2015 school technology plans - shelby county schools€¦ · "we live in multicultural...

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Shelby County Schools

Samples of

2015 School Technology Plans

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Table of Contents

Contents PURPOSE ....................................................................................................................................................... 3

GUIDING FRAMEWORKS AND STANDARDS .................................................................................................. 3

Helena Intermediate ..................................................................................................................................... 6

Montevallo Middle ...................................................................................................................................... 16

Vincent Middle High ................................................................................................................................... 22

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PURPOSE

SHELBY COUNTY SCHOOLS recognizes that in order to be truly ‘college and career ready’

today’s students must develop new skills for the 21st Century. This plan describes several

strategies and activities that the district will undertake to ensure students have opportunities to develop these skills. As a whole, these activities are designed to create a digitally-rich learning

environment where students employ technology in order to achieve academically.

The objectives used in this plan are taken from the Alabama Department of Education’s technology plan, Transform2020. These objectives support the State’s three goals, which are:

1. Engage and Empower the Learner Through Technology.

2. Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready Students.

3. Provide all educators and students will tools to access a comprehensive viable

infrastructure when and where they need it.

GUIDING FRAMEWORKS AND STANDARDS

Shelby County Schools i•am21 Framework In 2009 Shelby County Schools formed a committee to establish 21st Century standards for its classrooms. After examining the work done by organizations such as the International Society for

Technology in Education (ISTE) and the Partnership for the 21st Century (P21), the committee formulated its own ‘short list’ of essential skills. The result was a framework entitled i·am21, an

acronym for “Integrating Authentic, Meaningful 21st Century Skills.”

i•am21 Student Skills

I·am21 has two components – student skills and classroom environment. The student skills are

grouped into six focus areas as shown in the following table. Each year school technology

committees are asked to re-examine these skills in the context of new technologies and digital world shifts. They then update their local technology plans with new strategies for blending the

skills into the instruction process.

i•am21 Focus Areas

Integrating Authentic, Meaningful 21st Century Skills

Global and Cultural Awareness

Skills Rationale

Use 21st Century skills to explore national and global issues

Explore how understanding other cultures can assist the U.S. in interacting, competing, and partnering with other countries in the global economy

Learn from and work collaboratively with individuals representing diverse cultures, races, religions and backgrounds in a spirit of mutual respect and open

"Technology is obliterating geographic boundaries and time zones; collaborating and communication across these boundaries is now commonplace. In this environment, people need a deeper understanding of the thinking, motivations and actions of different cultures, countries, and regions." ~ Partnership for the 21st Century "We live in multicultural societies, teach in multicultural settings, and our students often interact with those who come from a different place in terms of gender, rural or urban environments, nationalistically, linguistically, racially, and

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dialogue

Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors

religiously. Awareness of and sensitivity to culturally determined norms promotes understanding." ~ AT&T "The world is rapidly becoming wired and the resulting globalization of commerce and trade has increased the need for cultural literacy. In such a global economy, with the U.S. concerned about interactions, partnerships and competition from around the world, there is a greater necessity for knowing, understanding and appreciating other cultures, including cultural formations established as norms in a technological society, such as virtual realities." ~ The Metiri Group

Information Literacy

Skills Rationale

Access information efficiently and effectively

Evaluate information critically and competently

Use information accurately, ethically, and creatively

Understand both how and why media messages are constructed, and for what purposes

"Learning skills are increasingly important in workplaces and community life. They enable students to acquire new knowledge and skills, connect new information to existing knowledge, analyze, develop habits of learning and to work with others to use information." ~ Partnership for the 21st Century Today's environment "requires individuals to be able to identify and react to changing conditions independently-- self-directed learners who are able to analyze new conditions as they arise, identify the new skills that will be required to deal with these conditions and independently chart a course that responds to these changes.” ~ The Metiri Group

Technology Literacy

Skills Rationale

Master and apply technology concepts, terminology, skills, and habits in accordance with the AL Technology Course of Study, and ISTE's National Education Technology Standards(NETS)

Use technology as a tool to research, organize, evaluate and communicate information

Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy

The definition of literacy in the 21st Century has changed. According to the Educational Testing Service, literacy in the 21st Century means students have "the ability to use digital technology, communications tools, and/or networks appropriately to solve information problems in order to function in an information society." This includes "the ability to use technology as a tool to research, organize, evaluate, and communicate information. . .” ~ Educational Testing Service "Students need to develop competencies in enacting learning skills via the application of 21st Century learning tools." ~ Partnership for the 21st Century

Communication and Collaboration

Skills Rationale

Understand and utilize a variety of 21st Century

asynchronous and synchronous communication and collaboration tools, such as person-to-person email interactions, group interactions in virtual learning

“The rapid pace of today's society and its communications networks have caused -and enabled- a shift in the level of decision-making down to the worker closer to the client or product. At the same time the complexity of today's world

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spaces (wikis, blogs, online courses), and interactive audio or video conferencing

