Running head: Bradley Information Services Department of Instructional Technology

Bradley Information Services Department of Instructional Technology Angela D. Kennedy Georgia Southern University FRIT 7739 Dr. Clark 03/22/2014

Bradley Information Services Department of Instructional Technology Executive Summary

The Bradley Information Services Center houses the Muscogee County School Districts Department of Instructional Technology in Columbus, Georgia. This department serves the countys fifty-four schools. The departments primary activities are the design, development, and implementation of instructional software training and consultation with school administrators, faculty, staff, and members of other Information Services departments. The departments mission is to support educators by providing them with the tools needed to effectively integrate information and communication technology into the classroom. Similarly, the departments goals are to support the Information Services Divisions goals by assisting educators in developing student learning and leadership opportunities, building healthy partnerships throughout the district, assisting with software purchasing decisions, and aiding the division in accomplishing the districts strategic goals. The department has been mostly successful in accomplishing its goals. All interviewed stakeholders agree that this department is very effective in meeting its objectives and adds value to all services provided. However, stakeholders and members of the Department of Instructional Technology stated that to fully accomplish their goals, each school should have a dedicated Instructional Technology Specialist. Despite the apparent need for more Instructional Technology Specialists, the departments staff will be reduced from thirteen Instructional Technology Specialists to three Technology Integration Specialists next year. In light of this development, recommendations for improvement include shifting individual faculty training for integration of technology into lesson plans to the Academic Coaches, software maintenance and startup support should shift to the Department of Application Services, and Technology Integration Specialists should be assigned grade level tasks instead of regional level tasks.

Bradley Information Services Department of Instructional Technology Organizational Chart

The Bradley Information Services Centers Instructional Technology Specialists (ITSs) are members of the Information Services Divisions Department of Instructional Technology (DoIT). They serve a number of clients, including other areas of the Division of Information Services, teachers across the county, school administrators, and other school staff members. Figure 1: Organizational Chart

Methods The DoIT serves all of the Muscogee County School Districts schools, so information was collected onsite and from the schools visited over the past two months. Several methods were employed to assess the needs of the DoITs stakeholders and to determine whether these needs are being met. A formal meeting was conducted with the districts CIO and the Project

Bradley Information Services Department of Instructional Technology

Management Office. Questions for this meeting are located in Appendix A. A survey located in Appendix B was sent to all of the ITSs for feedback about their roles, and interviews were conducted with a high school principal, two media specialists, a CTAE supervisor, a computer lab technician, and three teachers across the county. Questions for these interviews are included in Appendix A. In addition to the information personally gathered, the school districts technology plan, the Information Services Division website, and the DoITs web page were reviewed. Finally, because the primary responsibility of the ITSs is the development and delivery of technical training, the DoITs director provided two sets of surveys with over 1,000 faculty responses to a district wide two-day Smart Board training course that all ITSs are required to conduct. The survey questions are located in Appendix C and Appendix D.

Center Context and Goals History of the Department of Instructional Technology. Two ITSs discussed the history of ITS. One of these ITSs was one of the first two ITSs hired in Muscogee County in 1994. At that time, there was no DoIT, and ITSs were assigned schools across the district and maintained an office at one of the locations they served. Formal training was conducted in labs at one of two district schools. The DoIT was formed during the 2009-2010 school year; however, ITSs were still scattered across the district, and there was no central location for this department. In an effort to consolidate and have all Information Services employees located in a central location, the Muscogee County School District renovated an old county library building, which is now named the Bradley Information Services Center. The DoIT moved to this building in 2011. Currently, the building houses the DoIT, the Department of Project Management and Technical Operations, the Department of Applications Support, and the Department of Customer

