baseline data for usny technology planmsesboces.pbworks.com/f/nysed+technology+plan.pdfthe new york...

The New York State Education Department (NYSED) is seeking baseline data for the development of a University of the State of New York (USNY) technology plan. There is a need to define the current state of digital capacity and network access for the purpose of teaching and learning. The Regional Information Centers and Big 5 Cities across New York State have agreed to assist in the dissemination of this survey and ask that you please fill out this online survey by March 31, 2009. If you have questions about the RIC connection or ISP connection provided by your city please call your RIC Director or city contact.

The following paragraphs provided by the State Education Department serve as explanation of terms referenced in the survey. Please read through to assist in your filling out of the questions that follow.

For the section of Digital Capacity and Access in the draft outline of the USNY Technology Plan, the general goal statement is: All P-16 institutions shall have High Capacity Internet connections and access to devices that provide full media capability.

Digital Capacity and Network Access for the Purpose of Teaching and Learning can be defined as:1. High-speed network access (connectivity, bandwidth, and Internet access)2. Computing technology and digital devices for teaching and learning (technology configuration for educational use)3. Technical support for network and technology operation and use (Human capacity for technical support and maintenance on networking, technology equipment, and internet security/filtering)4. Support for the integration of technology into the curriculum is defined as professional development.

The term professional development or sustained professional development means a comprehensive, substantiated, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement. ( National Staff Development council definition used in the reauthorized version of NCLB).

High-speed Network ConnectionsFor the network connection, four bandwidths are specified for a desirable technology rich learning environment:1. External connection from the district to the RIC or ISP measured in gbs or mbs2. Intra-district WAN connections among school buildings in a district, if applicable, measured as less than T1, T3, 10 mbs, 100 mbs or 1gbs.3. The number of instructional classrooms connected at 10 mbs, 100 mbs, 1 gb, wirelessly connected or not connected at all.4. WiFi characteristicsa. WiFi percentage of building coverage (i.e. 50% of classrooms considering the entire district)b. WiFi device density per access point ( i.e. 15 successful concurrent, stable connections per access point)

Access to Digital DevicesFor access to digital devices, which may include computing equipment and digital devices, basic computing technology for classroom instruction across the division of P - 12 institutions often currently includes:--interactive response systems (i.e. clickers) and - document camera as what is expected for basic computing technology for classroom instruction across the division of P - 12 institutions--high speed network connection with sufficient bandwidth for multimedia content access--an interactive white board and a LCD projector (integrated or separate)--a mobile computer or tablet for each classroom teacher--a color laser printer in close proximity to each teachers' classroom--a digital camera/camcorder

Please click on NEXT to continue

Technical SupportIn order for the network and classroom technology to be accessible and functional, technical support staffing is critical to ensure the capacity and access. Technical support staff should be determined as an essential condition for 21st century, technology-rich learning environments.

BASELINE DATA for USNY TECHNOLOGY PLAN

Thank you for reading the informational page. Now, please begin the survey.

It should take approximately 15 minutes.

1. Please identify your RIC or Big 5 District

Madison Oneida RIC - MORIC

Mid Hudson RIC

Lower Hudson RIC - LHRIC

South Central RIC - SCRIC

Greater Southern Tier - GST RIC

Western NY RIC - WNYRIC

NERIC

Central NY RIC - CNYRIC

Monroe RIC

Genesee Valley/Wayne Finger Lakes - Edutech

Nassau RIC

Suffolk RIC

Buffalo City Schools

Rochester City Schools

New York City

Yonkers

Albany City Schools

Other


2. First NameLast Name

Titlee-Mail Address

District NameDistrict City

District StateDistrict ZIP

A. District and Region

B. Please provide your contact information. We will use the district information to link to other district demographics. We will use your e-mail address only to send you the complimentary PDF of the report or to ask

for clarification of your answers.

