Q                   Quincy Public Schools

 

Quincy, WA

 

Technology Plan

 

INTRODUCTION

 

With the infusion of technologies into the Quincy School District a committee was formed in the winter of 2001 to review, revise, and update the former technology plan.  The committee is composed of teachers, administrators, parents, school board members, and a district computer system administrator.  This plan conveys our vision statement, our beliefs in technology and our K-12 instructional goals as they relate to technology skills.  Through this plan we would hope to provide equitable access to the use of technology to enable students to become lifelong learners.  Technology in this context includes computer, telephone, data systems designed and networked, when feasible, to enhance our district's communication, information processing and productivity needs.

 

THE STATE PERSPECTIVE

 

"NEED AND OPPORTUNITY"

 

"Washington State's education system must prepare students for their futures, not this generation's past. Reflection on the driver for educational restructuring nationally brings recognition of tension between an education system designed for the industrial age and the reality of an information age.

 

Technology has changed the very fabric of today's society. It has been a driver of change in such areas as global communications, economics, the arts, politics, and environmental issues. Education must analyze the changing fiber of today's society and weave the reality of the information age into the education system.

 

Technology is key to learners' achievement of world class standards. First and foremost is the critical need for students to be able to access information, manipulate data, synthesize concepts and creatively express ideas to others using video, text and audio media. Technology can virtually bring the world to the child, providing a depth and richness of instructional approaches to reach children of all learning modalities. The child becomes a "knowledge architect" using the rich resources at his/her fingertips through technology to bring personal meaning and expression to knowledge.

 

Secondly, technology is an administrative tool, which can bring efficiency to the management and assessment realms of education. This is especially important as teachers begin to use performance-based assessment to continuously improve the students' learning. The power of the technology allows easy tracking of student work enabling teachers to develop and maintain individual learning profiles for all learners.

 

Our changing society and workplace demand citizens who can take responsibility for their own learning and well-being. Educational reforms which can develop these citizens are dependent on the adequate and appropriate infusion of technology to support the new education system." 

 

VISION STATEMENT

 

The vision of the Quincy School District is to create a technological environment that provides opportunities for all Quincy students to become lifelong learners, productive members of the workforce, and contributing citizens.

 

 

MISSION STATEMENT

 

Quincy School District views technology as an effective and necessary tool, capable of enhancing both the communication ability and productive capacity of our students, staff, parents, and community.  Quincy students must be competitive in an ever-changing world through the development of lifelong learning and process skills. The opportunity to develop technological proficiency will enable Quincy students and staff to maximize their access to information, enhance problem-solving skills and develop effective communication in the Information Age. 

Implementation occurred in 1998-1999 with the remodeling of 4 schools in the district, and the building of a new 5-6 building.  During this time the computer and voice network was put into place.  Computers were purchased for each classroom to connect to the network.

 

 

BELIEF STATEMENT

 

The following belief statements provide a vision for the use of technology in the Quincy School District.

 

Technology Belief Statement:

 

1.                  Computers and other forms of technology are tools, which teachers use to enhance students learning.  Technology should be integrated into the curriculum and should support, not supplant, the existing instructional process.

 

2.                  Students using computers and other technology will be empowered learners and better prepared for the technological future.

 

3.                  Technology should improve district internal and external communications.

 

4.                  Technology should be of benefit to administrative and classroom management.

 

5.                  A district technology plan should be developed which

a.       is in concert with the Technology Belief Statements

b.      identifies current and future instructional, administrative and management needs

c.       provides recommendations to meet identified needs.

d.      provides guidelines, standards and criteria for acquiring, distributing and maintaining technology.

e.       identifies technological awareness and training needs

f.        identifies cost estimates for the various aspects of the plan

g.       includes an evaluation component

 

 

PLANNING FOR TECHNOLOGY

 

Developmental Steps of the Technology Plan   The process of bringing this plan from draft to final stage and to implementation has taken the following steps.

1.                  Technology Committee is formed.  Parents, Administrative personnel, school board member, and a representative from each school served on the committee.

