Put your School Name and log Here
Technology Plan Paced for the Future
Month and Year updated annually Prepared by:
Name of Teacher Title: -- Adventist School Computer Teacher
Name of Staff Title: -- Adventist School Office Manager
Name of Conference Superintendent Title: -- Your State Conference Associate Superintendent
Name of Teacher Title: -- Adventist School 5th & 6th Grade Teacher
Name of Teacher Title: -- Outside Technology person
Supporting Documents: Table of Contents
Part 1 - Executive Summary ...... 1 Technology Mission Statement...... 1 Technology Vision Statement ...... 1 Demographics ...... 1 Technology Philosophy ...... 2 Technology Goals and Objectives ...... 2 Educational Technology Committee...... 4 Technology History ...... 5 Part 2 - Technology Curriculum ...... 5 Curriculum and Objectives ...... 5 Part 3 - Technology Assessment ...... 6 Networking Capacity ...... 6 Software ...... 7 Computer Inventory ...... 7 Part 4 - Policies ...... 8 School Handbook Statement ...... 8 Equipment Purchases and Donations ...... 8 New Equipment ...... 9 Donated Equipment ...... 9 Technology Support ...... 9 Acceptable Use Policy ...... 10 Part 5 - Professional Development...... 10 Network Administrator ...... 10 Staff Development ...... 10 Part 6 - Funding Plan ...... 11 Finances ...... 11 Sustainability...... 12 Part 7 - Timeline and Evaluation ...... 12 Timeline for Implementation ...... 12 Evaluation ...... 13 Innovation Configuration for BWAS Technology Curriculum ...... 13 Appendix A ...... 16 The Technology Standards & Benchmarks ...... 17 Appendix B ...... 25 Tracking Standards and Benchmarks...... 26 Appendix C ...... 30 Technical Support ...... 31 Appendix D ...... 33 Timeline for Implementation ...... 34 Appendix E ...... 35 Technology Budget ...... 36 Appendix F ...... 37 Internet Acceptable Use Policy and Agreement ...... 38 Appendix G ...... 41 School Technology Survey ...... 42 Part 1 - Executive Summary
Technology Mission Statement
Name of School Adventist School, a Christian community of educators and learners, is dedicated to extraordinary accomplishments focusing on success for all. Each learner regardless of his or her learning style and ability will learn to express the learning that has occurred. Through technology, the learner will have the tools that he or she needs to fit into society, demonstrate his or her ability and to choose to honor God. The technology that we will make available to the students will build their skills so that no student is left behind.
Technology Vision Statement
• Infuse technology into the classroom curriculum and daily teaching • Confidently demonstrate learning that has occurred in a format that is readily understood and appreciated by our global society • Build student skills and awareness • Build student confidence in their abilities • Encourage student innovation • Lead learners to faith maturity • Foster servant care of others • Students will choose to filter out items that do not honor God
Demographics
School: School Name Adventist School
Address: Address
Phone: (555) 555-5555 (555) 555-5555 fax
Location: School Name Adventist School is a Pre-K-8 facility that is located in sunny Orlando, Florida.
System: The school is one of 34 elementary schools that is operated by Conference Name of Seventh-day Adventists. It falls under the constituency of the Church Name Seventh-day Adventist Church.
1 Staffing: There are 12 persons on staff. The staff is comprised of one administrative personnel, one principal who is also a full time teacher, six full time teachers, three part time teachers, and two volunteers who are retired BS and MA level teachers. The teaching staff is certified through the North American Division and has a minimum of a BS. Many teachers have their masters and are licensed.
Current Student Population: This school serves approximately 115 students from the Orlando area.
Student Population History: During the last five years, student population has stabilized to about 99 students.
Future Student Projections: It is estimated that the 2007/08 school year will have more than 130 students.
Technology Philosophy
School Name seeks to be noted for its continuous improvement throughout all areas of its program. As a Conference Name school, it develops goals for growth that are aligned with standards of excellence, implements action plans that guide in reaching these goals, and routinely assesses its progress. This continuous improvement is outlined within the North American Division’s Journey to Excellence as seeking “to build within its students a character akin to that of the Creator; to nurture thinkers rather than mere reflectors of others’ thoughts; to promote loving service rather than selfish ambition; to ensure maximum development of each individual’s potential; and to embrace all that is true, good, and beautiful.” These efforts should result in students that see themselves as leaders who can make positive contributions in an evolving global society which use technology to access information and sustain life-long learning skills. All stakeholders of School Name recognize the importance of technology as a vehicle to reach these high goals, and set forth this document not only as a plan but as a commitment to the accomplishment of each of these goals.
This Technology Plan encompasses the three main trunks of educational technology; (1) curriculum, instruction, and professional development; (2) network components and capability; and (3) implementation and sustainability. Each of the goals and objectives for this plan ask for measurable success and upward revision.
Technology Goals and Objectives
Collectively these goals and objectives serve to support the technological mission, vision, and philosophy of the school.
2 I. Curriculum, Instruction, and Professional Growth Goal #1—Identify and implement technologies that facilitate learning in the classroom.
Objectives: 1. The teaching staff and technology committee will research available technologies for those that will be most relevant to instructional goals. 2. The school will support the implementation of new technologies with appropriate staff training.
Goal #2—Document the relationship between technology and learning.
Objectives: 1. Teachers will collect data regarding the improvement of student learning via technology and make this available to the principal and technology committee. 2. The teaching staff and Technology Committee will create assessment benchmarks and rubrics for the use of technology.
Goal #3—Integrate technology instruction across disciplines and align curricular technology goals to the adopted curriculum standards.
Objectives: 1. The school will assess the current integration of technology within each grade’s content areas. 2. The Technology Committee will plan for the integration of discipline specific technology standards. 3. The school will provide teachers with models of integration of relevant technologies that align with curriculum standards.
Goal #4—Create and implement professional development activities that support the overall goals for technology integration.
Objectives: 1. The school will make budgetary provision for technologies relevant to professional growth. 2. The school will pursue partnerships to support the growth of staff members in the use and instruction of technology.
II. Network Components and Capability
Goal #1---Provide an adequate technology network.
Objective: 1. In consideration of the overall technology needs, the Technology Committee will install a capable network.
Goal #2---The school’s network is scalable. Objective: 1. Through the annual Technology Plan, the Technology Committee will anticipate network growth as technology needs for the school continue to grow.
