Technology Plan
The Cape Fear Center for Inquiry is a charter school in Wilmington, North Carolina. The school is K-8 and has a student population of 320. The school has 71.4 % proficiency scores in the 8th grade computer skills competency test and this shows a need for improvement in order to reach the state average of 80 %. A teacher and Board member of the school conducted a survey to gather information about the teacher’s feelings and attitudes toward the school’s technology situation and performance. Based on the surveys and observations the teachers have a desire to learn more computer skills and are not comfortable using the existing hardware and software within the school.
The Cape Fear Center for Inquiry is a charter school in Wilmington, North Carolina that focuses on small classroom settings and inquiry based learning. Inquiry Based Learning is “an educational activity in which students individually or collectively investigate a set of phenomena-virtual or real-and draw conclusions about it” (Kuhn, 2000)
Inquiry is:
Charter schools are public schools. Like other public schools they are required to establish and follow a technology plan for the state of North Carolina. The Cape Fear Center for Inquiry is a public charter school. CFCI essentially operates as its own district or Local Education Agency. Cape Fear Center for Inquiry has chosen to adopt the North Carolina Standard Course of Study as its curriculum framework. It is therefore required to teach the Computer Technology Skills as listed in the SCOS.
The technology plan requires that the teachers provide more hands-on technology within the inquiry-based classroom lessons. Improvements are needed in the school’s technology infrastructure, personnel support, and technology skills for teachers. Another primary goal is to increase proficiency in the state mandated testing for 8th graders in Computer Competency Skills.
The technology plan consists of a mission and vision established by CFCI. Beginning the project, Phase I, a major component will be the infrastructure changes and additions to the school concerning technology hardware, software, and the addition of support personnel. The technology infrastructure needs hardware and software additions and upgrades. A computer network and lab must be added and the existing computers and mobile labs need maintenance and upgrades. Technology support personnel will provide support for all staff members.
In Phase II, professional development will influence the plans for school curriculum and instruction. These personnel will establish the changes in the infrastructure and provide additional instructional support as needed. The teachers will receive assistance to improve technology skills through a professional development plan. The professional development will provide training for basic computer skills as well as technology integration strategies. The professional development plan also incorporates reflection and evaluation to establish continuous improvements. These improvements will benefit the overall quality of technology integration in each classroom.
The final phase will include students and their innovations and projects that integrate technology. Phase III engages the students with the integration of technology. All grade levels will be able to demonstrate their improvements in computer skills. This entire plan will be implemented over the course of three school years.
The
|
Goals (Outcomes) |
Indicators |
Benchmarks |
Measures |
|
PHASE 1: Infrastructure |
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1.1 A full-time technology integration specialist will be available to support the technology implementation plan 1.2 A part-time contracted information technology specialist will be available to support the implementation plan |
A hired technology integration specialist is working full time at the school A part-time information technology specialist is fulfilling contractual agreement |
By August 1st, 2005 before year one begins, a technology integration specialist will be hired. By August 1st, 2005 before year on begins, an information technology specialist will be available to support the implementation plan. |
Technology integration specialist hired Monthly reports will be prepared by the Technology Specialist and contain details of major tasks accomplished. These tasks will be reviewed by the director of CFCI as part of the end of the evaluation of the new employee. |
|
1.3 Existing laptops will be upgraded with new software |
Additional educational software is installed on the laptops. |
By June 1st 2006, the laptops will new have educational software installed. By October 31st 2005, the Technology Specialist/Instructional Technologist will apply for grant funds. |
Laptop software inventory will be compared to the beginning of year one. |
|
1.4 Create computer lab within school available for all classes |
25 computers, tables, and printer are in the computer lab. Room is converted to a computer lab |
By June 1st 2006, there will be a networked computer lab. By October 31st 2005, The Technology Specialist/Instructional Technologist will apply and receive grant funds |
A computer lab exists within the school A computer lab schedule will be set to allow time for each grade level to visit the lab for special projects and activities. |
|
1.5 Teachers will have 1 new desktop per classroom with printer. |
A computer, table, and printer are in each classroom.
|
By June 1st 2006, all classrooms will be equipped with a working desktop computer that is fully networked. By June 13th 2006, there will be a working printer in every classroom. |
Classroom computer inventory will be compared to the beginning of year one.
