instructional technology strategic plan 2012- · pdf fileinstructional technology strategic...

InstructIonal technology Strategic Plan

2012–20152012–2015

Durham District School BoardDurham District School BoardDurham District School BoardDurham District School Board

acknowledgementsThe process of developing a strategic plan for instructional technology requires input from a significant number of stakeholder groups and individuals. Because of the technical nature of the discussion, the process also requires a significant amount of technical learning on the part of participants.

The discussion and contributions from the Instructional Technology Ad Hoc Committee as well as from members of the Programs Services Department Computer Facilitator Team have been instrumental in the creation of this document.

The following individuals are recognized and thanked for their leadership, contribution and participation in the Instructional Ad Hoc Committee:

Joe Allin, Ad Hoc Committee Chair—Trustee, Townships of Brock and UxbridgeMichael Barrett, Trustee—City of OshawaPaul Crawford, Trustee—City of Pickering

Donna Edwards, Trustee—Town of AjaxYvonne Forbes, Trustee—Town of AjaxLarry Jacula, Trustee—City of Oshawa

Christine Winters, Trustee—Town of WhitbyKim Zeppieri, Trustee—Town of Whitby

Martyn Beckett, Director of EducationLuigia Ayotte, Superintendent of Education—Programs Services

John Beatty, Superintendent of Education—Brock, Uxbridge and Scugog SchoolsDoug Crichton, Superintendent of Education—Special Education

Edward Hodgins, Superintendent of Education—BusinessJeannine Joubert, Superintendent of Education—Oshawa Schools

Lisa Millar, Superintendent of Education—Pickering SchoolsRichard Kennelly, Secondary Principal

Tim Ralph, Program Services Department Education Officer for TechnologyGert Rosenau, Elementary Principal

Wilson Chan, Manager of Technical ServicesShirley Yourkevich, Manager of Application Development and Support

Copyright Information:

ISTE Nets for Administrators: National Educational Technology Standards for Administrators©

2009, ISTE® (International Society for Technology in Education),

www.iste.org. All rights reserved.

ISTE NETS FOR STUDENTS: National Educational Technology Standards for Students, Second Edition© 2007, ISTE® (International Society for Technology in

Education), www.iste.org. All rights reserved.

ISTE NETS FOR TEACHERS: National Educational Technology Standards for Teachers, Second Edition© 2008, ISTE® (International Society for Technology in

Education), www.iste.org. All rights reserved.

Instructional Technology Strategic Plan 2012–2015 3

Instructional technology strategic Plan 2012–2015

executive summary

1. Instructional technology in Durham—the Present a. District Goal Setting and Visioning for the use of Instructional Technology

b. Centrally Provisioned Hardware

c. Software for Instructional Purposes

2. Pilots and consultation

3. Broad technology considerations a. Network Infrastructure

b. Hardware Considerations

c. Software Considerations

d. Human Resources/Departmental Responsibilities

4. the Five cogs of Instructional technology: an organizational Framework a. Digital Citizenship

b. Doorway to Information

c. Technology at the Point of Instruction

d. Technology at the Point of Learning

e. Technology in Professional Practice

5. summary of Major recommendations and Projected target Dates

6. supporting Documentation a. ISTE NETS for Administrators

b. ISTE NETS for Students

c. ISTE NETS for Teachers

Instructional Technology Strategic Plan 2012–20154

executive summaryThe Instructional Technology Plan is intended to stimulate and support best practice in both teacher and student use of today’s technology for the purpose of improving student achievement.

In 2010, a Trustee Ad Hoc Committee was created to discuss technology initiatives in the district, review current technology provisioning, explore the use of new technologies and analyze current instructional technology use and training. The committee met from 2010 to 2012, providing input into the creation of this plan. The committee has approved the plan that accompanies this summary.

The Instructional Technology Ad Hoc Committee believes that:

• all students can benefit from a learning environment in which technology is used to provide instruction, where students use technology to reach outside their classrooms to access meaningful information and where technology is used by students to create, analyze, collaborate and communicate

• technology must be meaningfully integrated into classroom environments

• technology must be implemented in ways which are equitable and inclusive

The current plan provides technology to schools, teachers and students in various ways for instructional purposes. Students and teachers in elementary school programs receive hardware based on a formula which allocates computer technology by classroom. Students and teachers in secondary schools are funded centrally to provide computer hardware at a ratio of 1 computer for every 7 students. Many students with Special Education needs receive hardware to directly support their learning needs by way of Special Equipment Allocation funding. Software in schools is provided through a variety of local, district and provincial sources. A high speed, fibre-optic, wide-area network is currently in use in the district to provide network and internet access to schools. Ubiquitous wireless access will be installed in all DDSB schools by June of 2012.

In order to learn more about the effective use of new educational technologies in schools, the Durham Board regularly makes use of information gathered during pilot projects, broad-based and targeted surveys and from focus groups. To inform this plan, information was used from initiatives such as the Primary Laptop, Special Education iPad, Primary iPod, Discovery Education eText, and Instructional Laptop pilots. In the 2010–2011 school year, staff, students and community members were surveyed on their perceptions and use of technology for learning. In addition, the Director held separate consultations with a number of staff and student groups across the DDSB.

In order to meet the needs of 21st Century Learning, a plan has been developed that incorporates broad-based recommendations in the areas of network infrastructure, instructional hardware, instruction of software and human resource allocation with respect to instructional technology. Network considerations include the need for a more flexible learning environment which makes use of wireless technologies as well as access to high speed resources both on internal networks and through the internet. The increasing use of personal devices by both staff and students has necessitated the development of a network that can provide safe and controlled internet access.


The flexibility offered by wireless technology allows classroom teachers to move students away from computers which are hard-wired to the walls, to a more efficient and appropriate use of integrated and technology enhanced learning. This plan recommends a fundamental shift in the way that teachers and students currently use technology in schools and recommends the use of more flexible mobile lab environments over traditional hard-wired labs.

Also fundamental is a recommended shift to targeted and comprehensive training for teachers on how to best use technology in their direct instruction of students using laptops and digital projectors. The plan recommends that the Instructional Laptop program continue to provide laptops and projectors to teachers who are trained to use them and further recommends that the board plan for the installation of projectors in all classrooms where budget considerations allow.

This plan confirms the need for a standardized approach to use industry-standard productivity software tools for all staff and students. It further recommends a process for an efficient and controlled web 2.0 application training and use. Online collaboration, learning, and career planning tool software for students as well as data collection and resource sharing applications for teachers must be incorporated into a teacher’s technology repertoire. The ongoing investigation of the use of cloud-based productivity software and email for students will allow for a more seamless method of student use of technology both at home and at school.