Bradley Information Services Department of Instructional Technology

Support Services. The ITSs believe this was a positive direction for the Information Services Division and for their department. Because they are all located in the same building, they are better able to communicate with each other and have also built camaraderie with the other departments in Information Services. Communication is far better among the ITSs, and they have been able to assist other departments with communications to school administration, faculty and staff across the district. Mission of the Department of Instructional Technology. The DoITs mission is to support teachers and other educators with deliberate and comprehensive integration of information and communication technology and tools that affect practices of teaching, learning, creative inquiry, literacy, and global citizenship. (Muscogee County School District, 2013) Goals of the Department of Instructional Technology. The goals of the Department of Instructional Technology are to support those of the Division of Information Services at-large. The Division of Information Services strategic goals are Goal 1: Identify, develop and provide access to technology tools and resources supporting the instructional improvement process. Goal 2: Develop and provide access to student learning and leadership opportunities and resources that promote academic growth and success. Goal 3: Work proactively to build healthy partnerships throughout the district to better serve our customers in meeting their business objectives. Goal 4: Architect, deliver and maintain a reliable technology infrastructure appropriate to support the core instructional mission of the district. Goal 5: Work proactively to create and sustain a Division of Information Services based on best practices that can effectively accomplish the Districts and Divisions strategic

Bradley Information Services Department of Instructional Technology goals and objectives. (Muscogee County School District, n.d.)

Of these goals, the DoITs primary focus is to identify, develop and provide access to technology tools and resources supporting the instructional improvement process. Department of Instructional Technologys Stakeholders. The DoITs primary stakeholders are the districts schools, faculty, administration, and staff. Other stakeholders include the departments under the Division of Information Services. In addition to the training and consultations that the DoIT provides to faculty, administration and staff, the team also supports the divisions other departments with communications and the development and implementation of training materials for these departments major initiatives that impact the DoIts primary stakeholders. Department of Instructional Technologys Key Personnel. The DoIts key personnel are the Director of Instructional Technology, the Technology Academy Supervisor, and thirteen ITSs who serve over fifty-four schools. Below are job titles and position descriptions for each of these roles. These descriptions were retrieved from the Muscogee County School Districts web site. Director of Instructional Technology. The Director of Instructional Technology manages the districts Department of Instructional Technology. This includes supervisory responsibilities for staff and the development of those teams supervised, assisting in the Division of Information Services budgeting and forecasting process, and ensuring that all assigned projects are developed and completed with quality, timeliness, and focus appropriately on the impact to instruction. (Muscogee County School District, 2010a) Essential Functions Assists in leading enterprise change to manage efforts around data driven decision-

Bradley Information Services Department of Instructional Technology

making, standards-based instruction, 21st Century literacy, and other key knowledge regarding educational uses of technology. Develops and maintains a positive educational program for the purpose of meeting the needs of instructional staff with regard to the use of technology in the classroom. Develops the Department of Instructional Technology operational budgets and provides forecasts for the upcoming year. Directs department operations and ensures deployment of instructional technology in the district is aligned with the districts strategic vision. Establishes, supports, and implements standards, policies, and operating procedures for the Instructional Technology staff. Performs personnel administrative functions to maintain necessary staffing, enhance staff productivity, and ensure necessary department/program outcomes are achieved. Plans, organizes, coordinates, assigns, and evaluates the activities of the Department of Instructional Technology for the purpose of maintaining department goals and objectives. Serves as a liaison between Division of Information Services and Division of Academic Services. Works with Professional Learning to provide training that enhances the integration of technology into curriculum and instruction. (Muscogee County School District, 2010a) Technology Academy Manager. The Technology Academy Manager manages the districts technology training facilities, schedules technology training and activities, coordinates individual and group training, prepares training and reference materials, coordinates the

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Technology Academys hardware and software maintenance, and reviews and purchases new training resources. (Muscogee County School District, 2011) Essential Functions Assists in the evaluation and/or development of software and software updates for the purpose of meeting specific building and support needs. Cooperates with inter-department staff and staff development to ascertain and meet MCSD technology training goals. Creates ongoing user input mechanisms for soliciting feedback on training programs and resources for quality control and program refinement and expansion. Develops instruction units and manuals for training and reference purposes. Manages the communication processes for advertising and promoting technology training programs and resources available to district staff, student, and parents. Manages the districts information technology training facilities; coordinates the purchase, maintenance, installation of new hardware and software in those facilities for the purpose of developing an effective work unit. Monitors the needs of building and district technology specialists to meet ongoing training issues; contacts appropriate outside resources to keep district technology specialists aware of changing technologies; assists with planning of regular technology specialists meeting agendas; performs training as needed for technology specialist meetings; prepares training for new technology specialists for the purpose of developing and providing access to technology tools and resources supporting the instructional improvement process. Provides training in a variety of software applications and training for district trainers.

