Running Head: COLLABORATIVE TECHNOLOGY PLAN 1

Sharee Verar
Ashley Manley
Aaron Laenger

EDUC 638 - D02

Leadership In Educational Technology

Liberty University

Dr. Vonda Beavers

April 23, 2017

Committee Members
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Stakeholder Representation:

Superintendent This person directs and manages the School

technology initiatives.
Dr. Stewart Albright

School Business Executive The leading support staff who works with the
lead teacher to ensure the school is meeting its
Mr. Thomas Reeds academic and technology aims by negotiating
and influencing strategic decision making
with the administrators.

Principal Responsible for the behavioral conduct of the

students by educating both students and
Mr. Dwight Manning parents on digital and interpersonal etiquette.

School Instructional Staff/Curriculum Oversees the instruction and ensure it meets

designers state standards, by developing curriculum
materials, working with Educators for
Dr. Rebecca Stalkholms implementation and reviewing the designs
effectiveness.

School Board Head Make decisions about what programs will be

implemented to improve academic excellence
Mr. William Capum including technology, to ensure students have
skills for the 21st century workforce.

IT department : Network Specialist & Website Responsible for the architecture, hardware,
Manager software and networking of computers, and
creating new programs for the school. Provide
Mr. Justin Baron technical support and work closely with
administrators to ensure network capacity, set-
up, and proper installations.

Communicates job expectations; planning,

Director of Information Services
Mrs. Margaret Bishop
monitoring, and appraising academic results.
Coaches, counsels, and disciplines employees.
Coordinates, and enforcing, policies, and
procedures.

Maintains staff by recruiting, selecting,

orienting, and training employees in the
school; and maintains a safe and secure work
environment.
COLLABORATIVE TECHNOLOGY PLAN 3

Developes personal growth opportunities and

researches professional development trainings
for staff.

Special Education Director Provide fiduciary oversight, financial

management strategies, and administrative
Mrs. Melissa Monty serves for capacity building.

Primary Language Arts Teacher Work directly with curriculum and technology
Mrs. Alisa Martin

Primary Science Teacher Work directly with curriculum and technology

Mrs. Bethany Campbell

Primary Social Studies Teacher Work directly with curriculum and technology
Mr. Ryan Shaffron

Primary Math Teacher Work directly with curriculum and technology

Mr. Jacob Kuyat

Head PTA Teacher Work directly with curriculum and technology

Mr. Rodrigo Rodrigas

Parents Stakeholders who provide valuable insight

into the effectiveness of the academic aims.
Key Stakeholders A parental community and cross collaboration
efforts ensure students socioeconomic needs
are being met.

Mission

Lynchburg Regional School district is driven by the holistic approaches of student learning and
COLLABORATIVE TECHNOLOGY PLAN 4

continuously implements best practices to support the diversity and the depth of todays learner.

We welcome a diverse, culturally-responsive student body in which we facilitate innovative

learning experiences, using a variety of strategies to ensure our students can reach their fullest

potential through the implementation of technology, including interactive whiteboards, teaching

digital etiquette and allowing students to bring their own devices.

Vision

The 21st century is rapidly changing how students are engaging with information. In order to

meet the growing technology needs of the student body, Lynchburg Regional School District has

developed new problem solving strategies, enhance access to available information, collect data,

increase productivity and produced a variety of creative works using differentiated learning

modalities by adopting the Ipad initiative for 1:1 learning.. This technology integration allows

educators, administrators and students to work within a dynamic work space that is not static.

The measure of success will be a 10% grade increase on student report cards and teachers ratings

on learning space improvements of 7 or above on the survey likert scale, administered 3 times

per year.