2.                  Technology Committee provides input to the draft plan.

3.                  Plan is written in draft by the Technology chairperson

4.                  The Technology Committee reviews draft plan

5.                  Changes and revisions by the Technology chairperson

6.                  Final plan is presented to the Board of Directors for adoption

7.                  Submitted to Local ESD for Evaluation

8.                  Sent to OSPI seeking provisional approval

9.                  Plan is implemented.

 

 

BENCHMARK & TIMELINES

 

March 2001                 Development of District/Community Technology Team

                                                Review/Revision of Plan

 

August 2001                 Implement District Technology 3 Tier Support Personnel

                                    1)  District Technology Coordinator 2)  In-Building Support Person 3) HS Student Support

 

August 2001                 Installation of 30 station Computer Lab Quincy JH

 

August 2002                 Installation of 17 Computers, divided among district schools

                                                                 +

                                    Monument Elementary Lab  15 Computers

 

Year 2002-2003          Computer Workstations for HS Science Lab Testing

 

August 2003                 Pioneer & George Elementary Computer Labs             

 

August 2004                 HS English Computers in the classrooms

                                                                    +

                                    JH Math & Science Computers in the classrooms

 

 

January 2004                Review/Revise Technology Plan

 

 

TECHNOLOGY PLAN IMPLEMENTATION

 

 

Technology will be implemented with district wide priorities.  The fiber optic backbone branches out from the High School to each school in the district.  The High School has the T1 line that is our connection to the K-20 network.  With the increase in demand steps are underway to acquire an additional T1 line to handle our expansion.  Each school is set up for data/voice and video.  Data runs on new PC compatible computers placed in each classroom.  The data network will use switching hubs to increase performance.  Voice will run through the district PBX system.  Each building will have a basic core of common technology.  Each classroom has been equipped with cable access, three data Ethernet drops, and a PBX phone connection.  Our High School Hub contains three servers.  These servers will handle email, web proxy services, and file services.

 

 

NETWORKING GOALS FOR QUINCY SCHOOL DISTRICT

 

1.                  Implement cost-effective transmission of voice, data and video between all classrooms in all buildings in the district as well as between district sites and outside resources.

2.                  Implement transmission systems with fault tolerance and redundancy.

3.                  Implement transmission systems with flexibility for future growth and change.

4.                  Implement an efficient network management system.

5.                  Implement a cost-effective system of dynamically allocated bandwidth.

6.                  Provide capability for multiple communication protocols and applications.

7.                  Add additional T1 line for increased bandwidth demand.

 

See Appendix "A" For K-20 Goals and Objectives

 

 

 

 

 

 

 

 

 

CURRENT TECHNOLOGY

 

HARDWARE

The current hardware configuration of the Quincy School District is displayed in the chart below.  The chart only records the district computers and printers.  Network equipment such as hubs, switches, and UPS’s are distributed evenly throughout the district.

School

Admin
Computers

User
Computers

Networked
Labs

Admin
Printers

User
Printers

Servers

Quincy High
School

8

77

4

3

48

6

Quincy Junior
High

4

21

0

3

21

1

Mt. View
Elementary

3

24

0

3

24

1

Pioneer
Elementary

3

25

0

3

25

1

Monument
Elementary

4

36

1

3

22

1

George
Elementary

2

7

0

3

7

1

District Office

8

0

0

3

4

1

ECLC Building

8

1

0

3

9

0

Maintenance
Shop

2

0

0

0

2

0

Bus Garage

1

0

0

0

1

0

Total

43

191

5

24

163

12

 

CURRENT SOFTWARE

The current software applications of the Quincy School District are displayed in the chart below.  The software listed is that which is installed on the district wide network.  Any individual/standalone software is not listed.

 

Installed Applications

 

Windows 98 - Desktop Operating System

Encarta 1999

NT Network Operating System

Reflections

Office 2000

Surfwatch

Accelerated Math

Automated Logic

Accelerated Reading

NCS Mentor for Washington 7

STAR Reading

Test Builder

STAR Math

WASL Query

Grade Machine

Norton Antivirus Corporate Edition

Library World

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TECHNOLOGY GOALS IN SUPPORT OF LIFELONG LEARNING

 

TECHNOLOGY GOALS K-12

 

The following plan reflects the desired outcomes for the integration of technology in Quincy schools. Technology must no longer be viewed as an added-on element in learning. In the classroom of the future, technology must serve as a vehicle to help teachers deliver a variety of learning opportunities to students in many disciplines or subject areas. In addition, students must gain the necessary skills in the use of technology to enable them to be functional and productive citizens of the next century.