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Trains individuals and groups in the integration of technology. (Muscogee County School District, 2011)

Instructional Technology Specialist. The Instructional Technology Specialist supports staff members in the integration of technology and curriculum and provides instructional technology leadership at the school and district level. Essential Functions Attends district instructional technology specialist meetings; serves as a communications liaison with staff members regarding district policies, goals, programs, and initiatives; promotes district student and staff technology standards and the programs for achieving them. Collaborates with IT department, district personnel, and vendors for meeting end-user needs. Coordinates and/or teaches technology-related building and district level staff development sessions; creates a wide variety of professional development resources designed to meet the unique professional development needs of district learners; and work collaboratively with the Department of Professional Learning. Develops instructional ideas, suggestions, and programs that will help teachers integrate technology in a meaningful way. Facilitates alignment and implementation of student and staff technology standards with school practices and curriculum; creates resources to assure the attainment of the competencies and coordinates the assessment strategies to measure attainment. Keeps abreast of district processes, programs, standard and building-selected software applications in order to assist teachers and students in using software effectively to

Bradley Information Services Department of Instructional Technology promote academic growth and success.

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Participates as a district resource in large-scale project implementations to provide instructional support.

Provides model teaching, co-teaches lessons with classroom teachers, supports classroom teacher while s/he teaches a technology-enhanced lesson, peer coaches classroom teachers and assists classroom teachers in planning technology-enhanced lessons and projects.

Researches resources and methods for the purpose of evaluating and maintaining current working knowledge of new and emerging technologies. (Muscogee County School District, 2010b)

Department of Instructional Technologys Current Status. There will be changes to the structure of the DoIT in the upcoming school year. The school district recently hired a new superintendent, who is making a number of changes, including a reduction in staff for the DoIT. Currently, there are thirteen ITSs who each serve three to five schools, depending on whether they are elementary, middle school, or secondary ITSs. Beginning next year, the school district will be divided into three regions. With this change, the number of ITSs will be reduced from thirteen to three Technology Integration Specialists, one per region. These specialists will serve all schools in the district. The responsibilities will also be adjusted to include coordinating and delivering staff development for the regional academic coaches, collaborating with content and professional learning specialists to integrate technology into the curriculum, providing suggestions to assist teachers in integrating technology, and providing input about school and district level software selection. (Muscogee County School District, 2014)

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Center Activities Figure 2 was retrieved from the DoITs web page and depicts how the teams time is divided. The two primary activities are training and consulting with administrators, faculty, and other members of the Information Services Division. To a lesser extent, ITSs also participate in professional development opportunities, software support, and exhibition support. Figure 2: Department of Instructional Technologys Time Allocation

The department develops and delivers professional development training for hardware and software used across the school district. The target audience for this training includes

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district wide faculty, staff and administration. Recent training classes include SmartBoard technology, cyber safety, Digital Citizenship, and Windows 8.1. SmartBoard training is conducted at the Bradley Center, and other training, such as Windows 8.1 is conducted at the schools. Furthermore, ITSs maintain online documentation for the Bring Your Own Device initiative and Digital Citizenship, which are accessed by faculty members across the district. ITSs regularly consult with the districts administrators in the development of customized technology plans at the school level. These consultations generally take place at the time the ITS is visiting the school. ITSs also consult with teachers in the development of technology integrated lesson plans. These consultations take place at the school during the ITS visit. Finally, the ITSs assist other Information Services departments with decisions about software and hardware purchases and their delivery throughout the district. Initially, these meetings generally take place onsite at the Bradley; however, during the development and implementation phases, meetings may continue to occur at the Bradley but might also take place online or at schools throughout the district. Because the ITSs are responsible for training district wide, they dedicate approximately 10% of their schedules to participating in professional development opportunities. These are crucial for ensuring that ITSs remain current on best practices and innovative technologies. Some of these classes are scheduled onsite at the Bradley. For instance, the most recent professional development training in which all ITSs participated was the two-day Office 365 training held at the Bradley in February. This training is vital, because teachers across the district were upgraded to Office 365 during Spring Break. ITSs needed to be familiar with Office 365 and the differences between it and Office 2010, so they could develop and implement training for the districts administrators and faculty. In addition to onsite professional

Bradley Information Services Department of Instructional Technology development, the ITSs participate in both online webinars and offsite conferences.