3 Goal #3---The school’s network will be safe for all users. Objectives: 1. With 100% compliance, the Technology Committee will develop and collect agreement statements for an Acceptable Use Policy by all users. 2. Network protection will be aligned with and include all published standards of the NAD policy such as firewall, backup, antivirus, and anti-spyware services. 3. User protection and privacy will be aligned with and include all published standards of the NAD policy such as internet filtering and identity protection.
III. Implementation Plan
Goal #1—Create and implement an ongoing evaluation process for the use of technology.
Objectives: 1. The Technology Committee will assist in the creation of a school-wide assessment of technology integration. 2. To insure continuous improvement, the information gained from the evaluation process for the annual technology plan will be used in the preparation of the next year’s technology plan.
Goal #2---The Technology Committee will prepare and manage a technology budget that accounts for all resources, inventories, and expenditures.
Objectives: 1. The Technology Committee will collect data that represents a comprehensive plan for the school’s technology. 2. In cooperation with school board and school administration, the Technology Committee will plan budgets with at least a one-year and a three-year forecast. 3. The Technology Committee will review on at least a quarterly basis the technology budget and report progress to school administration and school board as necessary.
Goal #3---All technology acquisitions including donations and new purchases will be aligned with the technology plan.
Objectives:
1. Hardware donations will be evaluated according to the school’s donation policy before being accepted. 2. The technology will periodically publish a list of needs as identified by the technology plan.
Educational Technology Committee
• Name, Principal • Name , Office Administrator 4 • Name , Computer Teacher • Name of teacher • , Parent • , Parent • , Student • , Teacher
Technology History
2006-2007 This year we have
2005-2006 The school received Three classrooms have one computer for teacher’s use. Prior-2005 Over the years the school acquired x number of machines .
Part 2 - Technology Curriculum
Curriculum and Objectives
See Appendix A “School Name Curriculum”
Grade Current & previous use Goal Pre-K Kindergarten • Starfall.com website for reading and writing practice and daily calendar work nd 1st & 2 • Read Naturally • Math software • Scholastic.com for social studies and reading skills daily • Scottsforesman.com for social studies to explore and reinforce further the topics provided by the text • Harcourtmath.com to practice math skills th 3rd & 4 • Read Naturally daily 5 th 5th & 6 • Read Naturally • Math software • Zaner-bloser.com to practice skills and • Science software reinforce concepts in the text • Ability to access • Online frog dissection to enhance more virtual science skills fieldtrips • Mathplayground.com to practice math • Language Arts skills taught software • Mathpowerpoints downloaded on the class computer for revision of skills and as a homework helper • Research reports in each subject • Typed reports in all areas th 7th & 8 • Research reports in all subject areas • Incorporate • Vocabulary work for definitions and subjects via the etymology polycom • Research reports in each subject • Math software • Typed reports in al areas • Social studies • Embedding clipart into projects software • Language Arts software
See Appendix B “Tracking Standards and Benchmarks”
Part 3 - Technology Assessment
Networking Capacity
The school maintains over Number networked computers for nearly a Number to one student to computer ratio. Currently the school is running one server with Windows 2003. The school is completely wired terminating into one 24 port switch. There is one 80211.G wireless Access Point. These components are secured in a locked room and cabinet. The school subscribes to high speed internet cable which is accessible by all students and staff.
The school is working towards protecting the network and user experience according to NAD policy guidelines by the following services: • Firewall - Planned installation 2007/08 • Backup (disaster recovery) - Planned installation 2007/08 • Anti-virus - Currently using AVG • Anti-spyware - Currently using Windows Defender • Internet filtering - Planned installation 2007/08
6 Software To support the school’s curriculum, the school installs on each system Microsoft Office, Internet Explorer, as well as other programs such as Adobe Acrobat (Reader) and multimedia plug-ins such as Flash and Shockwave. In addition to these desktop essentials, other software may be installed.
Inventory is kept on all software and hardware relating to computers. Licenses for all software are filed for easy access.
Computer Inventory
Location Type Quantity Purchased Lab # 1 Acer FP2 11 2005
Lab # 2 3 Dell Optiplex 9 2004/05 1 Acer FP2 4 Compaq 1 Clone Pre-Kindergarten 1 HP Compaq 1 2006 classroom Kindergarten 1 Dell Optiplex 3 2005/06 classroom GX260 2 HP Compaq First & second grade 1 Dell Optiplex 5 2005/06 classroom GX260 4 HP Compaq third and Fourth 1 Dell Optiplex 6 2005/06 Grade classroom GX260 1 Acer FP2 4 HP Compaq Fifth and Sixth grade 1 Dell Optiplex 5 2005/06 classroom GX260 4 HP Compaq Seventh & Eighth 1 Dell Optiplex grade classroom GX260 4 HP Compaq 5 2005/06 Server closet 1 clone 1 2004 School office 1 clone 1 2004 TOTAL 47
7 Part 4 - Policies
School Handbook Statement
The school is outfitted with a computer lab and classroom computers. Students receive instruction in the following: -computer literacy -keyboarding -how to use the computer as a tool to enhance and reinforce their learning -hardware/software basics -educational software that enhances classroom content
A Computer Use Agreement must be signed by both parent and student before a student account is set up. This agreement defines parental permission for internet access and describes acceptable use policies for the student. Account violations are subject to loss of this privilege.
Equipment Purchases and Donations
All equipment, whether new or donated, must meet the requirements of this document. This is to ensure that the needs of the faculty and learner are met while preserving the operational integrity of the technology department. It is imperative that small groups or individual computers are not added to the system. The technical support team does not have the resources to tend to the “nightmare” this equipment brings. If there are insufficient funds for a planned rotation, the rotation should be put on hold.
Office Administrator The Office Administrator will determine what equipment is put into service based on a number of factors.
• Needs of the school as communicated by the principal and technology plan • Equipment reliability factor • Company reliability factor • Costs to purchase and/or maintain • Service factor • Recommended equipment standards http://www.nadtdec.org.com as adopted from the Michigan Conference. • Age • Qualification for rotation
8 New Equipment
The preferred practice is to purchase new hardware whenever possible. This improves the reliability factor between rotations. Costs become more stable and predictable. Technical support is better able to concentrate their energy on new enhancements and maintaining an efficient and reliable service rather than repairing old equipment.
Donated Equipment
The following is the working policy of NAD TDEC http://www.nadtdec.org .
