Gibraltar School District Educational Technology Plan

(1)

July 1, 2014 – June 30, 2017

Board Approved: June 10, 2014

Joe Hilliard, Technology Director

30550 W. Jefferson Ave.

Gibraltar, MI 48173

734-379-7116

[email protected]

Wayne RESA

URL for Location of Technology Plan:

http://www.gibdist.net/gibdist/our-district/departments/technology

Educational Technology Plan

(2)

Educational Technology Plan Page 2

Section 2 – Introductory Material

District Mission Statement

The mission of the Gibraltar School District, in partnership with students, parents and community, is to develop each student's skills, competencies and understanding necessary to think independently and make sound decisions, to realize self-worth, to adapt to the challenges of the future and to foster the process of lifelong learning. Each student will develop and possess the skills necessary to be a functioning and contributing member of our society.

Vision Statement

The vision of the Gibraltar School District is to develop citizens who can integrate the core values of honesty, courtesy, responsibility, citizenship, and respect using a relevant, rigorous curriculum that is characterized by collaboration, communication, creativity, and critical thinking skills. In our rapidly changing society, our schools become a beacon of civilization by setting high expectations for student achievement. Our schools recognize the importance of the relationship between the challenges that await our students and the promise of their future endeavors.

BELIEF STATEMENTS

We in the Gibraltar Schools believe that: All children can learn

Students have different needs

Varied learning opportunities meet these needs

All people have a need to feel important and appreciated. We believe it is essential that each student leave the Gibraltar School District as a(n):

Responsible and Caring Participant Who interacts effectively in family, work, community and who:

 Interacts sensitively and respectfully with others of all backgrounds.

 Works cooperatively to identify issues, resolve conflicts and can solve problems.

(3)

Educational Technology Plan Page 3 Literate and Self-Directed Learner

Who creates meaning out of his/her experiences and who:

 Recognizes and demonstrates appropriate, responsible behavior.

 Demonstrates self-confidence, which enables exploration, perseverance and trust.

 Investigates and formulates healthy living habits.

 Uses successes and failures as feedback for continuous improvement. Self-Actualizing Individual

Who values and pursues personal appreciation, harmony, wellness and who:

 Uses successes and failures as feedback for continuous improvement.

Quality Producer

Who adheres to high standards in his/her work ethic, exhibits versatility and who:

 Performs as a self-directed, independent problem solver to accomplish a specific task.

 Works collaboratively with team members to achieve common goals.

 Integrates technology to improve performance.

 Pursues excellence in his/her work as evidenced by students’ Career Pathway.

Informed and Contributing Citizen

Who seeks amicable resolutions to complex issues, draws upon democratic values and:

 Understands and participates in the democratic process.

 Uses socio-economic, technological, and political knowledge to make responsible and informed decisions.

 Contributes time, expertise, and resources to improve the quality of the community, nation and world.

(4)

Gibraltar School District’s Goals

Board Approved: 3/11/14

Goal #1 – Curriculum and Instruction: Increase the academic achievement of all students through effective instruction, a challenging and engaging curriculum, and aligned assessments. Continuously adapt and improve program delivery in collaboration with all stakeholders.

 Increase High School ACT average scores by 1 point. Middle School and Elementary buildings will reach yearly proficiency targets. By June 2017.  Increase high school graduation rate by 2% by June 2017.

 All students will show growth on NWEA (math and reading) annually.

Goal #2 – Support Professional Growth and Instructional Effectiveness: Focus on supporting student growth through an effective instructional program, work in

collaboration with administration and teachers to enhance evaluation and training, in order to attract and sustain a quality professional staff for all students within budget limitations.

 Teachers show growth on annual teacher evaluations.

 Establish and monitor Professional Learning Communities (PLCs) in all buildings within the district beginning in September 2014.

Goal #3 – Provide a Safe Learning Environment: Provide students with a safe and healthy environment that promotes student learning and achievement, resilience, citizenship, self-discipline, and personal responsibility.

 Successful district-wide implementation of Positive Behavior Intervention Supports (PBIS) beginning in September 2014.

 Prepared for all emergency situations.

 Assure all schools are secure and following safety protocols by performing quarterly audits. March 2014

Goal #4 – Community Relations and Communications: Increase partnerships with our families and community by cultivating a dynamic learning environment focused on student growth, inquiry and communicating district/building success to all stakeholders.

 Increase community involvement within the district annually.

 Increase student involvement in community service projects annually.

 Improve the quality and increase the frequency of media communications within the entire school district and coordinate between buildings. Beginning in

(5)

Educational Technology Plan Page 5 Goal #5 –Develop, Implement and Maintain a Sustainable Budget through Fiscal

Integrity and Accountability: Implement and maintain a five-year balanced-budget plan in collaboration with all stakeholders.

