Harrisville
Central
Technology
Plan
2007-2010
(315) 543-2707
(315) 543-2360,
fax
Technology Plan
I.
Introduction to HCSD 3
II.
District Educational Mission 3
III. District
Philosophy 3
IV.
District
Technology Vision
A.
Vision for How Technology Will Be Applied in the District 4
1.
NYS Standards 4
B.
Vision for the Stakeholders
7
V.
Current
Technology Assessment
A.
Current
Technology Infrastructure
9
·
Current Hardware Inventory Appendix
A
·
Current Software
Inventory Appendix
B
B. Standard Harrisville SCD Software
Applications 10
VI.
System Support
Staff 11
VII.
Goals and
Objectives
A.
Staff Development 12
B.
Comprehensive Staff Development Plan 13
C.
Technology Committee
1) K-12 Benchmarks 17
D.
Community Involvement 19
VIII.
Online Sources 19
IX.
Online References 19
X.
Projected Budget
for Hardware and Software 21
XI.
Evaluation
Process 22
XII.
Three Year
Budgetary Plan 23
Harrisville
Central School
Becky
French & Sue Slate, Co-Chairpersons
Name
|
Area
|
Name
|
Area
|
|
|
|
|
|
Sue
Slate
|
MS/HS
Business Teacher
|
Rolf
Waters
|
Superintendent
of Schools
|
Becky
French
|
Librarian
|
Ming
Chen
|
Technology
Support
|
Karen
Bellinger
|
Elementary
Teacher
|
Amanda
Fraser
|
Teacher
Assistant
|
Leeann
Bassette
|
Elementary Teacher |
Cyanne
Storms
|
HS
Secretary
|
Vickie
Mealus
|
Elementary
Teacher Assistant
|
|
|
Spence
Ritchie
|
HS
Science Teacher
|
|
|
|
|
|
|
|
I.
Introduction to Harrisville
Central School
District
St. Lawrence
County. St. Lawrence County is the largest county in
The
Local Area Network (LAN) at
II. District Educational Vision and
Mission
Vision/Mission Statement:
The
students at
The
stakeholders of
III. District Technology Vision
A.
Vision for How Technology Will Be Implemented in the District:
a.
As educational data has
become more easily accessible, the technology committee supports using this
data to make sound technological decisions based on curricula and instructional
needs. With these points in mind, we believe that all members of the
school community will:
·
Use
appropriate technology as one of the tools for teaching and learning.
·
Have
access to appropriate technology throughout the District, including classrooms,
libraries, labs and offices.
·
Use
technology as a tool for creative expression, presentation and publication,
research, analysis and problem solving.
·
Use
technology to enhance communication, collaboration and project management.
·
Understand
and respect the District Acceptable Use Policy and understand the ethical
issues related to using technology.
b.
In order to realize this instructional
vision for use of technology in the District, we must continually respond to
changes in technology through an ongoing commitment by all members of the
community. This commitment includes maintaining a strong technology
infrastructure, continually examining the instructional program of the District
in light of utilization of technology to enhance learning, providing ongoing
technical support, and investing in a comprehensive technology staff
development program.
c.
Though technology and the flow of
information in the
MATHEMATICS, SCIENCE, AND TECHNOLOGY
Standard 2 Information Systems
Students will access,
generate, process, and transfer information using appropriate technologies.
Standard 5 Technology
Students will
apply technological knowledge and skills to design, construct, use, and
evaluate products
and systems to
satisfy human and environmental needs.
Standard 6 Interconnectedness: Common
Themes
Students will
understand the relationships and common themes that connect mathematics,
science, and technologies apply the themes to these and other areas of
learning.
Standard 7 Interdisciplinary Problem
Solving
Students will
apply the knowledge and thinking skills of mathematics, science, and technology
to address real life problems and make informed decisions.
ENGLISH LANGUAGE ARTS
Standard 1 Language for Information and
Understanding
Students will
listen, speak, read, and write for information and understanding. As listeners
and readers, students will collect data, facts and ideas; discover
relationships, concepts, and generalizations; and use knowledge from oral,
written, and electronically produced texts. As speakers and writers, they will
use oral and written language that follows the accepted conventions of the
English language to acquire.
