Running head: FINAL PROJECT DESIGN DOCUMENT

Large-Scale Technology Implementation Plan

Final Project
Katie Alexander
Cheri Gogo
Kathryn Intorp
Kerrin Riley

ETT 573 Instructional Tech Facilities

Summer 2014
Dr. Jason Underwood

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Table of Contents
Executive Summary/Abstract 3
Background .... 4
Stakeholder Interview 5
Needs Assessment .. 7
Stakeholders ... 7
Librarians ........... 7
Teachers . 7
Teacher Questions .. .. 8
Students ..... 8
Student Questions ...... 8
Administrators ... 9
Administrator Questions ........ 9
Goals of the Project 9
Description of the Project .... 10
Planning and Timeline ..... 12
Budget .. 15
Digital Collections (2014 - 2015) .... 15
Flexible Learning Spaces (2014-2015) .15
Multimedia Production Lab (2015-2016) .... 16
Makerspace (2015-2016) . 16
Evaluation .... 17
References .... 19

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Executive Summary/Abstract
This paper examines the impact that libraries are facing in this time of 1:1 adoption in
schools. Following research of current trends including challenges and opportunities, interviews
with stakeholders and a needs analysis in order to provide background knowledge of best
practices the following changes were suggested. A flexible learning space would allow the
library to provide students and staff with a social and adaptable learning environment. The
addition of a maker space would bring a 3D printer and a laser cutter to the school and provide
opportunities for collaboration with teachers and the librarians. A multimedia production lab
would provide an environment where students and teachers could create rich, multimedia
products. A student run help desk would allow students to gain a greater stake in the technology
offered in the school and provide technologically savvy students an opportunity to gain real
world knowledge of technology support. Lastly, by adding a greater amount of digital content to
the library collection, librarians would be able to provide students and teachers with greater
access to information. The proposed changes would be implemented over a three year period.
The projected budget for the project has been outlined within the paper. An evaluation of the
plan would take place throughout the project beginning with stakeholder input and ending with
final assessment of the spaces.

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Background
Lyons Township High School (LTHS) is located in the near west suburbs of Chicago. It
is a single high school district that has two campuses separated by one mile. LTHSs South
Campus, built in 1956, is located in Western Springs, Illinois and serves as the
Freshman/Sophomore building. LTHSs North Campus, built in 1888, is located in La Grange
Illinois and serves as the Junior/Senior building. Each building is currently undergoing facility
upgrades that will allow the upcoming change to the school schedule that will include a resource
period built into the school day starting in the 2015-2016 school year.
With a total enrollment of 4,000 students, each campus has roughly 2,000 students. The
racial/ethnic background of the district is as follows: 75.5% white, 3.9% Black, 17% Hispanic,
1.8% Asian and 1.7% mixed race. The district has a low-income rate of 13.8%, a limited English
proficiency rate of 1.6%, and a students with IEP rate of 11.9%. LTHS has a four year
graduation rate of 92.8% and a 5 year graduation rate of 92.3% (Illinois Department of
Education, 2013).
Lyons Township High School is accredited by the North Central Association of College
and Secondary Schools and recognized by the Illinois State Board of Education. LTHS is a fouryear comprehensive high school. LTHS was honored with a 2012 Bright A+ Award and is
ranked among the top high schools in the nation.
LTHS is currently in the planning stages for a one-to-one program that is to be piloted in
the 2015-2016 school year and fully implemented in the 2016-2017 school year. Currently,
LTHS operates in a Windows environment and students are not able to use their own devices
while at school. Each campus has a large library housing multiple learning spaces including two
computer labs as well as additional computer areas in each. The North Campus library also has

