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Technology Vision

Stuart Hall School Mission: To prepare boys and girls of all faiths for success in colleges and universities worldwide and for engaged, healthy lives of intellectual curiosity, responsible citizenship, creative expression, ethical leadership, and compassionate service. Core Values An Episcopal approach to education, focusing on the whole child:

o Educating the Mind o Strengthening the Body o Renewing the Heart o Nurturing the Spirit

Commitment to providing each student from Pre-Kindergarten through grade 12 with a rigorous yet supportive academic program in the liberal arts and sciences.

Technology Mission: The use of technology in the educational program of Stuart Hall School will enhance and expand curriculum along with the traditional role of education, in order to allow students to become creative, responsible users of technology in various contexts, and competent in communication, collaboration, and critical thinking.

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Technology Integration Goals:

Students:

All students will acquire the 21st century knowledge and skills to appropriately and effectively use technology

All students will master the standards outlined in the ISTE Technology Foundation Standards for Students (Appendix I)

All students will achieve the competencies outlined in the ISTE Profiles for Technology Literate Students (Appendix II)

All students will experience a student-centered approach to education through the use of technology as an enhancement tool for curriculum

All students will use technology effectively to assist the development of the STU graduate competencies

Teaching Faculty:

Using the SAMR Model (Appendix IV) for technology integration, all teachers will effectively include technology to enhance curriculum

All teachers will effectively use technology to assist in the implementation of teaching protocols in the classroom

All teachers will use effective professional development and coaching opportunities to develop improved technology integration skills

All teachers, through their classroom work, will demonstrate competency of the standards outlined in the ISTE Educational Technology Standards and Performance Indicators for All Teachers (Appendix III)

Teachers will keep up with the current research and trends in educational technology

School Administration and Management:

All administration and staff members will effectively use current technological processes/programs to improve the efficiency of the running of the school

All administration and staff members will use effective professional development and coaching opportunities to develop improved technological skills

IT Management:

IT support will be proactive in assuring the infrastructure of the school meets the needs of technology integration

Identification and implementation of appropriate safety precautions (software blocks and firewalls) will allow for educational ease of use of internet programs and maintain safety to the school’s network

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STU Community Considerations:

The educational program will incorporate developmentally appropriate standards and curriculum throughout the PK-12 academic program to ensure student competencies according to ISTE Profiles for Technology Literate Students (Appendix II)

Appropriate use of on-line learning and blended learning opportunities will be available for students

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Appendix I

The ISTE Technology Foundation Standards for Students:

According to the National Educational Technology Standards for Students, “Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting. Technology enables students to learn in ways not previously possible. Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze, and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.”

1. Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.

Students are proficient in the use of technology.

2. Social, ethical and human issues

Students understand the ethical, cultural, and societal issues related to technology.

Students practice responsible use of technology systems, information and software.

Students develop positive attitudes toward technology uses that support life-long learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

Students use technology tools to enhance learning, increase productivity and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and produce other creative works.

4. Technology communications tools

Students use telecommunications to collaborate, publish and interact with peers, experts, and other audiences.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6. Technology problem-solving and decision-making tools

Students use technology resources for solving problems and making informed decisions.

Students employ technology in the development of strategies for solving problems in the real world.

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Appendix II

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 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.

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In addition, these refreshed documents reflect information collected from professional literature.

National Educational Technology Standards for Students © 2007 ISTE. All Rights Reserved Excerpted from NETS for Students Booklet: 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

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

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)

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National Educational Technology Standards for Students © 2007 ISTE. All Rights Reserved.

Excerpted from NETS for Students Booklet:

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

Profiles for Technology (ICT) Literate Students Grades 3–5 (Ages 8–11)

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)

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National Educational Technology Standards for Students © 2007 ISTE. All Rights Reserved. Excerpted from NETS for Students Booklet 15: 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

Profiles for Technology (ICT) Literate Students Grades 6–8 (Ages 11–14)

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14):

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2)

2. Create original animations or videos documenting school, community, or local events. (1, 2, 6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4)

4. Participate in a cooperative learning project in an online learning community. (2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3)

6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)

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10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

National Educational Technology Standards for Students © 2007 ISTE. All Rights Reserved. Excerpted from NETS for Students Booklet:

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

Profiles for Technology (ICT) Literate Students Grades 9–12 (Ages 14–18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9–12 (ages 14–18):

1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4)

2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2)