Today’s schools have become hesitant to accept donated computers for a number of reasons. The following discusses some of the issues as reported in the article in EdTech Focus on K-12, Spring of 2003, page 29.
• Is there a District policy about donations and minimum technology specifications? Does the donation meet the specifications? • Is there a long-term technology plan? How well do these donations integrate with the long-term needs? What specific roles do I need computers to fill? In other words, will the donation be fully capable of running my school’s classroom software or my student records package? What about two years from now? • What will upgrading these machines cost in parts and labor? • Does the IT staff… have the time to get the donated machines working within my school infrastructure? • Do we need new software licenses? • If these machines are unusual in any way can we still learn to make full use of them?
Other reasons include: • Will the donation meet the needs of one rotation as a set? • Are teachers interested in having a standalone machine without technical support? • Will unusable equipment be difficult or expensive to dispose?
It is the policy of School Name Adventist School to accept donated equipment if it can satisfy the above dialogue. The Principal and Office Administrator will confer before accepting or committing to used equipment.
Technology Support
Technical support will typically be available during school operational hours (for most equipment) by the IT staff. See Appendix C for further details.
9 Acceptable Use Policy
The Acceptable Use Policy (AUP) outlines for parents and students the expectations of the school concerning the usage of technology. This document must be signed by both parent and student. The AUP follows the spirit of CIPPA and COPPA in order to protect students from harm. See Appendix G for further details.
Part 5 - Professional Development
Network Administrator
Due to the rapid changes in technology, it is imperative that computer teachers, and network administrators have opportunities for professional growth. Typically, these courses are expensive in nature. A line item in the budget denotes the importance and support by the school for this training to take place.
Staff Development
Rationale Large investments in hardware and software should be balanced with sufficient staff development to make the investment worthwhile. It is imperative that administration and office personnel be skilled with technology in order to compliment and sustain faculty training and interests. In addition, student’s use and skill level of technology is directly proportional to that of their instructors.
Method There are three levels of staff development.
Level 1 Orientation: There will be a faculty orientation (including teacher assistants) at the beginning of each school year. This orientation will reacquaint users with the services and policies of the department. New staff will receive additional instruction when their accounts are activated.
Level 2 Student Labs: Staff receive additional training by interacting with their students in the computer lab. Teachers who accompany their students to the lab are better
10 prepared to answer the type of skill questions students will ask back in the classroom. This level is not applicable to office personnel and pullout teachers.
Level 3 Staff technology in-services will be offered throughout the school year. These will be broken down into beginner and intermediate sessions.
Desktop Publishing Network Software Faculty Resources • Microsoft Word All Students • Grading software • Microsoft Excel • Read Naturally • School Website • Microsoft • Harcourt Math (setting up your own PowerPoint web page) • Corel Suite 2-8 • Corel Suite
K-1 •
Currently, every teacher, staff member and administrator has access to networked, Internet-connected computers and other technologies within their workplaces.
As with most schools, one definite barrier is the limited number of professional days for staff training.
BWAS will offer up-to-date training opportunities in the hardware and software packages being used at the school. Over the last year teachers and students have been trained to use:
• Read Naturally
Part 6 - Funding Plan
Finances
Funding Overview
The technology program is funded by several means. The process has evolved naturally due to the complex issues of funding the technology needs and plans of the school. In essence, costs are often shared between more than one source. Although this is not ideal, it has proven effective. One of the unfortunate side effects of this method is that it is difficult to show on paper the true costs of computer related technology.
11 The day-to-day operations of the technology program are funded by the General Computer budget. This budget is set by the principal as advised by the Office Administrator and authorized by the School Board. The table below shows this relationship.
Expenditure General General General Administration Fundraiser Grants Computer Computer Computer budgets and Budget Repair Technology trust funds Budget Fee Computers X X X X X Hardware X X X Software X X X X Supplies X X Subscriptions X X
Budget The budget for the 2007-2008 school year is comprised primarily of the following funds:
General Operations Computer Repair Technology Fee $10,000 $2000 $15.00/ student approx. $1700
See Appendix E for itemized details.
Sustainability
A common misconception about technology is that once you make a purchase you are done. In fact, it is quite the opposite. A technology program requires constant care and annual updates. Every layer of technology means additional time and money are needed. Budgets should reflect this increase by leaning on the technology plan for guidance. Equipment will need repair and maintenance. They will eventually need to be replaced. Lastly, staff need regular inservices to capitalize on the investment. The big question that should always be asked is, “Can we sustain this commitment?”
Part 7 - Timeline and Evaluation
Timeline for Implementation
The timeline for this plan is detailed in Appendix D. Current budgets and projected income are not guaranteed to fund this plan. This will require careful planning and support by administration and community. In the past, fundraisers, grants, donations and reallocation of school funds have supplemented the needs of the technology plan. 12 Evaluation
Innovation Configuration for BWAS Technology Curriculum Focus Operational Definitions a. Projects provide all experiences for student learning. Project or Activity based b. Projects provide most experiences for student learning.
c. Projects provide some experiences for student learning.
Standards/Benchmarks a. Project/activities are specifically designed to develop mastery of Based benchmarks associated with each standard. Multiple standards are addressed in every project.
b. Project/activities are specifically designed to develop mastery of benchmarks associated with each standard. At least two of the standards are addressed in each project.
c. Not all standards and benchmarks are not addressed each year. a. Projects are integrated in at least three subject areas during a Content Integration semester. b. Projects are integrated in at least two subject areas during a semester.
c. Projects are integrated into only subject area during a semester.
a. Students learning needs are met through the use of a variety of teaching approaches/strategies, structures, and techniques to promote both basic and higher-order thinking skills. Student and teachers are able to both articulate and *Teaching Methods reflect on the learning process.
b. Students learning needs are met through the use of a variety of teaching approaches/strategies, structures, and techniques to promote both basic and higher-order thinking skills.
c. Student learning needs are not met through the use of a variety of teaching approaches/ strategies, structures, and techniques. The primary focus of learning is on lower-level thinking.
All assessments will be authentic-connected to real life experiences, multi- dimensional-including combinations of projects, written applications-reports, essays, multi-media application-that results in an end product that has long- Authentic Assessment term use in the student’s life. All assessments will be authentic but not necessarily multi-dimensional.
All assessments may or may not be authentic, utilizing one dimension, with no long-term use in the students’ life.
13 * See definitions on the following page.