(6)

About Us

Our District

Located in southeastern Wayne County, the Gibraltar School District encompasses a residential, suburban area of approximately twenty-six and one-half square miles. Our district includes the cities of Gibraltar, Rockwood, and portions of Flat Rock, Woodhaven, and

Brownstown Township. There are four K-5 elementary schools, one 6th-8th grade middle school, and one 9th-12th grade high school. Oscar A. Carlson High School is fully accredited by the North Central Association of Colleges and Schools/AdvancED accrediting organization. The Gibraltar School District is also the fiduciary agent for an alternative high school, serving ten school districts, which provides supportive educational opportunities to students who have dropped out or are at-risk of failing within the traditional high school setting. Student enrollment in all schools is 3730; total staff, which includes 198 teachers, numbers 406.

Enrollment as of April 2014

Chapman Elementary K-5 467 students

Hunter Elementary K-5 432 students

Parsons Elementary K-5 481 students

Weiss Elementary K-5 380 students

Shumate Middle School 6-8 873 students

Downriver Alternative 8-12 46 students

Carlson High School 9-12 1097 students

Number of Students

Chapman Elementary Hunter Elementary Parsons Elementary Weiss Elementary Shumate Middle School Downriver Alternative Carlson High School

(7)

Location of Buildings

Chapman Elementary 31500 Olmstead Rd.

Hunter Elementary 21320 Roche St.

Parsons Elementary 14473 Middle Gibraltar Rd.

Weiss Elementary 26631 Reaume St.

Shumate Middle School 30448 W. Jefferson Ave.

Downriver Alternative 33211 McCann Rd.

Carlson High School 30550 W. Jefferson Ave.

Board Office 19370 Vreeland Rd.

Board Members

Mr. James Crapko President Mr. W. C. Boller Vice President Mr. Robert Ptaszynski Treasurer Ms. Lisa Darville Secretary Mr. Edward Camilleri Trustee Mr. Chris Theodorovich Trustee Mrs. Marsha Kozmor Trustee

(8)

(9)

Philosophy of Educational Technology

Effective organizations build initiatives and programs upon common beliefs that are agreed upon throughout the organization. The Gibraltar Schools Technology Advisory Team adopted a series of belief statements that reflect the team’s thinking about the role of technology in our schools. We believe that information and communication technologies are essential tools for the process of constantly improving our curriculum, instructional methods, and assessment methods in order to achieve academic excellence. Through the effective integration of technology, our schools will be more able to:

 provide learning experiences which are active, personalized and involve team work,  involve higher level thinking skills,

 focus on solving real-life problems,

 increase interaction with people from other parts of the world,  approach learning in a way which combines school subjects,  and use information ethically and appropriately.

In the Gibraltar School District we believe… technology supports people

 a student using technology successfully is able to utilize a variety of resources to independently access, analyze, synthesize, and present information. When viewed as an expansion of their immediate world, students are empowered to select the appropriate technology as they begin to automatically include it in the thought and planning process.  a teacher using technology successfully & enthusiastically models effective technology

use, utilizes ongoing training and support, provides opportunities for technology use within the curriculum, and facilitates student experimentation and self-learning.  support personnel have the technology tools they need in order to effectively provide

valuable and reliable information in a timely manner.

 the community has access to a variety of technologies to enhance their ability to pursue life-long learning objectives. In order to achieve the highest level of customer

satisfaction, we will make available our technology for full community access and use.

technology should be a seamless tool

 new technologies should be sought out, evaluated for effective impact on student learning, and incorporated into the plan where appropriate.

(10)

Educational Technology Plan Page 10  increase teacher productivity in a manner that is transparent to the daily administrative

functions faced by classroom teachers today. Teachers must have the technological tools required to readily provide the highest level of information in an unobtrusive manner.  effective student assessment is an integral part of strong teaching methods. We believe

that providing accurate, timely information about student learning is critical to teaching. Technology has a central role in providing this information.

technology provides information

 effective use of technology in the classroom must support integrated teaching and learning by utilizing the technological tools available to access, analyze, synthesize, and present information.

 electronic information increases the volume and variety of information available to students. It allows for global interactions, but to be truly beneficial the user must scrutinize the information for validity, accuracy, appropriateness, and relevance.

 increase communication anytime and anywhere between the school and home. Students, parents and teachers are not limited by time or communication medium in order to share information.

technology requires continuous planning to be effective

 effective technology planning supports the district vision, mission, and goals and is developed with the input of all stakeholders. It provides direction for the acquisition of software and hardware, staff training, development of student competencies and integration of technology use into all areas of the curriculum. The plan must be continually evaluated and adjusted, as necessary, to ensure the goals of the policy are being met.

 an effective technology policy provides for the needs of all staff, students and the community in a flexible approach to teaching and learning, that balances an exciting learning environment with safety and equity. It is future driven, supports the Curriculum Frameworks, guides responsibility and accountability in the use of the technology, and benefits from the on-going support of the community. The principles of the policy should be timeless, but the specifics must be revisited annually.

Our philosophy about instructional technology is supported by several guiding principles which direct our work. All technology initiatives are examined against these principles.

