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Running head: COLLABORATIVE TECHNOLOGY PLAN 1

Collaborative Technology Plan

Yasmine Bell – Flemons, Harrison Boltin, Marcus Bradley, Roger Gray,

Amy Griggs, and Ruth Joiner

EDUC 638

Liberty University

Dr. David Holder

May 09, 2017


Collaborative Technology Plan

Mission Statement

Fairview School District utilizes current technology to enhance the educational

experience for students at all grade levels by developing critical thinking and problem-solving

skills through project-based learning. We will ensure students’ learning and communication by

promoting innovative, creative, and collaborative lessons through up-to-date technology.

Vision Statement

Fairview School District holds fast to the traditional goals of education, but strives to

enhance the students’ learning experiences using state-of-the-art technology. It will not only

enhance their learning experience, but will also improve communication, help make instruction

more efficient and effective, and help develop life skills that are critical to their success. For

teachers and administrators, they too will become more efficient with the use of technology and

have more time to focus on the education and success of the students.

Value Statement

● We will provide a learning environment that allows our students to learn the skills they

need for the 21st Century by utilizing state-of-the-art technology.

● We believe that utilizing technology in the classroom leads to greater student

achievement and better communication with parents and families.

● We believe that the use of technology enables teachers and staff to reach more students

educationally.

● We believe that the use of technology enables the teachers to become greater facilitators

of learning.


● We believe that technology will increase student active participation independently and

in groups

Smart Goal #1

For Fairview School District, Goal 1 in the upcoming 2017-18 school year is to begin

the implementation of 1:1 Chromebook availability and use for all students. Providing school

devices for all students will ensure equity in technology for all and will enable the district to

maintain control of software being used as well as content access through district filters. This

implementation will be rolled out in three phases over a three-year period. Phase 1 will first

focus on upgrading the district’s broadband and Wi-Fi capabilities while providing shared access

of Chromebook for all grade levels and subject areas in the district’s elementary schools, middle

schools, and high school. Phase 2 will increase the availability of systems to students as well as

continuing to enhance the district’s broadband and Wi-Fi capacity. In Phase 3, 1:1 Chromebook

access for all students will be completed as well as final upgrades to the district’s broadband and

Wi-Fi systems.

Implementation of the Fairview Technology Planning Committee’s program rollout will

begin in August 2017 and final phase rollout will be completed by August 2020.

Strategies to Support Smart Goal #1

Year 1

A chrome cart with a class set of Chromebook for each elementary grade level to share in

each school. Middle schools receive 2 chrome carts to share and all incoming 6th graders

receive individual devices in middle schools. The high school receives 3 chrome carts to share.

All incoming 9th graders and new 10th graders receive individual devices. During this phase of

implementation, teachers will have access to shared devices in all grade levels and content areas

throughout the district. Utilizing this access, they will begin to collaborate to use the technology


to create collaborative learning opportunities for students using resources such as Storia for

primary grades and Google Docs within the Google suite for intermediate grades, middle schools

and high schools. They will also utilize the features designed in the program to communicate

with students within their documents and become familiar with the tools available in Google

classroom to distribute information and make resource material available.

Libraries and common areas in all schools will be upgraded with paint for all and new

furnishings as needed. Design layouts will be modified to begin transition to more flexible

seating options.

Phase 1 of Wi-Fi upgrades and fiber optic installations will be completed.

Year 2

A second chrome cart with a class set of Chromebooks for each elementary grade level to

share. All incoming 6th graders receive individual devices in middle schools. All incoming 9th

graders receive individual devices in the high school. During this phase, availability of devices

will increase as the need for access increases. Teachers in all grade levels and content areas will

continue to develop curriculum that is based on the new technology available and will continue

to collaborate to build on the successes from year one. Training will begin for the coming of full

implementation of the use of the classroom management system, Google Classroom in year

three.

Phase 2 of Wi-Fi upgrades and fiber optic installation will be completed.

