technology implementation plan -- diversity

EDUC 629

Prince William CountyPublic SchoolsEducational Technology Plan 2011-2016

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Table of Contents

Vision, Mission, and Goals ………………………………………………………………………………………………………………….. 3

Needs Assessment ………………………………………………………………………………………………………………………….…… 4

The Planning Process ………………………………………………………………………………………………………………………….. 6

State Goals and Objectives with Local Strategies and Measures …………….……………………………… 6

Environment ………………………………………………………………………………………………………………………….. 6

Engagement ………………………………………………………………………………………………………………………….… 7

Application …………………………………………………………………………………………………………………………….. 8

Tools ……………………………………………………………………………………………………………………………….……… 9

Results ………………………………………………………………………………………………………………………………….. 10

Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………………………….. 11

Executive Summary …………………………………………………………………………………………………………………….………. 17

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Vision, Mission, and Goals of Prince William County Schools

Mission

Prince William County Schools (PWCS) will seek to acquire and implement the best of technology for all our students. PWCS will seek to hire and train the best possible administration and faculty. PWCS will research and implement the best strategies and technologies to reach all students to increase learning potential for all students at all times.

Vision

Prince William County Schools (PWCS) desire to create a digital learning environment that eliminates boundaries so that all students may have their learning experience enhanced to its fullest potential. PWCS will be a school district that provides places for students in Prince William County of all cultures, learning abilities, and socioeconomic backgrounds to receive every conceivable manner of help to maximize their own personal learning while realizing their significance in the world.

Goals and Strategies

Student Goals:

1. Classrooms will provide and environment in which all students will have equal opportunities to find solutions, whether by unique means or accepted practice, through individual and group work for their own benefit and for the good of all their classmates.

2. Classrooms will encourage all students to acquire the ability to learn new technologies and show increasing mastery of known technologies to enhance academic output and personal growth by means of engagement with meaningful curriculum with the help of assistive technologies as needed.

3. Classrooms will allow all students to apply appropriate technology in discerning long term objectives, devising appropriate steps to accomplish these goals in an acceptable amount of time, and producing artifacts.

4. Classrooms will provide students with an awareness of resources, and ability to use said resources, for differences in language and culture, learning and physical disabilities, and socioeconomic status.

5. Classrooms will discern achievement for all students through a variety of data-driven, research-based methods and use that data to increase learning opportunities for all students, with an emphasis on digital equity issues.

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Needs Assessment

Strengths – What are the current strengths?

The Virginia Department of Education (VDOE) now integrates social and ethical issues as part of its Communication and Technology Standards of Learning.

PWCS has implemented a new Strategic Plan for schools for the years of 2011-2015. There are repeated references to all equity issues in the key strategies and structure of the document with a clear, long-term plan to use technology as part of the solution to current needs.

PWCS has implemented a new Education Technology Plan for the years of 2011-2015. The process for developing the document includes the claimed intent of correlating district goals with state requirements.

Weaknesses – What are the current weaknesses?

While the VDOE standards mention social and ethical issues, it does not specifically deal with the issues of assistive technology for special needs students, language and culture barriers, or socioeconomic issues.

The PWCS Strategic Plan does not contain any statements combining educational technology and digital equity issues.

The PWCS Educational Technology Plan also contains no statements combining educational technology and digital equity issues.

The topic of digital equity appears to have been completely overlooked in the current documentation.

Opportunities – What are the future opportunities?

The implementation of the new VDOE SOLs allows for focus to deepen beyond the broad state standards to explore new areas in research and practice to digital equity issues.

The new VDOE SOLs allow for districts to have a common standard from which to start but also allow for incentive based grant programs that allow districts to creatively pursue new ways of satisfying digital equity needs.

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The PWCS Strategic Plan provides an overarching approach to combine educational technology and digital equity issues.

The parameters of the PWCS Educational Technology Plan allow for a combination of a true research based approach to Educational Technology and digital equity need areas.

Threats – What threatens those future opportunities?

