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Running head: RHS: EDUCATIONAL TECHNOLOGY PLAN 1

DoDEA - Ramstein High School

Educational Technology Plan

2014-2019

EDUC 638

Spring 2014 Subterm B

Dr. Vonda Beavers

Liberty University

Table of Contents

RHS: EDUCATIONAL TECHNOLOGY PLAN 2

Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Mission, Vision, & Value Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Strengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Weaknesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Total Plan Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Children’s Internet and Protection Act (CIPA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Responsible Use Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

NETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

6

Logic Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24


Team Members

Mrs. Dell McDonalds, Superintendent

Mr. Gregory King, Principal

Mrs. Patricia Church, Assistant Principal

Mr. Daniel Domino, Assistant Principal

Mrs. Michelle Arby, Guidance Counselor

Mrs. Beth Bell, Educational Technologist

Mr. Tom Wok, Media Specialist

Mr. Johnny Rockets, Teacher PTA Co-Chair

Mrs. Tarra Starbucks, Teacher Technology Committee Chair

Mrs. Jacqueline Box, Teacher

Mrs. Tracy Silvers, Teacher

Mr. Bob Evans, Teacher

Mrs. Susan Applebee, Parent PTA Co-Chair

Mrs. Wendy Johns, Parent

Mr. Robin Hut, Parent


Mission

Technology Implementation and Planning Committee (TIPC) will ensure that all students at

Ramstein High School (RHS) are educated and engaged in the use of technology in order to

empower each student to succeed in a dynamic world.

Vision

TIPC will aim to incorporate the use of technology to prepare students to be independent

thinkers and life-long learners in order to reach high achievements as well as social and

environmental responsibilities.

Values

The TIPC will work towards developing a student-centered learning community that will allow

students to reach their full potential. The diversity of our students will be used as an asset to

encourage partnerships that will help develop academic, social and emotional well-being of the

students. The TIPC believes that by providing access and opportunities through Web 2.0 tools

that teachers will reach higher efficacy and students will become higher achievers. We are

dedicated to the development, design, and delivery of technology enabled learning experiences

that foster student satisfaction and success. TIPC also fosters a professional learning

environment for educators to be prepared to be high performers in the classroom.


Needs Assessment

The needs assessment is based off the survey conducted to the 65 teachers employed at RHS,

which can be found at: https://www.surveymonkey.com/s.aspx?

PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=xonfgEsgZrvq4a

%2bBgJnOSvMzL%2fYd262amVKSPaQXstM%3d (See Appendix A for screenshots of the

survey and Appendix B for results).

Strengths

RHS has several strengths when dealing with empowering their students to become life-

long learners. Educational technology at RHS is widely available. There are Computers on

Wheels (CoW's) in almost every classroom along with a SMARTBoard. Teachers have access to

laptops and desktops for personal use and wireless internet is readily available for teacher's use.

Some teachers have Elmo projection tools located within their classrooms. RHS has four

computer labs available for classes along with a media center located in the library. Four

classrooms are set up for technology courses such as video communication and web design. The

special education department has AlphaSmarts for note taking. A considerable amount of

teachers are trained in Microsoft Office and there is a good foundation of teachers who feel that

technology is important. Students are perceived as eager to learn with technology and some

classes already use Weebly as a safe and effective way for students and teachers to connect and

collaborate with other classes both in and outside of RHS. RHS has also utilized technology in

order to communicate with the community stakeholders through the use of weekly bulletins that

are mass emailed.

https://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=xonfgEsgZrvq4a%2BBgJnOSvMzL%2FYd262amVKSPaQXstM%3D




Weaknesses

Although there is a wealth of technology available for teachers to integrate into their

lessons, many instructors feel unequipped and poorly trained to make the most use of the

technology. Teachers identified the need for general training on integrating technology into their

lessons along with the desire to be trained on the use of Bring Your Own Device, BYOD. They

have also determined a need for training on the use of social media networks for instructional

purposes. Overall, the survey participants felt the truest statement about technology is “I am not

trained properly to use technology in my classroom.” This lack of training can in turn mean that

students are not encouraged or engaged in the use of technology for educational purposes. In

addition, due to the military community this particular school is located in, a weakness could be

lack of diverse technology teachers incorporate. Many times military children are combined into

a single group and not looked at by their other various characteristics.

