1. Recognize the related legislatures and regulations to support the needs from your institution.
2. Develop the objectives for the school technology plan based on the needs from your institution.
3. Identify the objective for each area of Technology, Funding, and Management. Provide the needed elements for each objective to make sure that it’s measurable.
SISD long-range technology plan is driven by the state curriculum standards and supports the educational mission and instructional goals of Spring Independent School District and the No Child Left Behind Act of 2001. Specific mention is given to addressing student standards for technology as defined by the Technology Applications Texas Essential Knowledge and Skills (TEKS), required in the Texas Education Code, Section 28.002. The technology Applications TEKS found in 19 TAC Chapter 126 describe what students should know and be able to do using technology. As a part of the required enrichment curriculum, these TEKS are used as the standard for providing instruction. The goal of the Technology Applications TEKS is for students to gain technology-based knowledge and skills and to apply them to all curriculum areas and at all grade levels (Spring ISD, 2011-2014).
The plan stresses the importance of ongoing and sustained staff development in the integration of technology into the curriculum for teachers, principals, administrators, and school library personnel to further the effective use of technology in the classroom and library media center. The plan is consistent with the recommendations for Local Education Agencies as defined by the Texas Long-Range Plan for Technology in the areas of Teaching and Learning, Educator Preparation and Development, Administration and Support Services, Infrastructure for Technology, and the e-rate applications guidelines and state standards (Spring ISD, 2011-2014).
According to the State Board of Education, every student in Texas needs to have access to high quality instructional materials aligned with the TEKS (TEA, 2006).
In the Texas Education Code, Sec. 32.001:Development of long-range plan, the State Board of Education shall develop a long-range plan for:
(1) acquiring and using technology in the public school system;
(2) fostering professional development related to the use of technology for educators and others associated with child development;
(3) fostering computer literacy among public school students so that by the year 2000 each high school graduate in this state has computer-related skills that meet standards adopted by the board; and
(4) identifying and, through regional education service centers, distributing information on emerging technology for use in the public schools.
(b) The State Board of Education shall update as necessary the plan developed under Subsection (a).
(c) The State Board of Education, in coordination with the Texas Higher Education Coordinating Board and other public agencies and institutions the State Board of Education considers appropriate, shall propose legislation and funding necessary to implement the plan developed under Subsection (a).
(d) In developing the plan, the State Board of Education must consider accessibility of technology to students with disabilities (TEA, 2006).
The Texas Education Agency (2006) states that:
-All professional educators (including teachers, administrators, and librarians) must master the State Board for Educator Certification (SBEC) Technology Applications standards, which are currently mandated for all beginning teachers. Teachers must first have access to technology, quality professional development, and time to implement new strategies in their classroom.
-Professional development opportunities for educators must be available 24/7 to all educators through a variety of delivery methods, including online and other distance learning technologies.
-Budget and funding must be provided at a level that will ensure the effective implementation of the technology plan. Budgeting considerations will acknowledge total cost of ownership and sustainability requirements.
The No Child Left Behind Act of 2001 wants to close the achievement gap so each student has the same opportunities. Title II, Part D - Enhancing Education Through Technology provides supplemental funds to improve student academic achievement through the use of technology in elementary and secondary schools. It is also designed to assist every student in becoming technologically literate by the end of eighth grade. The program encourages the integration of technology resources and systems with teacher training and professional development to establish research-based instructional models (TEA, 2011).
‘‘(4) To promote initiatives that provide school teachers, principals, and administrators with the capacity to integrate
technology effectively into curricula and instruction that are aligned with challenging State academic content and student academic achievement standards, through such means as highquality professional development programs.”
‘‘(5) To enhance the ongoing professional development of teachers, principals, and administrators by providing constant access to training and updated research in teaching and learning through electronic means.”
‘‘(6) To support the development and utilization of electronic networks and other innovative methods, such as distance learning, of delivering specialized or rigorous academic courses and curricula for students in areas that would not otherwise have access to such courses and curricula, particularly in geographically isolated regions.
‘‘(8) To support local efforts using technology to promote parent and family involvement in education and communication among students, parents, teachers, principals, and administrators.”
Goals: ‘‘(A) To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability.
‘‘(B) To encourage the effective integration of technology resources and systems with teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices by State educational agencies and local educational agencies (NCLB, 2001).
School needs:
Technology: The technology needs are new computer systems for primary level (21), new Smart boards for the classrooms without one (20) and Smart board accessories, employ a full time technology teacher to help teachers to integrate technology into the curriculum and train students during their computer class, train teachers to increase their technology skills and motivation to integrate technology into the classroom.
Funding: The needs in this area are to increase the district budget to hire a full time technology teacher (salary $45,000) to support our students and teachers. At campus level, we need to increase our budget to purchase the computer systems ($31,500 approximately), Smart boards ($40,000 approximately), and document cameras ($4,800 approximately) for a total of $76,300
Management: We need a person who has the necessary skills to restructure our school in the technology field as a technology specialist with the knowledge of technology integration into the classrooms and knows new strategies to engage students during instruction.
Objectives for the school technology plan and elements to measure each objective:
Goal 1: Train campus staff to expand technology focus
2.1 Promote and support effective instructional models and resources for using technology to teach core curriculum concepts through staff development and mentoring.
Evidence: Log for Staff development and mentoring sessions conducted by Instructional Technology Specialist, certificate of attendance with CPE hours provided.
Cost: Print costs
2.2 Improve teacher technology skills that meet ISTE proficiency standards by modeling the use of technology.
Evidence: Records of one-on-one collaboration with teachers.
Cost: None
2.3 Support teachers to utilize allowed software/ websites to help students in the areas of math, language arts and science.
