Project 3

Technology Plan

Introduction

Mission Statement and Vision/Goals

Technology Support Services

Project Budget and Timeline

Appendices and References

Scoring Sheet

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INTRODUCTION 

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 8^th 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:

• Based on real world experiences and authentic problems where students accumulate knowledge in a conceptual context
• Students are responsible to construct their own learning
• Guiding students to automatically ask and answer their own questions
• Guiding students to engage in reflective thinking 
• Experiencing the process of creating more than one or novel approaches to solving any given problem
• Pedagogical practices which facilitate student ownership of their learning; they view themselves as an active participant in the learning process
• Based on collaboration with all/any member of the learning community, both in an out of the classroom environment

 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 8^th 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.

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MISSIONSTATEMENT 

The Cape Fear Centerfor Inquiry’s mission is to promote students’ abilities to think and create in personally meaningful ways through an inquiry-based, integrated curriculum in a nurturing environment.  

 VISION

This technology plan and vision is to provide the necessary tools for the community, staff, and students to achieve the school mission.  CFCI will integrate technology in a seamless manner into the inquiry based curriculum using a variety of applications and resources.   

• Infrastructure:  
  • Make available uniform and up-to-date technology within the facility
  • Increase open access to information resources through technology 
• Professional Development:  
  • Utilize technology to improve communication between school, community, and staff members
  • Establish continuous technology professional development and evaluation to ensure that teachers are proficient in the use of new technologies
  • Provide adequate technology personnel and curriculum support
• Curriculum and Instruction:
  • Engage students in school-wide projects that integrate technology
  • Establish continuous evaluation and reflection to ensure that teachers are proficient in the use of new technologies

  IMPLEMENTATION PLAN  

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COMMUNICATION PLAN 

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. 

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DESIGN OF INFRASTRUCTURE

The computer network is currently using Road Runner Internet Service Provider, which allows one hundred percent of classrooms to have access to the Internet and the networked printer.  The CapeFearCenterfor Inquiry has purchased an Apple Server.  It is new but it has not been configured, set up or installed.  The IT specialist has been assessing whether or not the purchase of a different server would be more compatible and effective for CFCI.  The CFCI website does allow teachers and staff access to web mail.  However, analysis indicates that less than half of the staff members use this email system.  There is a webpage link for class websites.  At this time there are only two class websites that exist. Each classroom is equipped with a variety of computer models and software.  Models that are located in classrooms vary tremendously both in performance capacity and applications.  Parents and small businesses have donated these used machines. 

The hardware, software, and personnel technological resources listed in Appendix B.    

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Existing Technology Use 

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.

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 Infrastructure Improvements

Goals: 

• Make available uniform and up-to-date technology within the facility
• Increase open access to information resources through technology

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 PROFESSIONAL DEVELOPMENT PLAN 

Goals: 

• Utilize technology to improve communication between school, community, and staff members
• Establish continuous technology professional development and evaluation to ensure that teachers are proficient in the use of new technologies
• Provide adequate technology personnel and curriculum support

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 CapeFearCenterfor Inquiry is a constructivist environment for both student and teacher learning.  Pierson further lists characteristics of this model that mirror the mission and vision of CFCI.  Pierson states that the staff development integration plan “should be active, authentic, constructive, cooperative, intentional, and foster reflective learning.”  

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 Cape Fear Centerfor Inquiry into the new millennium in educational technology. The goals of the plan will be reached through support and coordinated efforts of all involved parties.  

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TECHNOLOGY SUPPORT SERVICES 

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 CapeFearCenterfor Inquiry has an ongoing relationship with UNCW as well as other IHE.  If the TIS decided that they need more support from outside sources, including teachers that are qualified, they may facilitate the collaboration as they deem the most effective method.  The TIS will also be required to support teachers in the classroom. Specific scheduling and implementation of this job responsibility will be established with Technology and Personnel Committees.  Therefore, the TIS will also need to provide “just in time” training as necessary and appropriate, again accounting for new staff members and late adopters.  

 

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.  

 Technology Support Services Implementation Strategies/Activities