Opportunities

There are many opportunities for the use of technology in the classroom; it is simply a

matter of making the most of professional development and training. During the school year,

there are several continuous school improvement, CSI, days available for training. The

technology committee also meets monthly and offers to help plan technology training sessions.

These training sessions can be for fellow faculty members, administration, or the student

population.

In addition, many of the instructors use their Weebly pages quite often. This can be a

great way to allow networking after training and encourage even more integration of technology

in the classroom. The Weebly pages give absent students the opportunities to find their missing

work as well as be able to differentiate their own learning based on the course topics. However,


like much of the technology available, teachers need to utilize their Weebly’s properly. With the

effective implementation of technology training on CSI days, the teachers will be able to create a

learning environment that fosters the development of 21st century skills. This will lead to

students becoming independent thinkers and be able to use technology both inside and outside of

school for reaching their full potential.

Threats

As with many schools and districts, the current budget doesn’t allow for much more

technology in the classrooms. Being a school of the Department of Defense means that funds

used for the school are linked to those associated with the military. When funding for the

military is cut or bases are closed overseas, this affects RHS. Thankfully, the school is already

equipped with some great technology that can be utilized.

The teachers, however, lack the proper training to incorporate technology into their

lessons. Much of the technology is not being used to its full potential, or even worse, unused.

Lack of suitable training leaves the instructors unsure on how to implement technology

effectively into their lessons. This can also lead to the issue of teacher motivation. Though

training can relieve some of the frustrations that can be associated with using technology in the

classroom, it is up to the teachers themselves to want to utilize technology to improve their

learning environment.

In addition, another threat is student behavior. This can impede the use of technology in

the classroom. Once teachers are properly trained, they will then in turn be able to train their

students on the uses of educational technology. When students are unaware of the benefits or

lack the knowledge to utilize the tools given, behavior problems can start to surface. This can


threaten the implementation of the technology already available as well as stunt the progression

of incorporating new ideas such as BYOD into the school.

Goals

Goal 1

Starting March 1, 2014, in order to prepare teachers to be high performers in the

classroom, TIPC will provide those educators with a monthly training in SMARTBoard

technology while facilitating a best practices plan concerning the use of CoWs by teachers.

Training will be provided specific to teacher’s level of competency and competency levels will

increase 75% by June, 2015. Program needs will be reevaluated in August, 2015.

Goal 2

By August 11, 2014, TIPC will create and plan 5 technology integration lessons for use

of professional development. Topics for the lessons will include (but not limited to) the use of

SMARTBoards, PowerPoint/visual media, and BYOD tips. These lessons will be implemented

in both beginning of the year training and CSI days throughout the school year. Teachers should

be proficient in four of the five lessons.

Goal 3

Starting August 11, 2014, TIPC will implement a beginning of school year staff training

based on the needs of the school and staff requests in order to stress the benefits of using the

available school-wide technology in the classroom that will increase staff acceptance of

technology by at least 85% by June 14, 2019.

Goal 4

By June 13 2014, TIPC will ensure that an online community has been set up using an

online forum EDU 2.0 for the staff to collaborate and share ideas on new technology, technology


use, implementation, and issues. All teachers will participate in monthly discussion forums with

a minimum of 6 posts or replies.

Goal 5

By January 1, 2018, TIPC will integrate BYOD into the 5 year technology plan, with a

BYOD implementation date no later than August 11, 2019. Budgeting, teacher-training, and

configuring a BYOD-friendly Wi-Fi network will all need to be included in the plan. Other

documents, such as a technology-use agreement policy (lists expectations and consequences for

student technology use) will need to be drafted and approved by January 1, 2018.

Strategies

Goal 1

1. By May 1, 2014, TIPC will appoint a technology specialist from TIPC to develop and

employ assessment metric to determine individual teacher's SMARTBoard training needs.

2. Based on individual assessment results, TIPC will map out a schedule for conducting

SMARTBoard training (functionality and use) to be completed by June 1, 2015.

3. By May 1, 2014, TIPC will use same assessment metric for SMARTBoard training to

determine teacher's training needs in CoW's.

4. Once assessment is complete, TIPC will determine a schedule for monthly training on

CoW's by June 1, 2015.