 

The outcomes suggested here are designed to provide our schools with a variety of technology-based resources and establish direction for their use through integration in teaching and learning. These technology resources will improve the delivery of instruction and provide opportunities for students to create multi-media learning products.

Key categories presented in this document are Communication, Information Processing, and Productivity. A broad overview of K- 12 goals is presented in each category.

 

 

GOALS FOR STUDENTS

 

Primary Students (Grades K-2)

 

•Primary students will be introduced to preliminary keyboarding skills (finding letters, using two hands). •Primary students will use multimedia software and technologies to facilitate learning in core subject areas (reading, mathematics, social studies, and science). •Primary students will use a children's word processor and / or paint programs to facilitate productive communication in writing and art. •Primary students will use the Internet for communication and information access.

 

Intermediate Students (Grades 3-6)

 

•Intermediate students will acquire basic keyboard skills. (home positions, fingering). •Students will use multimedia software and technologies to facilitate learning in core subject areas (reading, mathematics, social studies, and science). •Students will use a word processor and / or paint programs to facilitate productive communication in writing and art. •Students will use simulation applications in problem solving. •Students will use Internet resources for communication, research, and publication. •Students will use authoring programs, such as PowerPoint, to create multimedia presentations across all disciplines.

 

Middle School Students (Grades 7-8)

 

•Middle school students will master keyboard skills. (proper positions, fingering, speed, accuracy, and formatting).. •Students will use multimedia software and technologies to facilitate learning in core subject areas (reading, mathematics, social studies, and science). •Students will use a word processor, presentation programs, and paint and graphics programs to facilitate productive communication in all disciplines. •Students will use simulation applications in problem solving across all disciplines. •Students will use mathematical modeling tools to explore, analyze and display mathematical relationships. •Students will use Internet and Intranet resources for communication, research, analysis and publication. •Students will use authoring programs, such as PowerPoint, to create multimedia presentations across all disciplines. •Students will use various technologies to support integrated project work in authentic contexts.

 

High School Students (Grades 9-12)

 

•High school students will use multimedia software and technologies to facilitate learning in core subject areas (reading, mathematics, social studies, and science). •High school students will use word processors, presentation programs, and paint and graphics programs to facilitate productive communication in all disciplines. •Students will use database, spreadsheet and simulation applications in problem solving across all disciplines. •Students will use mathematical modeling tools to explore, analyze and display complex mathematical relationships. •Students will use Internet resources for communication, research, analysis and publication. •Students will use authoring programs to create multimedia presentations and models of phenomena across all disciplines. •Students will use various technologies to support integrated project work in authentic contexts.   •Students will use technology to assist with various community outreach programs.

 

See Appendix B for State Technology Learning Goals

See Appendix C for National Technology Goals

 

 

TRAINING PLAN FOR EDUCATORS

 

Our staff development plan includes:

 

•provision for the ongoing training of our school support personnel called Technology Resource Teachers: These teachers are trained to provide the first level of technical support, to provide technology training opportunities at the building level, and to act as technology consultants for the school decision-making teams.

 

•traditional workshops provided for new teachers, librarians, staff with a particular curriculum and/or instructional emphasis

 

 •support for attendance to technology seminars and conferences.

 

 •trainer-of-trainer or transition models (TRTs, librarians, image processing)

 

•on-site staff development supported by TRTs, librarians and media and technology staff , as well as outside training exe. Inservice from vendors.

 

•various media for delivering instruction or communication (particularly video cassette programs and online skill training via the Internet).

 

 

 

 

SUGGESTED STAFF APPLICATIONS

FOR IMPLEMENTING TECHNOLOGY GOALS

 

PRODUCTIVITY: Increase teaching time by using management programs to streamline grades, attendance, lunch count, etc. Utilize report card programs, databases, and spreadsheets for management of student data. Prepare high quality teaching materials quickly.

 

COMMUNICATION: Use electronic mail systems to communicate within the building and throughout the district. Use network access to link up with other educators on specific topics through electronic bulletin boards. Increase communication with parents by phone and through computer links.

 

INFORMATION: Access current information to supplement teaching resources with electronic sources and on-line services. Utilize quality software programs, which allow teachers to more easily evaluate and present information.

 

ASSESSMENT: Evaluate individual work with reporting options available on software programs. Evaluate class progress with these options. Report student achievement to parents. Review portfolios of student work and writing saved on the network. Prepare written assessments of student progress with report card programs.