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ITSs assist district employees with software and hardware procurement and support. This includes aiding both Information Services personnel and school administration in the software approval process. ITSs also support district wide software, including eWalk, Infinite Campus, Destiny, Classworks, and RenPlace. (Muscogee County School District, 2013) Faculty and administrators across the school district use these applications. Exhibition support comprises a small amount of the DoITs time. This has been dramatically reduced from prior years, where the department supported several district student technology exhibits, including the media festival, science fair, and technology exhibit. A couple of the ITSs noted that although this was an insignificant portion of the entire departments time, it was a substantial time commitment for those who were assigned to these events each year, particularly since they continued to maintain a full workload. This year, the ITSs only supported the districts media festival, where students across the district submit digital projects. The ITS role for this event included assisting with planning, organizing, facilitating, and judging the media festivals submissions. (Muscogee County School District, 2013) This years media festival took place at Hannon Elementary School.

Evaluation The Department of Instructional Technologys Mission. The departments mission is to support teachers and other educators with deliberate and comprehensive integration of information and communication technology and tools that affect practices of teaching, learning, creative inquiry, literacy, and global citizenship. (Muscogee County School District, 2013) Based on the research conducted, the department has been successful in completing its mission.

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During interviews with a high school principal, two media specialists, a CTAE supervisor, a computer lab technician, and three teachers, all agreed that ITSs were instrumental in better enabling faculty and staff to more fully utilize technology available at their schools. This was accomplished through training and one-on-one assistance in the development of lesson plans and curriculum development. In some instances, ITSs also engaged in troubleshooting technology issues prior to contacting the Help Desk. One elementary teacher and the high school CTAE supervisor noted that in addition to working with faculty and staff, their ITSs conducted training in the classroom for students, as well. Based on the ITS survey and informal discussions with the ITSs, elementary ITSs are far more likely to conduct training with students in the classroom, either through lesson delivery or customized software training for students. Elementary ITSs believe this is important, because elementary teachers do not have a planning period like middle school and high school teachers have. During a meeting with Information Services Project Management Office (PMO) and Muscogee County School Districts CIO, the role and effectiveness of the DoIT was discussed. The ITSs are involved in the design and development of training materials for district wide software and hardware upgrades, as well as communicating these upgrades to administrators and faculty throughout the school district. The PMO members noted that ITSs are instrumental in serving as liaisons between technical departments and the schools faculty and staff. The CIO mentioned that members of the technical team are often unaware of facultys needs, and without ITSs involvement, communications are not well designed for distribution to this audience. Because the ITSs have technical backgrounds and are former teachers, they are better able to recognize what the technical team is delivering and how best to communicate this in a manner that is easily understood by schools faculty and staff.

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Overall, all stakeholders interviewed, and those involved in the meeting agreed that the DoIT is critical in assisting them with integrating technology into the curriculum and across the district at large. The ITS survey also indicated that all of the participants believe that their primary function is to develop and conduct technology training that enables faculty and staff to successfully integrate technology in a meaningful way by advancing student learning and the understanding of technology and its utility. The Department of Instructional Technologys Goals. The DoITs goals are to support the Information Services Divisions goals described in the Center Context and Goals section of this document. The DoIT team supports each of these division goals. However, support varies greatly from goal to goal. For instance, the DoIT only indirectly supports goals 2 and 4. Goal 1. Identifying, developing, and providing access to technology tools and resources is the Information Services goal that the DoIT most fully meets. A recent example of this is the 21st Century SmartBoard training classes that all ITSs conduct. Over the past year, the Muscogee County School District has added SmartBoards to every classroom. Without appropriate training, teachers generally use the SmartBoard as nothing more than an overhead projector, which greatly reduces the efficacy of this technology. The DoIT has dedicated a significant amount of time to the design, development, and delivery of training classes for administrators, faculty, and staff. Classes currently offered by DoIT to school district employees are 21st Century SmartBoard Training Day 1, 21st Century SmartBoard Training Day 2, Smartboard for Parapros and Substitute Teachers, Smart Docucam, SMART Exchange and Harvest, and Smart Response Model.

