Running Head: TECHNOLOGY PLAN

Technology Plan
Kate Sassatelli

ETT 570 Instructional Technology Administration

Spring 2014
Dr. Rebecca Butler

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The following technology plan has been created for Villa Park School District 45. This
school district comprises eight schools, employs 213 teachers, and the current student enrollment
is 3,346 (Illinois Report Card, 2013). As a teacher in this district, I have provided these
recommendations as a way to increase the purposeful use of technology within our school district
overall. In fact, I had the opportunity to speak with Mr. Anthony Palmisano, District 45s
superintendent, a few weeks ago; I brought up my concerns, dreams, and ideas regarding
technology use, and I have joined our district technology committee. It is my hope that District
45 will continue to grow technologically and encourage students and teachers to do the same.

Technology Plan for School District 45

2014-2019
Mission Statement
School District 45s technology plan serves students, teachers, and parents alike. Our
desire is to create a digital presence that both highlights and enhances our students and teachers
learning opportunities, while effectively communicating with parents.
Our mission for students
District 45 wants its students to develop digital literacy skills that will enable them to be
successful in the classroom while also preparing them to be lifelong creators, collaborators,
communicators, and critical thinkers.
Our mission for teachers
District 45 wants to provide its teachers with access to and support for current, relevant
technology that will enhance their curricular goals and streamline the educational process.
Our mission for parents

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District 45 wants to facilitate communication with parents by providing multiple avenues

for them to learn about and participate in their childs educational experiences.
These three mission statements resonate with School District 45s overall mission
statement:
The mission of School District 45 is to educate and maximize the development of all
students as lifelong learners and productive citizens through a diversified curriculum and a welltrained, dedicated staff in cooperation with the home and community (District 45, 2010).
Technology Needs Assessment
The technology needs assessment will be performed using the Technology Usage and
Perceptions Survey (TUPS) from the University of South Florida (2014). This survey is meant
to identify the preparedness level of teachers when it comes to integrating technology, along with
professional development needs. The TUPS survey provides questions related to teachers
current perception of technology, as well as their current skill set. It addresses teachers comfort
and confidence level with technology, and asks for teacher input on professional development.
Finally, it looks at students access to digital devices and the current use of technology with both
students and teachers (Technology Uses, 2014). Sample questions can be seen in Figure 1.
All teachers in the district will complete the survey at the end of the 2013-2014 school
year. This survey will be given again to teachers involved in pilot programs at the end of the
2015-2016 school year, and then once more to all staff at the end of the 2018-2019 school year.
This will allow the district to formatively assess the progress that is made with our pilot
programs, and then determine the overall success of this five-year technology plan. Through the
results of the survey, the district can re-design its technology infrastructure to better meet the

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needs of its teachers and students.

Figure 1. Sample questions from University of South Florida TUPS Survey (2014).

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Goals and Objectives

There are three overarching goals for the 2014-2019 technology plan. These goals align
with our mission to enhance learning opportunities for students and teachers while
communicating effectively with parents.
Digital literacy is a vital 21st century skill. Students need to develop skills that will allow
them to read, evaluate, and synthesize information they find online. Additionally, teachers need
to feel confident navigating the world of Web 2.0 and online learning.
Goal #1: Promote digital literacy among students and teachers
Step 1: Hire full-time technology coaches to work with teachers
Step 2: Provide professional development for teachers on digital learning tools
Step 3: Integrate research and web evaluation lessons into all content area classes
The advent of social media has created an opportunity for our district to promote itself on
both a local and global level. In an effort to foster a positive image for our schools, as well as to
communicate openly with parents, the district will develop an online presence.
Goal #2: Create an online presence for the district
Step 1: Create a District 45 Facebook account
Step 2: Create a District 45 Twitter account
Step 3: Update the District 45 website to be more user-friendly
In a computer-rich society, it falls within the reign of education to teach students
purposeful, educational uses for technology. With that in mind, the district wants to implement a
1:1 program for our students. The digital devices will provide a platform for beginning the
reinvention of curriculum, teaching, assessment and school structure. Computer-fluent students

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shift from being mere consumers to producers of knowledge, and we would be doing them a
disservice to exclude personal computers from our curriculum (Gary Stager, 2005).
Goal #3: Implement a 1:1 program over the next 5 years
The intended timeline is outlined in Table 1.
YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

