Examination and Discussion of A Technology Plan By Michelle Lane and Charlie Lyons

Odd Numbers Even Numbers

Biddeford School District Biddeford, Maine 3-Year Technology Use Plan 2009-2012

Table of Contents Question 1: Vision Statement Question 2: Levels of Proficiency Question 3: Management Strategies Question 4: Inventory System Question 5: Assistive Technologies Question 6: Replacement Cycle Question 7: Information Literacy Skills Question 8: Implementation Impact Question 9: Time Frame Question 10: Equity Question 11: Achievement Gap Question 12: Recommendations Sample Rubric Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 9 Page 11 Page 12 Page 12 Page 13 Page 14

(Text written in this font is taking from the Biddeford Tech Use Plan)

1. What is your district's vision or mission statement? Five years from

now, would a visitor coming to your school see technology supporting learning and teaching? Would there be an improvement from today?
The vision for the Biddeford School Community is to maximize the lifelong learning opportunities available to the staff, students, and community by integrating technology into the curricula. Through professional development, instructional strategies will be continually modified to effectively utilize current and future technology. By being technologically competent, our students will be productive members of a constantly changing society. Goal One: Integrate technology throughout the curriculum Goal Two: Increase student and teacher access to computers Goal Three: Provide ongoing professional development opportunities to improve staff technology skills Goal Four: Maintain an infrastructure that supports current and emerging district needs Goal Five: Improve technology support. Goal Six: Improve communication among teachers, students, and parents via email, the District web site, and MLTI StudyWiz. Goal Seven: Adopt, promote, and enforce policies that encourage responsible technology use. In grades 7-10 technology supported learning is occurring since these grades are 1-to1 with laptops. The district is also working on putting ceiling mounted projectors in every classroom grades 6-12, even though most teachers in those grades already have a projector or can easily access one. This type of access has allowed for technology supported teaching to take place. We would hope that technology supported learning is occurring, the high school just created rubrics to assess student progress with using technological resources effectively. We think that in 5 years the teachers in the district will have more skills in assessing technology learning, since we now have a rubric to follow. The district tries to keep up with technology trends and continues to increase the amount of computers for student use; which will allow for students to receive technology supported teaching and learning at a younger age.

2. Has the district established levels of proficiency in technology by

grade levels? If so, are these proficiencies woven into the academic curriculum? Are they taught in separate stand-alone technology lessons/classes?
While nothing like this is officially listed in our Tech Plan, however movement in this direction is ongoing. Just this year a technology teacher that had been in the middle school has been moved to the primary and kindergarten center. He teaches regularly scheduled computer/technology classes to kindergarten students. This would be one of the first steps to consider what children of this age is capable learning about technology. This will allow that committee to create realistic goals. My current understanding is that they will create standards based upon competency by building level rather than by actual grade level.

The buildings have shared resources and it is fairer to consider building wide rather than grade specific goals. If teachers are lacking specific equipment than it might make it hard to reach certain goals. Perhaps the largest consideration in this matter is teacher training/professional development. Much of the training in our district goes on at the building level. Therefore if a building shares common resources, they would be able to plan activities better by grade level. Also most of our buildings hold two to three grades, which meets this grade level idea.

The Biddeford School Department believes that technology is an essential part of any educational program. We aspire to have students use technology for online research and communication, collaboration, problem solving, decision-making, and the creative presentation of ideas. Continue NWEA online testing for grades 2-9.

Currently there is a big push to have standardized testing that is conducted to be completed electronically or online. While neither of these can really be considered ideal learning, it requires that the teachers be fluent to a certain level in order to administer the test. It also gets the students use to the technology for a variety of reasons. As they get older, the amount of time with technology will increase. Many of these tests give students immediate results, which is a benefit to learning. Of course the biggest benefit of computer testing is nearly immediate analysis of the results. Not only are teachers able to see if there are areas that they need to work on, it allows them to look at students individually and in relation to other students. This allows administrators to focus efforts and perhaps funds to the appropriate area.

Our state currently does not have standards for technology but has always considered that it went hand in hand with reaching the content standards. The following is the section that is roughly equivalent: Goals for Student Learning (Section 3) The Technology Committee recognizes that technology can have a direct effect on our implementation of the Maine Learning Results. Even though only two Performance Indicators currently directly reference the use of computer technology, our goals will not only assist teachers with instruction, but also assist students with achieving many of the Maine Learning Results. Teachers will be encouraged to integrate technology into the curriculum in a way that targets the Maine Learning Results in all subject areas.