The coordination of instructional technology initiatives occurs at many levels in the DDSB. The plan recommends that the existing reporting structures such as the Programs/IT committee remain, but that interdepartmental communication be promoted and increased in the area of technology. It further recommends a renewed focus on the role of the school site administrator where an emphasis on pedagogical use of technology in the classroom replaces the more traditional technical requirements of the position. The plan highlights the need for continued staffing for technology training facilitators and an e-Learning contact at the board.

an organizational Framework for 21st century tools in the classroom: the Five cogs

Key to this plan is the fact that broad infrastructure, hardware, software and technical requirements are investments that will allow for a needed and desired change of practice in the way that technology is used in classrooms by teachers.

This plan recommends a framework be used to direct teachers in best practices for using technology in the classroom, guide principals in their planning, budgeting and supervision and assist parents and students in understanding how to best use technology to improve learning. This framework rests on the work done by the International Society of Technology in Education (ISTE) and is broken into five distinct areas or Cogs.

The plan recommends that the Cogs and underlying ISTE look-fors be the foundation for what technology enabled education and planning look like in the DDSB.


The DDSB 5 Cogs of Instructional Technology will be used to organize technology integration in

our classrooms.

The Cogs emphasize:

• Digital Citizenship as a method to assist all education community members to understand their rights and responsibilities when using technology as well as to assist schools in making the connection that Character Education exists both online and offline;

• Technology as a Doorway to Information to teach information literacy skills in a context which will transform our school libraries to a flexible “Learning Commons” space where students engage in an inquiry model that allows for both traditional text resources as well as a range of digital resources;

• Technology at the Point of Instruction in order to engage our students in real-world, current and authentic learning exercises which are provided in a variety of up-to-date media formats;

• Technology at the Point of Learning in order to engage our students to solve authentic problems using digital tools and resources and to use these tools to further reveal and clarify their understanding and thinking;

• Technology in Professional Practice as a method for our teachers to communicate and collaborate with all education community members, evaluate and reflect on current research and practice and to use digital resources to record, analyze and report on student learning and achievement.

Each Cog contains a grouping of ISTE standard practices. The plan recommends that these Cogs and their underlying ISTE look-fors be used when designing instructional technology training for teachers and that these organizational Cogs be used by teachers and administrators when reflecting on best practices for classroom use of technology.

Technology integration in the classroom engages and advances our students’ learning. It allows schools to reach out to our broader community in order to engage them in the everyday practices of our classrooms. Effective technology integration equitably balances the differentiated needs of all of our students. This plan supports and addresses the potential of technology in DDSB classrooms.


For the purposes of this document, the term “Instructional Technology” encompasses the use of computer technologies

by students and teachers to improve student achievement.

Teachers use Instructional Technology as a tool to teach students through direct instruction, to communicate, to

monitor student achievement, to evaluate and report on student achievement and to provide curriculum resources

to students in digital form.

Students use Instructional Technology to explore, analyze, organize and report on their learning. They use it to

collaborate with one another and their teachers. Instructional Technology allows students with Special Needs to

more seamlessly be accommodated in the classroom and to access the Ontario Curriculum.

a. District goal setting for the use of Instructional technology

The allotment and use of Instructional Technology in the Durham District School Board is managed by Senior Administration. More specifically, the responsibility for Instructional Technologies rests with the Superintendent of Program Services and Superintendent of Special Education in coordination with the Superintendent of Business/Technical and Information Services. Through the Programs

Instructional technology in Durham: the Present


Technology and Special Education officers, goals for Instructional Technology Professional Development are established through the district’s planning process. These goals align with Ministry of Education objectives and the Board Improvement Cycle.

In 2010, a Trustee Ad Hoc Committee was created to discuss technology initiatives in the district, inform staff of the wishes of various stakeholder groups and confirm the direction of Instructional Technology in the DDSB. The Instructional Technology Ad Hoc Committee was comprised of Trustees, the Director of Education, superintendents, elementary and secondary principal representatives and Technical and Information Services (TIS) managers.

The objectives of the Instructional Technology Ad Hoc Committee:

• Review current technology hardware provisioning and make recommendations for future provisioning.

• Review and make recommendations on the use of new technologies in DDSB schools.

• Make recommendations to address issues of inclusivity and equity across the district with respect to technology use.

• Review current Instructional Technology training foci to ensure they are aligned with current educational needs and refine them if necessary.

The Instructional Technology Ad Hoc Committee believes that:

• All students can benefit from a learning environment in which technology is used to provide instruction, where students use technology to reach outside their classrooms to access meaningful information and where technology is used by students to create, analyze, collaborate and communicate.

• Technology must be meaningfully integrated into classroom environments.

• Technology must be implemented in ways which are equitable and inclusive.

It is recommended that a similar committee meet to review the Instructional Technology Strategic Plan to update and monitor the implementation of Instructional Technologies on a periodic basis.

B. centrally Provisioned hardware

Hardware is provided to schools in the DDSB in several ways.

“I often allow students to use their devices to take notes, log important dates and research their

information.”

–Grade 2 teacher


Students with Special Needs receive technology to access the curriculum through Special Education Allotment (SEA) funding. This hardware may include tablets, desktops or laptops depending on student needs. Through a referral process, central office personnel provide hardware to students.

Technology used for educational purposes in Durham elementary and secondary schools has largely been based on models which favour a blend of group and individualized technology use by students. This blend has favoured student use over teacher use. Most technology has been located in small lab settings such as in elementary libraries with 12 desktops, classroom pods of 3 or 4 or secondary cross curricular lab installations. Technology set aside specifically for teacher instructional purposes has occurred in select schools, but infrequently and only on a pilot or an ad hoc basis.

DDSB schools have been allotted technology in a model based on the number of classes in any given school. Elementary schools are provisioned hardware through a base model:

• 3 computers per classroom (Grades 1–8)

• 3 computers per classroom (Special Education)

• 2 computers per SERT (1 for teacher use, 1 for student use)

• 2 computers per classroom (Kindergarten)

• 12 computers per library + 2 computers for library administration

• Printers are allotted on a 1 per 3 classroom model + 1 for library and 1 for SERT

Currently, secondary school allotment of technology is based on a formula which provides schools with funding to meet a ratio of 1 computer to every 7 students. Secondary schools lower their ratios by purchasing further technology devices depending on their needs.

In both elementary and secondary models, Board-standard equipment is provided from a selected vendor(s) through the Purchasing Department. By standardizing purchases of desktop and laptop hardware, the district realizes a lower total cost of ownership over time.