Belief Statement

We believe that technology integration allows students to build interdisciplinary skills across

pedagogies. As technology continues to shape the economy in the 21st century, educators will

adopt technology at the start of the school year to equip students with the necessary

interpersonal, interpretive, presentational, leadership and linguistic skills. We believe technology

allows us to build community and connections and increase parent participation by 15% over the

school year. We believe technology will personalize real world tasks and focus on the student as
COLLABORATIVE TECHNOLOGY PLAN 5

the doer and creator who seeks out thematic and authentic resources that are culturally

relevant to the learner. We believe technology enables learners to bridge learning gaps and make

valuable connections across curriculum content and achieve 5% higher scores on standardized

tests. We believe that technology encourages students to expand their world-view and recognize

culturally relevant pedagogy.

SMART Goal #1

Infrastructure and Learning Spaces

To support the growing technology needs of todays learner, the school we have used the fiscal

budget to upgrade the bandwidth which directly affects the connectivity and quality of the

technology initiative. The infrastructure will be updated to support 1000 users, including

administrators, teachers and students before the start of the year. Second, learning spaces will be

improved to encourage creativity, collaboration, communication and critical thinking.

The infrastructure, software and classroom learning space equipment will be installed prior to the

start of the school year. The infrastructure will be tested on the last Friday of each month for

speed and regular updates by the IT staff and remain between 90-100% speed and capacity.

Teachers will receive 3 likert surveys, 3 weeks after classes begin, and 2 more over the next 4

months; to measure the effectiveness of the learning space equipment and pedagogical

improvements with the integrated technology.

Strategies to Support Goal #1

1. Improve the technology infrastructure with wide area networking (WAN) to support
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the 1:1 technology initiative

a. Upgrade the highschool bandwidth requirements for wide area network (WAN) to

10 Gbps (gigabit =1000) to support 1000 users on the network (Burns, 2015, p.

1).

i. Email and web browsing = 500 Kbps per user

ii. Download digital book = 1.5 Mbps per user

iii. HD-quality video stream = 4 Mbps per user

iv. Group video conferencing = 8 Mbps per user

v. Uninterrupted moving streaming = 100 Mbps per user

vi. Multiple choice online assessment = 100 Kbps per user

2. The infrastructure and peripheral equipment includes

a. Network devices-routers, hubs, switches, high access servers

b. Computers and Ipad tablets/chargers

c. New IT staff department

d. Classroom projection devices, video monitors

e. Graphing calculators

f. Cabling, Modems, Codecs

g. Wiring, fiber optics, coaxial transmitters for High Speed Wireless

h. External internet connections to ISP (internet service provider)

i. Interactive white boards

3. Redesign the learning spaces using techniques that have been researched and peer

reviewed (Clifford, 2016).

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a. Create cozy places for reading and using Ipads/Tablets

b. Organic creativity: Ipads for content multitaskings

c. Organic Lighting and colors

d. Incorporate virtual spaces using google hangouts

e. Cloud technology for project collaboration and organization

f. Seating pattern and configuration to support small group learning

g. Shoeless learning: relaxed and more like home

h. External learning spaces, outdoor learning

i. Ventilation: fans and temperature control to keep space fresh

j. Storage: clean and organized for a relaxed environment

k. Wall displays using infographics for visual learning and retention

21st Century Learning Skills

The implementation of high quality internet, and IT support ensures students and faculty have

reliable access to the differentiated instructional strategies throughout the school day. Internet

reliability that is uninterrupted ensures its timely use and enables individual users to access

research databases, collaborate on platforms such as Google Hangouts, use collaboration tools,

such as Google Docs, face to face video chatting, and expand their understanding across content

with the ability to multitask and gain access to multidimensional information, in support of

personalized learning modalities. With reliable access, educators can track student progress and

regression with 90% accuracy, and students have an enhanced opportunity, regardless of their

personality type to show their extent of understanding and knowledge, not often afforded to them

in social situations. Learning spaces affect student creativity and application of core concepts.

