School Evaluation Summary

Technology Maturity Evaluation
Tom Cruise School for the Uncool

By: John Guthrie
About
Technology Maturity Evaluations
Technology Maturity Evaluations are a means of rating an institutions technological maturity. An educational institutions technological maturity is an indicator of how well the school integrates technology. Technological maturity goes beyond the ownership of technology items. It includes such things as how users of technology are trained, how much access users have to the technology, and how much the users of technology integrate its use into their daily activities. Because technology plans closely reflect the technological maturity of the institution (Sibley, 1997), technology maturity evaluations also look at how technology plan incorporates the acquisition of new technologies, training of users on new technologies, and how the new technology will be maintained.
School Demographics
The Tom Cruise School for the Uncool (TCSU) is a small, roughly 275 students, K-12 charter school. The school has a 72% free / reduced lunch population, qualifies the school as a Title 1 school. roughly half of TCSUs student population is English Language Learners (ELL). About half to three quarters of the ELL population are Former Limited English Proficiency (FLEP), meaning the children have passed a basic fluency assessment. The school is very multicultural. Roughly, one quarter of the population is Hispanic, one quarter of the population is African, one quarter is Middle Eastern, and the rest of the population is made up of African Americans, American Muslims, and Caucasians.
Administrative Filter
The Administrative Filter is composed of Policy, Planning, Budget and Administrative Information criteria. High levels of maturity in this area are most reflective of resource availability and the behaviors of Administrators and Staff. This is indicated in the Maturity model Impact table. Projects that focus on this area will impact Administrators and Staff the most.
Policy
Survey Results Behavioral
Emergent Appropriate technology use is considered, but is informal and inconsistent.
Resource / Infrastructure
Emergent No technology policy exists.
TCSU does not have a technology plan or a technology policy in place. Most technology is purchased with an annual stipend. Annually, as part of one staff meeting, the administration asks the teachers how to spend the stipend. There is no policy or plan in place for how the technology is to be used or how training is to be done.
Planning
Emergent Informal planning process, isolated to projects, and is budget driven. Emergent Informal plan.
Budget
Islands Formal technology budgeting process with higher priority, but with relatively simple resourcing. Islands Specific technology budget is provided, but other budgets not considered for technology.
TCSU has a technology budget, but no technology planning. Technology is purchased without regard to other plannning efforts, user training, or maintainance.
Administrative Information
Islands Administrative systems are utilized by many staff members, but are not integrated into regular practice. Integrated Administrative systems are available to most administrators and staff.
TCSU uses an electronic attendance, lunch count, and grade book program. This is in addition to paper versions of these same administrative tasks.
Administrative Filter Summary

For the administrative filter, TCSU is emergent for both behavioral and resource / infrastructure. TCSU has some technology in place and has a technology budget. The school does not have a technology plan or a technology policy.
Curricular Filter
The Curricular Filter is composed of Curriculum Integration, Assessment, Teacher Use and Student Use criteria. High levels of maturity in this area are most reflective of resource availability and the behaviors of Teachers and Students. Teachers indicated in the Maturity model Impact table. Projects that focus on this area will impact Teachers and Students the most.
Electronic Information
Integrated Students and staff are very dependent upon information resources, and utilize them regularly. Islands Resources are beyond basic, but lack depth and are not available to all areas of the school.
The TCSU administration communicates to the staff primarily through email. These emails are more one way communication, announcement style, rather than a two way communication. Some school forms are submitted via a server. The server is not available in all classrooms and is not always available in other rooms. The school has a computer lab available to K-8 students for a 45 minute block, one day per week. With special events and computer based assessments, this averages to about three 45 minute visits each month. The computer lab is available more often on an as needed basis by signing up on the computer lab schedule.
Assessment
Integrated Used by most of the staff and many students for the evaluation of work and self assessment. Islands Some reporting and assessment tools are available, with a focus on traditional assessment measures.
The school performs computer based skills assessments of all students 3 times a year in Math and Reading. Reports of these assessments are available to teachers. Teachers are also responsible for paper/pencil tests for Math, Reading, Science, Social Studies, and Writing. The computer based assessments are not instead of, but in addition to traditional assessment measures.
Curricular Integration
Emergent Some of the technology is used in the curriculum on a limited basis. Emergent Technology is limited to only a few curricular areas.
With limited access to technology, curriculum is not at all dependent on technology. Last year some teachers received smart boards. There was limited training three months before the boards were installed. There was no follow up training provided to teachers to help implement into the classroom. Some teachers use the smart boards to show related video clips at the beginning of some units.
Teacher Use
Survey Results Behavioral Resource / Infrastructure
Integrated Daily use by teachers for administration and curriculum. Integrated Most teachers have access to appropriate technology in their work area.
As stated above, teachers perform daily administrative tasks electronically. Most teachers have a computer with internet, network, and printer access in their classroom or work area.
Student Use
Emergent Student use of technology is sporadic, primarily for remediation and enrichment. Emergent Few students have consistent and regular access to appropriate technologies.
Technology available to students include three visits to the computer lab each month. Visits are limited to 45 minutes. There are not enough computers for 1 to 1 implementation in the computer lab. Many times, there are only 12-15 computers that are working properly and can connect to the internet.
Curricular Filter Summary