Software for Instructional Purposes:

Software licenses at the DDSB are purchased and licensed by the Province, individual schools, the Board, Board departments and Board geographic areas.

Examples of Software Acquisition Licensing Arrangements:

• Provincial Based Software: OSAPAC licensed software such as Comic Life, Geometer’s Sketchpad,

WordQ or Dragon Naturally Speaking.

• Board Based Software: Microsoft Office, Windows Operating Systems, Virus Protection.

• Area Based Software: Licences for survey software such as Reality Check

• Departmental Based: Special Education Department purchase of specific Assistive software such as The Academy of Reading, Successmaker or Boardmaker.

• School Based: RAZ Reading software, Math software, specialized music software.


The process for the purchase of software for schools is restricted through the installation of the software itself. Board procedure prohibits the use of software purchases for instructional use unless it has been vetted by Program Services Department and the Technical and Information Services Department through a formalized Software Approval Process set out in the Procedure.

c. network Infrastructure

All DDSB schools currently are wired with High Speed access through a fibre optic wide area network. Most secondary classrooms are connected with at least one hardwired drop while in elementary up to five individual cabled drops may exist. Labs and libraries are connected with multiple hard-wired drops. Elementary portables are wired in the same manner.

As well, all DDSB schools are being equipped in 2011/2012 with ubiquitous wireless access points which will allow Board provided wireless devices to connect to the Board’s main network, and which will allow users with a DDSB computer login account to connect personal devices through guest access to the internet. The completion of this project will allow corporate access to wireless devices owned through the board and restricted access to personally owned devices. Guest access is tracked and filtered using District hardware, and requires authentication with the user’s DDSB computer ID.

All DDSB student computers are provided with one “image” or suite of software that is identical, but which can be enhanced based on the school’s needs. Secondary and elementary “images” exist to allow for a consistent deployment of capabilities on computers. Student and Staff network accounts are managed through a software system called “Desktop Management Software” which assigns the user rights to printers, access to the network and software as chosen by the District and by their teacher. Currently students with a laptop provided through the Special Education Department do not receive a standard image, but instead receive an individualized Special Education image.

Investigation of enhanced desktop management software is necessary in order to take advantage recent advances such as the integration of learning management systems (e.g. Moodle or D2L). The continued use of desktop management software is recommended as it provides valuable tools to teachers and site administrators such as Lanschool capabilities, class folder organization and teacher software assignment to students.

Growth of internet and network resources will require that the DDSB monitor and upgrade WAN and Internet Access as necessary to support instructional needs.


Pilots and consultationA. In order to learn more about effective use of new educational applications and the impact of these new technologies in a school setting, the DDSB has been involved in a variety of projects which have informed current practice. Pilots most relevant to this document include:

a. Primary Teacher Laptop Pilot

b. Special Education iPad Pilot

c. iPod Project to study use of mobile devices with primary students in Literacy

d. Discovery Education eText Pilot

e. 2011 Instructional Teacher Laptop Pilot (ILP)

B. In 2010, the Durham District School Board undertook several broad based consultations on the use of technology and student learning:

a. A web based community survey open to the public

b. A stratified sampling survey of all DDSB students in grades 4–12

c. A teacher survey

d. Surveys of both elementary and secondary administrators


The Director held separate personal consultations during the spring of 2011 with staff and with students at selected schools across the DDSB. The consultations focussed on the needs of staff and of students with respect to the use of instructional technology, both on the current allocation and use of technology and on the future of technology use as seen by the respective focus groups. One of the sessions with school staff was also attended by the Chair of the ad hoc committee examining the future of instructional technology in the board. Feedback from these consultations was considered in conjunction with survey results to inform the creation of the instructional technology strategic plan.

In 2011, the Special Education Department began collecting data with regards to Student Use of Assistive Technology and is considering the addition of questions with regard to assistive technology in biennial SEAC surveys.

In 2012, the Programs Services Department began the process of collecting data from all teachers who successfully completed the Instructional Laptop Pilot.


Broad technology considerationsIn order to meet the needs of the technology instruction in Durham, several fundamental technology considerations must be taken into account. These fundamental considerations create the foundation for technology enabled student and teacher interaction.

a. Network Infrastructure




e. Role of the School-based Educational Technology Lead (site administrators)

a. network Infrastructure

The emergence of smart phones, tablets, mini-laptops, mobile devices and an ever growing

wealth of resources across the internet have placed immense pressures on the Board’s internal

network and external internet network connection.

Students and staff must have access to a high speed network which allows them to interact and collaborate with others, access video, audio and text resources both inside the district and via the internet.


This infrastructure must include access for Board staff and students to their own digital learning resources in a safe and secure manner and to Board materials in a safe and secure manner.

The network must allow users to use their own mobile devices where teachers and principals permit the practice. As students and staff move more and more of their work onto personal devices, a secure method of using these devices within the Board firewall must be maintained. Further investigation into differentiated access at the guest level to the internet (e.g. administrator versus teacher versus student use) should be investigated in order to facilitate teacher access to resources such as YouTube or administrator access to staffing software. The use of mobile devices in the learning environment continues to be controlled by the classroom teacher, school principal and through Board policy and procedure. Though a central file memo exists to set boundaries for student use of cell phones and personal handheld devices, a specific procedure regarding the use of personal devices will be required in the near future to better address issues such as equity of access and Board liability.

Currently a staff portal exists in order to facilitate the sharing of staff related documentation and provide access to network resources. In the future, a student portal which allows students to view their own progress, achievement and to provide access to lessons and resources needs to be developed and maintained centrally. Currently, teachers may choose to create a class or course on the DDSB Moodle which allows students to access and interact with classroom resources and collaborate online. This is also accomplished through the Provincial Learning Platform D2L. Though these platforms allow for an online classroom experience they do not provide the functionality of viewing student achievement, grades and attendance.

B. hardware

The wide variety of hardware devices now present on the market, places great demands on both

Technical and Information Services Department and Program Services Department staff. In both

cases, without a controlled rollout of technology devices, IT technicians and those developing

training models can be quickly overwhelmed by the various ways that individual devices

function and integrate into systems.

The DDSB has restricted purchases to specific types of computers that allow for a standardized computer image and simplified and consistent approach to training materials. This model has been successful in minimizing technical staff resource time and the time required to create documentation and train teachers. As newer devices enter the learning environment, (ebooks, netbooks, tablets, smart phones, etc.), a formalized process through which the Business, Program Services and Special Education Departments can respond to school needs with recommendations must continue to evolve to ensure that the district is responding in a timely manner to the instructional needs of schools.