 Make technology a part of learning activities: Technology is most effective when integrated as one component into learning environments and used as a tool for active

(11)

Educational Technology Plan Page 11 construction and demonstration of knowledge and skills. It should promote higher levels of critical and creative thinking and problem solving. Drill and practice of small amounts of information by individual students should be minimized. In addition, student workstations need to be in classrooms and other locations where students and teachers have easy access throughout the day.

 Accommodate individual learning styles for all students: Restructuring of information into interactive multimedia provides assistance to learn with individual styles and paces customized to our needs. It allows us to present and understand information using text, images and sound to overcome traditional learning difficulties.

 Provide ongoing staff development: Intensive staff and curriculum development are critical to realize the potential of new learning technologies. An ongoing update of technology plans and staff skills will be needed.

 Promote the location and use of information to solve problems: Effective use of and improved access to technology are factors in the rapid expansion of knowledge today. Therefore, the ability to find and use information to solve meaningful problems is an essential outcome of education for today and tomorrow. Technology will enable schools, teachers, parents, and citizens to change towards helping people “learn how to learn” on a life-long basis.

 Facilitate communication and teamwork: Computer networks can facilitate student, teacher, and family communication and promote teamwork through voice mail, electronic mail, electronic bulletin board systems, file sharing, and database sharing.

Successful learning activities depend on more than just the technology. Certain conditions are necessary for schools to effectively use technology for learning, teaching, and educational management. Physical, human, financial, and policy decisions greatly affect the success of technology use in schools.

A combination of essential conditions is required to create learning environments conducive to powerful uses of technology, including:

 Vision with support and proactive leadership from the education system  Educators skilled in the use of technology for learning

 Content standards and curriculum resources  Student-centered approaches to learning

 Assessment of the effectiveness of technology for learning

 Access to contemporary technologies, software, and telecommunications networks  Technical assistance for maintaining and using technology resources

 Community partners who provide expertise, support, and real-life interactions  Ongoing financial support for sustained technology use

(12)

Educational Technology Plan Page 12 This document is designed to provide teachers, technology planners, administrators, and

educational decision-makers with frameworks and standards to guide them in establishing enriched learning environments supported by technology.

The resulting learning environments provide opportunities for students to use technology to find and apply current information and resources, and to apply their academic skills for solving real-world problems. These environments engage students in activities that have educational

technology skills and relevant curricular content interwoven.

A Vision for Technology

Gibraltar School’s Vision is to provide a World Class Education for all Learners. This world

class education will provide students with the skills, knowledge, and attitudes outlined in the Gibraltar School District Student Profile:

Responsible and Caring Participant who interacts effectively in family, work,

community and who:

 Interacts sensitively and respectfully with others of all backgrounds.

 Works cooperatively to identify issues, resolve conflicts and can solve problems.

 Connects with others to pursue one’s own needs for recreation and socialization.

Literate and Self-Directed Learner who creates meaning out of his/her experiences and

who:

Self-Actualizing Individual who values and pursues personal appreciation, harmony,

wellness and who:

Quality Producer who adheres to high standards in his/her work ethic, exhibits versatility

and who:

(13)

 Works collaboratively with team members to achieve common goals.

 Integrates technology to improve performance.

 Pursues excellence in his/her work as evidenced by students’ Career Pathway.

Informed and Contributing Citizen, who seeks amicable resolutions to complex issues,

draws upon democratic values and:

 Understands and participates in the democratic process.

 Uses socio-economic, technological, and political knowledge to make responsible and informed decisions.

 Contributes time, expertise, and resources to improve the quality of the community, nation and world.

Today technology plays a significant role in attaining these goals. Therefore, technology literacy, for both students and staff, is essential. Technology literacy provides our students the ability to access to an ever-changing world dependent on information. In order to participate in our technological age effectively, our students must be information navigators, critical thinkers and analyzers, creators of knowledge, and communicators using a variety of technologies. Integrating technological instruction throughout the curriculum provides the essential skills necessary to meet world-class standards.

To that end, Gibraltar Schools recognizes the impact and importance that technology has on its effort to provide this World Class Education. Effective applications of technology in the

classroom will enhance learning opportunities for all students and prepare them for a technically enriched society. Gibraltar Schools is committed to providing the resources that staff needs to effectively and efficiently implement technology in an appropriate manner. Curriculum will guide teachers to utilize technology resources as a seamless learning tool.

A Vision for Technology in Gibraltar Schools is to support a World Class

Education for all Learners by creating REAL Learning through technology integration for exceptional results in student performance. REAL Learning is a

vision of effective utilization of technology that Reinforces curriculum content and concepts, Expands the learning environment beyond classroom discussion and school walls, creates an Authentic context that links learning to the world we live in and enables students to be Life-Long Learners.

