Running head: 1:1 SCHOOL SYSTEM PLAN 1

1:1 School System Plan

Wesley J. Dandridge, Cameron Rhew, Shelley Scott-Johnson, & Shay Moss

EDUC 638: Leadership in Educational Technology

Liberty University Online

Dr. David Holder

April 9, 2017

Collaborative Technology Plan Overview

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Committee Members

4 elementary teachers--Teachers need to buy into the program, and have front-line experience

to share.

3 middle school teachers--Teachers need to buy into the program, and have front-line

experience to share.

2 high school teachers--Teachers need to buy into the program, and have front-line experience

to share.

Technology Department representative from each school--These are experts in technology and

will help research and run the program.

Principal from each school--This person will play a vital role in communicating the new

program to the parents, and releasing implementation expectations for staff.

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Mission

The mission is to provide every child a Chromebook in order to have access to technology

that will enhance learning opportunities. The goal is to purchase Chromebooks and carts

to bring the district to 1:1.

Vision

Preparing students to operate in the 21st Century by providing every student with the tools

they need to learn, create, and collaborate.

Value Statements

Students must have access to technology.

Students should be allowed to interact with their peers and technology in an educational

setting.

Educators must have the training they need to help train students to be effective citizens in the

21st Century.
SMART Goal #1

Because students are moving to a 1:1 ratio for Chromebook to students, there will be a need

for enhanced Broadband / WiFi. Since there will be more students using the Internet, the
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technology team will need to work to improve the speed. After this is done, it will need to

be monitored. Training will be needed for all faculty and staff. They will complete the

Chromebook training at https://edutrainingcenter.withgoogle.com/training.

Strategies to Support Goal #1

1. Faculty and staff will receive Google training and certification through

https://edutrainingcenter.withgoogle.com/training

2. IT Department will increase broadband in schools and run diagnostics to test speed.

3. IT Department will continue to evaluate speed and adjust as necessary.

4. Teachers will give the IT Department feedback about speed via survey that is delivered

via email by the IT Department

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,

and/or Critical Thinking)

Collaboration: Using the Internet all together helps children use the Chromebook to work

together by use of apps and helps increase communication skills.

Communication: Students can skype, video conference, email, and use interactive

educational technology.

Rationale Including Research to Support Goal #1 and Strategies (Include a Minimum of

2 Sources from the LU Library Databases) 2-3 Paragraphs

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The rationale in using the Chromebook to get students to learn 21st century skills or be more

engaged, collaborative, reflective, and active in learning is simple as these skills are

relevant to aspects of contemporary life in a complex world. With trying to accomplish

the goals of teaching all of the students in the district 21st century skills using the

Chromebook it is vital to have a strong network infrastructure that contains adequate

bandwidth to the Internet, within the district and within the school, as well as having

enough WiFi density to support all of the devices. In a saturated environment where every

student could theoretically be online at the same time which will end of being a lot of

bandwidth and density. To support goal one and its strategies this has to be in place before

we roll out the Chromebook devices.

Implementing a robust infrastructure both wired and wireless is maximize the use of the

Chromebook in the learning environment enhancing student learning. With the ability to

use the Chromebook anytime, anywhere virtually instantaneously, educators begin to use

those resources differently to achieve educational possibilities that would otherwise not

easily be accomplished.

Chromebook enables both the teacher and students to employ computing power without time

or location limitations, while the internet and wireless technologies enables the device to

interconnect seamlessly with each other or with other computing devices. A strong

infrastructure both wired and wireless combine with a mobile learning device such as the

Chromebook has the ability to: (1) enhance availability and accessibility of information

networks; (2) engage students in learning-related activities in diverse physical locations;

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(3) support group work in projects; (4) improve communication and collaborative

learning in the classroom, and (5) supporting quick content delivery (Tzu, 2007).

With implementing the 1:1 using the Chromebook there will be an increasing dependence on

the internet for student and teacher learning which will continue to contribute to rapidly

increasing flows of digital traffic demanding more and more bandwidth. Marcoux

emphasized how it is essential to plan how bandwidth and wireless connectivity will

impact educational technology. Previous columns have spoken loudly about the issue of

bandwidth, as well as wireless connectivity. No incredible wireless system will ever be at

its best if limited by bandwidth (2015). Therefore a reliable, fast and powerful Internet is

no longer just a teaching and learning tool it is a requirement.