C. What is the source of your Internet access? Choose selection only if it applies.

3. RIC/Boces Primary Provider (RIC/BOCES)

Secondary Provider (RIC/BOCES)

4. Cable company Primary Provider (Cable company)

Secondary Provider (Cable company)

5. Major telephone company Primary Provider (Major telephone company)

Secondary Provider (Major telephone company)

6. Regional or local phone company Primary Provider (Regional or local phone company)

Secondary Provider (Regional or local phone company)

7. Wireless Primary Provider (Wireless)

Secondary Provider (Wireless)

8. Other

D. Bandwidth Needs

9. Do you foresee a problem obtaining sufficient funding, regardless of the source, for your required bandwidth?

Yes

No

10. Do you foresee a problem obtaining sufficient bandwidth, due to your geography?

Yes

No


E. INTERNET SERVICE PROVIDER: CURRENT STATUS (You will be asked to answer these same questions for anticipated status in 2 -3 years)

11. If your district uses your RIC for your Internet Service Provider (ISP), what is the RIC's external connection to the ISP?

< T1

> T1 but < 100 mbs

> 100mbs but < 1 gb

1 gb or more

12. What is the external connection from your district to the RIC or your Internet Service Provider?

< T1

> T1 but < 100 mbs

> 100mbs but < 1 gb

1 gb or more

13. Number at no connectionNumber at < T1Number = to T1

Number = to 10 mbsNumber = to 1 gbs

Total number of intradistrict connections (must equal previous 5 responses)

14. Number connected at 10 mbNumber connected at 100 mb

Number connected at 1 gbNumber connected wirelessly

Total number of instructional classrooms in your district or BOCES

(must equal the previous 5 responses)


Describe the intradistrict connections within your district or BOCES connecting school instructional buildings: (i.e. 7 at T1, 4 at 10mbs) Total should equal to total # of intradistrict connections.

Describe the number of instruction classrooms connected to the network with Internet access in your district or BOCES program. (Numbers under connections should equal the total number of instructional classrooms. Choose the answer that is closest to the connection speed if your speed is not listed.)

15. What is the percentage of coverage of your buildings by WiFi in your entire district or across your BOCES Instructional Programs? (i.e. 50% building coverage)

< 25%

25% to 50%

51% to 75%

76% to 99%

100%

16. What is the WiFi density per access point? (i.e.15 successful concurrent connections per access point?)

Number of successful connections per access point

F. ANTICIPATED STATUS in 2 - 3 years.

17. If you will be increasing the external connection from your district to the RIC or your Internet Service Provider, what will it be in 2 - 3 years?

< T1

> T1 but < 100 mbs

> 100mbs but < 1 gb

1 gb or more

NA

18. Number at no connectionNumber at < T1

Number = to T1 and > 10 mbsNumber = to 10 mbs

Number = to 1 gbsTotal number of intradistrict connections

(must equal previous 5 resposnes)


Describe what will be the intradistrict connections within your district or BOCES connecting school instructional buildings: (i.e. at T1, 4 at 10 mbs) Total should equal to total # of intradistrict connections.

Continued - ANTICIPATED STATUS in 2 - 3 years.

19. Number connected at 10 mbNumber connected at 100 mb

Number connected at 1 gbNumber connected wirelessly

Total number of instructional classrooms in your district or BOCES

20. What is the anticipated percentage of coverage of your buildings by WiFi in your entire district in 2 - 3 years? (i.e. 50% building coverage)

< 25%

25% to 50%

51% to 75%

76% to 99%

100%

21. What is the anticipated WiFi density per access point in 2 - 3 years? (i.e.15 successful concurrent connections per access point?)

successful connections per access point


Describe the number of instructional classrooms you anticipate being connected to the newtork with Internet access in your district or BOCES Instructional Program in 2 - 3 years. (Numbers under connections should equal the total number of instructional classrooms.)

F. Technology Equipment and Digital Devices:

22. % of classrooms currently% of classrooms in 2 - 3 years

23. % of classrooms currently% of classrooms anticipated in 2 - 3 years

24. % of classrooms% of classrooms anticipated in 2 - 3 years




Percent of classrooms in your district or BOCES Instructional programs with high speed network connection with sufficient bandwidth to assess multimedia and digital content successfully:

Percentage of classrooms in your district or BOCES Instructional programs with an interactive white board and a LCD projector (integrated or separate).

