to at all times.

Acceptable / Responsible Use Policies (AUPs / RUPs).

All students will be required to sign an Acceptable Use Policy (AUP) paper at the

beginning of each school year. Additionally, their parents will be required to sign a similar paper,

without their parents signature students will be unable to receive their personal Chromebook. A

general summary of what is covered in the AUP is as follows:

● Signees understand that all files, computers, and cloud accounts are subject to district

monitoring.

● Signees will conduct themselves in a manner that is ethical, virtuous, and humane

towards all students, staff and members of society.

● Signees will use the Internet for educational purposes that a proper code of conduct will

be followed at all time.

● Signees will not seek to alter or manipulate another person’s files, hardware, or

programming that is not their own.

● Any Signee who breaks the contract will be dealt with swiftly and efficiently with

possible repercussions of expulsion, loss of Chromebook, and other privileges (Appendix

A, 2016).

Timeline for Implementation

1. By June 30, 2017, a computer technician and assistant will be hired by the district.

2. By July 31, 2017, each classroom in the district will be connected to broadband Internet

and the school district Wi-Fi.


3. By August 30, 2017, Asus Chromebooks will be purchased for each student and

classroom and provided to teachers for training and preparation purposes. .

4. At the beginning of the 2017 school year teachers will have access to a district wide file

sharing program and students will have their own district provided cloud based account.

5. By August 2017, each teacher will be required to have a working blog where weekly

assignments and school announcements will be posted. These webpages will be

connected to the district and local school’s main web page.

Budget

The following is a breakdown of the required hardware, software, and personnel requirements

for each Smart Goal and the associated cost.

Smart Goal #1

WIFI infrastructure requirements:

· Internet Fiber connection upgrade (one Gigabit per second) – $500.00 per month

· Additional server for classroom management and information storage – $3000.00

· WIFI router (integrate into existing school LAN) – $500.00

· Access point @ $100.00 each (one in each classroom and common area) – $1,100.00

Software infrastructure support requirements:

· Firewall and content filtering service – $100.00 per month

· Software applications for LAN and WAN management – $1000.00

Smart Goal #2

Student technology hardware requirements:

· ASUS Chromebook Flip @ 250.00 each (1:1 hardware to student ratio – 175 students) –

$50,000 (allows for spare and faculty computer usage)


· Hardware maintenance service contract – $10,000

· Supporting peripheral equipment – $10,000

· Application software (other than Google supported applications) – $10,000

Smart Goal #3

Instructional Technology Specialists (one position/full time) – $109,000

Instructional Technology Assistant (one position-/full time) – $65,000

Total Budget:

Fixed costs: $75,000

Monthly operating costs (not including personnel costs): $1,400.00

Personnel costs: $174,000 per year

ISTE Standards

Goal #1

Administrators (ISTE Standards, Administrator, 2009)

2. Digital age learning culture- Educational Administrators create, promote, and sustain

a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging

education for all students.

2.a. Ensure instructional innovation focused on continuous improvement of digital-age

learning.

2.b. Model and promote the frequent and effective use of technology for learning.

2.c. Provide learner-centered environments equipped with technology and learning

resources to meet the individual, diverse needs of all learners.


4.e. Establish and maintain a robust infrastructure for technology including integrated,

interoperable technology systems to support management, operations, teaching, and

learning.

Teachers (ISTE Standards, Teacher, 2008)

2. Design and develop digital age learning experiences and assessments-Teachers

design, develop, and evaluate authentic learning experiences and assessments

incorporating contemporary tools and resources to maximize content learning in context

and to develop the knowledge, skills, and attitudes identified in the Standards.

Students (ISTE Standards, Student, 2007)

5. Digital citizenship- Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.

5.a. Advocate and practice safe, legal, and responsible use of information and

technology.

5.c. Demonstrate personal responsibility for lifelong learning.

Goal #2


4. Systemic improvement-Educational Administrators provide digital age leadership and

management to continuously improve the organization through the effective use of

information and technology resources.

4.a. Lead purposeful change to maximize the achievement of learning goals through the

appropriate use of technology and media-rich resources.