Expected Outcomes in Terms of Student Learning / Achievement

Using an enhanced broadband/WiFi network for educational technologies as the Chromebook

will play a critical role in the development of 21st century skills such as critical and

creative thinking, collaborating and communicating, information and technology literacy,

as well as a host of life skills. Wireless access within school buildings will be priority in

implementing the program. Wireless access throughout all learning spaces will enable

students and staff to have mobility and flexibility when engaging with the Chromebook

devices. This will require 1 Gbps internet access per 1000 users to truly support the

program as well as the other devices within the school. To further the strength and

reliability of the access we will contract with multiple Internet service providers (ISP).

This will keep your network functioning in the event that any one ISP experiences an
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outage or a connecting line is cut and increase the area within which students and teachers

can connect to your network.

Evaluation Measures (Include Job Titles of Persons Responsible)

Surveys from all teachers in reference to speed and connectivity will be submitted to IT

Department for evaluation and determination of needs.

SMART Goal #2

Throughout the first year of providing a 1:1 computing environment using the Chromebook,

students will be more engaged, collaborative, creative, reflective, and active in learning.

Success indicators will be linked to a students ability to be creative, critically think,

collaborate, and communicate. This will be caused by the opportunities Chromebook

provides through apps such as Google Docs, Google Sites, and Moodle. As well Gmail,

calendars, and video conferencing will allow students to connect with others and stay

informed on assignments. Lastly the Chromebook device will allow students to

collaborate while completing group projects, reports, PowerPoint, videos or other

presentations; and be able to communicate and access work in school, the library, or at

home because of the Chromebook Google system.

Strategies to Support Goal #2

1. Expand curricular, instructional, and assessment support through staff professional

development to increase the range and depth of learning for all students.
2. Infuse 21st century skills and assessment into all learning environments.
3. Increase student accountability and achievement through student self-assessment and

reflection.
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Professional Development of Staff

The district will set up a technology integration team to ensure that each school has at least

one staff member with classroom and technology experience who is focused on mentoring

and making tacit knowledge about the Chromebook devices and how to incorporate it into

the lesson explicit. As well district will arrange a 5 day summer boot camp with external

professional development trainers and regional training centers to lead workshops. Lastly,

in order to best train the teachers to accomplish these task the district will require each

school to develop individual professional development plans with the teachers in order to

track goals, progress, and ask questions. Overall, the biggest professional development

implementation will be giving the teachers 6-8 months before the students to explore the

Chromebook and help them become more comfortable with the device.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,

and/or Critical Thinking)

Collaboration: Students will connect with others and develop Personal Learning Networks
(PLNs). As a result problem solving will become a collaborative effort in which students
have to effectively work in teams or groups to develop a solution.

Communication: Students and Teachers will communicate ideas and concepts to both local and
global audiences.

Creativity: Students creativity will be fostered as thinking outside of the box and applying
that rationale to course work will be encouraged.
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Critical Thinking: Students will take on complex problems and use research processes to

gather evidence needed to make informed decisions.

Rationale Including Research to Support Goal #2 and Strategies (Include a Minimum of

2 Sources from the LU Library Databases) 2-3 Paragraphs

The rationale in using the Chromebook to get students to learn 21st century skills or be more
engaged, collaborative, reflective, and active in learning is simple as these skills are
relevant to aspects of contemporary life in a complex world. Creativity is prized in the
economic, civic, and global spheres because it sparks innovations that can create jobs,
address challenges, and motivate social and individual progress. Like intelligence and
learning capacity, creativity is not a fixed characteristic that people either have or do not
have. Rather, it is incremental, such that students can learn to be more creative (Saavefra
& Opfer, 2012).

The ability to collaborate with others is an important 21st-century skill and an important
condition for optimal learning. As David Perkins points out, people do not learn to play
baseball by themselves. "Only Superman could do it, and it wouldn't be much fun" (2010,
p. 191). They should learn to play baseball from and with their peers and coach. Using the
Chromebook to learn, students are able to share and communicate materials and creations
with others on the Web unlike many other App focused devices. As well, using the
internet with Chromebook provides a forum for developing students' 21st-century skills
and knowledge. The nature of the Internet's countless sources, many of which provide
inconsistent information and contribute substantive source bias, gives students
opportunities to practice filtering out information from unreliable sources and
synthesizing information from legitimate ones (Dede, 2005).