Percent of classrooms in your district or BOCES Instructional programs with a mobile computer or tablet for each classroom teacher.

Percentage of classrooms in your district or BOCES Instructional classrooms with a networked laser color printer easily accessible for student use.

Percentage of classrooms in your district or BOCES Instructional classrooms that have a digital camera/camcorder.

Continued - Technology Equipment and Digital Devices:

27. Workstations per 1 FTE - currentWorkstations per 1 FTE - anticipated in 2 - 3 years



30. % of all classroom teachers that have < or = to 5 hours of PD/year

% of all classroom teachers that have 6 - 15 hours of PD/year

% of all classroom teachers that have 16 - 20 hours of PD/year

% of all classroom teachers that have more than 20 hours of PD/year


Describe the technical support ratio in your district or BOCES Instructional program.

Percentage of classrooms in your district or BOCES Instructional programs with interactive response systems (clickers).

Percentage of classrooms in your district or BOCES Instructional programs with document cameras.

Using the percentages below, describe the sustained professional development for the use of technology in your school district or BOCES Instructional programs curriculum and instruction. (% should equal 100%)

32. Which Learning Management Systems are you currently using?Please check all that apply.

Angel

Blackboard

Desire2Learn

eClassroom

Learn.com

Microsoft Class Server

Moodle

PLATO Learning

Riverdeep Learning Village

Sakai

SchoolNet

StudyWiz

WebCT (Not part of Blackboard)

Other

I. LMS

J. What is the frequency of LMS usage in your district or BOCES Instructional Program for each user group listed below?

33. Administrator usage: Many times a day

About once a day

About once a week

About once a month or less frequently

Never

34. Teacher usage: Many times a day

About once a day

About once a week


Never

35. Student usage: Many times a day

About once a day

About once a week


Never


H. Learning Management SystemsThe following section is to determine the use of Learning Management Systems across the state of New York.

31. Are you using a Learning Management System in your district?If 'no' you will skip to page 18 after you click on Next at the bottom of this page.

Yes

No

STOP HERE IF YOU ANSWERED 'NO' TO QUESTION 8. PLEASE CLICK ON 'NEXT' NOW.

39. Electronic supplement to traditional courses: Used widely

Used

Used somewhat

Used little

Not used

36. Teacher home access Many times a day

About once a day

About once a week


Never

37. Student home access: Many times a day

About once a day

About once a week


Never

38. Parent or family access: Many times a day

About once a day

About once a week


Never

40. Professional development for administrators and all administrative staff:

Used widely

Used

Used somewhat

Used little

Not used

K. What is the breadth of LMS usage in your district or BOCES Instructional Program for each a p p l i c a t i o n listed below?

41. Core curriculum online student courses: Used widely

Used

Used somewhat

Used little

Not used

42. Credit recovery: Used widely

Used

Used somewhat

Used little

Not used


Continued- What is the frequency of LMS usage in your district or BOCES Instructional Program for each user group listed below?

43. Professional development for teachers: Used widely

Used

Used somewhat

Used little

Not used

44. Advanced placement: Used widely

Used

Used somewhat

Used little

Not used

L. What is the breadth of LMS usage for each t y p e o f s t u d e n t listed below?

45. Preschool: Used widely

Used

Used somewhat

Used little

Not used

46. Grades K - 2: Used widely

Used

Used somewhat

Used little

Not used

47. Grades 3 - 5: Used widely

Used

Used somewhat

Used little

Not used

48. Grades 6 - 8: Used widely

Used

Used somewhat

Used little

Not used


Continued-- What is the breadth of LMS usage in your district or BOCES Instructional Program for each a p p l i c a t i o n listed below?

50. Home school: Used widely

Used

Used somewhat

Used little

Not used

51. Alternative education school: Used widely

Used

Used somewhat

Used little

Not used

52. Special education: Used widely

Used

Used somewhat

Used little

Not used

53. English language learners: Used widely

Used

Used somewhat

Used little

Not used

54. Gifted and talented: Used widely

Used

Used somewhat

Used little

Not used

Continued -- What is the breadth of LMS usage for each t y p e o f s t u d e n t listed below?