1.Pilot 1:1
program with
one 2nd grade
teacher, one 5th
grade teacher,
and one 8th grade
teacher

1.Pilot 1:1
program in 2nd
grade, 5th grade,
and 8th grades

1.Expand pilot
program to
include 1st
grades, 3rd
grades, and 6th
grades

1.Expand 1:1
program to
include
kindergarten, 4th
grade, and 7th
grade

1.Provide
continued
professional
development

2. Evaluate
2.Evaluate
program and plan
effectiveness of
professional
2. Evaluate
2. Evaluate
1:1 program
2.Evaluate
development for program and plan program and plan
Chromebooks & year 3
professional
professional
determine best
development for development for
device for district 3.Plan
year 4
year 5
1:1 program
replacement
cycle for 1:1
2.Evaluate
devices
program and plan
professional
development for
year 2
Table 1. Intended timeline for the five-year plan to implement a 1:1 program.
Hardware/Software Plan & Budget
While our technology goals will come with some expense, it is the intention of District 45
to remain fiscally responsible as we maintain our existing technologies, expand our curricular
programs, and provide professional development to our teachers. The projected budget is
outlined in Table 2.

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EXPENSE

2014-2015

2015-2016

2016-2017

2017-2018

Existing
$195,000
$200,000
$205,000
$210,000
hardware &
software
maintenance
(computer
replacement,
software
subscriptions,
etc.)
Technology
$100,000
$104,000
$108,000
$112,000
Support
Specialist
Salaries
Chromebooks $30,690
$280,488
$311,178
$311,178
+ Google
Management
Subscription
Professional
$10,000
$10,000
$8,000
$8,000
Development
Existing data
$25,000
$26,000
$27,000
$28,000
subscriptions
(PowerSchool,
etc.)
Additional
$5,000
$10,000
$10,000
$10,000
Internet
Bandwidth
TOTAL
$365,690
$630,488
$669,178
$679,178
Table 2. Projected budget for District 45s 2014-2019 technology plan.

2018-2019
$215,000

$116,000

$103,726

$5,000
$29,000

$2500

$471,226

Personnel Position Descriptions

In order to support our technology services, several personnel positions are necessary.
District 45 will model its technology department after the structure used in Batavia School
District 101 (2014). The head of the technology department will be the Director of Information
Services, who will serve as the administrative representative. Then the technology department
will be divided into four segments, with personnel positions for each.
First, the Networking Department will consist of a network engineer and a network
analyst. These employees will be in charge of the districts wide area network (WAN) and will

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be responsible for ensuring that the network is operational at all times in order for the school
district to function effectively.
The second department is Management Information Services. This department will
consist of a data systems specialist and a data support specialist, who will be in charge of the
data systems used by the school district. Currently, student data (including attendance, grades,
and demographic information) is collected in the PowerSchool data system, and several other
data systems are used by administrators and offices throughout the district.
The third department is Information Services, which will have a helpdesk manager and
technology support specialists. The number of support specialists will fluctuate depending on
need at district schools; the goal is to have at least four available at all times, but there may be up
to eight if schools are demonstrating a great need for technical support. The helpdesk manager
will track the trouble tickets sent in by staff members, and the technology support specialists will
be dispatched to fix technology issues as they arise.
The final department is Instructional Technology, which will consist of two instructional
technologists and an assistive technology specialist. One instructional technologist will work at
the elementary level, while the second will work for the middle schools. The assistive
technology specialist will be available to all grade levels. The role of the instructional
technologists will be to provide curricular support and professional development to staff as they
integrate technology into their classrooms.
Acceptable Use Policy
Adapted from Webwise AUP Template (Webwise, n.d.).
The aim of this Acceptable Use Policy is to ensure that pupils will benefit from learning
opportunities offered by the schools Internet resources in a safe and effective manner. Internet

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use and access is considered a school resource and privilege. Therefore, if the school AUP is not
adhered to, this privilege will be withdrawn and appropriate sanctions as outlined in the AUP
will be imposed.
It is envisaged that school and parent representatives will revise the AUP annually.
Before signing, the AUP should be read carefully to ensure that the conditions of use are
accepted and understood.
This version of the AUP was created on April 10, 2014 by the District 45 technology
committee.

Safety Strategies.
The school employs a number of strategies in order to maximize learning opportunities
and reduce risks associated with the Internet. These strategies are as follows:
School Strategies.