Understand and utilize the most appropriate media

creation tools, characteristics and conventions to communicate ideas

requires a high degree of specialization by decision makers-hence the need for teaming of specialists to accomplish complex tasks in ways that are efficient, effective and timely.” ~ The Metiri Group

Ethics, Actions, and Accountability

Skills Rationale

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies and media

Understand the uses, risks, dynamics, and impacts of social networks

Advocate and practice safe, legal, and responsible use of information and technology

“New technologies bring about the need to interpret old values in new ways, but also may call for the creation of new codes of conduct when new actions are made possible with the use of technology.” ~ Doug Johnson 21

st Century literacy ". . . also requires students to understand

the "ethical [and] legal issues surrounding the access and use of information." ~ Educational Testing Service

Creativity and Innovation

Skills Rationale

Develop visualization skills to be able to decipher, interpret, detect patterns, and communicate using imagery

Utilize multiple media and technologies, and know how to judge their effectiveness and impact

Use a wide range of idea creation techniques

Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

Elaborate, refine, analyze and evaluate their own

ideas in order to improve and maximize creative efforts

“In addition, today's knowledge workers are expected to rapidly adjust and adapt to changing environments. Without creativity and risk-taking there would be few quantum leaps in discoveries, inventions, and learning.” ~ The Metiri Group

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Helena Intermediate

Our 21st Century Vision

To be a model of excellence in education and prepare our students for their future

Our 21st Century Mission

To empower our students to achieve their full potential and academic success by developing respectful,

responsible, and independent problem solvers

2015 School Technology Committee

Printed Name Signature Role

Kathy Paiml On file in the Tech Office Principal

Tami Genry Technology Coordinator/Media Specialist

Sarah Hopper Teacher

Natalie Landrum Teacher

April Atkins Teacher

Jim Green Teacher

Pam Bainter Parent

Addie Holcomb Student

Needs Assessments Used in the Development of this Plan

Category Source (Quantitative and/or Qualitative Data)

Student Technology Literacy/Proficiency

n/a

Educator Use and Integration Transform2020 Survey, Speak Up Teacher Survey

Technology Access (Hardware/Bandwidth/Content)

Inventory

Student and Parent Input Speak Up Student and Parent Surveys

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HLIS Goal 1: Engage the Learner

AL SDE Transform 2020 Plan SCS Tech Plan

Engage and empower the learner through

technology.

All learners will have engaging and challenging learning experiences both in and out of school that

prepare them to be active, creative, knowledgeable

and ethical participants in our globally networked society.

Embed 21st Century skills into all curricular areas.

Engage and empower the learner through

technology, in particular, through integrating the i•am21 focus areas into teaching and learning in all

content areas.

Source Question Speak Up Fall ‘13

TF Spring ‘14

TF Q1 Creativity

I promote, support, and model creative and innovative thinking and inventiveness using digital resources and tools.

1.72

TF Q2

I engage students in exploring real-world issues and solving authentic problems using digital tools and resources based upon the Alabama Courses of Study standards.

1.87

TF Q3 C&C

I plan activities that promote individual and collaborative student

reflection using digital communication tools. 1.61

TF Q5 Creativity

I plan and implement authentic/real-world learning experiences whereby students use contemporary tools and digital resources in creative ways to pursue their individual curiosities, and manage/assess their own learning.

1.37

TF Q6 Tech

Literacy

I plan instruction using the National Education Technology Standards (NETS Students) to ensure my Students have the knowledge, skills, and attitudes necessary for school

(PK-21) and careers.

1.63

TF Q12 Info

Literacy

I model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

1.67

TF Q13 Ethics

I advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

2.11

TF Q15 Ethics &

C&C

I promote and model digital etiquette and responsible social interactions related to the use of technology and information.

2.15

TF Q16 Global

Awareness

I teach my students about the responsibilities of digital citizenship through global/ cultural awareness and using digital tools to communicate about/ with people in other Cultures.

1.28

Speak Up PQ6

Technology use is very teacher dependent with a lot of variance between classes and use

37%

http://www.shelbyed.k12.al.us/iam21/index.html

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i•am21 Focus Area 1 – Communication and Collaboration

Student Outcomes –

Understand and utilize a variety of 21st Century asynchronous and synchronous communication

and collaboration tools, such as: person-to-person email interactions, group interactions in virtual learning spaces (wikis, blogs, social media, & online courses), and interactive audio or

video conferencing

Understand and utilize the most appropriate media creation tools, characteristics and conventions

to communicate ideas

Strategies Activities Evidence

Students will use Google

Apps for Education with teachers to communicate

ideas as well as interact

and collaborate with peers.

Teachers will work with students to collaboratively create/publish/ journal in

Google Apps for Education.

Work samples

Students will use a variety

of technologies to collaborate and then create

digital products related to their course content.

Teachers and students will collaborate on

writing assignments using Google Apps

for Education and will create digital products based on their learning using

various tools such as Animoto, Blabberize, PowerPoint, or other digital

tool/application.

Lesson Plans Work samples

Students will use a variety of media for students to

publish their learning in a digital environment for

multiple audiences.