Lastly, new technologies are making it easier to measure individual student mastery of 21st-

century skills. River City, for example, is a "virtual world" that simultaneously teaches

and assesses middle school science students. Like other simulated learning programs in

education and a range of other industries, River City presents students with a problem and

asks them to develop a hypothesis and procedure, test it - virtually - and then describe
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their findings and make recommendations in a report (Silva, 2009).

Expected Outcomes in Terms of Student Learning / Achievement

Students will learn to use Chromebooks for research and grasp the concept of citing electronic

sources. This outcome will be measured by the presence of any plagiarism in assignments

given on the Chromebooks, as well as the amount of correctly written citations. There will

be measurable accountability, by entrusting students to take care of the Chromebooks, and

assign weekly cart helpers to consistently take inventory.

Evaluation Measures (Include Job Titles of Persons Responsible)Evaluation Measures

(Include Job Titles of Persons Responsible)

Tech Associate/Operations manager: This staff member will have an overall inventory update

each week for teachers to know how many chromebooks are available, and if any are

missing.

Teachers: Staff will be responsible for choosing weekly cart helpers who will ensure that

chromebooks are put away, damage-free, and charging at the end of each class.

Students: They will be held accountable for maintaining a clean, working, and damage-free

chromebook. Students will be assigned one from their class cart.

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SMART Goal #3

Students will become familiar with and create their own professional social media presence.

Students will be given a resume template, and required (during a writing class) to create their

first resume. This will be put into a google doc, using their chromebooks, so that it can be

edited by their teachers and they can easily review feedback. This would be an end-of-the-

year, project type of grade, to allow students to work on it over time. Each year, they can

update their resumes, so that by the time they graduate high school, they will have a

detailed account of any part time job, community service, and other initiatives they

completed. In order to build a presence on social media, students will be required to start

their own twitter account, for academic purposes. With consent from their

parent/guardian, the student would be encouraged to tweet weekly about their favorite

subject and updates on assignments they have been working on to encourage other peers.

The chromebooks will improve student-to-teacher interactions by bringing engaging and

interactive lessons to the classroom. Teachers will benefit from the convenience of lessons

and assignments streamlined through the chromebooks. In order to streamline the

assignments, teachers can upload the work in Google Classroom, and keep their virtual

room open for other teachers to view and also download to their students portals.

Teachers can share lessons, while also giving comments to other teachers with

suggestions for their assignments in the portal.

Strategies to Support Goal #3

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1. Elementary students will benefit from virtual tours, Discovery Ed, and various apps on

the chromebooks. Students in middle and high school will be given the opportunity to

learn about the proper use of social media, and how building a social media presence can

be beneficial to their future professional goals. Parent consent forms will need to go out to

all students under the age of 18, not only explaining the positives of social media, but

outlining how the school will take ownership of ensuring the students are safely

navigating the various apps. Strict guidelines would be in place to ensure students safety,

such as Go Guardian. This is an application teachers can use to view what all students in

their class are viewing on their chromebooks. Go Guardian is a software that allows

teachers to become administrators online, and they can choose to view all students

screens at once, and even have the power to close out any screens they deem as

inappropriate using a remote access feature. Also, there will be strict admin controls put

on each app to prevent students from searching keywords that are inappropriate, and pop-

up blockers will be enabled.

2. Google classroom will be implemented as a standard for teachers to present class

assignments and interactive lessons. In Google classroom, students are will be engaged by

learning to navigate the portal, see teachers comments on live google documents, and

receive personal feedback.

3. Teachers will benefit from having access to their colleagues Google classroom, by seeing

lessons, assignments, and full reports from each other. The Chromebooks will maintain

students documents, assisting in organization for teachers. The traditional way of grading

papers will advance into an organized system. Teachers will also be required to become

Google certified teachers and trainers. This will also push them to engage with various
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Google educators that are in local school districts as well.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,

and/or Critical Thinking)

Collaboration- Students will be able to work in groups using Google classroom for various

assignments. They will learn to share Google docs with each other, using the editing

option, to peer-edit and critique

Communication- Students will learn to express thoughts and ideas professionally while using

social media or sending emails using the chromebooks.

Creativity- The Chromebooks will provides students with the opportunity to think of

innovative ways to make their work stand out, with the help of the internet.

Critical Thinking- With all of the resources online, using Chromebooks, students will be

forced to focus and narrow down their research to what is most relevant and also

prioritize their time when given assignment deadlines in Google classroom.