Standard 2 Language for Literary Response
and Expression
Students will
read and listen to oral, written, and electronically produced texts and
performances from American and world literature; relate texts and performances
to their own lives; and develop an understanding of the diverse social,
historical, and cultural dimensions the texts and performances represent. As
speakers and writes, students will use oral and written language that follows
the accepted conventions of the English language for self-expression and
artistic creation.
SOCIAL STUDIES
Standard 3 Geography
Students will use
a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live – local, national, and
global - including the distribution of people, places, and environments over
the Earth's surface.
LANGUAGES OTHER THAN ENGLISH
Standard 1 Communication Skills
Students will
be able to use a language other than English for communication.
Standard 2 Cultural Understanding
Students will
develop cross-cultural skills and understandings.
CAREER DEVELOPMENT AND OCCUPATIONAL
STUDIES
Standard 2 Integrated Learning
Students will
demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
Standard 3a Universal Foundation Skills
Students will
demonstrate mastery of the foundation skills and competencies essential for
success in the workplace.
HEALTH, PHYSICAL EDUCATION, AND FAMILY AND
CONSUMER SCIENCES
Standard 3 Resource Management
Students will
understand and be able to manage their personal and community resources.
As the result of the school renovation,
IDEA, and the implementation of DANC (Development Authority of the North Country ) a fiber backbone connects the following
hardware: A Cisco catalyst 4500 chassis
switch and 18 GBIC Cisco catalyst 2950 switches. Ultimately this stabilized the
network resulting in faster transmission of data and communications. To properly protect the BOCES district
network from intruders a firewall is in place. Harrisville Central
School
Computer Labs Overview:
Labs are considered essential for small and large
group projects and training sessions. All labs will be maintained at their
current sizes and will be equipped with an LCD projector and a network printer.
High school labs should be prioritized to receive the newest software and
hardware upgrades. Elementary students K-5 will continue to receive computer
instruction based on a 6-day schedule. Middle school students in grade 6 will
receive computer instruction 2 out of 6 days in the 6-day cycle and 7th
graders will receive a total of 20 weeks of computer instruction all year long,
as they will be scheduled every other day. Currently, there are four computer
labs in the school, as listed below:
·
Elementary Lab- This lab is open for classroom/teacher use and
scheduled keyboarding/technology classes. The keyboarding classes learn using
the Type To Learn Jr. software and they also practice-using Word, learning the
parts of the computer logging on and off, saving and retrieving documents.
Various Sunburst Reading Programs are used to instruct and supplement
remediation in grades K-5, and the Scott Foresman
Reading Program is in use for grades K-3. A full-time Teacher’s Assistant
monitors, assists, and instructs in this computer lab.
|
Elementary Computer Lab |
||
|
21
Networked Computers |
1 LCD
Projector |
1
Networked Laser Printer |
|
1 Stand
alone computer |
1
Scanner |
1 Color
Printer |
·
Library Computer Lab-open for classroom/teacher use, the following list
of online databases are frequently used by the Librarian/teachers and students:
Grolier-online encyclopedia,
CERF-Educator selected
websites, Proquest and EBSCO-magazine articles;
ICEPAC is the interlibrary loan software that is used, Mandarin-library automation
software (switching to OPALS next year)
|
Library Computer Lab |
||
|
21 Networked Computers in the lab |
1 LCD Projector |
1 Networked Laser Printer in the lab |
|
6 Networked Computers in library |
|
3 Printers in the Library |
|
4 Networked computers in the elementary library classroom |
|
|
|
2 Networked computers for Librarian and Librarian
Teacher’s Aide |
|
|
|
|
|
|
·
The Business Teacher and students 4-12 utilize the Business Room Lab 8 periods
out of the 9-period day. The computers are also used for workshops, staff
development, and summer school. Some of the programs that are taught and used
in the business classes are Microsoft EXCEL, PowerPoint, Publisher, Access,
Word, and PhotoDraw. Internet research
is incorporated in all classes and is used frequently. Also, the students research information for
other classes and do WebQuests, DBQ’s,
reports, PowerPoint presentations, etc. while getting assistance from the
teacher or other students. Elementary and Middle School students learn to type
using Type To Learn Software and Type To Learn Jr.