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PHASE 2: Professional Development |
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2.1 Teachers will become more computer literate |
Teachers will: Produce inquiry-based lesson plans that integrate technology Use multimedia to create presentations to use in classroom instruction Use telecommunication to email, create web sites, and find resources for lessons. Create lesson plans that teach ethical standards |
By June 1st 2007, 95% of teachers will have attended 10 hours or more of hands-on technology workshops on integration. By June 1st 2007, all classroom teachers will be able to send and receive email. By June 1st 2007, all teachers will know how to create a web site. |
Qualitative and quantitative analysis of teachers’ products and classroom activities Teacher technology survey Teacher computer competency test scores Workshop exit surveys and semester follow-up surveys |
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PHASE 3: Curriculum and Instruction |
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3.1 Teachers will create lessons that include technology integrated into inquiry-based lessons. |
Teachers will: Use laptop carts and desktop computer lab for instruction Use technology integrated lesson plan within lessons |
By June 1st 2007, teachers will teach at least one integrated technology lesson per week |
Completion of integrated lesson |
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3.2 Teachers will reflect and evaluate their lessons to establish continuous improvements |
Teachers will: Complete a reflection form once for every unit that integrates technology. Meet with colleagues to share and discuss areas for improvement and successes. Report, once per semester, all plans for continuous improvement to administrators and board members. |
On-Going By December 1st 2006, each grade level will submit the first continuous improvement plan to the board of directors. By June 1st 2007, each grade level will submit the second continuous improvement plan to the board of director. |
Semester completion of Continuous Improvement Plans Minutes from Continuous Improvement Meetings |
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3.3 Students will use technology to develop products for assignments
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Students will: Produce documents using desktop publishing software Organize and store data using database software Use spreadsheets to calculate information Use multimedia to create presentations Use telecommunications to complete research for projects Demonstrate knowledge of ethical standards |
By June 1st 2008, 50% of students will complete products utilizing technology skills
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Qualitative and quantitative analysis of students’ products and classroom activities Student technology surveys
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3.4 Student performance on the computer skills multiple choice and performance test will improve |
Students will: Engage in inquiry based activities using computer skills |
By June 1st 2008, the proficiency scores will be raised to 80% proficiency. |
Computer Skills Test scores |
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3.5 Students will display products in school-wide Technology Fair |
Students will: Develop and present technology based projects for the Technology Fair Invite parents and members of the community to view projects |
By June 1st 2008, the community will attend a CFCI Technology Fair |
Technology Fair Event Video footage and photos will be taken at the event.
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3.6 Evaluation of the three-year plan will take place that should identify areas that work well and areas that need improvement in order to continue the technology integration. |
The contracted evaluation team will: Conduct summative evaluations to determine areas that need improvement.
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By June 1, 2008, an evaluation team will be contracted to conduct the summative evaluation. By June 15, 2008, the team will present results of the evaluation to the Planning/Advisory committee. |
Evaluation results |
Information is distributed to the community through newsletters, website, monthly board meetings, and partnership meetings. The faculty communicates through weekly meetings, weekly newsletters, e-mail, and interoffice memos. The Planning/Advisory team has communicated the vision, goals, and planning for the technology plan to the stakeholders during the initial proposal of the plan. This team consists of a member from every department, grade cluster, technology committee, and Board of directors.
The implementation team consists of the Technology Integration Specialist (TIS), Life Long Learning Committee Member, Information Technology Specialist (ITS), one teacher representative per cluster (K-1, 2-3, 4-5, 6-8), and the Director. The Implementation team will communicate results of the data gathering and details of the implementation process to the stakeholders throughout the phases of the plan. This team will inform stakeholders of what is happening during the implementation process.