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two additional classrooms that are currently used as instructional spaces. Each building also has
a separate Discovery Center, which contains two computer labs. These spaces will all be
impacted by the upcoming change in school day as well as the one-to-one implementation and
will be adapted in conjunction with the changes.
Stakeholder Interview
In order to get the first hand perspective of an LTHS stakeholder, one of the six tech
coaches, Jeremy Vrtis, was interviewed. Vrtis started his career at LTHS fourteen years ago as a
math teacher and became a tech coach nine years ago. He holds three masters degrees, one of
them in Technology Education from National Lewis. He is one of the leading members of the
instructional technology committee that is currently responsible for planning the upcoming
district one-to-one initiative.
The interview began with questions centered on the current construction projects
underway in the district and how they will be impacting the school day in the 2015-2016 school
year. Perhaps the biggest change impacting either high school is the cafeteria project underway
at the North Campus. According to Vrtis, the students at North Campus have long been crammed
into the too small cafeteria that was last updated over fifty years ago. Due to the small capacity
of the old cafeteria, LTHS was forced to have five separate lunch periods that were still overly
crowded. It has long been on the table, but this June the demolition was in full force to make way
for the new, larger cafeteria that will allow the district to house enough students to decrease the
number of lunch periods and add a resource period onto the schedule of every student.
The change in the school day brings with it other changes to the facilities. For example,
when there are roughly 500 students that have a resource period at any given time, there must be
a place for them to go where they can receive the support that they need or to simply complete

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school work. The administration hasnt ironed out these details yet, however, part of the
renovations included adding a new entrance into the lower level of the library that is located
adjacent to the cafeteria. Even though nothing has been officially decided, it is clear that the
expansive library with all of its various spaces will be adapted.
The next set of questions centered on the one-to-one initiative that Vrtis is actively
involved in planning. Prior to tackling one-to-one, the instructional technology committee
piloted and rolled out a teacher tablet program in which about one-half of LTHSs teachers have
been provided with tablets. A large part of the teacher tablet program centered on professional
development. Moving forward with a one-to-one, Vrtis understands that professional
development will be critical to the programs success. He also envisions a program that utilizes
students to provide tech support and noted creativity and flexibility being critical in a one-to-one
initiative and technology endeavors in general.
Having this background knowledge in place, our discussion turned to the library and how
he envisioned it fitting into the larger scheme of things. First, he noted that the current rooms that
house the computer labs would no longer need to be dedicated to computers. Teachers would no
longer need to haul their classes down to the library to access computers, so the function of the
libraries will certainly be impacted. What this means is that the district librarians will likely be
called upon more often to visit classrooms and provide students with instruction at the time and
place that they need it. The district will also be tasked with determining what becomes of the
spaces in the current libraries. Vrtis had several ideas including a technology rich environment
where students would have access to a greater selection of technology tools such as 3-D printers,
green screens, and more powerful software that would be too expensive to load onto all student

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devices. He also envisions the library as housing the student run help-desk since the libraries
provide easy access to all.
When asked about the library as a place, Vrtis believes that with the changes the library
may actually become more important. Students need a place where they can gather and learn
socially. The school needs more flexible spaces and the libraries provide many opportunities to
create such a space. Additionally, he sees the recent additions of electronic resources to be in line
with the library playing a key role in the resource selection process as we move toward electronic
textbooks and supplementary materials.
Vrtis provided a lot of insight into the upcoming changes that the district libraries will be
facing. This interview reinforced the ideas as to how the library will be changing in the face of
one-to-one as well as ways that the librarians can begin adapting the space in the wake of these
changes.
Needs Assessment
Stakeholders
Librarians. The librarians will play a large role in the design and implementation of the
new flexible learning space. They will conduct the needs analysis and consult with the other
stakeholders to ensure that everyones needs and ideas are considered before implementing any
changes. In order to keep all stakeholder apprised of the changes, the librarians will develop and
distribute a quarterly newsletter as well as publicize on the changes on the library website. Upon
completion of the space, the librarians will collaborate with teachers to ensure that the space is
used.
Teachers. Teachers have repeatedly spoken with administration regarding the need for
more flexible learning spaces for their students. While teachers will not play a large role in the

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planning or implementation of the Marker Space, they will consulted during the process.
Librarians will update the entire staff during bi-weekly staff meetings, informing them of major
milestones throughout the project. Teachers will then be instrumental in the success and use of
the space following the completion of the project.

Teachers Questions
Currently, do you access the library for (select all that apply): Books, computers,
instructional assistance from certified librarian, the space
Which of the following would you be interested in using with your classes: 3D
printer, green screen, advanced movie editing software, smart board, presentation area
If you need instruction from a librarian would you prefer to bring your students to the
library for a librarian to visit your classroom?
What types of electronic resources would you like added to our collection for
instructional purposes?