Students will post their learning in a

digital environment such as Biblionasium, Educreations, Haikudeck, blogs, Edmodo,

or other application.

Lesson Plans Work samples

Media Specialist will use Google Apps to

communicate with 4th and 5th grade students about

new books and other library

news.

The library media specialist will use the

tools available in GAfE to promote new and/or interesting materials available in

the media center as well as other library news.

Samples of communication

Students will connect,

communicate, and collaborate with peers in

other physical locations

using digital tools, related to a specific book read.

Students will participate in the Global

Read Aloud program

(http://www.globalreadaloud.com/), communicating and collaborating with

peers in other locations using email, Twitter, Skype, Edmodo, or other

interactive tool related to a common book

read.

Pictures

Work samples


http://www.globalreadaloud.com/

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i•am21 Focus Area 2 – Technology Literacy


Master and apply technology concepts, terminology, skills, and habits in accordance with the AL

Technology Course of Study, and ISTE's National Education Technology Standards(NETS) Use technology as a tool to research, organize, evaluate and communicate information

Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking

tools appropriately to access, manage, integrate, evaluate and create information to successfully

function in a knowledge economy


Students will learn

technology concepts, operations, applications,

terminology, and other skills included in the Alabama

Technology Course of Study and ISTE’s National

Education Technology

Standards.

Every student will receive 40 minutes of

instruction weekly in the computer lab. Lab schedule

Students will learn

technology concepts,

operations, applications, terminology, and other skills

included in the Alabama Technology Course of Study

and ISTE’s National Education Technology

Standards.

Students will participate in Tech Steps lessons, lessons available through the Shelby County Technology Department,

or other technology lessons in the computer lab to build technology

literacy.

Work samples

Students will use models and simulations to learn

basic coding skills.

3rd grade GRC students will use ‘Scratch’ to learn basic coding and manipulate a

character on the screen.

Pictures

Students will apply existing knowledge related to coding

to begin programming.

4th and 5th grade GRC students will use

Khan Academy’s programming lessons. The Khan Academy lessons take the

students through 13 modules of learning

programming – each of which builds on the other – each module has lessons(2,

3 or 4) and challenges(2, 3 or 4) to complete. Sample modules include

drawing, functions, looping. These

lessons focus mainly on drawing, and creating images.

Pictures


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i•am21 Focus Area 3 – Information Literacy







Students will receive

instruction on how to use

information competently and ethically.

Students will participate in lessons delivered in the media center by Mrs.

Genry related to effective access, use, and evaluation of information in order to

be critical users of information. Lessons

will be taught in each grade level as deemed appropriate and necessary for

the students. Lessons will include information on copyright law and

plagiarism, as well as the overall

research process. Projects could include a study of biographies, animals,

Washington DC, explorers, states, etc.

Media Center schedule

Lessons

Students will understand how to be a responsible

digital citizen by

participating in lessons related to these topics.

Students will participate in lessons taught in the computer lab related to

digital citizenship (cyber-bullying, social networking, chatting, online safety and

responsibility) which include the ethical use of information and technology.

Computer lab schedule List of topics covered

Students will learn to locate,

organize, analyze, evaluate, synthesize, and ethically use

information from a variety

of Sources and media,

answering information questions, taking notes,

organizing their information, and developing final

products.

Students will work collaboratively with Mrs. Genry in the media center on a

variety of collaborative research projects.

Pictures Work samples

i•am21 Focus Area 4 – Global Awareness and Diversity



Explore how understanding other cultures can assist the U.S. in interacting, competing, and

partnering with other countries in the global economy

Learn from and work collaboratively with individuals representing diverse cultures, races,

religions and backgrounds in a spirit of mutual respect and open dialogue Examine how individuals interpret messages differently, how values and points of view are

included or excluded, and how media can influence beliefs and behaviors



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Helena Intermediate School will participate in Digital

Learning Day/week to

demonstrate a positive attitude related to

technology and leadership in the digital age.

Lesson ideas will be planned by the

technology committee and provided to teachers for use with students. In

addition, students may participate in a

variety of other activities on Digital Learning Day such as video conferencing

with diverse individuals or classes, digital creating, or working with new

technologies.

Pictures

Schedule

Students will participate in virtual field trips to learn

from or about other cultures, races, religions,

and backgrounds.

Virtual field trips will be planned to

increase students’ knowledge of national and/or global issues, or to engage them

with diverse cultures.

Pictures

Students will recognize the contributions to society of

various individuals by

studying biographies sharing their knowledge

with peers.

Students will read biographies of diverse

individuals and create digital products to

communicate/share their learning with peers.

Work samples

i•am21 Focus Area 5 – Creativity and Innovation Student Outcomes –

Develop visualization skills to be able to decipher, interpret, detect patterns, and communicate

using imagery Utilize multiple media and technologies, and know how to judge their effectiveness and impact


Leverage social and cultural differences to create new ideas and increase both innovation and

quality of work

Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize

creative efforts


Students will apply their

knowledge of simple

machines and the Legotron materials to create a moving

device.