Year 3 - final phase

Additional Chromebooks so that all elementary classes have a class set. All incoming 6th

graders receive individual devices at the middle schools. All incoming 9th graders receive

individual devices at the high school. In this final phase of implementation, all students will


have access to a district provided Chromebook. Using the Google suite of programs and Google

classroom, teachers will utilize the technology on a larger scale to communicate with students

regarding assignments, feedback, and collaborative work. Teachers will have experience in

curriculum development and use of the technology resources available and will use the devices

in daily classroom work on an ongoing basis as appropriate in all grade levels. For instance, all

grade levels will utilize reading programs such as i-Ready and Reading Plus to supplement

language arts instruction. Primary grades will continue to utilize programs such as Storia and

websites such as StoryWorks in addition to math and science sites. Intermediate grades through

high school will continue to utilize collaborative assignments and independent project

development through higher level use of the Google suite of programs and their tools.

Final phase of Wi-Fi upgrades and fiber optic installations.

Ongoing after implementation, all schools will have personal devices for each

student and devices replaced after four years of use.

Media Specialists will house and manage chrome carts for shared use.

Completion of district server upgrades for sufficient capacity to handle volume of

devices online in each phase. Wi-Fi with sufficient bandwidth for all schools.

Wi-Fi router in each classroom with sufficient bandwidth from the district

through fiber optic installation.

Use of Google suite of programs for all district applications and correspondence.

21st Century Learning Skills Addressed

Collaboration - This allows to teachers to collaborate with students, students with students, and

teachers with other teachers/administration through the sharing of information via the Google


suite. This fosters a close-knit distance learning environments by allowing participants to

instantaneously communicate in an easy to access setting. With this part of the implementation

also, media specialist will need to be in constant communication and collaboration with other

schools and the faculty at their school.

Communication - The students will now be enabled to communicate more efficiently with

teachers and classmates using the Chromebook. This will also allow teachers to place more

responsibility on the students when it comes to communicating and gaining information (i.e.

emailing teachers for missing work, sharing work with other student, etc.).

Creativity - This allows the teachers to jump out of the norms of the classroom by using the

Chromebooks to take virtual field trips, complete assignments such as creating virtual comic

strips, creating videos, etc. about topics in class.

Critical Thinking - This implementation plan allows teachers to give students more ability to

research their own answers to questions they may have.

Rationale Including Research to Support Goal #1 and Strategies

The availability of one-to-one technology devices within Fairview School District will

enable students to begin learning to effectively use the technology available and how to interact

collaboratively online beginning in the primary grades. Students in intermediate grades and

beyond will be able to effectively learn to work on collaborative projects that utilize problem

solving pedagogies to develop higher order thinking (Lindsay, 2016). Using this technology,

they will be empowered in collaborating both inside and outside of the classroom as well as

communicating and receiving feedback from instructors and peers (Lindsay, 2016).

When implementing one-to-one or other technology within a school, using the school

media specials (librarian) can have many advantages. They can be a direct support for teachers


and students in developing and working in a blended learning environment. Also, in their role,

they are exposed to the curriculum throughout the building and district and can help to facilitate

the alignment of technology and curriculum in many ways that will assist both teachers and

students (Kuzo, 2015).

Expected Outcomes in Terms of Student Learning / Achievement

The expected outcome from this goal is that the district will transition smoothly to a 1:1

Chromebook environment throughout 3 years. This is specifically done by providing every

elementary classroom with an in class set of Chromebooks and all middle and high school

students with personal devices that are used inside and outside of the classroom. This will allow

teachers to extend their classroom beyond the four walls via virtual field trips, distance learning

projects, etc. This will also strengthen the communication throughout the district from students,

teachers, other faculty, and administration.

Evaluation Measures (Include Job Titles of Persons Responsible)

The Designated Media Specialist will provide a layout of expectations for the school’s use of the

Google Chromebook, and the Google Chrome carts. Each of the ten School Principals will set up

an evaluative tool that assesses how the Google Chromebook’s are handled once they arrive at

the schools. The DMT will ask the Principal to see assessment, and report the initial assessment

back to the Educational Technology Committee. This assessment will entail the following:

● How many Google Chromebook’s have been issued

● What maintenance system for the Google Chromebook has been put in place by the

school

● Technological issues with Chromebooks

● Number of students who have not received Chromebooks


Once every quarter, the DMT will inspect each school’s continuity and compliance of their own

policy for the care and use of the Google Chromebook’s. The Community Business Leader and

the District Financial Officer will be responsible for assessing the variable costs associated with

operating the Google Chromebook’s within each school. A quarterly budget assessment will be

reported to the committee, and any adjustments will be made now. Additional expenses,

defective devices, and potential replacements should be reported to the District Financial Officer.

