Fabiola Teruel-Matheu CEER School DEMOGRAPHICS These details are from details given to me by one of the teachers of the

school. Guatemalas schools dont have formal demographics Location: Guatemala, Guatemala, Central America Number of students: 870 students 100% of the students are white Hispanics. 80% of the students are upper middle class. 20% of the students are middle class with a discount in the monthly fees. Grades: 1st grade to 12th bilingual classrooms. There are 2 sections per grade with a maximum of 26 students per classroom. Religion: In order to be part of this school, families have to be Roman Catholic. TECHNOLOGY EVALUATION SUMMARY ADMINISTRATIVE FILTER POLICY Behavioral- Integrated: Appropriate technology use is formalized and embraced in many parts of the school. All teachers are required to use the schools virtual campus. Every teacher uses it and is excited about facilitating students and parents with class information. Resource/Infrastructure- Islands: Some policy exists, loosely articulated and mostly informal, with no formal approval. The school has the goal to integrate technology in the classroom, but unfortunately nothing is written as a formal plan. PLANNING Behavioral- Islands: Formal planning takes place, but is isolated to specific projects with some connection to other planning efforts. Resource/Infrastructure- Islands: There is a formal plan with isolated implementation and little or no connection to other planning efforts. BUDGET Behavioral- Emergent: Some policy exists, loosely articulated and mostly informal with no formal approval. Resource/Infrastructure- Emergent Little budget allocated for technology. It seems like this school is happy with the technology they have now and has no future formal budgeting for new and improved technology. He school set up a virtual campus, included smart boards in the classrooms and bought one cart with laptops for the whole school; apparently they are happy with what they have and for now, they do not have a budget to improve or increase these tech tools acquired. ADMINISTATIVE INFORMATION Behavioral- Integrated

Administrative systems are utilized by most of the staff members, some paperless systems are in place. Most of staff members utilize the virtual campus to post any announcement and attach any document that students and parents will need to download at home. Resource/Infrastructure- Integrated Administrative systems are available to most administrators and staff. Most staff members have access to the same system in order to provide important information to students and parents. CURRICULAR FILTER ELECTRONIC INFORMATION Behavioral- Islands Students and staff are somewhat dependent upon information resources and utilize them often. Teachers post information on the virtual campus often but not all the time. Students have to check every day to make sure there is nothing to download. Information is not always managed online, sometimes printed information is sent home instead of trying to get everyone to use online resources. Resource/Infrastructure- Islands Resources are beyond basic, but lack depth and are not available to all areas of the school. The resources given are available to students in the library and the computer lab. They cannot use them at the computer lab unless they have previous permission from the teacher. The students dont really know how to use the online information appropriately. ASSESSMENT Behavioral- Emergent Few staff and no students use technology for evaluation of student work. Most teachers are still not sued to creating evaluations online because of the fear of cheating. Most teachers dont understand that online evaluation can be a great way for students to learn as well. Resource/Infrastructure- Islands Some reporting and assessment tools are available, with a focus on traditional assessment measures. Assessment tools are available but teachers dont use them much. CURRICULUM INTEGRATION Behavioral- Emergent Some of the technology is used in the curriculum on a limited basis. Math and English use technology resources online for additional practice in the material but it is not used all the time. Resource/Infrastructure- Emergent Technology is limited to only a few curricular areas. Online resources are available for math and English. Not every class uses technology tools in the classroom because they are not aware of what tools to use for each class. TEACHER USE Behavioral- Islands Teachers use technology on a regular basis, but not integrated into daily work. Teachers use Smart Boards regularly in the classroom, rarely do they use laptops in class since they are limited, and online tools are not used that often since teachers really do not know what or how to use them. Resource/Infrastructure- Intelligent All teachers have access to appropriate technology in their work area. Every classroom has a Smart board and computers with internet access. Unfortunately they do not know how to use the technology appropriately so the use is very limited to the basics.

STUDENT USE Behavioral- Islands Students use technology often, but in limited ways. Usually technology is used to send homework via email, download documents in their virtual campus, and Google information for research assignments. Resource/Infrastructure- Intelligent All students have consistent and regular access to appropriate technologies. Every student at this school has access to the use of computers, laptops, and internet access for school work. If they need to use them after school, they are allowed to do so with previous authorization. SUPPORT FILTER
This information was based on the whole process of implementing the technology they have now, not on a formal tech plan, since they do not have one to improve the technology they have now.