The primary threat, in the modern setting, is financial. Economic problems can lead to budget cutbacks instead of progress and experimentation. It becomes extremely difficult to sell new and unproven methods and programs with decreasing financial means.

If any new programs or methods fail, especially in a noteworthy way, then there may be less willingness to continue trying new approaches despite what research would point towards.

There needs to be care to maintain an approach to provide an overarching direction in the plans that can be implemented in multiple scenarios instead of only developing ways to deal with specific digital equity issues as they arise.

The PWCS Strategic Plan and Educational Technology Plan both claim to be flexible and have built in review expectations, but the temptation to not branch out into specific standards for digital equity issues until new plans are developed must be avoided.

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The Planning Process

State Goals and Objectives with Local Strategies and Measures

Environment

State (VA):

Goal 1: Provide a safe, flexible and effective learning environment for all students.

Objective 1.1: Deliver appropriate and challenging curricula through face-to-face, blended, and virtual learning environments.

Objective 1.2: Provide technical and human infrastructure necessary to support real, blended, and virtual learning environments.

Objective 1.3: Provide high-quality professional development to help educators create, maintain, and work in a variety of learner-centered environments.

Local:

Strategy 1.1.1: Encourage teachers and administrators to use current technology capabilities regarding digital equity.

Strategy 1.1.2: Combine professional research, and data-driven district level research, to determine hierarchy of needs areas related to technology for digital equity.

Strategy 1.1.3: Evaluate effectiveness of district and school level use of technology for digital equity and make data-driven decisions for necessary adjustments.

Strategy 1.2.1: Identify and implement local and/or state solutions for wired infrastructure to provide all schools with wireless access both short and long term.

Strategy 1.2.2: Review equipment provided to Instructional Technology Resource Teachers (ITRT) and make research-driven decisions for changes or improvements biannually.

Strategy 1.2.3: Facilitate research-driven discussions on capability of current technology to meet the needs of students with cultural, special needs, and socioeconomic differences.

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Strategy 1.3.1: Facilitate professional development for ITRT specific to technology, infrastructure, and teacher support with an emphasis on digital equity.

Strategy 1.3.2: Facilitate inclusion of digital equity issues in all professional development options for teachers.

Strategy 1.3.3: Include community input and professional support regarding digital equity issues in shaping programs to develop new technology uses.

Engagement

State (VA):

Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology.

Objective 2.1: Support innovative professional development practices that promote strategic growth for all educators and collaboration with other educators, content experts, and students.

Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all learners.

Objective 2.3: Facilitate the implementation of high-quality internet safety programs in schools.

Local:

Strategy 2.1.1: Identify and collaborate with a variety of community institutions to identify interests and needs of various cultures and socioeconomic statuses.

Strategy 2.1.2: Identify, develop and promote professional development opportunities that encourage creative measures for combining technology with digital equity needs.

Strategy 2.2.1: Identify valid options for technology access for students needing assistance to achieve digital equity.

Strategy 2.2.2: Provide professional development and support that encourages combining technology with Individualized Education Plans for students with special needs.

Strategy 2.3.1: Develop and implement structure that allows for training in internet safety for all administrators, teachers, parents and students.

Strategy 2.3.2: Identify specific internet safety needs relating to digital equity, and devise and disseminate information to stakeholders to whom it is pertinent.

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Application

State (VA):

Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge , develop skills, and create and distribute artifacts that reflect their understandings.

Objective 3.1: Provide and support professional development that increases the capacity of teachers to design and facilitate meaningful learning experiences, thereby encouraging students to create, problem-solve, communicate, collaborate, and use real-world skills by applying technology purposefully.

Objective 3.2: Ensure that students, teachers, and administration are ICT literate.

Objective 3.3: Implement technology-based formative assessments that produce further growth in content knowledge and skills development.

Local:

PWCS currently provides schools with access to the following software: Discovery Education, Pixie, Frames, Share, Inspiration, and Kidspiration. Interactive Whiteboards and peripherals are provided for schools as well as laptops for each school’s ITRT. All other software and hardware decisions are left up to the individual school due to the site based management structure of PWCS.