1.Facilitate and inspire student learning and creativity- Teachers use their knowledge

of subject matter, teaching and learning, and technology to facilitate experiences that

advance student learning, creativity, and innovation in both face-to-face and virtual

environments.

1.a. Model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments.


2. Communication and collaboration-Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others.

2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety

of digital environments.

2.b. Communicate information and ideas effectively to multiple audiences using a variety

of media and formats.

2.c. Contribute to project teams to produce original works or solve problems.

Goal #3


1.Visionary leadership-Educational Administrators inspire and lead development and

implementation of a shared vision for comprehensive integration of technology to

promote excellence and support transformation throughout the organization.

1.a. Inspire and facilitate among all stakeholders a shared vision of purposeful change

that maximizes use of digital-age resources to meet and exceed learning goals, support

effective instructional practice, and maximize performance of district and school leaders.


4.c. Recruit and retain highly competent personnel who use technology creatively and

proficiently to advance academic and operational goals.


3. Model digital age work and learning-Teachers exhibit knowledge, skills, and work

processes representative of an innovative professional in a global and digital society.

3.a. Demonstrate fluency in technology systems and the transfer of current knowledge to

new technologies and situations.

3.b. Collaborate with students, peers, parents, and community members using digital

tools and resources to support student success and innovation.


6. Technology operations and concepts-Students demonstrate a sound understanding of

technology concepts, systems, and operations.

6.a. Understand and use technology systems.

6.b. Transfer current knowledge to learning of new technologies.


References

Al Musawi, A. S. (2011). Redefining technology role in education. Creative Education,2(2),

130-135. Retrieved from http://www.scirp.org/journal/ce/.

Appendix A: Sample Acceptable Use Agreements and Policies, Forum Unified Education

Technology Suite. (n.d.). Retrieved February 21, 2016, from

http://nces.ed.gov/pubs2005/tech_suite/app_a.asp

Cavanaugh, C., Dawson, K., Ritzhaupt, A. (2011). An Evaluation of the Conditions, Processes,

and Consequences of Laptop Computing in K-12 Classrooms. Journal of Educational

Computing Research. 45(3), 359-378. doi: 10.2190/EC.45.3.f

COPPA: Children’s Online Privacy Protect Act. n.d. Retrieved from http://www.coppa.org/.

Courts, B., & Tucker, J. (2012). Using technology to create A dynamic classroom experience.

Journal of College Teaching & Learning (Online), 9(2), 121-n/a. Retrieved from

http://www.cluteinstitute.com/journals/journal-of-college-teaching-learning-tlc/.

Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: Lessons learned

from an iPod Touch/iPad project. Electronic Journal of E-Learning, 10, 23-31. Retrieved

from www.ejel.org

Dawson, C., & Rakes, G. (2003). The influence of principals' technology training on the

integration of technology into schools. Journal of Research on Technology in Education,

36(1), 29-49. doi:10.1080/15391523.2003.10782401

ISTE Standards. (2007, 2008, 2009). Retrieved March 06, 2016, from

http://www.iste.org/standards/iste-standards

Kivunja, C. (2014). Innovative pedagogies in higher education to become effective teachers of

21st century skills: Unpacking the learning and innovations skills domain of the new

http://www.ejel.org/

http://www.cluteinstitute.com/journals/journal-of-college-teaching-learning-tlc/


learning paradigm. International Journal of Higher Education,3(4), 37-48. Retrieved from

http://eric.ed.gov/?id=EJ1067585.

Federal Communication Commission . (n.d.). Children's Internet Protection Act. Retrieved from

https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

Murray, O. T., & Olcese, N. R. (2011, November). Teaching and learning with iPads, ready or

not? Tech Trends, 42-48. Retrieved from link.springer.com/journal/11528

Office of Non-Public Education. (n.d.). E-Rate Program--Discounted Telecommunications

Services. Retrieved from Office of Innovation and Improvement:

http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html

Spector, J. M., Elen, J., Merrill, M. D., & Bishop, M. (Eds.). (2014). Handbook of research on

educational communications and technology (4th ed.). New York: Springer.

doi:10.1007/978-1-4614-3185-5

http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html

https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

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