5. By August 1, 2015, reassessment will be conducted by TIPC to determine actual versus goal

and will modify and adjust monthly training accordingly beginning September 1, 2015.

Goal 2

1. In January of 2014, the TIPC conducted a brief survey to determine the lowest common

denominator of what technology is being implemented in the classroom.


2. From the survey, the TIPC will decide on five topics that all (or most) instructors should

be trained on by May 1, 2015. These topics include the use of SMARTBoards,

PowerPoint, Prezi, IT “Quick-Fixes,” and how to use social media in the classroom.

3. With the list of topics complete, the TIPC will plan out the CSI tech training times for the

whole year. This schedule should be completed by August 2, 2014.

4. The TIPC will nominate different staff members to be the teacher for the specific CSI

tech training times by August 11, 2014.

5. Teacher proficiency will be assessed by the implementation of each lesson topic within a

month of the CSI lesson date.

Goal 3

1. The TIPC will work closely, through the use of email communication as well as during

school meetings, with the stakeholders of the school such as the district office,

administrators, and teachers in order to obtain a complete list of the types of technology

already available for teachers to utilize by August 1, 2014.

2. The TIPC will base the types of activities incorporated in the staff training will be

researched based including the best practices of engaging and educate faculty members to

order to increase buy in by June 14, 2019.

3. The TIPC will design a survey to assess teacher buy in of technology given at the end of

each school year in order to see if there is an increase by June 14, 2019.

4. During the training on August 11, 2014, the technology community will identify

individuals who are “experts” in the various technology tools in order to provide support

for faculty throughout the school year.


5. The TIPC will also identify those staff members that might need more help or

encouragements in order to better assist them with successful technology implementation

throughout the school years 2014-2019.

Goal 4

1. The TIPC will create an online EDU 2.0 learning community by June 13, 2014.

2. The TIPC will create the EDU 2.0 site and create a flipped professional development

video in order to instruct staff members how to sign up and start their process that will be

ready to view by May 28, 2014.

3. The TIPC will identify members of the faculty that are available in order to assist with

troubleshooting any complications by August 31, 2014.

4. The TIPC will send reminders to staff on a biweekly basis reminding them of the

requirements of monthly participation in EDU 2.0 throughout the school years 2014-

2019.

5. The TIPC will also participate in the forum regularly in order to boost the learning

environment throughout the school years 2014-2019.

Goal 5

1. The TIPC will include BYOD in their monthly meetings to determining needs and plan

the implementation timeline starting in August 2015.

2. The TIPC will meet with at least 2 technology companies to determine network load and

submit budget of upgrades in proposal by June 16, 2018.

3. The TIPC will finalize the BYOD implementation plan by January 1, 2019.

4. The TIPC will finalize technology-use agreement policy by January 1, 2018.


5. The TIPC will hold two meetings with parents in the 2018-2019 school year to layout

expectations and guidelines for students in regards to BYOD being implemented in

August 2019.

6. The TIPC will hold training in August of 2019 to help teachers understand best practices

of BYOD in their classrooms.

Total Budget Plan

TIPC will be working closely with the district office as well as the administration to

receive funding for the various technologies needed to enhance the learning environment at RHS.

SMARTBoards, CoWs, and internet access have already been provided into the classrooms for

immediate use and due to this the initial cost for these items will not be included in this plan.

These tools will be directly used to accomplish goals 1, 2, and 3 and will require a maintenance

fee. The maintenance cost for SMARTBoards is approximately $20,000/year ($100,000 for 5

years). This cost covers replacement features such as bulbs at approximately $400 each, markers

at approximately $20 each, and batteries at approximately $30 per 20 pack (Smart Technologies,

2006; Greenberg, 2011). This cost also covers general maintenance of the technology averaged

at about $1,215 per device over a five year span (Greenberg, 2011). In addition, there is a

licensing cost for the SMARTBoard notebook software installed on the computer. The average

cost per year for all RHS SMARTBoards will be $3,757 (PEPPM, 2013). CoWs contain

approximately 16 laptops and are located in all 65 classrooms. The price to maintain laptops

varies depending on the damage endured. The average price of repairs per student is $10/year

(Morrigen, 2011). RHS has around 1,000 students. Therefore, during a year span it would cost

approximately $10,000 to repair computers. However, though this might be the cost to fix the

broken part or replacement of a cable the labor cost must also be taken into consideration. RHS


has a technical support team and a portion of their salary is for fixing these computers.