14 Definitions of Terms for Innovation Configuration
Most of the definitions of terms included in the Innovation Configuration are found in Wright-Jones (1999). Marzano and his colleagues (1997), Joyce and Weil (1996), and Kagan (1994) were also used as sources for these definitions.
Approaches: Theoretical frameworks such as 4MAT, Dimensions of Learning, Differentiated Learning, and Multiple Intelligences.
Teaching Methods: The use of teaching strategies, structures, and techniques.
Teaching Strategies: Organized systems of instruction based on learning theory or the way scholars think in a discipline. Strategies have a research base supporting positive student outcomes. Examples of strategies include: concept attainment, advance organizer, Taba’s inductive thinking strategy, memory devices, inquiry, direct instruction, cooperative learning, group investigation, role play, synectics, and simulation.
Teaching Structures: A process used across disciplines to promote learning. Examples of structures include: Think-Pair-Share (and variations), Corners, Roundrobin, Roundtable, What do you know; what do you want to know; what have you learned (KWL), and Pairs Check.
Teaching Techniques: A routine or procedure to accomplish a task, a way of getting something done; for example, random call, forming groups, turning in assignments, and checking papers.
Authentic Assessment: Refers to assessment from multiple sources which includes a variety of data demonstrating the meaningful use of knowledge obtained for the purpose of making decisions; solving problems; and investigating, inventing, or improving something.
References
Joyce, B. R., & Weil, M. (1996). Models of teaching. (5th ed.) Needham Heights, MA: Allyn & Bacon. Kagan, S.
(1994). Cooperative learning. San Clemente, CA: Kagan Cooperative Learning.
Marzano, R. J., Pickering, D. J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., & Moffett, C. A. (1997). Dimension of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Wright-Jones, I. (1999). Technology partnership curriculum initiative: a descriptive case study of its history, development, and implementation. Andrews University, Berrien Springs, MI.
15 Appendix A
16 THE TECHNOLOGY STANDARDS & BENCHMARKS
Adopted from Contra Costa County Office of Education
http://www.cccoe.k12.ca.us/cccoe/tecsys/etac/tech_stds.htm
1. The student understands and uses technology systems (ISTE -1; McRel—1 & 5)
2. The student understands ethical, historical, and societal issues relating to technology (ISTE -2; McRel—3)
3. The student uses technology as a learning tool... (ISTE— 3-6; McRel—2, 4, & 6)
o to communicate and interact with others o to conduct research, evaluate and process information, and report results o to solve problems and make informed decisions
17 STANDARD #1. The student understands and uses technology systems
Benchmarks for Primary (K-2)
Knows the names and functions of basic technology components (e.g., monitor, keyboard and mouse, VCR)
Knows basic steps to operate technological systems (e.g., computer, printer, TV monitor)
Knows proper finger placement on the home-row keys
Knows fundamental computer vocabulary (desktop, cursor, menu bar, folder, and other appropriate terms)
Knows special keys on a keyboard or other input device (e.g., spacebar, delete, shift, return/enter, command/control keys, top/bottom, insert, delete, backspace, control, alternate, saving/loading, keyboard, mouse, joystick, microphone, CD Rom, DVD)
Benchmarks for Upper Elementary (3-5)
Uses basic technology components (e.g., keyboard and other input devices; printer and other output devices; VCR, reinforcing joystick and microphone)
Knows basic troubleshooting terms and techniques
Uses fundamental computer operating environment (e.g., desktop, cursor, menu bar, folders and files, software, disks, etc.)
Uses fundamental computer vocabulary (e.g., desktop, cursor, menu bar, folder, save/close; Internet terminology, and other appropriate terms)
Uses proper finger positions for all keys and speed building
Uses special keys on a keyboard or other input device (e.g., spacebar, delete, shift, return/enter, command/control keys, function keys)
Knows that technology systems can be connected for a variety of purposes (e.g., printers, networks)
18 Benchmarks for Middle School (6-8)
Knows the function of peripheral devices (e.g., scanner, LCD video projector, TV monitor, removable storage media)
Knows differing capacities and trade-offs for computer storage media (e.g., CD-ROMs, floppy disks, hard disks, tape drives)
Understands and uses basic troubleshooting skills (disassemble & assemble old computers)
Understands that computer operating environments can be customized (e.g., desktop, folders)
Knows and uses touch-typing skills (Keyboarding accuracy & speed building)
Uses networked technology systems for a variety of purposes (e.g., Internet and e-mail, electronic dictionaries)
Uses vocabulary related to networked technology systems (e.g., LAN, WAN)
Benchmarks for High School (9-12)
Uses a variety of peripheral devices (e.g., scanner, LCD video projector, TV monitor, removable storage media)
Understands and uses hardware, software, and operating system troubleshooting skills
Knows hardware components (e.g., RAM), limitations, and comparative features
Understands networked technology systems
STANDARD #2. The student understands historical, ethical, and societal issues relating to technology
Benchmarks for Primary (K-2)
Knows that people design and make objects to solve a problem or to improve the quality of life
Knows that tools can be used to observe, measure, make things, complete tasks, and do things more efficiently
Knows that technology evolves to meet social needs (e.g., computers influence work and play)
19 Knows that the use of technology requires personal responsibility (Introduce care, handling disks, food/drink rules, introduce chips, motherboards, CPU)
Benchmarks for Upper Elementary (3-5)
Knows that technology impacts daily life (e.g., transportation, communication, health care)
Knows that technology has costs and benefits (e.g., environment, healthcare, workplace, education)
Understands that technology changes continuously
Knows Internet safety and appropriate user practices (e.g., personal information, privacy, security)
Knows the concepts of software piracy and copyright violation (, introduce fair use, copyrights, licensing)
Knows appropriate citation formats for electronic information
Knows that the use of technology requires personal responsibility (Introduce care, handling disks, food/drink rules, introduce chips, motherboards, CPU; cleaning)
Benchmark for Middle School (6-8)
Knows that technology affects individuals, cultures, and societies
Knows the inter-relationship between technology and society (e.g., technological changes bring social, political, and economic changes)
Knows that technology can be used to influence audiences
Understands and uses appropriate practices on networks and the Internet
Understand moral issues in software choices
Understands the issues and consequences of software piracy and copyright violation (intellectual property, viruses and vandalism)
Understands and uses appropriate citation formats for electronic information
20 Benchmarks for High School (9-12)
Understands how technology affects individuals, cultures, and societies (e.g., technological changes bring social, political, and economic changes)