3rd grade GRC students will use Legotron materials, applying the concepts of

simple machines, to build and operate a robotic device.

Pictures

Work samples

Students will work

collaboratively to apply their

knowledge of sensors and Lego Mindstorm kits to

generate solutions/programs for their challenges.

4th/5th grade GRC students will learn

about sensors in the Lego Mindstorm kits and create their own programs to solve

challenges.

Pictures Work samples

Students will use models

and simulations to learn basic coding skills.

3rd grade GRC students will use ‘Scratch’

to learn basic coding and manipulate a character on the screen.

Pictures


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Students will apply existing knowledge related to coding

to begin programming.

4th and 5th grade GRC students will use

Khan Academy’s programming lessons. The Khan Academy lessons take the

students through 13 modules of learning

programming – each of which builds on the other – each module has lessons(2,

3 or 4) and challenges(2, 3 or 4) to complete. Sample modules include

drawing, functions, looping. These lessons focus mainly on drawing, and

creating images.

Pictures

Students will use Educreations, Haikudeck,

blogs, Google Apps,

Biblionasium, or other electronic

application/program to explain their

thinking/learning on a topic.

Creature Feature-students will design

and build a creature, with adaptations for a specific environment. Students will

then use a digital tool such as Educreations to diagram parts of their

creature, identifying adaptations, and

they will voice recording options.

Work samples

Students will use Educreations, Haikudeck,

blogs, Google Apps, Biblionasium, or other

electronic

application/program to explain their

thinking/learning on a topic.

Students will write book reviews, create blog or Twitter posts, create a

Haikudeck, create a product in GAfE, or use another application to demonstrate

their thinking and learning.

Work samples

i•am21 Focus Area 6 – Ethics, Actions, Accountability


Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of

information technologies and media


Advocate and practice safe, legal, and responsible use of information and technology, including

Social Networking, Chat, & Cyberbullying (SNCC)


Students will develop an

understanding of human and societal issues related

to social networks and the importance of responsible

use.

Students will receive instruction in the

computer lab on social networks using the SNCC curriculum materials provided

by Shelby County Schools Technology

Department.

SNCC curriculum schedule

Students will participate in

lessons related to the safe

and ethical use of information and technology.

Students will be taught strategies during lessons throughout the year by Mrs.

Genry and the computer lab teacher on the safe, legal, and responsible use of

information and technology, using the

Big6 research process lesson, TechSteps lessons (or other suitable technology

lessons), and the SNCC curriculum, as well as supplementary resources.

Lesson Plans/Schedule


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Faculty members will be

able to access approved

online resources related to Internet Safety.

Online resources related to the all

aspects of Internet Safety will be shared with faculty members. These resources

are available through the Shelby County

Schools website (Technology).

Faculty meeting agenda

Students will receive instruction related to

Internet Safety.

Lessons will be taught in the computer

lab related to social networks, chatting, and cyber-bullying during January,

February, and March 2015, and a Cyber-

Safety Week will be held in May 2015.

SNCC Instructional Schedule

HLIS Goal 2: Professional Development


Prepare and support teachers and leaders to graduate college and career ready students.

Continuously support teachers in developing their expertise as 21st century educators.


TF Spring ‘14

TF Q9 I demonstrate fluency in technology use and transferring that knowledge to new technologies and situations.

1.85

TF Q17

I participate in local and global learning communities to explore Creative applications of technology to improve student learning.

1.2

TF Q19

I evaluate and reflect on current research and Professional practice to make effective use of existing and emerging Digital tools and resources in support of student learning.

1.33

TF C3/23 I am able to attend a sufficient number of professional learning sessions to help me successfully integrate technology and digital Resources into my classroom.

2.44

TF C4/24

My principal supports and promotes integrating digital resources and tools in my classroom.

2.87

TF C5/25

I am interested in learning more about planning and using Project-based/authentic learning activities in my classroom.

2.41

Speak Up T16

Teachers want to learn about using technology to prepare students for Common Core

41%

Speak Up T16

Teachers want to learn about using technology to differentiate instruction

37%

Speak Up

T16

Teachers want to learn how to identify mobile apps to use in the

classroom with students 37%

Speak Up T16

Understand how to use education games within

instruction 37%

Speak Up T16

Using a tablet computer within instruction 30%

Speak Up T17

Conference workshops or sessions led by

experts in the field 54%

Speak Up T17

School or district provided trainings 46%

Speak Up T17

Peer-to-peer or school study teams 39%

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Teachers will participate in professional development

related to Google Apps for

Education, as well as procedures for using Chromebooks.

Training will be provided at the local

school related to Google Apps for Education and Chromebooks in

order for teachers to become

familiar with using this technology and be able to effectively implement

these tools with students.

Sign up list for the Chromebooks

Student work samples

Sign in sheet from training

Mrs. Paiml will publish a weekly digital newsletter.

Mrs. Paiml will publish a weekly newsletter for faculty (Helena In-

Sites) highlighting valuable tech tools, apps, articles, professional

development opportunities, and more.