Rationale Including Research to Support Goal #3 and Strategies (Include a Minimum of

2 Sources from the LU Library Databases) 2-3 Paragraphs

Students will not be restricted to learning in the traditional classroom environment.

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(Schoenbart, 2015). Using chromebooks allows for extra help, efficient communication

with teachers, and better organization through the Google classroom portal. Past lessons

and assignments can be revisited quickly, through the portal access. This will assist

students in retaining information , as well as truly grasping lesson concepts. The use of

chromebooks can enhance students overall learning experience by promoting a safe

secure log-in, with privacy and teaching students responsibility.

Using the chromebooks is beneficial to teachers as well, because they can communicate

effectively and efficiently with students. Just as college professors often use Google docs

as a tool to provide feedback to students, this can be brought to the grade school level.

Group lesson planning is another benefit that teachers can experience. Being able to

electronically collaborate with colleagues without physically meeting saves valuable time

and effort throughout the school day, (Roth, 2014).

Expected Outcomes in Terms of Student Learning / Achievement

Students will learn to navigate the Internet, understand the basics of Microsoft Office

programs, and develop a true understanding how how social media can be beneficial for

professional goals.

Evaluation Measures (Include Job Titles of Persons Responsible)

Students will be assessed by verbally explaining and demonstrating how to navigate the

Internet, their use of MS Office programs, and how social media can be beneficial for

professional goals. Teachers will be responsible for observing and documenting the
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results of the assessment.

Professional Development Plan for Each Goal / Strategy

Teachers Name District Name School Name Date

Department/Grade Level Supervisors Name Principals Name

Goal #1 Activity(ies) Plan Begin/End Dates

Enhance Broadband/WiFiTeachers will give the IT DepartmentJuly 24 - July 31
feedback about speed via surveyOngoing
that is delivered via email by the
IT Department

Goal #2 Activity(ies) Plan Begin/End Dates

Students will be more Develop the capabilities to instruct August 21 - August 31
engaged, collaborative, students Ongoing
reflective, and active in on how to access, use, and evaluate
learning. digital resources

Goal #3 Activity(ies) Plan Begin/End Dates

Students will become Attend workshop on Digital August 21 - August 31
familiar with and create Citizenship and become familiarOngoing
their own professional with the Districts Acceptable Use
social media presence. Policies
Timeline for Implementation of Each Goal / Strategy

Training and implementation will occur over the school year. The following represent target

dates for specific benchmark accomplishments.

April 30, 2017

Submit purchase order for chromebooks to vendor

June 19, 2017 - July 31, 2017

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IT Department will increase broadband in schools and run diagnostics to test speed.

IT Department will adjust speed as necessary

July 24 - July 31 and Ongoing

Teachers will give the IT Department feedback about speed via survey that is delivered

via email by the IT Department

August 21, 2017 and Ongoing

Google classroom will be implemented as a standard for teachers to present class

assignments and interactive lessons.

Teachers access their colleagues Google classroom, by seeing lessons, assignments, and

full reports from each other.

August 21 - August 31 and Ongoing

Expand curricular, instructional, and assessment support through staff professional

development to increase the range and depth of learning for all students.

August 21 - August 31 and Ongoing

Infuse 21st century skills and assessment into all learning environments.
September 5, 2017 - May 31, 2018
Increase student accountability and achievement through student self-assessment and
reflection.
Elementary students will benefit from virtual tours, Discovery Ed, and various apps on

the chromebooks. Proper use of social media, and how to build a social media presence

will be introduced.
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Itemized Budget for Each Goal / Strategy

FTEs 2017/2018 2018/2019

IT Department $338,200 $338,200

TOTAL $338,200 $338,200

Technology Hardware/Software 2017/2018 2018/2019

Chromebooks w/warranty and support $3000 $0

(20@$150)

Broadband/WiFi Service w/support outside of E- $1800 $1800

Rate ($150/mo.)

MS Office 365 Education Licenses $0 $0

Google Classroom $0 $0

Applications for Chromebook $0 $0

TOTAL $4800 $1800

Professional Development 2017/2018 2018/2019

Workshop Allotment $6000 $6000

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Registration Allotment $3000 $3000

Outside Vendor Training Allotment $1500 $1500

TOTAL $10,500 $10,500

Estimated Annual Expenses 2017/2018 2018/2019

TOTAL $353,500 $350,500

Define the Childrens Internet Protection Act (CIPA) and E-Rate. Explain the

relationship between CIPA and E-Rate. (2-3 Paragraphs)

The Childrens Internet Protection Act (CIPA) was enacted by Congress in 2000. It addresses

placing measures in place to protect children from accessing obscene or harmful content

over the Internet. Schools subject to CIPA have two additional certification requirements:

1) their Internet safety policies must include monitoring the online activities of minors;

and 2) as required by the Protecting Children in the 21st Century Act, they must provide

for educating minors about appropriate online behavior, including interacting with other

individuals on social networking websites and in chat rooms, and cyberbullying

awareness and response (Federal Communications Commission, 2016).