Research suggests that making the classroom a relaxed, organized, and refreshing place to learn
COLLABORATIVE TECHNOLOGY PLAN 8

will increase productivity and creativity (Clifford, 2016). Students can use a variety of tools in

creating works including video production, slide shows, surveys and infographics, create a

website, cartoons, write screenplays, and develop animations.

Rationale

Upgrading the infrastructure on campus is necessary to meet the demand and

effectiveness of available bandwidth based on accuracy, intrusiveness, and convergence time by

understanding how it reacts when cross traffic is present (Irbrahim, Jamal, Yahya, Taib, 2012,

p. 9). By strengthening our wireless campus environment, we support the use of portable mobile

Ipads and BYOD initiative. By selecting Ipads over other mobile devices we ensure our students

get the hands-on experience with technology without requiring teachers to learn an entirely new

skill set (Manko, 2013). Professional development training however, does increase the efficacy

of the use of this technology integration.

We carefully measured the utilization speeds over the network for mobile applications,

multimedia content: upload and downloads, network resources such as video streaming, virtual

classroom and collaboration tools such as Google Hangouts and provided the appropriate

modems and fiber optics to support those applications with uninterrupted access. Selecting the

right equipment and infrastructure to support our technology initiative provides our wireless

campus communities with access to multimedia content anywhere, anytime and on any device

(Ibrahim et al., 2012, p. 9). The necessary expenditures guarantee the success of the 1:1

technology initiative.

By redesigning the learning spaces, we have created a learner friendly environment

which fosters the creativity and individuality of the students using the equipment installments for
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student-centered learning spaces. Relatively small-scale changes to a learning space can have an

impact on teaching and potentially inspire new forms of interaction between students and

teachers (Gormley, Glynn, Brown, & Doyle, 2016, p. 243). Our rationale for budgeting for this

change is central to the constructivist viewpoint which is the idea that the learner is an active

processor of information (Gormley et al., 2016, p. 245). The classroom will no longer be a

lecture theater, but a place where critical thinking, digital citizenship and communications are

formed by a student-centered teaching approach with the teacher acting as facilitator to the

learner.

Expected Outcomes in Terms of Student Learning / Achievement

Learning spaces and high speed internet access directly effects which tools and resources a

teacher can use to differentiate instruction to meet the learning modalities of the students. By

upgrading our wireless access for mobile devices, we enable instruction to utilize video

streaming, collaborative work spaces online, face to face streaming, access to community

resources such as online library and research databases, as well as enabling students the hands-on

experience with technology which marks the 21st century skills sets needed in todays technology

driven economy.

1. Learning Spaces support Collaboration, Communication and Critical thinking

a. Furniture that is easy to reconfigure in the classroom to form small groups

b. Portable laptop desks to move away from noise pollution

c. Desk top slant boards foster comfortable viewing of content

d. Elevated document holders for keyboards fosters multitasking

e. Portable fans create a refreshed environment

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f. Natural lighting to foster creativity

g. Double-sided magnetic portable dry erase whiteboards 24 x 36 inches for

brain-storming and critical thinking.

Technology ipad initiative enables:

1. Teachers as facilitators to active learners

2. Student centered learning

3. Collaborative group projects and work spaces

4. Multitasking and bridging content knowledge

5. Culturally relevant pedagogy

6. Assessment trackers

7. Adjusted curriculum content and reading level

Technology resources enable:

1. Students to work in virtual classrooms and post to discussion boards

2. Work in collaboration using Google Docs

3. Meet face to face or chat using Google hangouts

4. Develop hands-on experience with 21st century technology resources

5. Develop creative works such as movies, animations, slide show presentations, and

infographics

6. Develop critical thinking skills from the revolution of multitasking

7. Become responsible digital citizens

8. Develop professional communication skills

9. Develop interpersonal skills and digital interpretive skills

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Evaluation Measures (Include Job Titles of Persons Responsible)

Technology integration into the curriculum pedagogy is not implemented for technologys sake,

it is used as a learning tool to enhance higher order thinking. Thus the evaluation measure for

learning are still bound by state and government standards.

