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EDUC 629

Imaginary School District


Educational Technology Plan 2013-2016

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Table of Contents
Vision, Mission, and Goals .. 1 Needs Assessment . 4 The Planning Process .. 6 State Goals and Objectives with Local Strategies and Measures . 7 Environment .. 13 Engagement . 8 Application .. 10 Tools . 11 Results .. 12 Implementation: Timetable and Budget for Goals, Objectives and Strategies .. 14 Executive Summary .. 27

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Vision, Mission, and Goals of Imaginary School District

Mission: We will create and promote educational opportunities and innovations by providing the means to access and utilize technology both inside and beyond the classroom. Vision: The Imaginary School District will create global educational opportunities to challenge the mind of every student, inspiring a passion for learning and a legacy of innovative thinking Goals and Strategies: Goal 1: Provide reliable, integrated technology to support and facilitate teaching, learning, research and service.

Strategy: Increase in parental understanding of curriculum through direct communication, Excel by 5, and parent packages for year-end distribution to support the next grade level (5-12). Utilize new websites and social media. (Academics)

Strategy: Frequently host weekend community events (Interactive Innovative Tech Saturday) which strengthen community bonds and educate and inspire all members of the community.

Goal 2: Provide opportunities and resources for students and teachers to meet the national standards for technology. Strategy: Establish curriculum guidelines for implementing ISTE National Educational Technology Standards for Students Goal 3: Provide access to collaborative experiences of schooling via a variety of media portals involving all school and community stakeholders in the process of advancing quality learning Objective: Promote the exchange of technological knowledge through a culture of collaboration utilizing community and educational processes. Strategy: Integrate student-community member collaboration to promote technology advancement and education in the community. .

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Needs Assessment
The Imaginary School District assesses needs in a variety of ways and has many channels of communication with its employees and with the community. Classroom observation, both formal and informal, is one of the most outstanding ways to evaluate needs at each school. School administrators perceive technology use first hand while conducting teacher observations. However, the Technology Department staff also notes technology usage and needs while their members are working in the schools. These needs are frequently discussed at department staff meetings and acted upon promptly in order to provide teachers with the tools they need to teach in the 21st Century classroom. Strengths What are the current strengths? Currently, most of the schools within the district are Blue Ribbon Schools. All are highly accredited.

Weaknesses What are the current weaknesses? Subject Area(s) and Grade Level(s) of greatest academic need according to the current DA (District Assessment) states that fifth graders are more at risk with the highest rates of in major subjects while 7 and 8th graders are included in those numbers in Math and Science. US History & Language Arts - 5 Math - 5, 7 Science - 5, 8

Opportunities What are the future opportunities? School District continuously strives to incorporate the latest technology tools that assist teachers in presenting and helping students to learn in as broad a scope as possible. As the district is perpetually moving into new arenas, the challenge is multifold: 1) Getting the latest proven technology in the hands of teachers and students as possible, 2) Training teachers to train other teachers and students in the use of the current technology, 3) Incorporating even newer
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technology, proven or otherwise, to experiment with what works best in even better teacher presentations or activities and engaging students in their quest for knowledge, and 4) Attempting to create training modules to make new technology as useful and practical as possible. The challenges never end and shouldnt if educators are attempting to help students be productive students upon their graduation. That includes all stakeholders who are directly or indirectly involved in student achievement.

Threats What threatens those future opportunities? Mobile device and bring your own device (BYOD) implementation and management (MDM) is beginning. The Imaginary School District (ISD) is upgrading our existing wireless network to accommodate the additional demands that will soon be placed on the network. Implementation of the Common Core curriculum and online assessments dictates that it be ready to handle double, triple, or even quadruple todays bandwidth requirements while at the same time working within reduced budgets. Even with MDM, there will be an increased demand for student workstations to fulfill the mandates of Common Core. The district must innovate to increase the number of devices while continuing to reduce cost in acquisition without sacrificing performance. It is truly becoming impossible to predict where the few years will take the ISD and others in public and private education. The districts future technology lies somewhere in the cloud. One-to-one computing is not readily affordable by most schools or districts, but is becoming necessary for tomorrows learners to learn and be assessed in Common Core and other technology-driven instruction. Learning is expanding far beyond the traditional bricks and mortar of the school building into realms unthinkable even three years ago, the range of current technology plans. Quite honestly, current and future technology plan has boiled down to being able to integrate the rapidly increasing changes in an organized and budget conscious fashion, almost planning for tomorrow what isnt remotely known today.

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The Planning Process

State Goals and Objectives with Local Strategies and Measures


The Imaginary School District continuously strives to incorporate the latest technology tools that assist teachers in presenting and helping students to learn in as broad a scope as possible. As the district is perpetually moving into new arenas, the challenge is multifold: 1) Getting the latest proven technology in the hands of teachers and students as possible, 2) Training teachers to train other teachers and students in the use of the current technology, 3) Incorporating even newer technology, proven or otherwise, to experiment with what works best in even better teacher presentations or activities and engaging students in their quest for knowledge, and 4) Attempting to create training modules to make new technology as useful and practical as possible. The challenges never end and shouldnt if educators are attempting to help students be productive students upon their graduation. That includes all stakeholders who are directly or indirectly involved in student achievement.