 

INSTRUCTIONAL RESOURCES: Use a variety of multi-media materials to more effectively differentiate instruction to reach students with diverse learning styles. Plan individualized learning programs based on assessment data. Increase student motivation with expanded multi-media resources for classwork and assignments. Provide opportunities for students to work collaboratively and actively.

 

 

 

 

 

 

 

 

 

 

NETWORK & TELECOMMUNICATIONS PLANNING

 

The district plan is part of the K-20 educational network, which links schools, community and technical colleges and universities. This will allow our students to access quality courses through distance education and will provide improved research capabilities. It will also increase district administrative efficiency.

 

To meet the technical requirements for K-20 district membership, our district will focus on the following objectives:

 

•Requiring that all expansion uses category 5 wiring, which is necessary to assure delivery of K-20 services (audio, video and voice service).

•When purchasing servers, strategically locating caching servers, mail servers and file servers to manage bandwidth demands across our district metropolitan area network and on the K-20 intranet.

•Maintaining routing and/or switching technologies effectively to manage high-speed data transmission.

•Meeting the need for 100-megabit or gigabit transmission speeds at some sites.

See Appendix A for K-20 Technical Goals and Objectives

 

 

TECHNICAL SUPPORT & MAINTENANCE

 

 

Support for the network and all its elements will increase as teachers find new and more exciting ways to teach students.  Support needs increase with future additions.  Support is evolving from initial needs such as how to work the computers, to how to increase exposure, and introduce new tools and information to students.  Our three-tier support structure utilizes resources more efficiently.  Problems are evaluated and distributed to the best location for immediate resolution.

 

            Tier 1 

                        Technology assistant in each building handles any problems within that                           building.  This assistant can either solve the problem if possible or decide                                 that it needs a work order so Tier 2 technicians can respond to the                                       problem.  If Tier 2 is unable to resolve the issue, it will be transferred to                                 Tier 3.

 

            Tier 2

                        This tier involves vocational students from Quincy High School that are                          enrolled in the computer tech support class.  If the problem was                                               determined to be a Tier 2 issue, then a work order would be generated and                           a student would be deployed to the problem area.  By utilizing these                              students, they would receive real world experience on hardware and                              software support issues in a medium to large size network.

 

            Tier 3

                        This tier would be the district technology/network coordinator.  The                               problems that would be addressed at this level would be server and                           network issues such as software upgrades, new application installations,                              new hardware installations and activities related to the new school year.

 

 

LONG-TERM FUNDING

 

 

District Support:

                Includes…….                       1 Classified Tech Coordinator (Full Time)                    =$55,000

                                                                Occasional Consultant Fees                                             =$30,000

                                                                Tech Rep from Each Building (Stipend)                         =$_TBD_

                                                                HS Class Support                                                                --------------

                                                                                                                                                Total       =$100,000

 

Maintenance:

                Includes                 Software Recurring License Expense                             =$20,000

                                                                Computer Parts                                                                   =$50,000

                                                                Summer Maintenance (57 days)                                                      

                                                                                3 Students @ $4000

                                                                                1 Supervisor         @ $9000                               =$15,000

                                                                                                                                                Total       =$85,000

Equipment Outlay:

                Includes                 Annual Purchase/Install/Setup of New Technology

                                                                                                                               

                                                                Current Priorities Year 2001-2004:

                                                                New Teacher Computer Purchases =$10,000

                                                JH Lab- 30 computers @ $1500 each             =$55000

                                                                Monument Lab-15 computers                           =$22500

                                                                Library Labs        - 17 computers                     =$25500

                                                                HS Math Science Class Labs                            =$20000

                                                                Pioneer/George Lab- 30 computers                =$55000

                                                                HS English Class Tech                                      =$20000

                                                                JH Math Science Class Tech                            =$20000

                               

                                                                                                                                Annual Total        =$55,000

 

 

                                                                                                                Annual Expected Total =$240,000

 

 

INSTRUCTIONAL TECHNOLOGY ASSESSMENT CYCLE

 

 

The technology within the Quincy School District should be reviewed on an annual cycle with assessments and a revision of the overall needs assessment during the third year to produce a new Quincy School District Instructional Technology Plan. Annual assessments should focus on the extent to which the technology plan is being implemented with a focus on the impact of technology on the student, teacher and classroom. In addition, there should be annual consideration made of the developing technologies available in the various curriculum areas and consideration of new technology which may reduce costs and improve instruction. The Plan developed at the conclusion of the cycle should reflect the success of the district in introducing instructional technology, the needs of students, teachers, and schools, and the technology best suited to deliver the Quincy School District curriculum.

