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Tech plan presentation
- 1. Jersey Academy's Technology Use Plan Presented by Group Theta
- 3. Photo courtesy of GreatVectors.com
- 14. Needs Assessment Administration Teachers Students
- 20. Timeline First 2 weeks 1-3 months 3-6 months 6-7 months 7-11 months 11-12 months
- 21. Technology + Education = Success
Notas do Editor
- Welcome! We're Group Theta and we are here today to present Jersey Academy's technology use plan for the 2012 school year and beyond. Today, you will hearing from (in order of appearance): Lauren Pinto Dana Litwornia Jennifer Pollock Scott Krametbauer Chris Webb
- Jersey Academy has developed a technology use plan to assess the technology needs of our faculty and students. Creating this plan is important as it will look into existing and future technology integration, as well as assess future goals and technology needs. Looking forward, the plan will give us a concrete road map that will guide the school in reaching its long-term technology goals. This plan will be based on creating a more efficient technology-based learning program, as we evaluate, train, and hold faculty and students to a higher standard.
- When in the beginning stages of creating a technology use plan, it is important that Jersey Academy develops a planning team, who best represent those who will be affected by the implementation of technology. The most major "players" in the planning team are: the principal, a school accountant, at least two teachers (one to represent primary grades, another to represent the upper grades), parent volunteers, and a small selection of students. The principal of Jersey Academy is important to the planning team because he or she oversees the general day-to-day functions of the school and his or her involvement is vital to the success of the plan. How can the school successfully implement a plan unless the leader demonstrates support and knowledge of it? The principal is the director of the school, so his or her role on the planning team is important. Jersey Academy's school account or other financial adviser is also important to the planning team. This person is aware of the school's finances and will know how that determines what technology can be purchased. This person will give the planning team a good idea of what possible technology to choose based on the confines of a budget. These advisers are necessary in keeping the plan reasonable and on track; without their expertise, the plan will not be successful. The teachers of the school are an obvious part of the planning committee, because they represent the interest of their students. They are the "scouts," bringing possible options to the committee based on whether they think a technology is grade-appropriate and if it will work in the classroom. Lastly, the teachers on the planning committee ensure that a chosen technology reflects both the educational goals and the school's vision statements, which are big factors in determining which technology will be purchased and put into use. Parents are another key part of the planning team. By including parents, Jersey Academy's team will be able to understand what parents wish to see their children use while in school, and the team can use this information to make an educated decision. Also, by having parents part of the team, the committee will get the "outside" perspective of how a technology might affect students when they are not in the classroom. Parents have an important role in the education of their children, and their support and approval of technology is necessary to the success of a technology use plan. The students of Jersey Academy are the final component of a planning team. Since technology in schools directly impacts students, their perspective, concerns, and information will prove to be integral in determining which technology to be used. The committee can use the information and feedback provided by students to guide their choice of technology, and by doing so, it will give the team an idea of what goals they can expect to achieve by implementing their plan. Each of the roles listed here provide an important perspective on technology implementation at Jersey Academy; without them, the team will not be balanced and the likelihood of the technology plan succeeding will diminish.
- There are many steps that go into developing and executing a technology use plan and of those many steps, there are six that stick out as being cardinal to Jersey Academy's process. The first step of developing a plan is for Jersey Academy to assemble its planning committee. As mentioned before, principals, teachers, parents, and students are important people who make up the planning committee. The next step is for the school to evaluate its needs to see which technology will best suit it. When evaluating the needs of the school, it is important that the planning committee is critical about what is actually needed. As John See, author of "Developing Technology Use Plans," states, "effective [sic] technology plans focus on application, not technology." In other words, how a piece of equipment applies to the curriculum is far more important than what the piece of equipment is capable of doing. While "extra features" are important, they should not be the main focus. The third part of the planning process is for Jersey Academy to look at and analyze possible technologies. This is the part of the process, where the planning committee looks at equipment it might want to purchase and implement. Here, they might get demo units and have students test them out during a regular school day. Also, this is the part of the stage where the committee takes into account all the perspectives of those on the team so that it can make the best choice. The fourth step of the process is to make a decision about what technology is to be purchased and then to determine the goals the school wishes to accomplish as a result of the purchase. Jersey Academy needs to ask itself, "How will the school and students grow as a result of using the technologies?" This step is important so that the committee can determine the effectiveness of its choice. The next part is to provide training for teachers, staff members, and, when appropriate, students. Professional development for the faculty and staff of Jersey Academy is a key component in technology use planning because it allows the school's employees to continually keep up with changes as well as continually give it new ideas on how to use the equipment. Having competent teachers and staff members increases the likelihood that chosen technology will have a positive effect on the school. Lastly, the planning committee needs to revisit the plan after a given period of time to determine whether or not the choice was effective. Here, they will see if the goals were met, and listen to the anecdotal data from all involved in making the decision. The committee will then use this information as they continue to develop future plans.