At which time, the DFO will take immediate action to send a replacement, pending the approval

of the committee. The Principal and the Teacher Representative will write a “Justification

Memo” to the DFO that provides details of the defective device, and if it was damaged

intentional or unintentional.

SMART Goal #2

Goal two will include the initiation of staff/teacher training on the use of the Google

Chromebooks. The goal will be to ensure that everyone who has authorization to use these

devices will know how to maintain them, ensure total competency of the devices functionality,

and understand the intended uses for the both inside and outside of the classroom.

For Educators:

Educators will learn to how to operate the Google Chromebooks, ensuring they understand

varying methods to use this device in the classroom. Instructors will be trained on the

educational features of the device, and how to monitor student comprehension and progression

using the devices.

For Students:

Students will be trained by their teachers to use the Google Chromebooks in the classroom. The

teacher will be required to instruct the students on which applications, education programs, and


research methods will be used in the classroom.

The intention of using these devices in the classroom is to increase the education comprehension

of course materials while using the Google Chromebooks. Our goal is to enhance the student

learning environment, increasing accountability of student technological awareness, improving

student intrinsic motivation to use technological devices to improve learning, and to ensure

100% User Training and Compliance all students & staff using Google Chromebooks.

Classroom Uses for the Google Chromebook:● Elementary school students will use the device to play interactive games that promote

specific content for specific lessons● Educators may rent books for their classroom using the Play for Education Store● Pending school approval, educators may use the classroom learning management system

○ This will allow teachers to grade papers quickly, view current progress on student essays and class projects,

● Teachers may plan lessons using the Google Chromebooks to promote a collaborative learning environment

● Students will be able to use the Google Chromebooks to create study groups using Google Hangouts

○ Educators can monitor group progress and cooperation● Educators may invite guest speakers to speak on subject matter● The Google Chromebook may only be used to incorporate interactive programs that

enhance student learning

The intention of using these devices in the classroom is to increase the education

comprehension of course materials while using the Google Chromebooks. Our goal is to enhance

the student learning environment, increasing accountability of student technological awareness,

improving student intrinsic motivation to use technological devices to improve learning, and to

ensure 100% User Training and Compliance all students & staff using Google Chromebooks.

Strategies to Support Goal #2

Year 1 – Designate Media Trainer Specialist’s (DMT) for oversight of initial teacher/staff


training on devices for all ten schools. Once the Designated Media Trainers have been selected,

the trainers would then meet to discuss an appropriate unified training module for the school

district. After this module is approved by the Committee Members, the DMT will provide

appropriate training to pre-selected members in the schools. One for Elementary School, Middle

School, and one for High School.

- Training Process:

- DMT’s train the Teacher Representatives on how to use the Chromebooks and

Chrome carts.

- DMT’s will provide training that shows the many ways the Google Chromebooks

can enhance the classroom settings, which show instructors how their students

may benefit from using the Chromebooks.

- Teacher Representatives train the staff members.

- Staff trains the students.

- Students show competency through assessment given by DMT Specialist:

- DMT Specialist will make a simple, yet easy compliance assessment for all devices for

staff and students.

- Teacher Representative will assess staff members every quarter.

- Staff will use daily measures to assess student competency on an “as needed” basis.

- Students will learn to use the Google Chromebook through operational illustration given

by teachers, basic functionality of the device, and expected outcomes per lesson which

utilizes the Google Chromebooks.

- Students will learn the expectations of the school district when using the device and care

for the product.


- Using the Chromebook, Students will learn to:

- Operate the Chromebook’s hardware.

- Operate the Chromebook’s software.

- Basic research.

- Create presentations.

- Proper maintenance.

- Run applications that will be used in the classroom.

Year 2/3 – The DMT will ensure that follow-up training is given to all students and staff

members that are Google Chromebook users. Schools should be familiarized with using the

devices, and will now implement processes to assess the effectiveness of the Google

Chromebook in the classroom. Assessments will be ongoing to assess the improvements made

from utilizing the Chromebooks in the classroom. Both student and staff competency and

compliance assessments will be forwarded to the Technology Committee to review the

effectiveness of the Google Chromebook within the schools.


Collaboration - This allows to teachers to collaborate with students, students with students, and


suite. This fosters a close-knit distance learning environments by allowing participants to

instantaneously communicate in an easy to access setting. With this part of the implementation

also, media specialist will need to be in constant communication and collaboration with other

schools and the faculty at their school.