Students with special education needs often require more specific equipment. Recently the Special Education Department has aligned with the TIS department to formalize their approach to technical purchases and needs. Through continued communication and interaction between the Program


Services Department, Technical and Information Services Department and Special Education Departments, a consistent approach to technology use can be maintained. It is recommended that a more formalized process by which hardware items are vetted and added to the approved technology lists be investigated to address individual student and school needs.

Consistently teachers have voiced their desire to use computers for instruction which they have the ability to personalize and configure. The 2008–2011 laptop pilots highlighted the necessity of teachers having a dedicated projector to accompany these devices. In the spring of 2011, an Instructional Laptop Pilot was initiated for more than 350 teachers. This pilot supplied teachers with a mini-laptop, wireless keyboard and mouse, speakers and a data projector. Teachers were required to complete 16 hours of training which focussed on integrating these tools into their instructional program and professional practices. In order to keep the budgeted classroom dollars neutral, elementary schools turned in two desktop units for every laptop and projector given out. Teachers were required to complete eight credits of courses in Digital Citizenship, Assistive Technology, Technology and Professional Practice, Technology at the Point of Learning & Instruction and Technology as a Doorway to Information.

This hardware provisioning model emphasizes Professional Development as a necessity in using the technology. Initial feedback from participants in the pilot indicates that the training is necessary and extremely helpful. Teachers report feeling more confident in their use of technology and that they more readily integrate technology into their teaching repertoire. As the number of teachers requiring training grows, alternate means of training (virtual, web based, etc.) must be explored to balance the resource load.

It is recommended that a new model emphasizing mobility and flexibility over “hard wired labs” be instituted in elementary schools. In this model, the total number of hard wired desktop classroom computers will decline and be replaced by a teacher laptop and projector, wireless mouse and keyboard, speakers and a classroom computer. The traditional library lab will be replaced with a “floating lab” consisting of a cart of wireless mini-laptops with additional laptops for the school proportionate to its size (1 per classroom, with a minimum of 15). The library should maintain desktop computers for student research purposes in a Learning Commons model. Schools may wish to supplement some classrooms with additional mini-laptops or desktops when special requirements prevail. Traditionally, the elementary model has been based on one library lab per school, however larger schools (more than 15 classrooms) should have more than one floating lab in order to best meet the needs of their larger populations.

In both elementary and secondary panels, the ideal technology instructional classroom model would be to provide a mounted digital projector in every classroom and a mini-laptop computer for each .5 or greater FTE teacher. It is recommended the board, within budget constraints, initiate the mounting of digital projectors in each classroom to support instruction. The classroom should also be provided one desktop computer for incidental student use, wireless access for personal hardware use and opportunities to use school provisioned wireless mini-laptops when required. Though some suggest full sized laptops offer greater opportunities for use to the teacher, surveys completed through the ILP do not appear to indicate that these benefits outweigh the increased cost. At this time the recommended deployment for teacher


and student use is for mini-notebook computers as opposed to tablets. If tablets begin to offer more functionality and better performance in a supportable enterprise environment, their viability should be reviewed. Pilots of devices of various form factors must continue in order to best understand their use in the educational context. Survey data clearly indicates the importance of tying teacher laptop use with mandatory training. It is further recommended that NTIP training incorporate laptop training as part of its regular program.

Special Education provisioning of hardware must be coordinated with the needs of the individual student in mind and coordinated in conjunction with TIS department (e.g. in 2012, 35 iPad tablets were provided with students with specific communication difficulties).

As new schools are constructed, collaborative planning between Instructional Technology and facilities staff is required to improve student and staff access to relevant technologies.

Updated Elementary Model:

• JK/SK to Grade 8: 1 desktop computer per classroom hardwired

• Special Education Classroom—1 hardwired desktop computer

• SERT—1 hardwired desktop computer

• 1 mini-laptop per class with a minimum of 15

• 1 cart minimum per school (a second cart if necessary)

• School—12 + 1 bank of desktop Computers (hardwired) in library for student research, access to library search and circulation, etext resources and library administration

• School—1 mini-laptop per teacher (.5 FTE or more including teacher-librarian and SERT), where ILP training is complete. (1 desktop per teacher where training is incomplete)

• 1 wireless keyboard and mouse

• portable speakers

• 1 laptop bag and security lock

• 1 mounted projector and screen in each classroom and library

• 1 printer for every 3 classrooms, 1 printer for SERT use, 1 printer for library use

Secondary classroom and lab allotment decisions are made at the school level based on a model which will continue to provide for technology centrally at

“I always think of how to use the data projector to get the point across.”

–Primary teacher


the 1:7 level. School based decisions on provisioning of hardware technology are flexible and based on the number of business and technology classrooms required. Though some cross curricular labs may be required going forward, secondary schools will benefit from a model which allows for mobile carts to come to the classroom. Secondary classroom teachers should be provided with the opportunity to attain a ILP kits (mini-laptop and training.) All secondary classrooms should likewise be equipped with mounted digital projectors.

As a guideline only, the following hardware recommendations exist for the allocation of secondary school technology in school libraries:

• 1 mini-laptop for teacher-librarian

• 2 desktop computers for administration and circulation

• Mounted data projector

• Minimum of 30 student computers (which would accommodate ½ of the users in the library at any given time)

Schools have traditionally purchased peripherals such as digital cameras, interactive white boards, document cameras, or audio recorders through their own budgets with advice from Program Services, Special Education and TIS personnel. This practice has allowed for innovation and experimentation and is should be maintained in its current form. Where a board standard is established for a device only that standard may be purchased.

c. software considerations

Currently the Program Services, Special Education and TIS departments share the role of vetting software for student use. Program Services Department staff ensure that the software meets the needs of curriculum for which it is intended and where necessary prepare training documentation and training opportunities to support it. Once the software has been deemed to have met the pedagogical needs of the intended student audience, the TIS department ensures that the software will run on approved devices and throughout the DDSB network. This process would be best served in an online application workflow in order to maintain a central database for all staff. It is recommended that the board implement such a workflow for online software implementation.

Though software comes from a variety of sources, most is purchased at the Provincial or District level. The District currently purchases instructional tool-based software from Microsoft (Office Suite) and provides it to all staff and students. Opportunities for training both at the beginner and advanced level for teachers needs to be increased in the coming years to ensure that all staff have knowledge of the applications that best meet their needs. Annual reviews of software made available through OSAPAC as well as web 2.0 materials must be completed to ensure that training meets the needs of the Board Improvement Plan and is supportive of the Durham Directions.