Understands alternatives, risks, costs and benefits of existing and emerging technologies (e.g., equity of access, environment, health care, biotechnology)
Understands technology's power in shaping perceptions (e.g., mass media)
Uses appropriate practices on networks and the Internet
Knows the implications of network misuse in the workplace (e.g., inappropriate e-mail)
Understands and uses appropriate citation formats for electronic information
STANDARD #3. The student uses technology as a learning tool
STANDARD #3.1. To communicate and interact with others
Benchmarks for Primary (K-2)
Uses technology to communicate in a variety of ways (e.g., drawing, painting, graphics, clip art, writing, e-mail)
Benchmarks for Upper Elementary (3-5)
Uses technology to communicate in a variety of ways (e.g., e-mail, word processing, multimedia, desktop publishing, introduce address book and card collection, database, programming)
Knows that video can be used to communicate with others
Benchmarks for Middle School (6-8)
Uses presentation software to communicate with a variety of audiences (e.g., e-mail, e-mail pals, PowerPoint, Hyperstudio, ClarisWorks)
Uses spreadsheet software to organize, display, and analyze data
Uses publishing software to communicate with others (e.g., desktop publishing software, Web page creation software, word processing, programming, graphics, animated programs)
21 Uses video to communicate with others
Benchmarks for High School (9-12)
Uses advanced features of presentation software to communicate with diverse audiences (e.g., incorporating multimedia elements)
Uses advanced features of spreadsheet software to organize, display, and analyze data (e.g., formulas, functions, macros)
Understands and uses publishing software to communicate with diverse audiences (e.g., desktop publishing software, Web page creation software)
Uses video to communicate information, ideas, and interpretations
STANDARD #3.2. To conduct research, evaluate and process information, and report results
Benchmarks for Primary (K-2)
Knows that technology can be used to find information
Benchmarks for Upper Elementary (3-5)
Uses a variety of software and online tools to conduct research (e.g., databases)
Knows information must be evaluated for accuracy
Uses a variety of software and hardware tools to report information
Benchmarks for Middle School (6-8)
Knows strategies for conducting online and other electronic searches (e.g., Boolean searches, search engine queries)
Uses strategies for evaluating online and other electronic resources (e.g., accuracy of information)
Uses advanced features of technology to report information (e.g., formatting text, editing and importing scanned images)
Benchmarks for High School (9-12)
Understands different purposes, techniques, and outcomes among various electronic search tools (e.g., search engines, online FileMaker Pro databases, CD-ROM encyclopedias)
22 Understands and uses strategies to select and apply appropriate technology for evaluating information (e.g., comparison of sources)
Understands and uses strategies to select and apply appropriate technology for processing information (e.g, analysis and synthesis to create new knowledge)
Understands and uses technology to report results to diverse audiences
STANDARD #3.3 To solve problems and make informed decisions
Benchmarks for Primary (K-2)
Knows that technology can be used as a resource for information gathering and learning (e.g., educational software, electronic references, the Internet)
Benchmarks for Upper Elementary (3-5)
Understands that technology can be used as a resource to solve problems and make informed decisions (e.g., calculators, data collection probes, educational software, electronic references, the Internet)
Benchmarks for Middle School (6-8)
Uses technology to solve problems and make informed decisions (e.g., spreadsheet analysis to help solve real-world problems)
Benchmarks for High School (9-12)
Understands and uses technology to solve problems and make informed decisions (e.g., simulation software, spreadsheet/graph/chart analysis)
23 List of Suggested Projects/Activities (NAD Curriculum Guide)
The following table cites specific activities as outlined in the 1999 “K-12 Business and Computer Education” Curriculum Guide from the North American Division of Seventh-day Adventist’s Office of Education. This curriculum guide is the outcome of referencing FACT 21 Goals as it pertains to this discipline.
Grade Activities/Projects K,1 ,2 Paint Greeting Card Electronic Fieldtrips (shopping) 3 Book Reports Impact of Computers on Publishing Computer History Electronic Fieldtrips (shopping) Electronic Fieldtrips (countries and neighborhoods) Greeting Card 4 Book Reports Impact of Computers on Publishing Computer History Electronic Fieldtrips (shopping) Electronic Fieldtrips (countries and neighborhoods) Greeting Card Newsletters Stories Poems LOGO Notation Programs (music) 5 Shopping Computers and Related Fields Electronic Fieldtrips (interactions) Bible on Computer 6, 7,8 Computer use in Ministry (preaching, bible study, service) Electronic Portfolio Bible on Computer CAD Greeting Card Posters Banners Electronic Murals Mosaics Animation 3D Online Galleries Impact of Computers on Publishing Electronic Fieldtrips (countries) CD-Rom Reference 8 IC3, personal website containing Computer Literacy class assignments
24 Appendix B
25 Tracking Standards and Benchmarks --Grades K-2 (Adapted from Contra Costa School District) A projects/activities based curriculum Standards & Benchmarks Comments Comments Comments STANDARD #1. The student understands and uses technology systems Knows names and functions of basic technology components (e.g., monitor, keyboard and mouse, VCR)
Knows basic steps to operate technological systems (e.g., computer, printer, TV monitor) Knows proper finger placement on the home-row keys
Knows fundamental computer vocab (desktop, cursor, menu bar, folder, and other appropriate terms) Knows special keys on a keyboard or other input device (e.g., spacebar, delete, shift, return/enter, command/control keys, top/bottom, insert, delete, backspace, control, alternate, saving/loading, keyboard, mouse, joystick, microphone, CD Rom, DVD) STANDARD #2. The student understands historical, ethical, and societal issues relating to technology Knows that people design and make objects to solve a problem or to improve the quality of life Knows that tools can be used to observe, measure, make things, complete tasks, and do things more efficiently Knows that technology evolves to meet social needs (e.g., computers influence work and play) Knows that the use of technology requires personal responsibility (Introduce care, handling disks, food/drink rules, introduce chips, motherboards, CPU) STANDARD #3. The student uses technology as a learning tool STANDARD #3.1. To communicate and interact with others Uses technology to communicate in a variety of ways (e.g., drawing, painting, graphics, clip art, writing, e- mail) STANDARD #3.2. To conduct research, evaluate and process information, and report results Knows that technology can be used to find information
STANDARD #3.3 To solve problems and make informed decisions Knows that technology can be used as a resource for information-gathering and learning (e.g., educational software, electronic references, the Internet) © Technology Curriculum Guide—Ingrid Jones, Ph.D. and Jonathan Sumner, MA.