 

Effective instructional technology planning and assessment must be based on a collaboration. It must include community input from business, government, and higher education to identify the skills students need for success in life. It must consider the emergence of technology as part of curriculum and the infusion of technology into curriculum materials and student assessment. It must provide for the participation of the instructional divisions - Elementary, Middle Level, and Secondary Education - to identify the tools, systems, and training needed by teachers to support the curriculum.

 

This collaboration to provide effective assessment and planning requires coordination and commitment. Specific goals and outcomes must be identified through the technology plan which may be assessed to determine the extent to which the ongoing process is working.

 

The annual assessments should be an ongoing assessment of the extent to which the technology plan is working. It should:

 

• Document the actual use which is being made of technology and consider that use relative to plan goals for students, teachers, and schools.

 

• Examine the effects of technology use relative to achievement goals for students and consider unanticipated effects in terms of the ultimate success of integration of technology in the classroom.

 

• Explore the changes in student achievement and understanding of curriculum to consider the extent to which skills learned in school will generalize and provide the skills needed for advanced education and work.

 

• Focus on any gaps which may exist between needs identified in the plan and implementation of the plan.

 

• Provide for a growing emphasis through each one year cycle on outcome measures related to student accomplishment and improved instruction, and successful implementation of district.

 

Information for the annual assessments, the large scale year four needs assessment, and the plan must be derived from a number of sources and will result in the need for the collection and analysis of various types of data. The data sources must include measures of student achievement, observations of instruction and technology use, assessments of the success of implementation by teachers, and curriculum experts, and the informed opinions of community members, program administrators, and individuals knowledgeable in instructional technology.

 

A major part of the evaluation may be conducted through existing district staff and resources. Assessment and Evaluation can conduct surveys and collect information on student achievement. Curriculum, Evaluation, and Support Services and provide expert assessments of the extent to which curriculum goals are being met. Instructional Division supervisors and principals can document the status of equipment and the availability of software and systems within the classrooms they supervise.

 

Additional support will be needed to arrange for community members and experts in instructional technology to consider the impact of district programs on student skills and instruction. Outside assistance will be of particular importance in the fourth year needs assessment and the production of an update plan which must to some extent make a forecast of the systems, software, and training needs for the future.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

K-20 TECHNICAL GOALS & OBJECTIVES

 

1. Establish an open, interconnected "network of networks" architecture and infrastructure with full interoperability of Internet services, interactive video capabilities, audio, video, and multimedia distribution and overall transport, which seamlessly interconnects, maintains, and builds upon appropriate existing network resources and commitments.

 

2. Ensure backbone design, topology, and infrastructure which efficiently and reliably provides adequate bandwidth at and among network nodes, and to designated sites, which can be cost effectively augmented and extended to meet future growth and performance requirements, and which facilitates real-time, demand, and hybrid access and delivery mechanisms. This foundation ensures scalability to accommodate future phase two and three.

 

3. Internet Access - Provide high quality and pervasive Internet access within and between the educational sectors, and to the dramatically growing array of state, regional, national, and global learning and teaching resources, library, bibliographic, and other learning materials which are Internet (e.g., World Wide Web) based.

 

4. Interactive Video Capabilities - Provide appropriate open standards based interactive video codec and switching infrastructure as well as transport capabilities which permit flexible selection of private and public network transport options. Design enables appropriate selection among the varying modes of high and low speed services, small and large classroom to classroom and/or person to person interactions, point to point or multipoint and conferenced multisite distribution, and circuit switched or packetized video so that educational institutions have the industry standard range of approaches from which to choose in creating flexible and cost effective programs ëright sized to meet diverse and evolving program objectives.

 

5. Network Multimedia and Packetized Video Capabilities - Enable network multimedia and packetized video serving and distribution over the terrestrial internodal infrastructure. The Internet design incorporates both high speed multimedia servers and native multicasting to support the distribution of audio/video material in real-time from sources on a global, national, regional, statewide, or local scale. In order to support these types of Internet based services, the network provides for differentiated bandwidth allocation on the basis of quality-of-service requirements.