Strategy 3.1.1: Provide teachers with information, examples, and professional development concerning software and internet applications that allow for students of all abilities and circumstances to gain understanding in how to learn on their own.

Strategy 3.1.2: Encourage teachers to explore safe uses of social media and ways to implement that into the classroom.

Strategy 3.1.3: Identify and evaluate new resources for recommendation and dissemination to teachers and schools to help bridge the gaps in digital equity issues.

Strategy 3.2.1: Identify existing systems, software, and internet resources that assess Internet Communication and Technology (ICT) literacy.

Strategy 3.2.2: Devise data-driven research standards to determine if Virginia Technology Standards of Learning are being met and develop remedial programs if necessary, especially regarding students with digital equity needs.

Strategy 3.2.3: Identify and implement professional development opportunities that emphasize meeting the needs of students with cultural, special needs, and socioeconomic differences.

Strategy 3.3.1: Identify existing assessments and assessment strategies from leading Instructional Technology societies and implement any deemed appropriate on a trial basis.

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Strategy 3.3.2: Design and implement data-driven and research-based assessments that adequately assess all students, regardless of digital equity needs, and all aspects of learning.

Strategy 3.3.3: Identify and promote professional development opportunities that address technology based assessments.

Tools

Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings.

Objective 4.1: Provide resources and support to ensure that every student has access to a personal computing device.

Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and administrators can effectively access and use technology tools.

Objective 4.3: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas.

Local:

Strategy 4.1.1: Make research-based decisions on which tools to provide with favor being shown to those that can be more easily adapted in digital equity situations.

Strategy 4.1.2: Provide tools that allow the portability needed for 21st century classrooms and instructional settings that allow students to maximize learning opportunities.

Strategy 4.1.3: Ensure students receive accurate training and opportunity to use tools in situations involving personal, local and community interests.

Strategy 4.2.1: Equip ITRTs to provide assistance to teachers and students in effectively integrating tools into the learning process.

Strategy 4.2.2: Provide IT support for ITRTs to maintain all tools and networks in working order.

Strategy 4.3.1: Identify new technologies and tools through interaction with Instructional Technology societies and conferences and disseminate information to administrators and instructors.

Strategy 4.3.2: Develop programs to evaluate tools relating to digital equity issues.

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Results

State (VA):

Goal 5: Use technology to support a culture of data-driven decision making that relies upon data to evaluate and improve teaching and learning.

Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial support.

Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve, and differentiate instruction.

Objective 5.3: Promote the use of technology to inform the design and implementation of next generation standardized assessments.

Local:

Strategy 5.1.1: Use data to inform purchases with emphasis on digital equity.

Strategy 5.1.2: Conduct semester surveys regarding tools, applications, and digital equity and compare with state produced survey results.

Strategy 5.1.3: Use current enrollment information to determine purchase budgets for specific assistive technology tools.

Strategy 5.2.1: Provide training for ITRTs in disaggregating and interpreting data for planning assistance to teachers and administrators.

Strategy 5.2.2: Identify resources for ITRTs to use in training teachers to disaggregate, interpret, and use data in instruction.

Strategy 5.2.3: Provide training and tools to interpret data regarding cultural, special needs, and socioeconomic differences, and resources to overcome those differences.

Strategy 5.3.1: Identify current technology based methods used to demonstrate understanding.

Strategy 5.3.2: Identify or develop methods to use technology in creating assessments relevant to students with digital equity needs.

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Implementation

Budget and Timetable for Goals, Objectives, Strategies, and Measures

All budget items will begin immediately. Initial equipment purchases and infrastructure improvements will be made during the 2012 summer. Other improvements will be made either on a per need basis or as specified in the timeframe cell of the proposed budget corresponding to its related strategy.

Strategies Timeframe & Estimated Budget

Evaluation & Identification Measures

1.1.1 – Encourage teachers and administrators to use current technology capabilities regarding digital equity.

Ongoing – No additional funding Formal and informal, anonymous surveys for school staff

1.1.2 – Combine professional research, and data-driven district level research, to determine hierarchy of needs areas related to technology for digital equity.