Internet sessions will always be supervised by a teacher.

Filtering software and/or equivalent systems will be used in order to minimize the risk
of exposure to inappropriate material.

The school will regularly monitor pupils Internet usage.

Students and teachers will be provided with training in the area of Internet safety.

Uploading and downloading of non-approved software will not be permitted.

Virus protection software will be used and updated on a regular basis.

Student Strategies.

Students will not intentionally visit Internet sites that contain obscene, illegal, hateful
or otherwise objectionable materials.

Students will report accidental accessing of inappropriate materials in accordance

with school procedures.

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Students will use the Internet for educational purposes only.

Students will not copy information into assignments and fail to acknowledge the
source (plagiarism and copyright infringement).

Students will never disclose or publicize personal information.

Downloading materials or images not relevant to their studies is in direct breach of

the schools acceptable use policy.

Students will be aware that any usage, including distributing or receiving information,
school-related or personal, may be monitored for unusual activity, security and/or
network management reasons.

Email.

Students will use approved class email accounts under supervision by or permission
from a teacher.

Students will not send or receive any material that is illegal, obscene, defamatory or
that is intended to annoy or intimidate another person.

Students will not reveal their own or other peoples personal details, such as
addresses or telephone numbers or pictures.

Students will never arrange a face-to-face meeting with someone they only know
through emails or the internet.

Students will note that sending and receiving email attachments is subject to
permission from their teacher.

Internet Chat.

Students will only have access to chat rooms, discussion forums, messaging or other
electronic communication forums that have been approved by the school.

Chat rooms, discussion forums and other electronic communication forums will only
be used for educational purposes and will always be supervised.

Usernames will be used to avoid disclosure of identity.

Face-to-face meetings with someone organized via Internet chat will be forbidden.

School Website.

Pupils will be given the opportunity to publish projects, artwork or school work on
the World Wide Web in accordance with clear policies and approval processes
regarding the content that can be loaded to the schools website

The website will be regularly checked to ensure that there is no content that
compromises the safety of pupils or staff.

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The publication of student work will be coordinated by a teacher.

Pupils work will appear in an educational context on Web pages with a copyright
notice prohibiting the copying of such work without express written permission.

The school will endeavor to use digital photographs, audio or video clips focusing on
group activities. Content focusing on individual students will not be published on the
school website without the parental permission. Video clips may be password
protected.

Parents and/or students have the right to request and sign a no photo policy, which
will prohibit their images from being published online.

Personal pupil information including home address and contact details will be omitted
from school web pages.

The school website will avoid publishing the first name and last name of individuals
in a photograph.

The school will ensure that the image files are appropriately named will not use
pupils names in image file names or ALT tags if published on the web.

Pupils will continue to own the copyright on any work published.

Personal Devices.
Pupils using their own technology in school, such as leaving a mobile phone turned on or
using it in class, sending nuisance text messages, or the unauthorized taking of images with a
mobile phone camera, still or moving is in direct breach of the schools acceptable use policy.
Legislation.
The school will provide information on the following legislation relating to use of the
Internet which teachers, students and parents should familiarize themselves with:

Data Protection (Amendment) Act 2003

Child Trafficking and Pornography Act 1998

Interception Act 1993

Video Recordings Act 1989

The Data Protection Act 1988

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Support Structures.
The school will inform students and parents of key support structures and organizations
that deal with illegal material or harmful use of the Internet.
Sanctions.
Misuse of the Internet may result in disciplinary action, including written warnings,
withdrawal of access privileges and, in extreme cases, suspension or expulsion. The school also
reserves the right to report any illegal activities to the appropriate authorities.
Permission Form.
Please review the attached school Internet Acceptable Use Policy, sign and return this
permission form to the Principal.
School Name:

______________________

Name of Pupil:

______________________

Class/Year:

______________________

Pupil
I agree to follow the schools Acceptable Use Policy on the use of the Internet. I will use the
Internet in a responsible way and obey all the rules explained to me by the school.
Pupils Signature: __________________________

Date: _______________

Parent/Guardian
As the parent or legal guardian of the above pupil, I have read the Acceptable Use Policy and
grant permission for my son or daughter or the child in my care to access the Internet. I
understand that Internet access is intended for educational purposes. I also understand that every