Students. Students also will be consulted during the planning and implementation of the
project. Students input will be sought out through a survey in which they will have the
opportunity to speak to how they use the library. They will be recruited and carefully selected
based on technology strengths in order to develop and work a student run help desk. Students
will also be encouraged to use and help evaluate the new spaces following the implementation of
the project.

Student Questions
I visit the library to: access books for reading pleasure, to study with friends, to
access computers, because of the welcoming environment, to get help from the
librarians, because my teachers makes me go there, wheres the library

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Do you currently use ebooks?

Which type of device do you own? IPhone, Android Phone, Windows Phone, iPad,
Android Tablet, Windows Tablet, Dedicated eReader
If I could add one thing to (or change one thing about) the library it would be:

Administrators. Administrators will work to ensure that the budget laid out for this
project is available when the funds are needed. The administrators and librarians will meet
monthly to discuss the progress of the project and any unforeseen problems or issues that may
arise. They will also encourage the support of teacher and student use of the new space upon
completion of the project.

Administrator Questions
How do you see the librarians role shifting once every student has a computer?
What services do you believe the library should add in order to meet the changing
needs of students once the school schedule change is implemented?
What role would you like the librarians to play in developing curriculum in the
changing environment?
What types of technologies or technology support do you believe the library should
provide to students and staff?
Goals for the Project
Meeting the needs of the school through:
1. By September 2015, the library will design and develop a flexible learning space to
accommodate formal and informal instruction, presentations. The space will facilitate 15 classes
a week for instruction.
2. By September 2016, librarians will create a space for students to create and edit multimedia projects. The success of this space will be measured by the number of students who utilize

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the space. To be considered a success, a minimum of 25 students a semester will have signed in
to use the space.
3. By Teen Tech Week, October 2015, librarians will research, design, and develop
programming to turn an existing computer lab into a makerspace. By the end of 2015/2016
librarians and teachers will have collaborated on two projects a semester utilizing the
makerspace.
4. September 2015, librarians will begin recruiting 25 students to run a student help desk.
Students selected will spend one period in the library, to be on hand to aid students who need
help in the computer lab/Flexible Space and answer any questions submitted online to the help
desk.
5. By September 2015, district librarians will have built a digital collection of reference
and nonfiction titles by spending 35% of the 2014 book budget on electronic books. Nonfiction
digital titles should address the curriculum in history (40% of electronic purchases), language
arts (30% of electronic purchases), and science (30% of electronic purchases).
Description of the Project
As school libraries continue to evolve to meet the teaching and learning demands of the
21st Century, the versatility of space is becoming increasingly more important. The physical
space of the library can no longer be viewed as an afterthought, or as simply a place for students
and teachers to sit and work, read, or, have access to computers. Today, the physical space works
to elevate the learning experience. Due to the increasing number of schools embracing 1:1 device
initiates, the need for computer labs to be present in the library is diminishing and librarians are
harnessing this opportunity to revolutionize these outdated areas, turning them into flexible,
dynamic, creative spaces that foster inspiration and imagination. The proposed solution outlined

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in this project serves to re-envision the current library space at LTHS. LTHS currently has
several computer labs that will be redesigned to reflect the current trends in educational space
planning.
Jamieson asserts in his article, Creating New Generation Learning Environments on the
University Campus, as educational space begins to shift from formal to more informal learning
spaces, it has become evident that space needs to accommodate a wide variety of learning
activities. This gives learners more control over how space, furniture and learning material are
utilized. (As cited in Boys, 2011.) Flexible space will transform the way in which the traditional
computer lab space will be utilized. Instead of simply housing banks of computers, this new
flexible space will allow for collaborative opportunities among students, teachers, staff, and
community members. It will be a place for participating, presenting, performing, sharing,
instructing, engaging inquiry and knowledge building. According to Loertscher, flexibility
allows continuous change as the needs of clients change (2014, p.4).
Todays video culture necessitates a place for students to work with audio and video.
Whether its a project for an assignment, a personal passion, or a fun hobby to collaborate on
with friends, the need for a multi-media production space is evident. This space will allow
students to build their multimedia literacy skills and effectively find, interpret, evaluate, use and
create multimedia projects.
Turning an existing lab into a makerspace will be an incubator for ideas and ventures.
Students and staff can utilize the makerspace and engage in a mindset of community partnership,
collaboration and creation. This will be a space that can be shaped by education goals as well as
individuals creative interests. Tools and materials will be made available for use to develop