49. Senior high school: Used widely

Used

Used somewhat

Used little

Not used

57. Provide online gradebook: Extremely important

Very important

Somewhat important

Not very important

Not at all important

58. Allow personalized test banks to be created: Extremely important

Very important

Somewhat important

Not very important


59. Provide authoring tools for teachers: Extremely important

Very important

Somewhat important

Not very important


60. Offer discussion forum for teachers: Extremely important

Very important

Somewhat important

Not very important


61. Provide calendar and progress review: Extremely important

Very important

Somewhat important

Not very important


62. Give faculty experience in online technology: Extremely important

Very important

Somewhat important

Not very important



56. Provide formative assessment/remediation solution: Extremely important

Very important

Somewhat important

Not very important


55. Track and communicate interim progress and grades to students, parents and others:

Extremely important

Very important

Somewhat important

Not very important


M. Please rate the importance of these t e a c h e r - f a c i n g LMS features and purposes in your district or BOCES Instructional Program.

Continued - Please rate the importance of these t e a c h e r - f a c i n g LMS features and purposes in your district or BOCES Instructional Program.

68. Store and deliver assessments: Extremely important

Very important

Somewhat important

Not very important


69. Store and deliver instructional lessons: Extremely important

Very important

Somewhat important

Not very important


64. Offer a discussion forum for parents: Extremely important

Very important

Somewhat important

Not very important


65. Supplement traditional courses with online instruction:

Extremely important

Very important

Somewhat important

Not very important


66. Integrate curriculum and assessment under one managed system:

Extremely important

Very important

Somewhat important

Not very important


67. Provide a just in time online tutorial training program:

Extremely important

Very important

Somewhat important

Not very important



63. Introduce teachers to collaborative uses of technology:

Extremely important

Very important

Somewhat important

Not very important


N. Please rate the importance of these s t u d e n t - f a c i n g LMS features and purposes in your district or BOCES Instructional Program.

70. Provide discussion forum for students: Extremely important

Very important

Somewhat important

Not very important


71. Link easily to content in different places: Extremely important

Very important

Somewhat important

Not very important


72. Supplement traditional courses with online instruction:

Extremely important

Very important

Somewhat important

Not very important


73. Provide rich, high quality content from a variety of sources:

Extremely important

Very important

Somewhat important

Not very important


74. Provide file exchange (e.g., students can submit homework assignments):

Extremely important

Very important

Somewhat important

Not very important


75. Deliver online learning courses: Extremely important

Very important

Somewhat important

Not very important


76. Supplement online courses with face-to-face components:

Extremely important

Very important

Somewhat important

Not very important



O. Please rate the importance of these t e c h n i c a l LMS features in your district or BOCES Instructional Program.

77. Support of Web 2.0 features such as RSS, blogging, podcasts, and gadgets:

Extremely important

Very important

Somewhat important

Not very important


78. Ability to customize assignments to match student needs:

Extremely important

Very important

Somewhat important

Not very important


79. Content manager capability built in: Extremely important

Very important

Somewhat important

Not very important


80. Integrated standards-based assissment engine with a broad range of assessment items:

Extremely important

Very important

Somewhat important

Not very important


81. Accessibility and Section 508 compliance: Extremely important

Very important

Somewhat important

Not very important


82. Integrated chat and discussion groups: Extremely important

Very important

Somewhat important

Not very important


83. Integrated streaming video support: Extremely important

Very important

Somewhat important

Not very important



Continued - Please rate the importance of these t e c h n i c a l LMS features in your district or BOCES Instructional Program.

84. Fully integrated with the Student Information System:

Extremely important

Very important

Somewhat important

Not very important


85. Tagged, searchable content aligned to adopted textbooks:

Extremely important

Very important

Somewhat important

Not very important


86. Quality of available content for a particular LMS: Extremely important

Very important

Somewhat important

Not very important


87. Tagged, searchable content aligned to state standards:

Extremely important

Very important

Somewhat important

Not very important


88. Support of emerging platforms such as cell phones and PDA's:

Extremely important

Very important

Somewhat important

Not very important


89. Integrated email: Extremely important

Very important

Somewhat important

Not very important



90. Since you are not currently implementing an LMS in your district or BOCES Instructional Program, when, if ever, do you plan to do so?