The goals and objectives, as well as most of the strategies are those resulting from the districts five year planning in the late Fall of 2013. Goal 1: Provide reliable, integrated technology to support and facilitate teaching, learning, research and service. Objective 1: Support Parent Education/ Involvement/ Partnership

Strategy
1. Increase in parental understanding of curriculum through direct communication, Excel by 5, and parent packages for year-end distribution to support the next grade level (512). Utilize new websites and social media. (Academics)

Performance Indicators
1. Parent-school communication and usage statistics for websites and social media.

Timeline
2015

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Objective 2: Develop more community involvement through better communication.

Strategy
1. Use all methods to spread the word about ISD sports. We will utilize social media to printed wallet schedules. Use digital message boards as well as billboards for athletic accomplishments and events. 2. Continue to host regular weekend community events (Super Saturday) which strengthen community bonds and educate and inspire all members of the community. 3. Implement the use of social media to communicate and promote the district. (Technology)

Performance Indicators
1. Sports functions attendance and social media interaction

Timeline
2014

1. Scheduled events shown on district web site and documented using attendance count web forms, etc. 1. Usage statistics

Ongoing

Ongoing

Objective 3: Commit to providing opportunities for involvement in each of the visual and performing arts areas enhancing the elementary curriculum by fostering the interests and talents of each student.

Strategy
1. Provide a facility, materials, and technology budget at each elementary school, based upon the number of students. (Arts) 2. Continue to provide facilities and resources for student activities and performances in the visual and performing arts areas. (Arts)

Performance Indicators
1. Budget items and construction projects

Timeline
Ongoing

1. Scheduled events and counts documented for each event

Ongoing

Objective 4: Commit to providing updated and appropriate technology, equipment, and facilities based on department input throughout the district that can be integrated and changed through the ever-changing world of technology.

Strategy
1. Implement a visual and performing arts based Apple computer lab in all schools geared to instruction, including but not limited to graphic arts, music theory, keyboarding, and design. (Arts)

Performance Indicators
1. Inventory records for hardware and software

Timeline
2016

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2. Install necessary equipment 1. Budget items and inventory including laptops, records projectors, screens, sound equipment and sound proofing in all visual and performing arts classrooms. (Arts) 3. Create a digital media library at each school at each school including a class set of digital cameras, video cameras, and creative software based teacher needs. (Arts) 4. Update technology to be in line with the rest of the district (iPads, computers, Smart Boards) for K-12 schools. 1. Purchase of items necessary to carry out this strategy along with records for inventory purpose 2. Usage reports from schools 1. Replacement schedule already in place 2. Physical installation of updated and new technology 3. Inventory updates

2016

2016

2015

Objective 5: Provide applicable and differentiated platforms and procedures for evaluating and analyzing technology use and distribution.

Strategy
1. Administer surveys to evaluate the viability of current technology by measuring convenience, usability, and future demand. (Technology) 2. Establish minimum core technology requirements for each classroom. (Technology) 3. Accommodate teachers technological needs and advance the use of current platforms by assessing usage and competence. (Technology) 4. Create an evaluation for students experiences and access to technology. (Technology)

Performance Indicators
1. Survey Results

Timeline
2014

1. Requirements established 1. Surveys and technology assessments

2014

Ongoing

1. Survey/evaluation results

2013-14 Create 2014-15 Pilot 2015-16 Implement

5. Develop a redistribution plan for unused technology resources. (Technology)

1. Plan developed and put into practice.

2015

Objective 6: Students will be given opportunities to enhance their educational experience


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through the engagement, instruction, and application of technology.

Strategy
1. Through the use of adaptive technology, we will create a level playing field for students with special needs. 2. Balance the computer to student ratio in the classroom. 3. Promote after school hours for computer labs.

Performance Indicators
1. Feedback from teachers of this student population

Timeline
Ongoing

4. Encourage teacher to create supplemental digital content for their classes. 5. Promote student-teacher collaborations to advance educational experiences. 6. Investigate the feasibility of allowing student-owned technology devices (BYOD)

1. Replacement schedule 2. Physical installation 3. Inventory records 1. Encourage schools to open labs after hours; not required at this point 2. Lab usage 1. Physical (digital) evidence 2. Teacher observations 1. Teacher observations and lesson plan reflection 1. Create BYOD policy for pilot implementation at high schools, select grade(s) 2. Pilot program results 3. If successful, implement in other grades 1. Research in accord with district policy and viability 2. Research possibility of authoring own textbooks (via iBooks Author, etc.)

Ongoing

2015

2015 Ongoing
1. 2014 2. 2014 3. 2015 & onward

7.Research the feasibility of introducing and implementing electronic textbooks into the curriculum at the district level.

1. 2014 2. 2015

Goal 2: Provide opportunities and resources for students and teachers to meet the national standards for technology. Objective 1: Implement technology standards for students and teachers..

Strategy
1. Establish curriculum guidelines for implementing ISTE National Educational Technology Standards for Students. 2. Establish assessment protocols for assessing student mastery of ISTE

Performance Indicators
1. Curriculum integration of Common Core State Standards and NETS*S. 1. Creation of assessment instrument

Timeline
2014
1. 2014 2. 2014
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National Educational Technology Standards for Students. 3. Adopt ISTE National Educational Technology Standards for Teachers. 4. Establish assessment protocols for assessing teacher mastery of ISTE National Educational Technology Standards for Teachers.