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creative projects. Colleen Graves states, We want our students to develop problem-solving
skills and become engaged with making technology, not just using it. (2014, p.8).
In a time where library staffing and budget concerns are often an issue, incorporating a
student run help-desk can alleviate the librarian from answering the recurring, basic technology
questions. Students often have questions regarding adding printers, or accessing Google Drive
and a peer run help desk frees the librarian to be available to answer more complex questions. In
addition, students may be more comfortable approaching their peers with technology questions
and Students learn a great deal by explaining their ideas to others and by participating in
activities in which they can learn from their peers. They develop skills in organizing and
planning learning activities, working collaboratively with others, giving and receiving feedback
and evaluating their own learning (Boud, Cohen & Sampson, 2001, p.12).
Finally, as school districts move to 1:1 devices, there is a need to examine and increase
budgetary spending on digital resources to match the rising demand. The library currently
spends 15% of the annual budget on e-resources, such as databases and ebooks. The need for
print materials in decreasing at nearly the rate the demand for digital resources is increasing. This
project supports increasing the amount spent on digital materials including non-fiction and
reference titles from 15% to 35% to meet the demands of our students and staff.
Planning and Timeline
The project will start at the beginning of the 2014-2015 school year and will take an
anticipated three years before reaching sustainability. It will begin with a needs analysis and an
initial meeting of the stakeholders (librarians, administrators, staff, students, and community
members). The following is a description of the anticipated timeline for each portion of the
project.

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In the fall of 2014, the librarians will evaluate the LTHS current digital collection and set
goals for their future needs. They will meet with providers of content to further develop the
digital collection, spending 40% of the current library book budget on this new digital collection
by the end of the 2014-2015 school year.
In the fall of 2014, the librarians will also begin to plan for the makerspace and the
flexible learning space. They will meet with administrators to ensure that there is enough money
budgeted for each component of the project. By spring of 2015, they will begin to purchase the
materials for makerspace. The librarians and administrators will also meet in the spring of 2015
to begin discussing the budget for the student run help desk.
The 2015-2016 school year will mark the implementation of a majority of the project. In
the fall of 2015, the recruitment of 25 students for the student run help desk will begin. Both the
makerspace and the flexible learning space will also be created and ready for student and staff
use. In the spring of 2016, the librarians will begin to plan for the multimedia production lab.
They will meet with administrators once again to plan for the budget of the multimedia
production lab, and any other additional components for the makerspace and/or the flexible
learning space. By the end of the 2015-2016 school year, the librarians will evaluate the
makerspace and the flexible learning space (see page 17 for further details of the evaluation).
They will also develop and give a survey to the stakeholders to evaluate the project to date (see
page 17 for further details on the survey).
The beginning of the 2016-2017 school year will lead to the creation of the multimedia
production lab. In the spring of 2017, the librarians will again evaluate how the spaces have been
used (see page 17 for more details) and once again provide a survey for the stakeholders (see
page 17 for further details). Finally, in the spring of 2017, the librarians and administrators will

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again meet to budget for any further needs as well as to develop a plan for the complete
sustainability of the project in future years.

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Table 1
Project Timeline
2014-2015

2015 - 2016

2016-2017

Meet with stakeholders to

determine needs

Recruit 25 students help desk

volunteers

Create multimedia production

lab

Evaluate digital materials,

work with providers of
content to develop the
collection

Create a flexible learning

space

Spring 2017 - Evaluate how

the space was utilized. Survey
sent to stakeholders.