Ongoing – No additional funding Current hardware and software in each school documentedCurrent student needs by volume and specificity identified and listedNeeds areas listed by technology deficiencies, urgent need, and largest volume need

1.1.3 – Evaluate effectiveness of district and school level use of technology for digital equity and make data-driven decisions for necessary adjustments.

Ongoing – No additional funding Formal, anonymous surveys for school staff

1.2.1 – Identify and implement local and/or state solutions for wired infrastructure to provide all schools with wireless access both short and long term.

2011-2012 – $450,000 Number of schools with wired infrastructure

1.2.2 – Review equipment provided to Instructional Technology Resource Teachers (ITRT) and make research-driven decisions for changes or improvements biannually.

2012, 2014, & 2016 – $2,000,000 Review of ITRT suggestionsStudy of advances in technology for education in conjunction with IT department

1.2.3 – Facilitate research-driven discussions on capability of current technology to meet the needs of students with cultural, special needs, and socioeconomic differences.

Ongoing – No additional funding Planned meetings with ITRT, administrators, classroom teachers, and community resources

1.3.1 – Facilitate professional development for ITRT specific to technology, infrastructure, and teacher support with an emphasis on digital equity.

Ongoing – $1,000,000 Identify local, state, and national instructional technology learning opportunitiesIdentify local partnerships for training support

1.3.2 – Facilitate inclusion of digital equity issues in all professional development options for teachers.

Ongoing – No additional funding Identify and promote professional development opportunities that explicitly attempt to benefit all students

1.3.3 – Include community input and professional support regarding digital equity issues in shaping programs to develop new technology uses.

Ongoing – No additional funding Identify local partnerships for training supportInvite local experts in equity needs to assess our programs and offer suggestions for improvement

2.1.1 – Identify and collaborate with a variety of community institutions to identify interests and needs of various cultures and socioeconomic statuses.

Ongoing – School-based funding Seek to identify and partner with organizations and persons in the community who are familiar with the specific needs of our students

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2.1.2 – Identify, develop and promote professional development opportunities that encourage creative measures for combining technology with digital equity needs.

Ongoing – No additional funding Tracking national, state, and local organizations for opportunitiesPromoting those ideas, via email, as they are identifiedDeveloping district wide creative training in conjunction with ITRTs

2.2.1 – Identify valid options for technology access for students needing assistance to achieve digital equity.

Ongoing – School-based funding Research devices designed for special needsResearch devices designed for multilingual learningIdentify options for students with access needs due to socioeconomic status

2.2.2 – Provide professional development and support that encourages combining technology with Individualized Education Plans for students with special needs.

Ongoing – No additional funding Identify number and type of resources provided to schoolsIdentify number of IEPs for all schoolsIdentify and promote professional development opportunities highlighting IEPs and technology

2.3.1 – Develop and implement structure that allows for training in internet safety for all administrators, teachers, parents and students.

June 2012 – No additional funding Plan and organize professional development opportunity emphasizing safety curriculum, materials and Acceptable Use PolicyIncorporate internet safety teaching into school curriculum and provide parents with access to standards

2.3.2 – Identify specific internet safety needs relating to digital equity, and devise and disseminate information to stakeholders to whom it is pertinent.

June 2012 – No additional funding Devise separate means of displaying and disseminating internet safety standards to students with special needs and language differences

3.1.1 – Provide teachers with information, examples, and professional development concerning software and internet applications that allow for students of all abilities and circumstances to gain understanding in how to learn on their own.

Ongoing – $150,000 Purchase trial software and temporary internet access when pertinentProvide instructional video and practice assignments for potential new software and internet uses

3.1.2 – Encourage teachers to explore safe uses of social media and ways to implement that into the classroom.

Ongoing – No additional funding Pilot projects for use of social mediaDevelopment of social media standards within internet safety standards

3.1.3 – Identify and evaluate new resources for recommendation and dissemination to teachers and schools to help bridge the gaps in digital equity issues.