2. Develop training modules based on expected outcomes 1. Procedural action by district administrative team 2. Enforcement of standards by teachers 1. Creation of master technology teacher assessment instrument / rubric

1. 2014 2. 2015

2014

EDUCATOR PROFICIENCY
The Imaginary School District prides itself on offering and helping teachers in acquiring comprehensive, yet tailored, relevant, and effective professional development. As satisfied as it is with the results, the ISD is well aware that it can make a better professional development experience for all using a variety of modes. The advancing Common Core is proving to be a impending daunting task for many, but, again, the ISD is already making headway into the unknown by providing intensive training in rewriting learning objectives, incorporating the latest available technology tools where available and when applicable, and creating tests that mimic the sample Common Core test items to date. GOAL 1: Continue to effectively train teachers to provide quality instruction to students in the Common Core standards and in the use of appropriate, relevant technology tools to assist in instructional delivery. Objective 1: Implement Common Core Curriculum Standards

Strategy
1. Commit to a budget that includes and ensures a technology-rich common core curriculum and professional development. (Academics) 2. Purchase equipment/devices that meet the Common Core Standards. 3. Utilize research-based assessment tools to provide formative and summative assessments for educators and students on a district-wide level. 4. Provide teacher passwordprotected database of Common Core resources and assessments.

Performance Indicators
1. Budget items

Timeline
Ongoing

1. Inventory Items 1. Creation or adoption of assessment instruments 2. Standards chosen that best allow observation of assessing teacher technology performance. 1.Website creation

Ongoing

1. 2014 2. 2015

2014

Objective 2: We will provide educators with quality training and technology exposure to enhance the learning experience.
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Strategy
1. Communicate available resources to teachers. (Technology) 2. Conduct hands-on, departmentalized training. (Technology) 3. Use technology to provide greater access to professional development resources. (Technology)

Performance Indicators
1.Website postings

Timeline
Ongoing

4. Create an intended use presentation for each piece of 2016 technology available within the classroom. (Year 4) (Technology) 5. Provide an online environment for teacher collaboration and learning. 2015 GOAL 2: Provide a high quality of training and support for teachers for the use of technology in the classroom OBJECTIVE 1: All teachers will have in building support for technology integration.

1. Professional development logs/hours in My Learning Plan and Howtomaster.com 1. Continue to utilize available resources to provide ISD with an eye on continuous improved access and efficacious results. 1. Creation of standards necessary to effective represent such acceptable presentation methods over a wide range of media 1. Teacher usage data.

Ongoing

Ongoing

Strategy
1. Establish a Coordinator of Technology Education 2. Provide a tech Specialist onsite at each school

Performance Indicators
1. Budget items and HR confirmation. 1. Promote a teacher who is familiar with teacher specific technology issues at each school in a position under the Coordinator of Technology Education

Timeline
2016
2015

LEADERSHIP AND SUPPORT


The great majority of ISD school and district personnel already use mobile devices to assist them in teacher and staff observations, reporting, and prescription of suggested activities and remedies through its teacher evaluation service portal. The district provides at least seven monthly administrator-only training sessions to help school and district administrators learn to mine data, analyze data, set goals based on data evidence as well as learn new skills to exemplify to teachers and students a Do as I do, not (just) as I say, approach. As social media has taken hold as of this writing, administrators are taking a bit more to communicating via Facebook, especially, and a bit by Twitter. The more people know, the better support usually is in all facets of school affairs. Administration at the district level continue to plan for replacement of older computers on a regular basis and adding computers in anticipation of requirements for Common Core testing as well as classroom use. Bandwidth is on a continuous increase to accommodate the districts new
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wireless initiative in all schools plus installing wired drops in new and adding to existing classrooms. Goal 1: Provide access to collaborative experiences of schooling via a variety of media portals involving all school and community stakeholders in the process of advancing quality learning for students. Objective 1: Promote the exchange of technological knowledge through a culture of collaboration utilizing community and educational processes.

Strategy
1. Implement the use of social media to communicate and promote the district. (Technology) 2. Integrate student-community member collaboration to promote technology advancement and education in the community. (Technology) 3. Provide services that allow collaborative learning between classrooms and the global community. 4. Integrate technology into district events. 5. Provide opportunities for stakeholders to learn responsible digital citizenship.

Performance Indicators
1. Usage statistics

Timeline
Ongoing

1. Student Feedback

Ongoing

1. Student/Teacher Feedback 2014

1. Stakeholder feedback 1. Stakeholder feedback.

Ongoing

Ongoing

6. Pursue partnerships with local 1. City-wide WiFi 2016, but industries, organizations, integrated likely beyond and municipalities to implement citythat wide WiFi into Imaginary School District. Objective 2: We will provide reliable, integrated technology to support and facilitate teaching, learning, research, and service.

Strategy
1. Evaluate, acquire, and maintain end user equipment. (Year 1-5) 2. Develop a maintenance plan and acquire a staff to implement it. 3. Offer training and communication to adjunct school level instructional technology specialist both in person and online. 4. Implement enterprise grade

Performance Indicators
1. Inventory and work order submission logs 1. Salary budget items

Timeline
Ongoing 2015

1. Professional training logs

Ongoing
1. Inventory
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wireless connectivity. 5. Increase bandwidth to support educational opportunities using wireless devices. 6. Provide remote technical support. 7. Analyze feasibility of maintaining and broadening the use of an intern program such as Teach Up! Or Americorps.