The in-house evaluation team consists of Director, the Partnership (Parent-Teacher Organization President or Representative), Board of Directors, and a Contracted Evaluator. Once per phase an evaluation process is in place. The evaluation team must provide the stakeholders with results of any measures used to reflect on the activities within each phase. This team is not to be confused with the contracted evaluation team that will conduct the summative evaluation after the end of Phase III.
Details on the various stages, vehicle of communication, frequency, and messengers are listed in the chart in Appendix A.
The
hardware, software, and personnel technological resources listed in Appendix B.
The
hardware that is in place is currently utilized differently according to the
particular grade levels. The results
of a school wide technology use survey for students and teachers show that
students are using word processing at school and home.
Spreadsheets and databases are not being utilized at all. The
main use of technology in the school in addition to word processing is Internet
research.
In
looking at all instructional staff members, teachers’ comfort level with
technology is minimal. However, many
teachers express concerns about there being too few computers in the school.
The existing computers malfunction frequently according to the teachers.
Almost all classrooms have to share one networked printer.
There are only one or two color printers available to students in the
classroom at this time.
Some
teachers and staff at CFCI use the mobile laptop carts that contain 20 I-Book
machines. According to surveys that
were handed out to the teachers and staff, the teachers in K-3 grade do not use
the laptop cart at all. The K-3 teachers indicate that the reasons that they do
not allow their students to use the laptops are as follows:
v They do not feel as if their students “can do anything” on them-this perception is particularly strong with the K-1 teachers
v
They do not feel as if there is any software for their students to use
v
They do not feel comfortable using the equipment
v
Perception is that there are “too many problems” with the equipment
The
teachers in fourth grade through eighth grade check out the laptop cart (either
Cart A or Cart B) often. The middle grades students use the laptops more than
the fourth and fifth grade students. Teachers
in these grades feel comfortable using and troubleshooting the equipment more so
than the elementary school teachers.
A
majority of the other teachers reported that the reason that they do not check
out the laptops frequently is because of the minor troubleshooting problems that
they encounter. They do not know how
to fix or address the problems and no one is on staff to support the issues.
The
teachers who do handle the minor troubleshooting problems are still only using
the technology in a limited manner. They
still do not feel comfortable INTEGRATING technology other than research and
word processing into their lesson plans.
At
this time students that are in sixth grade or below have very little exposure to
the use of databases, spreadsheets, and multimedia. Their activities are limited
to word processing and educational software games.
A student survey revealed that seventh and eighth grade students are
exposed to some use of other technologies and their applications.
This may include Internet research and presentation software.
At this time specialists (PE, Foreign Language, Music and Art) and Exceptional Children’s teachers do not check out or use the wireless laptops with their students. One EC coordinator uses technology with a small amount of students who receive EC support services.
|
Hardware |
Location
and Quantity |
Technical
Requirements |
Timeline
|
|
Desktop
Computers |
Computer
Lab (25) Classroom
(2 per room) |
Windows
XP Professional Microsoft
Office XP Microsoft
Works 8.0 Norton
Internet Security Intel
Processor 3.0E GHz 512
Megabytes RAM 40-Gigabyte
Hard Drive 1.44MB
Floppy drive
Integrated
56K Modem + 10/100 Ethernet LAN 3-year
warranty |
Phase
1 By
|
|
Laptop
Computers |
Main
Offices Departmental
Offices Technology
Support Offices |
Windows
XP Professional Microsoft
Office XP Microsoft
Works 8.0 Norton
Internet Security AMD
Sempron 3000+ (1.8GHz) 512
Megabytes RAM 40-Gigabyte
Hard Drive 1.44MB
Floppy drive
3-year
warranty 54g(TM)
Integ. Broadcom 802.11b/g
WLAN & Bluetooth Integrated
56K Modem + 10/100 Ethernet LAN |
Phase
1 By
|
|
Color
Deskjet Printers |
Classroom
(2 per room) |
Color
and Black Print Capabilities USB
2.0 Up
to 4800 x 1200 dpi 16
MB/16 MB |
Phase
1 By
|
|
Laser
Printers |
Computer
Lab (1) Main
Office (1) Faculty
Workroom (1) |
Network
Ready 1200
x 1200 dpi 48
MB |
Phase
1 By
|
|
Flatbed
scanner |
Computer
Lab (1) |
Up
to 2400 dpi 48-bit
color |
Phase
1 By
|
|
Data
projector |
Computer
Lab (1) Available
for Checkout to classrooms (3) |
1 1,500 lumens
800 x 600 True SVGA resolution |
Phase
1 By
|
Goals:
The
professional development plan utilizes Pierson’s Technology Integration Model
for the implementation of the staff development activities.