Evidence: Web 2.0 tools training, reports provided by software and websites.
Cost: Purchase of any new software
2.4 Develop and implement opportunities for technology training for the school community (administrators, teachers, students and parents) to increase productivity, efficiency and communication.
Evidence: Learning communities showing documentation of active collaboration and discussion among members, technology training for parents and records of participation.
Cost: Usage of building facilities (afterhours)
Goal 2: Use technology to improve teaching and learning.
2.1 Utilize available technology for teaching and learning, to build awareness and understanding, and differentiate instruction to meet the needs of individual learners
Evidence: Lesson plan documentation including technology resources, observation by administrators, staff portfolios created, reviewed, and evaluated using technology portfolio rubric.
Cost: None
2.2 Assist classroom teachers in the development of online resources that integrate technology, research, communication, and collaboration.
Evidence: Creation/ maintenance of teacher webpages, training for edmodo, blogger, Moodle; staff technology portfolio evaluation.
Cost: Usage of building facilities
Goal 3: Provide new hardware to support students and staff.
2.1 Provide the budget needed to acquire new equipment and resources for the technology program grants
Evidence: creation of a Grant writing committee (Teachers and administrators), Grants received
Cost: None
2.2 Purchase and provide new computer systems for primary level to assist students in the classrooms.
Evidence: Updated software inventory list, devices purchased and made available.
Cost: $31,500
2.3 Acquire document cameras and Smart boards as a technology resource to improve instruction.
Evidence: Updated software inventory list, devices purchased and made available.
Cost: $44,800
Goal 4: District provide budget to have the personnel needed to implement a technology program on each campus.
4.1 Hire a full time technology specialist for each campus to train staff, and ensure proper integration
of technology into the classrooms.
Evidence: Full time technology specialist reports to campus administrator.
Cost: Salary $45,000+
References
No Child Left Behind Act (2001). Enhancing education through technology. Retrieved February 25, 2012 from http://www.tea.state.tx.us/index4.aspx?id=4272&menu_id=798
Spring ISD Technology Plan: 2011 – 2014. Technology planning committee. Provided January 25, 2012 by Karla Koop, Instructional Technology Specialist.
Texas Education Agency (TEA) (2006) Long range plan for technology 2006-2020. Retrieved February 25, 2012 from http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147494561&libID=2147494558
Texas Education Agency (TEA) (2011) No Child Left Behind Act, Title II, part D. Retrieved February 25, 2012 from http://www.tea.state.tx.us/index2.aspx?id=4264&menu_id=798&menu_id2=2147483722
Technology is changing the way we teach but some districts are slow to adapt. Your district has many of the same needs as my district. With the high costs of education do you think technology will save our districs money in the long run? If not, to what extent do your school/district use grants for funding the cost of technology?
ReplyDeleteIt may not save money when computer hardware gets older because the cost to maintain the hardware increases, but there are many different ways schools can save money with technology. For example, an instructional specialist on each school can train staff in how to use this technology appropriately, which will save costs on hiring expensive educational consultants. Also, when we send staff to technology training sessions, many teachers will likely not continue to use skills they have learned unless they have on site support. With the recent improvements to e-training, it is also possible to train teachers externally without sending them to training sessions, saving on costs of transportation. Schools can also use free applications to replace expensive software packages usually purchased. My district is switching Microsoft to Google and using all Google applications to save money.
DeleteRight now, my school is using budget for priorities and technology is not there yet. Some grants have not been used lately for technology, but if we have teachers writing grants for this specific purpose, we can use it for technology.
Angela, excellent work!!! The only area needed to be addressed is the funding objectives. Please include the funding proposed objectives based on the needs and weaknesses you identified.
ReplyDeleteKeep up the great work!
Angela,
ReplyDeleteI found a great article about a technology teacher. When asked how to get a technology teacher in hard times this was her response;The primary responsibility of a technology specialist is to buttress what happens in the classroom. As technology specialist Paulette Williams says, "There should be someone like me in every school." Finding the funding to employ a full-time staff member to shepherd the integration of technology into the curriculum may be difficult, especially during the current economic downturn. So, again, think creatively. Can you reallocate resources, hire someone part time, or find a volunteer?
Best, Mary. "How to Build a Technology-Based Curriculum | Edutopia." K-12 Education & Learning Innovations with Proven Strategies that Work | Edutopia. N.p., n.d. Web. 29 Feb. 2012. .
My ideal plan is to have someone full time, but the more feasible options I see with our actual economy situation is to pay a teacher to do the job as IT or hire someone part time. We have been short of all kinds of volunteers lately, so it would be even harder to find a technology volunteer to work with teachers.
DeleteAngela,
ReplyDeleteGreat post. I see that you have a lot of focus directed toward technology specialists. My district has ten full time instructional technology specialists for the entire district. However, the district also employs curriculum technology coaches these positions are a hybrid of curriculum content specialists and tech savvy people. They help model classroom lessons work with struggling teams or departments to develop content infused with technology. I'm curious if you would include someone like this into your plan.
Departments - Curriculum & Instruction. (n.d.). Cypress-Fairbanks Independent School District. Retrieved February 29, 2012, from http://www.cfisd.net/dept2/curricu/curric.htm
Kristina, thanks for your idea. Actually, I was thinking about how to get the tech savvy teachers to be more involved and create a technology team to support others and at the same time save money. We used to have an IT person on each campus and they had a stipend, but with the budget cuts, this position is practically gone because no one wants to work more for less money. This is the problem many elementary campuses are dealing with. I would love to have technology coaches in my plan, but I am not sure if people would be interested in doing that.
Delete