As third-party web-based software applications continue to proliferate, a process similar to the software approval process may be required to be formalized to avoid duplication of documentation and training


with similar products. Though there is continued benefit to individual schools experimenting with “cutting edge” technology, Programs Services Department training solutions must ensure that there is continuity and consistency to training.

Cloud-based solutions for student product storage should be examined in the future as they may prove more affordable than current in-house solutions and may allow students to better use their own devices to access data. Students likewise will benefit from access to “cloud” tool applications in order to complete assignments (e.g. Windows Live, Google, etc.). It is recommended that the DDSB implement the use of cloud productivity tools and that it continue to investigate and implement cloud applications that are relevant to student learning needs.

Student credit accumulation and career planning currently can be viewed through the network application, Career Cruising which is an online platform that interacts with the DDSB student information system. As the district moves to the PowerSchool student information system, it is recommended that options for a parent and/or student portal be further investigated.

Document and resource management will become a greater need for teachers as more and more instruction and learning moves online. A robust resource management tool should be investigated and considered in order to serve online learning for teachers and students.

Currently, elementary assessment data is stored for diagnostic purposes in the district’s Data Collection Tool. This tool allows teachers the ability to submit data for central analysis and use for classroom planning and reporting purposes. The continued use and development of such a tool is necessary component of the teaching planning cycle.

D. human resources/Departmental considerations

Currently Instructional Technology issues and decisions are made collaboratively through various meetings of superintendents, officers and technical specialists and facilitators. A formal approach to documenting and updating stakeholders also occurs at a number of the Program Services/TIS meetings (with Special Education facilitators in attendance), the Business/Program Services meetings (with Programs officers and TIS staff present) and through the Business/DESA and Business DSAA meetings. There is a continued need for all stakeholders to meet to share individual IT issues and plans in formalized structures such as these.

“I use technology in all facets of my daily teaching. I couldn’t imagine my life without it!”

–Teacher


Increasingly, the Safe Schools department has been brought into the Instructional Technology fold largely due to discipline related issues with regards to technology and social media use by students. Though the everyday Instructional Technology needs of departments such as Parent Engagement or Safe Schools is relatively minor, there is a need to broaden the base of shared information with regards to technology use. A technology committee of District officers as well as IT representation was developed in 2010 to focus on Safe Schools and Technology issues. In 2011–2012, “Digital Citizenship” was announced to be a major theme for all schools to consider. This broader interdepartmental officer committee with a flexible mandate allows for a broad sharing of information regarding the use of technology in student learning.

An increasing number of workshops for parents (e.g. SCC and parent engagement initiatives) on topics such as Cybersafety, Assistive Technology, and Digital Citizenship indicate a growing desire for parents to learn more about the use of Instructional Technology at both home and school and to provide them with opportunities to learn more about technology in their children’s lives. The demand for parent learning opportunities with respect to the role of technology in their children’s development will likely increase and may need to be addressed though greater parent resources and/or training.

Administrators use District standards (5 Cogs) based on the work of the International Standards for Technology Education (ISTE) to make training and budgeting decisions. The current alignment of ISTE standards into the DDSB 5 Cogs of Technology provides an easy to understand and clear training focus for the district and schools. A Principal’s Technology “Walk-through” document, with identifiable technology look-fors as well as video examples, will assist principals as they discuss with their staff best practices around technology integration. This walk-through should be rolled out to all schools in conjunction with the implementation of the new hardware provisioning model.

Principals benefit from clear understandings of their leadership role with respect to the use of Instructional Technology in their buildings. Using standards for administrators consistent with ISTE, area superintendents may present annual technology foci for their area which can assist in developing a shared understanding of the roles and responsibilities of principals and teachers with regards to instructional technology. Effective technology integration including assistive technology in classroom instructional practice requires regular and consistent training for all staff. This training may take the form of centrally provided face-to-face, online, school requested and informal sessions. Centrally hosted conferences which provide training opportunities for educational technology leaders and classroom teachers also builds capacity within the system.

At the school level, Instructional Technology decisions are generally made by the principal in collaboration with a “Technical Team,” Growth Team, Department Heads or Administrative Team. Program Services Department computer facilitators frequently meet with principals and school teams by invitation to assist in setting school priorities for Instructional Technology. An Instructional Technology planning framework, addressing hardware and professional development needs, has been developed by the Program Services Department to assist principals in this process and should be renewed annually in order to best meet the needs of all stakeholders.


Site Administrator Role:

Though school budget, direction and policy decisions are made by the principal in conjunction with staff, a school Site Administrator generally takes the lead in operationalizing the use of technology at the school level. The Site Administrator at the Secondary level may be supported by a school LAN technician in addition to District IT specialists and computer facilitators. At the elementary level, the Site Administrator is supported by District IT specialists and computer facilitators.

The requirement for teachers to have detailed network and hardware technical expertise has diminished in recent years as systems and district provisioning have become more standardized. To that end, it will be necessary to revisit the role of the “Site Administrator” and define the role as one which is focussed on sound pedagogical use of technology rather than “tech savvy” knowledge. The title “Site Administrator” should become Educational Technology Leader (ETL) to reflect the fact that the role is filled by a teacher, who is a curriculum and technology leader within their school. Training for ETL’s should emphasize district curricular initiatives including the use of assistive technology and focus on the resources available in the area of technology rather than the wires and switches aspects of technology use in schools.

As the concept of the “Learning Commons” in school libraries gains a foothold, teacher-librarians will be required to improve their knowledge of the use of ebooks, etexts, internet resource databases as well as learning management systems such as Moodle or D2L. Teacher-librarians play an integral role in the inquiry process for students and their knowledge of technology solutions must encompass the exploration phase of research to the creation and publishing stages of the model. In many cases, teacher-librarians may choose to fill the role of ETL as there are obvious and increasing linkages between the roles. The teacher-librarian should be part of a school’s technology team and if not the ETL, must work closely with this group to support embedding technology into classroom instructional practice and to ensure that the library program supports the technology goals of the school.

E-Learning:

In recent years, e-Learning pilots, both in a blended and full credit models has been a focus by the district through its Moodle initiative and the Ministry of Education through its Desire 2 Learn (D2L) initiative. E-Learning benefits many student groups including those students requiring alternate learning environments (e.g. Supervised Alternative Learning students or students with anxiety issues requiring multiple entry points to access the teacher).

“I can find information faster on my handheld than I can in a book.”

–Secondary

school student


As e-Learning grows in the DDSB, it may be necessary to consider a more formal staff solution to the technical support of maintaining Learning Management Systems (LMS). Furthermore clerical support, technical support and management structures will need to be formalized in order to scale the initiatives beyond current pilot levels.