Therefore, $55,000/year has also been added to the budget for this job position (DoDEA, 2013-

2014). Finally, having wireless internet capabilities is a requirement of this technology plan. All

classrooms are equipped with the ability to pick up the already existing wireless signal.

However, the maintenance cost for the next five years to keep this network up and running is

approximately $10,500 per year as based on German internet prices.

There are also several other technologies that will be introduced to RHS throughout the

next five years. One of them is EDU 2.0. This technological tool will be implemented into RHS

through this plan to satisfy goal 4. The startup cost will be $252 and includes maintenance and

troubleshooting. Therefore, this technology will total $1,260 for a five year period (EDU 2.0,

2014).

Another budget item is the stipend for those instructors that will provide training on CSI

days. Every year, the TIPC will select five topics of using technology in the classroom from

either a survey or observation. Each topic will be scheduled and an instructor will be asked to

lead the professional development session for all instructors at the school. $2,000 per year

would go towards a $400 stipend for each training session’s instructor. This is meant to motivate

the instructor, as well as show that the school is very interested in quality professional

development for its teachers.

BYOD deals with goal 5 of this technology plan and requires both start-up and

maintenance costs. The goal is to implement the BYOD network by August of 2019, and while

that is a few years off, the estimated startup costs could be around $300,000 to $400,000 and

yearly maintenance fees are estimated around $20,000 to $30,000. Much of the startup costs will

be to upgrade the current network and boost wireless signals to support the demands of BYOD in


every classroom. The TIPC will be meeting with at least two technology companies and will

select one to carry out the BYOD implementation on the technological side (See Appendix C).

CIPA

The Children’s Internet Protection Act also known as CIPA was established in 2001 and

is defined as the guidelines set forth by Congress in order to protect children from “obscene or

harmful content over the internet” (FCC, 2014, p. 1). RHS is a DoDEA school in which the

government already monitors the computers for appropriate behaviors among staff and students

and this practice will continue through the five year technology plan. In addition, filtering and

firewall protection will be maintained among the school computers to ensure only suitable

content is getting through. This will be the responsibility of the technology staff as well as the

government. Though the technology plan for RHS is designed mainly for the growth and

professional development of technology with the staff members this will also affect the students

as well. As the faculty feels more comfortable and confident implementing technology into their

lessons the students will in turn use technology more frequently. Therefore, RHS will ensure

that all teachers closely monitor their student’s use of laptops during the 2014-2019 school years

as well as strictly observe the BYOD devices in the 2019 school year. Teachers will also need to

be aware of digital netiquette practices in order to ensure that the guidelines of CIPA are being

met. Lastly, RHS’s technology staff will schedule a meeting with library personnel,

administration, teachers, and district representatives to discuss the guidelines and policies. This

meeting is a requirement of CIPA that allows the school to apply for E-rate funding (FCC, 2014).

The E-rate program is a name used for the schools and libraries universal service support

program. This permits schools to obtain funding for educational technology without the hassle

of applying for multiple grants (NCLB, 2008). E-rate can give schools a discount of 20-90%


based on their qualifications (FCC, 2014). However, no school will qualify without abiding by

the guidelines of CIPA (FCC, 2014).

RUP

It is understood that the possession and usage of technology on school property is a right

not a privilege. Ramstein High School reserves the right to track all interactions, behaviors, and

correspondences that take place on school’s technology devices or that take place on the internet.

Students and teachers will have a limited expectation of privacy when using their own personal

devices with the understanding that such usage does not violate the law or the rights of others.

This will be monitored through the district office by the allocated government program used for

the Department of Defense when the devices are connected to the school’s wireless internet.

This program is not specified to the public. In addition, teachers will consistently walk around

and look at the screens of the students while in the classroom to ensure on task behaviors.

