Technology Plan

Introduction

After salaries and infrastructure costs, the financial outlay for information technology and its support systems is rapidly becoming the largest line item in the budget of Somersfield Academy. At the same time, it has become increasingly apparent that, in the past, there has been little or no consensus as to how that money might be most effectively spent.

In recent years, Somersfield has invested heavily in putting technology—especially computers and their associated infrastructure—in the hands of students, teachers, and administrators. Many people involved in our school community; the board; administrators; teachers; parents; and students, want to know what technology exists in ours and other schools and how that technology is being used. These are a few of the questions that are typically asked:

How can technology support the educational vision for our school?
What are our specific technology needs?
Are our technology goals congruent with our needs?
Have we reached our technology goals at present?
Is our technology leading to better educational experiences for our students? better teaching by our faculty? better administrative practices?
Are we communicating more effectively through the use of technology than we did in the past?
Have our expenditures been cost effective with regard to the educational return (educational bang for our IT bucks)?
How do we compare to other schools?

Defining Technology in Schools

The term technology in schools can have many different meanings in different contexts and times. As used in this plan, technology pertains to the full range of computer and computer-related equipment and associated operating systems, networking, and tool software that provide the infrastructure over which instructional and school management applications of various kinds operate. And, in order to assess the effects of technology, this document goes beyond equipment and infrastructure. It includes how, how well, and by whom technology is used, as well as the resources that are required for user support. Such aspects as libraries and information services; security needs, both for the protection of facilities and equipment and for the assurance of the safety of both students and staff; the integration of technology into such areas as facility design and professional development and training—technology extends to all these parts of the educational enterprise.

For the purposes of our study, equipment included both hardware and software, such as:

computers and computer-driven equipment, as well as the peripherals that are attached to computers (such as printers, scanners, SmartBoards, digital cameras, projectors, etc.);
servers, routers, switches, transceivers, and other equipment that support wired and wireless communication between computers, providing access to other computers, local- and wide-area networks, and the global Internet;
support for state-of-the-art telephone-based technology, including voicemail and fax technologies, that can improve instructional and administrative capabilities and support parent-school communication;
audio and video equipment (including satellite receivers and transmitters, cable boxes, and other items) used in distance education;
display equipment used in classrooms, including television monitors, opaque and transparent projectors, and electronic whiteboards; specialized calculators and computers, including personal digital assistants, graphing calculators, and measuring/data collection tools for such purposes as chemical or biological assay or weather measurements;
the infrastructure of wires and cables (and, more and more, the wireless systems) that support computer-based networking and video access. Although this infrastructure is formally part of school facilities, some elements are defined in this handbook since their specification matters to the operation of technology in schools; and,
the software applications and programs that are pertinent to education. These include programs that are used to support instruction or control management processes.

It is also important to consider the institutional knowledge base of Somersfield as a factor in the integration of technology in our school; it serves as a foundation for an effective system and can be observed in patterns of past behaviour and school and programme leadership that provide continuity to the educational experience provided for our students.

The Educational Technology plan attached is a transitional plan designed to move the school closer to the I.T. vision and help the school determine the need for a one-to-one laptop program for our students. It is the result of a lengthy consultation process which included: participation in the CESI National Technology Project; Academic Departmental Technology Plan; Focus Groups involving board governors, students, teachers, and administrators which were lead by an outside facilitator; and an exploration of what other schools are trying and what futurists and planners see as possible.

As part of our efforts, we studied our present school status. From a synthesis of the information we collected and generated, the school leadership team has created a set of goals and objectives to take us closer to our vision, as well as an action plan that outlines specific tasks over the coming two years.

Somersfield will lead in the application of Information Technology to enhance the education of knowledgeable, thoughtful and responsible students.

Four Pillars of the Information Technology Vision

Hardware and Connectivity: All teachers and students will have access to modern multimedia computers in their classrooms and ensure that the Somersfield campus is effectively and reliably connected to the global information resources of the internet.
Communication: To work with all Somersfield Divisions on providing timely access to relevant information for each of our constituency groups.
Professional Growth: All Somersfield Academy teachers and staff will have the training and support they need to help students and themselves use computers as tools for learning.
Learning: Effective software application and online learning resources can increase students’ productivity, organization and learning opportunities.

At Somersfield the I.T. Vision has evolved to look like this:

Organic growth of teacher lead pilot projects such as Smartboards, Laptop carts, Digital Media
Continuous evolution of teaching and learning experience.
Grassroots support from teachers and students for technology integration.
IT support staff that are more focused on the classroom than on the technology.

Traditional technology planning models often follow a top-down process; alternatively this model is based on our faculty’s assessment of their instructional needs.