It should be noted that the above Maine Learning Results are the revised Version II, which were never officially adopted by the Maine Legislature. In the interim, Maine joined a New England Common Assessment Program (NECAP) and has just voted and will be adopting the 43 state Common Core standards.

3. What are some of the classroom management strategies that work with the amount of technology actually available in the classrooms?
Our goal is to create computer clusters in classrooms as well as mobile laptop carts at each school site: K-5: improve the student-to-computer ratio in classroom to 5:1 and provide one mobile lab per floor 6-8: maintain and upgrade mobile labs for 6th grade teams, with the goal of moving to 1-to-1 laptops 9-12: maintain and upgrade mobile lab for each floor unless MLTI 1-to-1 program expands to high school In the middle school it is easier to develop curriculum that integrates technology since all students have access to a MacBook; which come with software that has many educational uses. At the high school when there are mixed classes students who do not have a MLTI MacBook can use an older model laptop in class to complete technologyintegrated assignments. This causes an issue if the students do not complete the assignment because they are not allowed to bring the older laptops home. Teachers that use the laptops frequently have made adjustments to their curriculum to have an alternate assignment for students who are not allowed to take the laptops home. Showing videos and other multimedia presentations on the projection screen and having a class discussion works well when students do not have access to a laptop. A classroom management

technique that teachers use when students are on the laptops; is standing so all the laptop screens are visible when students are working with them.

4. Does the district have an inventory system or does one need to be

developed to track the type and age of hardware?

Identify Necessary Technology (Section 4) Staff Computers: All teachers now have at least one computer in their classrooms; however, many of these machines have outdated operating systems. Those computers need to be kept up-to-date in order to make use of existing and future technology. At present, computers need to be capable of e-mail, web browsing, Microsoft Office or compatible Open Source application, and the Infinite Campus teacher Grade book. All PCs on the network must be capable of running Windows XP or better. Student Computers: Our goal is to create computer clusters in classrooms as well as mobile laptop carts at each school site: K-5: improve the student-to-computer ratio in classroom to 5:1 and provide one mobile lab per floor 6-8: maintain and upgrade mobile labs for 6th grade teams, with the goal of moving to 1-to-1 laptops 9-12: maintain and upgrade mobile lab for each floor unless MLTI 1-to-1 program expands to high school Presentation Systems: As a result of the new construction, Biddeford Middle School has ceiling-mounted LCD projectors in every classroom. Purchase two or more LCD projectors per year at COT, BHS, BIS, BPS, and JFK to reach a goal of: * 1 per classroom in the High School and COT * 1 per two classrooms in Kindergarten, Primary, and Intermediate schools * At least one SMART Board will be added at each school every Printers: Ink jet printers will no longer be purchased, repaired, or supported. Laser printers will be purchased as needed.

Yes, and no. An inventory of all technology equipment is maintained for both internal and state reporting reasons. However, there is no system set up for recording or

reporting on new (or replaced) equipment. Currently technology is shipped directly to the person responsible for the purchase (i.e. department head, media specialist, etc.) rather than through the IT department.

If an online registration were setup, a responsible person could enter the data thus maintaining a current inventory. As a result, personnel are tasked with scouring all the buildings looking for equipment. This causes a huge problem as sometimes equipment might move from room to room without ITs knowledge, making the tracking/inventory difficult and tedious.

Discussion around purchasing barcode makers and readers has been discussed in order to create a hardware asset manager. This would still be facilitated by the arrival of all technology into one central location. Renovation of the high school is currently underway. As part of the new technology, the IT department had significant input. The location of the new IT facility is located at the back of the building (in a new nonclassroom addition) where there is more abundant space. This is also located near a new loading dock that will be used for nearly all deliveries. Hopes are to standardize delivery, allowing the IT department to intercept technology at arrival.

5. Are assistive technologies available to students with special needs as well as to other students, such as English language learners, who might benefit from the use of those devices and software?
The Tech Plan mentions the following technologies that could be used to help students gain skills in certain areas: Scholastic Read 180 Program for struggling readers to be added at BIS and BMS. Schools will disaggregate NWEA/NECAP test results and analyze the data to provide information to inform instruction Begin implementation of Response to Intervention (RTI) for at-risk students. Research software to support implementation. Increase the number of large-screen displays at schools to allow for whole-class technology instruction and integration o LCD projectors o Interactive white boards (SMART Boards) Also listed in the tech plan is: Resources for students, parents, and community members

1. 2. 3. 4. 5.