Ongoing – $50,000 ITRT suggestions for new technology and web resourcesTeacher and administrator suggestions for new technology and web resourcesNew programs from current technology and web resources

3.2.1 – Identify existing systems, software, and internet resources that assess Internet Communication and Technology (ICT) literacy.

Ongoing – No additional funding Research sources that meet ICT literacy evaluation needsSurvey ITRTs for suggested methods to assess ICT literacy

3.2.2 – Devise data-driven research standards to determine if Virginia Technology Standards of Learning are being met and develop remedial programs if necessary, especially regarding students with digital equity needs.

February (annual) – No additional funding

Implement district wide VSOL standards testing for all grade levelsIdentify assistive technology needs for digital equity students

3.2.3 – Identify and implement professional development opportunities that emphasize meeting the needs of students with cultural, special needs, and socioeconomic differences.

Ongoing – No additional funding Identify national, state and local professional development opportunities and disseminate among school staff

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3.3.1 – Identify existing assessments and assessment strategies from leading Instructional Technology societies and implement any deemed appropriate on a trial basis.

June (annual) – No additional funding Research sources for existing technology based assessments

3.3.2 – Design and implement data-driven and research-based assessments that adequately assess all students, regardless of digital equity needs, and all aspects of learning.

Ongoing – No additional funding District assessment dataInput from ITRTs and other school staffData-driven best practices for assessment in digital equity

3.3.3 – Identify and promote professional development opportunities that address technology based assessments.

Ongoing – No additional funding Identify national, state, and local professional development opportunities relating to technology based assessmentsDisseminate information among school staff

4.1.1 – Make research-based decisions on which tools to provide with favor being shown to those that can be more easily adapted in digital equity situations.

Ongoing – $2,500,000 Identify number of assistive technology tools & studentsIdentify number of language needs tools and studentsIdentify appropriate new tools via research and suggest as appropriate

4.1.2 – Provide tools that allow the portability needed for 21st century classrooms and instructional settings that allow students to maximize learning opportunities.

Ongoing – $5,000,000 Identify tools via data-driven researchDevelop pilot programs for new toolsUse district level data to determine further use and purchases

4.1.3 – Ensure students receive accurate training and opportunity to use tools in situations involving personal, local and community interests.

Ongoing – No additional funding Provide ICT training and instruction for all studentsProvide all schools with state mandated number of ITRTs and encourage their involvement in the classroom

4.2.1 – Equip ITRTs to provide assistance to teachers and students in effectively integrating tools into the learning process.

Ongoing – $100,000 Provide ITRTs with membership in ISTEProvide cooperative professional development days to foster teamwork between ITRTs and classroom teachers

4.2.2 – Provide IT support for ITRTs to maintain all tools and networks in working order.

Ongoing – No additional funding Develop secure and efficient communication process between ITRTs and IT department

4.3.1 – Identify new technologies and tools through interaction with Instructional Technology societies and conferences and disseminate information to administrators and instructors.

Ongoing – $1,000 District level Instructional Technology account with ISTE, AECT, AACE and other Instructional Technology societies

4.3.2 – Develop programs to evaluate tools relating to digital equity issues.

Ongoing – No additional funding Formal surveys for all school staff using technology with digital equity studentsData-driven comparison of differing tools used for similar students

5.1.1 – Use data to inform purchases with emphasis on digital equity.

Ongoing – No additional funding Identify data-driven research on multiple internet, software and hardware tools from multiple sources

5.1.2 – Conduct semester surveys regarding tools, applications, and digital equity and compare with state produced survey results.

Fall & Spring (annual) – No additional funding

Formal surveys concerning tools and applications related to digital equity district wideComparison with related state produced data

5.1.3 – Use current enrollment information to determine purchase budgets for specific assistive technology tools.

Ongoing – School-based funding Identify number of assistive technology tools & studentsIdentify number of language needs tools and studentsIdentify appropriate new tools via

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research and suggest as appropriate5.2.1 – Provide training for ITRTs in disaggregating and interpreting data for planning assistance to teachers and administrators.