3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6)

4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4)

5. Identify a complex global issue; develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4)

6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6)

7. Design a Web site that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology

by properly selecting, acquiring, and citing resources. (3, 5)

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9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5)

10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6)

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Appendix III

The ISTE Educational Technology Standards and Performance Indicators for All Teachers:

I. Technology Operations And Concepts.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology

B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies

II. Planning And Designing Learning Environments And Experiences.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A. Design developmentally appropriate learning opportunities that apply technology enhanced instructional strategies to support the diverse needs of learners

B. Apply current research on teaching and learning with technology when planning learning environments and experiences

C. Identify and locate technology resources and evaluate them for accuracy and suitability

D. Plan for the management of technology resources within the context of learning activities

E. Plan strategies to manage student learning in a technology-enhanced environment

III. Teaching, Learning, and The Curriculum.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

A. Facilitate technology-enhanced experiences that address content standards and student technology standards

B. Use technology to support learner-centered strategies that address the diverse needs of students

C. Apply technology to develop students' higher order skills and creativity

D. Manage student learning activities in a technology-enhanced environment

IV. Assessment And Evaluation.

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Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques

B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning

C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity

V. Productivity And Professional Practice.

Teachers use technology to enhance their productivity and professional practice. Teachers:

A. Use technology resources to engage in ongoing professional development and life-long learning

B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning

C. Apply technology to increase productivity

D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

A. Model and teach legal and ethical practice related to technology use

B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities

C. Identify and use technology resources that affirm diversity

D. Promote safe and healthy use of technology resources

E. Facilitate equitable access to technology resources for all students

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Appendix IV SAMR Model Excerpted from Technology Is Learning https://sites.google.com/a/msad60.org/technology-is-learning/samr-model The Substitution Augmentation Modification Redefinition (SAMR) Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions. As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

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Excerpted from Ruben R. Puentedura TPCK and SAMR – Models for Enhancing Technology Integration (2008) http://deimos3.apple.com/WebObjects/Core.woa/Browse/educationmaine. gov.1835411146.01835411149.1835189604?i=2138677147 http://www.hippasus.com/ The SAMR model is a model I developed starting in the late 80s, early 90s, to answer the question of what types of technology use would have greater or lesser effects upon student learning. The name comes from the four levels of technology use that I've found could be related directly to results in terms of what happened

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on the student side. So S stands for substitution. This is the lowest level of technology used. Here we're looking at using the technology as a direct substitute for an earlier technological form, without changing anything about it whatsoever. So if you used to use a typewriter and now you use a word processor, but you don't use any special features of the word processor, you're working at the substitution level. The next level is the augmentation level. At the augmentation level, you find that the technology acts as a direct substitute for a tool but then you start adding some improvements, some functionality that wasn't present in the earlier tool. So for instance, in a typewriter example, now you're using the word processor, but you're also using them built in spell checker, you're using the cut and paste features. In other words, you've added some functionality that used not to be there. In terms of the results that you see with students, the substitution level tends to give you little to no effect. You may find that some substitutive uses are very good, very important, but you shouldn't expect to seem great changes in student performance as a result of them. Augmentation does a little bit better. In general, you'll find some small, some fraction of a letter grade, to put it crudely, change in student performance. However, things get really interesting when you go to the next level, which is the modification level. Now this is the point at which the task that you're looking at is going to be significantly redesigned by the introduction of a new technology. So now, if we stick for instance with the word processor example, you're now talking about incorporating networking tools such as email, such as blogs, such as social software, so that your word processing document is no longer just something that's going to be printed and distributed on paper, but instead something that's going to be used as part of a group process for writing, for analyzing, for thinking. When we look at this type of modification process, now you start seeing significant changes, significant improvement in student outcomes. Again, to put it roughly, you could be looking at something on the order of the equivalent of a letter grade improvement in student results. The final level is the redefinition level. At the redefinition level, you're now looking at new tasks that obviously you want to do, not just any arbitrary new task, but that have been previously inconceivable without the technology. So for instance, now in a word processing example, you start looking at documents that can be used as living documents. These are documents that no longer are static because they're printed on paper, now you're starting to think about all the new types of documents that you weren't creating before that would be useful for people to have, for people to use as thinking documents, that you simply couldn't create before when you were looking at pen and paper or a typewriter. At this level is where you see the most remarkable improvements in student performance, all other things being equal of course. We're assuming that we're looking at well designed course. You can see, we have the introduction of technology at the redefinition level, roughly the equivalent of two letter grade improvements in students performance. For this reason, we can draw a line