Purchase digital materials

appropriate for curriculum

Create a makerspace

Spring 2017 - budget for

additional needs and
sustainability of current
spaces

Fall 2014 - Plan for

makerspace

Spring 2016 - Plan for MultiMedia Production Lab

Spring 2015 - Purchase

materials for makerspace

Spring 2016 - budget for

multi-media production lab
and additional components of
makerspace and learning
spaces

Fall 2014 - Plan for flexible

learning space

Spring 2016 - evaluate

flexible learning space and
makerspace, survey
stakeholders

Spring 2015 - Budget for

student help desk, flexible
learning space and
makerspace

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Budget

Table 2
Digital Collections Budget (2014-2015)
EBSCO Academic ebooks

Subscription

$1,300

Gale Virtual Reference

Library

Per Title Pricing

$9,500

eRead Illinois Subscription

Subscription

$500

Follet Shelf Titles

Per Title Pricing

$700

Total (35% of book budget)

$12,500

Table 3
Flexible Learning Spaces Budget (2014-2015)
Item Description

Quantity

Price

Total

Domino Chair

30

$189.00

$5670.00

Kartell Max Table

$1350

$8100.00

Smartboard SB650

$1704

$1704.00

Epson Powerlite S17

Overhead Projector

$399.00

$399.00

Apple TV

$99.00

$99.00

Smartboard Audio
System

$440.70

$440.70

Glass Boards

$989.00

$1978.00

Total

$18,390.70

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Table 4
Multimedia Production Lab Budget (2015-2016)
Item Description

Quantity

Price

Total

27 iMac 3.4 GHz 3

$1999.00

$5997.00

Final Cut Pro X

$299.00

$897.00

Sony HDR Flash

Memory
Camcorder

$329.99

$989.97

Sony Lightweight 3
Adjustable Tripod

$30.00

$90.00

Green Screen 400

Watt Umbrella
Kit with
Backdrop Stand

$119.50

$119.50

RODE VideoMic
Studio Book Kit

$179.00

$358.00

Total

$8450.47

Table 5
Makerspace Budget (2015-2016) *
Item Description

Quantity

Price

Total

MakerBot Replicator
3D Printer

$2,900

$2,900

CO2 Hobby Laser

Cutter

$3,500

$3,500

Total

$6,400

* Will use existing site license for Photoshop design software and Mac computers.

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Evaluation
A needs assessment was conducted and led to the development of five goals for this
project. Throughout the implementation of these goals, various types of formative and
summative assessments will be performed to determine the effectiveness of the methods set forth
to achieve those goals, as well as to determine the success of the newly developed learning
spaces and electronic resources for the library collection.
In the fall of 2014, the librarians will submit a Follet Titlewave Collection Analysis to
help with the evaluation of the current library collection and determine the collection needs for ebooks. They will also look at the current usage statistics for the existing electronic database
subscriptions in order to determine the best means for spending the newly allocated funds for the
online subscription services. In the fall of 2015, the librarians will analyze the checkout statistics
for the new digital collection and use those numbers to continue to influence the purchase and
expansion of the entire digital collection.
In the spring of 2016, the librarians will provide a survey for the stakeholders of this
project. The students, staff, and administrators will be able to voice their opinions regarding the
new makerspace and flexible learning space that were opened in the fall of 2015. Those survey
results will impact the additional items and changes that will be made to the spaces throughout
the following school year. The student help desk workers will also complete some one-on-one
interviews with various stakeholders to get more in-depth opinions regarding the two spaces.
The same process noted above will be repeated the following year to determine the
effectiveness of the multimedia production lab. Additionally, the librarians will compare the
usage of the makerspace and flexible learning space from the 2015-2016 and 2016-2017 school
years, expecting increases in usage each year. They will speak informally with staff to determine

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their views of the new spaces, and provide one final survey to stakeholders to receive a more
formal evaluation of the three spaces. As the funds are determined for the budget to sustain the
project in following years, the librarians will use the survey results to make improvements to the
spaces themselves, as well as to their availability for both students and staff.

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References
Boud, D., Cohen, R., & Sampson, J. (2001). Peer learning in higher education: Learning from &
with each other. London: Kogan.
Boys, J., (2011). Towards creative learning spaces: Re-thinking the architecture of postcompulsory education. London: Routledge.
Graves, C. (2014). Teen experts guide makerspace makeover. Knowledge Quest, 42(4), 8-13.
Illinois State Board of Education. (2013). Lyons Twp High School (9-12). Springfield, IL: ISBE.
Retrieved from http://illinoisreportcard.com/School.aspx?schoolID=060162040170001
Loertscher, D. (2014). Climbing to excellence: Defining characteristics of successful learning
commons. Knowledge Quest 42(4), 14-22.