Planning is essential to integrating the Google Chromebooks within the school environment.

Scalise (2016) states that “Poor technology integration planning can center on including too

much technology in the classroom as well as too little.” (Scalise, 2016, p. 55). We must ensure

that our school district has a proper plan in place. Inadvertently, good planning will help yield

the best results whilst assessing how students have benefited from using the intended

technological devices.

Therefore, we must establish goals that are reasonable and progressive in nature. Using the

Google Chromebooks may inspire students to learn more, but we have to assess the plausibility

of potential disinterest, as well. It is imperative that the guidelines of the use of these devices are

set in place before the students and staff use them. Jackson (2012) admits that there are many

advantages and disadvantages of using technological devices in the classroom, and when

effectual guidelines have been set that they “... will contribute to a more thoughtful and

functional learning environment.” (Jackson, 2012, p. 138). Our goal is to ensure every student

knows how to use the device, that this device effectively increases their educational quality, and

that it helps students learn more effectively.



The main expected outcome from this goal are that teachers will be appropriately trained on

Chromebook usage and the Google suite, thus passing this training down to students in their

classroom. By the end of this time, it is expected that all staff and students will be able to operate

the software and hardware with high proficiency.

It is also expected that students will be using these devices to enhance their learning, as guided

by their teachers. These devices should be utilized in every classroom at least 3 times a week.

Evaluation Measures (Include Job Titles of Persons Responsible)

● DMT will initiate current trend analysis of computer competency

● Scaled from 1 to 5 per school

○ 1 - Does not understand Google Chromebook

○ 2 - Slightly understands Google Chromebook

○ 3 - General knowledge of Google Chromebook

○ 4 - Knowledge beyond general comprehension of Google Chromebook

○ 5 - 100% efficient in using Google Chromebook

The DMT will assess/justify the rating using the following criteria

Student

● Comprehension of Google Chromebook’s operating system

● Comprehension of Google Chromebook’s hardware

● Student can open applications and run them proficiently

Staff/Instructors

● Members of staff understand how to configure Google Chrome carts.

● Instructors provide evidence of Google Chromebook’s usefulness in the classroom.


○ Which features of the Google Chromebook is used in their lesson plans.

○ Map of the projected lessons that utilize Google Chromebook, and how they will

be used.

SMART Goal #3

Goal 3 for the Fairview School District in the implementation of 1:1 Chromebook access

for all students is to design and create connectedness and interaction among various stakeholders

in each school as well as develop support networks for ongoing professional development for

staff and support for all users. This will be accomplished through the use of social media, staff

and student mentors, and ongoing training and support classes. This will be an ongoing

development process throughout the three-year rollout of technology and beyond. The schools

themselves, district and school administration, and educational staff will utilize and model

connectedness in their own communications and training as they implement these strategies with

students and the community. The schools and district will utilize new and updated Facebook

accounts and Twitter accounts to communicate with the community and students on an ongoing

basis. These accounts will be in use by August of 2017 with training for teachers, students, and

community members available during the first two weeks of school. Google Classroom will be

implemented for the beginning of the new school year in August with parent access training

available during the first two weeks of school as well. Google Docs will be utilized for student

work as well as to promote collaborative student projects that can be accessed online. Teachers

will interact with students and groups through these documents on an ongoing basis.

Strategies to Support Goal #3

Beginning the start of Year 1 and ongoing;

- Google classroom to get all teachers started on a classroom management system (CMS)


with future expansion to Schoology or similar products available.

- Professional Learning Networks of educators utilizing twitter (and other social media?) to

share technology links, training ideas, and successful project ideas.

- District and School Facebook accounts for community communication.

- District and School Twitter accounts for community communication and ongoing

updates.

- Use of PLN’s on Twitter and Facebook for ongoing discourse and sharing of ideas among

all district staff.

- With the beginning of year one implementation, administrators and teachers will be

trained in the use of basic Google suite products such as Google Docs. District and

school communications will utilize this product as a primary resource to expose and

support teachers in its use and features. School administration will utilize collaborative

document creation to communicate and gather information when working with the

district, other administrators and teachers in order to model the use and potentials of the

resource.

- Use of Google suite resources such as Google Docs, Google Slides, and Google Sheets

will enable students to work together collaboratively on shared documents as well as

share individual work with others to peer edit and communicate within the documents.