According to Pierson’s technology integration model student learning
will improve from training in the triangulated areas of content, pedagogy and
technological expertise. The
underlying assumptions of Pierson’s model are that technology will work for
you “like an employee” when you pull together the other necessary components
along with the technology. Pierson
also maintains that staff development should span all grade levels and subject
matters. Other pertinent
characteristics of Pierson’s model that will be effective are the:
use of software, use of web-based instruction, use of web information
resources, use of problem-based learning, use of instructional design choice,
and tailoring multimedia courseware. This
model is highly compatible with a Constructivist learning environment.
The
This
philosophy directly parallels the philosophy of the organization, its
stakeholders and the CFCI community. (Pierson,
2000)
Current
Technology Skills and Needs
A
complete performance analysis has been conducted to determine the need for staff
development in technological skills. The
performance analysis was conducted through surveys, observations, and
interviews. The technology committee
members and the director were interviewed. The
third, fifth, seventh and eighth grade students and the entire faculty were
surveyed. The technology change
planning team observed the classrooms and inventoried the current situation.
The results of the analysis indicated necessary technology skills were
not being taught due to the lack of computer literacy of the faculty.
The data, both quantitative and qualitative, have clearly identified the
need for staff development.
Phase
I – August 2005-June 2006
The
primary goal of this phase of the plan is to stabilize and upgrade the equipment
and infrastructure in the building. It
is pivotal to the success of the plan for the learners to have access to the
proper equipment. During this phase,
the Technology Integration Specialist (TIS) will be hired.
The TIS’s role in phase I is to acquaint themselves with the school
community, student, and staff as well as develop and offer a few training
sessions on basic computer technology use. These
trainings will be based upon the needs of the staff.
Phase
II – August 2006-June 2007
The
focus of Phase II is to conduct professional development throughout the year in
order for teachers to become more computer literate.
The plan is offered in two parts. The
first is a set of concurrent sessions. The
second is a reflection, evaluation, and sharing session.
Training
will be offered on the fourth Wednesday of the month.
Four concurrent sessions will be offered each Wednesday on computer
literacy, basic applications, and strategies for implementation within content
area inquiry based lessons. Pierson’s Technology Integration Model (Pierson,
2000) will be utilized for the implementation of the professional development
activities. This constructivist
environment will allow the TIS to facilitate in the technology integration and
concentrate on the content area in each grade level.
Teachers
that currently apply technology into their instruction will be invited to offer
training sessions on their areas of expertise.
Several training sessions will be offered concurrently.
In each set of concurrent sessions, the teachers will be able to choose
which session they want to attend. They
are required to attend four during the course of the year.
This format will be followed for two months with various trainings
offered.
After
two sets of training sessions, in November 2005, the professional development
will entail a reflection, sharing, and evaluation work session in a large
faculty meeting. Teachers that have
successfully employed the newly acquired technology skills and knowledge will
share their experiences with their colleagues. The format will be a
collaborative and reflective work session in which teachers will share their
successes and struggles. This reflection session will be scheduled again in the
spring 2005 after two more sets of training occurs.
Phase
III – August 2007-June 2008
Phase
III will focus on integration of technology skills into an Inquiry Based
Curriculum. The TIS will continue to
provide training sessions that are scheduled monthly.
The trainings will focus on the goals as stated, for teachers to create
and implement at least one integrated lesson per week.
Phase
III will also focus on evaluation and continuous improvement.