2013
1. Infrastructure budget items 1. Software acquisition 1. Research in accord with district policy and viability

Ongoing 2014 Ongoing

Environment
The Imaginary School District has been fortunate that it has been able to maintain its current network service to schools while at the same time having the resources to meet anticipated growth and needed sustainability in its service now and into the distant future. Without much ado, the section will focus on ways that we can indeed maintain what already exists while planning for future needs. Goal 1: Maintain and support current environment and infrastructure.

Strategy

Performance Indicators

Timeline
Ongoing
Ongoing

1. Maintain infrastructure to support 1. Performance logs total number of technology devices. 2. Continue to purchase equipment 1. Budget items and and parts as needed inventory records to maintain current inventory. Goal 2: Allow for growth in environment and infrastructure.

Strategy
1. Increase bandwidth as necessary to support teaching and learning and administration. 2. Increase infrastructure to meet the needs for wired and wireless networking.

Performance Indicators
1. Benchmark tests

Timeline
Ongoing

1. Inventory records

Ongoing

Engagement
We plan on holding yearly Tech Plan Evaluation meetings in order to assess which goals and objectives have been completed and to address additional goals and objectives that need to be
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supplemented. In addition to these formal meetings, the year-to-year changes to the Tech Plan will be driven by formal and informal observation, surveys, communication from district stakeholders and other collected data such as inventory records, usage logs and professional development statistics.

Application Tools
Our goal is to provide students with opportunities to make applicable use of technology through the knowledge they gain as well as skills they develop. We desire them to analyze, synthesize, and be able to produce a positive end product. Their ability to create and distribute artifacts that are reflective of their grasp of the instruction and technology provide will communicate their understanding. Objective Support professional development and implementation that increases teachers ability to design and deliver or tutor significant experiences. As teachers receive the needed support, students are to synthesize, analyze, and produce quality end products. Students will master the ability to use their innovative skills, problem solving skills, collaborative efforts, real world scenarios and stimulation skills, as they are able to apply their technological skills.

Results

Implementation
Budget and Timetable for Goals, Objectives, Strategies, and Measures
The last three years have seen leaps and bounds in technology and its use in the classroom. Interactive devices now include iPods, iPads, document cameras, and interactive whiteboards. The district is also striving to introduce students to a wide variety of operating systems and platforms, such as OSX, Linux, Windows and Android systems. We feel this will better prepare them for what they will find in the ever-changing job market. In addition to purchasing end-user equipment, the district must allow for support and maintenance of our current inventory and facilities. Classrooms, computer labs, training rooms, offices, not to mention our growing need for more robust infrastructure all require considerable maintenance and

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attention from our technology staff. Taking the above situation into account, we have endeavored to project a budget that will cover our needs for the next 3 years. The majority of the anticipated funds will be dedicated to maintaining our current infrastructure, software, staff and inventory. Additional funds will be directed to a progressive replacement schedule and flexible purchasing as new technology arises.

Professional Development Plan for Staff

The Imaginary Schools /Imaginary Public School District/Imaginary School District has a Faculty Steering Council Training (This is A Quarterly Requirement). The district makes an extensive effort ramping up teacher recruitment to attract quality teachers to the school district as well as professional development to keep our teachers motivated and excited about teaching and current on the latest information in education. Presentations and training will be provided to faculty

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All administrators, teachers, and faculty employed by Imaginary School District during 2013-2016 school terms completed the Safe Filter correspondence distance education and/or online training for educators by May 2013. New instructional staff will be required to complete the Safe Filter correspondence distance education and/or online training for educators within their first year in the district. o The new faculty and staff members completing the course will receive opt-out credit. They also must submit a journal entry that summarizes what they have learned in the Safe Filter course. o To receive opt-out credit, the participant must provide a certified transcript or e-verified transcript of the Safe Filter certification to the Instructional Technology Manager. Documentation will be kept at the school building level and district level of all staff noting completion and date. Additional professional development opportunities will include ongoing updates online articles circulated to staff and opt-out options to participate in book or an article discussion on internet safety and its value. All instructional and support staff assigned to schools will be required to attend updated professional development on a quarterly basis. It is mandatory for principals to schedule training during in-service days or faculty meetings. The Faculty Steering Council also offers additional courses for teachers seeking additional training, support, and resources.

Lesson Plan

Topic: Health & Health Services Discovery Class Instructor: Katrina Currie Grade Level(s): 6-12/Middle School & High School

Description: Students think about and discuss body images and where body image ideals come from. Students explore different body image influencers, such as the media, family, and culture, and compare and contrast these ideals with reality. Students will analyze their own perceptions and use Voki to talk about positive perceptions of their, and others, appearance. Objectives: (Knowledge, Skills, or Attitudes Students Gains from Lesson)
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1. Students will understand body image as a social construct. 2. Students will recognize negative aspects of advertising and how it targets young people. 3. Students will create positive perceptions of their own body image. 4. Students will report using Microsoft Materials/Equipment/Supplies: 1. Current (age appropriate) style magazines 2. Scissors, paper, glue 3. A computer for each student 4. Voki.com or Voki Classroom (example: http://www.voki.com/pickup.php?scid=5210553&height=400&width=300) Student Diversity: Student population such as English as a Second Language (ESL)), Hearing Impaired (HI) and Visually Impaired (VI) will benefit from the Voki tool as it reinforces fundamental application of using English. ESL students will be able to incorporate English in the activity by text and/or audio. Including and exposing the hearing impaired with Voki software and tools keep students engaged. Vokis possess tools that have large fonts and images that can be appealing to the visually impaired. Visually impaired students will receive assistance with any scissor and glue related activities. Many of the students have specialized tools for this activity yet they can engage in the activities successfully.