|
Business
Education Classroom Lab |
||
|
17 Networked computers
for student use |
1
LCD projector |
1
Networked Laser Printer |
|
2
Laptop computers for student use |
1
Scanner |
1
Ink Jet Color Printer |
|
1
Networked computer on a cart for use with LCD projector |
|
|
|
1 Networked computer
for teacher’s use |
|
|
·
Technology Classroom Lab- The technology classroom lab is used for
several classes. Two strictly computer technology courses that are taught in
this lab are CAD/CAMM and Computer Networking. The software programs that are
frequently used in the technology lab are Microsoft Excel, PowerPoint,
Publisher and Word; also, Mastercam Mill 8 and Cadkey 1997 for CAMM and CadKey
Drawing. The Internet is used for research.
|
Technology Classroom Lab |
|
|
10 Networked Computers-only 5 are currently
working |
1 InkJet Printer |
|
1 Networked computer for the
Instructors use |
|
Classroom Overview
|
Pre-K – 4 |
Grades 5-8 |
Grade 9-12 |
Special Needs |
|
(1) Teacher + (2) student pc’s |
(1) Teacher + (2) student pc’s |
(1) Teacher + (1) student
pc |
(1) Teacher + (2) student pc’s |
|
(1) CPS Unit |
(1) CPS Unit |
X |
X |
|
(2) LCD Projector |
(2) LCD Projectors |
(6) LCD Projectors |
|
District high school teachers are required to take daily
homeroom attendance on the computer. They submit grades and progress reports
electronically, as well as view and edit student IEP’s. Nearly 100% of day-to-day communication is
done via email. Teachers are highly recommended to incorporate technology into
their curricula.
Vision:
Technology courses k-12 will continue to have
regularly scheduled use of the elementary, Technology and Business Classroom
labs. Since one of our primary goals is
to encourage technology integration in all areas of the curriculum the library
lab and the elementary lab, when not scheduled for keyboarding and technology,
should be kept open and available for classroom
projects. Continued training and use of the Polycom
video-conferencing and the implementation of Distance Learning Equipment.
Libraries:
The backbone of our library program is information
literacy for all our students with the goal of making them life-long learners
of information. The key to this is through collaboration and integration.
Library media specialists collaborate with classroom teachers to plan lessons
and projects that use research skills. By integrating information skills with
other curriculum, students will learn and develop the essential tools for
finding and using information. The
library is intended to serve as a multimedia research center in addition to the
more traditional,
paperbound research center model.
Instruction on electronic research and use of online databases has been
started in the early elementary grades and continued throughout Middle School.
Therefore, students have proven to be capable of utilizing technology
independently. All these areas should be considered a high priority to receive
software and hardware upgrades and acquisitions and additional staffing to meet
the increasing demands of after school and weekend usage.
Vision: An open computer lab will be monitored and
available every period of the day. We
are hopeful to replace the computers in this lab and then update and transfer
the used computers into areas of need throughout the building. The district
will explore more technology which allows teacher and student interaction, such
as SmartBoards and TI Navigators. Software programs
that enhance learning, through instruction as well as remediation, will be
sought including technology/software that assists learning disabled and
physically handicapped students.
Partnership with other resources available:
The district will actively pursue grant monies available while establishing a consortium with local industry and post-secondary educational resources to enhance the possibility of acquiring those grant monies.
B. Vision for the Stakeholders (those effected by the application of
technology):
Students: http://cnets.iste.org/students/s_stands.html
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 lifelong learning,
collaboration, personal pursuits, and productivity.
3
Technology productivity tools
Students use technology tools to enhance learning,
increase productivity, and promote creativity.
prepare publications, and produce other creative
works. 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.
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.
Teachers: http://cnets.iste.org/students/s_stands.html
1
TECHNOLOGY
OPERATIONS AND CONCEPTS.
Teachers
demonstrate a sound understanding of technology operations and concepts.
Teachers:
demonstrate introductory knowledge, skills, and
understanding of concepts related to technology
(as described in the ISTE National Education
Technology Standards for Students)
demonstrate continual growth in technology knowledge
and skills to stay abreast of current and
emerging technologies.
2
PLANNING AND
DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan
and design effective learning environments and experiences supported by
technology.
Teachers:
design developmentally appropriate learning
opportunities that apply technology-enhanced
instructional strategies to support the diverse needs
of learners.
apply current research on teaching and learning with
technology when planning learning
environments and experiences.
identify and locate technology resources and evaluate
them for accuracy and suitability.
plan for the management of technology resources within
the context of learning activities.
plan strategies to manage student learning in a technology-enhanced
environment.