Violation of the responsible use of school technologies may cause use of technology privilege to

be revoked. Use of all technologies relating to school owed technologies and its corresponding

internet connect will be limited to educational purposes/functions. Educational purposes include,

but are not limited to: homework, classroom functions, professional development, and

communication with outside experts. At no time will technology be used for the purposes of

ridiculing, demeaning, or otherwise bullying teachers, students, or anyone associated with the

school. All users of technology including staff, students and contractors will be expected to act

appropriately with technology usage. It is the responsibility of the user of technology to contact

school administrators or the IT department to clarify usage guidelines when questions about such

usage exist. Technology may not be used to access social networking sites, or for the purposes of

plagiarizing other’s work. At no time will the commercial use of school technology be permitted


including using school technology to barter, sell, or purchase any services or products. Staff or

students involved in fundraising campaigns for events sponsored by the school must obtain

permission from administrator or equivalent authority before using technology services to solicit

funds (See Appendix D).

NETS

The national education technology standards (NETS) are designed for both students and

teachers. This particular 5 year plan focuses mainly on standards 3 and 5 for teachers and

standard 6 for students. In standard 3, educators are working towards becoming knowledgeable

models of technology through communication, collaboration and modeling. The goals 1, 4 and 5

stress the importance of this by teachers participating in monthly trainings, the online

collaboration community EDU 2.0, and learning how to implement BYOD. Standard 5 deals

with the professional development of teachers and is shown specifically in goals 2 and 3.

Though not specified, standards 1, 2, and 4 will also be seen throughout the 5 year plan upon

implementation of the learned technology. As teachers start to understand what technology is

available and how to use it properly in their lessons, they will be able to facilitate and inspire

student learning and creativity (standard 1), design and develop digital age learning experiences

and assessments (standard 2), and promote and model digital citizenship and responsibility

(standard 4) (NETS-T, 2000). Standard 6 applies to all the goals set forth by this technology

plan. The students are asked to learn, use, apply, and troubleshoot the technologies being

implemented by their teachers. The same will apply for the other technology standards for

students. As technology becomes more prominent in the classroom they will learn how to use

technology to be creative and innovative (standard 1), communicate and collaborate (standard 2),

research information (standard 3), make decisions, think critically, solve problems (standard 4),


and be successful digital citizens (standard 5) (NETS-S, 2007). All the NET standards will be

used a guide at RHS in order to maintain proper technology integration into the educational

system throughout the next five years.

Logic Model

The logic model is available in a separate document. See EDUC698_GoalMatrix_Team1.


Resources

Advancing digital age teaching. (n.d.). ISTE-NETS-T. Retrieved January 22, 2014, from

www.iste.org/standards/nets-for-teachers.

Centerville-Abington Community School Corporation. 2014. Student Technology Responsible

Use Policy. Retrieved from www.centerville.k12.in.us.

Christian Academy School System. 2014. Technology Responsible Use Policy (RUP) - High

School. Retrieved from www.caschools.us/Websites/caschools/files/Content/2470329/

student_responsible_use_9-12.pdf.

CIPA. 2014. In FCC.gov. Retrieved February 17, 2014, from

http://www.fcc.gov/guides/childrens-internet-protection-act

Department of Defense Education. (2013). Fiscal year 2013 budget estimates . Retrieved from

http://comptroller.defense.gov/Portals/45/Documents/defbudget/fy2013/

budget_justification/pdfs/01_Operation_and_Maintenance/O_M_VOL_1_PARTS/

O_M_VOL_1_BASE_PARTS/DoDDE_OP-5.pdf

Department of Defense Education. (2014). Fiscal year 2014 budget estimates . Retrieved from

http://comptroller.defense.gov/Portals/45/Documents/defbudget/fy2014/

budget_justification/pdf/01_Operation_and_Maintenance/O_M_VOL_1_PART_1/

DoDDE_OP-5.pdf

DoDEA. (2014). Student Guidelines for Laptops. Retrieved from

www.alco-hs.eu.dodea.edu/STUDENT%20GUIDELINES%20FOR%20LAPTOPS.pdf.

E-RATE. 2014. In FCC.gov. Retrieved February 17, 2014, from

http://www.fcc.gov/encyclopedia/e-rate-schools-libraries-usf-program

Greenberg, D. S. (2011). Smart boards - worth the cost?. Retrieved from


http://www.davidgreenberg.org/2011/01/20/smart-boards-worth-the-cost/

Morrigan, E. (2011, December 8). Laptop repair costs strain one-to-one school districts - see

more at: http://www.educationnews.org/technology/laptop-repair-costs

-strain-one-to-one-school-districts/

NETS for students 2007. (2007). ISTE-NETS-S. Retrieved January 22, 2014, from

http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2.