Class Duration: 1 Day Activities: 1. The teacher asks students to say one thing they like about themselves. 2. Students take turns saying something nice. The teacher should be prepared to offer compliments. 3. As each student says what they like about themselves, the teacher should note whether or not the like is about the inner or outer self.

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4. Teacher and students gather in a circle to discuss openly their ideas of what body image means, who is affected by it, and what the ideal body is - if that even exists. a. The teacher tells the class the total count of inner likes vs. outer. b. The teacher should guide the discussion to make students feel welcome to share their ideas. Questions, such as the following, can be asked to help students open up. i. What is the first thing you notice about someone? ii. Do you care about how other people perceive you? iii. Who influences you more? Peers, Adults, the Media? iv. How does each influence the way we are seen? v. What kind of role does Media have in shaping how we see ourselves? vi. What characteristics do you think create the ideal person? 5. The teacher asks students to create a collage of magazine cut-outs and drawings that describe their idea of the ideal man and woman. 6. Students work on their collages. 7. The class gathers when they have completed their collage and talks about the images on the paper. 8. The teacher should ask questions to guide discussion about the portrayals of body image in the media and the reality of body image in society. a. The teacher can mention that the ideal body image is not static. It changes from one generation to the next. b. To close the discussion, the teacher can ask students what a realistic goal for an ideal body image is and how, or if, it can be attained. 9. The teacher asks students to create a Voki that talks about how they will use this information to reevaluate body images, what their own goals are for themselves and what it takes to achieve their goals. They should also mention if they think that body image is associated with their level of happiness and why or why not.

Risk Analysis:

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As with anything, there can be risk involved with technology. 1. Video may not work correctly or in sync with tools such as projectors, smartboards, and other technology. This is risk is high because it will cause everything to stop dead in its tracks. 2. Internet Outage 3. Computers not functioning properly 4. Jump Drives, Emailing, and Power Point projects exchange of information between students, teachers, and students emailing themselves or teacher for project. 5. Live time feeds allocation of time 6. Classroom Instructional Time enough time for projects 7. Downloading information in a timely manner
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8. Uploading information in a timely manner

Lesson Plan

Topic: Anti-Cyber-bullying Public Service Announcement Instructor: Katrina Currie Grade Level(s): 6-9/Middle School

Description: Bullying has been a part of schools or any social situation involving youth for ages. In modern times children, teens and young adults have begun to transcend the confines of face-to-face social interactions to interacting through technology via social media tools. With these new mediums, bullying has taken on yet another form known as cyber-bullying (http://en.wikipedia.org/wiki/Cyberbullying).

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In the Millennial Generation, students have access to a plethora of technology tools. These tools can not only be used for academic and entertainment purposes, but also to harm others. The purpose of this lesson is to expose and discuss cyber-bullying in such a way that the participants will be able to digitally compose messages against this phenomenon using Web 2.0 tools. Objectives: 1. Students will formulate a message on cyber-bullying and/ or an anti-bullying slogan. 2. Students will design a Voki character. 3. Students will demonstrate a working knowledge of applying emergent technologies to academic situations. 4. Students will critique/ Respond to the Voki anti-bullying messages of their classmates. Materials/Equipment/Supplies: 1. A computer for each student 2. District cyber-bullying policy 3. Cyber-bullying video on TeacherTube 4. Voki.com or Voki Classroom (example: http://www.voki.com/pickup.php?scid=4567873&height=400&width=300)

Student Diversity: Student population such as English as a Second Language (ESL)), Hearing Impaired (HI) and Visually Impaired (VI) will benefit from the Voki tool as it reinforces fundamental application of using English. ESL students will be able to incorporate English in the activity by text and/or audio. Including and exposing the hearing impaired with Voki software and tools keep students engaged. Vokis possess tools that have large fonts and images that can be appealing to the visually impaired. Visually impaired students will receive assistance with any scissor and glue related activities. Class Duration: 1 Week Activities: Day 1

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1. Instructor will create an anonymous Google Doc survey to ascertain any real-life, personal incidents of cyber-bullying for use in the initial class discussion and other pertinent information. a. Have you ever witnessed cyber-bullying? b. Have you have been cyber-bullied? c. Have you ever been a cyber-bully? If so, did you know you were cyber-bullying? d. What happened when you were cyber-bullied or when you were the cyber-bully? e. What were the consequences? f. What did you learn from being involved in this type of situation? g. How comfortable are you about speaking out against cyber-bullying? h. Have you ever created an avatar? 2. Instructor shows TeacherTube video on cyber-bullying. 3. Class reviews districts policies on bullying/ cyber-bullying. 4. Class reviews strategies on how to handle cyber-bullying. Day 2 5. Instructor posts an example of the Voki avatar that was created to relay instructions for the project's finished product. 6. Instructor uses interactive whiteboard (if available) to introduce Voki (www.Voki.com) and to create a sample Voki avatar for demonstration purposes with student volunteers. 7. Students compose their own public service announcements (PSAs) about what cyber bullying is and how to handle cyber-bullying situations with anti-bullying messages. 8. Instructor provides students with individual login information for Voki Classroom accounts (if applicable). Students can also use Voki as guest users. 9. Students will create their customized Voki avatars and record their messages either in text or with a microphone.