This vision of technology in Gibraltar Schools creates a means for measuring the value of technology initiatives and deployment by the impact it has on student learning. The district will support the vision by focusing its resources and efforts on technology that promotes REAL Learning. This Technology Plan will align all aspects of Technology in a purposeful and

meaningful way in order to promote and support effective student learning – technology will not be done for the sake of technology!

(14)

REAL Learning

Technology can be used to Reinforce core curriculum standards. The use of effective technology resources allows information and concepts to be presented in a variety of ways in order to gain a more thorough understanding versus simple memorization of fact and figures. When students are engaged in any learning activity, the retention of that knowledge is greatly enhanced. The use of technology engages students learning resulting in improved student achievement.

The Learning Environment can be Extended beyond the classroom walls through effective technology integration. Learners are no longer isolated to the resources and instruction provided during the school day. Access to a wealth of electronic information and collaboration tools allow students to learn anytime, anywhere. Collaboration with peer as well as experts in the field is made possible and allows for more information, views, and resources to be utilized as a part of student-centered, active learning that Expands traditional learning beyond the classroom and any given scope.

Through the use of technology, school-to-home connections can be made that allow for parents and the community to play a critical and active role in Enhancing the learning process.

Technology can create an Empowered Community.

Technology can also facilitate an Authentic context that links the learning to the world we live in. Real world applications and scenarios are brought into the classroom lessons. Students are more engaged when the learning is more meaningful.

Students are able to be more self-directed in a technology integrated, project-based setting. As a result, students become Life-Long Learners. Technology also provides opportunities for

students with differing learning styles and special needs.

The REAL Learning philosophy supports and is founded on the fundamentals of improving student learning.

(15)

Educational Technology Plan Page 15 A Model of Learning Powered by Technology

The vision and direction of our efforts will be to create a new and dynamic learning environment for all learners.

(16)

Educational Technology Plan Page 16 A New Direction and Focus for Anytime, Anywhere Learning

Both the Gibraltar and National Educational Technology Plans are completely focused on education. It's about learning and not simply about devices. It's critical we make all stakeholders aware of that. The purpose focus and direction of this plan is about connecting formal and informal learning; it's about figuring out how we get students to connect what they're doing in school with what they're doing outside of school.

Technology is how we bridge that gap.

The real goal is figuring out how we leverage the best online environments that are incredibly participatory, that get people to work together to solve problems. It's about moving from a seat-based system to a productivity-based system that connects learners across subjects and programs. The challenge is creating a scalable, sustainable

ecosystem where we can share practice, access, and solutions that improve the opportunities to learn.

One of those ways is to tap into what students are already doing with media in their daily lives and to try to leverage some of that energy, enthusiasm and time towards enhancing and extending the learning occurring with the school but outside the school walls. A recent study published in the New York Times in 2010 showed that kids ages 8 to 18 spend more than seven and a half hours a day with suchdevices, compared with less than six and a half hours five years ago, when the study was last conducted. And that does not count the hour and a half that youths spend texting, or the half-hour they talk on their cellphones. And because so many of them are multitasking — say, surfing the Internet while listening to music — they pack on average nearly 11 hours of media content into that seven and a half hours.

(17)

Educational Technology Plan Page 17 If just a fraction of that time that kids spend on media a day was directed towards the learning

topics occurring in school, the result could be substantial.

This is why it is imperative that we leverage this information and create opportunities to maximize the engagement, motivation and learning possibilities for increasing student achievement – which is the end goal!

(18)

Educational Technology Plan Page 18 Teaching: Prepare and Connect

Teachers need to be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

Connected Teaching Builds New Competencies and Expertise

In connected teaching, classroom educators are fully instrumented, with 24/7 access to data about student learning and analytic tools that help them act on the insights the data provide. They are connected to their students and to professional content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences for students both in and out of school. They also are connected to resources and expertise that improve their own instructional practices, continually add to their competencies and expertise, and guide them in becoming facilitators and collaborators in their students’ increasingly self-directed learning (Figure 3). Like students in the learning model described earlier, teachers engage in personal learning networks that support their own learning and their ability to serve their students well.

(19)

Gibraltar Schools – 2014-2017 Technology Objectives

(Based on National Educational Technology Plan Goals 2010-2015) 1.0 Learning: Engage and Empower

All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

2.0 Assessment: Measure What Matters

Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

3.0 Teaching: Prepare and Connect

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

4.0 Infrastructure: Access and Enable

All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

5.0 Productivity: Redesign and Transform

Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

(20)

Gibraltar Schools – 2014-2017 Key Technology Strategies

District Strategy #1 Individualize student learning through the power of technology. District Strategy #2 Utilize on-line learning for extending and enhancing 21st Century

Learning opportunities for students and staff.

District Strategy #3 Expand project-based, cross-curricular technology demonstration projects. District Strategy #4 Expand assessment efficiency and effectiveness through the use of

technology.

District Strategy #5 Implement 1:1 Student Technology.

District Strategy #6 Maximize unique, quality, learning opportunities through the development of effective collaborations and partnerships.