- Because the purpose of education is to successfully prepare students academically and emotionally for their future endeavors, the educators of Jersey Academy believe technology is the best way to create effective teaching and learning. Jersey Academy has developed this vision statement as a way to effectively implement technology into the classrooms. Jersey Academy’s vision is to have technology integration be accessible to all students and faculty while accomplishing the following tasks: The first is curriculum integration. Teachers will: Use technology (such as Power Points, Smart boards, and/or video) on a daily basis Use technology across content Create technology learning centers in each classroom Create lessons which can be completed using online resources Students will: Use technology to support the content of each subject, using appropriate technologies for each area Learn technology skills and independently use those skills The second task is maintenance and support. Teachers will: Attend professional development sessions to keep training up-to-date Share lesson ideas with each other to create a collaborative learning environment Students will: Respect, care for, and appropriately use and learn about the technology in place The last task involves educational standards. Teachers will: Match all technology usage to a district, state, and/or national technology standard Evaluate the way technology enhances/hinders educational standards by submitting monthly reports about technology use and grades Students will: Effectively use the technology to in a way that best corresponds to educational standards
- Jersey Academy identified three long-term goals for our technology use plan. The first goal, teaching and learning, requires both educators and students to use technology resources in order to optimize learning. The next goal, infrastructure, communications, and services, implies that technology resources will be used and maintained in order to improve performance, administration duties, and information management systems. The final goal, professional development, involves providing opportunities for school staff members to enhance their technical literacy skills.
- The first objective of the Teaching and Learning goal requires students to demonstrate proficiency with technology resources in order to advance learning as measured by assessments and standards. Students should: Be tested for computer competency tests and targeted for extra support (if needed) within and outside of classes. Have access to the Internet within school environment for publishing, research, and collaboration. Be offered extracurricular activities that use and promote the use of technology resources. Use technology resources (where appropriate) in presentation and project, including multimedia and age-appropriate Internet sources. Demonstrate effective Web search techniques and the correct use of Internet citations. Utilize technology in some form in every class. Have access to support through onsite helpdesk managed by student technology leaders and online technology tutorials.
- The next objective of the Teaching and Learning goal requires teachers to exhibit proficiency with technology resources in order to advance student learning and overall teacher effectiveness. Every teacher should: Find ways to use technology resources to address the needs of multiple learning styles and special student populations. Incorporate technology resources into all appropriate disciplines by designing technology-enriched learning environments. Share best practices and technology innovations with colleagues via online tech blog. Provide onsite assistance for colleagues as part of a technology support team. Conduct online technology support tutorials. Identify student technology leaders who can provide with classroom assistance.
- The first objective of the Infrastructure, Communications, and Services goal requires Jersey Academy's technology resources to set staff and students at a competitive level with similar school districts. Technology resources should also enable Jersey Academy to meet national technology standards. This includes: Annually evaluating existing resources and infrastructure, including servers, workstations, laptops, printers, and software. Replacing one-fourth of workstations and one-third laptops annually. Updating software twice per school year or more frequently, if needed. Maintaining and improving existing wireless capabilities within the entire school. Providing support for hardware and software uses, including network connectivity, access to network software, Internet connectivity, and all school adopted software. Supporting a network that allows personnel access to documents, software, and connectivity needed to effectively perform their jobs.
- The next objective of the Infrastructure, Communications, and Services goal calls for Jersey Academy and all school within its district to develop a student information management system. This system will: Collect and store student assignments, grades, and assessment results in a single student portfolio. Allow teachers to plan their classroom curriculum based on students' prior knowledge and performances. Assist administrators with the process of generating reports on student performance. Promote the effective management of students records and interconnection of schools within the district.
- The final objective of the Infrastructure, Communications, and Services goal is a call to action for administrators, staff, teachers, and students to analyze communications and find ways to use technology. This should include: Replacing printed memos, mailings, and faxes with e-mail communication, where appropriate (i.e., daily, absence, tardy, or dismissal notices). Setting a print quota for all school personnel. Incorporating paperless processes when possible. Train and encourage staff to use shared folder and document tools. Posting important announcements on student-, parent-, or faculty-focused Web sites. Using e-mail, webinars, and forums to reduce face-to-face meeting needs. Posting and updating the following documents on an internal staff-based Web site: a technology resource list a technology procedural manual a technology contact list with names and areas of responsibility
- The first objective of the Professional Development goal requires administrators and staff to determine the technology competency needed for certain jobs and seek additional professional development as needed. This includes: Creating an overall professional development plan, tied to goals and standards, that provides for ongoing and sustained staff training. Linking professional development for technology to curriculum programs and student performance. Tasking teachers with developing an individual professional development plan, which includes technology integration skills. Understanding that technology integration should be in the context of curriculum, pedagogy, and learning, not primarily focused on the technology resource. Prroviding flexibile schedules that allow educators time to experiment with technologies during the school day.