We plan to do so in the 2008-2009 school year


We plan to do so in the 2010-2011 school year or further out

We have no plans to implement an LMS in our district

91. The current LMS systems are not capable of meeting our requirements:

Strongly agree

Agree

Agree somewhat

Disagree

Strongly disagree

P. Schools NOT implementing an LMS(only answer if appropriate)

92. The available content doesn't match our requirements:

Strongly agree

Agree

Agree somewhat

Disagree

Strongly disagree

93. We do not yet know LMS technology well enough to adopt in our district:

Strongly agree

Agree

Agree somewhat

Disagree

Strongly disagree

94. We don't see the need: Strongly agree

Agree

Agree somewhat

Disagree

Strongly disagree

95. The technical support requirements are too high: Strongly agree

Agree

Agree somewhat

Disagree

Strongly disagree

96. The total price is too high: Strongly agree

Agree

Agree somewhat

Disagree

Strongly disagree


Q. Since you are not yet implementing an LMS, please indicate how the factors below affected your decision.(only answer if appropriate)

R. INTERACTIVE WHITEBOARDS AND CLASSROOMS

Interactive whiteboards are one of the fastest growing hardware market segments. This section will focus on the key issues surrounding the use of interactive whiteboards and requirements for an interactive classroom.

98. Does your district or BOCES Instructional Program use interactive whiteboards? If 'no', you will skip to page 24 after clicking on Next at the bottom of this page.

Yes

No


97. We don't use a Learning Management System because our Student Management System has modules to communicate information to parents.

True -- SMS modules are used for parent communications

False -- Don't use SMS modules for parents

Continued -- Since you are not yet implementing an LMS, please indicate how the factors below affected your decision.

(only answer if appropriate)

S. Please indicte the level of importance of the following features in determining why you use interactive whiteboards.

99. Address different learning styles: Extremely important

Important

Somewhat important

Not very important


100. Teacher productivity: Extremely important

Important

Somewhat important

Not very important


101. Student interaction: Extremely important

Important

Somewhat important

Not very important


102. Stronger collaboration among students: Extremely important

Important

Somewhat important

Not very important


103. Enhanced teacher morale: Extremely important

Important

Somewhat important

Not very important



Continued - Please indicte the level of importance of the following features in determining why you use interactive whiteboards.

104. Improved student performance: Extremely important

Important

Somewhat important

Not very important


105. Stronger collaboration among teachers: Extremely important

Important

Somewhat important

Not very important


106. Student engagement: Extremely important

Important

Somewhat important

Not very important


107. Whole group instruction: Extremely important

Important

Somewhat important

Not very important


108. How many hours of professional development do you provide to teachers who are learning to use interactive whiteboards?

Less than 5 hours

5 hours

6 - 12 hours

13 - 24 hours

25 hours or more

T. Please list the top inhibitors to interactive whiteboard usage in your district or BOCES Instructional Program.

109. Installation logistics Strong inhibitor

Inhibitor

Somewhat an inhibitor

Not an inhibitor

Not at all an inhibitor

110. Effectiveness concerns Strong inhibitor

Inhibitor


Not an inhibitor



Continued - Please list the top inhibitors to interactive whiteboard usage in your district or BOCES Instructional Program.