6. Satellite Uplink and Distribution Capabilities - Ensure capacity to employ modern standard satellite based transport and distribution mechanisms to enable statewide distribution of both broad multipoint as well as narrowly addressable digital and analog data, video, and multimedia resources. Provide sufficient uplink power and low noise transmission capability to optimize link budgets for small to medium-sized receive antennas.

 

7. Interoperability and Compatibility - Ensure interoperability of Internet, interactive video, multimedia and other capabilities, and hence full opportunities for sharing across the entire system and also with other open standards based educational infrastructures and resources elsewhere throughout the region and globally.

 

8. Interconnections to Other Institutions - Ensure open access to and from other institutions and systems to enable broad inter-institutional cooperation, access, and resource sharing including schools and colleges, libraries, government, businesses, and other educational networks, etc., which are not part of the State of Washington's publicly funded educational systems. Incorporate regional Internet interexchange point.

 

9. Scaleable, Extensible and Granular Designs - Design to enable orderly and cost effective upgrade and expansion of the system and system components.

 

10. Standards Based Design - Open standards based architecture, firmly rooted in relevant education, telecommunications, and computer industry standards.

 

11. Interoperability with Public Switched Network - Seamless interconnectivity with and use of the public switched network.

 

12. Integration with Cable Industry Technology (Cable) - Seamless interconnectivity with Cable industry educational broadcast, megabit rate Internet-over-cable, and demand video services to peoples homes, and partnerships with Cable providers to get institutional links via Cable company plant and bandwidth.

 

13. Evolutionary Path - Ensure a flexible mainstream evolutionary path enabling use of industry standard components and following market driven technologies appropriate to education.

 

14. Leverage Public and Private Partnerships.

 

15. Leverage Existing State and Local Resources.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix B

 

STATE OF WASHINGTON ESSENTIAL ACADEMIC LEARNING REQUIREMENTS CONCERNING TECHNOLOGY 4/2001

 

In 1993, the Washington State legislature adopted the Education Reform Act, which sought to establish standard learning goals for all Washington students. The governor and state Board of Education, in response, appointed a Commission on Student Learning to determine common curriculum goals in seven subject areas: reading, writing, communication, mathematics, science, social studies, and health and fitness. Several of these Essential Academic Learning Requirements explicitly confirm the need for computer technology in Washington State schools.

 

 

Technology and the Reading Essential Learnings:

 

1. The student understands and uses different skills and strategies to read.

            · Through interactive educational software, students will develop their reading    kills in the areas of phonics, language structure and comprehension. (Examples:        Interactive Reading Journey, Word Munchers)

             Through the use of electronic tools such as dictionaries and thesauri, students will          build their reading vocabulary. (Examples: Spell checkers, dictionaries and             thesauri that are built into word processors and other publishing software)

            · Through the use of vocabulary software, students will build their reading          vocabulary. (Examples: using CrossWord Creator to generate crossword puzzles,     and Word Search Creator to generate word search programs)

            · Through interactive literature works on CD, students will understand the         elements of non-fiction.  (Example: Just Grandma and Me and The Adventures of           Tom Sawyer)

            · With the use of electronic reference material on CD-ROM and online resources,         students will use the features of the software to locate, sort and use information.         (Examples: electronic encyclopedias, databases and Internet search engines that       use menus, keyword searches, and icons)

 

2. The student understands the meaning of what is read.

            · Using textual material (both fiction and non-fiction) on CD’s and the Internet, students will demonstrate comprehension of main ideas and details. (Examples:     literature and reference material published electronically)

            · Using interactive software student will expand comprehension by analyzing,     interpreting and synthesizing information and ideas. (Examples: time-liner       software, concept-mapping software, and graphic software)

            · Using the Internet, the students with think critically about the authors’ use of    language, style, purpose and perspective (Examples: separating fact from opinion,      evaluating the validity of published information, detect bias and stereotypes in   author’s perspective)

 

3. The student reads different materials for a variety of purposes.

            · Using electronic databases, CD’s and online resources, students will locate and          read to learn new information. (Examples: reference materials, poetry, career        interests)

            · Using electronic databases, CD’s and online resources, students will gain        information about performing a specific task (Examples: scheduling software,     maps, job positions, newspaper ads)