Ongoing – No additional funding Identify professional development opportunities in disaggregating and interpreting dataDisseminate information to ITRTs

5.2.2 – Identify resources for ITRTs to use in training teachers to disaggregate, interpret, and use data in instruction.

Ongoing – No additional funding Provide professional development to ITRTs to assist in training classroom teachers

5.2.3 – Provide training and tools to interpret data regarding cultural, special needs, and socioeconomic differences, and resources to overcome those differences.

Ongoing – $100,000 Identify professional development opportunities for interpreting dataUse data-driven research to identify tools to help interpret data

5.3.1 – Identify current technology based methods used to demonstrate understanding.

Ongoing – No additional funding Data-driven research for simulations, game environments, delivery platforms and multiple ways for students to demonstrate understanding.

5.3.2 – Identify or develop methods to use technology in creating assessments relevant to students with digital equity needs.

Ongoing – School-based funding Data-driven research for simulations, game environments, delivery platforms and multiple ways for students to demonstrate understanding.

Lesson Plan 1:

Course Information—

--English--Multi-Media Presentations --Grade 9--3-5 class periods (1st class period sequence given)

Issues and Challenges for English Instruction—

--Media and technology usage--Research methodology--Group presentations

Technology Integration in English Instruction—

Using multi-media sources to gather information

Examples: Youtube, Vimeo, and Smithsonian, History Channel, or other professional video source; Web-based news archives, Online newspapers.

Motivational tools

Examples: Completed projects, Video presentations of ideas

Objectives—

Virginia Standards of Learning

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VA 9.2 – The student will produce, analyze, and evaluate auditory, visual, and written media messages

VA 9.8 – The student will use print, electronic databases, online resources, and other media to access information to create a research product

NETS-S

1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.3. Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information.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.6. Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems and operations.

Introduction/Attention Grabber

--Ask students if they’ve ever watched a Youtube video --Ask students if they’ve ever watched a video podcast--Ask students if they’ve watched a Youtube video or video podcast that describes an historical event, is a how-to video, or gives information about a person--Ask students to describe what they liked about their favorite Youtube videos and video podcasts

Class Sequence

--Hook (3-5 minutes)--Teacher plays sample video clips (5 minutes)--Teacher places students into groups of 4 (3-5 minutes)--Students brainstorm and present potential topics to teacher/resource teacher for approval (5-10 minutes)--Teacher/resource teacher monitors as students develop initial storyboard idea (5-10 minutes)minutes)--Teacher/resource teacher monitors and group begins to research their topic (10-15 minutes)

Resources/Materials

--Sample video clips--Computers/tablets (school specific) for internet--Video recording equipment (presentation)

Digital Equity Strategies

--Research can be multilingual

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--Language and assistive aids for research--Authentic practice opportunities--Group work to mitigate assistive technology needs--All work done in classroom to remove socioeconomic disadvantage

Assessments

--Ongoing: Monitor/guide group work in choosing topicMonitor/guide group work in choosing research sourcesMonitor/guide group work in storyboardingMonitor/guide group work in scripting video podcast

--End of Lesson:Students present 3-5 minute video podcast

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Executive Summary

Crosswalk of Goals

A goal comparison of the National Educational Technology Plan, the Educational Technology Plan for your state, and the Imaginary County Public Schools’ Strategic Plan.

National Educational Technology Plan

Educational Technology Plan for (your state)

Imaginary County Public Schools’ Strategic Plan

Learning: All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

Engage students in meaningful curricular content through the purposeful and effective use of technology.

Classrooms will encourage all students to acquire the ability to learn new technologies and show increasing mastery of known technologies to enhance academic output and personal growth by means of engagement with meaningful curriculum with the help of assistive technologies as needed.

Assessment: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

Use technology to support a culture of data-driven decision making that relies upon data to evaluate and improve teaching and learning.

Classrooms will discern achievement for all students through a variety of data-driven, research-based methods and use that data to increase learning opportunities for all students, with an emphasis on digital equity issues.