Table 1.1 Objectives and Strategies
OBJECTIVES STRATEGIES

STUDENTS

To provide an environment where technology assists in fostering cognitive development
Evaluate, fund, and place technology in the learning environment (classroom, library, labs, etc.)
Integrate technology while maintaining current academic rigor and high standards
Allow individual academic departments to develop curriculum links

FACULTY & ADMINISTRATION

To provide a supportive environment that incorporates technology for record keeping, planning and teaching
Evaluate, fund, and place technology in the teaching environment
Encourage the continued growth and professional collaboration and competency
Establish ‘Best Practice’ example projects and showcase them at faculty meetings and gatherings

PARENTS & COMMUNITY

To utilize new technologies to foster increased interaction between home and school
Encourage faculty members to use e-mail and the portal to communicate with parents and students
Continually update Somersfield’s Web Site with current events and new information

All teachers and students will have modern multimedia computers in their classrooms and the Somersfield campus will be effectively and reliably connected to the global information resources of the internet.

Hardware lifecycle and committed replacement funding
Continued acquisitions and fair distribution of new classroom technologies i.e. Smart boards, projectors, and other peripherals
High speed connection through Cable and Wireless
Wireless network throughout the school

To work with all Somersfield Divisions on providing timely access to relevant information to each of our constituency groups.

Improve our web management software
Review our current IT service model
Reconstruct website to improve and make “user friendly” to allow continuous updates
New focus on communication to direct people back to the website
Improved visual presentation of the website
Create relevance for parents on the website and the Portal by adding more material to the inside of the website i.e. car pooling information, school supplies, etc

All Somersfield teachers and staff will have the training and support they need to help students and themselves use computers as tools for learning.

PLC sharing sessions
Informal peer mentoring
Individual training
Workshops on specific software
“Just-in-time model” for technical support
Effective professional development is the key to effective integration

1.1 VISION OF THE SOMERSFIELD TEACHER

I. Concepts
Somersfield teachers demonstrate a sound understanding of technology operations and concepts.

demonstrates introductory knowledge, skills, understanding of concepts related to technology
demonstrates continual growth in technology knowledge and skills to stay abreast of current and emerging technologies

II. Planning and Designing
Somersfield teachers plan and design effective learning environments and experiences supported by technology.

design developmentally appropriate learning opportunities.
apply current research on teaching and learning with technology.
identify and locate technology resources and evaluate them for accuracy and suitability.
plan for the management of technology resources within context of the learning activities.
plan strategies to manage student learning in a technology environment.

III. Teaching, Learning and the Curriculum
Somersfield teachers implement curriculum plans, that include methods and strategies for applying technology to enhance student learning.

facilitate technology-enhanced experiences
use technology to support learner-centered strategies
apply technology to develop students’ higher order skills and creativity
manage student learning activities in a technology-enhanced environment

IV. Assessment and Evaluation
Somersfield teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

apply technology in assessing student learning of a subject matter
use technology resources to collect and analyze data, interpret results, and communicate findings

V. Productivity and Professional Practice
Somersfield teachers use technology to enhance their productivity and professional practice.

Use technology resources to engage in ongoing professional development (i.e. distance education classes will help teachers to utilize new skills, Online IB and Montessori Training)

Apply technology to increase productivity (i.e. PCR software and on-line attendance)
Use technology to communicate and collaborate with peers, parents, and the larger community

VI. Social, Ethical, Legal, and Human Issues
Somersfield teachers understand the social, ethical, legal and human issues surrounding the use of technology.

Model and teach legal and ethical practice related to technology use
Apply technology resources to enable and empower diverse learners
Promote safe and healthy use of technology resources

1.2 Introduce teacher laptops to make an impact in the classroom and beyond

Enhanced communication with students, colleagues and parents.
Develop greater teacher peer groups, professional growth and enrich curriculum.
Increase teacher productivity, organization, and teaching / learning opportunities.
Reduce teacher stress and increase opportunities for anytime, anywhere, anyplace communication and work.
Expedite the integration of technology in the classroom.
Empowerd faculty to take risks with technology and to embrace new learning.

1.3 The "Level Plan"

As part of our initial plan we will ask faculty members to self evaluate and set technology development goals for themselves. Teachers will self-select one of the four levels (see Table) of computer competency that reflects their current ability. The majority of our teachers currently identify themselves as between 1-2 on the grid and most of our teachers would like to be at 3-4 or beyond.

1.4 Peer Mentorship

Each division has informally identified one (or more) teacher(s) as their technology mentor. These mentors help teachers as needed and often coach other teachers on how to integrate technology into their lessons and classroom activities.

The “Level Plan”
Level 1

Little or no experience using computers for personal use or in the classrooms

Requires assistance completing report cards

Lacks confidence in using computer technology

Some knowledge that copyright restrictions apply to computer software.