This evaluation process will focus on the teacher’s implementation of
technological skills acquired in all professional development efforts.
The teachers will meet during each semester, at least, or unit of
integration in order to evaluate their own implementation of the skills and
knowledge. The teachers will be
required to meet with their loop level colleagues and generate a continuous
improvement plan to submit to the Director and Board of Directors. The TIS will
structure the components of the plan. This
process will allow the teachers to reflect on their skills, knowledge and
attitude toward integrating technology into the curriculum.
The teachers will present them to the TIS for ongoing feedback and
support generate concerns and or ideas. This
self-evaluation process of professional development is very familiar to the
learners and is likely to be adopted readily.
The
culmination of the professional development activities will be a Technology
Fair. The fair will take place at
the end of Phase III. Each loop-level will be required to submit a piece(s) of
their student’s work that demonstrates competencies in computer literacy as
well as integration of technology into the Inquiry Based Curriculum.
The logistics and specific requirements of the fair will be established
in a collaborative effort between the TIS and teachers.
The
execution of this professional development plan will help bring the
Currently
there are no personnel in place to support technology.
There is no position that addresses technology support.
There is a Technology Committee whose responsibilities are unclear at
this time. The committee has not met
consistently. The committee represents all grade levels and subject areas.
The membership consists of a parent and two teachers that are
technologically savvy. At this time
the Technology Committee is not an effective entity in supporting the new
technology plan.
The
school will hire a part-time, contracted Information Technology Specialist
(ITS). The school will also be
hiring a full time Technology Integration Specialist (TIS).
This support person will be hired during the summer, prior to the start
Phase I of the technology plan.
The
primary source of support for the Professional Development Implementation Plan
is the Technology Integration Specialist. The staff at CFCI is comprised of only
twenty-five instructors. This number
is manageable for the TIS to support in the staff development plans. The staff
and administrative support at CFCI has identified that staff development is a
focus of the job responsibilities for the TIS.
The TIS will also be supported in accessing other resources to support
training sessions. The
Support
from the Technology Committee will also be provided. The TIS will be a member,
if not Chairperson, of the Technology Committee.
The other members of the Technology Committee will support the TIS as
appropriate and necessary.
The
TIS will establish Technology Mentors for teachers.
Again, with the low number of instructional staff at CFCI this process is
feasible. The TIS will also help to
facilitate the teachers supporting teachers model.
The Director of CFCI will support the professional development plan primarily as acting as liaison of communicating information and plans. The Director is an active member of many committees including: Technology, Personnel, as well as a member of the Executive Committee of the Board of Directors. This continuity will help in facilitation implementation.
|
Goals
and Benchmarks |
Description of Strategies/Activities to Achieve Goals and Benchmarks |
Timeline (Projected date for Achievement) |
Budget |
|
Technology
Integration Specialist (TIS) |
|
|
|
|
Support
students in using technology to develop products for assignments Benchmark ·
By the end of Phase 1, Technology assistance forms, policies and
procedures will be developed ·
By the end of Phase 2, a visitation schedule will be implemented. ·
By the end of Phase 3, 100% of student technology assistance requests
are responded to. |
Develop
and follow a class visitation schedule to assist in planning and
implementing support for students in development of products or
assignments Develop
a technology assistance request form for teachers to use to formally
request help. Distribute
and explain network and computer use policies and procedures for
technology assistance request forms. |
Phase
1: August 2005 to May 2006 Phase
2: August 2006 to May 2007 Phase
3: August 2007 to May 2008 |
Salary
$35,000 |
|
Support
teachers in implementing strategies to improve computer competency test
scores Benchmark ·
Technology hardware and software needs will
be met by the end of Phase 1, August 2005 to May 2006 ·
Computer lab schedule will be available by
the end Phase 1: August 2005
to May 2006 ·
Technology training sessions will be held by
the end of Phase 2, August 2006 to May 2007 ·
Technology support offered in classrooms for
special projects by the end of Phase 3, August 2007 to May 2008 |
Develop
classroom lessons to work on computer skills Team
teach computer skills lesson plans Provide
lab time for all teachers Conduct
staff development that focus on computer competencies |
Phase
1: August 2005 to May 2006 Phase
2: August 2006 to May 2007 Phase
3: August 2007 to May 2008 |
|
|
Information
Technology Specialist (ITS) |
|
|
|
Teachers and students
will have uniform and up-to-date technology within the facility
Benchmark
·
Hardware and software needs
will be met by the end of Phase 1, August 2005 to May 2006 ·
Routine maintenance will be
performed on a regular schedule to be determined by the specialist.