Teachers:

1. Inspire student learning and creativity

a. Promote, support and model creative and innovative thinking

b. Engage students in exploring real world issues and solving authentic

problems

2. Design and develop digital age learning experiences and assessments with IT Staff

a. Adapt to relevant learning experiences

b. Develop technology enriched learning

c. Customize and personalize learning activities

3. Model digital age work and learning

a. Demonstrate fluency

b. Collaborate with students, peers, parents and community

4. Promote and model digital citizenship and responsibility

a. Teach safe and legal ethical use of digital information

b. Address diverse needs of all learners

c. Teach digital etiquette

d. Model cultural understanding

5. Engage in professional growth and leadership

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a. Professional Learning Network

b. Technology infusion

c. Cultural infusion

d. Self-renewal and best-practices

Administrators

1. Visionary leadership

a. A shared vision among stakeholders

2. Excellence in professional practice

a. Resources

b. Technology

c. Communication

d. Collaboration

e. Research and development

3. Digital age learning culture

a. Instructional innovation

b. Effective technology use in curriculum

c. Create learner-centered environment

4. Systematic improvement

a. Maximize academic achievement

b. Analyze data and interpret results

c. Recruit qualified staff

d. Leverage strategic partnerships

e. Maintain infrastructure
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5. Digital citizenship

a. Access to digital tools

b. Create policies for safety, legality and ethical standards

c. Promote social interactions

d. Differentiate for relevant cultural awareness

SMART Goal #2

Related to: Student Learning Outcomes and the Use of Specific Devices
To use the IPAD as a 1:1 device in every district classroom in order to have a compatible device

to use for online standardized testing and increasing student learning and comprehension of all

subjects as measured by improvement on annual standardized assessments by no less than 5% in

the 2017-2018 school year.

Strategies to Support Goal #2

State 2-3 Strategies to Support Goal 2.

1. Support Strategy 1: At the beginning of the year, district teachers, key personnel, and

students will be issued IPADs for training and familiarization. Support staff will be

available for teachers that are not familiar with the device, and students will be able to

access varied instructional staff for troubleshooting initial implementation issues.

2. Support Strategy 2: Throughout the year, teachers will incorporate the IPAD in weekly

assignments through either online interaction or direct instruction, measuring the

effectiveness of the devices for both knowledge and comprehension of the subject matter.

Effective instructional techniques will be presented at inservice teacher trainings

throughout the year (i.e., once a month).

3. Support Strategy 3: At the end of the year, training for proctors of online standardized
COLLABORATIVE TECHNOLOGY PLAN 14

testing as well as practice exams using the IPADs will be completed. Familiarization,

ease of use, and comfort with the technology will allow students the maximum efficiency

and effectiveness on the end-of-year online standardized test.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or

Critical Thinking)

Identify the skills addressed and include a brief statement of how the acquisition prescribed in
the goal/strategies will enhance the identified skill(s).

The use of the IPAD in Lynchburg Regional School District will allow the four essential 21st

Century Learning Skills of collaboration, communication, creativity, and critical thinking to be

easily met. Through various applications on the IPADs students and teachers will be able to

communicate easily instructions, feedback, and collaborative projects. Communication is

enhanced with the availability of social networks, email, web 2.0 tools, and video conferencing.

Creativity is a hallmark of IPAD technology. Students will be unleashed to design both concepts

and presentations. Critical thinking is required as most IPADs will require system thinking and

problem solving skills to address problems in innovative and effective ways.

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

Sources from the LU Library Databases) 2-3 Paragraphs

The use of IPADs for Lynchburg Regional School District will increase students abilities

to effectively and efficiently function in a 21st century learning environment. Falloon (2014)

commends IPADs above other devices as an effective instructional tool for classroom settings.