Teaching: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.

Afford students with opportunities to apply technology effectively to gain knowledge , develop skills, and create and distribute artifacts that reflect their understandings.

Classrooms will allow all students to apply appropriate technology in discerning long term objectives, devising appropriate steps to accomplish these goals in an acceptable amount of time, and producing artifacts.

Infrastructure: All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings.

Classrooms will provide students with an awareness of resources, and ability to use said resources, for differences in language and culture, learning and physical disabilities, and socioeconomic status.

Productivity: Our education system at all levels will redesign processes and structures to take

Provide a safe, flexible and effective learning environment for all students.

Classrooms will provide and environment in which all students will have equal

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advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

opportunities to find solutions, whether by unique means or accepted practice, through individual and group work for their own benefit and for the good of all their classmates.

The plan, as presented, places significant interest on identifying the variety of needs amongst students. By providing consistent access to the best learning tools, be they assistive technology, internet, multilingual learning activities, etc., all students will have the opportunity to achieve to their maximum potential.

Professional development will be sought for all school staff with an emphasis on developing a technology based approach that encourages higher order thinking from students and assessing their progress with a variety of data-driven, research-based means. Teaching staff and ITRTs will be tasked with identifying student abilities and needs, pairing appropriate technology with each student, and helping students with needs to achieve as much as possible.

Infrastructure in schools will be kept at the highest level affordable. Internet connectivity, technology tools, and technology training will be organized in a manner to benefit all students with a special focus on digital equity needs areas. With the overall emphasis, student productivity should occur at the highest level possible for each individual.

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References

International Society for Technology in Education. (2007). NETS for students. Retrieved from

http://www.iste.org/standards/nets-for-students.aspx

International Society for Technology in Education. (2008). NETS for teachers. Retrieved from

http://www.iste.org/standards/nets-for-teachers.aspx

Prince William County Public Schools. (2010). Educational technology plan: 2011-2015.

Retrieved from http://ww2.pwcs.edu/admin/techtaskforce/techplan/2011-

15EdTechPlan11.30.2010_1.pdf

Prince William County Public Schools. (2011). Strategic plan: 2011-2015. Retrieved from

http://pwcs.accountability.schoolfusion.us/modules/groups/homepagefiles/cms/1007118/File/

StrategicPlan/StrategicPlan_2011-15.pdf

United States Department of Education. (2010). National education technology plan 2010.

Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf

Virginia Department of Education. (2010). Educational technology plan for Virginia: 2010-

2015. Retrieved from http://www.doe.virginia.gov/support/technology/edtech_plan/plan.pdf

Virginia Department of Education. (2011). School division report card: Prince William county

public schools. Retrieved from https://p1pe.doe.virginia.gov/reportcard/report.do?

division=75&schoolName=All

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https://p1pe.doe.virginia.gov/reportcard/report.do?division=75&schoolName=All

https://p1pe.doe.virginia.gov/reportcard/report.do?division=75&schoolName=All

http://www.doe.virginia.gov/support/technology/edtech_plan/plan.pdf

http://www.ed.gov/sites/default/files/netp2010.pdf

http://pwcs.accountability.schoolfusion.us/modules/groups/homepagefiles/cms/1007118/File/StrategicPlan/StrategicPlan_2011-15.pdf

http://pwcs.accountability.schoolfusion.us/modules/groups/homepagefiles/cms/1007118/File/StrategicPlan/StrategicPlan_2011-15.pdf

http://ww2.pwcs.edu/admin/techtaskforce/techplan/2011-15EdTechPlan11.30.2010_1.pdf

http://ww2.pwcs.edu/admin/techtaskforce/techplan/2011-15EdTechPlan11.30.2010_1.pdf

http://www.iste.org/standards/nets-for-teachers.aspx

http://www.iste.org/standards/nets-for-students.aspx

technology implementation plan -- diversity

Documents

show increasing mastery

enhance academic output

creating assessments relevant

situations involving personal

teacher resource teacher monitors

professional development options

digital equity situations

pdf virginia department