3
TEACHING,
LEARNING, AND THE CURRICULUM.
Teachers
implement curriculum plans that include methods and strategies for applying
technology to
maximize
student learning. Teachers:
facilitate technology-enhanced experiences that address
content standards and student
technology standards.
use technology to support learner-centered strategies
that address the diverse needs of students.
apply technology to develop students' higher order
skills and creativity.
manage student-learning activities in a
technology-enhanced environment.
4
ASSESSMENT AND
EVALUATION.
Teachers
apply technology to facilitate a variety of effective assessment and evaluation
strategies.
Teachers:
apply technology in assessing student learning of
subject matter using a variety of assessment
techniques.
use technology resources to collect and analyze data,
interpret results, and communicate findings
to improve instructional practice and maximize student
learning.
apply multiple methods of evaluation to determine
students' appropriate use of technology
resources for learning, communication, and
productivity.
Administrators: http://cnets.iste.org/administrators/a_stands.html
“This material was originally produced as a project of the
Technology Standards for School Administrators Collaborative.”
1. Leadership and Vision:
Educational leaders inspire a shared vision for comprehensive
integration of technology and
foster an environment and culture conducive to the realization of that
vision.
2. Learning and Teaching:
Educational leaders ensure that curricular design, instructional
strategies, and learning
environments integrate appropriate technologies to maximize learning
and teaching.
3. Productivity and Professional Practice:
Educational leaders apply technology to enhance their professional
practice and to increase their
own productivity and that of others.
4. Support, Management, and Operations:
Educational leaders ensure the integration of technology to support
productive systems for
learning and administration.
5. ASSESSMENTS and Evaluation:
Educational leaders use technology to plan and implement comprehensive
systems of effective
assessment and evaluation.
6. Social, Legal, and Ethical Issues:
Educational leaders understand the social, legal, and ethical issues
related to technology and
model responsible decision-making related to these issues.
V.
Current Technology Assessment
As
the result of the school renovation, IDEA, and the implementation of DANC (Development
Authority of the
B. Standard Harrisville Software Applications:
The District Technology
Committee has determined that each computer will provide access to specific,
standardized productivity software. In this manner, faculty, staff, or students
may access any critical software program from any location. This standardized
system will facilitate communication and enable the most efficient use of time.
Under no circumstances will
the standardized software package be compromised for individualized software
preferences. To maintain the standardized software package, given the limited
hard drive space generally available, faculty and staff may have to prioritize
their personal preferences for additional software installations. In an effort
to eliminate as many sources of equipment failure and system conflicts as
possible, the District Technology Coordinator (DTC), Network Administrator, or
an appointee, are responsible for software installations. Faculty and staff
should not install software independently without prior approval.
The Technology Committee and the District
Administration strongly support the efforts of the DTC and Network
Administrator to maintain appropriate software licensing. Software will be
installed only when the District has purchased the appropriate license.
Software will be uninstalled if it is determined that the District does not
hold appropriate licensing.
Harrisville Standard Software
|
|||||
Productivity/
Presentation |
Professional
|
Internet Research and Resources
|
Writing and Communication
|
Subject Specific
|
Utilities
|
Office XP/
Office 2000 Word Publisher Excel PowerPoint Access FrontPage DreamWeaver Photostory Food Service Software |
Web2School
Access XP IEPDirect |
Internet Explorer
6.X or above
OPALS Reading A-Z |
Word XP/2000
Inspiration Kidspiration i-MAIL KidWorks PrintShop Adobe Acrobat ReaderTimeliner UltraKey CPS DynaVox |
KidWorks
Deluxe Classroom Deluxe Baron’s On-line ExamGen ExamView Adobe Photoshop Elements |
ArcServe
Backup DeepFreeze Real Player Flash Macromedia WinZip PCAnywhere VNCon FTP
|
|
|
|
|
|
|
|
VI. System
Support Staff: It is the vision and mission of the
technology committee, Board of Education and administration to continue efforts
in providing support staff and monies that will ensure the continued success of
the Harrisville network.
(1) District Technology
Coordinator/Technician: Responsible
for all areas of technology and its integration.
Staff development:
o
Small group or
individualized staff development before, during, and after school hours.
o
Instructional support for
computer applications with student projects.
o
Large group staff
development on days designated by the District for such purposes.
o
Summer staff development
workshop training.