Sample newsletter

SmartBoard training for new

users will be provided.

Teachers with new SmartBoards will attend training on operation and

implementation provided my Shelby

County Schools’ resource teachers.

Pictures or documentation

from MyPDC

HLIS Goal 3: Devices, Software, Resources, Etc.


All educators and students will have tools to

access a comprehensive viable infrastructure

when and where they need it.

Provide students and staff with access to a

variety of technology in order to promote 21st

C teaching and learning.


TF Spring ‘14

TF C6/26 I have sufficient digital devices and tools to effectively integrate technology into my teaching.

2.04

Speak Up T10

Not enough computers for students to use 71%

Speak Up T10

Not all students and families have computer

and Internet access at home 54%

Speak Up T10

School filters or firewalls b lock web sites I need 50%


Additional digital projectors - S.

Poling funds

10 projectors will be purchased (or

up to $5,000 worth of projectors) to

both replace aged classroom projectors as they go out and to add

to classrooms where projectors have

Purchase orders

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been removed due to a shortage.

Laptops – S. Poling funds

8 new laptops will be purchased to add to existing laptop carts. Existing

laptops in our mobile lab will be replaced gradually, with these 8

being the first upgrades.

Purchase orders

School-wide BYOD (optional)

Students will be allowed to bring personal devices according to the

HIS BYOD policy in order to read,

research, and use apps to promote a 21st century learning experience.

BYOD Policy

SmartBoards-Shelby County Foundation grant funds plus

additional monies raised by the

individual teachers

2 SmartBoards will be added to fourth grade classrooms to provide

an interactive tool for the students

and teachers.

Pictures

Purchase orders

Digital projector bulbs – PTO

funds

Projector bulbs will be purchased

(up to $1,000) to maintain existing projectors.

Purchase orders

Electronic Communications

(Skype, DL, etc.) – no cost

Class(es) will visit and/or interact with an author, another class, or an

organization in a virtual space such

as Skype or online web conferencing site, or via distance learning

equipment.

Pictures and/or planning

documents

Electronic Communications – no

cost

Teachers will communicate/interact with students and/or parents via

Edmodo, blogs, electronic newsletters, and email.

Samples of electronic

communications

Computer microphones – to be

purchased with money from S. Poling and other school

fundraisers

Teachers will be given computer

microphones to use for students’ digital projects as well as virtual

conferencing.

Purchase orders

Digital books/e-books – library

funds and Capstone grant

Mrs. Genry will purchase $500 in digital resources, possibly to be

matched with $500 from a Capstone Publishers grant.

Title list of resources

purchased

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Montevallo Middle Our 21st Century Vision

We envision the students from the Montevallo Community achieving excellence in education by providing challenging and engaging learning experiences that will empower them for success in a global society.

Our 21st Century Mission The mission of Montevallo Middle School is to offer a challenging curriculum which encourages students

to reach their full potential and become independent, lifelong learners.

2015 School Technology Committees


Susan Colley On file in Tech Office Library Media Specialist, Technology

Coordinator

Betsy Moore ELA teacher

Jason Taylor Science Teacher

Shelia Lewis Principal



Student Technology Literacy/Proficiency

n/a

Educator Use and Integration Speak Up Teacher Survey

Technology Access (Hardware/Bandwidth/Content)

Inventory

Student and Parent Input Speak Up Student and Parent Surveys

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MNMS Goal 1: Engage the Learner


Engage and empower the learner through technology. All learners will have engaging and challenging learning experiences both in and out of school that prepare them to be active, creative, knowledgeable and ethical participants in our globally networked society.


Engage and empower the learner through technology, in particular, through integrating the i•am21 focus areas into teaching and learning in all content areas.


TF Spring ‘14

TF Q1 Creativity


2.75

TF Q2


2.5

TF Q3 C&C



TF Q5 Creativity


2.4

TF Q6 Tech

Literacy

I plan instruction using the National Education Technology Standards (NETS Students) to ensure my Students have the knowledge, skills, and attitudes necessary for school (PK-21) and careers.

2.4

TF Q12

Info Literacy

I model and facilitate effective use of current and emerging digital

tools to locate, analyze, evaluate, and use information resources to support research and learning.

2.7

TF Q13 Ethics


2.9

TF Q15 Ethics &

C&C


3.05

TF Q16 Global

Awareness


2.25

Speak Up PQ6


n/a


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MNMS - Engage the Learner




and collaboration tools, such as: person-to-person email interactions, group interactions in virtual learning spaces (wikis, blogs, social media, & online courses), and interactive audio or

video conferencing




Students will begin using

gmail accounts with

teachers, school counselor, and peers.

Friendly letters to former teachers Student work samples

Students will respond to teacher blogs

Writing prompts on teacher blogs


i•am21 Focus Area 2 – Technology Literacy Student Outcomes –


Technology Course of Study, and ISTE's National Education Technology Standards(NETS) Use technology as a tool to research, organize, evaluate and communicate information


tools appropriately to access, manage, integrate, evaluate and create information to successfully

function in a knowledge economy


Students will be asked to apply the TCOS standards

as part of lessons plans created by their course

teachers.