Classroom web sites Graphic organizers such as Inspiration and Kidspiration Plato Read 180 Infinite Campus Parent Portal

The scholastic Read 180 program is done on the computer and tracks individual progress; students complete various activities to help increase their reading level. All students could benefit from this program, but it is mostly used with special education students who are reading about 5 grade levels below their peers. Plato is a program that deals with increasing math skills; similar to the Read 180 program it can track student progress. Being able to analyze standardized test data allows the teachers to begin implementing RTI strategies and working with individual students to increase skill levels in certain areas. Having access to laptops gives the students a chance to create graphic organizers to visually see what they need to do to complete an assignment. For students that have difficulty writing or reading the laptops are also beneficial by having word processing software and text readers.

6. What replacement cycle has been built into the plan? Will

adequate funding be set aside for replacements?

Timeline
09 10 10 11 1112

Goals
Replace outdated computer s

Activitie s
Purchase new computers

Hardware / Software
PCs, Linux, Macs

Cost
$900 each 75 in 3 yrs. $67,500

Fundin g
Budget

Yes and no. A loose formal replacement cycle has been built into the Technology Plan. This four-year replacement cycle would be wise and cost effective in the long run, but equipment is replaced only on a as need basis currently. The hardest part is the standard replacement of existing equipment. The district has established a fouryear replacement cycle for technology (computers primarily). This of course is dependent upon funding. Budget cuts have been substantial and no new technology has been purchased in the last two years. A gift of money for science/technology from a local high tech manufacturer allowed for some replacement units to be purchased, these were only used in one specific area and there has not been any other new equipment purchased in years. The current outlook is very bleak for the purchase of any technology. It would be on a very case-by-case basis but general replacement is highly unlikely. This will but most machines towards the end or over the replacement cycle.

7. How does the tech plan address technology proficiencies and information literacy skills?
According to the tech plan: Teachers will use technology to assess student skills and inform instruction. Technology proficiencies and information literacy skills are not specifically addressed in the tech plan. The schools are individually working on creating assessments and other ways to make sure students are learning the skills they need to be successful in the 21st Century. We do have a grade book system that tracks assignments and assessments as they relate to literacy standards in the lower grades. The parent portal allows for parents to see how their elementary aged child/ren meets the literacy standards. Ideally tech support could provide teachers support and training in creating student tracking of literacy skills through the use of Excel spreadsheets or creation of reports through Infinite Campus. The high school has created rubrics that assess students use of technology in research, collaboration, and creating original works. At the end of this document is a sample of the research rubric.

8. How will the school district know whether implementation of this plan has made a positive impact on teaching and learning?

There is nothing in the Tech Plan about measuring results or impact. We believe that no one in the district has developed any method for measuring how effective technology has been since its most recent substantial rollout. Nor has any methods been developed to measure the impact on academic learning.

However there are some indirect methods for measuring the level of integration into daily activities within the district. As nearly every student is one-to-one (many accommodations have been made for those that arent). Teachers were presented a model for integration and it is logical that students be evaluated in the same manner, the SAMR Model.

The SAMR Model measures the use of technology by how day-to-day activities are completed. The model was presented to Maine teachers by Dr. Ruben Puentedura. The acronym stands for substitution, augmentation, modification, and redefinition. The following is a summary of the steps (usually presented from the bottom up, indicating an upward progression in development).

Substitution Technology acts as a direct tool substitute, with no functional change. This simply states that the first step to integration would be that the student would use technology (most likely their laptop) as a substitute for what they are currently doing. For example, if they write papers by hand, they would now use a word processor. If they create manual data tables, perhaps they would now be using a spreadsheet tool. It only changes the way that students do work, not the work itself.

Augmentation Technology acts as a direct tool substitute, with functional improvement. This would indicate that the student now uses an email system for communications rather than notes to students or teachers. Perhaps they no longer use poster board for presentations, they use an electronic presentation tool. This results in their level of production, making edits and storage of materials easier; which is a direct benefit to the student and others.

Modification Technology allows for significant task redesign. This is a wholesale change in the way work is done. Rather than using technology as a tool to complete tasks that have always been done manually in the past, technology has entered the thought process. Tasks are now completed with the idea of how do I complete this task with the technology I have at hand? As all tasks are

completed in this manner, substantial savings in time and therefore increased production for the time results.

Redefinition Technology allows for the creation of new tasks, previously inconceivable. The students whole thought process is changed. Pencils are only for math and technology is the mechanism that thoughts are carried out through. Almost like dreaming in a new language, thoughts of old methods are not even considered. In fact, the traditional method for completing tasks is not considered; new and innovative methods are used to reach goals previously completed by old methods. The goals themselves may be rethought.