26 Tracking Standards and Benchmarks--Grades 3-5 (Adapted from Contra Costa School District) A Project Based Curriculum Standards & Benchmarks Comments Comments Comments
STANDARD #1. The student understands and uses technology systems Uses basic technology components (e.g., keyboard and other input devices; printer and other output devices; VCR, reinforcing joystick and microphone) Knows basic troubleshooting terms and techniques
Computer operating environment (e.g., desktop, cursor, menu bar, folders and files, software, disks, etc.) Uses fundamental computer vocabulary (e.g., desktop, cursor, menu bar, folder, save/close; Internet terminology, and other appropriate terms) Uses proper finger positions for speed building
Uses special keys on a keyboard or other input device (e.g., spacebar, delete, shift, return/enter, command/control keys, function keys) Knows that technology systems can be connected for a variety of purposes (e.g., printers, networks) STANDARD #2. The student understands historical, ethical, and societal issues relating to technology Knows that technology impacts daily life (e.g., transportation, communication, health care) Knows that technology has costs and benefits (e.g., environment, healthcare, workplace, education) Understands that technology changes continuously
Knows Internet safety and appropriate user practices (e.g., personal information, privacy, security) Knows the concepts of software piracy and copyright violation (, introduce fair use, copyrights, licensing) Knows citation formats for electronic information
Knows that the use of technology requires personal responsibility (Introduce care, handling disks, food/drink rules, introduce chips, motherboards, CPU; cleaning) STANDARD #3. The student uses technology as a learning tool STANDARD #3.1. To communicate and interact with others Uses technology to communicate in a variety of ways (e.g
Knows that video can be used to comm. with others
STANDARD #3.2. To conduct research, evaluate and process information, and report results Uses software and online tools for conduct research
Know how to eval. Tech. Info. for accuracy
Uses a variety of software/ hardware tools to report info.
STANDARD #3.3 To solve problems and make informed decisions Solve problems and make informed decisions (e.g., 27 calculators, data collection probes, educational software, electronic references, the Internet) © Technology Curriculum Guide—Ingrid Jones, Ph.D. and Jonathan Sumner, MA. Tracking Standards and Benchmark—Grades 6-8 (Adapted from Contra Costa School District) Standards & Benchmarks A Project Based Curriculum Comments Comments Comments STANDARD #1. The student understands and uses technology systems Peripheral devices (e.g., scanner, LCD video projector, TV monitor, removable storage media) Computer storage media (e.g., CD-ROMs, floppy disks, hard disks, tape drives) Troubleshooting skills (disassemble & assemble old computers) Computer operating environments (e.g., desktop, folders) Touch-typing skills (Keyboarding accuracy & building sp)
Networked technology systems (e.g., Internet and e- mail, electronic dictionaries) Tech-related vocab (e.g., LAN, WAN)
STANDARD #2. The student understands historical, ethical, and societal issues relating to technology Technology affects individuals, cultures, and societies
Inter-relationship between technology and society (e.g., technological changes bring social, political, and economic changes) Knows that tech can be used to influence audiences
Appropriate Internet and networks practices
Moral issues in software choices
Issues and consequences of software piracy and copyright violation (intellectual property, viruses and vandalism) Appropriate citation formats for electronic information
STANDARD #3. The student uses technology as a learning tool STANDARD #3.1. To communicate and interact with others Uses presentation software to communicate with a variety of audiences (e.g., e-mail, e-mail pals, Power Point, Hyper studio, ClarisWorks) Uses spreadsheet software to organize, display, and analy
Uses publishing software to communicate with others (e.g.
STANDARD #3.2. To conduct research, evaluate and process information, and report results Conducting online and other electronic searches (e.g., Boolean searches, search engine queries) Evaluating online and other electronic resources (e.g., accuracy of information) Report information w/advanced features (e.g., 28 formatting text, editing and importing scanned images) STANDARD #3.3 To solve problems and make informed decisions Solve problems and make informed decisions (e.g., spreadsheet analysis to help solve real-world problems) © Technology Curriculum Guide—Ingrid Jones, Ph.D. and Jonathan Sumner, MA.
29 Appendix C
30 Technical Support
Introduction
It is the intention of the department to offer efficient and friendly technical support. In an effort to maximize this affect, the following policy has been implemented. The policy takes into account the needs of the individual while recognizing the prioritized needs of the system in the larger context.
Method
There are three levels of support. At each level the IT Staff prioritizes the system’s needs according to the following chart:
Prioritized Technical Support According to Service Quality 1. Network 2. Administration 3. Faculty 4. Student 5. Faculty (personal) 6. Community
Level 1 All support requests receive an immediate response of 10 minutes irregardless of priority. If the problem or issue cannot be resolved the issue will likely be scheduled and moved to Level 2.
Level 2 Lengthy issues and repairs are assessed and scheduled according to priority. The end user will be notified of expected time frames. In the event of a delay another notification will be sent.
Level 3 Repairs and issues that become extraordinarily difficult and/or time consuming will be scheduled for “deep freeze” which in effect may take several months to resolve. This level is also reserved for quirky instances of hardware/software behavior that is difficult to replicate or to find an immediate cure. The end user will be notified of the problem and expected lengthy time of repair. Updates of progress will be less frequent at this level.
Level 3 end users are eligible for spare replacement computers (when available).
Availability
The IT staff provides technical support during school operational hours for all electronic equipment that was purchased through the department. Equipment donated or purchased outside of policy is not is not eligible for support. The school does not have enough resources to make this possible. See chart below.