Principal requirement Sample teacher lesson plans

All students (except band and choir) take Computer

Essentials or Tech Ed class

Counselor completes schedules

Copies of student schedules

Technology use will be a

required part of the 7th and 8th grade mini research

projects

Assign mini research projects to 7th and 8th grade students

Teacher lesson plan Student work sample



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Librarian and teacher

collaborate to provide all of 6th grade with research skill

lessons.

Research and exploratory activities will

be embedded into lesson plans, requiring

that students improve their skill levels with regard to search terms, evaluating

websites, and citing sources/copyright.

Teacher lesson plan and

student work sample




Explore how understanding other cultures can assist the U.S. in interacting, competing, and

partnering with other countries in the global economy Learn from and work collaboratively with individuals representing diverse cultures, races,

religions and backgrounds in a spirit of mutual respect and open dialogue

Examine how individuals interpret messages differently, how values and points of view are



Compare and contrast U.S.

with other countries as part of what class

India/U.S. web quest in Geography class Student work sample

i•am21 Focus Area 5 – Creativity and Innovation






quality of work


creative efforts


Use new technologies/software

Glogster for P.E. projects Animoto movie in 7th grade ELA classes





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information technologies and media Understand the uses, risks, dynamics, and impacts of social networks




Teach students safe, legal, and responsible use of

technology

Teach SNCC curriculum in 5th period

intervention classes

Teacher lesson plan

MNMS Goal 2: Professional Development


Prepare and support teachers and leaders to graduate

college and career ready students.

Continuously support teachers in developing their

expertise as 21st century educators.


TF Spring ‘14

TF Q9 I demonstrate fluency in technology use and transferring that Knowledge to new technologies and situations.

2.75

TF Q17


2.15

TF Q19


2.35


1.6

TF C4/24


1.2

TF C5/25


1.3

Speak Up T16

Teachers want to learn how to identify mobile apps to use in the classroom with students

n/a

Speak Up T16

Teachers want to learn about using tablets in the classroom n/a

Speak Up T16

Teachers want to learn about using technology to differentiate instruction

n/a

Speak Up T16

Preparing for the Common Core standards or other new state standards

n/a

Speak Up T16

Teachers want to learn about identifying high quality digital content to use within instruction

n/a

Speak Up T17

Conference workshops or sessions led by

experts in the field n/a

Speak Up School or district provided trainings n/a


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T17

Speak Up T17

Workshops from the County Office of Education or educational services offices

n/a


Offer Google apps class at school for teachers

Teachers will attend Google Apps class

Teacher sign in sheet

Teacher narrative of Google Apps use in classroom

MNMS Goal 3: Devices, Software, Resources, Etc.


All educators and students will have tools to access a

comprehensive viable infrastructure when and where

they need it.

Provide students and staff with access to a variety of

technology in order to promote 21st C teaching and

learning.


TF Spring ‘14


1.2

Speak Up T10


and Internet access at home n/a

Speak Up T10

Not enough computers for students to use n/a

Speak Up T10

School filters or firewalls b lock web sites I need n/a


20 new computers for Computer

Essentials classroom

Email Lauren Woolley and place our

order

Purchase order and delivery packing slip

22

Vincent Middle High Our 21st Century Vision To be a model of excellence in education

Our 21st Century Mission To make every student a graduate and every graduate prepared

2015 School Technology Committee


Jennifer Supri On file in Tech Office Technology Coordinator

Joel Dixon Principal

Branden Vincent Assistant Principal

Chaney Cooper Student

Rhonda Mack Teacher

Trinda Gage Parent

Theangelo Perkins Community Member



Student Technology

Literacy/Proficiency n/a

Educator Use and Integration Transform2020 Survey, Pre- and post-SAMR model surveys

Technology Access

(Hardware/Bandwidth/Content) Inventory

Student and Parent Input Speak Up Survey

23

VMHS Goal 1: Engage the Learner


Engage and empower the learner through technology. All learners will have engaging and challenging learning experiences both in and out of school that prepare them to be active, creative, knowledgeable and ethical participants in our globally networked society.


Engage and empower the learner through technology, in particular, through integrating the i•am21 focus areas into teaching and learning in all content areas.


TF Spring ‘14

TF Q1 Creativity


1.88

TF Q2


1.88

TF Q3 C&C



TF Q5 Creativity


1.71

TF Q6 Tech

Literacy

I plan instruction using the National Education Technology Standards (NETS Students) to ensure my Students have the knowledge, skills, and attitudes necessary for school (PK-21) and careers.

1.32

TF Q12 Info

Literacy

I model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

1.76

TF Q13 Ethics


2.2

TF Q15 Ethics &

C&C


2.17

TF Q16 Global

Awareness


1.54

Speak Up PQ6


0%


24

VMHS –Engage the Learner




and collaboration tools, such as: person-to-person email interactions, group interactions in

virtual learning spaces (wikis, blogs, social media, & online courses), and interactive audio or video conferencing




Students will use Google Apps for Education (GAfE)

in order to increase their ability to explore,

understand, master,

demonstrate, and apply content while

simultaneously developing 21st century life and

workplace skills.