E-Rate is a program that makes certain communications and information services and products

more affordable for eligible schools and libraries. The program was mandated by

Congress in 1996 and implemented by the FCC in 1997. This program is especially

necessary in rural and low-income areas so children may have access to the Internet and
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have an opportunity to experience the various benefits of accessing the Internet for

research, school, learning, and leisure. CIPA and E-Rate are interrelated as schools and

libraries must certify they are in compliance with CIPA before they can receive E-rate

funding. Schools and libraries subject to CIPA may not receive the discounts offered by

the E-rate program unless they certify that they have an Internet safety policy that

includes technology protection measures. The protection measures must block or filter

Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to

minors (for computers that are accessed by minors) (Federal Trade Commission, 2016).

Define the Childrens Online Privacy Protection Act. Include a brief description of how

this may impact your school district. (1 Paragraph)

The Childrens Online Privacy Protection Act (COPPA) imposes certain requirements on

operators of websites or online services directed to children under 13 years of age, and on

operators of other websites or online services that have actual knowledge that they are

collecting personal information online from a child under 13 years of age. COPPA may

impact our elementary (PreK-5) and middle schools as the children in these levels fall in

the category of children under 13 years of age. We would need to ensure the requirements

of COPPA are addressed, implemented, and followed throughout the school year to ensure

the safety of the children. We must ensure filters are in place, parental controls, and

ensure they do not visit websites that are inappropriate.

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Conduct an online search of Acceptable / Responsible Use Policies (AUPs / RUPs).

Considering the information you found on CIPA and E-Rate, reach consensus with

your team on the top 5 most important items to include in a district AUP / RUP. List

them below. (Remember to cite your sources in-text and in the reference list.)

1. Statement that the AUP complies with state and federal telecommunication codes, laws,

and regulations.

2. Statement regarding the need to comply with fair-use laws and other copyright regulations

while accessing and utilizing the Internet and other network materials and resources.

3. Signature form for teachers, parents, and students indicating their intentions to abide by

the AUP.

4. Description of prohibited forms of technology-based applications and hardware use by

employees and students in addition to details of associated penalties (including clear

definitions of acceptable online behavior and access privilegesreflecting any

circumstances unique to a specific school or division).

5. Description of the methods by which the division ensures data and network security

(Department of Education, n.d.)

Create an Infographic Demonstrating the Connection Between Each Goal and the ISTE

Standards for Students, Teachers, & Administrators (Separate Sheet)

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Include in-text citations and an APA formatted reference list. Use your APA Manual to

ensure correct formatting.

Dede, C. (2005). Planning for neomillennial learning styles. EDUCAUSE Quarterly, 28 (1), 7-

12.

Department of Education. (n.d.). Acceptable Internet Use Policy. Retrieved April 22, 2017,

from

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/accepta

ble_use_policy.shtml

Federal Communications Commission. (2016). Children's Internet Protection Act. Retrieved

April 20, 2017, from https://www.fcc.gov/consumers/guides/childrens-internet-

protection-act.

Marcoux, E. ". (2015). Linking learning and technology. Teacher Librarian, 42(5), 60-61, 63.

Perkins, D. (2010). Making learning whole: How seven principles of teaching can transform

education. San Francisco, CA: Jossey-Bass.

Saavedra, A., & Opfer, V. (2012). Learning 21st-century skills requires 21st-century teaching.

Phi Delta Kappan, 94(2), 8+.

Schoenbart, A. (2015). Maximize learning opportunities with chromebook management. Tech

and Learning. 36(4).

Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-

634.

Roth, K. (2014). Technology for tomorrows teachers. Journal of Physical Education,

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Recreation, and Dance. 85(4).

Tzu, C. (2007). Teaching in a wireless learning environment: A case study. Journal of

Educational Technology & Society, 10(1).

Tip: Do not use research submitted in previous classes. This will help you avoid recycling

material previously submitted in other courses (considered a form of plagiarism).

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