Final products can also easily be made available for publication to a broad audience by

sharing the link.

- Students will have direct communication available to teachers through shared documents

as well as email.



Collaboration - This allows teachers to collaborate with students, students with students, and


suite. For this goal, specifically Google Docs will be utilized. This fosters a close-knit distance

learning environments by allowing participants to instantaneously communicate in an easy to

access setting. With this part of the implementation also, media specialist will need to be in

constant communication and collaboration with other schools and the faculty at their school.











Communication within the schools and from teachers to parents is imperative. Numerous

studies have shown more parent involvement with their child’s school and schoolwork when

there is active communication, particularly through technology (Goodall, 2016).

Communication is the heart of parent-teacher interaction and is imperative now more than ever

with people’s lives growing increasingly busier (Goodall, 2016). Students are also more

involved and tend to openly communicate more with teachers and other students, as well and

more actively participate in school with the use of technology.


Technology use can reach students and parents faster now than ever before. Using

communication from the schools such as emails, phone or text alerts, or through social media

such as a school Facebook page, Twitter, or a teacher app that allows them to send messages to

parents directly, communication has become much easier and quicker (Carter, 2015). Schools at

one time had to communicate via paper letters and correspondence sent home, but are now able

to send the information electronically and instantly. Reminders are easier through an email or

text alert, regardless of the communication. Students are also able to communicate easier with

teachers through apps that allow them to message the teacher in lieu of emails. This also

encourages students to communicate more and work better together because technology makes it

easier.


The expected outcome for this goal is for more connectedness throughout every aspect of the

school. Students should have ease of access to school information, including but not limited to,

sports games/practices, performances, state testing, and school holidays through social media

that is already in everyday use. Students should also find collaboration to be simpler through the

use of Google Classroom and the Google Suite.

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

District Ed. Tech Department Member:

● Creates standardized evaluation for implementation of the Google Chromebook in the

classroom

○ This includes:

■ Ways the Google Chromebook can be used to teach assignments

■ Ways Parents, Students, Teachers and Staff can benefit from this device


■ Create a contingency plan to improve the overall quality of the Google

Chromebook implementation initiative

● Assesses how the technology affects the learning environment

○ How effective are the following relationships?

■ Student-To-Student; Student-To-Expert; Student-To-Teacher; Teacher-

To-Teacher; Teacher-To-Expert

The School Board Member will create a district-wide social media account that will employ

positive aspects of utilizing Google Chromebook’s in the ten schools. There will be a

professional Twitter and Facebook account that gives the community updates on the school’s

progress, expectations of take-home devices, and forums for discussion for all matters

concerning Google Chromebooks.

Professional Development Plan for Each Goal / Strategy

GOAL 1:

Objective 1: Integrate 1:1 computing in all classrooms in the Fairview School District. Training

for staff to develop skills, knowledge, and strategies to effectively implement 1:1 technology in

the curriculum and for best instructional practices.

Training will be rolled out in multiple phases during each year of implementation.

Objective 2: Promote the use of technology in the classroom by providing models and

opportunities for staff to develop technology rich classrooms.

Training will be rolled out in multiple phases during each year of implementation.

GOAL 2:

Objective 1: Provide training for staff that includes the use of Chromebooks in the classroom to

positively affect teacher instruction and use of technology. This training will be a mandatory


orientation in year 1 for all teachers and ongoing in the following years for new teachers.

Objective 2: Provide training on the use of chrome suite software to meet student needs. This

training will be mandatory in year 1 for all teachers and ongoing in the following years for new

teachers.

GOAL 3:

Objective 1: Provide training on new environments and devices for staff to understand how 1 to

1 computing and numerous environments will affect teacher instruction in the classroom and

student assignments. Training will be mandatory in year 1 and ongoing in the following years

for new teachers.

Objective 2: Provide support mechanisms and resources for the utilization of technology in the

classroom. Training will be mandatory in year 1 and ongoing in the following years for new

teachers.