English teachers will have research projects submitted via Google Drive or

the Student Shared Drive, requiring all students to share files with at least two

other students to collaborate/proofread before submitting/sharing the final draft

to the teacher.

Lesson plans, student

products

Same as above

Students in history/science will

collaborate on a Google presentation.

Lesson plans, student products

Staff will implement the use

of Edmodo/blogs in order to increase communication

between parents and the

school.

Parents will utilize teachers’ blogs/Edmodo to check assignments and

communicate with teachers.

Parent communication logs

i•am21 Focus Area 2 – Technology Literacy Student Outcomes –


Technology Course of Study, and ISTE's National Education Technology Standards (NETS)

Use technology as a tool to research, organize, evaluate and communicate information


tools appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy


Students will complete a cross-curricular research

project for all courses on “Haunted History” in which

students will manage their Google drive to access

activities from various

instructors and collaborate

In this project, students will use Excel to compare the consumer effects of

Halloween to other holidays (math/BTA). Students will use search engines to

discover folk lore of famous ghost stories (English/history), famous mad

scientists (Science), and the effects of

fear on the brain (Psychology). Spanish

Lesson plans



25

on presentations across

classrooms/grades/subject areas.

students will also explore the history of

the Day of the Dead through online research.

Students will utilize the

library’s new eBooks to

complete research.

English and history classes will research

the Holocaust or the Civil Rights movement with eBooks instead of

Encyclopedias or other printed texts.


Students will utilize the wireless network with the

portable labs to find and print current events related

to the topics of study in their

history classes.

Students will find and analyze current

events for history classes, including

evaluating credibility of source.


Students will be issued Chromebooks for Geometry

to pilot a “flipped

classroom”.

Students will view videos and activities

made by the Geometry teacher at home and receive individualized instruction

and additional practice time in class in

order to improve math scores on standardized tests.

Lesson plans, inventory








Teachers will provide

instruction and students will

research about the many methods/reasons behind

advertisements during World War II.

History classes will study the use of propaganda during World War II and

create their own propaganda advertisements for the time period using

today’s media outlets.


Students will receive multi-instructor training on the

available tools for research (Google drive

citation/research functions)

and the importance of evaluating sources for

accuracy/credibility.

The Media Specialist will teach students

about available resources for finding credible sources (AVL), along with the

difference between primary and secondary texts. The English teachers

will present the research and citation

tools available in Google Drive.


products


26




Explore how understanding other cultures can assist the U.S. in interacting, competing, and partnering with other countries in the global economy

Learn from and work collaboratively with individuals representing diverse cultures, races,

religions and backgrounds in a spirit of mutual respect and open dialogue

Examine how individuals interpret messages differently, how values and points of view are



Students will be exposed to

other cultures through American Sign Language

through literature, research, and interactive experiences

to better understand

diversity and the need for open and effective

communication.

Students will use the ACCESS distance

learning program to communicate with a teacher and students in another system

daily. They will also use netbooks for virtual communication and take a field

trip to Alabama School for the Deaf and

Blind to communicate with students of a different culture.

Lesson plans, student products, travel request forms

Students will be exposed to other cultures through

Spanish research and interactive experiences to

better understand diversity and the need for open and

effective communication.

Students will conduct online research about Spanish cultures and visit the

Spanish Flamenco ballet. Students will also create travel brochures for a

Spanish-Speak Uping culture in which they must educate potential visitors on

customs and traditions in that country.


products, travel request forms

i•am21 Focus Area 5 – Creativity and Innovation






quality of work


creative efforts


Students will utilize digital

photography to present

ideas, experiences, and information.

Students in Journalism I and II will

create the 2015 Stinger yearbook. Juniors and seniors will create the Class

of 2015 senior slideshow and the eighth grade class slideshow.

Student products



27

Students will utilize page

design software and

Photoshop Elements to create a published product.

Students will create the third VMHS Literary Magazine, incorporating student

writing and artwork in a digital format to

be presented on the school’s website.

Student products

Same as above

Students in Journalism I and II will

create the first Jacket Journal, a community newspaper which will be a

collaborative effort with the cities of

Vincent and Harpersville, and will be mailed to more than 2,000 local

residents.

Student products

Students will utilize graphic

art design hardware to prepare for careers in this

growing field.

Mr. Williamson, our art teacher, will enhance his Art III and Art IV classes

with units on graphics art design after the discontinuation of the Graphics Art

class due to limited instructional units. Students interested in pursuing careers

in graphics art design will work

extensively with this latest technology in order to be more attractive to colleges

for scholarships in their field.





information technologies and media





Teachers will make students aware of local and district

policies.

Students will review the Acceptable Use

Policy, Google Permission forms, and Vincent Middle High School Bring Your

Own Device Policy for best/acceptable

practices at the start of the school year.