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Feedback for these training classes from administrators, faculty, and staff has been overwhelmingly positive. The Director of Instructional Technology provided the results of 21st Century SmartBoard Training Day 1 and 21st Century SmartBoard Training Day 2 surveys. The ITSs team-teach these classes at the Bradley, where four SmartBoards are available for group work. The results of these surveys include over 1,000 participant responses. The following three survey questions provide insight to the significance of this training and exemplify how well ITSs assist faculty by providing access to technology tools and resources. To the 21st Century SmartBoard Training Day 1 survey question, Opportunities for discussion facilitated understanding of teaching and learning in a 21st Century Classroom, 93% of 1184 participants strongly agreed or agreed with this statement. To the 21st Century SmartBoard Training Day 2 survey question, How confident do you feel about using the Smart Notebook to integrate interactive lessons, 79.4% of 1090 participants indicated they were very confident or confident. To the 21st Century SmartBoard Training Day 2 survey question, How confident do you feel with your students using the SmartBoard, 81.3% of 1090 participants indicated they were very confident or confident. Goal 2. In some cases, the Division of Information Services goals are not fully within the scope of the DoITs responsibility. Architect, deliver and maintain a reliable technology infrastructure appropriate to support the core instructional mission of the district is primarily the responsibility of the Department of Applications Services. However, the Director of DoIT has indicated that she and the Technology Academy Manager support this goal by attending and offering input during startup meetings with the Department of Application Services and Information Services Division.

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Goal 3. Because of ITSs interactions with Information and Academics Services, the DoIT proactively builds healthy partnerships throughout the district, which enables the DoIT and these departments to better serve their customers in meeting their business objectives. 66.7% of respondents to the ITS survey indicated that they spend approximately 75-80% of their time at their schools and 20-25% of their time at the Bradley Center. 88.9% of the respondents believed their time was divided appropriately and indicated that the schools and teachers are their primary customers, so in order to better serve their customers, they need to spend the majority of their time in their schools. In addition to serving their primary stakeholders, the DoIT builds healthy partnerships with other departments in the Information Services Division by staying involved in major software and hardware initiatives and consulting with these departments whenever there are questions concerning impacts to faculty and staff. Additionally, department members attend biweekly meetings with the Division of Teaching and Learning to ensure the two divisions are meeting the strategic goals of the district through a unified vision. (Muscogee County School District, 2013) Goal 4. Develop and provide access to student learning and leadership opportunities and resources that promote academic growth and success is not fully within the DoITs area of direct responsibility. However, the department does support this goal by developing and offering training for key software and hardware that facilitates faculty and staff in developing and providing access to student learning and leadership opportunities. For instance, one of the ITSs is responsible for managing the eWalk database and providing training for this software. This software is an observation tool used by all administrators and academic coaches for the purpose of providing teachers individual feedback and suggestions for improving classroom instruction.

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ITSs are also responsible for the annual start up and support for Infinite Campus, Destiny, Classworks, and RenPlace, which are used by all administrators and many faculty members in the school district. (Muscogee County School District, 2013)

Goal 5. The ITSs are constantly honing their skillsets through professional development to ensure that best practices are followed when training and assisting teachers and administration in the process of developing lessons that fully integrate available technologies. As mentioned in the Centers Activities, ITSs spend approximately 10% of their time on professional development opportunities. Furthermore, the DoIT provides input concerning instructional software selections to the Division of Information Services. Recommendations. Throughout interviews with district employees, one recurring theme rises above all others. ITSs are critical to the successful implementation and utilization of technology in and outside the classroom. The DoITs team members and other departments appropriately acknowledge that this departments primary functions are training and consultation, and the departments most important stakeholders are the schools and teachers who work in the classroom. Based on the ITS survey and stakeholder interviews, surveys, and meeting, the DoITs stated mission and supporting position in contributing to the Information Services Divisions goals are being met to the degree that is possible with the human resources available to this department. Although the DoIT has met its mission and supports the goals of the Information Services Division to the extent that it can, nearly all stakeholders interviewed stated that they actually needed more involvement from the DoIT. This was also reiterated throughout the comments and suggestions sections of the 21st Century SmartBoard Training Day 1 and 2 surveys. While ITSs