111. Pedagogical appropriateness Strong inhibitor

Inhibitor


Not an inhibitor


112. Professional development Strong inhibitor

Inhibitor


Not an inhibitor


113. Teacher concerns other that professional development

Strong inhibitor

Inhibitor


Not an inhibitor


114. Curriculum integration concerns Strong inhibitor

Inhibitor


Not an inhibitor


115. Technical support requirements Strong inhibitor

Inhibitor


Not an inhibitor


116. Systems availability for student response devices Strong inhibitor

Inhibitor


Not an inhibitor


117. Cost Strong inhibitor

Inhibitor


Not an inhibitor



118. Please check all that apply.

Frequency of utilization within class

Quantity of mulitmedia lesson plans

Student surveys and feedback

Quantity of teacher-created curriculum utilizing whiteboards

Teacher surveys and feedback

Classroom observation by supervisors

Amount of differentiated instruction

Student performance on standardized testing

Other

V. Please rate the importance of these factors in selecting your interactive whiteboards.

119. Customer references Extremely

Important

Somewhat

Not very

Not at all

120. Flexible configuration options Extremely

Important

Somewhat

Not very

Not at all

121. Lowest total cost of ownership (TCO) Extremely

Important

Somewhat

Not very

Not at all

122. Depth of curricular software support Extremely

Important

Somewhat

Not very

Not at all

U. How do you measure the impact of interactive whiteboards, including response devices?


Continued - Please rate the importance of these factors in selecting your interactive whiteboards.

123. Access to standards-based content resources Extremely

Important

Somewhat

Not very

Not at all

124. Depth and breadth of software tools Extremely

Important

Somewhat

Not very

Not at all

125. User control and adaptability Extremely

Important

Somewhat

Not very

Not at all

W. Not implementing Interactive WhiteboardsStart here if you answered 'no' on page 19

126. Since you are not currently implementing interactive whiteboards in your district or BOCES Instructional Program, do you plan to do so in the future?



We plan to do so in the 2010-2011 school year or further out

We have no plans to implement interactive whiteboards

127. Since you are not yet implementing interactive whiteboards, please indicate below the factors that affected your decision. Please check all that apply.

We don't see the need

Maintenance costs are too high

Installation costs are too high

The current interactive whiteboards are not capable of meeting our requirements

The total price is too high

A large screen LCD projector on a regular, non-interactive board is sufficient


129. What % of students currently have email provided by the school or BOCES program?

What % of students do you anticipate will have email in 2 - 3 years that is provided by the school?

131. What percent of students in your district or BOCES instructional programs are provided a school based wiki for collaborative work?

What % of students currently have a wiki provided by the school or BOCES?

What % of students do you anticipate having a wiki in 2 - 3 years that will be provided by the school or BOCES

What is the name of your WiKi provider?

NA

Please Click on NEXT to continue

130. If 'yes', name the email vendor that is allowed. (for ex: gmail, yahoo mail, etc.)

Yes

No

Other

X. STUDENT ACCESS TO RESOURCES

128. What other products do you consider necessary for an interactive classroom? Please check all that apply.

Audio amplification

Projectors

Document cameras

Digital cameras

Interactive response devices

Electronic microscopes

Wireless mouse and keyboard

Graphing calculators

Science probes

Interactive writing pads

Other

What percent of students in your district or BOCES program are provided a school based email account?

Are students in your district or BOCES Instructional program allowed to use an outside email account not provided by the school while on the school's network?

138. Percentage of teachers using interactive teacher Web pages for assignments and communication to students and parents.

What % of teachers currently have interactive teacher Web pages?

What % of teachers do you anticipate will have interactive teacher Web pages in 2 - 3 years?

132. What percent of students in your district or BOCES Instructional Program are provided blog space to author work or respond to prompts?

What is the % of students who currently have a blog space provided by the school or BOCES?

What is the % of students you anticipate will have a blog space provided by the school or BOCES in 2 - 3 years?

135. Do you provide a social networking site for teachers and students?

Yes

No


133. Is this current blog space monitored by the teacher? Yes

No

134. Name the blog software used?

We do not use blog software

Y. SOCIAL NETWORKING

136. Does the district or BOCES Instructional Program allow social networking usage in school?

Yes

No

137. Is the social networking site teacher filtered? Yes

No

Z. TEACHER/PARENT COMMUNICATION

139. Do your teachers use a Web Module of your Student Management System (SMS) to communicate with parents?

% of teachers that use the district SMS to communicate with parents

No, our teachers do not use the SMS to communicate with parents

144. Elementary current number of studentsElementary current number of computers

Ratio students : computers(For Ex: 300 students, 20 computers: 300 : 20 or 6 : 1)


141. Does your district or BOCES Instructional Program have server based or Web based applications and digital folders for teachers to remotely access to their school resources, files and applications from their home internet connection?