            · Using literature works on CD’s and the Internet, students will read for literary             experience (Examples: novels, poetry collections, biographies, non-fiction         narratives found on electronic sources)

 

4. The student sets goals and evaluates progress to improve reading.

            · Using tape recorders and video recorders, students will assess their strengths and need for improvement. (Example: an audio or video recording of a student        reading sample in his/her electronic portfolio)

            · Using reading monitoring programs associated with reading books, students will          assess their progress and will set reading goals (Example: Accelerated Reader)

            · Using video-conferencing, multimedia and publishing software, students will    share reading experiences. (Examples: interactive video conferences, creation of     video tapes of story characters and plots, and publishing book reviews on the world wide web)

 

 

Technology and the Writing Essential Learnings:

 

1. The student writes clearly and effectively.

 

            · Through interactive educational software, students will develop the concept and          design of their writing piece. (Example: the use of software that prompts the reader to make decisions about his/her ideas and topics)

            · With the use of word processors and publishing software, students will apply writing conventions (Example: Microsoft Works, PageMaker)

            · With the use of smart keyboards, students will write independently. (Examples:

            Dream Writers, AlphaSmart Keyboards, E-Mates)

 

2. The student writes in a variety of forms for different audiences and purposes.

 

            · Using word processors, publishing software and e-mail, students will write for             different audiences. (Examples: word processor for teacher, e-mail for electronic     pen pals, page layout software for community)

            · Using educational software, word processors and publishing software, students           will write in a variety of different forms. (Example: Broderbund’s Amazing        Writing Machine prompts elementary students and provides templates for letters,      journals, poetry, essays and stories.  Word processors and publishing programs             are more appropriate for older students.)

            · Using technical software, students will write for career-related applications.     (Examples: web publishing software for homepages, word processing for research    reports, CAD software for blueprints, spreadsheets for consumer-spending charts)

            · Using features in word processors, students will cite sources or technical         documents (Examples: bibliographies, references, footnotes, endnotes)

 

3. The student understands and uses the steps of the writing process.

 

            · Using concept-mapping and outlining software, students will engage in the pre-           writing process. (Example: Story mapping software such as Inspiration and           outlining software such as PowerPoint or word processors for brainstorming and         generating ideas)

            · Using word processing software, students will draft, revise and edit their writing          piece.  (Examples: the word processor for entering text, the cut/copy/paste   features for revisions, the dictionary and thesaurus for vocabulary work)

            · Using graphic programs, clip art from CD’s and online resources, students will            illustrate the writing piece with appropriate images. (Examples: illustrations            created with SuperPaint, and images from clip art CD’s and Internet sources)

            · Using publishing software, students will produce a final published piece.          (Examples: web-publishing software for putting the piece on the WWW, desktop      publishing software for creating professional layouts, such as newspapers,             brochures, flyers and reports.

 

4. The student analyzes and evaluates the effectiveness of written work.

 

            · Using word processors, scanners, and mass storage devices such as zip disks or

            recordable CD’s, students will assess their own strengths and needs for             improvement.  (Examples: the collection of writing pieces included in an           electronic portfolio)

            · Using electronic mail and video-conferencing, students will seek and offer       feedback on their own writing and the writing of others. (Examples: online collaboration to interact with other students)

 

 

Technology and the Communication Essential Learnings:

 

1. The student uses listening and observation skills to gain understanding.

 

            · Using videotapes, laserdiscs and video broadcasts, students focus and listen to           gain and interpret information. (Examples: The use of these technologies allows     the student to receive information auditorily and visually.)

            · Using videotapes, laserdiscs, CD-ROM and live interactive video-conferencing,         students check for understanding by asking questions and paraphrasing.     (Examples: Videotapes laserdiscs and multimedia CD’s allow the student to focus            and review the material as many times as needed for clarification and evaluation.            Live interactive video-conferencing allows students to check for understanding by      asking the presenter questions and paraphrasing information.)