Risk Analysis:

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As with anything, there can be risk involved with technology. 1. Video may not work correctly or in sync with tools such as projectors, smartboards, and other technology. This is risk is high because it will cause everything to stop dead in its tracks. 2. Internet Outage 3. Computers not functioning properly 4. Jump Drives, Emailing, and Power Point projects exchange of information between students, teachers, and students emailing themselves or teacher for project. 5. Live time feeds allocation of time 6. Classroom Instructional Time enough time for projects 7. Downloading information in a timely manner 8. Uploading information in a timely manner

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Lesson Plan

Topic: Professional Profile ISD My Career Choice Instructor: Katrina Currie Grade Level(s): 3/4 - High School ( I believe this can be used in the third grade it depends on the teachers approval).

The student will produce works of art that demonstrate the experimental application of the elements of art and the principles of design. The student will demonstrate the use of technology and electronic media as artistic tools. The student will demonstrate skill in preparing and displaying ideas. The student will conceptualize, synthesize, and pull everything together for an end product. OBJECTIVES: (Knowledge, Skills or Attitudes Student Gains from Lesson) Students will identify their personal career choice information. Students will choose their career plan topics. Students will create My Career Choice report using Microsoft Word. Students will create and demonstrate projects using technology and electronic media such as: Power Point, Vokis, iPad, iMovie, Adobe Captivate, Microsoft Articulate, Smart-boards, iSpring, and other presentation software and

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technology that summarizes their report while presenting esthetically pleasing presentation. How to conduct an electronic presentation that shares their unique qualities and skills to a school, employer, scholarship committee, or other individuals or organizations. Material/Equipment/Supplies: Power Point, Vokis, iPad/iPod, iMovie, Adobe Captivate, Microsoft Articulate, Smart-boards, iSpring, projector, MAC/Windows, LMS (Learning Management System)

Student Diversity: Student population such as English as a Second Language (ESL)), Hearing Impaired (HI) and Visually Impaired (VI) will benefit from the tools and resources available as it reinforces fundamental application of using English. ESL students will be able to incorporate English in the activity by text and/or audio. Including and exposing the hearing impaired with software and tools keep students engaged. Interactive engagement tools possess elements that can be presented with large fonts and images that can be appealing to the visually impaired.

PROCEDURES: (Anticipatory Set, Direct Instruction. Guided Practice and Independent Practice)

Students will open a Word document Students will write a brief report about their career path plan and choice such as: a) College/Technical/Training b) 2, 5, 10 year Career Plan c) Favorite subject in school d) A short-term goal e) A long-term goal Students should save the document once complete.

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Students will create a presentation using tools, equipment, materials, and resources and model it according to their own preference. If using a Voki, students will copy and paste their My Career Choice information into the text box of Voki and publish. If using a animated tools and resources flash based or flash driven tools such as Anime, Poser, Crazy Talk and other cartoon/flash animations, students will copy and paste their My Career Choice transcript information into word and/or PowerPoint annotation publish. a) If students have any questions, they should be encouraged to first ask for help from one of their peers. Students present presentations at the end of class of their teacher and classmates. STUDENT ASSIGNMENT: (Guided and Independent Practice and/or Homework) Students will utilize available resources and their own career choice to create their presentation that reflects their conscientious decision and thought process regarding their career. By doing so, students will be able to express themselves in a safe environment to their peers and learn more about their classmates interests. The exercise will help students become familiar with different online tools, technology, and software.

Risk Analysis:

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As with anything, there can be risk involved with technology. 1. Video may not work correctly or in sync with tools such as projectors, smartboards, and other technology. This is risk is high because it will cause everything to stop dead in its tracks. 2. Internet Outage 3. Computers not functioning properly 4. Jump Drives, Emailing, and Power Point projects exchange of information between students, teachers, and students emailing themselves or teacher for project. 5. Live time feeds allocation of time 6. Classroom Instructional Time enough time for projects 7. Downloading information in a timely manner 8. Uploading information in a timely manner

Imaginary Public School

Executive Summary District Wide

https://vimeo.com/81861317
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The Imaginary School District (ISD) has made great strides since its last update to the 2010-2013 technology plan. Recovery from Hurricane Katrina is over and a substantial number of goals and objectives from the current technology plan and district strategic plan have been accomplished. Constant changes in technology and funding will demand that the newest district strategic plan and remaining technology plan goals and objectives remain quite fluid and flexible. To be successful in planning, the ISD cannot plan anything in longrange fashion any longer; otherwise, itd be tantamount to working today on yesterdays solutions. Taking plans through the process of budgeting and implementation today means that new technology plans be written in such a fashion to take advantage of almost daily changes while delivering intended results. The ISD is in the process of moving as many services as possible to a cloud-based solution. Software as a Service (SaaS) gives it the most economical yet timely solutions to the new challenges and demands placed upon our users while minimizing impact on limited budgets and user training. Services must be intuitive and the ability for one to use these services must require a minimum amount of training time as well as low overhead on increasingly limited technology staff. The ISD is constantly evaluating every service in use as well as new services to maintain the best mix. ISD has built out a robust network and continues to make improvements. New construction projects and an increase in the number of devices available to its end users require it to constantly monitor performance and quality of service. The ISD has made and continues to make improvements in reliability, security, and speed across the network. Upgrades to its firewall, content filtering and Internet bandwidth allow the district to offer a reliable service to take advantage of new technologies and new software offerings while maintaining a safe network for our students and staff. Mobile device and bring your own device (BYOD) implementation and management (MDM) is beginning. The ISD is upgrading our existing wireless network to accommodate the additional demands that will soon be placed on the network. Implementation of the Common Core curriculum and online assessments dictates that it be ready to handle double, triple, or even quadruple todays bandwidth requirements while at the same time working within reduced budgets. Even with MDM, there will be an increased demand for student workstations to fulfill the