(21)

Gibraltar Schools – 2014-2017 Technology Goals

District Goal #1 Adopt technology and strategies that enhance personalized learning. District Goal #2 Revise, create and implement standards and learning objectives using

technology for all content areas that reflect 21-st century expertise and the power of technology to improve learning.

District Goal #3 Develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.

District Goal #4 Evaluate, develop and adopt new methodologies and solutions with the potential to inspire and enable all learners to excel in STEM (science, technology, engineering, and mathematics).

District Goal #5 Develop and implement assessment systems that give students, staff, administrators and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional

practice.

District Goal #6 Expand opportunities for educators to have access to technology-based

content, resources, and tools when and where they need them.

District Goal #7 Leverage social networking technologies and platforms to create

communities of practice that provide enhancing learning experiences for instruction and career-long personal learning opportunities for staff. District Goal #8 Provide staff with professional learning experiences powered by

technology to increase their digital literacy and enable them to create

compelling assignments for students that improve learning, assessment, and instructional practices.

District Goal #9 Develop a teaching staff skilled in online instruction.

District Goal #10 Ensure that every student and educator has at least one Internet access

device and appropriate software and resources for research,

communication, multimedia creation, and collaboration for use in and out of school.

District Goal #11 Develop useful metrics for the educational use of technology.

District Goal #12 Pursue and create creative funding sources for ensuring the continued

sustainability of the technology resources necessary to ensure student and

(22)

Educational Technology Plan Page 22 District Goal #13 Create unique learning opportunities for staff and students by developing

and leveraging partnerships and collaborations within and across schools, preservice preparation, and in-service education institutions, and professional organizations.

District Goal #14 Build the district’s technology capacity for evolving and sustaining an

infrastructure for learning.

Note: Detailed information on tasks and timelines associated with the District Goals are outlined in the Timeline Section of this plan.

(23)

Educational Technology Plan Page 23 Commitments

The success of this plan is dependent upon the support of the Gibraltar School District Board of Education and Administration. The School Board and Administration must be committed to securing resources for the implementation of this plan. Administrators of Gibraltar Schools should commit to supporting the implementation of the district technology plan by the following:

 Working with site faculty and staff, build an understanding of technology impact upon teaching and learning, and the implications of the district technology plan.

 Concentrating site resources to move forward the district technology plan at the site level.  Utilize staff development resources and in-service days for implementation of the district

technology plan.

 Building technology competencies into staff expectations and hiring criteria.

Gibraltar School District staff and faculty should commit to actively engaging in activities which will enhance their ability to fully integrate technology into the teaching and learning process, and the management of that process.

The following Technology Plan for Gibraltar Schools is meant to be both an overview and a specific tool for technology integration throughout the district. Sections are presented in order to address the unique work and needs of each component necessary for an effective technology implementation. It is important to remember, however, that the system is dependent not only on the strength of each component, but also in the balance between each of the components as they are a system as a whole.

(24)

(25)

(26)

Review

Guided by the Vision of REAL learning, significant progress has been made in the way technology literacy and the integration of technology throughout the curriculum with three fundamental objectives in mind:

Explore in the Elementary, where technology is a tool that develops equity of access for all students and engages each student in developing increasing levels of familiarity with its application to learning;

Educate in the Middle Grades, where students expand their basic understanding of computer literacy. Then in an “economic model” students apply their skills to their classroom

requirements; and,

Expand in High School, where computer literacy is extended beyond competency to application in a variety of student interest driven areas is the philosophical goal.

2011-2014 Technology Planning – Key Progress Made

District-wide: Interactive classroom technology (interactive whiteboards, document cameras, DVD/VCR and classroom audio systems) was installed in all classrooms (including specials with exception of gyms) and teachers were provided with intensive, on-going training (6 days of PD total) that has made use of these technologies an integral part of the instructional day. In

addition, each school was provided with multiple sets of classroom response units.

Preparing for online, standardized testing and leveraging the power of data has begun with the implementation of NWEA in grades K-11 since spring 2013. The district also conducted pilot SBAC testing during the spring of 2014.

Technology has become a regular agenda item on the agenda for the District School

Improvement team. This team is responsible for the planning and oversight of district-wide curriculum and major initiatives.

Elementary: A committee of staff representing Y5-5 from all elementary schools worked together (spring 2013) to develop grade-level, technology integrated projects to be implemented in all classrooms. The projects were successfully implemented during the 2013-2014 school year. Middle School: All 6th and 7th graders take a trimester of Information Technology that is focused on the National and Michigan Educational Technology Standards. Key STEM progress has been made with the development and implementation of a Robotics Club that was first launched in November 2012.

(27)

Educational Technology Plan Page 27 High School: GTEK was launched in October 2013. This program is the start of a

comprehensive and extensive student-driven technology business. GTEK has already started providing technical support and solutions to the district as well as to the community (for nominal costs). In addition, GTEK will begin to provide technical training solutions through a Summer Academy Program to start summer 2014.