STAKEHOLDER INVOLVEMENT Behavioral- Integrated Most of the groups are aware of the planning and implementation procedure, and many are engaged in the process. This is a private school that is run by a committee of parents who have children at the school and/or are part owners of this private entity. They make a good job of informing every parent in the school about any planning for the school. Sometimes they ask parents for financial help, even if they are not in the committee, but not everyone helps. Resource/Infrastructure- Integrated Most of the groups are represented in the planning and implementation process. The decisions of what technology to use are made by the parents that are involved in the committee of the school. ADMINISTRATIVE SUPPORT Behavioral- Integrated There was on-going discussion with the administration. The stakeholder group (parents and owners committee) involved the schools administration to help out in the process and get some input on how to incorporate it in education. Resource/Infrastructure- Integrated There was some formal administration time and support allocated to planning and implementation process. TRAINING Behavioral- Integrated Most staff members participate in technology training activities. Every teacher was required to receive formal training on how to use Smart Boards and the virtual campus, but teachers did not seek additional training elsewhere. Resource/Infrastructure- Islands There is on-going formal training provided by limited personnel. The training provided to the teacher is given by the Computer teacher and by one trainer from the Smart Board distributer company. No additional trainers were assigned so the teachers had to take turns to receive proper training. TECHNICAL AND INFRASTRUCTURE SUPPORT Behavioral- Integrated

Most staff utilizes formal and informal support in the use of the virtual campus and the Smart boards. Usually it is an informal help since teachers tend to ask for help to a co-worker that has more experience using any of the tech tools in school. Resource/Infrastructure- Islands There is limited formal technical assistance, usually a mentor, teacher, consultant, etc. Usually the tech assistance comes from a co-worker that has received additional training to use the technology at the school. Of course, if a smart board gets ruined and it is a more complicated situation, they will hire a more professional technical support. CONNECTIVITY FILTER LOCAL AREA NETWORKING Behavioral- Islands Staff and students use available networks often, but use is unsophisticated and limited. Resource/Infrastructure- Integrated There is high-speed networking with access to all working environments. DISTRICT AREA NETWORKING (WAN) Behavioral- Islands Staff uses district services often, but in very traditional and basic manners. Resource/Infrastructure- Integration District are networking infrastructure with dedicated, high-speed lines; several data services are available. INTERNET ACCESS Behavioral- Integration Most staff and students use the internet frequently. Use is integrated into the curriculum. The internet is used mostly to e-mail each other, enter the virtual campus to check for new assignments or document downloads, and share links that will enhance learning in some classes. Resource/Infrastructure- Integrated There is direct LAN Internet access in some locations. COMMUNICATION SYSTEMS Behavioral- Integrated E-mail is used often, but has no significant impact on the communication process. E-mail is usually used to send assignments (essays, power point presentations) and to communicate with each other, but I dont believe it makes a huge impact in the learning experience, just makes it easier for the student and teacher to submit assignments. Resource/Infrastructure- Intelligent E-mail is available to all staff and students. Every teacher and student has an email assigned to them from the school. That is what they use to communicate with each other. INNOVATION FILTER NEW TECHNOLOGIES Behavioral- Integrated New technologies are readily accepted by most staff members. Teachers are open to learning about new tech tools but after learning about them it is difficult for them to implement them in the classroom because they lack the time or motivation to do so. It sounds like a contrast to me. They accept new technology but at the same time they lack the motivation to implement it.

Resource/Infrastructure- Islands New technologies readily accepted by many staff with little implementation. COMPREHENSIVE TECHNOLGIES Behavioral- Integrated Technology is fairly comprehensive, but lacks more advanced techniques. Resource/Infrastructure- Islands Available technology utilization is limited to one or two types of technology for most staff and students. In the classroom usually smart board is what is used, sometimes laptops are used in classroom but it is very limited since there is only one cart for the whole school. Internet activities and logging into the virtual classroom is a home task.