While containing no measurable or reportable indicators of learning, the use of technology is so apparent. When technology alters the thought process, successful integration has occurred. The order from one level to the next is simple to follow, the milestone reached between augmentation and modification is so significant; technology has been integrated.

When teacher leaders like myself were asked to evaluate our current staff, I had presented the following: 30% Substitution, 60% Augmentation, and 10% Modification

At the time, some teachers were low on the scale and only a few were above the milestone. I would have to say that there has been at least a 20% swing upward since then.

It is possible to use such a method on students as a measurement of integration. Current levels would likely be: 10% Substitution, 70% Augmentation, and 20% Modification

Unfortunately there are just a handful of students that are not technology literate, which is likely due to a socio-economic issue or recent immigration of students from different countries. Nearly every student is heavily into augmentation or higher; they rarely use anything but computers for most of their simplest activities (their handwriting is testimony to this). They protest when they are not allowed to use technology for testing or simple tasks. Some students are in the modification stage of development and their efforts are quite incredible, this is evident in their work that has been quite original and thought provoking. Sadly, sometimes the assignment as laid out by the teacher only allows for some simpler methods to be used in order to ensure completing the graded requirements. Teachers lack of the technology has limited the use of more sophisticated concepts.

9. Does the plan address a time frame by which the district proposes to implement the various components of the plan?
Sample of timeline that is in the tech plan: 2010-2011: Tech Integration Specialist will continue to work with all schools and support laptop programs and tech curriculum: * Begin implementing K-8 tech curriculum * Hire data manager to support teachers and staff * Continue purchasing SMART Boards and projectors for classrooms *Ongoing training offered for Infinite Campus and FirstClass email The timeline that is in the tech plan only gives yearly phases of the hardware and software components of the plan. There is a section that mentions staff development and hiring of an integration specialist and more technicians, though it does not go into great detail and specific time frames. We think that an important time frame that is missing is one that lists the grade students should meet certain NETS standards.

Do you think this plan has addressed issues such as equity for all students? Please explain your thinking.
10. Yes! Of all my responses, we are happy to say that we feel we are addressing equity issues. Over one third of our districts students are one-to-one with MacBook laptops. Every student in grades 7 through 10 is part of the MLTI program, which puts every student on a level playing field. We have one particular story to highlight how significant this is with a special education student. Their long time reading teacher has been using technology in their class since they entered high school, which has allowed them to become quite proficient with Google Apps and educational resources. Now that we have a limited roll out of Google and are using computers to a greater extent, students have become the experts in whatever class they are enrolled.

11. Does this plan provide tools to help lower the achievement gap? Please explain your thinking.
Strategies for Improving Academic Achievement and Teacher Effectiveness: Goal 1: Improve the capacity of teachers to use and integrate technology effectively into curricular instruction A. Hire Computer Integrations Specialist to assist teachers in integrating technology into the curriculum B. District will standardize on software/hardware that will enable teachers to: Create and maintain web sites Use software on any platform C. The District will set aside time and provide training on inservice days, after school, and during summer D. Teachers will continue to develop the technological skills necessary to enable them to collaborate through email messages and conferences, blogs, listserves, and forums. E. Teachers and District employees will offer technology minisessions and ongoing classes to District staff for word processing, spreadsheets, databases, web design, digital image editing, and requested applications.

F. Provide forum for sharing teaching strategies and technology integration lesson plans by encouraging the use of FirstClass conferences. If teachers get the required training that they need to integrate technology effectively then we think that the achievement gap would be lowered. The district is supplying the necessary tools but if teachers do not feel comfortable using them, then the tools will not get used or be implemented correctly into the curriculum for the most learning. Providing a resource type web site for teachers and students to access could also help lower the achievement gap. There are drill and practice educational sites that could be beneficial to students when preparing for tests, including standardized tests.

12. If you could recommend some improvements to your district's

technology team regarding this plan, what would they be and why?
Easy, make two plans; one for the state and one for the district. The one for the state is a beefed up inventory and current status sheet. There is essentially no vision in our Plan (there really is NO PLAN). It seems like the goal is to acquire technology and little thought goes into how to use it. In all fairness, our district is substantially understaffed. However, that certainly should not prohibit the district from having a careful, thought out plan. Our goals should be smaller but obtainable. At the same time, considerably more professional development would allow the teachers to do many new things, perhaps even reducing the workload for the overstretched technicians. Many hands make light work. The creation of student tech teams would allow students to perform some of the more mundane tasks that techs might be conducting now. Many students are quite capable and they truly enjoy being the expert, perhaps teaching the teacher. These teams have proven to be extremely valuable in schools throughout the country.