Blended Technology Learning (teaching that incorporates the use of electronic resources into the daily instructional practice) currently exists through the use of the DDSB Moodle application and is managed through the Instructional Technology Department. This system currently houses approximately 800 classroom environments. Automating systems to allow for the creation of blended classrooms and attaching of students and teachers will become a necessity as greater and greater numbers of teachers use this technology to work with students.

Full credit e-Learning is managed through the Instructional Technology department by a Ministry funded e-Learning Coordinator in partnership with the Student Success Department and Instructional Technology Department. The LMS is currently the Desire 2 Learn product which is managed outside the board’s infrastructure. Though student and teacher access and permissions are completed at the board level, as the number of online classes increases, more formalized technical, clerical and training positions will need to be established and maintained.

The current pilot of e-Learning is proving successful and further growth of full credit e-Learning geared towards grades 11 and 12 students is recommended for all secondary schools. In order for schools to participate in this central initiative, schools are required to provide one section of a course as an e-Learning opportunity for any DDSB students. This practice ensures a variety of courses exist for students.

Technology Facilitators:

The current model of staffing for Program Services technology integration training and support in the DDSB involves four district computer facilitators, two elementary and two secondary, who train staff and students in the integration of technology and liaise with TIS department staff. The Special Education department utilizes two assistive software facilitators as well as three software trainers.

One e-Learning facilitator is responsible for training and coordinating Ministry blended and full credit e-Learning courses, ILC Online Math Help initiatives, the Ontario Educational Resource Bank, and the DDSB Ontario Software Acquisition Program. This position is annually renewed and funded through the Ministry of Education. If e-Learning initiatives are to be expanded, this role must become permanent.

The library facilitator role also maintains an active link with the computer facilitators in order to integrate the work of teacher-librarians with the use of digital technologies in schools. The library facilitator coordinates media purchases for the district and offers support for all teachers, especially in the areas of inquiry, literacy, media and library administration.

Continued formal and informal sharing among this staff grouping is critical in the success of technology integration system-wide.


In 2010, The Program Services Department instituted a new organizational framework for educational technology use in Durham Schools. This framework, known as the Five Cogs of Technology was created to focus decision making, training and purchasing in schools. The Cogs were derived from the International Society for Technology in Education (ISTE) standards created for teachers in 2008. These standards give definitive “look fors” for all staff in terms of their use of technology for educational purposes.

The DDSB 5 Cogs of Instructional Technology Use:

a. Digital Citizenship

b. Technology as a Doorway to Information

c. Technology at the Point of Instruction

d. Technology at the Point of Learning

e. Technology in Professional Practice

Each Cog represents a grouping of ISTE standard practices for teachers. What follows is a description of each Cog and the related ISTE standards as well as recommendations for implementation of these standards.

the Five cogs of Instructional technology: an organizational Framework


a. Digital citizenship

In order for educational technology to be confidently used by students or staff, a broad and comprehensive understanding of the rules as well as the etiquette with regard to technology is paramount.

In their monograph, Digital Citizenship in Schools, Mike Ribbble and Gerald Bailey examine nine themes that constitute a successful digital citizen. These nine themes together represent the exemplary practices that should be considered when contemplating a positive, social and constructive use of technology to enhance one’s life and work. The link between Character and Citizenship is clear and as DDSB students have been looking closely at 10 character traits, it is recommended that schools be given opportunities to share their own Digital Citizenship practices in order to continue to build capacity within the system.

Digital Citizenship knowledge must be an integral part of teacher training and integrated into all departmental structures which touch on student technology use.

ISTE Standards for teachers related to Digital Citizenship:

a. Modelling and teaching safe, responsible use of digital tools.

b. Addressing the diverse needs of all learners by using appropriate software and strategies.

c. Promoting and modelling digital etiquette and responsible social interactions related to the use of technology and information.

B. technology as a Doorway to Information

Teachers use technology to teach information literacy skills and as a research tool to explore, investigate and process information. This doorway also is an access point to a rich world of prose, poetry and media.

As school libraries become increasingly digitized, the role of the teacher-librarian will become increasingly one where she or he will be required to assist students as they navigate the seemingly endless amounts of information available to them.

School libraries will require a transformation to a “Learning Commons” model which will necessitate school library infrastructure and use to be more flexible and technologically integrated. Teacher-librarians must be offered continued training and support in the areas online databases and use of ebooks and etexts. These initiatives are aligned by the “Together for Learning” document developed by the Ontario School Library Association.

A centrally provisioned bank of 12 desktop computers and a data projector in all elementary school libraries and similar configuration in secondary schools will support teacher-librarians in creating pods of computers within the “Learning Commons” space for students to engage in digital exploration, investigating, processing, and creating of information following the stages of the research process. The “floating lab” of mini laptops can also be used when needed to allow additional flexible use of technology within the school library space.


Schools will have opportunities to purchase supplementary technology tools for student use to access digital information. Tools such as mobile devices and tablets, mp3 recorders, and microphones support the research process in school libraries. In order to make consistent the ability of the Board to offer professional development and to support and maintain equipment, as well as to allow for a stable and more cost effective model for purchasing, recommended device lists will continue to be developed and provided for select items.

ISTE Standards related to this Cog:

a. Making effective use of current and emerging digital tools to explore topics and develop research skills.

b. Investigating, searching and evaluating digital resources.

c. Processing and organizing ideas with digital tools.

d. Using information appropriately and applying knowledge effectively to create robust, cross curricular digital products.

e. Creating rich-cross curricular products combining various media.

c. technology at the Point of Instruction

Teachers use technology tools such as a data projector connected to a

computer and/or document camera as an instructional tool for either

whole or small group instruction.

This modality has been under-emphasized within DDSB schools, and the new hardware deployment model outlined earlier in this document is intended to support schools in more effectively implementing technology as an instructional tool. Though digital projectors and media carts have been shared throughout schools and departments, the regular use of tools such as laptops, projectors and wireless keyboards and mice have been relegated to the especially “technically savvy” teacher. By further developing the Instructional Laptop Pilot into a formalized program, this disproportionate use of Instructional Technology can be reversed.

The success of the Instructional Laptop pilot and enthusiasm for continuation of the model requires that the pilot be expanded into a program which will eventually see all teachers given the opportunity to participate.

A separation of the structural portion of the program regarding installation and purchase of projectors from the ILP program will ease the logistical management issues. It is recommended that all classrooms receive a

“as soon as you project any image onto the whiteboard, their motivation increases, their focus increases.”