Falloon (2014) continues that the IPAD schow particular benefit for collaboration and for

learning beyond the classroom. As students of Lynchburg Regional School District will be able

to retain these devices from home to school, the benefits of learning beyond the classroom are
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limitless. IPADs in combination with Web 2.0 applications such as Google Docs hold unique

promise for collaboration for teachers and students.

Aside from the use of importance of implementing the use of IPADs in the Lynchburg

Regional School District, the training of teachers for effective use will be critical. Liu,

Navarrete, Scordin, Kang, Ko, & Lim (2016) demonstrate the comfort level of the teacher

using the new technology in the classroom is directly related to the effectiveness of instruction

and reception for use in instruction. Their research indicates that time is needed for training,

hence the scheduled faculty inservice training times and that it is beneficial to focus on specific

applications for the IPAD (e.g., Google Docs) so that teachers and students are not having to

learn other applications. Additionally, training for the standardized testing application developed

by Virginia will available.

Expected Outcomes in Terms of Student Learning / Achievement

Lynchburg Regional School District will experience a 5% increase in all standardized test
scores.

Evaluation Measures (Include Job Titles of Persons Responsible)

Principals at the 7 elementary schools, 2 middle schools, and high school in the

Lynchburg Regional School District will be held responsible for demonstrating and

tracking technology integration in the classroom and improvement of standardized test

scores.

Teachers in all district classrooms are responsible for technology integration in all facets

of curriculum and instruction by the advisement and direction of the campus principal.

The District Level Technology Director (myself) will provide strategies and goals in

advisement in support of the district superintendent Dr. Albirght executive intent for

technological integration and will also provide direct support to the 10 principals within
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the district.

SMART Goal #3

Related to Connectedness / Interaction (Online [Social Media] & Face-To-FaceStudent-To-

Student; Student-To-Expert; Student-To-Teacher; Teacher-To-Teacher; Teacher-To-Expert; etc.
/ Public Relations

By integrating technology that supports learning and creates experiences that are meaningful and

ensures connectedness we will conduct surveys using the likert scale, which will be administered

to the teachers 3 times in the first year. The school will utilize the 1:1 Ipad initiative to engage

students in a way which unlocks their creativity, and allows them to discuss what they have

learned using social media interaction and collaborative online platforms for homework

assignments and projects. The outcome will be a 10% grade increase on standard report cards in

the first term. Teachers will also utilize ipads from the 1:1 ipad initiative to answer questions and

give students feedback via face-to-face interaction, as well as engage in a professional learning

community on the schools website with other teachers and experts in education for support and

tools to enhance their classroom experience. We expect to see a 10% increase in stakeholder

support and feedback within the first 150 days of the program. Feedback regarding the schools

new iPad initiative will be collected and analyzed by school administrators at the end of each

academic month to implement improvements and enhancements.

Strategies to Support Goal #3

1. Develop a social media platform on Facebook for students. The social media page must

contain:

a. School logo

b. Digital ethics policy

COLLABORATIVE TECHNOLOGY PLAN 17

c. Homework and Upcoming Project descriptions

d. Add Facebook widget to Ipad home screen

e. Limitations:

i. Wall posts only

ii. Private messages feature disabled

iii. Students can only join the their classrooms page

2. Teachers must provide an in-class training on how to use Skype and Google Hangouts

a. Students must set up Skype on their individual Ipads during the demonstration

b. Usernames must include class title

c. Add Skype widget to Ipad home screens

d. Ensure all students have a Google account specifically for educational purposes

e. Add Google Hangouts widget to Ipad home screens

f. Review digital citizenship/responsibility expectations

3. Each schools website manager must add a professional teacher community page to

their website

a. Password-protected

b. Assign usernames to teachers and experts

Rationale
The use of social media is becoming more adopted in education. According to Sheninger