Technical Support Availability Eligible Equipment Basic Consultation/Repair Ineligible Equipment 31 • All equipment • Personal electronic • All standalone purchased through the equipment such as computers school printers and computers • Equipment purchased • All televisions or donated outside of • All VCRs the department • Door exit • Copier hardware/software • Laminator • Overhead • PA system • LCD panels • Video projectors
32 Appendix D
33 Timeline for Implementation
Initiative 2007-2008 2008-2009 2009-20010 20010-2011 2011-2012 2012-2013 2013-2014 Rotation 1 2 new servers 2 new servers Network/Server $7,000 $7,000 Rotation 1 7 Desktops 7 Desktops Administration/Office, $9,100 $9,100 Department Computers Rotation 2 Classroom K-5 24 laptops on 24 laptops on rolling cart rolling cart $28,000 $28,000 Rotation 3 8 laptops $12,000 Faculty Rotation 4 25 Desktops or Computer Lab rebuild with new components $32,500 Rotation 5 25 Desktops or Classroom Computers 5-8 rebuild with new components $32,500
Special Project Backup $2,500 Professional Development 1 Class/seminar 1 Class/seminar 1 Class/seminar 1 Class/seminar 1 Class/seminar 1 Class/seminar 1 Class/seminar $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 Misc. Hardware (firewall, $500 - Misc. $3000 $3000 backup, Office Software Hunter Keyboarding $70 per faculty $1,400
Classroom Software 1 K mini lab 1 K mini lab 1 K mini lab 1 K mini lab 1 1-4 classroom 1 1-4 classroom 1 1-4 classroom 1 1-4 classroom $600 $600 $600 $600 Server Software OS Upgrade 2003 Exchange Email $750 2003 upgrade $1,000 TOTAL ESTIMATES 23,650 36,500 19,700 35,600 35,000 18,600 30,500
34 Appendix E
35 Technology Budget
2007-2008 Itemized
Tech Computer Repair Fee Supply Donation Grant Total Hardware Purchases Annual Computer Rotation 1725 21925 23650 Backup 2500 2500 New Office Printer 1500 1500 Interwrite Boards 1100 1100 Hardware Repair Faculty Laptop Repair 750 750 General Repairs 1000 1000 Software Purchases Office 2007 1500 250 500 500 2750 Windows XP Upgrades 1000 Subscriptions 0 Firewall Subsription 500 500 Ghost cloning 500 500 Antivirus Subscription 0 0 Brighthouse Internet 50 50 Internet Filter 1000 1000 Supplies toner 600 600 Curriculum/Development 0 Network Training Classes 2000 2000 Staff Training 500 500 Totals 9550 1750 1725 850 2000 23525 38400
36 Appendix F
37 School Name SEVENTH-DAY ADVENTIST CHURCH SCHOOL
Internet Acceptable Use Policy and Agreement
School Name Seventh-Day Adventist Church School is now offering Internet access for student use. This document contains the Acceptable Use Policy Agreement for student use of this internet.
Educational Purpose Use of the internet has been established for a limited purpose. The term educational purpose includes classroom activities and limited high quality self-discovery activities. This internet access under the auspices of the School Name Seventh-Day Adventist Church School has not been established as a public access service or public forum. This school has the right to place reasonable restrictions on the material you access or post through this system. You are also expected to follow the rules as set forth in this Acceptable Use Policy Agreement.
You may not use the School Name Seventh-Day Adventist Church internet connection for commercial purposes. This means you may not offer, provide, or purchase product or services through the School Name Seventh-Day Adventist Church school connection.
Student Internet Access All students will have access to Internet World Wide Web information resources or any other information resources specific to the Internet Provider Service connection used by the School Name Seventh-Day Adventist Church School through the school account. However these information resources may only be accessed with the direct knowledge of the teacher or teacher’s agent and when an adult is present in the room.
Students will have email access only under the direct supervision of the teacher or teacher’s agent using a school account.
The student and the student’s parents must sign this Acceptable Use Policy Agreement to be granted permission to use the School Name Seventh-Day Adventist Church School Internet connection. The parent or the school may withdraw this permission at any time.
Appropriate Uses The following uses of the School Name Seventh-Day Adventist Church School Internet connection are considered acceptable: Personal Safety • You will not post personal contact information about yourself or other people. This includes the name, physical description, address, telephone number, school or work address of you or any other person. • You will not agree to physically meet with anyone you have encountered online without your parent’s approval. Your parent should accompany you to any such meeting. • You will promptly disclose to your teacher or teacher’s agent any message you receive that is inappropriate or makes you feel uncomfortable.
Illegal Activities • You will not attempt to gain unauthorized access to the School Name Seventh-Day Adventist Church School Internet account or to any other computer system through your authorized access. This includes attempting to log-in through another person’s account or accessing another person’s files. These actions are illegal, even if only for the purpose of “browsing”. • You will not make deliberate attempts to disrupt the computer system or destroy data by any means including intentional creating or spreading of viruses. These actions are illegal.
System Security
38 • Under no conditions should you attempt to change your password or provide it to another person. • You will immediately notify the teacher or teacher’s agent if you have identified a possible security problem.
Use of Inappropriate Language • Restrictions against inappropriate language apply to public and private messages and material posted on web pages. You will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language in any such messages or material posted. • You will not engage in personal attacks, including prejudicial or discriminatory attacks. • You will not harass another person. Harassment is persistently acting in a manner that distresses another person. If you are told by a person to stop sending them messages, you must stop. • You will not knowingly or recklessly post false or defamatory information about a person or organization
Respect for privacy • You will not re-post (forward) to another person a message that was sent to you privately without permission of the person who sent you the message. • You will not post private information about another person.
Plagiarism and copyright infringement • You will not plagiarize works that you find on the internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were yours. • You will respect the rights of copyright owners Copyright infringement occurs when you inappropriately reproduce a work that is protected by a copyright. If a work contains language that specifies appropriate use of that work, you should follow the expressed requirements. If you are unsure whether or not you can use a work, you should request permission from the copyright owner. Copyright law can be confusing. If you have questions, ask a teacher.
Inappropriate access to material • You will not use the School Name Seventh-Day Adventist Church School Internet connection to access material that is profane, obscene, or that advocates illegal acts, violence or discrimination toward anyone regardless of whether or not any governmental prohibition exists against such material. Pornography and hate literature, so called, are examples of prohibited materials. • If you mistakenly access inappropriate information you should immediately tell your teacher or teacher’s agent. This may serve to protect you against a claim that you have intentionally violated this policy. • You should follow the instructions of your parents regarding any additional material that they think would be appropriate for you to access. The school fully expects that you will follow your parent’s instructions in this matter.
Privacy You should expect only limited privacy in the contents of your personal files on the school’s computers. Routine maintenance of the school’s computers including your personal files may lead to discovery that you have violated this policy. By signing this policy statement along with your parents, you and your parents consent to a routine examination of your files on any of the school’s computers to determine compliance with this policy or the law. Your teacher or teacher’s agent and your parents have the right to examine the contents of your e-mail or other computer files.
Personal responsibility When you are using the School Name Seventh-Day Adventist Church School Internet connection you may feel like it is rather easy to break a rule and not get caught. This feeling is misleading because when you use a computer or computer network you leave little electronic footprints, so the odds of getting caught are really about the same in the real world. But for a person to choose to follow a rule or not based on the likelihood of getting caught reveals much about a person’s character.