Schedule will be ongoing in the beginning of Phase 2: August 2006
to May 2007 |
Routine
maintenance and software installation will be performed by the technology
assistant |
Phase
1: August 2005 to May 2006 Phase
2: August 2006 to May 2007 Phase
3: August 2007 to May 2008 |
Salary
$25,000 |
|
The
Technology Committee (TC) |
|
|
|
|
Committee
will participate in the planning and implementation of the technology
plan. Benchmark ·
Committee will help select new technology employees during the summer
of 2005 before Phase 1 begins. ·
Committee will provide input for staff development based on teachers’
training needs during Phase 1, beginning in December 2005. ·
Committee will assist in organization of all training during Phase 1,
August 2005 to May 2006 for Phase 2 August 2006 to May 2007 |
Conduct
survey to find out teachers’ training needs Committee
meetings conducted monthly to discuss training needs. Committee
provides trainers with print materials needed for training Committee
is responsible for informing all teachers of training dates and sending
out reminders Committee
is responsible for providing all refreshments and facilities for training |
Phase
1: August 2005 to May 2006 Phase
2: August 2006 to May 2007 Phase
3: August 2007 to May 2008 |
Stipend
per person $300 |
|
Board
of Directors |
|||
|
The
board of directors will provide organizational support in the planning and
implementation of the technology plan Benchmark
|
Committee
meetings conducted monthly to discuss training needs. Monitor
progress of faculty attendance and completion of professional development
sessions. Provide
requested funds for projects. |
Phase
1: August 2005 to May 2006 Phase
2: August 2006 to May 2007 Phase 3: August 2007 to May 2008
|
None |
The
equipment budget includes for 78 computers, 50 DeskJet printers, 3 laser
printers, 1 flatbed scanner, and 4 data projectors
The
other budget is for purchasing incentives. These
incentives would be offered to teachers for completion of products, and to
trainers who would need compensation for preparing and presenting.
|
Direct
Cost |
2005-2006 |
2006-2007 |
2007-2008 |
Totals |
|
Salaries |
65,000 |
65,000 |
65,000 |
195,00 |
|
Benefits |
1,000 |
1,000 |
1,000 |
3,000 |
|
Equipment |
35,000 |
1,000 |
1,000 |
37,000 |
|
Materials
and Supplies |
6,000 |
6,000 |
6,000 |
18,000 |
|
Other |
1,000 |
1,000 |
1,000 |
3,000 |
|
Total |
108,000 |
73,000 |
73,000 |
249,000 |
|
Activities |
Fall
2005 |
Spring
2006 |
Fall
2006 |
Spring
2007 |
Fall
2007 |
Spring
2008 |
|
A
full-time technology integration specialist will be available to support
the technology implementation plan |
x |
x |
x |
x |
x |
x |
|
A
part-time contracted information technology specialist will be available
to support the implementation plan |
x |
x |
x |
x |
x |
x |
|
Existing
laptops will be upgraded with new software |
x |
x |
|
|
|
|
|
Create
computer lab within school available for all classes |
x |
x |
|
|
|
|
|
Teachers
will have 1 new desktop per classroom with printer.
|
x |
x |
|
|
|
|
|
Teachers
will become more computer literate |
|
|
x |
x |
|
|
|
Teachers
will create lessons that include technology integrated into inquiry-based
lessons. |
|
|
|
|
x |
x |
|
Teachers will reflect and evaluate their lessons to establish continuous improvements |
|
|
|
|
x |
x |
|
Students
will use technology to develop products for assignments |
|
|
|
|
x |
x |
|
Student performance on the computer skills multiple choice and performance test will improve |
|
|
|
|
|
x |
|
Students
will display products in school-wide Technology Fair |
|
|
|
|
|
x |
Kuhn, D., (2000). The
Development of Cognitive Skills to Support Inquiry Learning. Cognition and
Instruction, 18, 4. 497 - 522.