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devote 75%-80% of their time to their assigned schools, most of the teachers, administrators, and other school staff stated all schools should have a full-time ITS on staff. Although members of the Project Management Office and the CIO acknowledged that ITSs should give priority to schools, they also believed that it would be beneficial for the DoIT to allot more time to consultation with other departments in the Information Services Division. Even though all of the DoITs stakeholders and many of the ITSs believe it is appropriate to have an ITS in each school, the new superintendent has made the decision to reduce the DoITs staffing from thirteen district ITSs to three regional Technology Integration Specialists. The Technology Integration Specialist job description is very similar to the current Instructional Technology Specialist description. Realistically, the three individuals chosen for these positions will be unable to successfully fulfill this role as it exists today. Considering the reduction in staff and the DoITs current inability to completely meet the needs of its stakeholders, some of this departments responsibilities must shift to other departments. One recommendation would be to transfer much of the individual faculty training for integration of technology into lesson plans to the academic coaches. This will require that academic coaches receive extensive training in best practices for technology integration into the curriculum. Additionally, academic coaches will need to monitor all teachers to ensure that this integration is successfully implemented. Support for other departments within Information Services should also be limited. Currently, the DoIT is responsible for managing the eWalk database and annual startup and support for Infinite Campus, Destiny, Classworks, and RenPlace. Software maintenance and startup should shift to the Department of Application Services, and any frontline faculty/administrative support for these applications should initially be handled by someone

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onsite. Computer lab managers or those who are considered go to people for technology at the schools should be trained to recognize common issues that might arise when a user is not entirely familiar with one of these applications. In instances where designated onsite personnel are unable to address the issue, a help desk ticket should be opened and assigned to the appropriate Application Services area. Acknowledging that the decision to reduce this department to three Technology Integration Specialists is final, one last recommendation is to adjust the way these individuals are assigned. Although the superintendent has indicated a desire to divide the county into three regions, this does not appear to be the best way to allocate the workload for the Technology Integration Specialists. It would be more advantageous to have the Technology Integration Specialists workload divided into elementary, middle school, and secondary tasks. With the proposed regional divisions, each of these Technology Integration Specialists will be responsible for K-12 schools, where they will be expected to assist with technology integration into the curriculum to meet NET-S, offer suggestions for the selection of instructional software, and provide training. While this likely will not be an issue for general software that is used by all grade levels, it may be more difficult to deliver grade-specific training and/or provide suggestions for successful technology integration that meets NET-S. For instance, while visiting the Bradley, elementary ITSs were involved in the decision to purchase the Reading Wonders program and for developing appropriate training materials for elementary school teachers. Without the appropriate educational background, it would be far more difficult for other Technology Integration Specialists to make suitable recommendations concerning ways to integrate this software and address how it meets the needs of elementary students.

Bradley Information Services Department of Instructional Technology References

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Muscogee County School District (2010a). Director Instructional Technology. Retrieved from https://www.muscogee.k12.ga.us/ForStaff/divisions2/HR/Job_Descriptions/director_instr uctional_technology.pdf Muscogee County School District (n.d.). Division of Information Services. Retrieved from https://www.muscogee.k12.ga.us/forstaff/divisions2/informationservices/SitePages/Home .aspx Muscogee County School District (2010b). Instructional Technology Specialist. Retrieved from https://www.muscogee.k12.ga.us/ForStaff/divisions2/HR/Job_Descriptions/instructional_ technology_specialist.pdf Muscogee County School District (2013). Instructional Technology Specialist DoIT. Retrieved from https://www.muscogee.k12.ga.us/AboutUS/disannualreport/2013/Pages/InstructionalTechnology-Specialist.aspx Muscogee County School District (2014). Professional and Certified Positions. Retrieved from https://www.muscogee.k12.ga.us/Employment/Pages/Professional-and-CertifiedPositions.aspx Muscogee County School District (2011). Technology Academy Manager. Retrieved from https://www.muscogee.k12.ga.us/ForStaff/divisions2/HR/Job_Descriptions/technology_a cademy_manager.pdf Muscogee County School District. (2012). Three-year technology plan July 1, 2012 - June 30, 2015. Retrieved from https://www.muscogee.k12.ga.us/AboutUS/Pages/MCSD-Technology-Plan.aspx