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mandates of Common Core. The district must innovate to increase the number of devices while continuing to reduce cost in acquisition without sacrificing performance. It is truly becoming impossible to predict where the few years will take the ISD and others in public and private education. The districts future technology lies somewhere in the cloud. One-to-one computing is not readily affordable by most schools or districts, but is becoming necessary for tomorrows learners to learn and be assessed in Common Core and other technology-driven instruction. Learning is expanding far beyond the traditional bricks and mortar of the school building into realms unthinkable even three years ago, the range of current technology plans. Quite honestly, current and future technology plan has boiled down to being able to integrate the rapidly increasing changes in an organized and budget conscious fashion, almost planning for tomorrow what isnt remotely known today. https://vimeo.com/81861317

Executive Summary District Wide Direct Student/Teacher Impact


The Imaginary School District Technology Plan (2013-2016) is a multiyear plan that is intended to incorporate the schools vision statement. With a TIP fully recognizing the beliefs, mission, and strategies for the district, the plan readily supports and embraces the schools vision. Following the plan also is in corporation and follows the guidelines of Common Core and Mississippi Department of Educations Educational Technology Plan. As we are aware, technology rapidly progresses. A movie, Waiting for Superman, captured the need for educational reform to this currents administration efforts under President Barak Obama to not only call for yet demand improvement. In late 2010, Arne Duncan (Secretary of Education) submitted a National Technology Education Plan. Presenting this plan as an innovative approach in restructuring and challenging former systems as to how provisions of technology are presented to, more specifically, K-12 as well as higher learning. The initiative of this plan is to ensure that all learners will be provided an opportunity to have engaging, motivating, and genuine learning experience that bears consideration of each student and their success. Thus; the plan is influenced by technology while maximizing students experience and have their account of what they know and learn. This technology plan presents an efficient collective measure to advance current and future curriculum, technologies, themes and practical and applicable skills that extend far from just todays engagement yet cause students to enhance and gain skills that will cause them to be prepared and leap into their future. Engagement, thorough educational experiences for all students extending a diverse range of students, culture diversity,

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special needs, social, and economic needs. Impacting students, staff, and faculty we are elated for the potential opportunities. The Imaginary Public Schools technology plan proves to change the complexion of how district and class assessment will be viewed as the pilot has show great impacts on how this plan positively increases test scores. The pilot revealed that district and class assessment went up by 72% and standardized test scores skyrocketed as well. This cutting edge plan has empowered students and teachers with applicable methodologies to make the grade, perfected curriculum content deliverables with a robust and exhaustive dynamics. Teachers and students are empowered by fun interactive, learning processes, insights, and tools that are innovative and fun while increases a broader baseline that transcends to diverse students of varied socio-economic backgrounds, diverse cultures, gifted, and special needs students. Although there has been great achievements and strives made to meet the demand for technology, there is a large component, a huge piece, that cannot go without intention or it will obstruct efforts to maximize our answer to efficiently deliver the demands that technology. Without investing in infrastructure, the entirety of this plan and all of its efforts would collapse. Hardware, software, and various technologies are needed to fulfill the need. In expectations to receive a grant to absorb some of the cost, we can successfully and efficiently satisfy the demand for technology by way of having the proper infrastructure. Students will have the opportunity to go beyond brick and mortar and the limits of face-to-face teachers yet their educational experience will expand to the vast possibilities of technology through the direct contribution of having proper infrastructure.

An Overview of Goals
National Educational Technology Plan Learning: Engaging and empowering learning for all learners Educational Technology Plan for (Mississippi) Establishing an effective learning environment. Intelligent assessments personalize the testing experience, maximize strengths, and help them address weaknesses. Intelligent assessments can respond to current needs and adapt to changes in technology, economic conditions, and curricula. Imaginary Public Schools Strategic Plan Provide a safe, flexible, and effective learning environment for all student Educators should provide this scaffolding for each student based on individual learning styles. Teachers are to recognize how students perform and determine actions that can be taken to make necessary changes. Assessment becomes more localized as technology provides teachers with access to student information. Provide resources to support the hiring of additional Instructional Technology Resource Teachers to ensure every school building has at least on ITRT to assist
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Assessment:

Requires new and better ways to measure what matters, diagnose strengths and weakness in the course of learning.

Teaching: The model of learning calls for using technology to help build the capacity of educators by Teachers and students became familiar with the characteristics of different software programs.

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enabling a shift to a model of connected teaching.

