Project 2

Resource Analysis

STATE/DISTRICT POLICIES     

NATIONAL/STATE TECHNOLOGY STANDARDS     

NETWORK AND INTERNET ACCEPTABLE USE POLICIES     

CURRENT TECHNOLOGY RESOURCES      

EXISTING TECHNOLOGY USE     

RESOURCES FOR TECHNOLOGY CHANGE

HOME

 State/District Policies  

The Cape Fear Center for Inquiry is a public charter school.  CFCI essentially operates as its own district or LEA.  The Center uses the North Carolina Standard Course of Study as a curriculum framework.

 The first teacher standard found in the CFCI Teacher Handbook reads as follows: 

1. Content and Pedagogy - The CFCI teacher knows the content and how to create a learning environment which enables all students to construct their own knowledge.  To this end, the teacher will use the North Carolina Standard Course of Study (NCSCOS) as a curriculum framework

 Though there is no mention in the teacher handbook of integration of technology into the curriculum, Cape Fear Center for Inquiry has chosen to adopt the NCSCOS as its curriculum framework.  It is therefore required to teach the Computer Technology Skills as listed in the SCOS.   

The Cape Fear Center for Inquiry is in the process of developing the long term Technology Plan for NCDPI.  The plan must be submitted to the state by November 2005.  CFCI will follow the state requirements and procedures as mandated by NCDPI. 

 Teachers have requirements to obtain 10 hours of hands-on technology training in order to renew a teaching license.  CFCI technology training should address these needs for the teachers to include skills that will increase integration in the classroom.

 BACK TO TOP

 National/State Technology Standards

 Using the NCSCOS and the national technology standards CFCI will create an integrated technology curriculum.  The goal is to teach technology skills in a seamless manner and improve technology skills among the teachers. 

 National Educational Technology Standards for Students are listed as follows: 

1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

The North Carolina competency goals are required to be taught in each grade.  Each goal is divided into objectives and is appropriate for each grade level.  The skills national standards as well as the state standards are addressed in the objectives for each competency goal. The three competency goals are listed as follows:  

v      COMPETENCY GOAL 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

v      COMPETENCY GOAL 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.

v      COMPETENCY GOAL 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

 The North Carolina technology standards will be integrated into the current CFCI inquiry-based curriculum.  The North Carolina Standard Course of Study provides educators with a curriculum framework for Computer/Technology Skills K-12^th grade.  There are objectives provided by the NCSCOS under each competency goal that will be addressed through the integration by CFCI teachers and students. 

BACK TO TOP 

Network and Internet Acceptable Use Policies

At present there is an Internet Acceptable Use Policy for students.  Parents review the policy and must agree to it prior to the student use of the Internet.   

Under the new technology plan, a new set of policies will need to be in place before the network is operational.  Security of the network will become an issue when user accounts are created.  Each user of the network will be expected to understand ethics and acceptable use of the network as well as consequences for any abuse that occurs.  This policy addresses use of the Internet as well as general use of the networked computers.  Students, teachers, and administrators will be expected to adhere to this policy. 

Most schools have a lengthy contract that describes the user’s rights and responsibilities.  CFCI has always maintained policies that are absolutely necessary and do not wish to create a lengthy network policy.  In order to create the policies that will best fit the culture of the CFCI faculty and students, the Technology Committee and appointed technology specialist will create a set of Network and Internet Acceptable Use Policies.   

The Children's Online Privacy Protection Act, effective April 21, 2000, must be addressed by the Technology Committee in regards to the school website.   

The policies will address the following: 

1. User Accounts – All students, teachers, and administrators will have a user account allowing each to use and save documents to the server. 

2. Security – Each user will have a password to access their accounts and may only use their account when using a computer. Security of hardware and software must also be addressed in the new set of policies.

3. Rights and Responsibilities of Users – Passwords must not be given and all use of the network will be limited to work and educational purposes.  Copyright and ethics must also be addressed in the new set of policies.

4. Abuse of computing resources – Any abuse of the network and technology will result in consequences to be named by the school board of directors.
5. System Administrator’s responsibilities for enforcement - Responsibilities will be named by the school board of directors and technology committee.

 BACK TO TOP 

Current Technology Resources  

The Cape Fear Center for Inquiry has the following technological resources.   

 BACK TO TOP

 Existing Technology Use

 The focus of the technology change is to ultimately increase the eight grade computer competency test scores.  These competencies include word processing, spreadsheet, and database. 

 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 use in the school in addition to word processing is Internet research.   

Teachers’ comfort level with technology is high.  However, many teachers express concerns about there being too few computers in the school.  The existing computers malfunction frequently according to the teachers. 

 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. 

 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 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.  A student survey revealed that seventh and eighth grade students are exposed to some use of other technologies and their applications.  

 At this time specialists (PE, Foreign Language, Music and Art) and Exceptional Children’s teachers do not check out or use the laptops with their students.  One EC coordinator uses technology with a small amount of students who receive EC assistance.

  BACK TO TOP 

Current Resources and Required Resources for Technology Change 

BACK TO TOP