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Appendix A Administrator, Faculty, and Project Management Interview Questions 1. Under what circumstances do you interact with ITS? 2. Approximately how many times per week do you work with ITS? 3. Are there times that you reach out to ITS for guidance or assistance that dont follow standard protocols? 4. What do you believe are the primary functions of the ITS team? 5. Are there instances where you believe having ITS involvement would be appropriate, but doesnt take place today? 6. Do you believe ITS is effective in meeting your needs?

Bradley Information Services Department of Instructional Technology Appendix B Instructional Technology Specialist Survey 1. Are you an elementary, middle school, or high school ITS? 2. How many schools do you currently serve? 3. How long have you been in this position?

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4. How many times per month do you visit each of your schools? If you regularly visit some schools more frequently than others, please indicate this and why. 5. What are your primary responsibilities when you visit one of your schools? 6. What are your primary responsibilities when you are at the office? 7. How is your time split among your responsibilities? 8. Do you believe your time is divided appropriately? Why or why not? 9. How do your schools introduce you to new employees? Are there orientations each year, or is it a more informal process? 10. Do you believe the faculty members at your schools know what your role is, and when they should contact you?

Bradley Information Services Department of Instructional Technology Appendix C 21st Century SmartBoard Training Day 1 Survey

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1. Hands on activities at the SmartBoard enhanced my understanding of the notebook software. 1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree 2. Creating activities on my laptop enhanced my understanding of the Notebook software. 1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree 3. Small group activities enhanced my understanding of the use of the SmartBoard. 1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree 4. Opportunities for discussion facilitated understanding of teaching and learning in a 21st Century Classroom. 1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree 5. Based on the demonstration today which resources will be most helpful to you? a. Handbooks b. Smart Resources webpage c. Atomic Learning d. My Big Campus Group

Bradley Information Services Department of Instructional Technology 6. Which of these topics were especially helpful? a. Resources Overview b. Hardware/Software Troubleshooting c. Level One Skills d. Gallery e. Lesson Activity Tool Kit (LAT) f. Smart Response 7. Please feel free to add any additional comments!

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Bradley Information Services Department of Instructional Technology Appendix D 21st Century SmartBoard Training Day 2 Survey

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1. How confident do you feel about using the Smart Notebook to integrate interactive lessons? 1. Very unconfident 2. Somewhat unconfident 3. Not confident or unconfident 4. Somewhat confident 5. Very confident 2. How confident do you feel with your students using the SmartBoard? 1. Very unconfident 2. Somewhat unconfident 3. Not confident or unconfident 4. Somewhat confident 5. Very confident 3. Being given time to create my own Smart Notebook lesson was..... 1. Very unhelpful 2. Somewhat unhelpful 3. Neither helpful or unhelpful 4. Somewhat helpful 5. Very helpful 4. The My Big Campus 21st Century Group used during these sessions was..... 1. Very unhelpful 2. Somewhat unhelpful 3. Neither helpful or unhelpful 4. Somewhat helpful 5. Very helpful 5. If additional SmartBoard trainings are offered I would be interested in a. Online Training b. Training after school at DIS Building or Rigdon Tech Academy c. Summer Classes at DIS Building or Rigdon Tech Academy d. None of the above

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6. Which of these topics covered today were especially helpful? a. Review Activity b. Google Earth c. Level 2 Skills d. Example Notebooks e. Smart Exchange f. Notebook Creation g. Notebook Share Time 7. What comments or suggestions do you have for improving the training in the future?