Timeline for Implementation of Each Goal / Strategy Amy

Phase 1 (Year 1) of Technology Plan Implementation

● July 2017 –

○ Purchase required number of Chromebooks for students and teachers and Chrome

carts for classroom use

○ Phase 1 of new Wi-Fi and LAN upgrades begins in all schools, including new

wiring and access to greater broadband capability

○ Selection and training of all technology representatives (DMT) for each school

begins and is completed by the end of July

○ August 2017 – Staff development training for teachers on new equipment and software

programs (Acceptable Use) by school DMT as well as access and training for parents


○ September 2017 – Student training on new equipment and Acceptable Use by school

DMT

○ September 2017 – June 2018 – Ongoing training for students and faculty/staff on

Acceptable Use and new equipment by school DMT’s and teachers.

Phase 2 (Year 2)

● Purchase additional Chromebooks and Chrome carts for greater availability to students

and teachers in July of 2018

● Continuation of/finishing any upgrades and/or wiring that still needs completion for all

schools for Wi-Fi and internet access

● Continue teacher, parent, and student training, particularly for new teachers, staff, and

students in August for teachers and September for students, as well as ongoing training

for all throughout the school year.

Phase 3 (Year 3)

● Purchase additional Chromebooks and Chrome carts for greater availability to students,

parents, and teachers in July of 2019

● Final upgrades/wiring for all schools for Wi-Fi and internet access will be completed

● Continue teacher and student training, particularly for new teachers, staff, and students in

August for teachers and September for students, as well as ongoing training for all

throughout the school year.

*All subsequent years will require maintenance on all hardware and software, upgrades as

needed, and additional Chromebooks as they are worn or as new students come into the schools,

as well as ongoing training for faculty/staff and students.


Itemized Budget for Each Goal / Strategy

Appendix B

Goal #1 Budget Request

Wi-Fi Transmitters by Cisco Technologies (A Meraki System)

MR52-Access Point High Performance 802.11ac 2.5 Gbps radio rate

Retail price per unit: $1,115.00 Condition(New) School Rate: $779.00 per unit

Savings Per Unit Retail Cost: $366.00 ea.

Licenses for each unit 3-year plan (included in cost) Retail Cost:$0.00

MR34 HW High Performance Dual-Band, 802.11802.ac 1.75Gbps radio rate

Retail price per unit: $792.99 (New) School Rate: $585.00 per unit

Savings Per Unit Retail Cost: $207.87 ea.

Licenses & Warranties 3-year plan Retail Cost: $695.00

Negotiated Cost: $425.00

Fiber Optic Cable (Contractor: Verizon)

Fiber optic cable and installation. Installed on I-85. 288 Count Fiber Cost = 5,000 ft. at

$5.87 per foot; , 144 Count Fiber = 5000 ft. at $2.98 per foot; 24 Count Fiber = 70,000 ft. at

$0.68 per foot. Fiber optic cable (Single Mode, 12 Strand Fiber) (Furnish & Install

Inclusive).


Appendix C


Paint/Supplies 10 Schools Common Area & Libraries Only

Cost Per 5-gallon Bucket Retail: $105.98 Negotiated Cost: $50 per 5-Gallon Bucket

(Brushes, Rollers, Drop Cloths, Pans Donated by Home Depot)

Estimated Cost Per School:

7 Elementary Schools 30 Gallons @ $50 per 5 gallon = $1,500.00

2 Middle Schools 10 Gallons @ $50 per 5 gallon = $500.00

1 High School 3 Gallons @ $50 per 5 gallon = $150.00

Labor Cost FREE Use Volunteers and Staff Members

TOTAL COST FOR PAINT, SUPPLIES, LABOR $2,150.00

Fixtures/Lighting Common Areas & Library Only

Lighting 10 Schools x $258 per fixture = $2580.00

Common Areas Fixtures Charge – And – Go Stations with Chairs

Regular Retail Cost: $1,895.99 (Like at Airport waiting areas)

Negotiated Cost Per Station: $650.00 ea.