Yes

No

140. Does your district or BOCES program have server based or Web based applications and digital folders for students to remotely access and complete work or work from home on their school based applications?

Yes

No

143. Does your district or BOCES Instructional Program provide Web space in order for students to create their own Web pages which are monitoroed by teachers?

Yes

No

WEB PAGES CONTINUED

142. Do you anticipate having the capability for students and teachers to access their school based applications from home in 2 - 3 years?

Yes

No

AA. STUDENT PER COMPUTER RATIO

145. Elementary anticipated number of students in 2 - 3 yearsElementary anticipated number of computers in 2 - 3

yearsPlease calculate ratio: Student : Computer

Please complete the measure of the student per computer ratio per level in your elementary school.

Anticipated numbers for your elementary school.

148. High school number of studentsHigh school number of computers

Please calculate the ratio: Student : Computer


147. Middle school anticipated number of students in 2 - 3 years

Middle school anticipated number of computers in 2 - 3 years

Please calculate ratio: Student : Computer

146. Middle school current number of students:Middle school current number of computers:Please calculate ratio: Student : Computer

(For Ex.: 300 students, 20 computers, 300 : 20, or 6 : 1)

149. High school number of students anticipated in 2 - 3 years?

High school number of computers anticipated in 2 - 3 years?

Please calculate the ratio: Students : Computers

Continued - STUDENT PER COMPUTER RATIO

Please complete the current measure of the student per computer ratio level in your Middle School.

Please complete the measure of the student per computer ratio level anticipated in your Middle School.

Please complete the current measure of the student per computer ratio per level in your high schools.

Please complete the measure of the student per computer ratio per level anticipated in your high schools.

150. Alternative schools current number of students:Alternative schools current number of computers:

Please calculate ratio: Students : Computers

No Alternate schools in our district


Continued - STUDENT PER COMPUTER RATIO

151. Alternative schools anticipated number of students in 2 - 3 years:

Alternative schools anticipated number of computers in 2 - 3 years:

Please calculate ratio: Students : Computers

No Alternate schools in our district

Please complete the current measure of the student per computer ratio per level in your Alternative Schools.

Please complete the measure of the student per computer ratio per level anticipated in your Alternative Schools.

152. % of students who receive < 1 hour of Internet safety instruction/year:

% of students who receive 2 - 5 hours of Internet safety instruction per year:

% of students who receive > 5 hours of Internet safety instruction per year:

Internet Safety and Appropriate Use of Internet ResourcesIn September, 2008 the State Legislature passed the amendment to Education Law, Section 814, Chapter 545 to require appropriate resources and instruction for students on Internet safety and safe and appropriate use of rich Internet resources. This calls for a balanced approach to Internet safety issues and increased emphasis on educating students to be safe and responsible users of Internet technology. Maximizing value of the resources available through the Internet is the goal.


153. Who delivers instruction to students on Internet safety and safe and appropriate use of rich Internet resources?

Library Media Specialist

Technology Coordinator

Teacher certified in another area

Non-certified staff

Other

Please describe the extent to which your district or BOCES Instructional program provides instruction for students in Internet safety and safe and appropriate use of rich Internet resources. (Must equal 100%).

154. Does your district or BOCES Instructional Program use Thin Client computing devices for student use?

Yes

No

156. What handheld computing devices does your district use with students for instructional computing? (choose all that apply)

Palm

Windows PDA

Cell Phone

Smart Phone

Graphing Calculator

Other

155. Does your district or BOCES Instructional Program anticipate using Thin Client computing devices in order to provide computing resources for students in the next 2 - 3 years?

Yes

No

157. Do you anticipate an increase in the use of these types of devices in the next 2 - 3 years?

Yes

No

158. Does your district use the following interactive digital resources in your classrooms? Choose all that apply.

Digital Manipulatives

Interactive Science Labs

Multi-User Virtual Environments

Other

Digital Resources

159. Do you anticipate an increase in the use of these interactive digital resources in the next 2 - 3 years?

Yes

No

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