 

2. The student communicates ideas clearly and effectively.

 

            · Using a variety of software and electronic resources, students develop content            and ideas.  (Examples: concept-mapping and outlining software for generation of          ideas; time lining software for sequencing of ideas; location of pertinent material      on CD-ROM and online resources)

            · Using multimedia software and projection devices, students will use action,     sound, and/or images to support presentations. (Examples: the use of presentation           software to create slide shows; the use of CD’s, scanners, digital cameras and     video to digitize and include supporting graphics and sound; the use of data        projectors and presentation cameras to present information)

 

 

Technology and the Math Essential Learnings:

 

1. The student understands and applies the concepts and procedures of mathematics.

 

            · Using interactive educational software, students understand and apply concepts          and procedures from number sense. (Examples: software such as Number     Munchers, Treasure Mountain, Fraction Action)

            · Using interactive educational software and multimedia, students understand and           apply concepts and procedures from measurement. (Examples: software such as      Building Perspective, interactive laserdiscs that describe and look for solutions to            real world problems using math)

            · Using graphics and simulation software, students understand and apply concepts         and procedures from geometric sense. (Examples: software such as Tessellations      and Geometer’s SketchPad.)

            · Using simulation and productivity software, students understand and apply      concepts and procedures from probability and statistics. (Examples: software such        as Probability Constructor and Microsoft Excel’s spreadsheet)

            · Using programs with graphical capabilities, students will understand and apply             concepts and procedures from algebraic sense. (Examples: the use of  KidPix      stamps to create and extend a pattern; the use of Microsoft Excel’s             spreadsheet to             utilize an automatic fill with sequential patterns; the use of the Tessellations        software to understand the relatedness of geometric patterns)

            · Using presentation tools, students will understand and apply concepts and       procedures from algebraic sense. (Example: using a desktop presenter to for        visual learning of patterns)

            · Using interactive educational software, students will understand and apply       concepts and procedures from algebraic sense. (Example: the use of Alge-Blaster        software for students to practice their algebra skills)

 

 

2. The student uses mathematics to define and solve problems.

 

            · Using multimedia and graphics software, students investigate situations,           formulates questions and defines the problems. (Examples: the use of the Math         Investigations laserdisc from D.C. Heath; the use of fractal software to search systematically for patterns in complex situations)

            · Using productivity and graphics software, students construct solutions.            (Examples: the use of Microsoft Excel’s spreadsheet to organize and apply       methods to constructing a solution; the use of Rain Forest Web Pack by Sunburst           Software with links to the Internet for authentic problem-solving)

 

3. The student uses mathematical reasoning.

 

            · Using productivity software, the students analyze information. (Example: the    use of the Microsoft Excel’s spreadsheet to interpret, compare and contrast             information, and to validate thinking)

            · Using productivity software, students predict results and make inferences.       (Examples: the use of File Maker Pro to make and explain conjectures; the use of            Microsoft Excel’s spreadsheet to display and explain conjectures)

            · Using groupware and simulation software, students draw conclusions and verify          results. (Examples: using the interactivity of Geometer’s Sketchpad, File Maker      and Microsoft Excel’s spreadsheet to test conjectures and check for        reasonableness of results; using Tom Snyder’s Decisions, Decisions series to    construct examples and non-examples and then test and evaluate solutions to the       problems.)

 

4. The student communicates knowledge and understanding in both everyday and mathematical language.

 

            · Using spreadsheets and databases, students gather information. (Examples:     using Microsoft Excel’s spreadsheet to compile information about heights and   weights of various dinosaurs; the use of a database to categorize the dinosaurs by     their environment and by their diet)

            · Using the sorting and filtering features of spreadsheets and databases, students

            organize and interpret information. (Examples: using the spreadsheet’s sort        command to list data in a specific order; using the filter command of a database   to extract information that fits certain criteria)

            · Using spreadsheets and concept-mapping software, students represent and share

            information. (Examples: the use of the charting feature of Microsoft Excel’s

            spreadsheet to graph information for a visual display; the use of Inspiration to represent models that show relationships)

 

 

 

 

 

Appendix C

 

THE NATIONAL TECHNOLOGY GOALS

 

The former president believes we must help America's learners be prepared to meet the challenges of the 21st century. In his State of the Union address in January 1996, he challenged the nation, saying "every classroom in America must be connected to the information superhighway with computers and good software and well-trained teachers."

 

To bring this about, he has set four goals for technology in schools designed to lead to technological literacy for students, based on what educators, business leaders, parents, and many others have identified as key priorities:

 

•All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway;

 

•All teachers and students will have modern multimedia computers in their classrooms;

 

•Every classroom will be connected to the information superhighway; and

 

•Effective software and on-line learning resources will be an integral part of every school's curriculum.