- The next objective of the Professional Development goal requires administrators and staff to identify the technology competency needed for certain jobs and use this information as a factor in all hiring decisions. Candidates should be tested for technology fluency. In addition, new staff should: Be assigned a technology mentor, who meets with the new hire at least once a week. Become familiar with existing technology tools and begin to plan how to use them in the classroom.
- As part of Jersey Academy's technology plan, we created a needs assessment based on three populations: administration teachers students
- The administration will need to: Hire additional technologists, or if not possible have the current technologist train a support crew from the current staff. Provide incentives for teachers to incorporate technology into their classrooms, such as peer recognition and/or pay bonuses. Switch to electronic textbooks and place all other learning materials online. Provide all students with mobile access via laptops, net books, tablets, or cell phones. Provide smart boards to all classrooms. Improve the district network in both speed and ease of access. Place all reporting information online.
- Teachers will need to: Hire additional technologists. Provide incentives for teachers. Switch to e-books and other online materials. Provide all students with mobile access. Provide smart boards to all classrooms. Improve the district network. Place all reporting information online.
- Students will need to: Receive training. Create technology rich lesson plans. Monitor technology use within the classroom. Be aware of the technology.
- Training will need to begin early for all faculty and staff. Several training sessions will need to be created to assist the faculty in integrating technology into their classroom curricula. Sessions will need to be more frequent in the first half of the year but can decline in the last half as the process should be becoming more natural. Support staff will need to be trained as well so that they can assist in the integration process, this includes being supportive of the faculties efforts. All faculty and staff will be assessed at the end of each quarter to measure how effectively they are progressing toward integration.
- It's important to actually know if our team has accomplished its goals, so there must be some type of evaluation we can conduct that will prove whether or not we met said goals. Being that much of direction in this group has focused around the "Big Three" of the school community—administration, teachers, and students—the focus of the research front should be parallel with these three groups. Administratively, much of the onus of responsibility would have been the acquisition and installation of technologies and the leading-by-example of actually putting it all into practice. Therefore, the administration should publish a report analyzing what their goals were in the first place, how they were "dealt with," and what their current status is (e.g., "The goals were met," "The goals are ongoing," "The goals have not been met"). Additionally, the teachers, who will already being doing a poll/self-assessment on the new changes, will assess the success of the administration. The teachers will have served as the "ground crew," being they are the ones who actually had to incorporate the technology into the classroom. As much of the goals in regards to the teachers have surrounded support, the teachers will be responsible for a teacher-wide Wiki for sharing classroom ideas and technological support. They will also be asked to completed a tech poll and self-assessment, where they will look at their own class loads and analyze how they are incorporating the new technology into their lessons. Finally, the students, as the ones for whom every resources has been ultimately intended, will complete two assessments: one testing their computer competency and one focusing on their ability to effectively use search techniques and correctly cite internet resources. These two assessments, to be the most valid, will be given in the first phases of this program and in its final stages so researchers can most accurately see the growth from the beginning to the end.
- Following the six steps to developing and executing a technology use plan (from earlier in this presentation), the timeline for getting our entire technology plan will take approximately one year to fully implement. It all begins with the assembling of a planning committee in its first two weeks. Getting interested and knowledgable principals, teachers, parents, and even students, all willing to spend time in planning and researching, will make this process go very smoothly. Once the team is together, their first real duty will be to evaluate the needs of the school. They should spend 1-3 months considering what the school really needs. This realistically should be done without thinking of any one technology, but about what specific things the school needs to improve. This step is essentially only listing deficiencies. Afterwards, the following 3 months (through the halfway point of the process) will focus on researching what technologies might be serve the school. Demos are great here, as are analysis of all available resources. Essentially, the team should consider each possible technology and evaluate each to find out which one(s) best fill the needs of the school. Now that the team has looked at various different resources, months 6 and 7 should focus on deciding which technologies should be acquired. Cost-analysis should be one of the things incorporated into this step—a "perfect" situation would give every child their own laboratory with every available computer and resources, but this is obviously impossible. Therefore, for the cost that the school is willing to give, what is the maximum amount of tools the school can acquire? Step five, training, is the longest step. It's not simply a teacher knowing how the product functions, either; it's knowing how the product can function for them and their students, and how to maximize the educational benefit. Professional development is really important here, as teachers new to the tools and experts familiar with them can work together in training and brainstorming any questions they have. The better the teachers, who spend the most time with both the students and the technology, know their resources, the better the students will learn both their curriculum and the technolog skills. The final step, then is for the team to revisit their decisions and assess the effectiveness of their choices. Hopefully, those choices will pay off between the administrative, teacher, and student levels. If not, the team should analyze what went wrong and how to better plan for future technological choices.
- This concludes Jersey Academy's technology use plan for 2012 and beyond. For suggestions or questions, please contact Group Theta.