2014-2017 Technology Planning – Future Direction

 Enhance and build upon the grade-level technology projects (more, better aligned)  Create more STEM Integration Opportunities

 Implement 21st Century Learning into all areas of instruction  Develop a comprehensive BYOD Program

 Provide Project Based Learning at all grade levels

 Utilize GTEK as a model for authentic learning that can be replicated district-wide  Develop online courses that meet a variety of career based interests in technology  Pursue the adoption of digital textbooks

 Leverage collaboration tools and the creation of Student Portfolios  Migrate to a Blended Learning Environment at all levels

(28)

The Future of Educational Technology

Fundamental changes in society

Our society is in the midst of an information revolution that rivals the Industrial Revolution in terms of impact and intensity. Advanced Information and Communication Technologies (ICT) are changing the knowledge, skills, and beliefs needed to be a worker, citizen, and self-actualized human being in the world of today and tomorrow.

The global classroom

In some schools, the global classroom is already a reality. In this environment, students of all ages are able to readily communicate with persons from all over the globe. Students and teachers have the power to access and share data, text, pictures and sound with others from many

differing cultures. Learning is increasingly occurring anyplace, anytime, anywhere, by anyone. New models of learning, schools and technology

To achieve significant progress toward tomorrow’ s schools, a systemic approach must be used to integrate and simultaneously address three concepts -- active learning, schools as learning communities, and integrated technology.

Active Learning

If technology is to have a substantial and lasting impact, it must be used in ways that reflect an important new understanding of learning. Educators and cognitive psychologists have developed this new view during the past two decades. It explains learning as the active construction of meaning and understanding by the learner rather than a passive assimilation of information. It emphasizes the importance of intrinsic curiosity, social interaction and the pursuit of complex projects and genuine problems in the learning environment.

Universal Design for Learning (UDL)

CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For additional information on UDL, visit the CAST website: www.cast.org.

Schools as Learning Communities

In addition to new concepts of learning, new models of school organization have evolved in recent years. These seek to establish schools as learning communities. This model stresses the importance of interaction among students, teachers, parents, and the community as they work dynamically together for the benefit of the entire community. New patterns of organizing people, more flexible space, and longer blocks of time will enable us to use technology to its fullest potential for student learning.

(29)

Integrated Technology

Information technology is an essential element in putting these new models of schools and learning into practice. It must be transparent to the user and integrated as a tool into a wide range of learning activities. It must be in the classroom where students and teachers have immediate access when it is needed. New electronic devices will transform our learning and teaching practices far beyond those that have been commonplace for centuries. With them, schools will provide learning experiences which are active and stress team-work, involve complex thinking skills, focus on solving real world problems, increase interaction with people from other parts of the world, and approach learning in an interdisciplinary manner.

Together these new views of learning, schools and technology will assist our schools to move beyond the development of basic skills and the training of memory to the discovery and creation of meaning by each student.

Curriculum Integration

Guided by the Vision of REAL learning, technology literacy and the integration of technology throughout the curriculum will be delivered with three fundamental objectives in mind:

Explore in the Elementary, where technology is a tool that develops equity of access for all students and engages each student in developing increasing levels of familiarity with its application to learning;

Educate in the Middle Grades, where students expand their basic understanding of computer literacy. Then in an “economic model” students apply their skills to their classroom

requirements; and,

Expand in High School, where computer literacy is extended beyond competency to application in a variety of student interest driven areas is the philosophical goal.

The use of technology should be transparent. Students and staff should use technology when it is appropriate for the task in order to accomplish a task in the most effective and efficient manner possible. Technologies that enable all students to be successful must be included as an

instructional tool. Emerging assistive technologies will be identified, evaluated, and implemented throughout the instructional program.

A goal of No Child Left Behind is that schools will “assist every student in crossing the digital

divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability.”

(30)

Technology Literacy

Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century. Technology Integration

The intention of integrating technology throughout the curriculum is not to teach technology in isolation, rather, it is meant to provide direction as teachers integrate technology into the classroom. Students will use technology for knowledge acquisition, communication and information management, problem solving, creative expression, research, design, and product development. Learning is enhanced when technology is applied across curricular areas and used throughout the learning process.

Current Challenges

1. The information technology curriculum, as it is currently implemented, is only required for students in two trimesters at the middle school. Technology integrated projects have begun at grades K-5, but there is no set technology literacy curriculum implemented the technology courses at the high school level are electives. Therefore, there is no sure way to ensure that ALL students are achieving the National or State standards for each level except at the middle school.

2. Access to technology resources has improved significantly but is still not universally addressed for all students in order to achieve high expectations.

Opportunity

We will focus our efforts as a part of this plan to provide the necessary readiness levels of students to allow teachers in all content areas to use technology in a seamless, appropriate and timely manner.

Students will be introduced to computers as early as Young Fives. Skills students will need to master at each elementary grade level have been identified. Familiarization with computer fundamentals, word processing, multimedia, desktop publishing and telecommunications will be achieved in grades 3-5.