(2014) there is a growing trend of students, teachers and stakeholders engaging in online spaces,

which are not only being used for updating purposes but for creating, communicating,

collaborating and discussing (p. 4). Sheninger (2014) also highlights that Facebook is a

mainstream social media site. Using Facebook as a communicative and engaging tool will
COLLABORATIVE TECHNOLOGY PLAN 18

increase student participation from students who otherwise may be too shy to speak out or ask

questions in a physical classroom environment. Google Hangouts is collaborative and an

efficient and convenient way for students to follow-up with other students. Implementing a

professional learning network for teachers is vital in increasing the quality of the school district

because in order for a school culture to evolve significantly there must be opportunities to learn

how to incorporate technology in the classroom. Westheimer (2008) stated, by attending to

teacher professional communities, we gain an understanding of the ways in which teachers

relationships structure their work and their lives in schools (p.2). According to Carmen and

Coggins (2013) using interfaces such as Skype simulates the face-to-face environment of a

traditional classroom while still allowing a student to participate at a distance.

Expected Outcomes in Terms of Student Learning / Achievement

1. Class participation is expected to increase due to students ability to discuss learning

topics in a non-traditional classroom environment

2. Student understanding of assignment expectations is expected to increase due to readily

available access to class assignments, requirements, and support from classmates and

teacher

3. Grades are expected to improve due to the use of Skype as a tool for students to receive

ample and clear feedback from Teachers on ways to alter their approaches or improve

content in their homework assignments.

4. Professional development and training is expected to improve due to utilizing the

professional teacher online community to collaborate and discuss ways to integrate

technology in the classroom, as well as receive mentorship from experts.

Evaluation Measures (Include Job Titles of Persons Responsible)

COLLABORATIVE TECHNOLOGY PLAN 19

Teachers:

1. Log Skype appointment times with students and send to Principal

2. Monitor, oversee and attend to student forums and discussion on Facebook

3. Log usage of Google Hangouts

4. Provide students with quick surveys regarding their satisfaction using online and virtual

environments

Principal:

1. Review teachers appointment times with students to ensure it does not exceed more than

15 minutes

2. Monitor, oversee activity on Facebook

3. Analyze results and implement improvements for ipad initiative once a month

4. School Website Manager:

5. Review the number of teachers that utilize the professional teacher online community

page

6. Evaluate what features are being used the most, and ways to improve the features used

the least

7. Log IT requests for any technical difficulties

Social Media Coordinator:

1. Analyze how often students are utilizing Facebook and send it to teachers and principal

2. Track the amount of discussion and activity is taking place on Facebook to evaluate its

effectiveness

Professional Development Plan for Each Goal / Strategy

1. Promote and Model Digital Citizenship and Responsibility by reviewing legal and ethical
COLLABORATIVE TECHNOLOGY PLAN 20

behavior expectations with students once a month

2. Provide funding for teachers to attend professional workshops to acquire knowledge on

local and worldwide issues and responsibilities in an ever-progressing digital culture

(Jensen, 2013)

3. Implement a Teacher-mentor system which gives teachers increased opportunities to

develop key values in the classroom as well as develop their own solid technological

attitudes in the classroom

Timeline for Implementation of Each Goal / Strategy

All the hardware will be updated and tested prior to students arriving on campus the first

day of school on August 29th. Software updates will be made by IT Support on a regular and as-

needed basis throughout the school year. Professional development training will begin in June

prior to the start of the school year and extent through December 10th. Educators are required to

complete 12 Professional development technology units which are 3 units each, on average. The

focus is on getting mobile, relevant technology into the hands of the learner with the intent on

training that student to utilize its features of increased critical thinking and creativity in

pedagogical outcomes, thus, getting a mobile device into the hands of each learner by September

10th is a critical and impartial deadline for the technology initiative success.