Infrastructure: A comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed. Productivity: We must apply technology to implement personalized learning and ensure that students are making appropriate progress through our pre-schools, elementary, secondary, and higher education system so they graduate. Commonwealth added technology support personnel to ensure the effective operation and maintenance of the technology and supporting infrastructure. The Department of Education will continue exploring and implementing innovative ways to improve teaching, learning, and productivity in schools. The Educational Technology Plan for Mississippi: 2013-16 articulates our vision and provides a framework to support this work.

teachers in moving into the 21st century/Common Core Standards teaching and learning environment. Provide a scalable comprehensive technology infrastructure to support virtual classes, web-based applications, tools, and real-time communication, collaboration, and sharing within and outside our division environment. Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

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Appendix A
Imaginary Public Schools Technology Resource Inventory
Available Technology HoverCam X300 and T3 Audio-Visual projectors Promethean Boards: White Boards/Smart Boards Smart Sync Smart Pads ActiVotes/ActiPens, ActivExpressions, Smart Clickers (Assignments) Virtual Classroom Computer/Software Needed Technology Newer Computers: iPads, MAC, iPods, Nexus 7 Increase Web Capacity for increase number of computers Upgrade capacity to maintain the amount of computers

Appendix B
Imaginary Public Schools Technology Interview with ITRT Questions and Responses
Imaginary Person (Mrs. Willis) was open to answer questions. Interview Question How easy is it to get the resources you need to teach at this school? Answer Regarding IMAGINARY SCHOOLS Technology
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Respondent: Mrs. Willis, as with anything, there are flaws. There are weeks were students complain yet teachers have even complained about the lack of availability of computers due to the limit amount we have. (K. Currie, ISD Consultant, 12/09/2013) Interview Question How Reasonable are the expectations for cultural diverse, socioeconomic, and special needs students achievement at this school? Answer Regarding IMAGINARY SCHOOLS Technology Respondent: We all want all students to be successful at Imaginary Schools. We have found with our own internal research students with socioeconomic and special needs perform well in their academics. , (K. Currie, ISD Consultant, 12/09/2013). Interview Question How much attention does Imaginary Public School give to your professional growth as teacher who teaches special needs, socioeconomic, and cultural diverse students with technology? Answer Regarding IMAGINARY SCHOOLS Technology Respondent: We go through and take great initiatives to promote and conduct monthly personal development sessions at the faculty meeting. We have begun the process of introducing a sister tool that is similar to Blackboard that has been implement, which much success, on a collegiate level. This tool, Angel, has been used more specifically for educational technology and online training courses at many colleges and universities. (K. Currie, ISD Consultant, 12/09/2013).

Appendix C
Budget for Technology Plan
Funding Source Category I State Grant Category II Purchased Services & Other Charges Category III Materials, Supplies, and Capital Outlay TOTAL 2013-2016 $622,000.00 $330,500.00 $796,370.00 $1,748,870.00

Appendix D
Time Table for Technology Plan

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Strategies Measures 1.1.1 1.1.2 1.1.3 1.1.4 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.2.7 1.2.8 1.2.9 1.3.1 1.3.2 1.3.3 2.1.1 2.1.2 2.1.3 2.1.4 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 2.2.8 2.3.1 3.1.2 3.1.3

Timetable On-going On-going Annually On-going Annually When needed 5 years Completed by 2015 On-going Completed by 2015 On-going Completed by 2016 On-going On-going On-going Completed by 2014 On-going On-going Completed by 2013 On-going On-going Completed by 2013 Begin 2013 Begin 2013 On-going On-going On-going On-going On-going On-going

Budget Source Category III Category III Category II & III Category III Category II Category II & III Category II & III Salaries & Benefits Salaries & Benefits Category II, III, Salaries & Benefits N/A Category II & III Category III N/A N/A Category I N/A N/A Category III N/A N/A Category II & III Category III Category I, II & III Category I & III Category III Category III Category I N/A Title IID

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References: http://www.fcc.gov/guides/childrens-internet-protection-act http://www.gpo.gov/fdsys/pkg/BILLS-112hr4348enr/pdf/BILLS-112hr4348enr.pdf http://www.fmcsa.dot.gov/about/what-we-do/MAP-21/Map21.aspx http://www.federalreserve.gov/paymentsystems/regcc-faq-check21.htm#3 http://www.mde.k12.ms.us/ http://www.law.cornell.edu/uscode/text/18/1460 http://www.law.cornell.edu/uscode/text/18/part-I/chapter-71 Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 255 - 284. Goldstein, Dana. "Grading Waiting For Superman." Nation 291.15 (2010): 20-23. Academic Search Elite. Web. 10 Feb. 2012.

Jimison, P. (2012). Effective blended learning environments. Unpublished manuscript. EDUC 631 Liberty University. VA, USA. Johnson, D. (2012). On board with BYOD. Educational Leadership, 84 - 85. Katy ISD. (2013). Katy Independent School District. Retrieved 2013, from www.katyisd.org.
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MDM under school and mass education department. (2011, Jun 01). The New Indian Express. Retrieved from http://search.proquest.com/docview/869388523?accountid=12085 Partnership for 21st Century Skills. (2003). Learning for the 21st century: A report and mile guide for 21st century skills. Tucson, AZ: Author. http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf. Spector, J.M., Merrill, M.D., Merrienboer, J.V., & Driscoll, M.P. (Eds.). (2008). Handbook of research for educational communications and technology (3rd ed.). London: Routledge/Taylor & Francis Group. Tirozzi, Gerald N. "Is "Superman" The Conversation We Need?." Education Digest: Essential Readings Condensed For Quick Review 76.4 (2010): 23-25. ERIC. Web. U.S. Department of Education (2010). Transforming American Foundation, Learning Powered by Technology. National Education Technology Plan 2010; Executive Summary. Office of Education Technology. U.S Department of Education Office of Technology.

http://www.ossdms.org/data/files/CO/TD/2010-2013%20OSSD%20Tech%20Plan%20Final.pdf http://www.sysd.k12.ca.us/wp-content/uploads/2013/02/SYSD-Tech-Plan.pdf

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