The Middle School Curriculum will build on the skills learned at the elementary level. Students will further their knowledge by completing courses in word processing, multimedia, database and spreadsheets through their middle school experience. In addition, social, ethical, human and legal issues will be addressed. The use of technology as a problem-solving and decision-making tool as well as for communication, research and productivity will also be of focus.

(31)

Educational Technology Plan Page 31 The long term goal at the High School Level is to incorporate technology into all curricular

areas. Word processing, database manipulation, spreadsheet applications and basic programming will be integrated into required courses. The use of online resources will be integrated into curricular areas for the exchange of ideas. Student elective courses will provide additional technological skills, including CAD/CAM, advanced programming, computerized accounting, and multimedia information.

Cross-curricular Activities

The subject areas serve as the basis for all curriculum development and organization of subject matter. They integrate career and employability, cultural and aesthetic, and life management skills. The subject areas are consistent with national and state standards and reflect state mandates. As a result of studying Applied Technology, Fine Arts, Health, Language Arts, Mathematics, Science, and Social Studies, each student should develop the critical attributes described in the Gibraltar Schools Student Profile.

In all areas, at all grade levels:

Guided by our strategic plan, technology will be integrated throughout the curriculum. Our teachers will use technology as a tool that develops equity of access for all students and engages each student in developing increasing levels of familiarity with its application to learning.

Our students will be provided with career focused technology education that apply computer literacy that is extended beyond competency to application in a variety of student interest driven areas

(32)

Educational Technology Plan Page 32 Technology Today, Tomorrow, and Beyond

The focus on the future has already sighted the implementation of exciting technologies at many of our schools today. The examples below demonstrate the convergence of several technologies to provide compelling examples for the integration of technology into the curriculum. When these technologies, coupled with teaching strategies which accommodate for a variety of learning styles, the results can be exciting and powerful.

Examples of future technology use:

On-line Research: The best libraries in the nation are increasingly available electronically. The use of these resources is becoming even more powerful as advanced search engines are

developed and students and teachers develop search strategies. The entire Library of Congress, including audio and video, is being transferred to on-line access.

Assessment: The Accelerated Reader Program, which provides students with an individualized way to assess their comprehension by reading a book and then answering aligned questions. Collaborative Projects: Schools, colleges, universities and even the workplace are being linked to support long term projects. Experts, otherwise accessible to a precious few, can share their insights with many.

Teacher Training: With increased requirements for teachers to remain current in their respective fields, new ways to link teachers using technology are being utilized.

Distance Learning: Experts in the field, who are located virtually anywhere and can be accessed by teachers and students, participate in instructional activities, and provide the “classroom

without walls”.

Video Field trips: Students will travel to faraway sites and experience guided tours of everything from the pyramids to Sea World using both stored video and live connections. Interactive TV: Tomorrow’s educational TV will borrow from today’ s multimedia software to capture the students’ attention and involve him or her in the learning experience. Students and adults will have more choices on demand than ever before.

School to Home Communication: Students will be able to connect to the classroom from home. The homework hotlines will reach beyond voice only systems of today and provide real-time homework help from teachers and tutors who are on call.

(33)

National and State Standards for Technology Literacy

Essential Conditions

Necessary conditions to effectively leverage technology for learning

Shared Vision Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community

Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change

Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technologies (ICT) and digital learning resources

Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development

Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders

Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources

Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas

Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources

Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital-age learning and work

Student-Centered Learning Planning, teaching, and assessment center around the needs and abilities of students

(34)

Assessment and Evaluation Continuous assessment, both of learning and for learning, and evaluation of the use of ICT and digital resources

Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources

Support Policie

s

Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations

Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards

Commitments

The success of this plan is dependent upon the support of the Gibraltar School District Board and Administration. The Board and Administration must be committed to securing resources for the implementation of this plan. Administrators of Gibraltar Schools should commit to supporting the implementation of the district technology plan by the following:

 Working with site faculty and staff, build an understanding of technology impact upon teaching and learning, and the implications of the district technology plan.

 Concentrating site resources to move forward the district technology plan at the site level.  Utilize staff development resources and in-service days for implementation of the district

technology plan.

 Building technology competencies into staff expectations and hiring criteria.

Gibraltar School District staff and faculty should commit to actively engaging in activities which will enhance their ability to fully integrate technology into the teaching and learning process, and the management of that process.

The following Technology Plan for Gibraltar Schools is meant to be both an overview and a specific tool for technology integration throughout the district. Sections are presented in order to address the unique work and needs of each component necessary for an effective technology implementation. It is important to remember, however, that the system is dependent not only on the strength of each component, but also in the balance between each of the components as they are a system as a whole.

(35)

Technology Standards for Students

The technology standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators found within the Profiles for

Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in

learning, communication, and life skills.