Basic LAN management tasks:
o
Establish, maintain, and
troubleshoot network accounts, ie iMAIL,
mylearningplan.com, staff directories, Web2School, etc.
o
Create and Maintain the
district WebPage
Administrative tasks:
o
Records management for
hardware and software
o
Software, hardware and
printer purchases and distribution.
o
District contact for vendors
of computer-related products.
o
Research technology issues
and options impacting the District.
o
Research pertinent products
prior to purchase.
o
Provide input at Cabinet
meetings when requested.
Other responsibilities:
o
Facilitate communication
between teachers and administration regarding current technology needs,
accessibility, limitations, and concerns.
o
Provide leadership for the
technology committee.
o
Provide information to
teachers regarding grants or technology-related projects and contests with
educational validity.
o
Meet with groups to
disseminate information, generate discussion, and receive feedback on District
technology issues.
Technical support (in lieu
of full-time technician, as requested below):
o
Troubleshoot hardware and
software problems, utilize tech support by phone or on-line.
o
Preventive maintenance, lab
maintenance, desktop system security.
o
Software installation.
(2)
Faculty Member
Provide network
administration and technical support.
VII. Goals
and Objectives
A.
Staff
Development
Whether technology should be
used in schools is no longer the issue in education. Instead, the current
emphasis is ensuring that technology is used effectively to create new
opportunities for learning and to promote student achievement. Educational
technology is not, and never will be, transformative on its own, however. It
requires the assistance of educators who integrate technology into the
curriculum, align it with student learning goals, and use it for engaged
learning projects. "Teacher quality is the factor that matters most for
student learning," note Darling-Hammond and
Lack of professional development
for technology use is one of the most serious obstacles to fully integrating
technology into the curriculum (Fatemi, 1999; Office
of Technology Assessment, 1995; Panel on Educational Technology, 1997). But
traditional sit-and-get training sessions or one-time-only workshops have not
been effective in making teachers comfortable with using technology or adept at
integrating it into their lesson plans. Instead, a well-planned, ongoing
professional development program that is tied to the school's curriculum goals,
designed with built-in evaluation, and sustained by adequate financial and
staff support is essential if teachers are to use technology appropriately to
promote learning for all students in the classroom. R1
B. Comprehensive Staff Development Plan
Connection to Student Learning. The ultimate goal of
professional development is to improve student learning (Speck, 1996). A study
by the National Institute for the Improvement of Education (Renyi,
1996) found that 73 percent of surveyed teachers cited improved student
achievement as the most important reason for participating in professional
development activities. "Teachers value increased student achievement as
an outcome of professional development more than any other variable and judge
the value of their professional development activities by how much they see a
leap in student learning," notes Lockwood (1999, p. 13). "Schools
should provide teachers with abundant opportunities to become fluent in using
technology to bolster instruction and help students develop higher-order
thinking and problem-solving skills," notes the National Staff Development
Council (1999). As a result, the use of technology enables teachers to
implement new teaching techniques, to help students work collaboratively and develop
higher-order thinking skills, to encourage students to be engaged in the
learning process, to assist students who have various learning styles and
special needs, and to expose students to a broad range of information and
experts.
The Comprehensive Staff Development Plan
is
a three-part approach to support teachers in obtaining the necessary skills to
positively impact education through technological integration.
It is our responsibility to train teachers
in how to use computers, handhelds, projectors, digital cameras, and other
tools. We must provide training on basic software packages. And we must show
teachers how to set up web sites, communicate with staff and students, and do
minor troubleshooting.
Orientation Essentials for New Staff
Introduction to Basic Computing: New
Teacher/Staff Orientation
1)
Username and Passwords
2)
E-mail/iMAIL
3)
Web2School
4)
IEP Direct
5)
Windows 2000/XP
6)
Network Know-How: Windows
2000 server, Web2School/iMail Server
7)
Introduction to Internet:
Including Student Acceptable Use Policy and Children
Internet Protection Act
8)
Introduction to OfficeXP:
Component Overview of Access, Excel, FrontPage,
PowerPoint, Publisher, and Word
August orientation sessions
for newly hired faculty/staff.
Segments repeated throughout the year as the
need arises.
Small group sessions, keeping trainer: student
ratio as low as possible.
Courses available also as
refreshers for other faculty and staff.