7 Elementary Schools (2 per school) 14 x $650 = $9,100

2 Middle Schools (3 per school) 6 x $650 = $3,900

1 High School (3 per school) 3 x $650 = $1,950

TOTAL COST FOR FIXTURES: $14, 950.00

FINAL COST: $2580 + $14,950 = $17, 530.00


Appendix D


Chromebook/Lenovo N22 (Google) 100GB of Google Drive free for 2 years

Lenovo N22 (100 GB) Retail $239.99 School Price: $179.00

11.6'' HD Display 2.7 lbs. Up to 12 hours’ battery life

Elementary: 625 x 7 = 4,375 x $179 = $783, 125.00

Middle: 825 x 2 = 1,650 x $179 = $295,350.00

High School: 1375 x 1 = 1,375 x $179 = $246, 125.00

TOTAL COST FOR CHROMEBOOKS = $ 1,324,600.00

Premium Extended War w/ Accidental Damages 7,400x $44.99 = $332,926.00

**Students will be charged per Chromebook to Cover Damages per year $50 Fairview

Total School Population = 7,400 Students

Minus Students from Low-Income Families 7,400 x 45% -/= 3,330 Title I Remaining

Cost to Cover Warranty Student 4,070 x $44.99 = $183,109.30

TOTAL COST TO FAIRVIEW FOR WARRANTY/DAMAGE

$332,926.00-$183,109.30 = $149,186.70

** 4,070 Student’s Non- Title I

X $50 Student Fee (each student pays this fee per school calendar year)


$203,500.00 School Collects Per Student Not Covered Under Title I

-$183,109.30 Cost Charged to School to Cover Down 2- year Warranty

$20,390.70 Surplus Amount (To Cover Chromebook Carrying Cases)

/ 6.00 per carrying case

**4,070 Students Non-Title I

Hiring of Additional Workforce: Media Trainer Specialist (On Call)

-Training of Staff on Google Chromebooks

-Train Students on how to use and handle Chromebooks

-Technology Night to Train Family Members on Technology in Classroom

Salary Contracted every 3 years $140 - $150 per hour

Estimated amount of Contracted Hours School Year Part-Time

180 days @ 900 - 1000 hours per School Year (90 days x 2hrs dy = $25,200 yr)


Children’s Internet Protection Act (CIPA) and E-Rate

The Children’s Internet Protection Act (CIPA) is a federal law concerning the use of

instructional digital media. CIPA was enacted by congress in 2000 to address issues concerning

children’s access to obscene and harmful content from the internet. In 2011, the Federal

Communications Commission (FCC) updated the CIPA rules by adding the Protecting Children

in the 21st Century Act which ensures the education of minors on the safe use of the internet

(Federal Communications Commission, n.d.). CIPA requires schools and libraries to block or

filter internet access, have internet safety policies in place, monitor online activities of minors,

and educate minors about appropriate online behavior. In addition, schools and libraries must

meet the Neighborhood Children’s Internet Protection Act (NCIPA) which covers the issues of

electronic messaging, disclosure of personal information of minors, and unlawful online

activities.

The schools and libraries E-Rate program makes telecommunication and information

services affordable for schools and libraries in the United States by providing discounts for these

services. The E-Rate program was mandated by congress in 1996 and implemented by the FCC

in 1997 (Federal Communications Commission, n.d.). Schools and libraries receive 20-90%

discounts on telecommunications, internet access, and internet connections. High poverty and

rural schools and libraries receive the higher discounts. The E-Rate program has insured internet

access for virtually all schools and libraries.

Compliance with CIPA is required for any school or library receiving E-Rate funds.

CIPA requires any school that receives E-Rate funding to filter or block obscene pictures, any

type of child pornography, and any material harmful to minors. In addition, schools must certify


that they are educating students on internet safety to be eligible for E-Rate discounts. CIPA also

requires schools to have in place an Internet Safety Policy with technology safety measures to

qualify for E-Rate discounts.

Children’s Online Privacy Protection Act

The Children's Online Privacy Protection Act (COPPA), was a law generated by

Congress in 1998 which enforces explicit internet regulations to protect and safeguard the

privacy of adolescents under the age of 13. This Act which did not take effect until April of

2000, serves as a safety measure against any persons, establishment, conglomerate, or

organizations in control of any website and online service directed specifically for this age

group. COPPA is manned by the government Federal Trade Commission (FTC). The FTC

updated the ACT with minimal ordeal in July of 2013 to amend the privacy protection for

educational technology locations. Congress enacted COPPA in 1998 to limit the collection of

personally identifiable information from youngsters without their parents’ consent.

The Commission’s Rule implementing COPPA, effective since April 2000, requires

websites to post a complete privacy policy, notify parents directly about their information

collection practices, and get verifiable parental consent before collecting personal information

from their children – or sharing it with others (Children’s Online Privacy Protection Act of 1998,

15 U.S.C. §§ 6501-6506, 2001). When used effectively, the appropriate technology and context

combined can transform learning through creativity, critical thinking and problem solving

(Caputo, 2013) This will help to strike a balance in engaging students while taking standardized

tests on their Chromebooks.