–Primary teacher


mounted projector to assist teachers in successfully integrating technology into their instruction regardless of their participation in the ILP program.

Teachers who complete 8, two hour workshops would continue to receive a laptop, wireless mouse and keyboard, speakers and locks. This information will be tracked through PD Place. In order to meet the demands of moving from 350 teachers to approximately 1500 teachers a year, online ILP training sessions of some course work will be required, as well as a crediting system where relevant training offered by other DDSB departments can count towards ILP certification.

With the central deployment model providing schools with projectors, desktop computers, mini-laptop computers, and wireless infrastructure, schools can increasingly focus purchasing decisions around technology peripherals that support their individual School Improvement Plans. These peripherals will provide opportunities for schools to purchase a host of engaging technology tools for instructional use. Tools such as document cameras, tablets, interactive white boards or response systems (e.g. handheld clickers) all provide opportunities for students to interact with technology during whole or small group instructional periods. In order to make consistent the ability of the DDSB to offer professional development and to support and maintain equipment, as well as to allow for a stable and more cost effective model for purchasing, recommended device lists will continue to be provided.

The distribution and promotion of the DDSB approved list of technology devices gives the school principal and teachers a clear view of what they may wish to purchase to supplement their IT allotment. This document, in conjunction with its companion pieces related to training to support the use of devices, must be regularly revised and promoted in schools.

Teachers may also choose to utilize personal devices for instructional purposes, including personal laptops, tablets, and smart phones, making use of the Board provided Guest wireless access and data projector.

ISTE standards related to this Cog:

a. Engaging students in exploring real-world issues using digital resources.

b. Modeling collaborative knowledge construction by engaging in learning with students in virtual environments or by using virtual manipulatives.

c. Communicating relevant information and ideas effectively and in an engaging manner to students, using a variety of digital-age media and formats.

d. Making use of a variety of digital tools for instructional purposes.

e. Inviting students to manipulate objects, demonstrate concepts and ideas using digital tools.

f. Gathering student data to inform instruction.

D. technology at the Point of learning

Students are involved in rich and robust tasks that require them to gather, organize, create and

communicate information using digital technology.


Though this has been the most frequently emphasized modality for the use of technology for instructional purposes in DDSB training for the past decade, its successful implementation in schools has been sporadic largely because of factors which have restricted the modality’s use. Factors such as a limited and fixed number of computers in any classroom, limited availability of computer labs or time in the school’s lab, and the teacher’s relative comfort with the tools required to successfully support students’ use of technology are some of the most common reasons for inconsistent implementation of this model. Hardwired computers at the back of classrooms have likewise provided an efficient method of dispersing technology within a school. While some teachers may use the computers available to their class at certain times of each day, the computers often sit idle during other times and are unavailable for other classes to use.

Through a model which emphasizes a greater number of mini-laptops available to the teacher in their classroom along with a greater number of mobile devices leveraged through the school’s wireless infrastructure, more students will be able to use technology more effectively and efficiently. Technology instruction which focuses on collaborative student work and shared practice will benefit all students.

E-Learning currently exists in both the classroom blended-format as well as in the full credit online only formats. In order to meet the differentiated needs of students, both contexts must continue to expand and be encouraged. Each secondary school should be offering at least one e-Learning full credit online course. Until more stability exists within the current agreement with Desire2Learn and the province, both this product and Moodle should be used to support online learning initiatives in the DDSB.

Mobile carts of mini-laptops are recommended to supplement desktop computers attached to the school library. The merit of these “floating labs” involves bringing a flexible approach to allotting computer equipment to the school environment. Mobile labs may further be sub-divided into smaller groupings to further allow more classrooms to integrate technology into their learning. Mobile carts of mini-laptops will also allow schools to allot technology to classrooms where students are at-risk and require a computer for a particular portion of their learning. Schools may implement a “sign out” system for classroom use of these mini-laptops.

Though cross curricular labs in secondary schools have long been a method of bringing students together to use technology, the benefit of a portable lab cart will also provide greater opportunities for classrooms to integrate technology.

“We are infusing digital citizenship in everything we do.”

–Elementary

Vice Principal


Secondary schools and students in older grades in elementary schools may further benefit from using personally owned devices such as Smartphones, laptops or tablets at school. Principals may choose to allow the use of student personal devices for specific learning purposes. Principals must ensure equity of access to technology, and that student use of personal devices is not mandatory. However, allowing students to use their personal devices when approved by the teacher and principal, and when parents/guardians are in support of this use, is one more powerful way to enable and support student learning.

ISTE standards related to this Cog:

a. Engaged in exploring real-world issues using a variety of digital tools.

b. Solving authentic problems using digital tools and resources.

c. Reflecting using collaborative tools to reveal and clarify their understanding and thinking, planning and creative processes.

d. Using technology to become active participants in setting their own educational goals, managing their own learning and engaging in peer and self-assessment.

e. Accessing technology when and where it is needed to support learning.

f. Creating rich-cross curricular products combining various media.

e. technology in Professional Practice

Teachers use technology to record student data to inform instruction and evaluate progress, access

information, communicate with colleagues and parents, and to perform administrative tasks.

The use of school websites and social media feeds such as email, Twitter, You Tube and Moodle all give educators opportunities to speak to their communities in a broader context than through traditional newsletters. District Policies such as the Computer Use Agreement, Social Media Policy, Software Purchasing Policy along with professional responsibilities which are placed upon administrators and teachers require greater training.

Recent innovations in the collection and use of data at the elementary level have changed the way that teachers use technology for their own professional practices. Elementary teachers submit common assessment results three times annually, which can be tracked at the classroom, school, area and district level. These results inform the teacher and administrators as to the current abilities of their students in order to inform classroom instruction.

Parent surveys suggest that many parents wish the ability to monitor student achievement in between formal reporting periods. The new Student Information System will also allow a seamless method of recording student assessment and reporting this information to parents. The move to a more dynamic and teacher-friendly Student Information System will allow teachers the opportunity to evaluate student progress and report this to parents in these periods. Further investigation is required for these purposes. Teacher and administrator training for the new Student Information system will be integral in the coming years.


Access to online databases through organizations such as Knowledge Ontario allow teachers to further their own knowledge in any given subject or educational topic and to grow professionally. Enhanced training and use of this form of professional development should be more consistently integrated into teacher training and communication.