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between the two levels of substitution and augmentation and modification and redefinition and call the first two levels the enhancement levels and the other two levels the transformation levels. Again, I want to emphasize something before going any further. While it is true that operating with technology at the redefinition level gives you the most bang for the buck if you will, any one of these levels of technology use can be useful and valuable in the appropriate context. And we're in fact going to look at some examples of each of these. So let's take it from the start and just look at the substitution level. At the substitution level, we could be looking at a course, let's say it's a literature course, it's a literature course focusing for at least one of its units on Shakespeare's Macbeth. And at this level, a teacher could say well, I'm going to use NoteShare and I'm going to drag and drop different links from the web of which correspond to things like the original text of Macbeth. I could also drag in critical commentary. I could also drag in some books about the Shakespearian stage and finally I could look at YouTube and find some of the classic performances of Macbeth on film and drag those links in. Now this is at the substitution level. What I have here is the equivalent of what we use to do by putting together a library list or a reading list, using paper and using the library. It's very nice that all of these resources are available for free on the net and it's great and very convenient for this list to be available to students with all the links already built in. But it's clear that it is a direct substitution for the traditional form. In other words, at this point, we are using the technology just to substitute for what we would have done before with the library and with a type written list. To change this to the augmentation level, there's only one very small change that's needed. And that is to add to the list of these resources some materials that do not fall within the scope of what would be in a traditional library. But instead make use of the unique possibilities that the Internet offers as a social environment. So here for instance I've included a link to the Flicker Shakespeare group. So students can see how the people visualize Shakespeare in photos. And these aren't by the way, just photos of straight performances; they're photos that represent different people's artistic approach to Shakespeare. You can also have students interact with different blogs. Some blogs are just resource blogs, but they do carry up to date information on what's going on in the world of Shakespeare around the world. Other blogs allow for more interaction by the students so they can enter into a dialogue with Shakespearian play directors, Shakespearian scholars, etcetera. All of these things augment what was possible before with a traditional library list and again bring in a whole new world of resources for students. At the next level, which is modification, we're going to have to do a little bit more work. There are lots of paths that we could take to reach this goal. I'm just going to highlight one of them. I mentioned earlier that we have visualization tools to

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look at complex information. And one of the things about a complex play like Macbeth is there are multiple layers of meaning. And that meaning is encoded in words and sequences of words. And we now have via sites such as IBM MiniEyes, access to tools that allows us to visualization just that, just those sequences of words, the frequency of word occurrence. So for instance, here are the 100 most frequent words that appear in Macbeth. And if you look at this list closely, you'll find that the word 'blood', which is frequently mentioned in critical analyses are being essential to the meaning of Macbeth, is indeed one of the words that appears frequently. But also note that the word 'time' appears much more frequently as does the word 'fear'. Now this is very interesting because when we look at different stagings of the play, some have chosen to prioritize blood as the running motif, some have chosen to prioritize fear as the running motif. So this is a tool that significantly modifies what the students can do with the material, how they can understand what's going on in Macbeth. We're not talking about getting rid of the traditional analysis; we're talking about bringing in a significant addition, a significant compliment and yes, a significant redesign of how students understand literary text via this tool. Finally, we will look at the redefinition level. Now at the redefinition level, remember that we're talking about creating new tasks. We're not just talking about significant redesign, we're talking about what can I do that I could never do before? So again, many different paths that I could choose to take at this course, but here's one of them. I could say I want to stage Macbeth, or rather I should say have the students stage Macbeth, to an audience on the net using all the knowledge they've gained from the links I created at the substitution level. The additional links that connected them to a community of other creators at the, at the augmentation level, the tools incorporated at the modification level to enhance their understanding of what's going on in the text and now at the redefinition level then, we have tools for staging plays in 2D on the net, Upstage is one such tool or in 3D this has been done already several times in Second Life. So now this is completely inconceivable before, yes, students could always stage Macbeth, but they couldn't stage it for an audience outside their own community, a broad audience that would give them feedback that they've never gotten before, perspectives they would not have gotten before and in a medium that's completely different, whether in 2D or 3D from the medium of live performance. So at this level, this course would then incorporate the technology in a form of redefinition. So these are the four levels.