NETS for teachers 2000. (2000). ISTE-NETS-T. Retrieved January 22, 2014, from

http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2.

No Child Left Behind Act of 2001, 20 U.S.C. 6319 (2008).

PEPPM. (2013). Pricelist template form. Retrieved from

http://www.peppm.org/Products/smarttechnologies/price.pdf

Saint Gertrude High School. (2014). SGHS Responsible Use Policy. Retrieved from

http://www.saintgertrude.org/podium/default.aspx?t=108053

Smart Technologies. (2006). Evaluating total cost of ownership for smart board™ interactive

whiteboards. Retrieved from http://downloads01.smarttech.com/media/research/

whitepapers/tcowhitepaper.pdf


Appendix A

Screenshots of the needs assessment survey located on surveymonkey.com.


Appendix B

The following are the most popular answers based off of the results of the needs assessment

survey taken by the 65 teachers at RHS.

1. somewhat uncomfortable

2. true

3. I am not trained properly to use technology in my classroom.

4. A few times

5. Somewhat important

6. Weebly, Microsoft Office

7. Microsoft Office, SmartBoard

8. Laptops

9. 1, AlphaSmart

10. Yes, technology is important to engage students and prepare them for the future

11. Yes available but not used.

12. Laptops, BYOD, and Social Networking

13. Student engagement

14. motivation, budget, student behavior, training

15. Tablets and google glasses


Appendix C

Itemized budget for all goals above, including start up, first and five year maintenance costs.

Technology Start Up Cost Maintenance Cost(1 year)

Maintenance Cost(5 years)

Smart Boards $0.00 $20,000.00 $100,000.00

CoWs $0.00 $65,000.00 $325,000.00

EDU 2.0 $252.00 $252.00 $1,260.00

BYOD $400,000.00 $30,000.00 $150,000.00

Professional Development Stipend $0.00 $2,000.00 $10,000.00

Totals $400,252.00 $117,252.00 $586,260.00


Appendix D

Below is a copy of the Responsible Use Policy of Ramstein High School, as well as the contract

that students, parents, teachers, administration, and media specialist sign (Centerville-Abington,

2014; Christian Academy, 2014; DoDEA, 2014; Saint Gertrude, 2014; NETS-S, 2007).

RESPONSIBLE USE POLICY – RHS

RHS feels that technology use in the classroom is an important aspect of the learning environment. However, this privilege must be treated with respect. Please review the following responsible and irresponsible practices of technology use here at our school. Then sign the attached sheet agreeing to the proper use of technology.

Responsible Use:· Use technology to be creative or innovative· Communicate or collaborate with teachers or peers· Use school technology for general instruction and for research purposes· Think critically, solve problems, and make decisions using technology· Being a good digital citizen· Show an understanding of the use of technology· Create secure passwords· Only use social media and websites for educational purposesIrresponsible Use:· Obscene materials may not be viewed or sent· Install unauthorized programs· Bypass the web filtering system or network security firewalls· Hack into other individuals files or programs· Copy software purchased by the school for personal use· Damage any school technology· Remove any technology purchased by the school without proper authority· Use technology to cyber-bully or harass other individuals· Connect to the school internet network without permission· Overusing the bandwidth available· Sharing private information such as your password with others· Stealing or using other individuals devices without permission· Plagiarize work or information· Using technology to solicit funds without permission· Using the RHS logo for any reason without permission

Violation of the responsible use policy will result in the privilege of technology use at RHS to be revoked. This can greatly impact the learning environment for the student in a negative way. Think before you make decisions.


RESPONSIBLE USE POLICY – RHS (cont’d)

I have read and understand the Responsible Use Policy of Ramstein High School, and acknowledge that my use of technology and digital media at RHS is a privilege and not a right. If, at any time, I am in violation of this document, I understand that my access to technology at RHS will be limited or completely blocked.

Student Name ____________________________________ Grade ___________

Student’s Signature

____________________________________________ _______________Name Date

Parent/Guardian Signature

____________________________________________ _______________Name Date

Homeroom Teacher Signature

____________________________________________ _______________Name Date

Administrator’s Signature

____________________________________________ _______________Name Date

Media Specialist Signature

____________________________________________ _______________Name Date