Level 2
May require some assistance for any of the following:

Able to use Outlook e-mail for communication

Understands how to save and access files over the network

Able to use Internet to research course material or general information

Is comfortable using databases and/or report cards

Uses word processing tools (WordPerfect or MS Word)

Understanding the difference between freeware, shareware, and commercial software and the fees involved. The copyright policy for information found on the Internet.

Level 3
Requires little assistance with the following:

Using e-mail for communication

File management over the network

Report card software

Maintaining student information in a database

Subject specific software applications and tools

Instructional and multimedia software

Web page maintenance (using templates)

Accessing the programs for which the school holds a site license. Has an understanding of copyright issues as they apply to the web. Demonstrates and models ethical usage of all software.

Level 4
Has the ability to independently do the following:

Use e-mail to communicate with other staff, parents and students

Use e-mail to manage appointment schedule

Design databases

Author multimedia lectures and presentations

Development and maintain course web sites

Apply appropriate computer technology in classroom activities

Speak to a variety of ethical issues regarding the use of technology at professional association meetings, to parent groups, and to the general community.

Effective software application and online learning resources can increase students’ productivity, organization and learning opportunities.

As educators our teachers continually ask themselves these essential questions:

How can we enhance student learning and academic performance with the aid of technology?
What can we do more effectively with technological support than we could do without it?
How do we make students and teachers see the available technology not as a gimmick but as a vehicle to take learning to the next level?

2.1 Technology Integration

As teachers develop their computer skills the expectation is they will design curriculum activities from their new skills and use them with the students in their classes.

Somersfield’s approach to computers in the classroom is a significant departure from the traditional way of using computers in schools. Our approach to technology integration requires using selected computer applications as cognitive tools. We do not believe that students learn from computers (traditional approach) but rather students learn from thinking in meaningful ways. Therefore the most appropriate use of the computer is as a cognitive tool for accessing and interpreting information and organizing personal knowledge.

Technology must be used to foster constructive learning in which students construct their own knowledge rather than recall the knowledge of the teacher. Our classroom approach focuses on the concepts of reflective thinking and collaboration.

Our faculty has become increasingly comfortable with allowing students the freedom to access whatever resources they choose to draw from. Meaningful technology integration requires faculty members to move from the “Teacher / Expert” to the “Facilitator” of the learning experience. We continue to strive to find appropriate applications for computers in our classroom. Technology Integration is much more than placing a child in front of a computer.

Fundamentally we believe that good teaching with technology is just good teaching.

2.2 Impact On Student Achievement

The inclusion of technology in the classroom will improve student achievement through:

Addressing various student learning styles
Creating relevance and rigor in the curriculum
Constructing personal meaning for students
Promoting collaborative learning opportunities
Establishing the seamless integration of project based learning

3.1 Hardware and Connectivity:

Introduce laptop carts (2009-2010 school year)
Wireless expansion in the 3-6 area (Summer 2009)
Increase bandwidth and network speed (Summer 2010)
Upgrade Wireless network (2010-2011 school year)
Expand SmartBoard installation in MYP (Summer 2009)
Expand SmartBoard installation in MYP/9-11 (Summer 2010)
Complete SmartBoard installation in MYP/9-11 (Summer 2011)
Renovation of existing computer labs (Summer 2010)
Increase number of student workstations (on-going beginning 2010-2011)
Purchase/distribute faculty laptops in MYP (Summer 2010)
Purchase/distribute faculty laptops 9-11/Specialists (Summer 2011)
Purchase/distribute faculty laptops 3-6/6-9 (Summer 2012)
Switch to Virtual Server system (Summer/Fall 2010)
Move to off-site on-demand technical support (Fall 2010)
Introduce Smart Tables in 6-9 (Summer 2011)
Introduce Smart Tables in 3-6 (Summer 2012)
Install video screen announcement/podcast system (2010-2011 school year)

3.2 Communication:

Introduction of bi-weekly e-newsletter and bi-weekly Head’s e-newsletter (Fall 2009)
Development of new Somersfield Annual Magazine (Fall 2009)
Standardize classroom e-newsletters
Restructure website (Spring 2010)
Restructure portal and mass email system (Fall 2010)

3.3 Professional Growth:

Two teachers attend Best Practices in Technology Conference (Spring 2009)
Two teachers complete SMART Master's Training Certification Program (Fall 2010)
Faculty training on SmartBoards and laptop carts (2009-2010 school year)
Internal PD workshops and team teaching (on-going)
Sharing of integrated technology “lighthouse” programmes with colleagues

3.4 Learning:

Implementation of divisional technology plans (in-progress)
Creation of student Nings and blogs for sharing materials and ideas (2009-2010 school year)
Introduction of “Knowledge Forum” online critical thinking process (2010-2011 school year)
Creation of individual student email accounts and network storage space (2010-2011 school year)
Review the use of Portal for student learning and develop guidelines for teacher use (Spring 2011)
Identification of new initiatives by IT curriculum leaders for 2011-2012 school year (on-going)