Signed forms

Guest Speak Upers will

provide additional

reinforcement/education about responsible use.

An admissions representative from a

college will Speak Up with students

about protecting their reputation with their online profiles during 7th period.

Log of presentation/pictures

Teachers will make students aware of First Amendment

protections and restrictions

and Copyright/Fair Use law.

The Media Specialist will provide teachers with handouts/training on

Copyright Laws and Fair Use policies in a

faculty meeting. Journalism I/II and English students will discuss First

Amendment protections/restrictions, especially as they relate to students.

Handouts, copies of

presentations


28

VMHS Goal 2: Professional Development


Prepare and support teachers and leaders to graduate college and career ready students.

Continuously support teachers in developing their expertise as 21st century educators.


TF Spring ‘14

TF Q9 I demonstrate fluency in technology use and transferring that Knowledge to new technologies and situations.

1.63

TF Q17


1.44

TF Q19


1.71


2.58

TF C4/24


2.98

TF C5/25


2.68

Speak Up T16

Teachers want to learn how to identify mobile apps to use in the classroom with students

60%

Speak Up T16


40%

Speak Up T16

Teachers want to learn about using technology to prepare students for Common Core

30%

Speak Up T16

Teachers want to learn about using tablets in the classroom 30%

Speak Up T16


20%

Speak Up T17

School or district provided trainings 60%

Speak Up T17

Conference workshops or sessions led by y experts in the field

40%

Speak Up T17

In-school mentoring program 30%


The TC and other technology savvy teachers will provide

training via classroom

observation.

Limited funds (either from local or district sources) will be available for

teachers to observe their peers using technology in the classroom

(Near pod and other iPad apps, Chromebooks for research/project

collaboration, etc.). Each teacher

would be provided with the opportunity to observe another

teacher for one class period on pre-arranged “Tech Days.” To receive

professional development credit, the

Leave request/evaluation form

29

teacher would have to write a short

narrative on how he/she plans to incorporate the strategies observed

in his/her own classroom.

The school will utilize the SAMR

model to evaluate their technology usage and make

plans for their advancement.

The TC will educate teachers on the SAMR model at one of the first

faculty meetings. Teachers will then evaluate their current level. The

principal will then ask that teachers

make it part of their professional development plans to work towards

advancing one level during the school year through (or mentoring a

teacher to aide in advancement if

teachers are already at the redefinition level).

Pre and post evaluations,

professional development records

VMHS Goal 3: Devices, Software, Resources, Etc.


All educators and students will have tools to access a

comprehensive viable infrastructure when and where

they need it.

Provide students and staff with access to a variety of

technology in order to promote 21st C teaching and

learning.


TF Spring ‘14


2.35

Speak Up T10


and Internet access at home 100%

Speak Up T10

Not enough computers for students to use 55%

Speak Up T10

I am concerned about the reliability of the

technology 55%


English teachers/Media Specialist

received grants for 40 Kindle Fires in 2013. The maintenance

department is wiring the English

book storage room in the summer of 2014 so that Kindles

can be stored/charged in a central location for AP English

teachers.

Advanced Placement English students

will utilize Kindle Fires for reading and annotating a selection of novels.

Inventory and lesson plans

30

Embedded professional

development time is essential to preparing teachers for

developing 21st century learners.

This requires funding for substitutes. We will use local

grants and/or district funds to achieve this goal.

“Tech Days” will occur 2-3 times

throughout the year where each department will have a teacher

demonstrate various subject-specific technologies with his/her classroom.

Teacher evaluation forms

Two HP LaserJet Pro 400 M401n

printers will be purchased through our district allotment to

mount on the two Chromebook carts for greater use of wireless

devices, in addition to the two

wireless printers already in use with the iPad carts.

Teachers will rely more heavily upon

Google Drive, eBooks from the Media Center, and the Alabama Virtual

Library for research in all core classes,

requiring the need for printing from wireless devices (Chromebooks and

iPads).

Inventory and lesson plans

The math department will

purchase an additional ten TI-84 Plus calculators to have a class

set for students of a technology that permeates this core subject.

The funding will come from

district allotment.

With an increased focus on content literacy, these calculators will enable

math teachers to spend a greater deal

of time preparing their students both to become 21st century learners and

to meet Dr. Bice’s Plan 2020 of college and career ready graduates because

they will actually be able to provide

training on this hardware, rather than leaving it to students to hopefully

“figure out” how these devices can be helpful both in their current math

classes and in the future.

Lesson plans, administrative

observation

Our art department needs additional graphics art hardware

to prepare students for art in a digital age, particularly a Wacom

Cintiq 13 HD Interactive monitor. Funding for this will come from

district allotment.

Mr. Williamson, our art teacher, will enhance his Art III and Art IV classes

with units on graphics art design after the discontinuation of the Graphics Art

class due to limited instructional units.

Students interested in pursuing careers in graphics art design will work

extensively with this latest technology in order to be more attractive to

colleges for scholarships in their field.


products

2015 school technology plans - shelby county schools€¦ · "we live in multicultural...

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