ISTE Standards related to this Cog. Teachers are:

a. Creating varied formative and summative assessments and using digital resources to record and analyze resulting data.

b. Communicating and collaborating with students, peers, parents and community members using digital tools and resources.

c. Participating in local and global learning communities to explore creative applications of technology to improve student learning.

d. Evaluating and reflecting on current research and practice to make effective use of digital tools and resources.


summary of Major recommendations and Projected target Dates1. Instructional technology in Durham

a. District Goal Setting and Visioning for the use of Instructional Technology

• The creation of an Instructional Technology Steering committee with representation from various staff groups for periodic review of and to make recommendations for the Instructional Technology plan. (Fall 2012)

• The alignment of technology instruction practice within the 5 COGs of Technology and ISTE Standards. (Fall 2012)

b. Software for Instructional Purposes

• Investigation of enhanced desktop management software in order to take advantage recent advances such as the integration of learning management systems (ie: Moodle). The continued use of desktop management software is recommended as it provides valuable tools to teachers and site administrators such as Lanschool capabilities, class folder organization and teacher software assignment to students. (Fall 2012)


2. Broad technology considerations

a. Network Infrastructure

• Wireless enabled networks be completed in all schools by June 2012.

• Continue to monitor and upgrade WAN and Internet Access as necessary to support instructional needs. (on-going)

• Guest Network wireless access be established within all schools. (June 2012)

• Schools have resources made available to them which assist in implementing personal technology device use by staff and students with personal devices. (Winter 2012)

• Further investigation into differentiated access at the guest level (e.g. teacher vs. student) should be investigated in order to facilitate teacher access to resources such as YouTube. (Spring 2012)

• Consideration of the creation of a procedure regarding personal device use by staff and students. (Fall/Winter 2012/2013)

• Student and/or parent portal be investigated to allow for online learning, student voice, parent opportunities to view achievement and/or attendance. (Fall 2013)


• Extend Instructional Laptop Program to all teachers (.5 FTE or greater) (350 teachers, Summer/Fall 2011) (1200 teachers, Winter/Spring 2012) Further expansion through 2013–2014.

• Continuation with centralized hardware purchases for technology and an approved hardware list. (on-going)

• Formalize a method for selection of peripheral hardware purchases (which impact computer software centralized installations) which is similar to software approval procedure.

• Maintain the 1:7 ratio of computers to students in secondary schools. (on-going)

• Adopt a new model for instruction with technology emphasizing mobility and flexibility over “hard wired labs”. (Fall 2012–2014)

• School libraries should maintain desktop computers for student Inquiry model purposes.

• Mount digital projectors in each classroom to support instruction in all classrooms. (Winter and Summer 2012)

“almost any concept I teach can be found on youtube to support my class.”

–Teacher


• Formalize Instructional Technology input on new school builds. (on-going)

• ILP training opportunities incorporated NTIP training. (Summer/Fall 2012)


• Continue to provide industry standard productivity software. (on-going)

• Investigation of a base cloud application for storage, mail and tool-based applications with additional opportunities provided from vendors which support non-base provided needs. (Winter 2013)

• Formalize a method for selection of third party web 2.0/web applications which is similar to software approval procedure. (Fall 2012)

• Opportunities made for teacher training to allow for greater use of office productivity tools (Winter/Spring 2013)

• Investigate and implement procedures for the use of student email accounts provided through DDSB. (Winter 2013)

• Formalize relationship between special education and programs technology facilitators with regular meetings and communication. (on-going)

• Continue to pilot and use blended learning through Desire 2 Learn and Moodle expanding day-school e-Learning to majority of secondary schools. (September 2012)


• Continue to provide interdepartmental input into IT through various committees and formal structures. (on-going)

• Site administrators to renamed ETL’s with a more curriculum related emphasis. (Fall 2012)

• Focussed training for teacher-librarians on technology integration in Learning Commons Model as well as 21st Century research skills. (Fall 2012)

• E-Learning to be expanded to most secondary schools by Fall 2012.

• Targeted training be provided to teachers and administrators with regards to social media. (Winter and Spring 2012)


Iste nets for administrators

1. Visionary Leadership. Educational administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational administrators:

a. Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders.

b. Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision.

c. Advocate on local, state, and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan.

2. Digital-Age Learning Culture. Educational administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational administrators:

a. Ensure instructional innovation focused on continuous improvement of digital-age learning.

supporting Documentation


b. Model and promote the frequent and effective use of technology for learning.

c. Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

d. Ensure effective practice in the study of technology and its infusion across the curriculum.

e. Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration.

3. Excellence in Professional Practice. Educational administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational administrators:

a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.

b. Facilitate and participate in learning communities that stimulate, nurture, and support administrators, faculty, and staff in the study and use of technology.

c. Promote and model effective communication and collaboration among stakeholders using digital-age tools.

d. Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.

4. Systemic Improvement. Educational administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational administrators:

a. Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

b. Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.

c. Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

d. Establish and leverage strategic partnerships to support systemic improvement.

e. Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning.

5. Digital Citizenship. Educational administrators model and facilitate understanding of social, ethical, and legal issues and responsibilities related to an evolving digital culture. Educational administrators:

a. Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.


b. Promote, model, and establish policies for safe, legal, and ethical use of digital information and technology.

c. Promote and model responsible social interactions related to the use of technology and information.

d. Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.

Iste nets for students

1. Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processes.

b. Create original works as a means of personal or group expression.

c. Use models and simulations to explore complex systems and issues.

d. Identify trends and forecast possibilities.

2. Communication and Collaboration. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. Develop cultural understanding and global awareness by engaging with learners of other cultures.

d. Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency. Students apply digital tools to gather, evaluate, and use information. Students:

a. Plan strategies to guide inquiry.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

“I couldn’t teach Physical education without my laptop.”

–Elementary

teacher


c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. Process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. Identify and define authentic problems and significant questions for investigation.

b. Plan and manage activities to develop a solution or complete a project.

c. Collect and analyze data to identify solutions and/or make informed decisions.

d. Use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behaviour. Students:

a. Advocate and practice safe, legal, and responsible use of information and technology.

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. Demonstrate personal responsibility for lifelong learning.

d. Exhibit leadership for digital citizenship.

6. Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. Understand and use technology systems.

b. Select and use applications effectively and productively.

c. Troubleshoot systems and applications.

d. Transfer current knowledge to learning of new technologies.

Iste nets for teachers

1. Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. Promote, support, and model creative and innovative thinking and inventiveness.

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.


c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments.

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

“online homework help has really changed my learning. I was entering with almost a fail, and I’m still here and now getting a’s and B’s! :DDD”

–Grade 7 student


4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

InstructIonal technology

Strategic Plan 2012–2015

Durham District School BoardDurham District School BoardDurham District School BoardDurham District School Board

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