For the curricular filter, TCSU is at the islands level of implementation for both behavioral and resource / infrastructure. TCSU has some technology in place to support curriculum. Teachers
use technology for administrative tasks, but there are no paperless systems in place. Teachers have technology available to them, but implementation is sporadic and unsupported. Students dont have enough access to appropriate technology.
Support Filter
The Support Filter is composed of Stake holder Involvement, Administrative Support, Training, and Technical; Infrastructure Support criteria. High levels of maturity in this area are most reflective of resource availability and the behaviors of Teachers and Support Staff. Projects that focus on this area will impact Teachers and Support Staff the most.
Stakeholder Involvement
Emergent Some of the groups are aware of the planning and implementation procedure, but few are engaged in the process. Emergent Few groups are represented in the planning and implementation process.
The only technology planning is during one staff meeting, the administration asks the teachers how to spend an annual technology stipend. There is no policy or plan in place for how the technology is to be used or how training is to be done.
Administrative Support
Emergent Support is limited to peripheral discussion, but no involvement. Emergent No formal administration, time and support allocated to the planning and implementation process.
Training
Emergent Few staff members participate in technology training activities. Emergent Limited formal training.
Technical/Infrastructure Support
Emergent Few staff utilize formal and informal support. Emergent No formal technical assistance. Users are on their own to find help.
Support Filter Summary

For the support filter, TCSU is at the emergent level of implementation for both behavioral and resource / infrastructure. The school has no support nor any plans for support in place for techology use in the schoool.
Connectivity Filter
The Connectivity Filter is composed of Local Area Networking, District Area Networking, Internet Access and Communication Systems criteria. High levels of maturity in this area are most reflective of resource availability and the behaviors of all segments of the institution, including the community. Projects that focus on this area will impact all segments of the institution.
Local Area Networking (Lan)

Emergent Staff and students use available network sporadically, usually only for print sharing and limited data. Islands High-speed networking, limited to isolated areas.
The school has high speed internet access. Networking and server access is limited and unreliable.
District Area Networking (Wan)

Emergent Little or no use of area services exists. Emergent Little or no district-area networking infrastructure, with little or no applications or available data.
Internet Access
Emergent Few staff and students use the Internet frequently, and curriculum integration is not apparent. Integrated Direct LAN Internet access in some locations.
While there is internet access available, it is unreliable and at time non existent.
Communication Systems
Integrated E-mail is used frequently to form administrative and learning activities. Emergent E-mail is available to some staff, and few or no students.
Connectivity Filter Summary

For the connectivity filter, TCSU is at the emergent level of implementation for both behavioral and resource / infrastructure. The school has high speed internet access, but it is unreliable and not available throughout the school. Server access is only available from some computers.
Innovation Filter
The Innovation Filter is composed of New Technologies and Comprehensive Technologies criteria. High levels of maturity in this area are most reflective of resource availability and the behaviors of Teachers and Students. Projects that focus on this area will impact Teachers and Students the most.
New Technologies
Emergent New technologies are readily rejected by staff members, with few opportunities for experimentation. Emergent New technologies readily rejected with implementation limited to a few areas and staff.
Comprehensive Technologies
Islands Technology becoming more comprehensive including, A/V, digitizing and scanning. Islands Available technology utilization is limited to on or two types of technology for most staff and students.
The each classroom, there is a computer, a document camera, and a projector. Grades 3+ have interactive whiteboards that few teachers use.
Innovation Filter Summary

For the innovation filter, TCSU is at the emergent level of implementation for both behavioral and resource / infrastructure. The school buys new technology regularly. New technology is not embraced by the staff because there is little to no support available to them.
Technology Maturity Evaluation Summary

TCSUs technology maturity is at the emergent level. While the school has some technology in place, it lacks the necessary technology plan and policy to move to the next step. The technology in place at TCSU needs to be supported and implemented. Teachers and students need to be trained. Teachers need to implement technology into their curriculum and students need more access to technologies. The school has high speed internet access, but the network needs to be maintained and more accessible. The staff needs to be involved in adoption of new technology so the new technologies can be better embraced by the staff.
References
Kimball, C., & Sibley, P. H. R. (1998). Am I on the mark? Technology planning for the E-Rate. Learning & Leading with Technology, 25(4), 5257. Sibley, P., & Kimball, C. (1997). Technology planning: The good, the bad and the ugly. EDMIN. Retrieved July 22, 2012, from http://www2.edmin.com/news/library/index.cfm? function=showLibraryDetail&library_id=16

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Technology Maturity Evaluation

Tom Cruise School for the Uncool

Emergent No technology policy exists.

Administrative Filter Summary

Curricular Filter Summary

Support Filter Summary

Local Area Networking (Lan)

District Area Networking (Wan)

Connectivity Filter Summary

Innovation Filter Summary

Technology Maturity Evaluation Summary

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