Pierson, M. (1999).
Technology practice as a function of pedagogical expertise. (Doctoral
dissertation, Arizona State University, 1999). UMI Dissertation Service, 9924200
Appendix A – Communication Plan Chart
Planning/Advisory Team - Finance Committee Member, Exceptional Children’s Coordinator, Instructional technology consultant, Eighth grade student, CFCI Director, Technology Committee, One teacher representative per cluster (loop level) (K-1, 2-3, 4-5, 6-8), A representative of the Cape Fear Center for Inquiry Board of Directors
Implementation Team - Technology Integration Specialist (TIS), Life Long Learning Committee Member, Information Technology Specialist (ITS), one teacher representative per cluster (K-1, 2-3, 4-5, 6-8), CFCI Director
Evaluation
Team
- CFCI Director, the Partnership (Parent-Teacher Organization President or
Representative),
|
Stage
and Objective of the communication |
Stakeholder
Group |
Vehicle |
Frequency |
Messenger |
|
Vision
– to communicate vision
|
Implementation
Team |
Presentation |
Once
per Phase |
Planning/Advisory
Team |
|
CFCI
Parents |
News
Letter/Website |
|||
|
Community
and local businesses |
Website |
|||
|
Teachers
and Potential Funding Agencies |
Presentation,
e-mail, & Memo |
|||
|
CFCI
Director/Board of Directors |
E-mail,
Presentation, & Printed Report |
|||
|
Goal
Setting-
to communicate the goals of the technology plan |
Implementation
Team |
Brainstorm/Discussion
& Presentation |
Once |
Planning/Advisory
Team |
|
CFCI
Parents |
News
Letter/Website |
|||
|
Community
and local businesses |
Website |
|||
|
Teachers |
Brainstorming/Discussion,
Presentation, e-mail, & Memo |
|||
|
Potential
Funding Agencies |
Presentation,
e-mail, website |
|||
|
CFCI
Director/Board of Directors |
E-mail,
Presentation, & Report |
|||
|
Data
Gathering-to
communicate the results of analysis, current situation |
Planning/Advisory
Team |
Printed
Report |
Once |
Implementation
Team |
|
CFCI
Parents |
||||
|
Community |
||||
|
Local
Businesses |
||||
|
Teachers |
||||
|
Potential
Funding Agencies |
||||
|
CFCI
Director/Board of Directors |
||||
|
Planning-to
communicate the specific plans per phase to include:
goals, objectives, strategies, resources, timeline, responsible
party, status |
Implementation
Team |
Presentation |
Once
per Phase |
Planning/Advisory
Team |
|
CFCI
Parents |
News
Letter/Website |
|||
|
Community
and Local
Businesses |
Website |
|||
|
Teachers |
Presentation,
e-mail, Memo, & Feedback Form |
|||
|
Students |
Presentation
& Feedback Form |
|||
|
Potential
Funding Agencies |
Presentation,
e-mail, website |
|||
|
CFCI
Director/Board of Directors |
E-mail,
Presentation, & Printed Report |
|||
|
Implementation-
to communicate what is happening
during the implementation process |
Planning/Advisory
Team |
Presentation
& Website |
On-going |
Implementation
Team |
|
CFCI
Parents |
Presentation,
Newsletter, Website & Feedback Form |
|||
|
Community
and Local
Businesses |
Newspaper
& Website |
|||
|
Teachers |
Presentation,
e-mail, Feedback Form, Website, & Memo |
|||
|
Students |
Presentation
& Feedback Form |
|||
|
Potential
Funding Agencies |
Press
Release & Website |
|||
|
CFCI
Director/Board of Directors |
E-mail,
Presentation, & Report |
|||
|
Evaluation
–to
communicate results of evaluation measures of the project |
Planning/Advisory
Team |
Printed
Report & Website |
Once
per Phase |
Evaluation
Team |
|
CFCI
Parents |
Newsletter,
PTO meeting, website |
|||
|
Community |
Press
Release & Website |
|||
|
Local
Businesses |
Website |
|||
|
Teachers |
E-mail,
Website, & Presentation |
|||
|