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reasonable precaution has been taken by the school to provide for online safety but the school
cannot be held responsible if pupils access unsuitable websites.
_____ I acknowledge that I have read and understand the above paragraph.
(Please initial)
I accept that teachers may choose to publish photographs or videos of students engaged in class
work on the schools website. I understand and accept the terms of the Acceptable Use Policy
relating to publishing my childs image on the school website.
I give permission for my childs photographed image to be published on the schools
website
I DO NOT give permission for my childs photographed image to be published on the
schools website
(Please select one)
Signature: _____________________________

Date: ___________________

Professional Development Plan

In order to ensure the success of our technology plan, teachers need to feel confident and
comfortable with using technology to enhance their curriculum. The results of the TUPS survey
will certainly guide our professional development, but there are several core components we will
begin to implement immediately.
The first part of our professional development plan includes a series of round robin
training sessions. Since staff members have varying levels of knowledge regarding technology,
District 45 wants to support those who need it most while encouraging exploration with those
who feel prepared. The round robin training sessions will consist of 4-6 (or more, depending on
presenter availability) simultaneous options that staff can attend. The first session will include
workshops on the reasons and research behind using technology in the classroom; use of Google
Drive; iPad educational apps; and web 2.0 resources. The subsequent sessions will be

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determined using feedback from this initial session and results of the TUPS survey. Each
training workshop will be recorded so interested staff can access the information at a later time,
and handouts will be provided as well.
The second component to the professional development plan is encouraging teachers to
utilize technology. Our instructional technology coaches will challenge teachers to have their
students use technology for the 4 Cs: creation, collaboration, communication, and critical
thinking. The technology coach will work with teams of teachers and individuals to guide them
through that process. The goal will be for each teacher to use technology for each of the 4 Cs at
least once during the school year.
The final part of our professional development plan is to foster and develop digital
professional learning communities (PLCs). Teachers will be encouraged to create Twitter
accounts where they can follow innovative educators; join Pinterest where they can bookmark
ideas to use in their own classroom; or come up with their own method of digital, lifelong
learning.
As a resource for teachers, the instructional technologists will also develop and regularly
update a technology tools website. This will be a place where teachers can access more
information regarding technology integration, including recorded professional development
sessions, links to tech tools, and find how to articles or videos for many frequently asked
questions regarding district technology. Additionally, teachers will be able to see a chart that
lists all district staff and tech tools they have used or have seen success with; then teachers can
contact those colleagues for more information or guidance.
Additional professional development opportunities will be provided for teachers involved
in the pilot programs of our 1:1 initiative. The pilot teachers from year one will then be used as

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mentors for the pilot teachers in year two, and so on. Using our pilot teachers as knowledge
brokers, the district can create an internal network of professional development resources to use
in future years.
Evaluation Plan
In order to evaluate the success of this five-year technology plan, the district will analyze
the results of the TUPS survey during years two and five, compared to the initial survey results.
The hope is that teachers report a higher comfort level with using technology and a lower need
for professional development as far as basic technology tasks are concerned. Data will also be
collected from the instructional technologists, who will track the ways teachers are using
technology to support their curriculum using the matrix shown in figure 2, borrowed from the
University of South Florida (2014). Instructional technologists will also conduct interviews with
teachers and collect observational notes throughout the school year.
Using these data points, the technology committee will determine if our technology plan
was successful. We want the integration of technology to have a positive impact on student
learning and teacher effectiveness, and data will show if that impact was positive, negative, or
neutral. We will also examine the budget throughout the five-year plan to ensure we are being
cost-effective and maintaining the technology that is being used and having the greatest impact.

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Figure 2. Technology integration matrix from the University of South Florida (2014).

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References
(2010). District 45: Teaching today for tomorrow. Retrieved from
http://www.d45.dupage.k12.il.us/
(2014). Batavia public school district 101: Tech team. Retrieved from
http://www.bps101.net/node/1022
(2014). Illinois report card. Retrieved from http://www.illinoisreportcard.com/
(2014). The Technology Integration Matrix. Retrieved from http://fcit.usf.edu/matrix/index.php
(n.d.). Webwise: Sample AUP templates. Retrieved from
http://www.webwise.ie/AUP%20Templates.shtm
Stager, G. (2005). Selling the dream of 1:1 computing: A leadership primer. Retrieved from
http://stager.org/laptops/talkingpoints/index.html