Acceptable / Responsible Use Policies (AUPs / RUPs)


Explanation of Acceptable/Responsible Use Policy to clarify that the document will define the

parameters and procedures under which district resources will be used by staff, students, and

volunteers (Education World).

1. District responsibilities - what the district will provide to schools and students.

2. Internet Use - clarification that internet services will only be used for educational

purposes and that the district will ensure safety and security with all forms of internet use

(Consortium for School Networking).

3. Monitoring and Privacy - Users are expected to act in a responsible and legal manner.

The district has the right to monitor systems to ensure safety and educational intention of

use (Consortium for School Networking).

4. User Conduct - rules and procedures regarding legitimate educational purpose use of

system with user agreements (Education World).


Infographic Demonstrating the Connection Between Each Goal and the ISTE Standards

for Students, Teachers, & Administrators


Resources:

Adams, Helen R., Robert F. Bocher, Carol A. Gordon, and Elizabeth Barry-Kessler. Privacy in

the 21st Century: Issues for Public, School, and Academic Libraries. Westport,

Connecticut: Libraries Unlimited, 2005.

Boschee, F., Jensen, D., & Whitehead, B. (2013. Planning for technology: A guide for school

administrators, technology coordinators, and curriculum leaders. (2nd ed.). Thousand

Oaks: Corwin.

Carter, M. (2015, August 31). Startup aims to improve school communication. Arkansas

Business, 32(35), 24. Retrieved from

http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.ezproxy.liberty.edu/ps/i.do?

p=GRGM&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE

%7CA430940764&sid=summon&asid=e3d82f7d4daea37a38843fda96e5e247.

Children’s Online Privacy Protection Act of 1998, 15 U.S.C. §§ 6501-6506 (2001). Children’s

Online Privacy Protection Act. Retrieved April 23, 2017 from:

http://searchcrm.techtarget.com/definition/COPPA.

Sutton, N. (2015 March 26). What the research says about 1:1 Classrooms [Web log post].

Retrieved from https://www.edutopia.org/discussion/what-research-says-about-11.

Finch, K. (2014). International Association of Privacy Protection. Westin Research Center.

Retrieved on April 15, 2017 from: https://iapp.org/news/a/coppa-in-the-classroom/.

Goodall, J. S. (2016). Technology and school-home communication. International Journal of

Pedagogies & Learning, 11(2), 118-131.

doi:http://dx.doi.org.ezproxy.liberty.edu/10.1080/22040552.2016.1227252.

https://www.edutopia.org/discussion/what-research-says-about-11

http://searchcrm.techtarget.com/definition/COPPA


Jackson, L. D. (2012). Is Mobile Technology in the Classroom a Helpful Tool or a

Distraction?: A Report of University Students’ Attitudes, Usage Practices, and

Suggestions for Policies. International Journal of Technology, Knowledge & Society,

8(5), 129-140. Retrieved from

https://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=a9h&AN=91544655&site=ehost-live&scope=site.

Kennedy, A., Deuel, A., Nelson, T.H., & Slavit, D. (2011). Requiring collaboration or

distributing leadership? Phi Delta Kappan, 92(8), 20-24.

Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest, 44(1), 74-

76. Retrieved from

http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/

docview/1712288542?accountid=12085.

Lindsay, L. (2016), Transformation of teacher practice using mobile technology with one-to-one

classes: M-learning pedagogical approaches. British Journal Educational Technology

47(5), 883–892. doi:10.1111/bjet.12265.

Lytle, J. H. (2012). Where is leadership heading? Phi Delta Kappan, 93(8), 54-57.

Scalise, K. (2016). Student Collaboration and School Educational Technology: Technology

Integration Practices in the Classroom. i-Manager's Journal on School Educational

Technology, 11(4), 53-63. Retrieved from

http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/

docview/1809061066?accountid=12085.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand


Oaks: Corwin.

State of Delaware Department of Education (2015) Career & Technical Education Core Values.

Retrieved from: http://www.doe.k12.de.us/Page/2533.

Task Force on Developing Research in Educational Leadership. (2003). What we know about

successful school leadership. Washington, DC: American Educational Research

Association. (Retrieved April 5, 2017 from

http://www.ascd.org/publications/books/107042/chapters/developing-a-vision-and-a-

mission.aspx).

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