Goal Strategy Timeline

Infrastructure working IT support will speed test Prior to the School Year start
properly hardware to ensure it is and regular checks thereafter
functioning at optimal
performance

Professional Development Ensure teachers access to a June-September and

technology training variety to tools to choose December- February
COLLABORATIVE TECHNOLOGY PLAN 21

from

Social Networking for
Stakeholders and
Community Outreach
Build a Professional
Facebook Page for
stakeholders and
administrators to use to gather
timely and regular
information
Prior to the school start date,
all stakeholders will have
access because a statement of
information will be sent by
mail.
August 10th.

Use the Ipad to generate a Get mobile devices into the Every student has a device to
student body of critical hands of all students work with with by September
thinking, problem solving 21st
and creativity

Itemized Budget for Each Goal / Strategy

7,400 student 411 classrooms

Item Quantity Total Annual $

IT Staff Support 21 (salary, $39k-55k) -$1,155,000

Hardware classroom 415 @29.99 -$12,455.80

modems, cables etc.

ComCast Internet Provider 1 (subtract from total) +81,000

discount

Technology Grant 1 -417,176

E-Rate Discount 1 -70,025

Ipads 7400 (x$399.99) +54,760.

Classroom furniture @ 49.99 +$12,126.05

-mobile white boards (x32) @ 24.99
-mobile desktops (x300) @ 9.99
-ventilation fans (x33) @ 59.99
-throw carpets (x30)

Total $1,721,542.85

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

The Childrens Internet Protection Act (CIPA) requires that all schools certify that they have
COLLABORATIVE TECHNOLOGY PLAN 22

an internet safe policy. The internet policy must include extremely high technology protection

measures. In 2000, Congress enacted CIPA to highlight the many issues surrounding childrens

access to inappropriate content online. The CIPA prohibits children from accessing pornography,

pictures online that are harmful to minors, and pictures that are obscene. However, if schools

decide to adopt the CIPA policy they must give notice and have at least one public hearing to

address it (Sheninger, 2014).

E-rate is a federal program which provides discounts to eligible schools in order to afford

good internet telecommunications access. Schools that are more rural or are in poorer districts

can receive bigger discounts. The CIPA goes hand in hand with E-rate in that, Under CIPA,

discounts may not be administered to schools or libraries unless they certify that they are

enforcing a policy of Internet safety.

Childrens Online Privacy Protection Act.

The Childrens Online Privacy Protection Act requires that website operators and services

which collect information from children 13 years of age or younger must include a privacy

policy that verifies consent from a parent or guardian on the guidelines an operator uses to

protect children and their privacy safely online. The Childrens Online Privacy Protection Act

will impact our school district by adding a protective barrier that gives parents the assurance that

their child will be protected online.

Acceptable / Responsible Use Policies (AUPs / RUPs)

1. Must be within the school networks IP address range

2. Only accessible to students, teachers, school administrators, and parents
3. Takes reasonable measures to protect personal information in order to prevent misuse,
unauthorized access and loss (Minerva, 2013))Communications using, or data stored on,
this information system are not private, are subject to routine monitoring, interception,
COLLABORATIVE TECHNOLOGY PLAN 23

and search ("Acceptable Use Policy (AUP) - United States Army").

4. God has blessed us with a tremendous amount of technology resources. We must
continue to be good stewards of these resources. Students are responsible for good
behavior on computers and mobile devices, just as they are in the classroom. Access is a
privilege not a right.
5. God has blessed us with a tremendous amount of technology resources. We must
continue to be good stewards of these resources. Students are responsible for good
behavior on computers and mobile devices, just as they are in the classroom. Access is a
privilege not a right (Technology Responsible Use Policy (RUP) High School) and
can be revoked.

Infographic: Goal and the ISTE Standards for Students, Teachers, & Administrators
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COLLABORATIVE TECHNOLOGY PLAN 25

References

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Clifford , M. (2016, June 29). Learning environment: 20 things educators need to know about
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Gormley, C., Glynn, M., Brown, M., & Doyle, J. (2016). Mobile learning spaces for a mobile
generation: Redesigning the classroom. Paper presented at the 239-248. Retrieved from
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