Potential
Funding Agencies |
Printed
Report & Website |
|||
|
CFCI
Director/Board of Directors |
Printed
Report |
Appendix B
Current
Technology Resources
The
|
Hardware |
Software |
Network |
Human
Resources |
Facilities |
|
-2
Laptop Each
contain 20 I-Books -OS
X -10.2 -256
MB -800
MHz Power PC G3 Central
location teacher work station contains: 1
Dell Dimension 2400 Desktop (new) HP
scanner HP
Color Inkjet Printer -3
laptops Dell Inspiron and Dell D505 3
data projectors 1
Avery Key scan converter 1
networked printer (HP 2200) 2
printers on top of laptop carts (HP 1300) 3
Digital Cameras 4
Digital Video Cameras 1
Smart Board Interactive
white board 3
TVs on carts 3
VCRs 1
DVD |
Safari Sherlock iChat iCal iSync iTunes iPhoto iMovie QuickTime
Player AppleWorks
6 Internet
Explorer Adobe
Acrobat Reader 5.0 Microsoft
XP Microsoft Office Suite (Word, Excel, Power Point, Outlook, Publisher) |
LAN
infrastructure is switched Shared
hubs Ethernet Road
Runner ISP Sonicwall No
server* No
Proxy server Command
Antivirus 100%
of classrooms have Internet access |
1
contracted computer technician charged with correcting:
infrastructure, Internet connectivity, hardware and software upgrades,
cloning and deep freeze of I-Books No
CFCI personnel in any position related to technology Technology
Committee made up of teachers and parents at this time |
CFCI
is: Located
in a converted office building Old
software company No
computer lab No
media center No
space is presently unused All
classroom spaces are adequate for using mobile laptop carts No
cable access available in rooms |
Appendix C - Current Resources and Required Resources for Technology Change
|
Current Resources |
Required Resources for Change |
|
|
Technology |
2 mobile lap top carts 20 I-Books per cart |
20 Macs desktops lab –all applications compatible/uniform with the laptops 1 Mac laptop for Technology Support Teacher 1 networked laser printer Microsoft Office Suite for Mac added to laptops KidSpiration software added to laptops Inspiration software added to laptops Kid Pix Deluxe IV added to laptops |
|
School Facilities |
No server room established Any networking equipment is currently located in closet by front office No server Few computer furniture located in various classrooms |
Teacher workroom will be converted into computer lab. Centrally located in school with all electrical capabilities and space to facilitate conversion Network data drops will be installed to accommodate computer lab of 25 desktops. Computer desks for 25 desktops and one networked printed Closet space will become server room 1 computer desk for each classroom |
|
Human Resources |
No person assigned to or responsible for the technology, the equipment, the integration of technology The Technology Committee was formed primarily for planning. It has not been charged with any of the above responsibilities. |
A full time technology support teacher will be hired. The Personnel committee in conjunction with the Technology Committee develops the job description following CFCI policies. The Technology Committee will be expanded and roles and responsibilities will be clarified to increase and improve its effectiveness in supporting the proposed change. |
|
GRANT TITLE |
LINK |
|
Smaller Learning Communities Program |
http://fedgrants.gov/Applicants/ED/HRO/DCMGC/ED-GRANTS-042805-003/Grant.html |
|
U.S. Department of Education Grants |
|
|
Bill and Melinda Gates Foundation |
|
|
SmarterKids Foundation |
|
|
Beaumont Foundation Education Grants |
http://www.bmtfoundation.com/bfa/us/public/en/grants/education/index.html |