39 Signature to indicate compliance with this Acceptable Use Policy Agreement Your signature below affirms your understanding of and agreement to abide by the School Name Seventh-Day Adventist Church School’s Acceptable Use Policy Agreement. Any violation of the standards as set forth herein may result in the student’s immediate termination of the school’s Internet access privileges. Such violation may also activate other disciplinary procedures as noted in the school handbook or other established policies of the School Name Seventh-Day Adventist Church School
Student’s signature Date Parent’s signature Date
40 Appendix G
41 Appendix G— School Technology Survey School Survey 1. SCHOOL PROFILE Person completing the survey______Title______Number of instructional classrooms (including the library) in your school (do not include your school’s gymnasium) ______2. TECHNOLOGY PLAN a. Does your school have a site plan that includes technology planning (this could be a separate plan or it could be a school improvement plan that addresses using technology to improve teaching, learning, and overall school management)? Yes No If posted on the Web, enter the URL of your school’s technology plan:
3. EQUIPMENT a. How many computers (including all desktops, laptops, tablets, thin clients) for instructional use (including computers used by teachers for instruction) are being used at your school site? _____ b. Of the computers in question 3.a., how many are laptop computers? _____ c. When responding to the following items, the age of a computer’s central processing unit (CPU) is the primary factor that determines a computer’s age. Generally, any documentation that would show the purchase date of a computer or the CPU upgrade could be a reasonable way to determine the age of the computer’s CPU. Of the computers in question 3.a. that are not thin client devices, how many are: Less than one year old _____ Between one year old and less than two years old ____ Between two years old and less than three years old ____ Between three years old and less than four years old ____ More than four years old ____ If you have a system that uses thin client devices, how many: Thin client devices are multimedia capable (e.g., Internet, sound, etc.) _____ Thin client devices are not multimedia capable ____ d. Where are the computers reported in question 3.a. located? Location Number of computers at that location Classrooms
42 Computer labs Library Laptops on carts Other (please specify) ______e. How many computers do you expect to acquire this fiscal year from all sources? _____ f. How many computers reported in question 3.a. do you expect to retire this fiscal year?
g. How many student response classroom systems are used by students as part of the teaching/learning process? _____ h. Does your school allow/support videoconferencing with entities outside your school? Yes No If so, how many of the following categories of videoconferencing systems are at this site? Room-based Systems (including mobile units) _____ Desktop Systems _____ i. Does your school have sufficient electrical capacity to achieve a 4:1 student-to-computer ratio? Yes No
4. CONNECTIVITY a. Have you collected data on the number of classrooms at this site that have insufficient electrical capacity to support the educational technology needs? Yes No If yes, please provide the number of classrooms at this site with insufficient electrical capacity to support the education technology needs _____ b. How many computers at this site are connected to the Internet via a broadband (non dial- up) connection? _____ c. Does this school provide wireless Internet access onsite? Yes No d. If yes to question 4.c., please respond to the following: i. Does this school provide wireless access for administrators? Yes No ii. Does this school provide wireless access for teachers? Yes No iii. Does this school provide wireless access for students? Yes No
5. TECHNICAL SUPPORT a. When hardware breaks or technical support is needed at your site, how long does it usually take to fix the problem?
43 Two hours or less More than two hours, but by the end of the day Within two to five work days More than a week but less than a month A month or more b. How many hours per week do students or other non-school staff spend providing technical support to your school? Note that student positions may be paid or volunteer.
Type of Technical Support Hours per Week Contracted vendor services School Services Students County Office of Education services Others, including volunteers
c. Is there a student technology support class or program (such as: Student Computer Help Desk, or a Mouse Squad) at your school? Yes No d. If yes to question 5.d., how many students are involved? ______
6. CURRICULUM SUPPORT a. When teachers need help with integrating technology into the curriculum (such as understanding how to use Web resources in a unit on Egyptian history), how long does it take to get this support? Two hours or less More than two hours, but by the end of the day Within two to five work days More than a week, but less than a month A month or more No support is available 7. PROFESSIONAL DEVELOPMENT
44 Need for professional development and assistance to plan and use technology: Considering the overall needs in the school check (√) the level of assistance needed for each of the four topics from “none” to “high”. a. Areas of possible assistance needed Assistance needed? None Moderate High 1. Select, access, and use technology to expand student learning opportunities, skills, and knowledge 2. Plan, implement, and use hardware to make use of the Internet for instructional purposes 3. Use technology-based applications to access and analyze student assessment to guide instructional plans and decisions 4. Identify and apply for state, federal, and/or private funding related to the access and/or use of technology
8. TECHNOLOGY USE
a. What percent of administrators at this school site have an e-mail account? _____ b. What percent of teachers at this school site have an e-mail account? _____ c. Do you permit students to access e-mail (including web-based e-mail) at this school site? Yes No d. If you answered Yes to question 8.c., what percent of students at this school site have a school- provided e-mail account? _____
45 e. Please respond to the following descriptions of teachers’ use of technology:
Teachers’ use technology to:
Word-process 1 2 3 4 5 Access content-specific software or 1 2 3 4 5 Web-based resources Create reports or projects 1 2 3 4 5 Provide demonstrations or 1 2 3 4 5 simulations Correspond with experts, authors, 1 2 3 4 5 students from other schools, and others, via e-mail and/or Internet Solve problems and/or analyze data 1 2 3 4 5 Videoconference 1 2 3 4 5 Webcast Research using Internet or CD- 1 2 3 4 5 ROMs Provide online professional 1 2 3 4 5 development Provide streaming video 1 2 3 4 5 Conduct virtual field trips 1 2 3 4 5 Use online student assessment tools 1 2 3 4 5 Present materials electronically 1 2 3 4 5
46 f. Please respond to the following descriptions of students’ use of technology:
Students’ use technology to:
Word-process 1 2 3 4 5 Access content-specific software or Web- 1 2 3 4 5 based resources Research using the Internet or CD-ROMs 1 2 3 4 5 Create reports or projects 1 2 3 4 5 Access demonstrations or simulations 1 2 3 4 5 Correspond with experts, authors, students 1 2 3 4 5 from other schools, and others, via e-mail and/or Internet Solve problems and/or analyze data 1 2 3 4 5 Present materials electronically 1 2 3 4 5
47