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identify trends and forecast possibilities

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. develop cultural understanding and global awareness by engaging with learners of other cultures

d. contribute to project teams to produce original works or solve problems 3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project

c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions

(36)

Educational Technology Plan Page 36 5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems

b. select and use applications effectively and productively c. troubleshoot systems and applications

d. transfer current knowledge to learning of new technologies

The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education)

(37)

Profiles for Technology (ICT) Literate Students

A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. These profiles are based on ISTE’s core belief that all students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life. Coupled with the standards, the profiles provide a set of examples for preparing students to be lifelong learners and

contributing members of a global society.

The profiles highlight a few important types of learning activities in which students might engage as the new NETS•S are implemented. These examples are provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples in this document, and consequently, students and teachers should not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally adequate one, for achieving mastery of the rich revised National Educational Technology Standards for Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute their best examples to expand this resource. The profiles are divided into the following four grade ranges. Because grade-level designations vary in different countries, age ranges are also provided.

Grades PK–2 (ages 4–8) Grades 3–5 (ages 8–11) Grades 6–8 (ages 11–14) Grades 9–12 (ages 14–18)

It’s important to remember that the profiles are indicators of achievement at certain stages in primary, elementary, and secondary education, and that success in meeting the indicators is predicated on students having regular access to a variety of technology tools. Skills are

introduced and reinforced over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need to be adapted to fit local needs.

The standards and profiles are based on input and feedback provided by instructional technology experts and educators from around the world, including classroom teachers, administrators, teacher educators, and curriculum specialists. Students were also given opportunities to provide input and feedback. In addition, these refreshed documents reflect information collected from professional literature.

(38)

Technology (ICT) Literate Students Grades PK–2 (Ages 4–8)

National Educational Technology Standards for Students – 2007 ISTE

The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8):

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2)

2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4)

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6)

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2, 6)

5. Find and evaluate information related to a current or historical person or event using digital resources. (3)

6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4)

7. Demonstrate the safe and cooperative use of technology. (5)

8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6)

9. Communicate about technology using developmentally appropriate and accurate terminology. (6)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.

The categories are:

1. Creativity and Innovation

2. Communication and Collaboration 3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship

6. Technology Operations and Concepts

The proposed student standards and performance indicators are national standards developed as a part of the National Educational Technology Standards (NETS 2007) Project by ISTE (International Society for Technology in Education)

(39)

Educational Technology Plan Page 39 2009 Michigan Educational Technology Standards—Grades PK -2

Approved by the Michigan State Board of Education—October 2009

PK-2.CI. Creativity and Innovation—By the end of grade 2 each student will:

PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts

PK-2.CC. Communication and Collaboration—By the end of grade 2 each student will:

PK-2.CC.1. work together when using digital tools (e.g., word processor, drawing, presentation software) to convey ideas or illustrate simple concepts relating to a specified project

PK-2.CC.2. use a variety of developmentally appropriate digital tools (e.g., word processors, paint programs) to communicate ideas to classmates, families, and others

PK-2.RI. Research and Information Literacy—By the end of grade 2 each student will:

PK-2.RI.1. interact with Internet based resources

PK-2.RI.2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library media specialists, parents, or student partners

PK-2.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 2 each

student will:

PK-2.CT.1. explain ways that technology can be used to solve problems (e.g., cell phones, traffic lights, GPS units)

PK-2.CT.2. use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners

PK-2.DC. Digital Citizenship—By the end of grade 2 each student will:

PK-2.DC.1. describe appropriate and inappropriate uses of technology (e.g., computers, Internet, e-mail, cell phones) and describe consequences of inappropriate uses

PK-2.DC.2. know the Michigan Cyber Safety Initiative’s three rules (Keep Safe, Keep Away, Keep Telling)

PK-2.DC.3. identify personal information that should not be shared on the Internet (e.g. name, address, phone)

PK-2.DC.4. know to inform a trusted adult if he/she receives or views an online communication which makes him/her feel uncomfortable, or if someone whom he/she doesn’t know is trying to

(40)

Educational Technology Plan Page 40 PK-2.TC. Technology Operations and Concepts—By the end of grade 2 each student will:

PK-2.TC.1. discuss advantages and disadvantages of using technology

PK-2.TC.2. be able to use basic menu commands to perform common operations (e.g., open, close, save, print)

PK-2.TC.3. recognize and name the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, printer)

PK-2.TC.4. discuss the basic care for computer hardware and various media types (e.g., CDs, DVDs) PK-2.TC.5. use developmentally appropriate and accurate terminology when talking about technology PK-2.TC.6. understand that technology is a tool to help him/her complete a task, and is a source of information, learning, and entertainment

PK-2.TC.7. demonstrate the ability to navigate in virtual environments (e.g., electronic books, games, simulation software, web sites)

(41)

Technology (ICT) Literate Students Grades 3-5 (Ages 8-11)

National Educational Technology Standards for Students – 2007 ISTE

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11):

1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4)

2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6)

3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4)

4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)

5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4)

6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital

planning tools with teacher support. (4, 6)

8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5)

9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6)

10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)